<< Objectives >>Objective is to innovate guidance practices in VET system and in partner organizations with the development of an expert system (Web oriented Application) based on artificial intelligence and gamification scenarios, which support the practitioner in user’s profiling, gap analysis and definition of reskilling and upskilling paths. Goals are: development of practioner's digital tool use skills, adapting guidance practices to changes and innovations in today's society.<< Implementation >>Activities that the project intends to implement are the following:- Project Management, Quality Assurance management- Transnational project meetings, face to face and online- Guidance process mapping: flow-chart description within partner organizations - Development of Artificial Intelligence Module and Gamification Scenarios.- Monitoring and Data Driven- Interactive Guide Development- Communication, dissemination and dissemination of results<< Results >>Results that the project aims to achieve are the following:- Project Management Manual- Communication plan, website, and other dissemination tools- Pathway/flow-chart, as a visual representation of the guidance process - Artificial Intelligence Module and Gamification Scenarios, applied to user profiling practices, gap analysis, and upskilling and reskilling path definition- Chatbot Interactive Guide and games Operating Instructions- Activity Reports and Final Report

The significant changes that took place in the past decades and the big challenges posed at national and international level by the globalisation, the redefinition of the capital-labour relation and the technological revolution are bringing about a radical change of the economic, socio-political and cultural structures in European countries. VET Reforms (New Skills Agenda for Europe 2016) and Labour Market reforms have started a process aimed at filling the gap between demand and supply of competences. The demand of competences, in fact, is affected by factors requiring the constant adjustment of production and training processes as well as the greater connection between education/training system and enterprises. VET teachers must think about the training objectives required by the present innovations, taking into account the present cultural DYNAMIC aspects and meet the students’ needs by using adaptable teaching strategies, which can develop skills for inclusive participation and work independence. Digital training, included in National Programmes, is essential in order to ensure effective training practices for the current VET system which is undergoing organizational and methodological change.The needs analysis carried out by each partner in its own territorial context shows that out of 180 VET teachers/trainers belonging to both the private and the public sector, 91% stated that they have a poor knowledge of digital and immersive teaching methods and/or do not know how to use them effectively. The project Digital.VET supports the objectives set out in national and European strategies for applying ICT to VET systems through teachers/trainers training. Its overall objective is to create a partnership among VET system operators aimed at the development of systematic approaches and of opportunities for the professional growth of VET teachers/trainers based on the development and innovation of education and training methods which are digital, open, innovative and effective.The Partnership is made up of 6 VET and VT Organisations and will be implemented in 5 European countries, namely Poland, Italy, Portugal, Slovenia and Spain. It will improve the technical knowledge as well as the expertise of VET teachers/trainers about the use of innovative and digital teaching methods by creating training pathways, training staff event and VET qualification which will comply with EQF, ECVET and EQAVET European tools of recognition and transparency. It will be based on the Research carried out in partner countries, concerning best practices of Flipped/Mobile/Virtual&Augmented Reality Learning applied to VET sector, which will then be made available in a multilingual Handbook; moreover, the Job Analysis will set out the Competence Profile of Experts in digital and immersive teaching in VET systems. The final output will be the creation of a iDid, namely an Application for virtual and augmented reality teaching that will be available also after the end of the project. Thanks to the project DIGITAL TEACHING IN VET SYSTEM about 630 VET teachers/trainers will be trained on the use of digital and immersive teaching methods by taking part in the experimentation of the intellectual output. 12 VET teachers/trainers will take part in training staff event experiences and 7,222 people will get information through the dissemination at European, national and regional levels. Finally, during the dissemination phase, 2,470 VET teachers and trainers will have free access to the technological IOs: O3 e-learning course, O4 iDid: Application for immersive teaching that teachers/trainers will use to create virtual and augmented reality teaching activities/units; O5 Assessment and self-assessment pathway, according to ECVET principles.The project sustainability will be ensured by the open-source IOs produced for VET teachers/trainers’ training and assessment based on ECVET principles as well as by Stakeholders Committees, which will be signed by both partners and other VET institutions.

<< Background >>The migratory phenomenon is one of the most important challenges of our societies. In order to create an equal and healthy Migration System Management, it needs that people who legally live in EU have the possibility to contribute to the well-being, prosperity and cohesion of societies. In 2019 Third Countries Citizens were 20,9 million (Eurostat), 4,7% of EU population, and they had limited employment opportunities (60% of people from 20 to 64 years old). Waiting for the definition of a complete framework concerning 2020 (that registered an increase of about 95.000) UNHCR, ONU Agency for Refugee, estimates that 80 million of people all over the world will be forced to escape. Despite ONU asked the “cease-fire” in order to face the Pandemic, wars and persecutions continue and containment measures make difficult reaching the safety.Migrant’s inclusion is a key element for UE Agenda of Von der Leyen Commission that, after Junker Agenda, talks again about Cooperation and Partnership among national authorities, local bodies, stakeholders and society, in order to allow refugees/migrants to have access to the labour market and to stimulate the dialogue about the skills the EU needs. Commission is working on the Action Plan for Integration and inclusion 2021-2024, in order to complete the reform of EU Directives about Blue Card and Resident Permit for migrants with low skills. Final goal is multiplying legal paths to support the matching between qualified migrants and labour market. UE, especially during this Pandemic situation that increases inequalities and highlights the lack of labor, must strengthen the intercultural education system and make the inclusion measures adequate to the actual and future needs. It is very important especially because there is an increase of migratory pressure, so it needs to support regular entrances. According to OCSE countries, EU is back in the race for talent. According to the Fundamental Rights Agency (FRA), complex procedures make difficult the access to the training and employment and cause serious consequences for the refugee, increasing his vulnerability, mistreatment and criminality. Refugee migration flow caused the relight of discriminatory feelings that degenerated in acts of intolerance and violence. Needs analysis conducted by partners shows that it needs to guarantee the respect of human dignity and human rights of people who legally live in EU. Doctors Without Borders, in Italy and in other Med Countries, denounced insalubrity, miserable sanitary conditions, mistreatment, lack of health care and marginalization for migrants that are obliged to live in informal settlements (Rap.MSF2019). For mobility and job instability, most of them have a lot of difficulties to have access to health assistance and services. Focus groups addressed to a representative sample of migrants, employers, reception centres and focused on migrants’ participation to work life, showed to the partners the common need to improve the inclusion practices with innovative and re-usable paths. Partners, who deal in the field of VET and Reception Services, noticed that employer and labour market need some skills, while reception centres operators meet young migrants, without previous experiences and with learning difficulties because they don’t know the language, so they probably will be poor and not included. In this context, INTERC.Lab aims at creating efficient inclusion practices thanks to the develop of migrants’ key competences and employers’ intercultural skills. They, with the daily operation of inclusion lab, will support the civil cohabitation.<< Objectives >>General goal of the project is to contribute, with effective methods and tools, to the development of a common European system for the management of the work inclusion of third-country migrant legally residing in the EU, and to the development of the European culture of hospitality and solidarity, through the construction and experimentation of educational and intercultural practices, addressed to EU employers and migrants.The mail purpose of INTERC.Lab, in line with the Erasmus + 2021 priorities, with the objectives of the Pact on Migration, with the SDGs of the Agenda2030 (reduction of inequalities, recognition of human rights) and with the objectives of NEXT Generation UE, is to increase the opportunities of migrants to be included in the labour market. In particular, the cooperation partnership intends to achieve the following objectives:- identify and describe in a Handbook the paths and methods for the development of intercultural skills by employers of migrants- develop the intercultural skills of EU employers, through the creation of curricula adapted to the needs identified and tailor-made- develop the key and professional skills of migrants, through laboratories for work inclusion- implement and disseminate the use of the EU Blue Card, through the production of Guidelines on the procedures for issuing and using the Card, which is strategic to promote regular entry of migrants and attract skilled labor needed for the EU labor market- increase the ability of employers and migrants to have access and use the EU Blue Card, through the construction and use of the Job & Intercultural App<< Implementation >>The project develops activities aimed at improving the socio-labor inclusion skills of third country migrants in EU companies, through the development of intercultural skills of employers and the capacity for inclusion of migrants in the company and through the development of key competences and employment skills of migrants. Furthermore, the project develops tools to implement the regular entries of non-EU migrants in Europe, through the following activities:PR.1 Handbook on Intercultural and socio-emotional skills trainingPR.2 Training curriculum on intercultural competences of European employersPR.3 Inclusive workshops on key and professional skills of migrantsPR.4 Guidelines for access to the EU Blue Card: collection aimed at internationalization and dissemination in the EU economic system of Rules and Procedures for the use of the Blue Card, long-term residence permit for qualified migrants.PR.5 Job & Intercultural App, creation and testing of a mobile App to implement the use of the migrant's EU Blue CardIn order to ensure the achievement of the objectives and the delivery of the project results, specific working methods will be implemented both in terms of management techniques and implementation of activities, monitoring and evaluation, and management of related development risks. The management uses Project Management, Project Quality Assurance and Risk Management methodologies.The methodology applied in the IMPLEMENTATION of actions, i.e. in the development of project results, which guarantees the achievement of objectives, is based on:1. RESEARCH METHODS AND TECHNIQUES developed through:- Bibliographic researches using the web and connecting to networks focused on the tools and methods used for the development of socio-emotional and intercultural skills applied to migrant inclusion services;- Qualitative and quantitative survey through the administration of ad hoc questionnaires with closed questions with multiple choice answers and focus groups / information sessions- CAWI (Computer Assisted Web Interviewing) collection method and through social networks, to disseminate the questionnaires via web and direct interviews.- Methodologies and techniques for conducting focus groups, created as a complement to the questionnaire and conducted with facilitation methodologies;- Processing of collected data: analysis techniques, definition of indicators, graphic processing, comparison and synthesis- Reporting techniques2.TECHNICS for identifying, validating and certifying non-formal and informal SKILLS based on ECVET principles;3. Job Analysis: identification of areas of activity (ADA) of the profile of the manager / entrepreneur and of the specific gaps in the work process of selection and insertion of the migrant worker in the company; construction of teaching units aimed at bridging the gap in intercultural skills detected4.ECVET for the recognition of educational credits.5. Training planned and delivered according to the gaps / needs of the recipients and based on learning outcomes, with modular structure and in e-learning mode.6. Production of educational content and open educational resources.7. Didactic techniques and methods of Cooperative Learning, Problem Based Learning and Challenge Based Learning in laboratories for the development of key and professional skills of migrants8. Workshops, Seminars and Webinars on the techniques for using the Job & Intercultural App, created by the project, to implement the use of the Blue Card and the regular entry of qualified migrants.<< Results >>The expected results of the project, according to the main activities, are the following:A1. Project Management: Project Handbook, Handbook for accounting-administrative management, Agenda and Report, Time sheets, Videos and photos; Semi-annual and final reports, to-do lists and work plans; Project reports to examine timing, budget, methodological issues, measurement of expected and achieved results,A2. Project quality assurance and Risk Management: Risk Management Plan; Evaluation reports and materials / tools at process, results and Impact level.A3. Project results:PR.1 Handbook on intercultural training. Training manual of intercultural and socio-emotional skills. Review and evaluation of existing methods with mapping of training needs of EU employers, in relation to the skills to include migrants in their work context. Expected result: 40 employers and social representatives networks per partner country will be involved in the evaluation of methods for the development of intercultural skills applied in the integration of migrants. Total people involved n. 220PR2 Curriculum on intercultural training: n. 30 employers from each partner country will be involved in curriculum development and testing. Total people trained n. 150PR3 Inclusive workshops: development of key and professional skills (linguistic, civic, digital, operational skills) In each partner country, migrants, supported by VET operators and employers, carry out practical learning activities at company premises. People involved 180 (employers and migrants). Total persons trained 120.PR4 Guidelines on the EU Blue Card: Collection of Procedures for issuing the Blue Card, the long-term residence permit for qualified migrants. Result: n. 300 people will be reached by Webinars on the benefits of the Blu Card.PR5 Job & Intercultural App, construction and testing of an App to implement the EU Blue Card. 80 people will be involved in the testing, including migrants and EU citizens, per partner country, with a total of 400 people.C.1 L.T.T.A: n. 12 VET operators / project staff will acquire SEL methodologies and CBL teaching techniques for the development of training activitiesA4. Dissemination and Exploitation:The main expected results in the field of communication and dissemination plan are:- development of intercultural skills of employers in support of migrants- development of linguistic, civic, digital and professional skills of migrants- innovative development and raising the quality of work of the EU Integration System- improvement of the quality of work of VET organizations and development of mobility and transnational work capacity with experiences of LTTA- dissemination of intercultural dialogue between people of different cultures- use of European transparency tools EQF, ECVET, EQAVET in training workshops for migrants- innovation of labor inclusion services for migrants with the use of technologies and applications- development of regular migration, with the dissemination of EU Blue Card guidelines- adoption by local policies of good practices of inclusion and welfare work,- development of the social and economic partnership (VET, Enterprises, Third Sector) in the services of socio-labor inclusion of the migrantTotal people informed: 5,000. Stakeholder Committees Meetings: 30. 6,530 people from the target group will be informed; n. 1,500 employers and migrants will be trained.Finally, the partners will implement shared actions for the sustainability and re-use of the results: the network of stakeholders supports the systemization / adoption of P. Results (Blu Card, compulsory intercultural training for companies, Laboratories). The result will be verified during the fundraising campaigns, carried out for three years after the end of the project.

"<< Background >>Project wants to develop and transfer to VET teacher and trainers innovative teaching approach and tools for students with learning difficulties, exploiting the potential offered by Haptic training not yet applied to the VET system.Over the last few decades, the EU has tackled disability-related issues with an approach aimed at integrating disability policies across all the areas in which they are applied.One of objectives of the Strategy for the Rights of Persons with Disabilities 2021-2030 is to progress towards ensuring that all persons with disabilities in Europe, have equal opportunities, equal access to participate in society and economy. It builds on the results of the previous European Disability Strategy 2010-2020. Its evaluation notes that the strategy, by putting disability high on the EU agenda, has helped to improve the situation in several areas, in particular accessibility for people with disabilities and promotion of their rights. However, people with disabilities continue to face significant barriers in accessing health care, education, employment and recreation, and participating in political life. They also present a higher risk of poverty or social exclusion (28.4%) than people without disabilities (18.4%)Osnabrück Declaration on VET outlines new policy actions for 2021-2025 including promoting resilience and excellence through quality, inclusiv and flexible VET.According to CEDEFOP, competences of teachers are crucial to ensure the quality and labour market relevance of training actions. Training goals dictated by the current innovative impulse represent the scope of reflection for the VET teacher who must reflect the current cultural dynamicity and respond to the needs of students with disabilities with adaptable teaching strategies that promote the activation of skills for inclusive participation and autonomy in work.OCSE Teaching and Learning International Survey 2018 underlines:- special needs students are at particular risk, since schools lack teachers equipped to support them: shortage of teachers with competence in special needs students,- 1 in 5 teacher reports a high need for Professional Development in teaching students with special needs.From a study conducted in May 2020 “Haptic Feedback for training and Development” by Rose Ridder - Swarthmore College, emerged the countless applications of Haptic tools and stimuli in promoting attention, training and rehabilitation. It reports how students with ADHD improve their use of objects through ""Haptic training"".From the survey conducted in the different countries of the consortium, there are several applications and methodologies that use new digital technologies and aids for special and inclusive education, but they are still limiting and exclude some types of disabilities, from the visually impaired to the blind, to those who have a distorted perception of reality (autism and other intellectual disabilities). For these people, tactile (haptic) perception combined with audio-visual input is a fundamental element to stimulate learning, but little has been done to date for digitization in the haptic domain.Needs Analysis conducted revealed the following issues:- need for a larger number of specialized teachers to provide support to students with disabilities- more training opportunities for their staff to specialize in support, and lack of adequate tools (often too expensive) especially in the areas of sensory and intellectual disabilities- insufficient economic resources to invest in staff training and the purchase of technical equipment- greater opportunities to acquire specific skills and ongoing professional development - lack of training, use of updated tools and teaching methodologies appropriate to the specific disabilities<< Objectives >>The project wants to develop and transfer to VET teacher and trainers an innovative teaching approach and tools for students with learning difficulties, exploiting the potential offered by Haptic training not yet applied to the VET system. The objectives of the project are, therefore, a response to the context and the problems mentioned above. In particular, the partnership intends to:- Develop Cognitive-Haptic Learning paths applied to vocational training, with the description of pedagogical models and cognitive learning strategies based on tactile experiences. This objective will be realized in the realization of the IN-Haptic-VET Handbook, with the description of models and learning strategies aimed at VET students with sensory disabilities and learning disorders.- Develop highly innovative and quality digital tools and content to be used in instructional design and teaching of students with disabilities in different modalities (traditional, blended and distance learning). This objective will be realized in the realization of the In-Haptic App, an application for the design of multimedia learning contents characterized by video, audio and tactile track and will allow its use on touch devices (smartphone/tablet) equipped with the haptic-vibrational component. In addition, ASMR and binaural acoustic streams will be used for learner learning enhancement.- Identify and describe the VET Teacher Competency Profile using instructional methods (know HOW to teach), materials, aids, tools (know WHAT to teach), and content (know WHAT to teach) targeting VET students with sensory disabilities and learning disabilities and based on the use and enhancement of tactile perceptions for inclusive learning.- Train teachers/trainers/support staff for the use of digital tools in didactic design and teaching students with disabilities with particular reference to visually impaired/blind students and students with intellectual disabilities or autism. This objective will be realized in the design and testing of a training program for teachers to provide them with the specific skills to create tactile experiences aimed at learning with the help of digital tools and content created through the project (Tactile Application)- Develop a pathway to assess VET teachers and trainers’ competences by adopting a PERFORMANCE- BASED approach. This objective will be realized with the definition of a validation tool to guarantee that VET teachers and trainers carry out their tasks according to an optimum pre-defined level, supporting visually impaired/blind students and students with intellectual disabilities or autism.<< Implementation >>In order to guarantee the achievement of the project objectives and the delivery of the results, specific work activities will be implemented both in terms of management and implementation of project activities, and monitoring and evaluation of the same and risk management activities.A series of methodologies related to Project Management, Project Quality Assurance and Risk Management will be used since they have been successfully tested in previous projects:- PROJECT MANAGEMENT ACTIVITIES:1.1 Project and finance management according to the timetable and the budget planned with the setting up of the relative management bodies;1.2 Drawing up of a project handbook;1.3Drawing up of a handbook for the accounting-administrative management;1.4 Organization of partnership meetings;1.5 Drawing up of six-month and final reports on the activities carried out;1.6 Collection/filing of documents.- MONITORING AND EVALUATION ACTIVITIES (Project Quality Assurance)2.1 Setting up of the monitoring and evaluation committee coordinated by a QA expert2.2 Working out of a monitoring, evaluation and quality plan2.3 Assessment of processes, deliverables, impact and surveys through qualitative-quantitative tests made up of open questions, closed questions and multiple questions.- RISK MANAGEMENT ACTIVITIESDrawing up of a Risk Management Plan and setting out of shared measures and rules for solving problems and conflict resolution.- PRODUCTION OF PROJECT RESULTS:1. RESEARCH ACTIVITIES:- bibliographic research on the Internet and on networks focused on Haptic/tactile experiences for training;- qualitative and quantitative survey through suitable questionnaires made up of closed questions with multiple choice answers and focus groups/informative sessions;- data collection through CAWI (Computer Assisted Web Interviewing)and social networks to disseminate questionnaires via web and direct interviews;- methodologies and techniques for carrying out focus groups, meant as an integral tool to questionnaires and carried out with facilitating techniques as well as visualization techniques and through the Goal-Oriented Project Planning;- data processing: analysis techniques, setting out of indicators, graphics. comparison and synthesis;- reporting techniques.2. IDENTIFICATION, VALIDATION AND CERTIFICATION non-formal and informal SKILLS according to ECVET.3. arrangement of profile in several activity areas through JOB ANALYSIS: identification and analysis of the activity areas (ADA) of the profile of the VET trainer and teacher who uses inclusive teaching methodologies based on Haptic feedback combined with audio-video experiences and planning of teaching units aimed at fostering the right accomplishment of the tasks of each area.4. ECVET for the acknowledgement of credits for VET teachers and trainers.5. developed training starting from the beneficiaries’ NEEDS based on learning products and modules.6. production of teaching contents in open formats and open licenses: production of open educational resources (OPEN EDUCATIONAL RESOURCES).7. PERFORMANCE-BASED COMPETENCE ANALYSIS evaluating the VET teacher and trainer who uses inclusive teaching methodologies based on Haptic feedback combined with audio-video experiences in accomplishing the relative tasks through Performance Focused Interview (PFI).8. use of “SOCIAL CHALLENGE” through a virtual Head Quarter that VET teachers and trainers can use to share inclusive teaching methodologies based on Haptic feedback combined with audio-video experiences.<< Results >>Expected results and outcomes that are split into the main activities (A) are the following:A1. PROJECT MANAGEMENT1.1 Project Management Team on behalf of the Lead Partner 1.2 Local project management teams on behalf of each partner1.3 Management Committee 1.4 Implementation team of project results 1.5 Handbook of the Project 1.6 Handbook of administration-accountancy1.7 Agenda of meetings, reports and minutes of meetings, presence sheets of participants, Videos and pictures, PPT presentations, etc..1.8 Six-month and final reports on the activities carried out, to-do lists and work plans.1.9 Project documents and reports to analyse timeframes, budgets, methodological issues, comparison between expected and achieved results, communication results//tools etc..A2. PROJECT QUALITY ASSURANCE AND RISK MANAGEMENT 2.1 Monitoring and Assessment Committee 2.2 Monitoring Plan, Assessment Plan and Project Quality Plan2.3 Risk Management Handbook2.4 Reports and materials/tools (tests, qualitative and quantitative questionnaires) for process assessment 2.5 Reports and materials/tools (tests, qualitative and quantitative questionnaires) for the assessment of products and results2.6 Reports and materials/tools (tests, qualitative and quantitative questionnaires) for impact assessmentA3. PRODUCTION OF PROJECT RESULTS1. IN-Haptic-VET Handbook, with the description of models and learning strategies aimed at VET students with sensory disabilities and learning disorders2. In-Haptic App, as a tool to design and realize training contents based on tactile experiences3. Competence Profile of the “VET IN-Haptic Expert”, 4. Training Curriculum for the “VET IN-Haptic Expert”5. Competence Validation Tool of the VET IN-Haptic Expert,C1 Blended Mobility3.1 Structured surveys3.2 CAWI Research & Analysis Questionnaires3.3 List and Literature (also on line) of the most significant studies, research and tools surveyed to support good practices on Haptic feedback for training and developmentA4. DISSEMINATION AND EXPLOITATION4.1 Internal and External communication plan based on newsletters, articles, Skype videoconferences, social network, Head Quarter and Apps, etc…4.2 Local stakeholder committees4.3 Mailing list and contact database4.4 Video and photographic report of the most significant activities4.5 Reports and Memorandum of Understanding4.6 Local Focus Groups, developed during the implementation of project activities that involve other organizations/operators which are not the same as the partner organizationsE1 – E5 Workshops and E6 final conferenceExpected NON TANGIBLE results at the end of the project are: - development of competences in the field of pedagogical models and cognitive learning strategies based on tactile experiences of VET teachers and trainers of the VET System and of Vocational Training to the needs of disabled students- innovative development and increase of quality in terms of training efficiency of an equal and inclusive European VET System;- Acknowledgement and valorization of “professional” teachers and trainers working with disabled students in the VET field;- promotion and development of “mobility” culture, through the experiences of blended mobility put forward to VET teachers/trainers – fostering the language of social networks and digital natives in the VET field.- development and dissemination of EQF, ECVET, EQAVET European transparency tools;- setting up of territorial development networks fostering the innovation of VET systems, similar to the needs of disabled students and the ongoing digital transformation;- fostering local and regional policies to adopt the good practices for the professional development of VET teachers/trainers and for the introduction of accessible and assistive and digital technologies for VET students with sensory or intellectual disabilities"