The project responds to the extraordinary situation in education, which arose from the long-term closure of schools and educational institutions. This situation had the greatest impact on quality in terms of practical training and vocational training. The inability to practically try or practice working with tools, devices and technologies has caused a rapid fall in the level of training quality of future employees - students and graduates of secondary vocational schools. Teachers and masters of vocational training are looking for substitutes for vocational training in a virtual space, but such a substitute for education is not systematic and of good quality. The biggest obstacle is teachers' lack of skills to work with digital tools and virtual platforms. The problem is that in the development of digital education, the greatest attention has been paid to improving digital tools and disseminating content provided digitally. However, a key aspect of the widespread deployment of these tools in school education is the readiness and ability of teachers to use these tools. This is the issue of the OnlineVET project.The project wants to contribute to increasing the quality of digital education by creating a methodology for teachers how to teach online and also focuses on creating 3 digital courses focused on working with CNC technologies, milling and turning and work on automation lines. The innovativeness of the courses will be in the transferability of know-how to all EU countries and at the same time in the fact that the functional amendment of these practical online courses will be the Methodology, Manual and Training Program aimed at teachers to help them apply these courses in practice.The partnership consists of 4 partners from Slovakia, Germany and Greece.

<< Objectives >>Mothers Looking Ahead aims to pursuing mothers (with a special focus on mothers with fewer opportunities with low level of skills, knowledge and competences to rethink to re-enter into education or training in the new era of trainings provided in Europe (online, hydrid, f2f) and by providing them support services (including career orientation, empowerment, motivation, soft skills, basic digital skills, job preparation training) so as to continue and finish education or training and find a job.<< Implementation >>Development of a framework for the establisment of the motivational programme for supporting the educational and professional inclusion of mothersDevelopment of training curriculum for the design and delivery of the Mothers looking ahead motivational programmeDelivery of a series of transnational mentoring forum in project countriesDissemination and Exploitation Activities<< Results >>R1: A framework for the establisment of the motivational programme for supporting the educational and professional inclusion of mothersR2: A training curriculum for the design and delivery of the Mothers looking ahead motivational programmeR3: A series of transnational mentoring forum in project countries

"Already in 2008, the EU brought its climate package on the way. With the 20-20-20 targets, as relevant part of the Europe 2020 Strategy, the CO2 emissions shall be reduced by 20 per cent until 2020, the share of renewable energies increased by 20 per cent and the energy efficiency raised by 20 per cent. Apart from the increasing of the efficiency in all energy applications and in the energy transmission as well as the growing replacing of fossil energy sources with regenerative energy sources, the behaviour of the households and other consumer groups needs to change. The Power Saving Check that has been offered all over Germany since 2008 and in Hungary since 2015, consists of the mediation of knowledge for users in households with low income for their conscious dealing with energy in heating, cooking, lighting and the use of electronical devices, media and communication devices and sensitises them for a raised awareness in the purchase of those items in relation to their energy needs. This knowledge and skill mediation is done in form of a free consultation - the Power Saving Check. Through the change in the user behaviour and minor investments the electricity and water consumption of those households can be relevantly reduced. The consultation is assigned to the so-called Power Saving Checkers - unemployed, particularly long-term unemployed and unemployed young people - and requires an according qualification. An adequate adult education course was adapted within the project, transferred into Slovakia and Slovenia and in Slovakia it was also accredited by the Ministry of Education. Project results delivered are: 1. The Curriculum for the qualification as Power Saving Checker and the Handbook for Power Saving Checkers were further developed, transferred into Slovakia and Slovenia and in all partner countries adapted for the local specific needs and translated into partner languages. In Slovakia and Slovenia these represent a completely new educational offer. In Slovakia the Curriculum was successfully accredited by the Ministry of Education. 2. The Curriculum and Handbook were completed and further developed by the contents of ""Power Saving Check in Public buildings. These were successfully then implemented in Slovakia and Slovenia. In Germany and Hungary the Power Saving Checks in Public buildings were not possible due to the local legal regulations of public buildings maintenance. 3. Pilot Training enabled 10 experienced educators from partner organizations to further multiply the Power Saving Check qualification in their partner countries. These individual acted as trainers who subsequently trained the Power Saving Checkers in their countries, thus ensuring multiplication of the skills and competences. According training materials were jointly developed by partners. 4. Completed Curriculum and Handbook were than tested during the Test phases. Altogether 46 unemployed and young individuals and people working in public buildings were trained. Test phases were implemented in Slovakia, Hungary and Slovenia. 5. Qualified Power Saving Checkers implemented the Power Saving Checks in low-income households and public buildings in Slovakia, Hungary and Slovenia. Altogether 73 low-income households and 29 public buildings were implemented with free Power Saving Check. 6. The completed Curricula and Handbooks were transformed into e-Learning course accessible online at www.powersavingcheck-test.eu. It can be used for further education in all countries, and/or for development of skills and power saving techniques by any person interested. 7. The completed, tested and optimised Curricula for the qualification as Power Saving Checker were recognized and accredited by the Ministry of education in Slovakia. 8. Information on the project and its results were disseminated, the according target groups were reached. Implementation of the Power Saving Check will have a long lasting benefits for the recipients of free consultations. Firstly, by altering their behaviour, installing new technologies they achieve palpable saving of the costs which will have social and economic benefit. Additionally, CO2 emissions were saved and climate protection benefit plays role. Furthermore, trained Power Saving Checkers gained new skills, were motivated to work and helped to integrate in social as well as in labour market sphere."

Project SAGA for VETBased on analyses of unoccupied work positions for particular professions, of registered unemployed suitable for requalification in these professions, of the opportunities for VET in these professions, the partners selected 6 educational programs relevant for this project.Since these educational programs are well covered in AT and DE, the main aim of the SAGA for VET project, was to transfer the elements of dual education from AT and DE to SK, within selected programs.During the project the Comparative analysis of the selected programs in AT, DE and SK was made. By such analysis we defined the differences in selected programs and in approach to educational process for requalification in particular countries (AT, DE and SK). Such analysis was crucial for decision of interested partners on which elements of programs were about to be transferred from AT and which from DE.We planned the trainers training for particular programs, by which the candidates for guarantees and teachers from SK were trained in partners facilities in AT and DE. By such trainings these trainers gathered relevant knowledge for relevant selection of the elements of dual VET, and their successful transfer to SK, by incorporating them to Slovak educational programs.After the trainers’ trainings, the SK partners created particular courses and relevant documents necessary for successful accreditation of the educational programs, focusing on local requirements and legislation.After successful accreditation, the SK partners prepared the Comparative analyses of established programs, which outlined the innovations in educational programs compared to AT and DE programs, and these innovations have been transferred back to AT and DE educational environments, and used by AT and DE partners.After selections of candidates for pilot testing of the programs (from registered unemployed) and suitable region for pilot testing (concerning the actual needs of local employers for particular professions), the SK partners ran pilot education for each program.Based on gathered knowledge and experiences regarding the transfer of the elements of dual education, accreditation process and pilot testing, the partners issued the Best practice methodology, which could be used by third parties in similar processes in the future.Concerning the actuality of theme of dual VET, and the innovations in approach in particular programs, which can be multiplied for other programs in future, and concerning the opportunity of further effect of these new dual educational programs within the key actions on labor market, and the commercial potential of the innovative outcomes of the project, the partners issued the recommendations for local authorities, which can incorporate the project outcomes to their policies in fields of vocal education and trainings and employment affairs.Project SAGA for VET was focused on professions and areas, which notwithstanding the reform of vocal education system, which has been in progress in Slovakia, are underestimated and are not covered by the education system, our project brought solutions how to conquer these challenges in short term period.The indirect beneficiaries of the project outcomes were all registered unemployed, who attended the requalification courses through the key actions on the labor market, as well as the SME and enterprise, who benefited from the qualified labor force suitable for their needs available on the labor market.The partnership of partners, who were leading subjects in their particular fields of engagement within the project, and principal representatives of the project and following activities in their home countries, guaranteed the relevant qualification for successful implementation of the project, for achievement of the project goals and objectives in relevant quality, as well as for successful dissemination of the project outcomes to reach the target group of dissemination in best possible way.The participants in the trainers’ trainings were Slovak leading experts in particular fields, who expanded their professional knowledge and experience, to provide the added value for the project activities, and to guarantee the expertise in the process of transfer of the elements of dual VET.The participants of the pilot testing, as well as the future participants in new educational programs, as the registered unemployed, were facing the economic objectives, for their voluntary participation in such programs. From the long term perspective, these participant benefited from the projects outcomes in same way as unemployed did in AT and DE in the past, when similar programs were established there, and the unemployment itself can be reduced.Since the activities within the project are multipliable for significant target group, and can be used also after the end of financing from the Erasmus+ grant.

"<< Background >>In our rapidly changing times, research and learning practices are being advanced and transformed based on arising challenges. The COVID-19 pandemic and the multiple restrictions posed on learning practices havevaffected multiple sectors and disciplines. The need for a rapid redesigning of educational practices, which so far were dependent on physical contact, has never been greater. Various aspects of research based learning can and should be re-designed virtually, so that learners/ trainees whose learning and training activities have been disrupted due to the COVID-19 pandemic can resume productive and fruitful enquiries.In accordance with the goals set by the EU Digital Plan 2021-2027 and CEDEFOP’s assessment of the digital gap during COVID-19 for VET learners in Europe, the creation of online virtual laboratories is the way forward with benefits beyond the current crisis. VET learners whose studies programmes necessitate lab-based work, as in the engineering sector, can resume their activities and complete their studies by virtually fulfilling their learning obligations. In this context, Engineering education is an overall challenging domain, which requires adequate integration of lab experiments and use of high-quality, precision and expensive equipment. By introducing online instruments for conduction of lab-work in the engineering sector, engineering education & training can be rendered more accessible in terms of former geographical restraints for students from remote areas or other obligation keeping them away from research facilities. At the same time, learning can be scaled up and expensive equipment digitally replicated thus rendering engineering education more cost-effective. The transition of lab-based activities can therefore act as a beacon of support for VET vulnerable to career setbacks based on socio-economic background. OLEE project aims to enable this digital transition of the European engineering VET community.Therefore, some of the needs to be addressed by the project are the following:N1: Lack of opportunities for VET teachers/ trainers to get trained and certified on specific set of digital skills and way of operation regarding the distance learningN7: Outdated learning environments while VET learners would benefit from renewed learning environment, renewed interest & sector specific career skillsN7: Attractiveness of VET providers, to be able to expand their learners base by providing accessible, adaptive and inclusive distance learning services N8: Decrease of VET early leavers VET providers N9: Evaluation of the necessity of a systematic change in the education ecosystem and obtain policy recommendations, experiences and pathways so as to meet the vision of the EU Digital Education Action Plan. In this sense, the most crucial need of education stakeholders of engineering and other technical sectors to be addressed is no other than to enable them to be agents of change towards digital transformation of educational practices.<< Objectives >>The OLEE project sets itself the aim to assist VET Trainers and learners of the Engineering sector in the transition towards a digital educational & research ecosystem in the post covid-19 era. The concrete OBJECTIVES to be achieved include the following: O1: The designing and piloting of innovative online resources. In particular, delivering an Virtual Laboratory for Engineering lab-work activities O2: Reinforcing the ability of VET providers to provide high quality, inclusive digital education. O3: The promotion of networking and collaboration between EU institutions, sharing of resources and expertise O4: Support towards the VET communities for the acquisition of digital competences O5: Supporting the Engineering sector & building their resilience & digital capacity<< Implementation >>The project will be divided in 4 main Project Results with 18 accompanying activities. Moreover, an LTT activity is envisaged to take place near the end of the 3rd project result.PR1: Setting up the Online Experiments a Setting up the Online Experiments and the Virtual Labs for Technical Professions in VETPR2: Development of Training Material for embeding Online Experiments in current training curriculaPR3: OLEE - Train the Trainers PackagePR4: Development of a certification for the award of a label of ""Virtual Laboratory for educational skills in VET institutions"" In more detail these PRs will include the following activities per PR:PR1A1: Technical requirements for the Online Experiments and design of the V-Lab of Technical Professions for VET classesA2: Development of the Technical Professions V-lab for VET ClassesA3: Development of Online Experiments for Technical Professions LabsA4: Incorporation of Online Experiments as an integral part of the V-labPR2A1: Development of use case training scenarios for each of the online experimentsA2: Development of learning material based on the use case scenariosA3: Testing of Online Experiments in real-teaching environment A4: Embedding of Online Experiments in current technical professions training curricula PR3 A1: Training outline for upskiling of Trainers in the design of Online ExperimentsA2: Development of self-training material for enriching current online experiments A3: Fine-tuning of training material based on feedback A4: Upload of training material in the form of OER to the e-learning platform as part of the Online ExperimentsA5: Creation of an online community for the development of more online experiments and training resources on Technical ProfessionsPR4A1 Development of the Certification procedureA2 Development of the OLEE Certification standard A3 Testing of the OLEE Certification procedureA4: Refinement of the Certification procedureA5 Implementation of the Certification procedureLastly, other activities to be conducted during the project’s lifecycle revolve around project coordination& management as well as dissemination efforts, namely: 4 Transnational Partner Meetings and 5 Multiplier Events, on to be organized in each participating country will be conducted.<< Results >>OLEE aims to support VET teachers/ trainers and learners of the Engineering sector in their struggle to navigate the new realities posed to them by covid-19 pandemic and continue their activities in a virtual fit for the digital age. Within this context, the following outcomes, devided in tangible results (TR) and intanglible results (IR) are going to be achieved during and on the OLEE project’s completion:Tangible Results (TR) TR1: A new innovative training material will be created in OER form, compliant to DigiComp and specifically addressed to the needs of VET trainers and researchers. The training material will be available in 5 languages. TR2: Approximately 100 VET teachers/ trainers (12 that will attend the training the certification plus the VET teachers/ trainers and staff from the consortium partners) will directly benefit from the implementation of the OLEE project. TR4: An estimated 70 VET providers will benefit from the project results. It is estimated that approximately 60% of the total individuals that will participate in the DigEdu+ training and certification procedure will come from VET centers and will directly benefit from the project results and outputs.TR6: Active involvement of education stakeholders and policy makers. It is also expected that each partner will engage 2-3 additional stakeholders during the development of the curriculum and the testing of the product, adding further 12-18 indirect beneficiaries. TR7: An innovative virtual learning laboratory for the engineering sector for stakeholders to further utilize. Intangible Results (IR) IR1: Creation of a new digital education culture in which VET teachers/ trainers/learners will have a holistic approach regarding the benefits and the new pedagogical approaches in sectors known for testing the waters.IR2: VET teachers/ trainers will act as a beacon of change by not only implementing the digital education practices but also promoting them among the educational community and their learners, by supporting inclusivity and fighting in this way the VET early leaving. IR3: Creation of new technics regarding the set-up of user friendly and interactive e-learning material IR4: An overall upgrade of the e-learning experience though the better understanding of the digital education practices among the VET teachers/ trainers and the new pedagogical technics that are needed. IR5: Rendering research and lab activities more user-friendly and inclusive and less costly and unattainable for larger segment of VET learners."