According to Eurydice (2019) “Integrating Students from Migrant Backgrounds into Schools in Europe: National Policies and Measures” -report: “migrant students underperform and express a lower sense of well-being in school compared to native-born students in most European countries.” There are different factors at play, but among them, is the question of teachers’ ability to consider the diversity and to adapt to needs and to provide adequate support. It seems, that there is a lot of material about racism and multiculturalism in the field of basic education, but in general, very little in the field of the vocational sector. Therefore, there is a great need to gather more information from different countries and exchange as well as to adapt the good practices to the vocational sector, too. The project objectives are twofold: we want to improve the vocational college teachers’ (subject and practical) skills and competences to detect and understand racism in the vocational college setting and to better equip them with needed competencies and practical tools for them to adjust and support students with diverse backgrounds. The chosen concept is four-day workshops (LTT-activity week) that are to be carried out in each project participant’s country. The structure of a workshop will be as follows: Day 1: Introduction to the local context Day 2: Presenting the findings and discussion + exercises Day 3: Developing and preparing a small pilot activity Day 4: Pilot day + evaluation The focus of the workshop, however, changes according to the host college as every country has its context that should be considered when talking about multiculturalism and racism. Countries’ different migrant histories’ and stages provide a massive amount of valuable information as well as do the participants' multifaceted backgrounds and experiences. However, to ensure that the workshops are focused, contextualised and time-efficient we’ve been contemplating inviting experts to facilitate the first two days of the workshop.

Published data from the UNESCO institute for statistics (UIS) shows that if the current trend continues, 33 countries will not have enough teachers to provide quality education to all children by 2030. It was then EU education commissioner Androulla Vassiliou who in 2012 highlighted the first signs of a shortage of teachers in Europe. EU countries are beginning to note shortages of specialised teachers in a problem that looks set to get worse, the European Commission has warned. The problem comes from the ageing pool in the profession - over 30 percent of teachers in Germany, the UK, Italy, the Netherlands and Belgium are currently approaching retirement age. Few work past 60 in a sector which favours early retirement. At the same time, graduates - especially in Portugal, Hungary and Belgium - are becoming less interested in working as teachers despite increases in salaries and still a great deal of public confidence in the teaching profession. The strange thing is that this finding is at odds with the teachers' own perceptions: 81 % of teachers in the EU feel teaching is not valued in society. Teaching – a profession that dates back through the generations – seems to have lost some of its attractiveness at present. An ageing teacher population, severe teacher shortages, difficulties with retaining younger teachers and a significant gender imbalance in staffing at different levels of education are just some of the serious challenges facing the profession. In the EU, only 7 % of all teachers are under 30 years old, while around 36 % are 50 or older. Also, 72 % of the nearly 6 million people working as school teachers are women, thus confirming the perception that teaching is a 'woman's world'. An extensive 2014 survey revealed that over a third of teachers in the EU work in schools with a shortage of qualified staff, and nearly half of school directors report a shortage of teachers for special needs pupils. Perhaps more worryingly, 81 % of teachers in the EU feel teaching is not valued in society. For most EU countries, raising the status and attractiveness of the teaching profession is therefore an urgent necessity. Despite the seriousness of the challenge, only 11 EU countries have taken some policy measures to make teaching more attractive. Despite the seriousness of the challenge, we only see in a limited number of EU countries that governments at national and/or regional level are implementing policies to make education more attractive. This project involves VET schools from Latvia, the UK, Finland and Belgium. A total of 4 peer evaluations will be carried out. Based on these peer evaluations we will make an inventory of our joint lessons learned and we will support each other in further optimizing each other's practice by searching together for answers to each other's learning questions and providing each other with some advice.With this project we want to examine how within the different participating countries they are dealing with the increasing shortage of teachers in general and the shortage of teachers in VET in particular. We want to learn from each other and with each other what measures are taken at national, regonal and school level and the level of the teacher teams to deal with the shortage of teachers in order to be able to offer quality education on a permanent basis. In doing so, we also want to reflect on the way in which beginning teachers are supported in the first years of their careers and how this support takes further shape. Finally, we would also like to consider the intrinsic motivation of teachers and how you, as a manager, might have an impact on this. We want to do this by sharing examples of good practice with each other. We will use the methodology of peer review; we will focus on the shortage of teachers in general and the shortage of learning in VET in particular, together with the learning questions of the organization to be visited. After each peer review, a report will be written for the organisation being reviewed, in which we will identify each other's strengths and the points for improvement. At the end we will provide answers to each other's learning questions and formulate a few recommendations. The project partners will then each work with their own report within the quality functioning of their institution in order to further optimize their practice.

According to a report released by Intel Security, “Hacking the Skills Shortage”, there will be 1 million to 2 million unfilled cyber-security jobs worldwide by 2019. In the same line, on September 2017 the European Commission adopted a cybersecurity package. The package builds upon existing instruments and presents new initiatives to further improve EU cyber resilience and response. Our project lies within different initiatives carried out to build a cybersecurity capacity in Europe and feeds from the momentum cybersecurity is having in the European agenda, addressing these needs: - Lack of skills related to security operations among workers in general - Lack of qualified profiles in cybersecurity and as consequence a gap between qualifications and job demands - Increased risks related with a more digitalised world (financial operations, internet of things, connected industry, data storage, social networks and personal information) - Low awareness and knowledge about digital risks and how to protect oneself and one´s organisation - Low capacity of response in front of cyber-attacks, at all levels (personal and professional) With this project we achieved the following aims: - Increase the level of awareness of digital perils and the importance of adopting preventing measures among VET students and teachers - Define a set of units of competence and learning outcomes associated to different professional profiles. - Increase the level of qualification related to cybersecurity among VET students and teachers. - Reinforce cooperation between VET and business/technical experts to ensure an adequate training and qualification of workers in terms of information security.- Update the VET curriculums of the VET schools partners in the project as well as those who attended different dissemination events including training in digital skills necessary for workers. In order to achieve the mentioned aims, the project produced 2 intellectual outputs: - O1. Joint VET curriculum in cybersecurity, defining the corresponding learning outcomes related to main competences in cybersecurity, following ECVET methodology and designed following a classification of professional profiles attending to their technical (or not technical) training and their level of need on information security skills. - O2. Cybersecurity challenges, materials, developed attending to the professional profile addressed in each case, to achieve the learning outcomes defined in the previous output. This way, the potential users have available a set of materials to train and acquire the units of competence identified in the joint curriculum in cybersecurity in VET. During the project, 12 VET teachers were directly involved in the development of intellectual outputs. 48 more participated in pilot activities and around 30 more participated in local workshops to learn how to use and adapt the intellectual outputs for their lessons. Around 900 students benefitted from the updated and upscaled competences in cybersecurity of their teachers and the introduction in their VET programmes of new curricular components and materials in this field and 879 students participated in the pilot of materials. 9 associated partners, technological experts in different aspects related to cybersecurity participated also in the project by advising and assessing the production of intellectual outputs.. We can sum up CyVETsecurity results and long term benefits as follows: - Upgrade of competences of VET teachers and VET students related to cybersecurity.- Update of VET curricula with digital skills related to information security and protection, necessary for any profession in different levels. - Better alignment of VET programmes to the needs of the labour market and society in a digital era. - Definition of new ways of cooperation between VET colleges and technological experts towards a VET provision more adjusted to reality. - Higher relevance, attractiveness and prestige of VET, perceived by companies and enhancement of the role of VET teachers.

In February 2014 were approximately 25,920 million unemployed people in Europe, unemployment rate was 11,9%. It is essential for unemployed to keep informed, that they receive new knowledge and develops social and civic competences as tools in preventing social exclusion. The unemployed are faced with many problems when looking for employment. Many of them have a lack of information literacy and skills for detecting own personal strengths, weaknesses and interest. Public libraries as social responsible institutions can help to change this. Contemporary public libraries are local centres for education, culture, information and at the same time they function as social meeting points. Seven public libraries (Mestna knjiznica Ljubljana, Regional Public Library “Petko Rachev Slaveikov”, Monaghan County Library Services, Volkshochschule- Stadtbibliothek Linz, The County Library in Brasov, Library and Information services/ The City of Vantaa and Kaunas county public library) through use of innovative practices and methods raised competences of unemployed to reduce the number of less educated unemployed (especially in the field of ICT) and to strength connection between education and labour market.Objectives of the project LinkINjob - Job hunting with help of librarians:• Training course for library staff working with the unemployed (20 participants) was developed. With new practices in the field of adult education the project result – training model for librarians - stimulates professional development of library staff and strengthens position of libraries as learning organizations.• e-Guidelines of best practice based on training activities for unemployed in libraries and on new skills related to library staff were developed. e-Guidelines were translated in six national languages and on this way support multilingualism. • 32 learning activities for unemployed, among them 10 based on ICT (350 participants) were organized. Activities (workshops, courses, presentations etc.) were prepared in partners libraries, based on new skills and ideas of library staff. Learning activities were focused on new skills: financial literacy, computer and information literacy and entrepreneurship as key competences for lifelong learning of unemployed. As unemployed are a heterogeneous group the libraries formed learning activities adapted to the needs of smaller groups and individuals: long term unemployed, old workers, less educated, women, migrants, people with special needs, first job seekers.• During the project libraries have informed the target group and wider community about lifelong learning and access to it in libraries.• Strong partnership of public libraries from 7 European countries was established. • Other European libraries and institutions for adult education have open access to e-Guidelines of best practices and other products of the project (OER).• The project has contributed to the general development of civil society on the local level and has favoured the integration of the target group of unemployed people.Partnership was established on basis of former cooperation and on detection of similar problems with which library staff are faced when work with unemployed. Partners communicated through transnational partners meetings (4 meetings, 54 participants), library staff training course and also via different communication channels.For monitoring and evaluating results of project partners used indicators based on library statistics, list of participants and questionnaires.Impact of the project was focused on participants (unemployed and library staff), on partners’ organizations and on other relevant stakeholders.Dissemination of project results has been very important phase in project structure. Partners disseminated results and good practice on valorisation meetings with relevant stakeholders in local community (7 meetings, 143 participants), among different national and international networks, project web page was prepared and regularly updated during the project. All partners took part in dissemination activities and used proven methods of public relation.