"<< Background >>The project is the result of a long-term collaboration between partners who exchanged in the past good practices in the field of Education from level 3 to 5. In the current context of growing concurrence in the professional market, VET students need to upgrade their intercultural skills to value their professional training for a market that is driven by multiculturalism and high quality and big scale events. However, as VET students and apprentices from group at risk of exclusion, they have less opportunities than students from general training to experience a mobility and to work in an intercultural environment. In this line, the need to provide an international programme that is integrated to partners educative pathway and certifications in a collaborative way is seen as essential. For that, the framework of collaboration, educative approach -offline and online- and the training of beneficiaries -VET professors and teachers- is crucial and are aspects addressed in Un dîner au château project. The aim is to strengthen the tools and instruments to facilitate mobility in Europe and support young people in their personal project and in their professional and personal future as EU citizens. The aim of student mobility is indeed to help learners to better master the chosen profession, to develop their professional competences, knowledge, skills and competences with the support of selected partner organizations, giving them the opportunity to become acquainted with new working methods and techniques, as well as unknown technologies. This will increase the level of knowledge of the learners and will allow students to better understand the chosen profession. The work experience gained will make a significant contribution to their personal development and career development in real dinners with high quality and multicultural approach. This project will contribute to develop intercultural exchanges and promotes the international openness of students, improving their English listening and speaking skill.<< Objectives >>Thus, the general objective is to develop VET learners’ and students inter-connected skills to boost professional empowerment for career growth and personal future as EU citizens. And the subobjective to reach this general objective are: 1. Combine professional (hotel-Hospitality and Gastronomy) and general (Cultural heritage-history, applied arts and English) disciplines with ecological practices as transversal subject through un dîner au château training approach. 2. Raising awareness on learners about the common European culture through architectural heritage and gastronomy with the visit of castles and the organisation of gala dinners in the three partner countries. 3. Provide a framework to promote quality mobility of VET staff and learners with automatic mutual recognition of qualifications to obtain their educative-professional certificate. 4. Connect vocational high school students, VET learners and students by promoting professional integration and open up prospects for further studies, from level 3 to level 4 (Upper secondary education (ISCED level 3) to Post-secondary non-tertiary education (ISCED 4)), and from level 4 to level 5 (Short-cycle tertiary education (ISCED 5) towards Bachelor's or equivalent -ISCED 6-). 5. Allow access to mobility and European openness to a public which is far from it (vocational students outside the European section, apprentices, persons with disabilities).<< Implementation >>The general objective of Un dîner au château project will be achieved by the specific implementation of activities linked to the sub-objectives which are: • A “Facilitator training programme on the castle's dinner approach” that provides work student-centred based learning as part of the innovation in educative blended experience (linked to sub-objective 1). • Provide clear instruments -inclusive digital tools- 2.0 digital castle's dinner approach that will improve the performance of beneficiaries and therefore VET learners and students into a European perspective for professional growth and personal empowerment; as part of the transformation of the professional path (linked to sub-objective 4 and 5). • To provide work-based learning EU level spaces to detect best practices ""A castle's dinner best practices handbook"" as part of Internationalisation strategies for VET providers (linked to sub-objective 2 and 3). Three mobilities of VET learners and students will complement the pedagogical work prepared in the previous activities. These mobilities will give students the opportunity to learn in an intercultural environment the educational content on the different Castle dinner’s topics and to strengthen their professional skills through the preparation of a castle dinner at the end of each mobility. These dinners will be organised as dissemination events and thus give the students the opportunity to test their knowledge and their competencies. It will promote the students’ results to a wider audience of VET learners, teachers, institutions and stakeholders. Another mobility will be organised for the VET teachers in order to foster collaboration and develop the digital tools for the castle dinner approach. The project will end with a final pedagogical conference presenting all the project’s results to a wider audience in VET and Pedagogy fields.<< Results >>The results are: 1.- A “Facilitator training programme on the castle's dinner approach”. This first Project Result will provide the educational content for the VET learners blended experiences in the different mobilities. 2.- “2.0 digital castle's dinner approach"": It is a complete and coherent digital support prior to mobilities, to initiate the integration of beneficiaries and target groups. It includes 5 online learning sessions with activities for European collaboration and pedagogical digital guidelines. 3.- ""A castle's dinner best practices handbook"": it will combine best practices from the Un dîner au château approach and comparison between the first student mobility and the other two after the digital support is implemented. 4.- 4 International training activities: a) Dinner at Rundalé castle international training with 11 teachers and at least 30 students involved. b) Castle’s dinner Training of VET Professionals with 8 VET teachers and professors, c) Dinner at Villa Olmo international training with 11 teachers and at least 30 students involved. d) Dinner at Versailles castle international training with 11 teachers and at least 30 students involved. 5. 4 Multiplier events (workshops and final conference) a) to present project results; b) to have a demonstration of the project results and assess them -e.g. final master piece venue-; c) to invite Stakeholders to join the project for future initiatives; d) to bring together an international community of scholars and practitioners in a forum setting. e) to open opportunities for discussion on practices in applications of blended digital learning, with a special focus on gastronomy and interdisciplinarity, will be enhanced by the project Consortium. 3 Master pieces final accreditation that are in the frame of gala dinner where Students will elaborate and coordinate the dinners to invited guests, at least 160 guests in total. Co-financed by Partners, associates and VET Stakeholders. Intangible results are: • Increased opportunities for the personal and professional development of teachers through more attractive and innovative enacted-based approaches that are in line with teachers’ real-life needs and expectations; • Building upon digital teacher education readiness and strengthening teachers’ responsiveness, adaptability, and flexibility towards future educational crisis; • Greater understanding and responsiveness towards high quality inclusive digital education to promote education for all; • Evaluation of Un dîner au château approach to collect evidence for the analysis and evaluation of the approach; • The enrichment of the VET curricula with the proposed learning objects and scenarios. • Exchange of ideas and good practices between the participating in the execution of all the planned activities; • Increased experience in teacher education via learner-centered based approaches and raise awareness among the participants, participating organizations, stakeholders, and EU decisionmakers, at national, local, and European Levels; • Promote future initiatives to improve educators’ skills and address impact on education through the use of Un dîner au château approach."

<< Background >>Tremendous achievements of human space exploration in the past 50 years have, and continue to, inspire the younger generation into science and to wonder about our Solar System in particular. Astronomy provides a highly motivating context for learners to develop observational skills, discover methods of scientific inquiry, and explore some of the fundamental laws of physics and concepts of mathematics in both an attractive and meaningful way. Such a motivation has been confirmed in the context of activities using the Human Orrery. An Orrery is a mechanical model of the Solar System which demonstrates the concept of elliptical orbits. The Human Orrery integrates people directly into this experience by making their own actions central to the demonstration. It facilitates the inclusion of marginalized groups of learners having language difficulties (i,e, migrants) special needs (i.e deaf and hard of hearing), social issues (i.e. rural areas) or simply lack of interest, and it also has a great potential for the development of key competences. The ARISTARCHUS project builds on the Human Orrery to target learners from 8 to 15 years old into a novel, enacted and artistic way of learning. Learners will be allowed to paint, draw, move and dance on the Human Orrery while experimenting geometrical figures and planetary orbits, measuring velocities, establishing relations of proportionality and power law relations such as Kepler laws.The Aristarchus project is an opportunity to test and extend our research on a larger scale. The schools we have been working with have difficulties to cope with the unusual teaching required by the Human Orrery. Teaching astronomy in primary school is always a challenge since primary teachers are often more open to literature or traditional disciplines like history, math’s, art than to STEM with a practical artistic background. It is therefore a promising opportunity for them to teach astronomy in a context that suits their teaching preferences better. In secondary schools, it is rather the interdisciplinary teaching that creates most barriers since teachers are experts in their own subjects only. They need guidance to implement STEM projects. All classes in pilot schools also involve pupils with different backgrounds (migrants, allophones, physical disabilities). The Human Orrery provides a space where all pupils are involved as a group, without distinction due to particular needs nor due to previous knowledge. The pedagogical sequence will be carefully designed to enhance this inclusive aspect and allow all pupils to truly experience their “learning body” (“corps apprenant” in French, see Lapaire, https://www.persee.fr/doc/intel_0769-4113_2017_num_68_2_1865). This experience will then be filled with a sense of belonging to the group-class. The Human Orrery includes artistic perspectives and is not only focused on astronomy knowledge as mainstream practices.<< Objectives >>The Human Orrery has been initiated in France by the association F-HOU since 2015, and studied by the LDAR team since 2017. Its dissemination in Europe started in 2018 with an attempt to propose a H2020 project with 10 partners including Aristarchus’ ones. There are currently 22 Human Orreries in the world initiated by the French consortium including one in Germany and 15 in France. About one training sessions is conducted each year in France. Teachers are always satisfied. Yet, the innovative aspect of the enactive learning and the initial apprehension towards astronomy make it difficult for teachers to apply it without guidance. The number of schools currently involved is thus limited only by the limited manpower resources. Teachers also usually request a clear, complete and coherent set of educational resources. Again, to alleviate this barrier requires a larger group to be constituted. Aristarchus will provide the opportunity to create the tool-kit following a deep analysis of pilot tests in schools and non-formal educational centres in each country during two scholar years.The ARISTARCHUS project aims to develop a learning community for upper primary and lower secondary education school leaders, educators, pupils and parents to - develop the pupils’ direct and augmented experience scientific knowledge in STEAM needed to engage in the modern scientific world (Learning to Know); - apply the acquired digital competencies and knowledge, linked to school achievement and future professional success, in formal and informal learning settings (Learning to Do); - develop trust on the importance of play, fun and engagement in learning (Learning to Be); - personalize the pupils’ learning experiences to produce a whole host of benefits, such as developing soft skills (creativity, problem-solving, collaboration), increasing engagement and motivation (Learning to Be); - build social (collaboration and communication), emotional (resilience and self-regulation), physical (fine and gross motor) and cognitive skills for the holistic development of the children as equal members of the community (Learning to Live Together); - equip pupils with tools and mindsets for creating lasting change in themselves, their families, schools, communities, and societies (Learning to Transform Oneself and Society).<< Implementation >>Aristarchus aims to improve both the learning in an interdisciplinary STEAM context, and the well-being and social-being of the learners. To achieve this objective at a local scale, a pilot set of institutions needs to be constituted and trained. Those institutions are all associate partners of the project. They will be included throughout the implementation of the project. In the first months dedicated to the creation of the first version of the toolkit (PR2), the work of the research groups will be nourished by meetings with local focus groups made up of at least the coordinators of each pilot institution. Then, coordinators will meet and be trained during the two LTTs. The inclusion of all profiles of learners, and teachers, will again be considered during the LTT activities. Obviously, the two one-year implementations of sequences are among the most important activities of the project. They are required to deliver second and last versions of the PR2 and IPR delivery, aswell as evaluation results in terms of engagement, motivation and learning (PR1). The quality of the resources (toolkit and AR applet) and their proof-of-concepts obtained during implementations will be used to disseminate the results during the multiplier events. Those events will target the educational community, from individuals to stakeholders. Some associate partners, already involved in the educational policy, will help to ensure the long-term impact of Aristarchus in each national curricula. The earlier multiplier events, foreseen at the end of the first implementation phase, will be used to get a first feedback of the impact of the project’s deliverables and initial results and to obtained more target groups from stakeholders that would like to implement the pilots in the second phase. The sustainability of the project as a whole is ensured by the creation of a learning platform. This platform will include all resources and deliverables. We will have opportunities throughout the project to check and validate the design and use of the platform together with the pilot institutions as well as during multiplier events. Hence, the platform will be ready-to-use at the end of the project. The coordination of the activities and their implementation is ensured by 18 project meetings. Three of them are face-to-face, to ensure the setting-up of a true community of practice, and to ease the resolution of possible conflicts. We have given priority to more online meetings, to limit the environmental impact. Those meetings in distance will be used to discuss each partner’s input to the different activities and to the intermediate versions of the deliverables. Associate partners will assist to some of this online meeting to provide their perspectives for the implementation and development of activities.<< Results >>The Aristarchus results are: 1. Methodological Framework for the Pilots and Guidelines for the Teachers (PR1). Add description2. Educational Toolkit (PR2). It is a complete and coherent toolkit, to initiate a larger network of schools and science centre’s using the Human Orrery and enacted STEAM learning, to prove the efficiency of this teaching in different contexts. It includes 6 learning sessions with topics and typesof lessons for school years. 3. AR App (PR3). A gamified AR application suitable for free use on learners’ smartphones that will improve motivation and conceptual understanding of simple relations in the solar system (such as Kepler’s Laws) in particular and physics in general. 4. E-Learning Platform (PR4). It is the work base digital learning experience of learners and back up for teachers. 5. 2 training activities to transfer knowledge and practices from previous pilot and to prepare and share learning for the digital upgrade of Aristarchus approach: C1. How to dance and learn as planets? First capacity development activity C2. How to enhance 4.0 reality of learning with planets? 6. 4 Multiplier events (workshops and final conference) 1) to present project results; 2) to have a demonstration of the project results and assess them -e.g. AR version of the Human Orrery with the active participation of attendees-; 3) to invite Stakeholders to join the project for the second pilot; 4) to bring together an international community of scholars and practitioners in a forum setting. 5) to open opportunities for discussion on practices in applications of technology to STEM education, with a special focus on astronomy, will be enhanced by the project Consortium. Other results will be • Increased opportunities for the personal and professional development of teachers through more attractive and innovative artistic, scientific and enacted-based approaches that are in line with teachers’ real-life needs and expectations; • Building upon digital teacher education readiness and strengthening teachers’ responsiveness, adaptability, and flexibility towards future educational crisis; • Greater understanding and responsiveness towards high quality inclusive digital education to promote education for all; • Evaluation of the AR Human Orrery approach to collect scientific evidence for the analysis and evaluation of the approach; • The enrichment of the STEM curricula with the proposed learning objects and scenarios. • Exchange of ideas and good practices between the participants in the execution of all the planned activities; • Increased experience in teacher education via AR based approaches and raise awareness among the participants, participating organizations, stakeholders, and EU decision makers, at national, local, and European Levels; • Promote future initiatives to improve educators’ skills and address impact on education through the use of AR approaches.

<< Background >>The demographics of Higher Education are changing. University graduates increasingly desire to expand their competences as they are confronted with multiple transformations in a globalized society. When returning to HE they face many barriers: responsabilities for family and professional context limit their mobility and time for studying. Conventional postgraduate programs do not offer an inclusive respons as they typically go with high registration costs and are tied to fixed periods in the academic calendar. While open courses now are available – particularly from non EU providers – there is little guidance as how to build a coherent learning experience. The partner universities introducing this Key Action proposal offer better chances for answering to the Lifelong Learning ambitions of the European Commission by developing flexible mechanisms that recognize short term intensive learning efforts in a transnational context. FLECSLAB stands for Flexible LEarning Communities Supporting Lifelong learning Across Borders and suggests a roadmap for a more inclusive approach in meaningful international learning processes that enable academia to reach a wide range of life long learners from various backgrounds and across disciplines .The major inspiration for launching this proposal derives from the acknowledgement of the limitations of current HE models to accommodate LLL students. FLECSLAB thereby expands the work of learning communities towards international connectedness of best practices in active learning.<< Objectives >>The proposal has two core objectives: (i)First the project delivers a framework and well-tested implementation tool to explore the potential of a European university alliance for creating a substantial LLL offer based on existing components of their curricula. Building on the development of the Connected Learning Communities in the EUTOPIA alliance, FLECSLAB will create a specialized instrument for all HE institutions going beyond the demand of degree seeking students and opening up to non-modal learners looking for international learning experiences. This tool will include guidelines and training modules to support academic staff in addressing adult learners.(ii)Second through piloting and real hands on experience the project aims at introducing a business model that will allow European universities to maintain their efforts for a high quality offer in LLL. Due to its focus on active learning and innovative transdisciplinary topics FLECSLAB will actively involve stakeholders operating in the social context of the learning communities and interested in cooperating with HEI for responding to LLL needs of citizens and professionals.<< Implementation >>The building blocks of FLECSLAB are Connected Learning Communities linking best practices in open and active learning across 6 partners of a European alliance, namely EUTOPIA. Interinstitutional teams of academic staff organize complementary teaching processes on selected topics that are transdisciplinary and embedded in a wide range of degree programs at all levels of the education cycle (ba, ma and phd). By stimulating cross-campus connectedness the academic authorities recognize and give support to a group of motivated teachers that are experimenting with challenge based and research driven learning formats. Under EUTOPIA academics revisit traditional learning formats and organise short term learning experiences that the students can take as part of their curriculum journey towards or alongside a degree. Despite its successful implementation and the promising results for curriculum development in a European University alliance EUTOPIA is not designed to accommodate lifelong learners. That is the gap that FLECSLAB addresses. Building on the developments in a large sample of the Connected Learning Communities, FLECSLAB provides a unique opportunity to introduce a roadmap based on tested designs that the HE sector can adopt and that will meet the needs of non-traditional students identified in the ecosystems of the learning communities. FLECSLAB will be the first project, to the best of our knowledge, to provide the Higher Education sector with such an intensive set of cases and to extrapolate the tools and business models for all transnational alliances willing to open up their curriculum offering towards a range of non-traditional learners.<< Results >>As discussed in the project results details the outcomes are arranged in stages. First FLECSLAB will be concerned with mapping the needs for lifelong learning in the ecosystems of the learning communities and their capacity to offer appropriate designs for LLL in relationship with existing curriculum .Then FLECSLAB will document the business cases for a broad sample of LLL scenarios. A final and critical stage is about translating the FLECSLAB experience to policy guidelines for academics, industry and public sector partners. An advisory Board is set up to inspire the development of the project in all stages. The board members are high level experts connected with international knowledge centers and policy making for Education and Employment. In that way they will help the project team to describe the conditions for maintaining the international dimension of the LLL processes and the incentives expected from the European authorities to facilitate cross-border access and recognition of the learning efforts. All project results are documented and the project team will produce a series of resources that help HE practitioners and policy makers in developing LLL pedagogies (the Lifelong Learning Toolbox) and sustainable offerings (the Lifelong Learning Business Model).

<< Background >>Digital technologies are omnipresent, whether in science, business, politics or even in the most private spheres. It was though the COVID-19 pandemic that accelerated the pace, making clear that the future will require the workforce to adapt and learn new skills in a fast-moving technological landscape, the cultural sector included. To remain competitive, the cultural domains need to apply the technology-intense-experience to innovate along with an entrepreneurial mindset besides recruiting and retaining talents. Research undertaken however by the Partnership in 2020 has revealed: 1. CULTURAL CAPITAL DEFICIT: 90% of the EU citizens declare culture as important for everyday life (EUROSTAT:2018). The high demand for new contents online is an identified opportunity. However, cognitive-emotional accessibility to cultural content is alarmingly low, especially among the digitally innate youth. Thus, the digital transformation entails a fundamental questioning of central foundations of the cultural sphere and the digital (re-)production of culture. It is imperative to combat this gap with a new cultural pattern, that raise the awareness of the audience for semiotic codes and fosters critical thinking.2. 4th INDUSTRIAL REVOLUTION: e.g., the fusion of advances in artificial intelligence (AI), robotics, the Internet of Things (IoT), 3D printing, genetic engineering, quantum/cloud computing, and other technologies. Still, the cultural supply stagnates in front of fossil professions with outdated skills languages/technologies, which result in the loss of this market (COUNCIL OF EUROPE, 2016: Culture 4D: Digitization, Data, Disruptions, Diversity; 2017: Empowering Democracy through Culture – Digital Tools for Culturally Competent Citizens). In this vein, Pact4Skills helps establish a new paradigm for upskilled pathways in the production of digital culture by addressing the changing nature of ICT, with multiple users interacting with multiple technologies 3. SUPPLY-DEMAND DIVERGENGE: Despite the fact that access to culture is a universal right, empowering personal/collective identities and critical thinking, in the PP 2007-2013 out of 47 billion EU Structural Funds, only 6 billion (1.7%) were allocated to culture; the reason is that its outputs are considered only of intellectual nature and are not appreciated as wealth generators. Along the lines, cultural and educational values were not recorded with dedicated indicators in the PP 2014-2020 (European Court of Auditors:2020). It is evident that the traditional generation of culture does not put cultural values in the heart of cultural planning and that public institutions have not yet developed feasible value propositions to adapting to the rising demands of experience seekers. To address this challenge, Pact4Skills shall employ a skills-shared reference code towards the generation of digital culture and open up new learning opportunities through the practical application of digital competences and entrepreneurial creativity.4. VIOLENCE CONTAMINATION IN THE DIGITAL SPHERE: Audiences are exposed to fraud, hate speech and fake news in an internet world that is projecting violence as a means for settling disputes (Stanford University 2018; Council of Europe Internet Recommendations 2016). Hollywood, Bollywood, disputable social contents in game alternate realities, discrimination and horror, invade the screens and the minds, without possibility for critical reflection and resistance. As the digital shell alone does not promote neither cultural values, nor the quality the cultural experience, or shared European identity, Pact4Skills proposes a CONTEXTUAL (R)EVOLUTION that can link cultural skills supply and demand with new fields of applications following the European Audiovisual and Media Services Directive/2018, which is providing rules to shape technological developments, disrupt violence contaminated content and preserve cultural diversity.<< Objectives >>Cultural heritage is consumed for very different and sometimes conflicting reasons. Still cultural institutions have not yet exploited the potential of digital culture to communicate their treasures, with many sites, museums and collections offering but silent objects to the audience. Pact4Skills empowers HED students in the generation of digital culture that can become a bridge between digital industries and cultural institutions by introducing validated skills and open new fields of applications. • GLOBAL OBJECTIVE to reconcile educational curricula/non-formal training and market demands for a competitive cultural sector. Sites such as EUROPEANA, the European Film Gateway or EU Screen now allow to access picture and sound recordings and videos, but technology alone does not solve all problems. Το boost innovation an integrative approach is adopted to address the unexploited potential of digital culture, replace obsolete skills and achieve a diversity of higher skills and competences as required by the EU Digital Education Action Plan 2021-2027 and promote entrepreneurship education as a transversal key competence in the cultural domains. Thus, 4 sub-objectives are set:• SO1: Research the needs of cultural agencies to develop domain specific innovation liaising results with the workforce. Pact4Skills identifies experienced based products and services and helps thus connect new skills and new jobs better matching job seekers' and labor markets' needs in the cultural sector: the digital narrative, offers more than any other medium an interactive experience and incorporates the most advanced technologies available while it becomes a stimulus for future creations. The Partnership is committed to promote the quality of the digital narrative, to improve standards in the design and production of digital artworks and encourage the inclusion of cultural education in the leisure time of the different audiences, thus gaining a new market to accommodate better paid jobs.• SO2: Stimulate entrepreneurial mind-sets by involving HED students into a cognitive-inquiry learning utilizing pervasive media/digital literacies hand-in-hand with rich contents and critical thinking. The heritage sector stagnates in front of the fossilization of professions with outdated skills and the use of outdated technologies that cause loss of audiences. Pact4Skills tackles this challenge with multiple pedagogies and comprehensive training schemes and tools, which provide evidence of interdisciplinary achievements, improve standards for cultural production and exploit technologies that facilitate the inclusion of higher skilled workers in the heritage sector.• SO3: Improve the transparency/recognition of qualifications/competences in the cultural domains. Pact4Skills shall investigates the production mechanisms in digital culture to formulate remedies for the quality of contents and define new paradigms of research and representation, to employ and replicate a market- shared reference code to meaning making. Pact4Skills improves sector alignment and employability at scale - such as portfolios of demonstrable evidence of applied and social skills, micro-credentials, and methods of accreditation which encourage constructive, creative, and passionate self-expression within any community of practice.• SO4: Reconcile the world of education and training and the world of work by embracing novel training practices and competences in the generation of cultural services and replicate the innovation across the EU and the cooperating countries. Pact4Skills investigates entrepreneurial and skill needs in the heritage sphere to assist actors become responsive to demand and labor market needs and identify a new generation of culture-driven products. Training of work forces and creating new products that bring the work to follow the development and meet market demands is the main educational task.<< Implementation >>Pact4Skills is remodeling the skills supply- demand pattern at museums and collections operating in the new service economy towards the promotion of creativity, entrepreneurial thinking and a new digital, intercultural and entrepreneurial skills set as per the 17 Sustainable Development Goals and the European Green Deal. To achieve the goals aforementioned Pact4Skills is structured in a multilayered fashion.PART I: PROJECT MANAGEMENT which includes 5 Activities: A1: Management/AdministrationA2: Coordination including 6 transnational project meetings and project management workshopsA3: Monitoring and Implementation of the Physical and Financial Object of the ProjectA4: Reporting as per Guides of the Erasmus+ Program 2021-2027A5: Quality Control including a Quality Assurance Plan and a Risk Management Plan.PART II: PROJECT COMMUNICATION is a paper-free and low carbon implementation which includes 3 Activities2.1: Development of Media Tools (The Pact4Skills Website & Training Platform and the Social Media Toolkit) 2.2. The Target Group Strategy (The Pact4Skills Communication, Dissemination and Exploitation Plan; 7 Press Events; 4 Multiplier Events; International Conference; Launch Event of the DIGITAL STARTUP Ecosystem)2.3 The Pact4Skills Extroversion Toolkit (The Visual Tools; Factsheets; Project Ad Spot) PART III: PHYSICAL OBJECT OF THE PROJECT, comprising 5 planned results:A.THE BLUPRINT FOR TRANSVERSAL AND RESILIENT SKILLS IN DIGITAL CULTURE, which includes6 Focus Groups, the Joint Survey in Skills Needs in the Museum Sector in the Project Area and the resulting Research Report with policy recommendations. B.THE Pact4Skills PEDAGOGY TO SUPPORT THE GENERATION OF DIGITAL CULTURE IN MUSEUMS AND COLLECTIONS which becomes the Digital Co-Working Space for 90 HED students at Partnership level and is structured in 4 web-based transnational tutorials (Cultural Resources; Digital Products and Services; Quality Experiences; Service Design). The Activity concludes with the Pact4Skills Portfolio and the OPEN ACCESS Digital Co-Working Space for Museum MentorsC.CO-CREATING TRANSVERSAL KEY COMPETENCES TO MOTIVATE HED STUDENTS VENTURE IN DIGITAL CULTURE offers the Massive Online Open Course (MOOC) with 4 Modules {M01(The Museum Competence Area); M02(Ideas and Opportunities); M03(Assets in Museums and Collections); M04(The Experience Design)} and formulates the Experience Designer Skills Set, which culminates in the professional profile of the “Museum Mentor”, which will be recognized by an Open Digital Badge. The activity is competed by an Open Access Cultural Resource Kit, a diverse media-format eLib and the Pact4Skills Mediathek which will be compiled with validated audiovisual materials across 36 training activities and 34 project events with trainees, stakeholders, the media and the game players/users of the web app. D. LEADING HED STUDENTS TO REWIND THE MUSEUM SUPPLY EXPLOITING THE POWERS OF DIGITAL CULTURE. 3 Activities are devoted to develop a cultural audience, design and deliver a digital experience and implement the Digital Game Prototype. Part D is concluded with the Digital Startup Ecosystem, the pool of (90 HED students, co-creators and stakeholders, which will inherit the Project Legacy and the Training Infrastructure.E. THE JOINT RECOGNITION OF SKILLS TO ATTRACT EMPLOYERS AND NETWORKS. 3 Activities are envisaged: 6 Novel Digital Cultural Services and the Joint Web App; the Open Digital Badge, devoted to the recognition of skills and the Policy Handbooks for the GLAM Sector.F. Pact3Skills co-designs with partners and 90 HED students the web app, that is the ultimate digital expression of the training, the values and the contents of the Project. The WEB APP teaches students how to qualify for content and the design process to successfully address an international, multigenerational audience via storytelling and trigger the interaction with artworks and heritage items.<< Results >>Pact4Skills is remodeling the skills supply-demand pattern in the museum sector, which operates in the new service economy towards the promotion of creativity and entrepreneurial: the innovation of Pact4Skills lies in the design and delivery of a new SKILLS PORTFOLIO in the generation of digital culture that allow European museums to launch a culture-driven new service of cognitive and emotional nature, addressing multiple audiences and technologies to unlock the values of cultural heritage. In this way Pact4Skills helps establish a new paradigm for upskilled pathways in digital culture by addressing the changing nature of ICT, with multiple users interacting with multiple technologies. Training and certifying 90 HED students in the Project Area Pact4Skills solidify common standards in the generation of digital culture, a key to European culture and identity. To effectively address the skills-job mismatch in digital culture, Pact4Skills supports transversal key competences, integrating acquired skills and media formats into the cultural domains through the creation of a new value-driven narrative with commercialization potential and the direct involvement of the audience. 24 quality standards for cultural heritage communication reshape public procurements benefiting authorities, the self-employed and cultural agencies throughout Europe. RESULT VIABILITY PLANAt the Project Closure Pact4Skills launches the legal association DIGITAL STARTUP ECOSYSTEM, which inherits the PROJECT LEGACY and ensures the long-term viability of achieved results with 90 HED students and 69 stakeholders’ memberships.PACT4SKILLS RESULTS: Pact4Skills develops a highly replicable TRAINING INFRASTRUCURE, which includes:8 SKILLS-BASED INNOVATIONS―6 Digital Cultural Services generated by 90 HED students in CY/FR10/GE11ΚΗ/ITF5/NL329/EL42―The Open Digital Badge―The Digital Startup Ecosystem 36 TRAINING TOOLS & SKILLS BUIDING ACTIVITIES ―4 Web-based Tutorials ―4 Transnational Study Visits―1 Massive Online Open Course 4.0; ―4 Modules―The Open Access MEDIATHEK―10 C1 Activities in situ―The Experience Designer Skills Set ―The eLib―4 Collaborative Working Spaces (MIRO, ZOOM, MURAL, G-SUITE)―The Audience Development Exercise―The Experience Design Exercise―The 6 Service Prototypes (Practical Co-Working Training)21 STRATEGIES, METHODOLOGIES, & RESEARCH REPORTS ―18 Focus Groups Guidelines―Skills Assessment Survey ―Research Report―The Pact4Skills Portfolio for Museum Mentors61 RECOMMENDATIONS & COMMON POSITIONS 30 Recommendations for the skills updates30 Skills Needs detectedThe Pact4Skills Policy Handbook for the GLAM Sector1 EVALUATION & QUALITY ASSURANCE TOOL ―Quality Assurance PlanPUBLICATIONS (8)8 Peer Reviewed Academic Publications14 LOW CARBON COMMUNICATION TOOLS ―Project Website ―Social Media Campaign―Communication, Dissemination and Visibility Plan―Project Advertisement Spot―6 Factsheets―2 Press Conferences ―The Pact4Skills Visual Identity Kit ―Project e-Brochure12 PROJECT MANAGEMENT, ADMINITRATION, COORDINATION AND MONITORING TOOLS ―Steering Group Committee―Quality Control Committee―6 PM Meetings―PM Toolkit―Evaluation Plan―Interim Report―Final Report34 PROJECT DRIVEN EVENTS ―6 Focus Groups ―4 Web-based Tutorials―4 Transnational Training Events―6 Press Events ―4 Multiplier Events (incl. the International Conference and the Launch Event for the DIGITAL STARTUP ECOSYSTEM) ―10 C1 Training ActivitiesPact4Skills adopts a holistic definition of learning needs, i.e. including hard and soft skills as well as competences and interdisciplinary knowledge. The Pact4Skills pedagogies, tested across 24M in CY/FR10/GE11ΚΗ/ITF5/NL329/EL42 and comprehensive training schemes and tools provide evidence of interdisciplinary achievements, improve standards for cultural production and exploit technologies that facilitate the inclusion of HED graduates in the labor market.

Over the past decade, there is a shift towards more democratic and participatory decision-making processes. Among other institutions, EU promotes and develops participatory governance by meaningfully involving relevant stakeholders in all phases of the policy cycle from the identification of the problem to policy evaluation and recognising the added value of such engagement (2015 EU Youth Report). This “participatory turn” is based on the various citizen and social groups’ consultation/participation methods developed in the last decades. Yet, the process has been greatly enhanced by the explosion of new technologies and social networking tools.In parallel, architects, urban planners and designers of public space have developed Participatory Design tools and methods. Yet, the current challenge at European level is to include Participatory Design in the context of Co-Design, Open Design Processes and Democratic Innovation. In other words, to develop a different approach to designing the public space, which arises from (and results in) people’s involvement, openness and democratisation.Schools can play a vital role in Participatory Design process of public space design in and around the schools. By co-creating public space and learning spaces, users (including students, teachers, parents and local authorities) engage more with an “intimate place”, a place that is theirs. Thus, school environment becomes friendlier and learning process more familiar and involving. Furthermore, Participatory Design becomes a new pedagogical experience and an experience of applied geography based on community building within school units.INPAD project aims to pilot the design and practice of an innovative methodology for Participatory Design in schools for public space design in and around schools, moving towards more complex and long-term engagement of different and heterogeneous stakeholders from the entire school community in the strategic and management processes of public space design, throughout larger “ecologies” of social and technological transformation.The specific objectives of the project are to:- develop the concept of Participatory Design for school education focused on the planning and design a strategic and management processes for public space design (in and around schools).- provide high quality instruments and tools for Participatory Design in schools.- encourage the entire community (teachers, students, parents, local authorities) to raise awareness about the importance of Participatory Design of public space design in order to make the school environment more friendly and familiar with the learning process.- disseminate the concept of Participatory Design in the community, involving key actors (parents, students, teacher, local authorities, NGOs etc).The target groups of the project are:-Students: the introduction of design, architecture and a new way to teach geography in school curriculum as it provides students with new digital skills-Teachers: they will be trained on facilitating Participatory Design projects-Schools: they will have high quality instruments and tools to implement innovative ParticipatoryDesign for public space around the schools-Local communities: they will be part of the process of creating a better school environment in their community-Public administration/ stakeholders: they will be involved in a growing network of activities promotingParticipatory Design in and around schoolsThe main project results are:-Teachers’ guide on Participatory Design for public space design, offering practical guidelines and approaches to teachers for creating, putting in practice and reviewing Participatory Design projects in schools.-Open Educational Software for Participatory Design, a unique system for students (firstly) and other users (secondly) that will allow participatory planning & design implementation of courtyard and public space around the school.-Compendium of good practices, a collection of stories, in illustrated way, of implemented pilot implementations of Participatory Design in schools.The expected impact of the project is to:-Improve different skills in teachers and students (IT, collaboration, co-design, dialogue and codecision).-Provide the schools with high quality tools and skills for Participatory Design.-Address the challenge of involving different stakeholders (students, teachers, parents and local authorities) in the development of an inclusive Participatory Design for public space design around schools.-Strengthen, through a pilot implementation in selected schools, a wider socio-technical holistic approach in the development of Participatory Design for public space design, in order to create sustainable change.The project will be implemented by 7 partners from 4 countries: two universities (France and Spain), two schools (Belgium and Spain), one social enterprise (Greece), one NGO (Belgium) and and one training & ICT enterprise (Greece).