"So far, practiced educational model by universities is the so-called factory education model. Factory model school and factory model education are terms describing both a style of learning and of educational facilities. The key characteristics of factory model education are top-down management, separation from the community, emphasis on management, centralized planning, standardization, outcomes designed to meet societal needs, and efficiency in producing results. The system has been described as being ""designed to create docile subjects and factory workers"". If such an education system was valid in the past, it doesn't fit anymore today. The point is that students in the 21st century are frustrated with the factory model. They think they know better. Many researches have shown that the reasons why countless students drop out of school every day are that: a.) school is boring, and b.) school is not relevant to their lives. The biggest problem is, educational system doesn’t motivate students. Millions of students do not know any purposing of going to university, except obligation. Various studies have shown that the best results are in those activities, which are based on internal motivation. That's why our project aim is to focus on innovative methods and approaches, which is focused on internal motivation - that students learn because they want to not because they have to. And in the end that kind of methods and approaches will help lecturers and students in their future work smarter not harder. This project is great opportunity to gather all good practices, to develop new innovative methods and approaches, to create methodology material and create Professional development courses of academic staff and also already to train first lecturers. There will be systematized and summarized the best methods and approaches from European high schools, complemented by leading business companies recommendations. Since in he project is also involved Didactic material Center and Teacher Training departments from our partner organizations, it will provide professional training material development and we have already negotiated with them that the Intellectual output of the will be officially introduced in Professional development courses of academic staff. The most important project participants - experts who will develop methodology in daily life are teachers at the same time. Other participants - students, will be involved in the project thanks to lectures. They will not have mandatory action to spend time in project activities, but this will happen in natural way in their daily routine. The project timetable is subordinated to higher education regime that allows us to easily reach our target audience. The contribution of the project will be observable in significant impact on all the involved - individuals and organizations: - for the very first time there will be developed a set of innovative methods and approaches for higher education that will be officially included in teachers' life long learning courses. - this course will give access for teachers to the range of new teaching tools. Using developed set of innovative teaching methods and approaches, that kind of professional development for teachers will become as standard across all European institutions."

What is a digitally competent language teacher in adult education? In Europe, there are rapidly changing demands for the profession of language teachers in adult education which require new or updated skills and a broader set of competences. The era of digitalization is involving the field of language teaching which means that the teachers have to improve their own digital competences in education to perform on a contemporary and competitive level and enhance the experience of their students, incl. migrants/refugees, literacy learners, senior people etc. Apart from a European profile of a digitally competent language teacher, the project “Integrating Digital Education in Adult Language Teaching (IDEAL)” will develop a hands-on approach with examples and tools for language teachers on how to establish digital competence in language teaching in their daily practice. Additionally, an OER platform will provide video tutorials and additional information for language teachers all over Europe. An innovative character of the project consists in the development of project activities and outputs based on the Digital Competence Framework for Educators (DigCompEdu, 2017) and the updates of Common European Framework of Reference for Languages (CEFR, 2018).The project consortium with partner organisations from Germany, France, Poland, United Kingdom, Spain and Italy, all of them involved in language teaching activities with adults, follows the project objectives:1) to provide language teachers in adult education with all the skills and competences needed to deliver their high quality work in the digital era2) to support the professionalisation of language teachers in adult education, in particular with regards to the rapidly changing demands in terms of digital competence for educators3) to provide open education and innovative practices for language teachers in adult educationFor this reason the project will deliver following planned activities and outputs:- Mapping content for digitally competent language teachers with the development of an overall report containing information about current situation of language education policy and programmes in the context of digitalisation, the use of digital tools in teaching process, good practices for use of digital technologies to enhance innovate education and training etc. The report will be available in six main European languages (EN, DE, IT, ES, FR, PL)- European profile of a digitally competent language teacher in adult education (in EN, DE, IT, ES, FR, PL) covering the requirements of DigCompEdu as well as CEFR with new descriptors and described in learning outcomes under the headings of knowledge, skills, responsibilities/autonomy. A self-assessment tool will also be part of the profile. - Open educational resources for language teachers available in six main European languages and containing 120 innovative and good practices and video tutorials aimed to facilitate the practical implementation of the digital contents in learning environment. - 1 Short-term joint staff training- 6 Multiplier Events: Final Conferences in all project countriesThe project is addressed to language teachers in adult education including those working with migrants, refugees, low-educated, seniors; literacy teachers for migrants; volunteers engaged in language teaching; adult and language education providers; language course planners/ teacher trainers; key stakeholders and decision-makers for language learning and digital education.More than 210 language teachers will directly participate in the project by self-assessing their competences, describing their needs and best practice and/or getting trained and at least 6000 people working in language teaching or being stakeholders will be informed about the project. The desired impact of IDEAL-project is to raise active participation of language teachers to strive towards becoming more digitally competent and make use of digital pedagogical approaches and methodologies, innovative tools and resources developed to effectively face the emerging trends in the education process. The innovative European profile will collate the knowledge, skills and responsibility/autonomy of a digitally competent language teacher. The availability of OER platform with innovative and good practices and videos in six main European languages (EN, DE, FR, ES, IT, PL) will ensure the transferability and sustainability of project outcomes upon completion of the project.

TITLE: Impact on Youth (IOY)TYPOLOGY: Strategic partnership for the exchange of Good practices and InnovationDURATION: 24 monthsPARTNERS:4 partner organisations (Spain, Ireland, Poland and Portugal)TARGET GROUPS / BENEFICIARIES:· Educators in the field of formal and non-formal education (youth workers, counselors, teachers, social workers, trainers, etc.)· Young people between 15 and 20 years old from different educational groups (high school students, VET, university students, members of youth organizations and NEET youth.· Organizations of the youth sector, public and private educational centers, insertion entities, and everything interested in promoting entrepreneurship among young people.OBJECTIVE:The project aims to give answer to the need for innovative approaches for the development and recognition of entrepreneurial skills. MAIN ACTIVITIES:A. [INTELLECTUAL PRODUCTS]O1 - IMPACT entrepreneurial skills measurement tool (www.impact-test.eu).The IMPACT tool, based on the European EntreComp skills framework, will be set by 15 individual tests to measure entrepreneurial skills. The IMPACT toll will make it possible to measure separately the level of acquisition of each of the entrepreneurial skills in the indicated above framework. Both, the users and the educators will be able to obtain realistic knowledge about their competences and monitor their progress. The IMPACT competency measurement Tool was originally created within the framework of the eponymous project (which inspired this proposal). Currently, the tool incorporates measurement tests of three of the fifteen entrepreneurship competencies collected in EntreComp. Through this proposal, the aim is to conclude the work begun previously incorporating the remaining twelve competences.Breakdown of skills:Area: Ideas and opportunities1. Creativity2. Sustainable and ethical thinking,3. Vision4. Valuing ideasArea: In action5. Management and planning6. Teamwork,7. Work as a team8. Learn from experienceArea: Resources9. Self awareness and effectiveness10. Financial and economic knowledge11. Know how to mobilize others12. Know how to mobilize resourcesThe project already starts with the basis of having developed the following tests:1) Motivation and perseverance (Area: Resources),2) Initiative (Area: In Action)3) Recognize opportunities (Area: Ideas and opportunities)The innovative nature of the IMPACT Tool with respect to the existing ones is the approach based on the EntreComp document. It enables analysis of each competence individually, instead of valuing the capacity for entrepreneurship as a whole (without breaking down by competence), as the existing tools do. This approach allows a greater versatility for educators, since they can identify the specific learning needs of their learners and intervene on them.IMPACTThe project aims to ensure an impact throughout the life of the project that is sustainable upon completion. Our primary audience are educators (youth workers, teachers, and social workers) such as non-formal education organizations and formal education centers.[AT LOCAL / REGIONAL LEVEL] Among others we hope to achieve the following impact:- Improvement of entrepreneurial skills and, therefore, of employability of young people who have participated in educational activities for the development of entrepreneurial skills during the piloting of the IMPACT tool in the different communities. After the completion of the project, this impact will continue as the member entities of the Consortium and other entities at the local / regional level have committed to a further dissemination of the tool and its incorporation into the didactic tools they already are using. [AT NATIONAL / EUROPEAN LEVEL]:- Improvement of the procedures for the measurement of entrepreneurial skills thanks to the availability of the IMPACT Tool for measuring entrepreneurial skills, available in English and in the other official languages ​​of the consortium, which can be used directly by any entity working in the scope of development of skills for entrepreneurship.DISSEMINATION OF RESULTSA Plan for the dissemination and exploitation of results has been planned to give visibility to the intellectual products developed, as well as a Sustainability Plan to guarantees an impact once the project has concluded. All tangible results of the project will be licensed under Creative Commons, Attribution, Non-Commercial Share Alike.

<< Objectives >>In connection with the constant pursuit of digtalization of every sector caused by the dynamically changing reality we would like to equip adult educators with unique digital skills and boost digital literacy of seniors through tailor-made and needs-specific training materials and lesson plans aiming to incorporate digital storytelling and participatory videos into regular practice of facilitators conducting activities with older people, mainly in a transgenerational context.<< Implementation >>Main activities:- Promotion- Project Management- 5 Transnational Project Meetings; at least 8 complimentary virtual meetings- E-training for adult educators/ facilitators working with seniors- Development of project outputs: Booklet with intergenerational activities including methodology/ MOOC with teaching materials and lesson plans- Piloting of teaching materials/ lesson plans - Dissemination and Exploitation of project results, incl. multiplier events- Overall evaluation<< Results >>- PR1 – Booklet with intergenerational activities including best practices; methodology with pedagogical guidelines, case studies, examples of creative indoor/outdoor activities in a transgenerational context, a list of digital tools to be used in work with seniors and youth- PR2&3 – MOOC for educators working with seniors (PR2), along with training materials/ lesson plans (PR3) to be used in an intergenerational context with the use of digital storytelling, participatory videos and storyboards

The significant changes that took place in the past decades and the big challenges posed at national and international level by the globalisation, the redefinition of the capital-labour relation and the technological revolution are bringing about a radical change of the economic, socio-political and cultural structures in European countries. VET Reforms (New Skills Agenda for Europe 2016) and Labour Market reforms have started a process aimed at filling the gap between demand and supply of competences. The demand of competences, in fact, is affected by factors requiring the constant adjustment of production and training processes as well as the greater connection between education/training system and enterprises. VET teachers must think about the training objectives required by the present innovations, taking into account the present cultural DYNAMIC aspects and meet the students’ needs by using adaptable teaching strategies, which can develop skills for inclusive participation and work independence. Digital training, included in National Programmes, is essential in order to ensure effective training practices for the current VET system which is undergoing organizational and methodological change.The needs analysis carried out by each partner in its own territorial context shows that out of 180 VET teachers/trainers belonging to both the private and the public sector, 91% stated that they have a poor knowledge of digital and immersive teaching methods and/or do not know how to use them effectively. The project Digital.VET supports the objectives set out in national and European strategies for applying ICT to VET systems through teachers/trainers training. Its overall objective is to create a partnership among VET system operators aimed at the development of systematic approaches and of opportunities for the professional growth of VET teachers/trainers based on the development and innovation of education and training methods which are digital, open, innovative and effective.The Partnership is made up of 6 VET and VT Organisations and will be implemented in 5 European countries, namely Poland, Italy, Portugal, Slovenia and Spain. It will improve the technical knowledge as well as the expertise of VET teachers/trainers about the use of innovative and digital teaching methods by creating training pathways, training staff event and VET qualification which will comply with EQF, ECVET and EQAVET European tools of recognition and transparency. It will be based on the Research carried out in partner countries, concerning best practices of Flipped/Mobile/Virtual&Augmented Reality Learning applied to VET sector, which will then be made available in a multilingual Handbook; moreover, the Job Analysis will set out the Competence Profile of Experts in digital and immersive teaching in VET systems. The final output will be the creation of a iDid, namely an Application for virtual and augmented reality teaching that will be available also after the end of the project. Thanks to the project DIGITAL TEACHING IN VET SYSTEM about 630 VET teachers/trainers will be trained on the use of digital and immersive teaching methods by taking part in the experimentation of the intellectual output. 12 VET teachers/trainers will take part in training staff event experiences and 7,222 people will get information through the dissemination at European, national and regional levels. Finally, during the dissemination phase, 2,470 VET teachers and trainers will have free access to the technological IOs: O3 e-learning course, O4 iDid: Application for immersive teaching that teachers/trainers will use to create virtual and augmented reality teaching activities/units; O5 Assessment and self-assessment pathway, according to ECVET principles.The project sustainability will be ensured by the open-source IOs produced for VET teachers/trainers’ training and assessment based on ECVET principles as well as by Stakeholders Committees, which will be signed by both partners and other VET institutions.