Inclusive education lies at the heart of the United Nation's Convention on the Rights of Persons with Disabilities. It gives direction to governments, administrators, educators, parents and people with disabilities on how to achieve this aim. In response, our project's primary objective is to support inclusive education systems by developing tools that can help school staff develop the potential in every learner, and to accommodate particular students with different impairments, so that those with special educational needs (SEN) can be included in mainstream classrooms. At the heart of our project is an AI-enabled tool to support the decision making processes of teachers in inclusive education in the types of pedagogical approach that should be adopted for each child.We have achieved this by developing a mobile App that uses sensor data (e.g. eye gaze, body posture and facial features) and Machine Learning to infer the level of engagement in learning activities of each individual child using a simple 'Traffic Light' system as an output of the App. This is supported by a Handbook, which provides teachers in inclusive settings with a range of practical strategies to re-engage each child should engagement wane (our 'What's Next' approach). In addition, we have developed a set of interactive games which allow us to gather sensor data from a wide range of students with mild and moderate learning disabilities throughout our partner countries to robustly train the engagement algorithm operating at the heart of our App. Our Manual gives inclusive teaching staff practical guidelines on installing and using the App. Our primary target groups are inclusive teaching staff - including teachers, teaching assistants and Special Educational Needs Coordinators working with students with mild and moderate learning disabilities in a range of formal learning environments - in mainstream, inclusive and special needs schools. We also promote the use of our tools in other settings - with parents and carers, and to support the social and emotional health needs of students. Pathway+ comprises partners from 5 countries: - Nottingham Trent University - United Kingdom - National Association Of Professionals Working With People With Disabilities - Bulgaria - Centre for Special Educational Support - Bulgaria - International Association for Research and Development of Vocational education and Training - Turkey - Nottingham City Council - United Kingdom - PhoenixKM - Belgium - SOFTQNR - Serbia The following project results have been created: - IO1: A descriptive map of effective pedagogical approaches to promote inclusive education. - IO2: A set of mobile games to gather sensor data to train our engagement algorithm. - IO3: A Mobile App with a 'Traffic-Light' system to give a real time indication of the level of engagement of students. - IO4: A Handbook for inclusive teaching staff and 'What's Next' section to give practical guidance on strategies to re-engage students. - IO5: A Manual for inclusive teaching staff on installing and using the App. - E1: An online Multiplier event. - A series of Piloting Events in the UK, Belgium, Bulgaria and Turkey. Impact attained: The Pathway+ partnership has created a unique set of AI-enabled tools for the assessment of learners` engagement using embedded sensors in mobile devices, together with a set of interactive games that are used to train our engagement algorithm. Packaged along with a Handbook to support inclusive teaching staff in selecting teaching strategies to re-engage students and a Manual to describe the installation and use of the App, our tools have already had an immediate impact on the organisations involved in the Pathway+ consortium. They have increased their organisational capacities by using these tools when working with teaching professionals and other specialists providing training and support to SEN students. Teachers working in inclusive mainstream education, school psychologists, special educators, resource tutors, pedagogical advisors and teaching assistants all over Europe have access to our AI-enabled tool which can be used direcly within the classroom, and indeed in other informal settings to support all students and ensure they reach their full potential. The piloting phase of our project has involved more than 150 inclusive education teachers who iteratively tested the Pathway+ outcomes with more than 200 SEN students. The results were used not only to train the engagement algorithm in the development stage of our project, but to also enrich inclusive teaching practices and transform the educational process for students with mild and moderate learning disabilities. Positive results from the piloting phases and the resulting positive impact achieved demonstrates that Pathway+ has the potential for a transformational impact on teachers' attitudes to AI approaches to help them to engage more effectively with students with disabilities.

"Making European Union competitive, cohesive and resilient in the future means investing in people; in their education and training, their skills, their creativity, and their capacity to innovate. Changing and increasing skills demands and technological developments are posing considerable challenges as well as providing opportunities for innovative responses from VET systems. VET has a key role in providing skills and qualifications to enter the labour market and supporting re-skilling in a lifelong perspective to enable people to successfully manage career transitions. Moreover, VET provides a strong contribution to personal development in work and life and fosters democratic citizenship and European values.Professional development of vocational teachers is the key element for ensuring the quality and relevance of the vocational and technical education both in school and work based. Using the new technologies like as 3D print and prototyping in VET high schools will be strengthen the links between school education and labour market. There is not a developed curriculum for 3D print training modules for electric-electronic department to implement 3D modelling to engage young minds and increase speed & creativity in school lab. 3D printing technology is important to today’s VET students because they’ll be tomorrow’s employees. 3D printing is everywhere, impacting industries such as healthcare, aerospace, manufacturing and practically any other areas. However, adoption of the 3D printing technology is still relatively low for educational purpose. Despite potential benefits, there is not a unique teaching materials for the integration of 3D printing technology into the electric-electronic education in vocational high schools. With the expansion of the applications of 3D printing technology throughout electric-electronic industry, it is important that VET teachers start to increase design and technical skills required to harness this technology. VET, together with the overall education and training systems, will need to support the competitiveness and innovation of European economies. Development of skills anticipation is necessary by using updating curriculum accordingly for the effective learning according to the electrical-electronic sector demands and new technologies.Vocational teachers are essential to supporting skills development in the workforce. In industrialised countries, more than half of workforce is intermediate level workers and employees, who have learned a substantial part of their occupational skills and knowledge through the support of VET teachers from the domains of vocational education and training (Cedefop, 1998). Teachers’ role is changing as a result of new approaches to learning. With a growing attention to active learning, responsibilities are shifting from the VET teacher to the student, with the teacher becoming a facilitator of learning processes rather than a transmitter of expert knowledge. Self-directed learning is apparently a necessity for an increasing part of the population in changing societies. ""3D print training modules for electric-electronic teachers in vocational high schools"" project will develop a unique educational materials for the purpose of the professional 3D printing technology implementation in school atmosphere by VET teachers. It will be help VET teachers: - To provide visual materials in classroom, - To seize engagement of students, - To enhance hands-on learning with realistic models,The project will be developed the following intellectual outputs for electric-electronic teachers in vocational high schools.IO1: ECVET based knowledge and skills progression frameworkIO2: 3D print training module for electric-electronic course in vocational high schoolsIO3: 3D print training module online learning platformMain aim of the project is to develop ECVET based unique educational materials for up skilling and re-skilling of electric-electronic teachers in vocational high schools. Educational materials development process will be included four quality design principles for teaching. These are: 1. Competency-based system2. Active ownership3. Development of rigorous high level skills4. ResponsivenessTarget group of the project are vocational high school teachers from Electric-Electronics department. There are 6 partners from 5 countries in the project partnership. 3 of them are vocational high schools (from Turkey, Italy and Romania), 2 educational NGOs (from Austria and Turkey) and 1 Science and Technology Park (from Lithuania)."

"<< Background >>Investing in people – their education, training, developing their skills and creativity, increasing their capability to innovate is a key to make European Union more competitive, comprehensive, and resilient. Changes and increase of skill demands, as well as technological progress, poses considerable challenges and also provides VET systems a possibility to come up with innovative ideas. VET plays a crucial role in providing qualifications and skills which enable entering the labour market and supports retraining from a life-span perspective to facilitate alternation of career path. What is more, VET contributes firmly to personal development for life and work, as well as promotes democratic citizenship and many other European values.Professional improvement of vocational teachers is a foundation of good quality and applicable technical and vocational education, both school and work-based.Implementing new technologies, such as 3D print and prototyping in high schools of VET will reinforce bonds between the labour market and school education. As of today, we do not have at our disposal an advanced curriculum for a training course of 3D printing for the Automotive Technology department to apply 3D modelling to stimulate young minds, awaken their creativity and potential in a school laboratory.The idea (technology) of 3D printing is essential for present VET students, as they will be future employees. It is present all around the modern world and seen in healthcare, manufacturing, aerospace and other sectors. In addition, it was well experienced by the economies all over the World that the future of production is dependent on automated processes during the COVID-19 crisis and the lockdown measures that were put into place. Nevertheless, the application of 3D printing in the educational area, even though there is a need in the field, is rather not common nowadays. In spite of its likely profits, there are still no teaching resources that could be used to implement 3D printing into the Automotive Technology training in vocational schools.As a consequence of the increased utilization of 3D printing across industries, it is necessary for teachers to improve their design and technical competencies mandatory to handle this automation. VET, along with the overall schooling and training systems, will need reinforcement of competitive strength and modernization of European economies. Also, the consequences of the COVID-19 crisis and the changing conjuncture has shown us that the future of education will be hybrid, if not completely digitalized, utilizing the advantages of physical and digital learning experiences. Therefore, training and education of teachers accordingly with the needs and requirements of a post-COVID-19 era and raising a labour force in line with the 21st-century conditions is inevitable.The progress in skills anticipation can be achieved through the use of updated curriculum applicable for effective learning in line with the demands of the sectors and innovations.Vocational teachers are indispensable to support the skills improvement of the labour force. In industrialized countries, over half of the manpower consists of experienced level workers and employees who had acquired a considerable part of their vocational skills and knowledge with the help of VET teachers derived from vocational education and training institutions.Teachers’ function evolves according to changes in learning approaches. With the expanding consideration for active learning, the VET teachers hand over the responsibilities to the students, coordinating the learning process than simply transferring expert knowledge. Autonomous and independent learning is a need for a growing part of the population in dynamically developing modern societies that are intrigued with the recent developments. 3D4VET Project, therefore, aims to train & prepare VET teachers and future labour force for the changing conjuncture and the needs of Post-COVID era.<< Objectives >>Structural modifications generated by accelerated technological improvements – automation, digitalization, robotization or artificial intelligence development are boosting the process of changes in the labor market and both formation and extinction of some occupations together with dynamic transformation in skills and qualifications demands.Additionally, proper technological innovations–ecological 3D printing mechanics, sustainable energy consumption and production and policy response with applicable vocational skills can contribute to the reduction of climate change effects.VET and educational and training institutions will need to strengthen the ability of people to compete successfully towards the development of European economies. Updated curriculum considering effective learning approach accordant with Automotive sector needs and new technologies is necessary to make progress in skills anticipation. Vocational teachers constitute fundamental assistance in skills improvement of labor power. Vocational teachers are indispensable to support the skills improvement of the labor force.In industrialized countries, over half of the manpower consists of experienced level workers and employees who had acquired a considerable part of their vocational skills and knowledge with the help of VET teachers derived from vocational education and training institutions. Teachers' function evolves according to changes in learning approaches. With the expanding consideration for active learning, the VET teachers hand over the responsibilities to the students, more coordinating the learning process than simply transferring expertknowledge. Autonomous and independent learning is a noticeable need for a growing part of the population in dynamically developing modern societies.In the present-day vocational education system, teachers act both as professional educators and indispensable change agents. Maintaining innovative and constantly prospering education is the main duty of the modern professional teacher. Knowledge and wisdom necessary to introduce national policies are also originated in the professional competency of instructors dedicated to change and renovation.The main issue now is how to engage teachers vigorously in the reform of vocational education in order that the goal could be completed, and beneficiaries could enhance good quality learning opportunities in the classroom. 3D4VET Project will serve to create specific educational resources in order to facilitate the professional introduction of 3D printing technology in the school environment to VET teachers.Concreate objectives of the are as follows:- Increased awareness of VET Teachers about 3D printing system, design, print & slicing models, creation of 3D models.-Larger comprehension of 3D printing technical demands including equipment and software benchmark- The elevated experience level of VET teachers by efficient application of learning outcomes and curriculum with assessment opportunities- Advanced expertise, qualifications and ability to improve and acquire new skills of Automotive Technology teachers in vocational high schools.- Larger understanding of 3D printing process by VET teachers.- Broadened 3D modelling competency putting into use software and slicing with apt experience- High level of experience in developing models suitable for 3D printing, increased modelling skills, slicing techniques & materials, 3D printing for automotive field.- Development of knowledge and competencies progress framework compatible with ECVET, containing results, syllabus, technical prerequisites report with equipment and software benchmark.- Composition, verification, modernization, and preservation of 3D printing educational program mobile HUB for vocational schools- Supporting EU VET preference to improve vocational skills in consideration of labor market and sector requirements- Increase the level of skills in VET learners for employability and business creation<< Implementation >>The target group of the project is those who work as a teacher at vocational high school in the Automotive Technology department.The total number is 130 people (40 teachers from Slovakia and 15 teachers from other 6 participant countries).During two years duration of the project, the following activities will be implemented:1. Monitoring the financial situation for every 6 months 2. Development of effective communication plan3. Preparation of the project management and implementation manual 4. Preparation of the 5 TPM minutes and action plan 5. Planning dissemination process and collect reports on the results every 6 months6. Formulating a quality evaluation plan and applying it 7. Establishing an advisory group in each partner country, composed of various specialists from VET centres, educational authorities, 3D printing companies, and policy-makers8. Development of a dissemination plan9. Preparation of dissemination reports with details of goals, reached impact, the number of participants etc. 10. Devising strategy of exploitation and progress11. Creating a project website 12. Regular update of the project website 13. Production of informative dissemination materials (posters, banners, flyers, info-notes, info-graphics, paper brochures etc. - by P5 (IT) with the contribution of all the partners14. Creation and regular updates of the social media accounts of the project 15. Production of the project results (R1, R2, R3, R4, and R5)16. Creation of the YouTube channel and upload videos17. Pilot try-outs report with case studies 18. Arrangement of multiplier events ""Hands-on workshop for 3D print projects""19. Arrangement of the multiplier event ""3D Print Seminar and Workshop""20. Preparation of the the progress/interim and final report of the project<< Results >>Outcomes of the 3D4AUTO project are: 1) ECVET based 3D printing curriculum and training module in Automotive Technology Education (R1)Unit 1. Introduction to 3D print technology in Automotive EducationUnit 2. 3D printer partsUnit 3. Creation of objects in a virtual environmentUnit 4. Slicing techniquesUnit 5. Using techniques of the 3D printerUnit 6. 3D printing materialsUnit 7. Sample STL codes for Automotive Technology Education2) Animation videos (R2)Video 1. Introduction to 3D print technology in Automotive EducationVideo 2. 3D printer partsVideo 3. Creation of objects in a virtual environmentVideo 4. Slicing techniquesVideo 5. Using techniques of the 3D printerVideo 6. 3D printing materialsVideo 7. Sample STL codes for Automotive Technology Education3) Mobile HUB for VET Teachers in Automotive Technology (R3)Visual tipsDrawing Practical methods for selected software Video to explain ""how to use the mobile HUB?""Paper brochure4) Virtual training seminars and webinars for VET teachers in automotive technology (R4)PresentationsVideosNotes for the virtual training seminars and webinarsPaper brochureSession 1. Introduction to 3D print technology in Automotive Education Session 2. 3D printer parts Session 3. Creation of objects in a virtual environment Session 4. Slicing TechniquesSession 5. Using techniques of the 3D printerSession 6. 3D printing materials5) Policy recommendation report for 3D printing in VET (R5)WhitepaperScientific articlesPoster presentation 6) Project management and implementation manual 7) Effective communication plan8) Dissemination plan9) Quality evaluation plan10) Advisory group meetings reports11) Dissemination report with details of goals, reached impact, the number of participants etc.12) Exploitabile report13) Project website14) Social media accounts of the project15) YouTube channel of the project16) TPM minutes and action plan17) Pilot try-outs report with case studies18) İnformative dissemination materials (posters, banners, flyers, info-notes, info-graphics, paper brochures etc.)19) Multiplier events ""Hands-on workshop for 3D print projects"" report20) Multiliper event ""3D Print Seminar and Workshop"" report"

Not applicable.

CONTEXT AND BACKGROUND OF THE PROJECT:This project was conducted successfully as a response to the important tendency, marked in various reports of EU28 that by 2050 the number of physically disabled adults in Europe will have doubled to 40% of the total population or 60% of the age of youth (16-29) population. This project offered a unique opportunity for young people with disabilities to participate in peer mentoring activities. Youth peer mentoring is the process of matching peer mentors (selected among the same age of their mentee) with young people with disabilities who need to gain real work experience. This special and novel form of mentoring is providing a role model that can serve as a good practice example by the mentee. This goal has been accomplished through structured non-formal communication, mentoring which this project has implemented via a mobile application for peer mentoring implementation for Android device. In this setting, a young peer mentor (trained by youth workers) met the youth with disability at educational environment to ensure transition to workplace. This was conducted in the form of a one-on-one peer support including virtual sessions which captured the difficulties for those with mobility impairments which are disabled by the chances to move due to inaccessibility of the environment. During one-to-one peer mentoring the youth with disabilities were able to build self-confidence and social skills while also learning work habits, team work and communication with colleagues as well as gaining professional competencies. REACHED AIMS AND OBJECTIVES: - Developed novel youth peer mentoring pedagogy which was used by youth workers to train youth peer mentors to support youth with disabilities - Developed training tools and mobile app for distance peer mentoring guidance for youth mentors and youth mentees with disabilities - Strengthened collaboration among youth organisations, local authorities, chambers o f commerce, universities, NGOs and SMEs and organizations devoted to support employment of youth with disabilities - Fighting against social isolation and stigmatization towards people with disabilities - Opens new horizons for the efficient use of free time of youth. DEVELOPED INTELLECTUAL OUTPUTS are:IO1: Youth Peer Mentors Pedagogy Framework - The guide consists of definition and concept of Youth Peer Mentor’s Framework, explanation with regards to the main principles of mentoring and with an introduction to the youth peer mentoring process. IO2: Job inclusion guidebook for young mentors - This guide served as a primary resource for individuals designing mentoring programs for youth, including youth with disabilities, in the transition phase to adulthood.IO3: Impact assessment youth peer mentoring tool - This guide presents the possibilities of assessing a project or programme, namely whether and to what extent the different objectives of the project have been achieved. Such assessment is considered as an evaluation of the project. IO4: Mobile youth peer mentoring application to facilitate distance mentoring guidance for youth with disabilities (Android based) - it allows distance youth peer mentoring communication in a safe environment. The mobile application ensured that people with different disabilities can all interact with the mobile application, using the supported Android assistive technologies. The mobile application is available in English, Bulgarian, Turkish and Romanian at Google play: https://play.google.com/store/apps/details?id=com.mypeermentor.mobile All outputs are available in English, Bulgarian, Turkish and Romanian languages at project website: https://www.mypeermentor.eu/intellectual-outputs and also uploaded onto Erasmus+ results platform. PARTICIPANTS IN PILOT IMPLEMENTATION OF THE PROJECT:In the youth mentoring process overall 351 people have participated - 172 mentors and 179 mentees with disabilities (Turkey 114 Mentors and 113 Mentees; Bulgaria: 22 Mentors and 32 Mentees; Romania: 36 mentors and 34 mentees). REACHED IMPACT:Young mentors and mentees said that through this mentoring program they improved their personal qualities, soft skills and interpersonal skills. This peer mentoring program demonstrated a positive impact on the life of Turkish, Bulgarian and Romanian young people involved in the project, both mentors and mentees. Young mentors have understood the problems of young people with disabilities and have learned how to guide and to help them. The mentors encouraged and supported young mentees in their academic and other needs and goals for their growth. In general we may conclude that the pilot phase was finalized successfully and the indicators listed in the pilot plan were reached. Based on the feedback and comments we may conclude that MyPeerMentor outputs are useful, well structured, comprehensive and practically oriented.