<< Background >>The EU Additive manufacturing industry is increasingly expanding, resulting in the creation of new positions that necessitate the acquisition of new skills and qualifications and there is an immediate need to improve the related curricula in order to provide the target groups with core competencies for potential careers. The assessment and ability to rely on concrete qualitative measures are also gaining more and more importance. The primary goals of the EAGLE project are to develop novel curricula, course training materials, and an e-platform centred on the idea of innovative learning and unified standard creation. These resources will provide adults with a benchmark measure and they will be free and available to the public. The project aim is also closely tied to the betterment of the skills mismatch and is addresses the creation of a wide standard of qualification from which will in the end benefit the industrial labour market.<< Objectives >>Taking into account the fast development of Industry 4.0 the main objective of the project is that its results would generate an EU approved technical-specific knowledge and skillset that is competitive in the international market and can be used in industrial physical and functional workshops activities. Another positive outcome of this initiative is that it creates a fully sustainable system that is available for further improvement and all of this makes it ready for a wide-range use in the manufacturing world. The project will offer the target groups a comprehensive and high quality educational and assessment tool in order to ensure the possibility of efficient and fast quality management of the skills of VET learners.<< Implementation >>The project will among other standard activities aimed at successful management and dissemination implement the following core activities:The project results will include the Development of Curriculum and Online Training Materials for the 3D printing Polymer Operator in order to offer an innovative educational material to the target groups of the project. The curriculum has transferability potential as it could be used not only in VET but, also, in School, Higher and Adult Education, with only some minor changes or adaptations Furthermore, the Train the Trainer Guidelines will be developed in order to offer the tutors the guideline and the qualification/certification system are addressing VET providers and VET teachers/ tutors allowing them to deliver training courses with innovative training methodologies and via online tools. The Development of Assessment Questions and Online Examination will subsequently address primarily VET students who will be able to take the courses developed in the previous project results on the online platform developed in project result four and subsequently undergo the theoretical and practical assessment online. VET providers as a secondary target group of the assessment tools will have gained the opportunity to effectively and quickly assess their students and analyze their performance both in theoretical and practical skills. The results of the project will then be all available through the Development of the MOOC platform developed as the final project result. The project will also organize a Learning, Teaching, Training Activities Train the Trainers in Advanced Manufacturing. This activity will offer the opportunity for transnational partners to actively contribute towards the optimization of the obtained results and to create a context for regional and transnational cooperation regarding digital capabilities for the partners involved. Observing, shadowing and discussing work with colleagues will represent the most important measure for transfer and acquisition of knowledge.<< Results >>The expected outcome is to provide VET learners and trainers with a comprehensive tool for quality control and assurance. The partnership expects that through the realization of the project the target groups will have gained an easily approachable platform to effectively assess and evaluate competencies.

The project summary has been provided in English in the above paragraph.

"One of the priorities in EU is increased social inclusion of all young people taking into account the underlying European values, stronger participation of all young people in democratic and civic life in Europe and easier transition of young people from youth to adulthood, with particular emphasis given to young people at risk of marginalization and young people with migrant background. 29,8% of young people 18-24 years old were at risk of poverty and social exclusion in 2011 in EU, but this figure rises at 43% for Romania (Eurostat, 2011). In RO, only 13% participated in volunteering actions(BOT, 2012). In CZ, 15,4 % of young people 18-24 at risk of poverty of social exclusion and % of young people in this age range are volunteering. In IT, in Emilia Romagna Region, there are over 60.000 young people at risk of social exclusion, 1/3 migrants, and 7,2% Italian age18-24 are volunteers.Aim of the project was to provide non-formal learning opportunities to young people (8-25 years old) with fewer opportunities through a mentoring / intergenerational training program in the volunteering field, using creative drama, and in this way enhancing young people civic engagement and social inclusion. The goal of this program was to offer young generations as mentors seniors volunteers, creating new skills useful for their social development and integration on the labor market. We involved young people with fewer opportunities (under protection/support from social services, from families in difficult social or economical situations, young people with migrant background, with educational difficulties) and active older persons, willing to be mentors for young people and to participate in the educational program along th young generation. Project objectives were:-to design a education program in order to provide new learning opportunities in volunteering for young people, in an intergenerational mentoring approach, and using as tools creative drama-to develop civic skills and social inclusion of young people through education on volunteering and blended mobilities of young people-to develop educators competence in the field-to contribute to policies for training youth in volunteering fieldThe participants were: 49 young people aged 18-25 years old from Romania, Czech Republic and Italy, with fewer opportunities, selected only from the vulnerable categories already mentioned, and 53 seniors volunteers. In all three countries, partners collaborated with social services and other organizations (youth centers, volunteering centers, community centers) and worked in tight connection to the target group, including the young people into the creation of the intellectual outputs (for testing the IO3) . During the project, the partners from Romania, Czech Republic, Italy and Ireland created several outputs: a methodology for an intergenerational training program in volunteering for young people with fewer opportunities, using creative drama; a Guide for young people ""Re-Shaping my Future through Volunteering""; a Policy Recommendation for supporting youth volunteering through non-formal education in intergenerational contexts throughout EU (A Chart of Intergenerational Volunteering); the Film ""Youth Voice in Intergenerational Volunteering"". Also, 3 blended mobilities of young people were organized in Romania, Italy and the Czech Republic, with 23 participants who visited different organizations and were trained.The project approach was highly innovative, using as training method creative drama, which addresses social and cultural issues and are varied in their approach. Creative drama techniques that were used within the training program were creative movements, role play, storytelling, choral speaking, still images and freeze frames, improvisation, socio-drama. As an exploratory tool used with other multi-disciplinary methods to understand, promote and achieve social change, creative drama has proved to be an effective tool to develop social skills and improve civic participation of young people, to create mentoring nurturing relationships between older volunteers and young people, to create inclusive communities, and to support also active aging. Our common goal was to create new practices in non-formal youth education field, targeting young people specific needs, and to promote volunteering to different stakeholders, at large scale. The impact was a more inclusive society, improvement of public policies, a better employability of young marginalized people, increased intergenerational cooperation and active ageing promotion at wider scale, which were achieved by promoting the project, its activities, products and outputs through various channels: meetings, events, social media, websites, mailing lists, articles, National Volunteering Week in Romania having as theme the intergenerational volunteering,means through which 30 000 persons were reached in total."

<< Objectives >>We aim at addressing digital transformation in higher education by supporting digital writing competencies in higher education through technologies. In specific, ORWELL will support HE teachers in improving students' digital writing competences disciplines; support HE students' writing competences in digital spaces; and support collaborative writing practices. Overall, these aims should help HE students to use writing as a way to reflect and communicate about complex information.<< Implementation >>We will develop a project website that includes the outcomes of several activities organized within four working packages. We will produce a grid of digital cards describing good practices in digital writing teaching. We will produce a writing tool and lab to support domain-general writing skills, and a Moodle plugin to analyze how students use it. We will test the implementation of a revision tool and produce instructional videos as a support to collaborative practices of digital writing.<< Results >>We aim at improving higher education teachers’ competences to teach digital writing as a component in their courses. Moreover, we aim at providing a tool to improve digital writing in different languages. We expect an increase in students’ perceived competence in digital writing. We expect a shift in perceiving writing as an individual to a collective activity, by providing the tools and guidelines.

"The main goal of this project was to create strategic partnership that will increase the quality and usefulness of the training offer in the profession of automotive technician by developing a new and innovative approach to teaching in this profession and supporting the dissemination of the best European practices in this field. It allowed to adjust vocational education and training in the automotive industry to the labour market, development of high-quality education with a strong element of learning based on cooperation with entrepreneurs, while affecting all target groups, i.e. professional teachers in vocational education , improving the skills of training participants - students using the AlterDrive platform and benefits for economic participants - companies receiving a better employee completing vocational education at school, as well as the development of Partners in the field of education and international cooperation. In the project, we focused in outputs on the needs specified in the analysis of the needs of target groups of students, teachers of the profession and entrepreneurs on the labour market, as well as the needs and suggestions of Partners, i.e. we verified and modelled programs, examined the needs of employers, developed methodology and materials, and tested and implemented the AlterDrive platform. Outputs were directly related to professional competences and skills, so that innovation in technology could play an active role in education, and through technology create knowledge and solve conceptual problems in keeping up with technological development. Thanks to international cooperation and partnership consisting of schools, a research center and companies, it was possible to carry out tasks and responsibilities for the joint implementation of the project tailored to their capabilities and best reflecting their nature and development needs within the partner organizations themselves:1. CKZ + all other partners began project activities by verifying the model of teaching about propulsion systems at the level of vocational education both from the side of schools and from the perspective of companies;2. then exclusively ARP + CKZ created a model program to teaching elements related to alternative sources of motor vehicle propulsion and prepared its theoretical scope consistent with the profile of vocational education and the necessary qualifications and minimum curriculum;3. PP together with their Czech counterpart (ERA) and Spanish partner (AIJU) carried out research and verified the needs of employers in terms of staff and their professional skills necessary on the labour market in this industry; PP and AIJU sent 5 employees for training during this time;4. CKZ + all other partners have developed a methodology and sets of practical exercises to create materials course in the automotive industry regarding alternative sources of automotive drives; CKZ and ARP have sent 5 employees for training on the AlterDrive platform, VR applications and alternative vehicle drives;5. ERA + all other partners were responsible for the final version of the materials developed for conducting practical courses in the automotive industry regarding alternative drive sources and in particular by cooperating with schools for conducting the pilot course cycle with students and entrepreneurs; At that time, CKZ and ARP carried out combined mobility for 16 of their students and 2 teachers on the AlterDrive platform, VR applications and alternative motor vehicle drives;6. AIJU in cooperation with all partners was responsible for creating the final shape and functionality of the ""AlterDrive"" platform for learning about alternative propulsion systems in the profession of automotive technician.The platform will be able to be used in classes in the profession of automotive vehicle technician practically throughout Europe (all tools will be available through the website (www.alterdrive.eu), which was popularized at 2 final conferences in Poland and the Czech Republic. It will be able to expand the knowledge on the construction, operation, development perspectives of LPG and CNG power systems, hybrid drives and battery-powered and fuel cell electric drives. The platform includes information on results, meetings of Partners, information about Partners and the project, as well as course materials and tools for checking acquired knowledge such as: kahoot, educaplay, hotpotatoes or classic quizzes. The website also has information about the AlterDrive application made in VR technology and available for free to each user (the condition is to have equipment to support applications in virtual reality technology). The course materials are in three languages: Polish, Czech and English, which makes the AlterDrive platform universal."