<< 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

Entrepreneurship competence has become a priority in policy agendas of modern economies and societies with the belief that this is not just about starting businesses but a vital competence within the labour market and for people in their daily lives, even for those who are not classed as 'entrepreneurs' in the sense of creating new business opportunities. In this sense, entrepreneurial skills are nowadays necessary in any field of activity. Thus, it is essential to define and develop the relevant key soft and entrepreneurial skills that enable a person to be employed as entrepreneur. The ENTRE project will focus on upskilling and raising awareness to educators, trainers and guidance practitioners in education, training, employment, and the general public on the development of entrepreneurial skills, as well as promoting innovative approaches to strengthen the cooperation between industry and education towards entrepreneurship and propose innovative practice-based methods, where students are involved in project work and/or in motivational activities (linking them with the business world or with the local community). The project will develop appropriate career guidance methodologies, tools, training material and curriculum for trainers, educators, guidance practitioners and other relevant professionals as well for young people too, for the development of entrepreneurship skills. The partnership will develop the training program on focusing on Entrepreneurship as a theme and a method that can be embedded in all subjects and it will be adapted to selected domains such as health and social sciences, economy and business, art and culture, primary sector, construction and manufacturing, tourism and transportation etc. Approximately 450 people will be involved directly and 4.000 indirectly in the ENTRE-Forward project activities. Specifically, the partnership is going to involve at least 120 young people and 210 trainers/educators/guidance practitioners and 108 experts and stakeholders in Entrepreneurship and Career management, in the development of the outputs.The ENTRE project foresees the development of 5 Intellectual Outputs. The evaluation report (IO1), a reviewing and evaluation of the existing entrepreneurship training best practices, courses to create a new prototype, and a mapping of the labour market needs and entrepreneurship prospects. IO1 will be the basis for IO2 - an on-line guidance tool for defining the relevant key soft and entrepreneurial skills and development of assessment tests, IO3 - adaptive training methodology, modular curriculum and toolkit including training material and IO4- e-guide handbook on the entrepreneurial opportunities, including also skills needs, exercises and motivational activities to entrepreneurship learning. The fifth intellectual output is a specialized on-line platform, using data analytics and including assessment tests, guide with entrepreneurship opportunities, useful information, tools, training material for improvement of entrepreneurial skills and communication section giving the opportunity to counselors, trainers and even entrepreneurs and people thinking of starting a new business.The Project Coordinator will adopt a methodology based on participatory management approach in order to empower each partner and to comply with the commitments on which partners agreed during the project design phase and at the following check points. Each Output will foresee a coordinator of the IO and the involvement of all partners.The ENTRE-FORWARD project results will lead at improving competences and entrepreneurship/basic business skills of educators, trainers, guidance practitioners, young people, students, new entrepreneurs and other relevant professionals. Through the results of the project, the impact will be to have better trained experts with the necessary skills, knowledge and methods to teach entrepreneurship effectively and that will lead to a widespread development of entrepreneurship education at schools and universities across Europe.

"<< Objectives >>The general objective is to promote intercultural dialogue between young people.In addition, we propose three objectives:- Improve skills related to the promotion of intercultural dialogue among young people to 18 workers in the field of youth.- Make young people aware of the importance of interculturality by promoting debate.- Promote the participation of young people in intercultural dialogue through Photography.<< Implementation >>- Three transnational meetings in Zaragoza (Spain), Bursa (Turkey) and Pontonx sur l'Adour (France).- A training course, ""Intercultural Colors of Europe"" with 18 participants (youth workers) in Matera (Italy).- Six local seminars, one in each country, to disseminate the results of the project- A piloting of the educational and collaborative platform.- The photographic challenge in which young people will participate and in which the 10 best photographs will be chosen.<< Results >>- Guide to promote intercultural dialogue between young people. It will have an annex on how to use photography as a tool that will favor intercultural dialogue. It will be an interactive digital document that can be downloaded from the project website.- ""INTERLOGUE DIGIBRARY"" online platform. It will be an educational-collaborative digital library in which young people will share their photos, establishing an intercultural dialogue.- 18 youth workers trained."

"<< 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"

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.