NEEDS Recent approval in October 2016 of the new digital accessibility directive represent an opportunity for people with special needs, not only in term of disability, which represents an important percentage of European population. Beyond the implication of specialized ICT technicians in web design and mobile apps, any ICT can be conscious of thier contribution to generate and manage accessible digital information only needing to be aware of this fact and to be trained in complementary skills to the basic digital ones. No web design could be valid if the document or media files ar enot adapted to special (permanent or temporary) needs of users. It will be necessary that any non ICT professional can efficiently contribute and at the same time it will be an additional asset ti the popular implementation of the EU directive in the different countries of Europe and to progress towards a more inclusive digital society. TARGET GROUPS - VET non-ICT teachers, managers and students - Publics employees - Managers and employees of SME GENERAL OBJECTIVE Boosting accessibility of digital society from the field of the ICT users and as a way for promoting inclusion in digital society and to faciliate the implementation of the EU directive on accesibility. SPECIFIC OBJECTIVE Awareness on the possibility of contributing to accesibility of digital information for any ICT user and training them to effectively practice in daily life. EXPECTED RESULTS - Development, validation and adoption of innovative practice for awareness and training in digital information accessibility to effectively contribute to digital inclusion and a practical and popular implementation of digital accessibility for ICT users. - Training of 112 people of target groups (16 in short-term training and 96 in local pilot courses) with knowledge and skills on digitall accesibility for ICT users in any sector or discipline of VET - Strengthen lcooperation, sinergy and networking between partners and stakeholders and target groups in digital accessibility and training of ICT users. OUTPUTS O1. Study on digital accessibility and VET in each country O2. Design of curriculum and awareness strategy in digital accesibility O3. Resources for awareness and training in digital accessibility SHORT-TERM JOINT STAFF TRAINING EVENT Venue: Alcalá de Henares Duration: 3 Days + travel days Participants: 16 staff from all participating organizations. MULTIPLIER EVENTS Local multiplier events in all partnership countries to promote awareness on digital accessibility and project results to reach a wider audience of 200 participants from non-ICT VET teachers and students, public employees and authorities, stakeholders in training of ICT users, manager and employees from SME, etc.

BACKGROUND AND NEEDSToday's teenagers are growing up in a rapidly developing media-focused world where digital technology is easily readily available to them. Many produce intuitively digital content for their hobbies using home devices and mobile phones. Teachers harness these skills within their curricula as schools adapt to this new digital world to engage and motivate students.The sanitary crisis proved the necessity for making videos at students level to enhance distance learning and hybrid classes in schools.Innovative teachers understand the potential for video assignments to increase students' motivation for the subjects taught in school and to give differential support to less able students. Moreover, there is a key competence in developing critical thinking analysis within video editing. As teenagers are regularly exposed to media, they must have the skills to analyse the reliability and bias of information quickly. Film making technologies bring a new motivating way of expression and more particularly to the youth who cannot follow a traditional curriculum. They give space to students who struggle with literacy and written work. Additionally, there are considerable opportunities to support migrant students studying their host country's national language. Thus, key competences should be improved for all.OBJECTIVESThe e4FMA project aims at promoting inclusive digital education through filmmaking. The main objectives are to create innovative practices in a digital era by strengthening the profile of teachers. This project aims at providing teachers with life long learning skills to design classes and assignments, including video productions. A concrete artistic experience of filmmaking will lead students to the creation of 12 digital video tutorials, all with professional and high digital quality. Art and e-learning will be combined for future film making.A MOOC platform and eTwinning both offering pedagogical paths to various targeted audiences will widely disseminate these 12 video tutorials. PARTICIPANTSThe coordinator is the schools and social centres AMDB network in France focused in education on students at risk of early school leaving. Among the partners, a filmmakers school in Paris is an NGO for NEET youth. Eight schools from the partnership include comprehensive schools and vocational schools from France; Spain; Hungary; Bulgaria and England. Project partners address a student population whose more than 50% is disadvantaged youth facing vulnerability and at risk of exclusion situations due to socio-economic backgrounds, learning difficulties, ethnic discrimination, migrant background or refugee status. TARGET GROUPS- secondary school teachers aiming at innovation in a digital era for their pedagogy,- students interested in making their videos, especially those from vocational schools focusing on filmmaking technologies, - students using ICT as receivers in their leisure time only and with fewer digital competences to offer them an engaging way of expression besides writing and oral expression for learning.ACTIVITIES1. Three teachers transnational meetings for training and assessing2. Eight learning and producing meetings for students held in Paris to access professional devices, training with their teachers and finally producing tutorials videos.3. Collaboration held online before and after the meetings to allow effective implementation of the collaborations during the face-to-face activities.4. Design of new pedagogical strategies for hybrid teaching and hybrid mobilities in secondary schoolsRESULTS- 12 tutorial videos of duration up to 10 mn, designed by students and produced with professional quality, to teach filmmakers technical competences separately,- the MOOC platform hosting tutorials and resources as a whole,- the eTwinning platform used by teachers to share their productions for secondary school education purposes firstly, and as a public website for the project intermediate results secondlyMETHODOLOGY1) According to titles of technological sequences identified throughout the various steps of filmmaking, each partner school has declared initially its needs following three choices : - co-design the tutorial with professional partner filmmakers, - experiment with a given drafted tutorial with students to provide feedback from the schools, - the finished tutorials to be used within the curricula.2) Collaboration between professional filmmakers and teachers provides participants with training for a new digital engaging pedagogy.3) Learning and producing meetings are held with transnational teams of students to allow collaboration in English. They are designed to produce 12 video tutorials and a MOOC. Hybrid mobilities will add up more non travelling students with travelling peersIMPACTS The free online Mooc platform and the Twinspace open up learning skills to :- thousands of students, teachers and staff- potentially many NEET users or others

"Experiments are being run all over the world about how best to introduce new, innovative teaching, learning methods that meet the requirements of the 21st century. One of these methods is the ‘Flipped Classroom’. Flipping means that processing the new learning content doesn't begin with the teacher's explanation as usually. Before the lesson the students get acquainted with the topic at home already, by watching an attractive, “provoking”, motivating video or other digital materials, created or collected by the teachers. So the teacher frees up class time to lead students in other activities, which help to develop their the 21st century skills (like problem solving, collaborating and communicating) much better than the listening the explanation of teachers.The aim of the project was to integrate the “flipped classroom” method into the pedagogical practice of the VET schools and training centers in two target countries, in Hungary and Spain. The long-term aim of the project was to improve the quality of the vocational education and to engage a movement towards the work-based, collaborative and problem-oriented and active learning/teaching by utilizing the pedagogical potential of ICT tools. The focus was on the pedagogical potential: to utilize the newest, really easy-to-use video editors and other web 2.0 tools for teaching practical subjects in the VET schools integrated into such teaching methodology which put the focus not on the technology but on the pedagogy.The target group of the project were the teachers and trainers of the European vocational schools, while the beneficiaries of the final results are the students of the vocational education.Objectives of the project were:- Review the theoretical studies and pedagogical experiences on Flipped Classroom method, and carry out a focused needs-analysis by involving the teachers of the partner countries;- Develop “Flipped Classroom Methodology” (curriculum, online training learning content, collaborative online environment for networked learning);- Pilot online course in the target countries by involving VET teachers;- Validate the results in two countries by involving the members of the target group, and even the beneficiaries, the students.The project idea was born among the researchers and teachers of the project coordinator, of iTStudy Hungary Educational and Research Centre for Information and Technology Ltd., related to their activities in the field of technology enhanced learning. The consortium involved further 8 partners from 5 European countries. Three higher educational institutes (Universidad Europea de Madrid, University of Hradec Kralove) represented the regular teacher education and provided the theoretical background and their former experiences for the implementation. The third one (Cork Institute of Technology) added expertise in design and development of digital learning contents and online courses, together with e-learning developer from the United Kingdom (Opus Learning Ltd.). In order to ensure the long-term impact in Hungary, the consortium involved four Hungarian vocational schools (SZÁMALK-Szalézi Szakgimnázium, FM Kaszk Bercsényi Miklós Élelmiszeripari Szakgimnázium, Szakközépiskol és Kollégiuma, Magyar Gyula Kertészeti Szakközépiskola és Szakiskola, Neumann János Gimnázium, Szakgimnázium és Kollégium). After a focused desk-research and surveying the teachers, the partnership elaborated comprehensive state-of-art review on the present educational innovations in the partner countries, with case studies on flipped learning. Based on the conclusions we defined the set of learning objectives and outcomes and developed a curriculum for the online course. The next step was a collaborative content authoring and translation and implementation of the course components into e-learning environment. The pilot test was running in the target countries, in Hungary, in Spain and in Czech Republic.The pilots - highly appreciated by the teachers - were followed by a refinement of the learning content, and we published the e-book titled "" Flipped Classroom in Practice - Innovation in Vocational Education"" freely available on the project website (http://flip-it.hu/) in English, Hungarian and Spanish. The main results of the project are the curriculum, the learning content and textbook on a new teaching method validated by significant number of teachers in the online pilot courses in four countries. The direct impact is shown by their reflections and feedbacks, while the long-term impact can be seen from the detailed case studies in which the teachers tell that they will use flipped classroom method in the future, and they want to stay the members of the Flip-IT community."

"BACKGROUND Vocational schools simultaneously have to meet two opposing requirements: to remain true to tradition, delivering stable, tested knowledge approved by relevant parties in society and the economy; and to equip students with a set of skills and competencies relevant to newly emerging demands. Despite great efforts by national and European policy makers to drive VET schools into ‘rethinking’ their curricula and teaching methods, changes have been slow to keep up with labour market requirements. In most European countries VET qualifications are based on standard curricula that precisely define what is taught, leaving little freedom for teachers and schools to train for just-in-time labour market demands. Most systems also have lengthy and complex accreditation procedures, so the approval of a new curriculum - or even the modification of an existing one – can take a long time. OBJECTIVESThe main goal of the project was to develop a new methodology which enables leaders and teachers in vocational education to address skill gaps identified by the labour market, which itself is changing at a pace never experienced before. The focus of the underlying methodology aimed at exploiting the hidden pedagogical potential and creativity within vocational schools by establishing collaboration among all relevant stakeholders, i.e. teachers, students and companies alike.TARGET GROUP: Teachers and trainers of the vocational education PARTNERSHIPThe consortium comprises 7 partners from 4 countries (Hungary, Italy, Estonia and United Kingdom) with long and collective experience of vocational education, 21st century teaching methods, curriculum and eLearning developments. Each partner added extra value to the developments: Jobsacademy its best practice in working together with industrial partners, AICA (Associazione Italiana Informatica e Calcolo Automatico) its expertise in applying EU standards (like DigComp), CAPDM Ltd. brought its professional competences in designing and implementing online courses, the Estonian VET provider BCS worked in the pilots together with the teachers of the Hungarian Vocational School partners. Last but not least iTStudy Hungary controlled and directed the professional work and added its professional experiences in the 21st century teaching methods, and e-learning developments.ACTIVITIESThe activities were structured around 5 intellectual outcomes focused on needs-analysis, curriculum, learning content development for teachers, elaborating the innovative ""Responsive Project Methodology"" aimed at turning VET from being supply-driven to ""demand-driven "", piloting all results with the target group, and disseminating the products and experiences online for VET teachers in 4 European languages.The quality of the results and the effectiveness of the collaboration was ensured by project- and quality management processes, continuous monitoring and evaluation supported by digital tools.RESULTS AND IMPACT ATTAINED, LONG-TERM BENEFITSThe indicators we reached demonstrate the impact of the project:560 teachers, 87 students and 25 companies involved into the surveys and the pilots, more than 300 pages published in four European languages (EN, EST, HU, IT) online (curriculum, online course, 2 e-books), more than 100 dissemination activities, 350 external participants on the face-to-face and virtual multiplier events. However, the most important result providing feedbacks about the impact of the project results as a whole, were the two months long pilot projects in Hungary and Estonia.“We can see now what knowledge we can realistically expect from a newly graduated and job-seeking employee in the indicated area when hiring. I would definitely recommend this form of cooperation to other VET schools and employers because it can help build a living relationship between them.” (Employer)Long-term impactThe beneficiaries of the project results in the long term are VET students, industrial stakeholders, the employers and even VET schools. The VET schools establishing responsive projects make a step towards the demand-driven vocational education, the students completing the mini-course and conducting project work on real problem will have better chance for staring start their professional carrier successfully, and the companies have better chance for finding employees with vocational and soft competences they need.The feedbacks received from the target group and beneficiaries clearly demonstrate that the Reacti-VET products contribute to equip VET students with the skills and competences to thrive in the evolving labour market. While the project was designed in 2018, its objectives are now-days even more relevant than they were at that time, and included into the strategies for the next period of 2021-2027.Project portal: https://reactivet.itstudy.hu/ (dissemination platform for visitors)E-learning platform: https://rvet.itstudy.hu/Contact:: maria.hartyanyi@itstudy.hu"

"IntroductionTwenty-first century Europe is experiencing an uplift in the health of its population, with adults living longer, healthier lives than ever before. This has an impact on the demographic profile of our communities, with a higher proportion of older adults among the population. The project is aligned with the problems caused by demographic changes all over the world where the number of older adults is increasing every year and creating serious load problems for accompanying social and health systems. This was recognised by the European Union Commission when it started a Research and Development programme called Active and Assisted Living in 2008 (www.aal-europe.eu), aiming to stimulate the development of ICT-based systems and new models of elderly care. These systems support the active ageing and wellbeing of seniors at home in order to avoid their hospitalisation, and to stay in their own house and environment as long as possible. The purpose of Grandis was to improve vocational education and training to optimise adoption and successful use of these systems.ObjectivesGrandis XXI. project aimed at providing a possible answer to the challenges of the ageing societies by developing curriculum and online course for the social caregivers of the 21st century based on a requirement analysis by involving the target group and beneficiaries from the partner countries. The main results of the project is the course ""Connected Care of Older Adults"" a competence-based, modular training programme designed for formal and informal carers. The course prepares carers for effective use of ICT-based tele-care and communication systems that help monitor, manage, and improve the ability of people to live independently and interact with their care network. It aims to equip carers with an understanding of the demand for new approaches to care and to enhance its delivery through the use of a variety of eHealth technologies and smart devices, like home appliance monitoring, activity sensor wristbands, movement monitors, and even some tele-diagnostic tools installed in the home. Topics addressed by the project:1. ICT - new technologies - digital competences2. Health and wellbeing3. New innovative curricula/educational methods/development of training coursesTarget groups- Students of vocational education- Formal caregivers, care workers, informal caregivers involved in the long-term-care of their relatives- „Young” elderly people retired from related professions (e.g. teachers), who are interested in working as informal caregivers in online communities.PartnershipGrandis Consortium includes 8 organisations from 5 countries, among them vocational educational schools from Hungary, VET providers from Hungary and Ireland, universities from Spain and the United Kingdom, and a society with social activities from France. In the consortium experts from vocational and higher education, information technology, social care and gerontology worked together in the development of the planned intellectual outcomes.•Prompt-H Information Technology Training, Trade and Service LTD., Hungary•Szalézi Vocational School, Hungary•Veszprémi Vocational Centre Öveges József Vocational School, Hungary•Universidad Europea de Madrid, Spain,•Aston University, United Kingdom •The Irish Computer Society Ireland•Guimel Association, France•Corvus Adult Educational Provider, Hungary The beneficiaries of the project results in the long term are older adults from 55+ but with a focus particularly on those over 65.Results and impact attained, long-term benefitsThe indicators reached demonstrate the impact of the project: for about 700 older adults, 400 teachers and trainers, care workers were directly involved into the needs-analysis, the experiments and pilots and 48 Grandis certificates were issued in the five countries. The training program was built up in accordance with the educational initiatives of the European Union: EQF, ECVET and DigComp, what ensures the European wide usability and sustainability of the results.The long term benefits are supported by publishing the learning content under the Creative Commons license of ""Attribution-ShareAlike 4.0 International"". This license allows all European organisations to use, distribute, modify and even commercialise freely Grandis curriculum, learning content and is allowed to implement the training course in any type of e-learning systems, and to deliver the course in any kind of forms (face-to-face, online, blended form) regarding the special needs of their target group.Project portal: http://grandis.prompt.hu/ (dissemination platform for visitors)E-learning platform: https://moodle.grandis21.hu/Contact:: edu@prompt.hu"