"The partnership has the main priority to improve the social inclusion of the vulnerable students from the partner schools, who are at the risk of dropping out of school. Very often, the vulnerable students get self-excluded because they lack confidence and motivation, they lack knowledge and skills, and they don't feel as belonging to the school community. Many of them, because they are different (some of them are overweight, some get from various ethnic minorities, some have a migrant background or get from families with social difficulties), have developed over the years, some psychological trauma. The specific objectives of this project are the following:O1. to increase the participation numbers in school community activities and projects for approx.300 students from RO, PT, IT, FI, TR and DL, by improving the learning/teaching environment and the wellbeing of the school communities (in the sense of developing a behaviour based on the understanding of values, respect and tolerance towards other people, better integrating the differences and creating a more socially-inclusive dimension).O2. to reduce the school dropout risk for approximately 300 students from RO, PT, IT, FI, TR and DL (50 by each school), by developing a positive attitude (based on a trial-error ethos) and confidence through sports and ICT activities, both face to face (during students exchanges) and online (eTwinning platform of cooperation). O3. to improve school performances (better results in school subjects) for approx. 300 students from RO, PT, IT, FI, TR and DL through digital activities which will improve their digital skills and open up further opportunities.In the preliminary communication between partners, we have identified, in the data provided by the SWOT analyzes (made by the management teams in each school) needs that can be covered throughout a medium-term period through common objectives and activities, despite the target audiences being different in each country. Thus, whether we talk about poor students in Romania, Turkey or Italy, coming from the countryside or disadvantaged families, or about migrants in Portugal, Italy, Deutschland or Finland, all of them are vulnerable and disadvantaged students who feel excluded and need help to overcome the social difficulties. Thus, in the Romanian school, 50 students out of 1250 receive government support because they come from poor families with incomes below 50 euros/month/persons. Sometimes, if their families consider they can earn more money having a seasonal job, they risk dropping out of school). In Turkey, 50% of the students, coming from the different rural parts of the country and facing economic and social obstacles, are assisted by the government to live in the school boarding. Due to the lack of financial stability, many of them show a lack of motivation in their studies as the 5% of students in Italy. In Germany, more than 40% of students have a migrant background, 25% of them are poor, and 20% feel excluded as overweight like 21% of girls and 29% of boys in Finland. Not only is social inclusion congruent with equal opportunity, but it also benefits the public by preventing young people from becoming socially excluded after finishing their high school studies.In order to address these needs, we considered both sports/physical education and ICT, as tools which can bring added value to overcome two main barriers to integration: the lack of confidence and motivation and the lack of knowledge and skills which can give them access to social and economic opportunities. Sports can be an efficient tool, a common language for all partners because sports are a means to increase the confidence of vulnerable people. Engaging in sport would enable all the people to interact positively, thus furthering integration. In the same time, technology, which is nowadays kind of environment, will help us to create a space of social inclusion by helping us to manage different aspects of our lives better. In this context, following the Latin dictum ""Mens Sana in corpore sano"" we intend to gather all the positive energy of young people from the 6 partner countries, in a project that will be a model of European cooperation. 6 students exchanges events will offer opportunities to these young people to overcome their fears and vulnerabilities by sharing emotions and knowledge with peers from other countries. Complementary, the eTwinning activities developed to support cooperation will increase the chances of success and at the end of the project, all the direct beneficiaries (approx. 300): will improve their school performances and communication abilities, thus achieving better results in school subjects (comparison before and after) and will have increased their propensity to get involved in school community activities and projects."

When we wrote the application, we took into account, on the one hand, the very dynamic socio-economic context in which we live, which requires active measures to stimulate innovation and which is closely associated with Science, Technology, Engineering, and Mathematics (STEM) subjects most of which students are not interested today or they are afraid of, considering them too heavy and unsatisfactory. We also considered Art, which can be a valuable asset for entrepreneurs. Then we set out, on the one hand, to train some teachers to be able to adapt their teaching/learning process so as to change the misperception that students have for Science, Math, and Technology and that can show students what wonderful benefits these disciplines bring in the long run. We also considered the global movement to integrate art and design into the innovation equation, as a necessary condition for economic growth, a movement to which the EDINN project partners also joined. In addition, all aspects of communication, tolerance, overcoming prejudices, and acceptance of cultural diversity are ingredients of success in companies of the future, therefore, we aimed to develop these skills to students and teachers who were directly involved in the project and who could live the experience of living and studying (even for a short time) in a multicultural and intercultural environment.At the start of the project, the Polish partner withdrew, because of their school organizational reasons.The specific objectives of this project were: O1. to improve knowledge, abilities, and competencies of working in the formal/ non-formal frame for 50 teachers (different subjects) from Romania, Portugal, Italy, Finland, and the Czech Republic, to share good practices on entrepreneurial mindset through STEAM. O2. to improve the attractiveness of Math and sciences for 300 students of 9th and 10th degree, from the partner countries by promoting collaborative learning and critical thinking and by increasing self-esteem and reduce early school leaving by 2% in the next two years. O3. to increase the capacity of the schools to offer quality education to all students, including those coming from disadvantaged groups or minorities, and to develop behavior based on the understanding of values, respect, and tolerance towards other cultures.The activities that have taken place; Project activities:- Project management activities- Informative, promotional, and advertising activities- Staff training event for teachers of a different subject from partner countries. - Short-term exchange of groups of pupils, a course on STEAM - an innovative approach, in Portugal- Short-term exchange of groups of pupils, a course on The science behind the Art - in Italy and relating activities- Virtual short-term mobility organized by the Czech partner in accordance with the other partners (evaluating, monitoring, adjusting) - Festival of innovationDissemination activitiesSustainability activitiesImplementation Methodology: teamwork, peer-to-peer education, brainstorming, workshop-sites, documentation, practical activities, visits, discussions, role play, team building Results, and impact - Potential long term benefits:Project's results and its expected longer-term benefits.Pupils:- increase motivation to study Math and Sciences as well Art widening the palette of choices for students to the labor marketplace. - develop entrepreneurial skills- improved school results- increase of self-confidence/motivation to perform, learn and think critically/independentlyTeacher -Development of:- professional skills/competences- linguistic abilities- new approach and good practices to be implemented in the school- pedagogical competencies by comparing the system, practices, politics, educational systems with those in partner countriesSchools:- an open-minded attitude towards Europe- diminishing school failures of students, through increased motivation and perfecting relationships between students, and between students and teachersThe impact of the project reaches beyond the beneficiary institution, to spread the entrepreneurship mindset and foster the improvement of the ability of students to turn ideas into actions, as well as to create an entrepreneurial ecosystem in partner countries. Transfer of best practices empowers teachers as change agents, by offering them a set of lesson plans that invites entrepreneurial learning and facilitates the change trajectory.Families/other stakeholders:- educating pupils to be aware and responsible citizens, and to build positive relations- favoring school integration with territory/local communityRegional, national and European impact:- promotion of national/international common values, such as respect for cultural and linguistic diversity, inclusive education- creating a European area of education/training for attainment of the Lisbon strategy's objectives.

<< Background >>The main objective of the project is to develop mechanisms and tools for the recognition and validation of prior learning. The developed methods and tools are target especially at adult learners in vulnerable situations and adult trainers working with vulnerable groups of learners. A large proportion of people face severe challenges in getting decent jobs, whether they are migrants trying to access education or to enter the labour market or they may be disabled or otherwise in a vulnerable situation. They may have the necessary skills and competences to do the job but they lack the recognition and validation of their skills. Or they may have skills gaps that could be filled with some specified learning tasks in order to be employed. The recognition of prior learning processes can help these individuals acquire microcredentials, a certification or even a formal qualification that matches their knowledge and skills, and thereby contribute to improving their employability, mobility, lifelong learning, social inclusion and self-esteem.The project aims also at supporting the green and digital transformation on the grass root level. There is a need to enable a profound change in peoples’ behaviour and skills, starting in the training systems and institutions as catalysts. Actions should be geared towards changing behaviour, developing and boosting skills for the green economy through fostering new sustainable education and training. As stated in the European Pillar of Social Rights a strong Social Europe is the foundation not only of our citizens’ prosperity and well-being but also of a competitive economy. A skilled innovative workforce, capable of shaping and adapting to the green and digital transitions will be key to this. Education is the foundation for personal fulfilment, employability, and active and responsible citizenship. The right to quality and inclusive education, training and lifelong learning is proclaimed in the European Pillar of Social Rights as its first principle. The Union has reset its growth strategy, based on sustainability, with green and digital transitions as its transformative drivers. Education is at the heart of the European way of life, strengthening social market economy and democracy with freedom, diversity, human rights and social justice.In December 2020, 16 million people were out of work. Low-skilled, low-paid workers, and temporary workers were the first to be laid-off due to the COVID-19 outbreak. Migrants’ participation in the labour market was also disproportionately affected by the pandemic. Although skills are essential to equip people for the new green and digital jobs and help shield workers from unemployment, under 40% of adults participate in any form of training every year and still too many young people have only a low level of skills or do not reach upper secondary education level (European Pillar of Social Rights Action Plan | European Commission (europa.eu)) At the Eu level, adult participation in learning has not reached 15% target but has risen to 10.8% in 2019, with large differences between EU countries.<< Objectives >>There is a need for more flexible and inclusive learning paths since the learner population is becoming more diverse and the learning needs including up-skilling and reskilling more dynamic. The guidance and validation of skills play an important role. Innovative instruments like micro-credentials can facilitate flexible learning pathways and support learners to get employed or during professional transitions. More emphasis on training in collective agreements between social partners can improve access to quality training opportunities at the workplace, including for apprenticeships.The light pre-survey on the issue showed us that there is a need for easy-to-use methods and tools for both adult learners in need for support (eg. migrants, disabled, long term unemployed, people without formal secondary level education or otherwise in a vulnerable situation in the society and esp. in the labour market) as well as employers and staff working with adult learners. We want to develop easy-to-use, user-friendly tools for adult learners to assess their own skills and competencies gained through prior learning in formal, informal and non-formal settings in order to see the emerging needs and to find ways to up-skill and re-skill the competences to meet the needs of the labour market. For the companies and staff working with adult adult learners, the learning environment identification tool will offer an easy way to identify the tasks and the skills needed to successfully complete the tasks.<< Implementation >>1) Preparation and planning - preparation and planning phase has been commenced already in the application phase and it will continue the two first project months. All the plans, scheduling, timelines, milestones, templates, agreements etc. will be finalized so that the actual implementaation is ready to start in the beginning of 2022. 2) Transnational project meetingsThere will be five transnational project meetings and the preliminary agenda has been prepared already in the application phase. Each meeting will last one to two days depending on the planned agenda. 3) Production of the project resultsThe production of four project results has been planned and the tasks within the work packages has been distributed. The project results are all closely connected to each other and they form a usable entity within adult learning context. 4) LTT activityThe planned LTT activity is connected to the project results and gives the participants a possibility to familiarize themselves with the produced tools and methods more in depth. Thus enabling their role as facilitators in their own organisations. 5) Multiplier eventsThe project plans to arrange five multiplier events - one in each partner country. The objective of the MEs is to disseminate the project results to a wider audience interested in adult learning. . 6) EvaluationEvaluation is an ongoing process throughout the whole project. 7) DisseminationDissemination activities take place during the whole project to reach maximum visibility to the project and its results in order to create long lasting impact.<< Results >>The project builds upon the following key elements that create the project results: 1) The first refers to the processes related to identifying skills and competences of the learner including non-formal and informal learning (digital, simple and visual self-evaluation tool)2) the identification and definition of learning environment (what kind of skills can be gained in the learning environment) - digital tool3) the training module for trainers and working life representatives - how to recognise and evaluate the skills of the learner/ what is the recognition and validation process like; who are the actors4) the collection and presentation of evidence of learning; the assessment and validation of the evidence; and issuing recognized microcredentials, certification or even qualification if claims are validThe whole recognition and validation of prior learning process will be visualised including all the project results (1 to 4) .The project and its results will benefit the adult learners, adult trainers, organisations offering adult training, companies and employers. The recognition and validation process of learning is made visible and easy to comprehend by all active parties thus improving the situation of adult learners in the world of work and also education and training.

The NextSteps@TechVET project takes place in the field of VET. In VET, there is a strong policy focus on work-based learning (WBL) as an educational strategy or approach. Thus, through focusing on WBL learning, the project responds to the EU priorities for VET (2015-2020) aiming to promote WBL in all its forms, by involving companies and VET providers. This project focuses on the development of WBL that takes place in real work environments, focusing on on-the-job training (see also UNESCO, 2017). World Economic Forum has also underlined the importance of WBL in preparing individuals to deal with the uncertainty and changes. Moreover, this project responds to the EU priorities for VET (2015-2020) by developing and creating opportunities for initial and continuous professional development for VET teachers and trainers in work-based settings, thereby promoting lifelong learning. In practice, VET teachers are often expected to collaborate with workplaces and workplace trainers. Teachers may visit workplaces during WBL and provide guidance for students through discussions that are essential in helping the student to integrate learning between school and work. Also, wider career guidance skills are often needed to prevent drop out or early school leaving, as versatile learning environments and personalized study paths may even overly emphasise students’ self-directed approach to learning in VET (Pylväs, 2018). To support learning and guidance at work, it has been suggested that VET teachers should act as pedagogical and educational advisers.The project promotes WBL and teachers’ and trainers’ professional development through following objectives: a) recognition of the current state and development needs regarding cooperation between VET institutions and working life; especially focusing on guidance (incl. career guidance and workplace guidance in physical and digital environments), b) development of pedagogically considered educational materials to support guidance skills and cooperation between education and work, c) promotion of best practices for WBL from the perspectives of teachers, students and working life, d) improvement, recognition and accreditation of guidance skills through the development of digital open badge-driven learning process.The project outputs are: a) Report on the current state of school-work connection and guidance competencies, b) educational materials to develop guidance skills and materials for workplace instructor training, c) Best practices for work-based learning support guide for teachers, students and workplace instructors, d) Defined competence criteria for a Digital Badges for “Learning Ambassador” and “Workplace instructor” and piloting Digital Badges. The intended project results and outputs will illustrate learning outcomes and thus enable the VET teachers, HRs, students and representatives of working life to understand them better.Project Outcomes illustrate best practices in work-based learning and workplace guidance training, thereby giving organizations, teaching and guidance staff, students, and work representatives a better understanding of the importance of working life partnerships. The project develops the international knowledge of the target group of the project, lowering the threshold to guide students to international exchange in the future.The consortium is composed of six organisations from four different EU countries (FIN, EST, LAT and NED). In all partner countries, target groups are VET institutions, especially VET teachers and their working life connections covering workplace managers and workplace instructors. Through these target groups, the project also benefits VET students.The need to bridge education and work in order to response to the labour market needs is shared, although VET systems vary between partner countries and WBL takes different forms. Nevertheless, a common challenge is that the connections between education and work are limited from the perspective of students’ learning, as well as from the perspective of practical collaboration between school and work. However, close collaboration between vocational institutions and workplaces is considered as an ideal way to organize work-based learning for VET students (Guile & Griffiths, 2001). After the project, participants will have a better understanding of the importance of VET and working life cooperation, both for the development of VET and for the professional development of the teacher. Teachers' working skills with the world of work have developed and teachers are able to direct their teaching in a more work-oriented way. Teachers learn to anticipate the development of working life together with working life.The development of business and VET through co-operation will provide companies with a well-trained workforce and secure labor supply. Businesses are increasingly involved in the development of VET and can have a greater influence on the quality of VET.

Quality assurance of in-company training for apprenticeship and school-based VET is an important issue of European VET. Well-defined learning outcomes are crucial, as they support the preparation of the students´ study plans and their implementation, ease the assessment and contribute to transnational mobility. Video technology is a convenient approach for addressing the challenge of applying learning outcomes, used in the project “See the goal: In-company learning outcomes as video recordings”. 7 partners from 4 countries were involved in the development process. SLOVENIA, as Lead partner, the Institute of the RS for VET (CPI), together with the vocational school center (Solski Center) from Celje. DENMARK, the Consultancy firm Moeve aps and the vocational school ZBC SOSU Sjælland. PORTUGAL, the Chamber of Commerce and Industry CCILA. FINLAND, the University of Applied Sciences HAMK and the vocational school Tavastia. Experts and practitioners from Slovenia, Denmark, Finland and Portugal want to improve the quality of planning the in-company training, to design a more transparent communication among different stakeholders (especially schools and companies), and to create useful tools for students’ self-assessment. Project produced seven intellectual outputs (here and after IO):1.IO1 Four sets of videos (23 videos in total)2.IO2 Script 3.IO3 Collection of best pedagogical practice & conclusions 4.IO4 Pedagogical guidelines for in-company trainers 5.IO5 Guidelines for VET consultants (WBL organizers or advisors of training companies) 6.IO6 Guidelines for VET students7.IO7 Formulation of learning outcomes (national practices) A series of minimum training requirements for companies, in the form of in-company learning outcomes and typical work situations, were prepared. Denmark, Finland and Portugal have in-company learning outcomes prescribed on national level, since Slovenia developed them during the project. They were described in the report on in-company learning outcomes design (IO7). Selected learning outcomes were described in scenarios that were the basis for shooting videos (IO1). The procedure for making videos was described in the manual for video production (IO2). In the application we named this IO2 Script. There was a lot of misunderstanding with this term, so we change it to Manual. VET students, in-company trainers and managers, VET consultants/coordinators and VET teachers used videos in practice in different ways: •in VET schools for introducing to the students to their learning outcomes for their forthcoming in-company training,•by VET students, as a preparation before their training in a company,•by VET students, to support self-assessment during or after the training in a company,•by VET students, making videos about in-company learning outcomes as a reflection on the learning process and as a contribution to their portfolios,•in training companies, as a dialogue tool for trainer and student(s), regarding the professional content of the learning outcomes and as a joint reference framework for trainer and student(s)•by VET consultants, as a focusing tool on the learning purpose of students´ in-company training periods.The aim of using videos in practice described above, was firstly to elaborate different usages of videos and secondly to evaluate them. All in all, several hundreds of persons were involved and as a result of this activity, the report on usage of videos for different purposes was prepared (IO3). On the basis of the results of the practical use of videos we prepared three guides to support the use of videos for three different target groups: students, in-company trainers and VET consultants (IO4, IO5, IO6). All the results are available on the webpage: https://www.seethegoal-eu.si/. More than 2000 people (students, teachers, in-company trainers, policy makers and other stakeholders) benefited from the project results directly and indirectly. All the intellectual outputs have been in use in all partners’ countries. Some of them are usable for specific educational programme (IO1) or specific target group (IO4, IO5, IO6), others are transferable into different educational programs or even levels and types of education (IO2, IO3, IO7). The methodology/approach developed in See the goal project is usable as well in:•general education (primary and secondary level: e.g. project work in primary schools...);•different levels and types of VET educational (for different forms of work-based learning);•youth actions (recognition of informally acquired knowledge);•national vocational qualifications (recognition, validation and accreditation of non-formal and informal learning);•career orientation.