"<< Background >>According to the European Joint Employment Report from 2021 persons with disabilities are exposed to higher risks of poverty and social exclusion and therefore require strengthened support. The new Strategy on the Rights of Persons with Disabilities aims to promote the economic and social inclusion of persons with disabilities. One focus of the strategy is on education and employment which corresponds with the focus of the Pla(i)n VET project. The proejct will contribute to the implementation of the strategy. In addition, during the corona pandemic the demand for new structures in the VET system to meet the needs of learners with special needs has emerged. This has also been identified by the involved partner organizations, which is why we want to implement the project together. All partners work with learners with special needs and also with counselors and VET teachers. In cooperation with both target groups it became clear that custom-fit instruments to support the target group in their integration into the labor market do not exist despite the existing need. So far, the partners' approach is to focus mainly on individual one-to-one support. In the pandemic, however, this format did no longer work, thus the need for digital tools suitable for this group and for the work of the partners became very clear. In particular, the use of digital tools in schools and counseling centers is urgently needed to ensure that inclusion processes can continue even when face-to-face contact is limited. A lack of such tools inevitably leads to further exclusion of learners with special needs.The following needs are addressed by the project:1.Need for digital readiness:With the beginning of the corona pandemic, learning has changed tremendously and the consequences for schools and learners became quickly visible. The greatest difficulties were the following: 1) not all learners are equipped with digital devices, 2) digital tools available are not suitable for all target groups, 3) the digital readiness was not sufficiently prepared. Furthermore, the scientists at the Institute for Special Education of the Educational University Heidelberg emphasize that learners with special needs were almost completely ignored during the discussions of the last year.2.Need for suitable digital tools for learners with special needs:Associations working with learners with special needs also see a great demand for the development of tools that enable digital participation and that take into account learners with special needs. Martin Wirthensohn, managing director of ""Lebenshilfe Kirchheim” says: ""The aim now is to develop concepts to enable people with disabilities to participate digitally - in a society that is changing more and more. Doing nothing would be a step backwards in terms of inclusion.""3.Need for digital solutions for teachers + trainers:Pla(i)n VET will contribute to enhancing the access to training and qualifications for all and support the elaboration of digital technologies for teachers and learners, especially for learners with special needs but as well for other learners (people of NEET).4.Need for inclusion according to UN Convention + EU strategy:In addition to the current challenges resulting from the corona pandemic, it has become even more essential to enable this target group to participate fully in society, meaning to open doors for them to the same opportunities for education and training and further to the primary labour market as for people without special needs.5.Need for support of labour market integration of learners with special needs:An inclusive education system is a prerequisite for equal access and opportunities. Numbers show that young learners with special needs struggle to find a job compared to their fellows without special needs. VET teachers and consultants play an important role as they support them and need to know how to use digital services and have access to them in order to foster inclusion.<< Objectives >>Pla(i)n VET aims to support young learners with special needs in the transition period between school and labour market entry. To obtain a successful bridging of this gap, the learners are empowered and given a voice within VET to decide their own path for allowing professional self-realization. By creating adequate and comprehensive material in Plain Language, a contribution to a more inclusive VET system is made. In the long term, the disadvantaged target group will be considered on the primary labour market, rendering the latter more inclusive.Main objectives:1) Inclusion: An inclusive education + labour market enables everyone to have access to education and participation. In the long term, the disadvantaged target group described above is to be integrated into the primary labour market.2) Accessibility: Following this principle, the aim is to remove barriers, to provide individual support and orientation for a better understanding of VET as well as to facilitate transitions from school to VET in times of digital learning through the use of Plain Language.3) Empowerment: To achieve this, the young adults must be equipped accordingly to use their individual potential and to achieve personal self-fulfillment in a professional context and also in a wider sense in society in general.4) Awareness raising: The awareness for the target group's needs among companies must be raised so that the transition from school to work can be successful.5) Transnationality: The project must be carried out on a transnational level, as the target group faces the same problems in all countries and therefore a European solution should be developed, in addition, all participating countries are affected by the pandemic.One key objective of Pla(i)n VET is the use and application of Plain Language for the integration and inclusion of learners with special needs linked the above mentioned accessibility. The concept of the project relies on the fact that accessibility includes overcoming language barriers and should therefore be part of an inclusive strategy in VET. Plain Language follows a certain structure, design, and expression and needs to be evaluated - these rules are firm, also on a European wide level. In our project, Plain Language is used to make content easier and faster to understand for the target group. This leads to a better involvement of the target group in decision-making processes about their professional future and simultaneously brings about a broader understanding of the use of Plain Language in VET. Furthermore, the project aims support objectives on European level:The project can be seen as supporting the achievement of European strategies. Europe has made it a common goal to both fight the corona pandemic together and implement a common disability rights strategy 2021-2030. Both aspects play a central role in our project. Overall objectives of the strategy: 1) to be able to exert human rights, 2) enjoy equal opportunities as well as 3) equal access to participation in social and economic life,4) be free to choose where, how and with whom they live, 5) can move freely throughout the EU, regardless of their support needs and 6) no longer experience discrimination of any kind.[Source: https://ec.europa.eu/commission/presscorner/detail/en/qanda_21_813] Pla(i)n VET contributes to the achievement of this European strategy, especially points 2) 3) and 6) will be supported by the objectives and results of the project. The target group should have the same access to the first labor market as all other persons in vocational education. In addition, companies should reduce inhibitions to hire people with disabilities and be encouraged to make their companies more inclusive through the videos of inclusive companies and thus dismantle discriminatory and exclusionary structures.<< Implementation >>Learning Teaching Training activity: ""Training for counselors and VET teachers on the use of digital tools in Plain Language.""The overall goal is to test and present the 1st project result. At the end of the training, participants will be able to use the digital tool in Plain Language and integrate it into their work. In addition, we want to highlight the benefits of Plain Language in VET's inclusion work and present other national tools that can be used and adapted as inspiration for their own work. There will also be a professional exchange at European level on the topics of 1) inclusion of learners with special needs in VET and 2) use of Plain Language in VET. The results will be shared as further project outcomes within the dissemination strategy. All participants are expected to present the information and spread the knowledge in their own institutions after the training and do further testing of the digital tool at local level.Transnational Project meetings:We will have three transnational project meetings. The Transnational Meetings are currently planned as physical meetings, but if a physical meeting is not possible during the project’s period due to the Covid-19 situation, the meetings will be held digitally instead via ZOOM and the content will be discussed digitally likewise.Local/national activities:1. All partners will work with focus groups for pilot testing of project results at local level;2. Offcial audit of project results in Plain Language with learners with special needs;3. Working with an ""expert team"" of learners with special needs on project results.Management: In the field of management, various activities are implemented before, during and after the project period: a) Time and Budget Management Plan b) Monitoring activities internal and external c) evaluation activities internal and external d) communication and document management e) risk management.Development of project results: 1. Research 2. Content development3. Pilot Testing I 4. Proofreading5. Technical Implemenation6. Design + Layout7. Pilot Testing II8. Evaluation + Adjustment 9. ImplementationDisseminations activities:Each partner will be responsible to identify beneficiaries and stakeholders to whom the project and the results will be presented. They will then disseminate the project's results within their own institutions, especially to all local VET schools and job agencies. Our dissemination strategy is based on concrete contacts at local, regional and European level. 1. Local and regional level: a) young learners with special needs b) Training companies, who have employed or are willing to employ people with special needs c) Employment/career advisors, VET teachers + schools2. National level: a) the ministries of VET education b) Institutes (schools) for learners with special needs c) self-help associations, foundations, job agencies and career associations 3. European level: a) agencies b) organizations, which coordinate a number of members dealing with the topic of social inclusion of people with special needs, as well as c) VET schools.The dissemination activities will include various social media and online presence activities [Facebook, Twitter, Instagram, YouTube], development of digital and print material and moving image [Project teaser] on the project. Distribution via existing Erasmus+ network of all partners/Salto Toolbox/Erasmus+ Project Results Platform. The activities will also involve agencies, associations and stakeholders working on inclusion from the beginning of the project. Multiplier Events for project dissemination on a regional level:Each partner will host one multiplier event to ensure the dissemination of the project results and their use beyond the project, existing networks and stakeholder relations are used and extended as well as new ones are created.<< Results >>Pla(i)n VET fosters the successful bridging of the gap between school and labour market by developing an e-tool in Plain Language and a multimedia platform – making information accessible and comprehensive for everyone in a digital form that ensures that the results can be used at any time and are not influenced or prevented by external circumstances.Pla(i)n VET is directed to- learners with special needs;- teachers of VET institutions and special education;- current and future employers.The 1st project result is an assessment tool helping young learners with special needs to navigate through professional VET orientation and it makes use of Plain Language. It contains information and guidance to possible VET paths in an understandable and processable way enabling the learners to understand and perceive the whole range of opportunities for their professional future. A distinctive feature is the associated empowerment process that the learners go through and thus become aware of own strengths and competencies. The tool can be used not only by young learners with special needs, but also by NEET people (Not in Education, Employment or Training), who may also be in a transition to vocational education and training and who are not working with traditional tools or are not reached by existing offers.The element of innovation in this tool is the use of Plain Language, which makes information accessible to a broad, very heterogeneous readership, following fixed rules that are common and adapted at European level. All texts must be compulsorily proofread by people with impairments only then can the document receive the sign for easy which comes from ""Inclusion Europe"" [https://www.inclusion-europe.eu/]. In fact, Plain Language is already used in learning and teaching materials but the aspect of using this instrument in the phase of vocational orientation and counselling is missing. Access to vocational education and training is only possible, and this hurdle can be dismantled, through counselling that is tailored to the target group. Even before learning content can be taught, the target group must be able to receive appropriate counselling without a language barrier.Expected impact: -Target group will have a better understanding of the VET system;-Better self-conception of one's own potential and desires;-Raised ability to make a self-determined choice for shaping one's own future;-Also intended to promote and expand the digital skills of learners and to provide a digital barrier-free tool which can support teachers in the guidance process of the learners.The 2nd project result is a compilation of encouraging short video sequences. Inclusive companies and their trainees with special needs share good practice examples. Real stories show how inclusion in a work context can look like and how to engage young people with special needs in VET and/or in the labour market. Displaying real stories through positive storytelling via multimedia creates empathy. Moving images create deep emotions in comparison to text-based information. Trust in the stories is built by showing real, authentic examples of supervisors, human resources employees and also trainees with special needs. As it is directed to companies the format chosentakes into consideration the shortage of time available in economic structures: the videos’ message has to be on point and the format is comprehensive and fast to use. Furthermore, the videos provides digital insights into job opportunities in times of limited personal contacts.Expected impact:-Empower inclusive companies and learners;-Tackle prejudices on the labour market, reduce worries and motivate companies to employ trainees with special needs;-Empathy and raised awareness for social inclusion and the target group’s needs in society and companies;-Exchange between companies about inclusion and critical reflection on own practices."

"<< Background >>The project aims to tackle the issue of street harassment (i.e. catcalling) and stereotypical gender norms & roles in Europe through the creation of a course for youngsters on the threshold of forming & fostering their gender identity. This education-based approach finds support in the policy recommendations of the International Women’s Initiative (2020), and innovatively implements the recommendations on preventing and combating sexism by the Council of Europe (2019) as well as the Gender Equality Strategy 2020-2025 of the European Commission (2020) that includes the ending of gender-based violence and the challenging of gender stereotypes.<< Objectives >>The project will entail objectives on several levels: first to prevent male individuals from becoming perpetrators while transforming them into male allies and reducing toxic masculinity; and second to strengthen female individuals with regards to self- confidence and self-efficacy while encouraging them in finding ways to deal with and encounter street harassment (and sexual violence in general). At the same time, the project sets out to break gender roles, norms & stereotypes for men, women and all genders that usually fall out of the frame. Rethinking gender will have an impact on the awareness on and attitude towards sexual harassment, gender inequality and identity and will lead to higher self- efficacy, sensitivity and the intention not to display or accept violent, discriminatory or stereotypical behaviours. Simultaneously, the EquAlley will engage and promote the exchange among youngster, which has been identified as fruitful strategy to decrease stereotypes and discrimination. The project aims at qualifying educators for teaching about these topics through the preparation and creation of an inclusive, blended-learning course and its guide. Therefore, EquAlley sets out to decrease gender inequality and social injustice by re-thinking gender roles, stereotypes and discriminatory behaviours.<< Implementation >>The course will be based on a needs assessment and booklet on the topic, which will be mainly collected by focus group conduction with educators in all partner countries. This assessment will be followed by the creation of a blended-learning course for youngsters at an age from 12-16 where gender identity and norms begin to form and foster. There will be a course offered in a mixed-gendered setting to promote and ensure exchange among all youngsters in this topic, but also a gender-specific course for male and female groups respectively - non-binary/queer youngsters will be free to choose if and which of the gender-specific course to attend to - to create a safe and target-directed environment. To ensure a high quality, the course will be tested in a pilot action in all partner countries. To guarantee standards and guidelines for this pilot actioning as well as provide educators with the competencies and sensitivity to teach on these very important issues without perpetrating stereotypes or ""othering"" of non-binary individuals, a learning teaching and training activity with educators from each partner country will take place in Spain. The final guide will be presented within multiplier events in all partner countries, while transnational meetings throughout the project implementation will guarantee EquAlley to implement high quality products with a regional, national, european and international reach.<< Results >>EquAlley will have three main results: a booklet on the topics based on qualitative data collection in all partner countries; a course directed to youngsters at the age from 12-16 to teach on the topics, and a final guide (i.e. course manual) for educators about the course. All project results will be made available for free and in all partner countries languages (+English) on the EquAlley website as well as on social media channels. Through a broad and experience-based sharing, promotion and exploitation of the project results through the website, social media channels, newsletters & flyers, the focus groups, the pilot action implementation training and the pilot actions, as much as through the multiplier events EquAlley will be spread."

<< Objectives >>SIMPLY digitally INCLUDED aims to support learners with a refugee or migration background to successfully complete VET, even under difficult conditions e.g. Covid 19 pandemic, to make a significant contribution to the social inclusion of this group. Furthermore, VET teachers should increase their digital competences and readiness through the project results to be able to offer high-quality digital lessons and to be digitally prepared in the best possible way to deal with unpredictable events.<< Implementation >>SIMPLY digitally INCLUDED will collaborate with national focus groups in a co-creation process in physical and digital activities for all project outcomes. Furthermore, a virtual training course for VET teachers is planned, as well as joint listening sessions with VET learners with a refugee or migrant background in order to test and evaluate the outcomes. In addition, the dissemination strategy will include virtual and physical activities and social media campaigns to present the outcomes.<< Results >>SIMPLY digitally INCLUDED develops a series of podcasts in storytelling format and complementary learning sessions for VET learners with migrant or refugee background to prevent them from dropping out of VET and to empower them in the completion of their training. The second result is a digital toolkit addressed to VET teachers to train them as digital experts in online education and to equip them with methods to succeed in the transformation process from analogue teaching to digital teaching.

In the current times of socio-political conflicts rising between bordering countries, migrants and refugees coming to Europe, economic crisis, leads to prejudice and discrimination based on gender, socio-economic classes, racial and ethnic stereotypes; promoting general xenophobia, racism, gender based violence, bulling, discrimination between social classes and sexual orientations. All this exist in schools, which represent a micro society, with all that the surrounding society has. These behaviours are usually based on social stereotypes; and although stereotypes are normal ways to simplify the world around us, if we fail to ‘see’ beyond the stereotypes, we will fall into discrimination and even violence.StereoSciFi project was implemented in schools, also because it is an environment where students are to learn, and where they spend long time every day. The students targeted (between 7th and 12th grades) are at the stage in which the peer group gets more importance and influences the most of their personality development. This stage is perfect to make them realize that stereotypes, although helpful for general interpretation of the world, should not be the only basis to act at others, and make them alert to find out about the specific characteristics of others, and accept what is different, and also that different doesn’t always mean worst.How to attract youngsters to develop their social skills related to social stereotypes? The best way is to use what they find most attractive. Considering the technological advances in world today, science is appealing to students. Also appealing to youngsters are books and films. In StereoSciFi we put all these together: we used books and films, science fiction (hard science fiction, which is based on science, especially on social sciences) ones, which portray social stereotypes and social situations that could lead to discrimination, and created activities to develop social skills in students. These activities are performed in schools: in classes, if included in subject curricula, or as extra school activity as in school workshops. StereoSciFi partnership includes 6 partners from 5 countries: PT, IT, ES, LT and PL. There are different organisations, although all are important in school education sector: HR consulting expert in creating learning materials and resources (P1/PT); public school of secondary level (P2/PT); European association expert in creating and providing activities to youngsters, and organizing events such as workshops and festival (P3/IT); professional school providing regular secondary education and professional courses in technological areas (P4/ES); training centre expert in training teachers and creating and providing tailored activities to students with special needs (P5/LT); University, its department of Education, expert in research and creation of resources and materials to school education and teachers (P6/PL). All partners are engaged in all activities and outputs, but doing different tasks according to their expertise, as follows:Project Management, lead partner is P1/PT (project coordinator); under Project Management were Dissemination Activities (lead partner is P4/ES), and project Evaluation & Quality Assurance (lead partner is P3/IT). O1 – Catalogue of Science Fiction Books and Films, including 12 books and 12 films portraying social stereotypes and situations; available to free download on website, in English and partners languages. O2 – Activities Suitcase, including 4 books and 4 films, and minimum 3 activities per book / film (3 items have 4 activities), available to free download on website, in English and partners languagesO3 – Teachers Guide, with guidelines to teachers use the catalogue and Activities Suitcase in their schools, available to free download on website, in English and partners languages.The methodology used in StereoSciFi implementation was TeamWork (all partners are involved in all activities and IOs, but according to their expertise), so teambuilding was crucial right from the start and especially developed during partnership meetings; and the involvement of target group from the start, and for this it is important all dissemination activities, and involvement of students and teachers in assessing the results, to guarantee the adequacy to target group.As main results we had the improvement of social skills in students, measured in pilot evaluation, which will turn into better social inclusion of all school students, and this will pass on to society. We had immediate impact on the participants of Pilot Actions, teachers and students, as seen in evaluation of pilot, and the large number (395 instead of foreseen 88) of participants, and their sharing experience in Multiplier events held. High % of teachers (more than 70%) stating they will use the StereoSciFi Pack. And large numbers of followers on Social Media, around 600 instead of 200 foreseen, which encourage to share the experience and reach even more users!

Mental health problems pose a significant and unnecessary obstacle for students to overcome in the classroom. Studies show that students with emotional disturbance and poor social-emotional functioning have difficulty meeting academic standards.Mental Health is a looming issue within the European Union with reports suggesting that 160,000,000 Europeans (38% of the populace) are affected each year. (Wittchen, H.-U. et al. Eur. Neuropsychopharmacol. 21, 655-679 (2011). | Article). Additional studies show that mental health problems may cause learning obstacles for our young people and students, therefore providing diagnosis, awareness and support in our learning organisations will be key as we move forward to the future as these young people move from education into employment.This is further endorsed by Warwick et al (2008), highlighting a number of factors that influence provision of support services for students:* awareness amongst professionals of links between student’s mental health and their achievement at college * having in place national/college policies that address mental health* building an inclusive college ethos* access to in college/external support services* provision of professional opportunities for staffThe OSCAR project aims to identify best practice in how organisations across the EU tackle the issue of student drop out through having mental health challenges. It also aims to take a wider view through the approach of identifying ways of enhancing positive well being, as well as improving systems in mental health challenges. The best practice approach will arise from research and the synthesis of ideas into a trainers toolkit that will be developed based on a common set of standards but customised by each partner for their own territory.Training will be given by the D&A service design team to the partners. Service design techniques will be used to create new user and learner journeys through the education system, to ensure that those with possible issues are not ignored or missed out and the appropriate support mechanism are in place. Also that connections are made to the relevant agency for individuals at the right time so drop outs are avoided where possible.The partners will work with local, regional and national agencies and charities will act as advisers and 'test beds' for the OSCAR approach and materials. and then a set of guidelines for organisation and managers will be published that will embed the process into the partner's VET education systems. The local bodies will also act as dissemination routes for the project and its outputs.The project aims to reach, via a cascaded training process - 100 teachers and 1,000 learners, who may have been at risk of drop out due to some social, mental or related issue - therefore OSCAR will have a direct impact on the lives of learners in the partner countries. The project partners will attempt to identify and measure the impacts of the project by comparing the student's retention rates compared to a norm for the group.OSCAR aims to:1. Identify a baseline of current mental health awareness processes and procedures in partner countries;2. Identify current Best Practice in the area of mental health, mental health awareness and curriculum design in VET organisations that will increase student retention3. Use the service design philosophy to identify solutions to the current issues on an European and National level4. Provide a ‘train the trainer’ approach for VET staff in mental health awareness based on project learnings5. Disseminate via guideline development for relevant stakeholders and development of policy recommendations for policy makers.