The main objectives of the project are: to develop favourable conditions for youth to get engaged into the educational activities and labor market, to provide a stimulating environment to participate in the activities matching their needs, to develop and promote an enterpreneurial and labor market skills through the apprenticeship as one of the skilled work force training forms. Based on the experience analysis of apprenticeship developement in the European Union countries, particularly in Estonia, Poland and Lithuania; during the project implementation the metodology to reintroduce the unemployed, out of education and not involved in training youth into the learning process would be developed. The project will be quided by an important document – Council Declaration on the the European Alliance for Apprenticeships- spreading the key message that high quality apprenticeships are effective instruments to improve sustainable transitions from school to work, notably by fostering skills that are relevant to the labour market and improving skill matches. As evidenced by the experience of some countries, youth unemployment rate is significantly lower where the apprenticeship schemes, work- based learning schemes, are succesfully implemented and enabling youth from the very beginning of their studies to work and learn gaining practical professional skills. This has a very positive impact on the youth employment and social inclusion and coherence of labor market supply and demand.Aims and objectives of the Project:1. Analyze the best EU practices when reducing social exclusion through effective vocational training; in Estonia, Lithuania and Poland particularly.2. Investigate the peculiarities of apprenticeship, as a form of vocational training, in Estonia, Lithuania and Poland. 3. Develop methodology for social inclusion, training and integration into labor market through the apprenticeship as a vocational training organization form for unemployed, out of education and not involved in training youth.Outcomes during the project implementation:1. Best practice from Estonia, Lithuania and Poland case study in reducing social exclusion through effective train.2. Analysis of apprenticeship, as a method of training, in Estonia, Lithuania and Poland. 3. Methodology for social inclusion, training and integration into the labour market unemployed, out of education and not involved in training youth when using apprenticeship as means for organising vocational training. 4. Updated training programs. 5. Number of pupils participated in methodology testing. 6. Number of trained project participants.The project partners are Powiatowy Zespol Obslugi Szkol i Placowek Oswiatowych (Poland) and ITT Group (Estonia).

"Today, in a complex and fast-changing world, as knowledge, skills and attitudes are acquired on a lifelong and life-wide basis, all kinds of learning and training outcomes deserve to be valued and validated.Every young person, studying in vocational school, participating in the world (WordSkills) or European (EuroSkills) professional excellence competitions is, and must be, an aspiration. The students learn how to do the job, and the best way to do it is to learn how to do it. express their talents in school. Exams and group assignments do not always have the ability to apply real-world problems. By participating in a professional mastery of a school, a new opportunity to show their talent and apply their skills. Usually such competitions are organized by an independent divisions in each continent.The project countries do not have much to do with the project, but the idea of ​​organizing the Baltic States. The partner is ,,Innove"", who coordinates competitions for professional excellence. Inove will also improve its existing knowledge of these competitions.The procedure and tasks of organizing and evaluating professional excellence will be prepared during the project. Tasks will be prepared for three professions: electricians, welders, joiners. It is one of the most popular professions in all partner countries. The Baltic Skills Competition “Baltic Skills Competition” will be organized by the project.Tasks and technical descriptions will be prepared for competition. They will be prepared by professional teachers-experts from all partner countries in the project.Project partners: -Coordinator: Lithuania, Alytus vocational training centre.-Latvia ( Jegava Technical School, Liepaja State Technical school )-Estonia ( Tartu vocational education centre) Project target group: profesional competition metothodoly experts, students and other staff from partners organization who will work in the frames of Project.Aims and objectives of the Project:1. Analyze good practises of professional mastery competition; in Estonia, Lithuania and Latvia particularly;2. Prepare set of tasks for electrician, welders and joiners competition ( 3 different options);3. Develop methodology for professional mastery competition organising and assesment.Project implementation Phase 1:- Analysis of every project partner profesional competition organising in their country/school;- Transnational project meeting. Clarifying strong/weak points of every partners’ country, preparing plan for tasks.- Training about profesional competition organising in Estonia: Non-official partner ,,Innove"".Project implementation Phase 2-Transnational project meeting. Setting criterius for tasks.- Preparing tasks for electrician, welder and joiner professional mastery competition. Project implementation Phase 3-Transnational project meeting. Plan for methodology, discussion.- Preparing professional mastery competition organising and assesment methodology.Project implementation Phase 4-Result pressentation - Professional mastery competition ,,Baltic skills"", dissemination and exploitationProject target group – VET experts and other staff from partners’ organization who will work in the frames of Project. Project coordinator- Alytus vocational training centre (Lithuania), partners - Jelgava Technical school (Latvia), Liepaja State Technical school (Latvia) and Tartu vocational education centre (Estonia)."

The main aim of the project is to make students aware of the significance of adopting alternative sources of energy such as wind, hydro or solar energy which do not compromise the natural environment.The project aims include:- making students aware of the importance of using alternative sources of energy - encouraging students to improve their English and ITC skills- promoting an ecologically sustainable lifestyle as a strategy for living ecologically sustainable and healthy lives.- imposing a long-term policy of schools in dealing with the problem of overusing electricity and neglecting environmental matters- supporting social inclusion and prevention of discrimination - developing knowledge among students and teachers of the diversity of European cultures thus promoting respect and tolerance for other nations NUMBER AND PROFILE OF THE PARTICIPANTS Students/teenagers: Each exchange involves the participation of 6 students per country who will participate directly in the exchanges. These students will be selected prior to each mobility, according to transparent criteria, which will involve command of English, ICT skills, voluntary work, involvement in the school-based activities and motivation. Teachers/Adults: There will be teams of about five teachers at each partner organization who will manage the project implementation. Each of them will be assigned clear tasks from the beginning, ranging from linguistic to technical fields.According to the importance and relevance of their contribution and profession two participating teachers will be selected from this team before each exchange.MAIN ACTIVITIESDuring the exchanges, students will attend classes in the morning and in the afternoon, they will work toward the achievement of specific goals in each activity: C1-TR: Students exchange at the beginning with the participation of 2 teachers and 6 students from each partner to have seminar from an academic professional- and to have seminar from EU project expert.C2- IT: The project teams will join the workshops about different kinds of renewable energy, meeting with an expert who will show the types of energy and advantages of such an ecological solution; workshops will include students’ work based on previous findings made as a result of visits to local Ecology Department; students will make posters about renewable energy. There also will be some quizzes. The final product will be an e-book regarding the main topic of the meeting. C3- AT: The activities will be organized in a forum presented by the students which includes topics such as: What do local authorities do to provide inhabitants with renewable energy? Why should we use it? Effects on health and the nature? The statistical data of applying renewable energy in our regions. The final product will consist of an online magazine containing all the results produced during the meeting. C4- RO: Students put together the information and statistical data collected and create another ebook which encompasses a set of practical advice on how to deal with the most serious ecological problems and the likely consequences if no measure is undertaken.C5- LT: Students and teachers run workshops after which an online magazine is produced with the emphasis on things to be easily done in our daily life to protect the environment – it will be a summary of all the previous meetings. Apart from workshops, we are planning to organize visits to a recycling plant, local ecological farms and plants producing renewable energy appliances.METHODOLOGYWe have divided our topic into several sub-topics which will constitute the theme of each meeting and exchange envisaged in the project. During LTTas, students will be at the center of all the activities, as we believe that by involving them directly and supervising their work, the project will surely have a stronger impact on them. RESULTS AND IMPACTSWe have assumed the publication of three intermediate products which will result from the activities performed during the exchanges and will be made available to larger audiences on the project website. Therefore, we hope that there will be a positive, measurable impact on participants (with a clear increasing in awareness of ecological problems among the target group members), on local school communities and wider communities, on institutions involved and other related institutions, on local, regional, national, and international levels.Each school will implement the topics from the project in their curriculum – it can be added to English lessons, biology lessons and geography classes, etc.This way the project results will last for many years to come. We intend to promote a sustainability plan involving the implementation of the project results for at least 15 other schools within the three years following the end of the project in order to let these communities benefit from our European views.

BACKGROUND & CHALLENGESThe ability of educators to attract, motivate, and engage adult learners emerges as crucial in securing their participation to learning activities. To this end, adult educators, often ending up in such positions on the basis of their experience in a completely different profession and not trained as educators, need to continuously develop various areas of competence pertaining to didactics, such as effective communication, self-reflection, knowledge and use of different learning methods, styles and techniques. Improving this type of horizontal competences is expected to improve their ability to motivate adults to seek participation in learning activities and their overall teaching efficiency, and eventually contribute to a positive shift of attitudes towards adult learning.OBJECTIVESThe main goal of the project is to improve the quality of instruction in adult education in terms of learner motivation and engagement. Τo accomplish that, the project will provide a comprehensive framework of assessment and corresponding improvement of adult educators’ performance in the field of didactics. To achieve this goal, the project sets the following specific objectives: 1. Develop and provide tools to improve the assessment of adult educators’ knowledge, skills and competences in the field of didactics for adult education. 2. Increase adult educators’ performance regarding learner motivation and engagement through project training activities and resources.3. Share recommendations enabling adult education providers to assess and improve their workforce's didactics competences.PROJECT PARTNERSHIPThe partnership comprises 5 organisations from 5 countries, from the world of adult education and training, research and assessment & learning innovation. The lead partner, UNIMC, has extensive experience in developing research and training activities in the field of adult education. VHS CHAM, VAEV and APRC are both leading adult education providers with significant experience in the development of adult education programs. UNIMI and PROMEA are experts in R&D and delivery of innovative learning methodologies.ACTIVITIES & METHODOLOGYIn order to achieve its objectives the project envisages developing:- The AdUp diagnostic tool for the assessment of educators’ knowledge, skills and competences in the field of didactics for adult education. - The AdUp modular course for the enhancement of knowledge, skills and competences in the field of didactics for adult education. - The AdUp MOOC, comprising the AdUp learning units and contextualised training and assessment materials of the AdUp modular cource in an online form, and introducing additional MOOC didactic resources (i.e. digital only material), all openly available to learners. - A framework for the valorisation of AdUp materials to secure the exploitation of project resources as best practices for adult education.RESULTS The AdUp project is expected to have the following results and impact:- A diagnostic tool for the assessment of adult educators’ performance with regards to motivating and engaging adults in learning activities. - A modular course curriculum, also available in the form of a MOOC, to improve adult educators’ knowledge, skills and competences.- A Certificate Supplement, allowing the integration of adult education didactics competences, with a focus on learner motivation and engagement, into the EU certification schemes.- A recommendations paper to impact adult education providers' approach to assessing and improving their workforce's didactics competences. - A Statement of Support on the endorsement of the developed resources and a network of adopters consisting of adult education providers who have integrated the project’s resources into their practices or are planning to do so. - A three-day transnational training event to train the participants in the use of the AdUp resources. - 4 national information days (one in each partnership country) to promote project results and set an open discussion on increasing the quality and effectiveness of adult education provision.POST-PROJECT SUSTAINABILITY- The AdUp assessment and learning materials will be integrated into adult education providers’ practices enhancing learning offerings through the assessment and improvement of their staff’s competences.- Adult educators will be able to access AdUp diagnostic tool and MOOC infrastructures and content either on their own or motivated by adult education providers or sectoral stakeholders. - The Certificate Supplement will provide awarding bodies with a complementary training credential, to be further use for documenting learning outcomes achievements. - The recommendations paper will provide adult education providers and other stakeholders with insights on improving adult educators’ competences to meet the needs of adult learners, further shaping practices and policies towards this direction.

ContextSchools nowadays play a significant role in the development of individuals in order to be integrated in to the society, to access the labor market in continuous adaptation and develop as responsible citizens in the world of tomorrow. Regarding this, we have started this mutual European journey to associate with each other, to benefit from each other and to assist our students in attaining this objective in the process. For the purpose of preparing students for the future, we need to consider the fact that it is crucial to train them with a sequence of skills and abilities which go beyond their knowledge and are necessary in any field. The mentioned refer to: ICT skills, language skills, interpersonal skills, including their curiosity, critical thinking and risk-taking.Simultaneously, it is a well-known fact that not all students study the same things, in the same mode, at the same time. That is why we consider that emphasizing their learning styles will result in realizing and achieving these goals in the short-run and long-run. For that reason, we developed our project around the purpose of providing students with the essential multicultural environment where they can actually develop the previously-stated skills, which are founded on their individual styles of learning.Objectives:1. To identify the students’ learning styles and to adapt the teaching strategies in accordance with their needs2. To share diverse teaching methods based on students’ learning styles with other teachers from EU3. To develop the students’ language skills, communicational, interpersonal and ICT skills4. To develop the students’ creativity, critical thinking and problem solving abilities5. To promote and achieve a professional development of the participating teachers6. To produce and gather materials for setting up a summer camp programme for underachieving students7. To improve the students’ intercultural competences and support values such as nondiscrimination, tolerance and acceptance of diversity8. To develop the students’ motivation, self-confidence and as a result increase their performanceActivitiesC1 – visual style of learning, including games for visual types of learners –teaching science (PL)C2 – aural style of learning, including games and activities for aural types of learners - teachingmaths (LV)C3 – verbal style of learning and teaching English (LT)C4 – physical style of learning and teaching geography (PT)C5 – social style of learning and teaching history (TR)In all of the above exchanges, the host countries will be assigned to prepare games, design specific formal and non-formal activities to be applied on the participating students. The activities will be planned according to the learning style already assigned for each of the exchange partner countries.We will include all the activities in a support material and distribute them to the partner countries, sot hat they can continue using them in their own schools as well.ParticipantsOur intention is primarily to involve students. The target group of students will be aged 15-18, male and female students, some of which with challenging backgrounds such as: migration, social challenges, poor economic condition and minority.In each exchange the students will be accompanied by their teachers and they will contribute for the better implementation and application of the exchange. The teachers will assist the students in their tasks, coordinate the activities they do and accommodate their needs, in order to ensure a state of comfort for them.ResultsOur intention is to create numerous results during the process such as: a collaborative questionnaire form related to the learning styles that will be conducted online at the very start of the project, the obtained results after the application, with a direct impact to at least 100 students and 40 teachers(for improved motivation and better school results), results for at least 300 students and 40 teachers to be indirectly impacted, a selection of resources and activities for various learning styles, students’ presentations, teachers’ presentations, materials of applied workshops, 1 summer camp programme collaboratively developed, evaluation instruments, 5 transnational reports of evaluation, a set of 5dissemination documents, EU level dissemination tools, a set of 5 management documents and 1 set of general management as well as monitoring and evaluation documents.