<< Objectives >>Since the 20th century, the vision of death has become a symbol of medical failure and a taboo. Recently, the ageing of the population and the Covid-19 health crisis have highlighted the need to reappropriate issues related to illness, suffering and the end of life. The HMH project aims to share, discuss, debate and educate on issues related to anticipating and raising awareness about end-of-life care, whether it is near or far.<< Implementation >>In the continuity of the Belgian project of anticipation of end-of-life care, the PSPA-PAVS, the enrichment of national experiences as well as an innovative pedagogy will allow the general public, the (non-)professionals of health, care and education, training to have coherent and efficient socio-pedagogical tools. Debates, exchanges, discussions and recommendations will animate the partnership (4 countries) and the stakeholders during the whole project.<< Results >>The experience synthesis guide and the e-learning platform produced in the framework of the HMH project will be disseminated to the sectors concerned, to public, private and associative services as well as within European networks such as EAPC and Eurocarers. The consortium will ensure that the target audiences and beneficiaries identified can have access to the socio-pedagogical tools created on the basis of the themes of support for anticipating end-of-life care.

"Educational robotics is quite spread among the schools and centers, but if you take a look at number of participants and attitudes towards technology and engineering in society, picture would not encourage us to bet on the future. We do not need to popularize robotics or science or STEM. Instead we need to create and grow awareness among youth, teachers and parents. Ready-Set-Robot was a project for bringing together robotics and video production. The main goal was to teach coaches and students to make better videos about their robots and team and through good quality learning videos be more successful in robotics programs and competitions provided in their home country. This helped partners in cooperation to promote robotics, STEM and project based learning through fun and interactive way.We created videos of how-to-build-robot for different tasks. Videos are available with English, Latvian, Estonian, Swedish and Finnish subtitles and in partner country own language. These demonstrate how for example to build a sumo robots, what to keep in mind of its mechanics, strategy and how to program it. Also instructional videos for line follower robots and folk race robots.Also a set of instructional videos were made that help students and their coaches to make better videos about robotics. These include videos like: ""Filming for Beginners"", ""How to films a LEGO robot with mobile phone and tablet"" and ""Interviewing for beginners"". The last one helps students to have better communications with their own team and with experts.We also created instructional videos how to participate in FIRST LEGO League and build an effective robot or well considered project. There were instructional videos for FIRST LEGO League programming, navigation, mechanics and attachments and a full set of videos for new and veteran teams of how to be successful in FIRST LEGO League robot design, robot game, explanation of robot parts and FIRST EGO League project pitching.All videos were published on project website - readysetrobot.eu and were linked also to each partners own website. Also a new channel Ready Set Robot was made into YouTube and all the videos are there inside different and logical playlists. These videos will help students to strengthen the learning experience through robots and programming.There are 4 Intellectual Outputs for this project:IO1. OER platform. A Multilanguage website was created to host all the materials provided with the project. These are all those 70 videos that helps students and their coaches with different part of educational robotics and specially FIRST LEGO League program.IO2. Video Set for FLL teams. As mentioned above, we have created a set of videos to promote FIRST LEGO League teams. These videos promote all parts of FIRST LEGO League: * Project pitching videos to help the teams to understand the concept of Innovation project and to teach them how to pitch their project in 3 minutes.* Robot design and what to expect from the judges and how to talk about your robot design and concept.* Robot Game, videos of demo robot games and robot games with voice over, where teams talks about their robot strategy during a real life match.IO3. How to Build a ... robot. A set of videos to better understand different part of robotics and how to build Sumo robots, what to notice and be aware (mechanics, strategy, programming), how to build a line followers, folk race robots etc. And also how to film a moving robot, how to interview and where to start with filming when you are a beginner.IO4/5. Methodological Framework handbook. We created a handbook, that is aimed at supporting teachers, pedagogical staff, managers, trainers, decision makers and stakeholders, in the implementation of the material created in the Ready Set Robot project. This output consolidates the projects outcomes, into a methodological description and practical ideas of implementing the material in training at various levels: national, regional and local. It has chapters about video documentation and its importance and about the example videos and about the training course.All expected outputs were created successfully and most of the Multiplier events were done. Only the Estonian Teacher conference was not made in such large manner, due to covid restrictions and was replaced with small events."

"Europe and the UK has a strong position in the creative industries, which have been one of the fastest growing parts of the economy and one of the fastest growing sources of employment in recent years. The UK also has one of the highest shares of the workforce in Europe employed in the creative industries. The project CAIR 4 YOUTH aims to support professionals in the youth sector in acquiring and developing creative sector skills in working with Coding, Artificial Intelligence and Robotics. There will be a focus on youth workers' skills development in fun and game-inspired, non-formal educational methods in these areas. The youth population is a particularly vulnerable group with regard to emerging technologies. Very little has been done to empower young people to critically engage the discourse surrounding the next generation of technologies that have a marked potential to shape their lives for better or for worse. Questions involve the intersection between artificial intelligence (AI) and youth (ages 13-30), in the context of domains such as leisure, education, health and well-being, and the future of work. The main objective of the project is to encourage various stakeholders — including policymakers, youth workers, and parents and caregivers — to consider how we can empower young people to meaningfully interact with AI-based technologies to promote and bolster learning, creative expression, and well-being, while also addressing key challenges and concerns. The objective is skills development for youth workers and subsequently up-skilling young people through non-formal methods.CAIR4Youth project methods include the development of three main outputs:1. A hands-on fun-packed training curriculum and workshops with non-formal approaches to Coding, A.I. and Robotics. Learning by building and Coding Robots and understanding A.I. through gamification in a non-formal and fun environment. The workshops will be the gateway for Youth workers to understand how Robotics, Coding and A.I. are used in the industry and why they need to teach these futuristic skills to the young people and how they should make learning fun for their students.2.A set of resources for youth workers on how to stimulate interest in coding, A.I., and robotics and how to support the introduction of these topics through non-formal educational methods– This will help professionals in Youth work to develop their own skills base. 3.A Methodology and Implementation strategy that promotes cross-sectoral dialogue and the involvement in the youth sector, in terms of supporting the training of staff, managers, youth workers at a local and regional level.A DIFFERENT APPROACHThe term “non-formal education” and its recognition on a global scale came about in the 1960s, when consolidated educational institutions had to face an economic crisis and received questions about their lacking ability to adapt to a new society. Since then it has been a driving force in education, not least in the digital age where young people have literally ""learnt how to learn"" and have taught themselves to become digitally literate. We believe that the project can contribute greatly to upskilling youth workers as facilitators. These methods, together with our approach to embedding transferable employability skills (as redefined key competences; EC, Jan 2018) within the informal learning content, will deliver an innovative practice to benefit young people in this digital era, and provide a project legacy of open educational resources for youth workersTHE NEED & DEMANDThe dynamic of the labour market has changed greatly over the last few years, and many jobs that are currently in demand didn’t even exist 10 years ago. The EC’s “White Paper on the Future of Europe” states that “young people enter society today will end up working in job types that do not yet exist”. Policymakers and employers put more and more pressure on educational providers to challenge them to adapt to the digital age and help their learners build transferable skills in order to respond to labour market demand. In order to respond to such a daunting future scenario, as youth organisations working with young people, we need to do more to equip young people with the appropriate skills for entering the labour market, address ""the need for an inclusive, lifelong-learning based and innovation-driven approach to education and training"" (EC, 14 Dec 2017), and provide them with the appropriate recognition for such skills whether gained non-formally or formally. The problem identified is the lack of skills, competencies, and knowledge in the area of Robotics, Coding and A.I. for youth workers and that the normal channel of consideration in the national school curriculum in most countries to support its introduction has failed to materialise. In its place, many youth organisations have filled the gap."

The Virtual Inclusive Cultural Entrepreneurs (VICE) project has 5 partners from 4 countries: UK, Sweden, Austria, and Croatia. Each bringing complementary skills and expertise in the fields of adult education, teacher training, post-digital cultures, archives, museums, and cutting-edge learning technology.According to a report by UNESCO at the height of the global lockdown, 95% of museums had closed and 9 out of 10 countries had closed their World Heritage properties. This unprecedented crisis has shone a light on how the entire cultural sector itself is weakened by this collapse. This has resulted in many intangible cultural practices being disrupted, which has an impact on the cultural life of communities. In addition, whilst social distancing becomes the norm, meeting or collaboration technologies that help remove physical obstacles between people are quickly becoming essential and are predicted to last well beyond a post COVID situation.For many culture and heritage organisations technology that enables worthwhile experiences in virtual reality or 3D is still often cost-prohibitive, this has only been made worse by the financial situation in the cultural sector during and post-COVID.In recent years, more and more GLAM organisations working in an intercultural perspective have increasingly started to re-examine and re-assess existing collections using different perspectives, which include the viewpoint of individuals and communities. Local communities can supply information regarding its history and community context, the GLAM organisation can respond by setting up a program with the objective of working collaboratively with communities and academics – to explore the meaning of objects and share stories, beliefs, and opinions around them. An extension to the idea of co-curation at the core of the VICE project is the innovative concept of GLAM organisations, businesses, cultural entrepreneurs, and communities working together to exploit artistic and cultural capital and assets through the development of programs of Adult Education in Cultural Entrepreneurship through a Virtual platform.In response, the VICE project has 3 core objectives:1.Develop formal education skills and competencies in Adult Educators and prospective cultural entrepreneurs that facilitate the development, creation, production, and preservation of assets that embody cultural, artistic, or other creative expressions and create cultural value and wealth for both creative producers and consumers of cultural services and products.2. Enhance the acceleration of digital transformation and use of digital means in the GLAM and cultural sectors by creating an open-source platform that will enable collaborative learning through the creation of interactive 3D virtual exhibitions facilitated by custom 3D avatar/ guides that can be viewed in virtual reality (VR) or on a mobile device or PC.3. Develop a handbook and new interactive digital toolkits and resources to support formal and informal learning activities that foster creativity, cultural entrepreneurship, collaboration, use of archives and cultural assets, storytelling, media production, culture and multiculturalism and sustainability;Outputs include:1.VICE Interactive Methodology Handbook and Implementation plan2.VICE Open Source 3D Educational Exhibitions Platform3.VICE Continuous Professional Development Curriculum, Course & Learning Outcomes Matrix (LOM)4.VICE Digital Tool KitsParticipants will include adult educators, museum education officers, (prospective) cultural entrepreneurs, archivists, community & special interest groups and their students and groups.It is expected that the VICE project will increase the numbers of people accessing professional development training through the VICE CPD Course and Digital Tool Kits to improve skills in using innovative methodologies, technology, and tools in adult education; and enhance personal and professional competences of adult learners, GLAM professionals, and educators in the cultural sphere. The project also aims to provide awareness about cultural entrepreneurship and increase the number of active cultural entrepreneurs in Europe through awareness, the handbook, course, and toolkits.Furthermore, the VICE project will increase the number of open-source digital learning tools/ e-learning and resources, materials, courses, platform, and online collaborative channels to foster creativity, culture, and multiculturalism within adult education, cultural entrepreneurship, museums, and the community and will provide an open-source platform that enables the creation of 3D exhibitions with custom avatar guides that can be experienced through virtual reality (VR) or in 3D on a tablet or PC. This type of technology is often cost-prohibitive, and the VICE platform will enable a much larger number and range of organisations to access this type of technology across Europe and potentially the globe.

The economic strategy for Europe and the UK calls for world class leadership and more effective opportunities to acquire leadership skills through initial and continuing VET. In order to succeed in the future, leaders and managers (and particularly new ‘millennial leaders’) will need to become more agile, responsive and develop an ability to adapt to different needs generated by changing workplaces. Leaders will also need to be open to cultural and ever changing technological changes that will impact the core of organisational operations.The Xtended Reality Leadership for Xtra-ordinary Leaders (XRL) project is focused on preparing new leaders for Leadership in the 21st Century by developing high quality leadership competences and skills in the following areas: Improving productivity, Integrated technology innovation, Globalisation, Inclusive leadership, Responsible Leadership and Core leadership skills.In addition the project promoted the adoption of ‘new innovative practices in a digital era’ for VET through the use of Augmented Reality (AR) and Virtual Reality (VR) and innovative pedagogies to develop a new brand new digitally enhanced approach to leadership training. Partners from the UK, Spain, Portugal and Sweden collaborated with a wide range of stakeholders to deliver the following activities: 1. An innovative new curriculum and course plan in line with ECVET and EQF that addresses the key competences needed. 2. An OER platform containing innovative tools, resources and approaches for new leaders including 360 videos, 360 VR scenarios and simulations, an AR leadership skills App. 3. Designed and development a state of the art 3D AR/VR training workshop that blends a variety of approaches such as multi-player AR and 3D VR scenarios and simulations with face-to-face discussions in order to develop leadership skills for the future. 4. Produced publications that explored the future of leadership in a post digital era and identified the skills and needs required for the next generation of leaders along with training notes. 5. Designed and developed of a new methodology for assessment and evaluation of leadership skills along with implementation tools, assessments and action plans. In addition a range of events and a conference were held in the UK, Spain, Portugal and Sweden to share the project results with stakeholders along which we hope to cascade the curriculum, tools and resources developed to VET professionals and educators in the partner counties. There are 2 primary target audiences for the product which are: 1. New Leaders: Primarily ‘Millennials’ (but not exclusively), those on new apprenticeships, company internships and internal company leadership initiatives and those taking up leadership positions in a wide range of vocational subject areas. 2. VET Providers: Vocational training providers, training managers, colleges/ universities (lecturers/ teachers), independent trainers/ private training companies, HR departments, businesses, leadership coaches and mentors. The product gets Individuals, organisation's and those responsible for delivering VET training and CVET to think differently about leadership training and to implement new approaches to developing the skills and competences needed for leadership in a post digital era, ultimately equipping leaders to lead effectively and more relevantly in the future. In the course of our activities we reached a number of future leaders, VET professionals and other relevant stakeholders.