<< Objectives >>Prep4Pro has 3 objectives:1)to build a strong, sustainable (learning) network/ecosystem of matching VET providers throughout Europe that breathes mutual trust and quality 2)to facilitate and promote the organisation and implementation of long-term learner mobilities (ErasmusPro)3)to include learners with fewer opportunitiesWe thus aim to increase the employability of our VET learners, specifically of those with fewer opportunities, and implement quality internationalisation strategies.<< Implementation >>In 6 intensive work weeks, 1 international coordinator, 1 member of management and 3 VET focus sectors’ teachers from each partner build a bond and mutual trust, and work together to produce 3 comprehensive outputs that will accommodate the ErasmusPro needs of our target groups. We start from a thorough needs analysis per target group, do research and gain expert input, and then develop solutions that are verified and approved by each target group, including learners with fewer opportunities.<< Results >>Prep4Pro provides the full package to start or increase quality ErasmusPro learner mobilities: 1) a strategy, including all tools, to build a strong, sustainable network of VET providers across Europe, with ours as proof2) a roadmap book in 8 European languages as a practical framework & guide for ErasmusPro, with specific sections on learners with fewer opportunities3) communication strategies and tools to reach, inform, involve and motivate each target group to participate in ErasmusPro.

<< Background >>All consortiumpartners experience the following needs:NEED 1:THE NEED OF POSSIBILITIES FOR INDIVIDUALIZED EDUCATION, PERSONAL COACHING AND TALENT DEVELOPMENTNEED 2:THE NEED OF A BETTER COHERENCE BETWEEN THE TRAINING COURSES AND THE NEEDS IN THE INDUSTRYNEED 3:THE NEED TO MAKE VET EDUCATION MORE ATTRACTIVENEED 4:THE NEED TO ADAPT AND TO IMPROVE THE TEACHING PRACTICEAlong with the changes in the classrooms brought by new digital technologies, changes in teacher training is as well high on the agenda of EU countries. Transnational mobility is a way to exchange viable and efficient teaching practices, as shown in the Eurydice report from March 2021 ”Teachers in Europe. Careers, Development and Well-Being”.OECD reports that innovation in teachers professional development and in teaching practices significantly benefits from using and exchanging (digital) teaching resources.In line with this general framework, the partner schools identified 4 main areas to ameliorate, all being embedded in each school policy or in the institutional development plan: (1) increasing the attractiveness of professional education for all students, (2) improving the teaching approaches by offering personalised learning paths, by involving all students in participatory and attractive learning situations, and by including significant digital learning materials, (3) raising the usability of learning by including updated simulations of manufacture and industrial processes, (4) increasing mutual benefiting collaboration with VET schools in Europe and with companies. Taking in the consideration these needs, the project partners have assembled a possible way to support an important step towards increasing the relevance of learning, inclusion, equitable access to high quality training and resources. Building a collaborative platform with digital resources, on which any teacher could build their own adapted learning path, is the mean that could be properly achieved through transnational collaboration between institutions with different experiences and expertise, various specialisation domains, different approaches to vocational training.<< Objectives >>The scope of the project is twofold, on one hand to propose and validate a way to improve teaching and learning approaches in VET, on the other hand, to promote synergies, cooperation and cross-fertilisation between the different stakeholders active in the vocational education and the industry.Objectives of the project DIGITAL LEARNING PATHS ARE:1) To design and build an online platform for VET, with various learning resources, on which teachers could easily set up adapted digital learning paths for their students.The Digital Learning Paths Project aims to provide a solution to the shortage of good and up-to-date learning materials for vocational education in the different countries.2)To encourage VET- teachers and VET-schools to use (and also develop it themselves) better training methods so that they can meet the increasing need for quality in technical training. As the partners extend from the South to the north of Europe, we aim to achieve this on a European scale.3)To increase the cooperation of project partners (VET institutions) with the different stakeholders active in the vocational education and with the industry.4)Based on the project’ outcomes, to demonstrate to VET teachers, students and different stakeholders (companies, NGOs, research institutes, other VET school) the need for new teaching methods and the benefits of these new methods.5)To identify the contribution of the digital learning paths to the integration of all students (like lateral entrance students or like students with language deficiency), in order to improve the inclusion of disadvantaged learners, the attractiveness and significance of learning for them.6)To promote innovative teaching methods in order to increase the influx into technical education, given the dire shortage of technicians on the labor market.7)To support the development of skills of project partners in project management (especially for project partners with little experience in project management), in educational management: project-based learning and learning paths design (for institutional development as well as for students development).8)To exchange know-how between the different partners and build a strong partnership.The target groups are as following:GENERAL TARGET GROUPS:-VET students in general .-VET- schools in general.-COMPANIES in the technical sectorPedagogical specialistsSPECIFIC TARGET GROUPS -Students with fewer opportunities (from disadvantaged families, language deficiency, disabilities): In all tests (pilot test 1 and 2 of the platform) and evaluation of didactic materials and pilot test 1 and pilot test 2 of the DLP, all partners (except the Spanish partner) will involve students with fewer opportunities.-Lateral entrants (if applicable, these students will be involved in all tests)-Students who want to delve in specific subject matters (if applicable, these students will be involved in all tests)<< Implementation >>PROJECT ACTIVITIES:*Managementpart: project handbook, Internal workspace, minutes of meetings, financial reports by partners, Quality Assessment plan, transnational project meetings (face to face) and on line.*Development of digital platform (customised Moodle- version) (OER- platform)-Preparation-Determining requirements for partners-Questioning conditions platform-Development of platform-Pilot test 1 and 2 of platform-Final delivery-platform accessible EU- wide*Development of digital learning paths in different fields (see below: Results) (OER)-Preparation-Consultation between involved partners-Questioning conditions didactic materials-Development didactic materials-Evaluation didactic materials, pilot test 1 and 2 of DLP*Learning activities:-Learning activity 1 in Romania: Training in Digital Education for teachers.-Learning activity 2 in Spain: Learning activity in Marine Technics for the partnerschool from Croatia/Sibenik-Learning activity 3 in Croatia/ Sibenik: Cross curricular tests of Digital platform and digital learning paths + training in digital tools for students and teachers.* Multiplier EventImportant dissemination event for the OER- digital platform and the accompanying DLP.<< Results >>The project will generate the following results:INTANGIBLE RESULTS (DURING THE PROJECT AND UPON COMPLETION):*For VET- students in general:The use of digital learning paths will stimulate the motivation, independence and professional pride of the students.. Thanks to learning paths, students will have the opportunity to self-evaluation.*For VET- students from the SPECIFIC TARGET GROUP:Each partner will have a number of students from the special target group participating in the project. During the project they will receive the positive incentives from the innovative educational approach with digital learning paths. This increases the chance that they will successfully complete their studies. Lateral entrance students will have the possibility to make up their shortages.* For VET- schools and VET- teachers:For VET teachers, the learning paths will lead to a greater success experience, as they will be able to better guide pupils from the specific target group. in this way the relevance of the schools for the industry will increase. Each Partner School will be able to spread the learning paths to other schools, expanding their network.*For the companies:Companies will have the opportunity to add their own developed learning paths to the platform. In this way they can increase their influence on VET education and promote mutual communication.The implementation of an international network is one of the possibilities.TANGIBLE RESULTS UPON COMPLETION OF THE PROJECT:The project Digital Learning Paths (DLP) will develop a platform and several digital learning paths in different fields. PROJ RES 1: DIGITAL LEARNING PATH PLATFORM (customised version of Moodle)PROJ RES 2: DLP IN THE FIELD OF THEORETICAL AND PRACTICAL MECHANICSPROJ RES 3: DLP IN THE FIELD OF AUTOMATION AND ROBOTICSPROJ RES 4: DLP IN THE FIELD OF CONSTRUCTIONPROJ RES 5: DLP IN THE FIELD OF MARINE TECHNICSPROJ RES 6: DLP IN THE FIELD OF CENTRAL HEATING

CYBERSECURITY: AN EU TOP PRIORITY Cybercrime in SMEs is a growing concern. SME’s dependency on IT and Internet has opened the door to vulnerabilities to cybercrime. These vulnerabilities are making information security a critical issue for all SMEs. Tackling cybersecurity threats and attacks is becoming more and more important in the European Union and worldwide. Closely related to the need to make cybersecurity a top priority in Europe, a growing challenge is the shortage of cyber security professionals. According to the latest reports, Europe will face a shortage of 350.000 cyber security professionals by 2022.Increasing cybersecurity talent is an atypical discipline of activity. The domain is characterized by a strong autodidactic and rebellious (hackers) community. This community is often not reached or does not want to be reached by formal education providers.OUR VISION: MAKING THE CYBER WORLD A PLACE OF SAFETY AND OPPORTUNITY FOR YOUTHObjectives of the WHAT THE HACK?! project are: • To improve the level of key competences and skills of youth related to ICT and thus their relevance for the labour market (by developing new educational content on Cybersecurity, Ethical Hacking and Cybersafety).• To develop inclusive ICT learning environments for youngsters inside and outside of VET education (by setting up/further develop ‘Hack labs’, i.e. sheltered ICT learning places).• Include NEETS in non-formal learning, and as a result guide them to education or employment.• To empower SMEs and individuals to secure their online life through cybersafety education and awareness raising. • To promote synergies, cooperation and cross-fertilisation between the different stakeholders active in the ICT sector within education, industry and (semi-) government. • To ensure that VET (including VET teachers) is at the forefront of technological developments in the ICT sector allowing the rapid update of these developments in training curricula and qualifications in VET (by letting VET education providers actively participate in the triple helix partnerships).• To promote lifelong learning for ICT professionals by developing their pedagogical competences and skills and prepare them to become ‘Hack-lab coaches’. • To increase the opportunities for international peer-learning and learning mobility for VET youngsters by facilitating international students’ cooperation’s and training weeks;• To foster quality improvements, innovation excellence and internationalisation of VET institutions through enhanced transnational cooperation between EU VET institutions and ICT (public and private) stakeholders.TARGET GROUPThe WHAT THE HACK?! project is primarily aimed at youngsters within VET education and outside (NEETs). The project is open to digital youngsters, gamers, school leavers, autism spectrum and youngsters who miss a challenge in their current education. NEETS, VET students from different sectors with affinity with ICT will be targeted by the project allowing students from different backgrounds to learn from each other. In addition, the project targets VET teachers, staff and ICT professionals as it actively involves ICT professionals in education. During the lifespan of the project, 180 youngsters, 24 teachers and 80 ICT stakeholders (80) will actively participate in the project activities. RESULTSUpon completion of the WHAT THE HACK?! project the following Open Educational Resources will be available:• IO1 - WHAT THE HACK?! – Blended training programme for VET youngsters.• IO2 - WHAT THE HACK?! – Hack Lab set-up guide.• IO3 - WHAT THE HACK?! – Blended training programme for Hack-Lab coaches.• IO4 - WHAT THE HACK?! – Online Community.In addition, WHAT THE HACK?! will organise several Multiplier events and 3 learning activities for youth: in Pärnu EE in April 2020, in Leeuwarden NL in December 2020 and in San Sebastian ES in September 2021.IMPACT & LONG TERM BENEFITSThe fundamental change the project desires to make is to strengthen young peoples’ relevance for the labour market. This effect the local and regional economy as ICT companies will have access to competent vocational cyber security professionals contributing to the growth of companies (thus employment opportunities and economic welfare Europe). Future professionals will be well-equipped and appropriately educated to meet the demand of the market (thus increasing their employability and competitive advantage in the global market and increasing their socio-economic prospects). Youth that is not in employment or education find their way back to education and/or employment and increase their long-term job and socio-economic prospects (equal opportunities for all). The project impacts Europe as it contributes to making SMEs and individuals in Europe less vulnerable to cybercrime and tackling cybersecurity threats and attacks by educating competent vocational cyber security professionals.

"<< Background >>Partners in the DD@S project, Democratic Dialogue at school, share their vision, common ideas and approaches to handle difficult situations that originate in the context of sociocultural diversity at school. One of the greatest difficulties for teachers is the management of ""difficult"" classes. The term ""difficult class"" refers to a class with relational, emotional and communication difficulties, considering the relationships with pupils, between pupils and very often, with pupils’ parents. In the classroom, teachers experience difficulties in teaching themes such as homosexuality, terrorism, racism, religion, ... Peer support of colleagues in how to deal with potential intercultural conflicts at school is highly important. Specific dialogue skills, creating a mutual dialogue, can contribute to an inclusive educational environment that fosters a sense of belonging between school team, teachers, pupils and parents. But, teachers feel unconfident in facilitating dialogue about controversial themes. DD@S contributes in the professional development of teachers to acquire effective dialogue skills to cope with ethnic, religious and multicultural conflict situations at school. Partners within this project, believe in the strength of dialogue to tackle intolerance and discrimination at school to stimulate inclusive education all over Europe.<< Objectives >>The aim of the DD@S project is to strengthen European secondary school teachers in dealing with multicultural challenges at school. By developing a gamification based online training, the DD@S training, it provides a professional development training in dialogue skills. This method supports school teachers in reflective thinking, communication skills and dialoguing on controversial themes, such as religious or ethnic intolerance. Additionally, the project provides a toolkit, teacher modules with theoretical information, applied in good practices, a guide for implementation and policy recommendations about the preconditions for implementing DD@S at school.Eight partners out of 4 different countries collaborate in the project, emerging both theoretical frameworks with in-field applications and good practices from within the field of education. Crucial actors within the project are school teachers who participate and collaborate in the development of the project. As a result of the DD@S project, teachers in the participating organizations will feel confident in dealing with controversy and intolerance at school, more specifically, intolerance towards pupils, colleagues, parents or themselves. DD@S aims to directly address about 75 school teachers in each participating country. Additionally the project team has a large network that has the capacity to reach over 1000 schools per participating country for further dissemination of project results.<< Implementation >>In an international professional learning community of experts in democratic and intercultural dialogue, gamification based online learning and secondary school teachers, the DD@S project emerges. For the development of the toolkit, the teacher modules and the scenarios of the gamification based online training, the project team organizes surveys and interviews with secondary school teachers in focus groups. Then, a trial of the online training is organized with participating teachers and discussed for further improvement before the final version is launched.Learning, teaching and training activities promote exchange of expertise and good practices for the gamification based dialogue training, the toolkit, the teacher modules and policy recommendations. In addition, these activities train participants in the full project deployment of DD@S at national level in each country.Finally, within the broad network of the project partners and associate partners will disseminate project results at European level.<< Results >>The project results in dialogue competent teachers who feel confident in mutual dialogue in their professional lives, especially within a superdiverse school context.The project results are:a gamification based online training in democratic dialogue,a toolkit with tools and good practices, needed to implement DD@S in schools; including a content managed system and guide to help teacher teams in developping their own specific training cases;teacher modules and a guide for implementation;policy recommendations;Other expected project outcomes at individual level are an increase in awareness about the sensitivities of multicultural challenges at school. At microlevel, the project results in an effective coping strategy within the school team, for these challenges. This leads to a tolerant and inclusive school climate. On the long term, a tolerant and inclusive school climate leads to an increasement of well-being for all actors within the school."