<< Objectives >>The objectives are:•To increase digital knowledge of migrants through the use of IT channels for job search and facilitate access to the digital platforms of public administration and institutions through the creation and use of digital identity•To increase language skills of young migrants, with specific reference to the sector specific language.•To foster inclusion by increasing encounter opportunities between local employers and migrants by reducing distances.<< Implementation >>Workshops on the creation of specific activities on the use of the most common digital tools such as:- scanning and archiving on google drive or other platforms such as dropbox, one drive- creation of digital identity- critical use of social mediaDevelopment of a Network of employers and migrant employees:- adoption of the “No discrimination label”- Storytelling workshops- linguistic distances reduction workshopsValidate and certificate the competences acquired by the young migrants.<< Results >>Eased access to the labour market of young participants due to an increased network, certified digital, linguistic and social competences.Raised awareness among the communities of the skills of youth experiencing migrationIncreased EU network and project management skills of the partners1 Handbook using CLIC methodology1 EU Iinclusive Employers Network1 Storytelling & photography training for youth workers 1 Storytelling booklet2 Certification protocols3 National events, 1 International

<< Objectives >>Following the outbreak of the COVID-19 pandemic, VET professionals sought to adapt by digitalising their daily practices and developing new online opportunities for VET learners. The eGreen project is an initiative created to address and reduce the environmental impact of the digital transformation of the VET sector. Project partners will seek to reinforce the capacities of VET professionals & learners by developing resources to engage them in an inclusive & green digital transformation.<< Implementation >>eGreen will aim at reinforcing the capacities of two target groups: VET professionals and VET learners. To that end, four tools will be developed: • Cross-country study on the best practices regarding green digital transformation in Europe• Development of a kit for VET professionals to reduce their digital footprint on the environment• Creation of an inclusive training for VET learners on green digital transformation• Interactive tool to support VET learners to reduce their digital impact.<< Results >>Project partners expect to facilitate the dissemination of the best practices regarding inclusive green digital transformation (GDT), engage VET professionals to contribute to an inclusive GDT, inform and engage VET learners on GDT and help them reduce their environmental impact throughout the length of their experience in the VET sector. In line with the ambitions of the EU Commission and the Erasmus+ program, the four partners aspire to launch new dynamics and actions regarding GDT in Europe.

<< Background >>It is no secret that European pupils in vocational education lack reading skills and don’t experience reading pleasure. This has been proven by the provisional Pisa-results 2018(Universiteit Gent, n.d.). As the 3 countries involved in iRead in VET participated in PISA, PISA will be used as a reference in this KA2. The lowering score on reading comprehension is a worldwide challenge. Taking this data POV (BE), HOWEST (BE), Kethna Vocational Education centre (EE) and Conlan School (IRL) express their mutual concern and want to challenge these vocational readers by using the methodology of close Reading and a game based learning platform for reading.10 countries worldwide score higher on reading than Flanders (Estonia & Ireland). 11 countries achieved a score comparable with Flanders and other European countries are doing less well. These results in combination with (international) expertise is an opportunity to create a KA2-project, with partners chosen on their expertise and identity. As a project leader POV will coordinate the project.The main idea of this project is to offer teachers and school leaders in VET schools support and professionalize them education in reading skills. Research shows that stronger readers are more motivated and experience more reading pleasure (Guthrie, 2008). Consequently, pupils will function better in their school, work and in society. They will experience better learning outcomes.As outlined above, the indirect (but most important) target group are the pupils as they will benefit from this project. That is why the results of the pupils will be monitored. Gathereddata will be analyzed throughout the entire project. Beside this group iRead in VET has 4 direct target groups for which we create outputs. On teachers’ level iRead in VET willorganize professionalization activities. The iRead in VET-team will support the school(leader) by implementation in the school policy. Concerning the partnership, the partners will invest in further professionalization and strengthen the partnership to exchange good practices and experiences on Close Reading.This project will run from November 2021 until November 2024. In order to carry out the activities, iRead in VET organizes 6 transnational meetings and online moments of consultation. These meetings are important for the follow up of the draft tools, the progress of the project and the different steps to be taken.The developed outputs will be situated on different levels. A set of texts that pupils like (creation of reading pleasure) will be gathered on the level of the pupil (Reutzel, Fawson, & Smith, 2008) and an online game based learning platform will be developed. On the level of the teacher and the school a professionalization will be offered combined with tools, a forum and an implementation plan to embed an effective reading culture. Result on the level of the partnership will be that partners will produce and test the different tools and take responsibility for the dissemination. Secondly, it will offer possibilities to share good practices and learn from each other during the project.Each partner will contribute and assure the dissemination of the developed materials and will involve schools for the testing of the developed tools. The developed online community will also make further dissemination possible.The iRead in VET-project is relevant because good reading skills have an impact on social, cultural and working life. The longer term benefits for pupils involved in iRead in VET are enormous. Besides, professionalization of teachers and school leaders is the best way to achieve long term benefits for a lot of pupils. Teachers and school leaders will use the projects outputs in future. That is why, after finishing the professionalization, it will be turned into a KA1 course. The more teachers and school leaders will learn about this project, the methods and tools, the more pupils will reach a good level of reading comprehension.<< Objectives >>Reading comprehension is an important skill for students. We can all agree on that. But opinions are divided on how we offer it. The main object of the project is to increase the reading skills and pleasure for students in VET. By reading more they will become better readers and learners, which has an impact on their daily lives. To motivate students in reading more, the methodology of Close Reading will be used. By the training of the teachers they will learn the methodology of Close Reading. There are new insights (Fisher, Frey & Hattie, 2016) that show that listening comprehension and reading can be tackled differently by using interesting yet complex picture books and texts for children. This is called close reading . You teach students how to approach reading such a text, so that they actually understand the text and come to a deep understanding of the text. Close reading focuses on the text and turns students into active readers.Beside the methodology of Close Reading the development of a game based learning platform will motivate students to read more. game based learning is a teaching method that balances educational materials with the strategies, rules, and social aspects of playing a game. By using a game based learning platform lesson content is adjusted to fit the game. Reading in a fun and interactive way encourages students to read better and more through a game, in an accessible way. We guide the students through Play it Safetarget audience up to 4 times faster, with 30% more knowledge transfer compared toconventional learning methods. We are convinced that we can do it with Play it Safe to strengthen the project..By presenting the project results the partnership is convinced they will convince school leaders to change reading education in their school. An innovative education in reading will have a positive impact and the reading skills and pleasure of students.<< Implementation >>As the use of close reading and a game based learning platform for reading is innovative it is necessary training sessions for teachers. There will be an e-course that teachers can follow whenever and where they want. Beside that one international training will be organized. This is an excellent opportunity to connect all involved teachers.After training the participants will go on with the trained stuff in their own school and develop and test reading lessons by using close reading. It is important to build a box of lessons to inspire other teachers in Europe. All tested and developed lessons will be checked by the partnership on effectiveness and didactical value before putting them in the online tool.During the dissemination as many educational stakeholders as possible will be invited to show the results of the project. By the developed Mooc the partnership wants to encourage school leaders to be the change in reading education.<< Results >>The most important outcome of the project is the increase of reading skills and pleasure for students in VET. To motivate and challenge them to read more and better a game based learning platform will be developed. They will be challenged to collect all reading stars by reading all texts in the game and giving correct answers. They will experience reading as fun. Students who read more will become better readers. Research has proven that better reading results in better learning which will have a positive effect in their daily life. On the level of teachers the partnership wants to create a new teacher in reading education. Therefore few project results on the level of teachers will be developed.After the project there will be an online toolbox where teachers can find everything they need for effective reading lessons: good examples, tips and tricks, a forum to exchange ideas and experiences… Teachers will be trained in the development of lessons, using the methodology of close reading, in an e-course. This pathway of professionalization will guide them step by step in the process of developing reading lessons. Beside that they will also be trained in the use of the game based platform. Important to implement the developed results is to convince the school leaders to change their school culture and change reading education. Therefore they will be guided in the implementation in a Mooc. In this Mooc the advantages of good readers will be explained, the use and advantages of the methodologies of Close Reading and the game based learning platform will be explained and by presenting the four-in-balance-model they will get tips and tricks to implement an effective ICT-education which they need in order to implement the innovative game based learning platform.

<< Objectives >>We intend to provide youth workers with the skills needed to engage the young persons they work with in research to make it more participatory, action-focused and participant-led, and ultimately more suitable to inform policy-making at all levels of governance. This becomes particularly important when policy, research and practice aim to support at risk of marginalization groups which still largely remain under the radar, such as young carers (YCs), on which the project will focus.<< Implementation >>The project intends to develop, test and disseminate a training programme and methods aiming to upskill youth workers and enable themto contribute to the development of evidence-based policies in support of young carers at all levels of governance via participatory research and policy-consultation mechanisms involving the young people they work with.<< Results >>A) One multi-language (EN-IT-GR-FR), piloted and evaluated learning course of core-competencies needed by youth workers to contribute to research and policy around young carers, together with a guide for its replication by other providers B) A MOOC to reach out to more learners and stakeholders across EuropeC) A co-developed policy reccomendation report on how to promote the engagement of youth workers in policy and research

<< Background >>The Digital Transformation of education, and the current pandemic crisis, is imposing technological, organizational, cultural and social changes that impose an analysis of the digital awareness of all actors. Being digitally competent and able to use digital technologies in a confident, critical and responsible way is essential for teachers and schools. Moreover, studies show that students extensively use their senses to learn, therefore turning online learning into a ludic and effective experience through the integration of human engagement and connection is crucial to ensure the success of distance education. In this scenario, the role of families and communities becomes crucial to bridge the digital divide and increase digital awareness and safety, while fostering inclusivity and equal opportunities.STRANDS aims to support the challenging transition of education from physical spaces to virtual classes of teachers, students and families. Peer learning among teachers, inclusive methodologies, students' engagement through non-formal education, increased awareness of risks related to the online presence of students and families are all core elements of the STRANDS project.For the duration of the project, partners will employ non-formal education methods, both in local and international activities, and will ensure an effective learning process through a cooperative and clear communication and regular evaluation of the activities.<< Objectives >>OBJECTIVESGeneral objective: To ease the transition into blended learning and distance learning of educators and learners, by supporting them in embracing digital methodologies into learning practices, while building emotional bonds between educators and learners, and among learners.Specific objectives- to enhance methodological and pedagogical capacities in teachers and educators, in order to enable them to use digital technologies and to increase their digital mindset- to support learners in the transition into distance learning and in the integration of digital means into their lives- to engage families and communities into learning practices, in order to increase digital awareness while tackling isolation.<< Implementation >>TARGET GROUP & PARTICIPANTS• School teachers and educators (≥ 200 participants)• Students and learners (≥ 1000 participants)• Families and communities (≥ 25 participants)• Schools, educational institutions, other relevant stakeholders and general publicRESULTS & ACTIVITIES• R1 - Teachers-led ICT Online Community Platform• R2 - Guidelines for Technical Tips for an Inclusive Digital Learning• R3 - Interactive Virtual Classes Toolkit• R4 - E-Safety Manual for Families and Students• R5 - Protocol for the Certification of Competence• C1 - LTTA MOBILITY (≥ 10 students involved)• EVENTS: National Multipliers (≥ 240 participants) & Final European Conference (≥ 87 participants)<< Results >>STRANDS will provide innovative Open Educational Resources for teachers, students and their families, to ease the transition of educators and learners into blended learning and distance learning. Teachers will be more motivated to work in school using digital tools, thanks to the improved understanding of non-formal education principles and its benefits. By cooperating with peers and through the different training activities, teachers will increase their interest and competences in digital learning methodologies. Moreover, teachers and school staff will become more aware of the European frameworks on digital competences of educators. At the same time students, notably those with fewer opportunities, will benefit from the enhanced accessibility and improved quality of online learning materials. They will also gain awareness on the topic, especially during the C1 in Dublin, where they will have the opportunity to share ideas with people from different countries and acquire knowledge about online safety.STRANDS Results will be freely available during and after the end of the project for schools, teachers, communities and youth workers who want to adopt them; this will contribute to a wider positive change in online education and more effective educational methods at both national and international level. Schools will contribute to a sustainable and effective promotion of the project and they will develop new educational patterns according to societal needs. Family and community members will be given tangible tools to be able to recognize risk factors of the digitalisation of young people, and act accordingly to prevent them. They will give their contribution for the positive societal change that we aim to reach. Policy makers will become more aware about the issue at local and international level, especially during the final EU conference that will take place in Bratislava, the Slovak capital, with stakeholders of European panorama.