Five countries worked together to develop transversal skills to strengthen teaching professions. Our aims were to improve the teaching of Science, Maths and Technology. Background factors were a) declining interest among students b) a not uncommon lack of ability to pull through demanding courses and subjects in secondary school to qualify for Uni and career in the field. We shared the belief that varied ways of delivering knowledge and skill content to learners would be beneficial and that educators need input to enhance students learning and results.We worked to a) catch the interest for Science, Maths and Technology in those to choose a pathway in education and b) continually fed the interest by challenging our students as they need inspiration to choose this route also at Uni level. We encouraged teachers and students by working together between countries, thus exemplifying the idea of transnational collaboration to nurture entrepreneurial citizens who will pursue their aspirations in the field instead of dropping out. We identified a need of more real world learning aka applied learning and thematic lessons connected to live experimentation. Once at the go, we had teachers use ICT to update, develop and deepen their own Best Practice.Objectives: a) strengthen teaching professions b) increase teaching quality through mobility and cross-border cooperation c) develop transferable skills and inspire entrepreneurial learning, international cooperation for the benefit of staff and student participants’ development, which - in its turn - would rub off on our teaching teams, departments and senior management thus creating a positive cycle in school leading to students enjoying a more varied teaching enhancing their learning. PartnersFive schools and a multimedia company. An international research centre took on the role of supporting partner •Alytus Kolegija - a university of applied sciences in Alytus, Lithuania, with students in the highest level of education•Lycée Charles Baudelaire, an upper secondary school in Annecy, France, of only theoretical/academic studies - in terms of student age alike the •Coordinating Swedish school Bromangymnasiet, but the two represent different educational traditions and backgrounds.•Two secondary and upper secondary schools in Devon, England, of which one is rural - Tavistock College - and the other is a city school - Devonport High School for Boys. Both schools have had students join project activities across age groups to give the SMART project its full span age wise from secondary to university level. •Alén Multimedia, based in Coruna, Spain, run by former teachers focusing on more diverse learning using ICT facilities to develop education in the digital era. •We also need to mention here the support of our affiliated (silent) partner – the international organisation CERN. ActivitiesSMART platform – the creation of a pedagogical platform for teachers to consult and contribute to. (O1)SMART Digital Guide – Best Practice shared for others to try. The Digital Guide’s interactive face caters for feedback for further development and advise adjustment to users. Partners worked continually on trying and improving a range of thematic lessons across areas of Science, Maths and Technology.SMART sharing and trying each other’s ways of teaching. We tried partners’ Best Practice and added commentary on results and suggestions for development, partly to strengthen the link to context and external collaboration. (O3)SMART Report published on the platform in collaboration with CERN (O4)SMART Weeks - a film produced to exemplify what international collaboration to promote hands-on learning and transferable skills can look like between schools. Partners’ teachers and students met in real life to network, build common ground and inspire one another (O6, C1, C2)SMART Report on Physics Course: our Lithuanian partner visited CERN to update knowledge, improve networking and to establish a collaboration with CERN. (O7, C4)Results and impact other than expanded network between people and countries:•A more active involvement of students and teachers in the learning/teaching process. Students and teachers working together aware of transferable skills and developing these actively. The method of learning by doing was used in the most efficient way leaving lasting impact on syllabi planning. Teachers of mutual or different subjects plan together for their students’ learning•Digital Guide offers greater variation of how student knowledge can be obtained•Obtained understanding of progression between stages of education•The digital guide provides many examples of hands-on learning that has worked as a mind-opener to many teachers and to school management•External links with companies, consortia and other education centres as well as ways to collaborate with these are an important result and impact

The object: Our proposal aims at three of the key competences of the Lisbon strategy (communication in the mother tongue, communication in foreign languages and digital competence) through the development of an interactive learning tool that distinguishes itself from the existing one. The rationale : The tool « 900 exercises in vocational education » has achieved great success for about ten years worldwide. Parts of the tool have been published in textbooks. Many teachers and trainers have incorporated some tool modules into their communication classes up to the HND level. Some private training institutions provide businesses with trainings reusing the same training exercises as in the previous tool.Despite its great success, the current tool has its limits. The whole work is done from the printed documents. As it is a necessity to use the digital tools to communicate on everyday basis and in the working life, the field of digital communication is missing. This has been a usual request from many teachers using the previous tool. In Internet searches in French, German, and English, no site providing on-line interactive training exercises has been found in this field. It was an incentive for us to carry out the current project aiming at developing digital communication skills, i.e. videoconferencing, Skype, Facebook, Twitter, Internet search, decoding digital information, having a good command of social network communication, identifying personal communication and professional communication, posting comments on forums, professional networks, a support network, protecting one’s identity…Tool description :The findings are :• A learning tool with 100 training exercises (including 60 multimedia) connected with digital communication in 6 languages (FR, DE, EN, BG, LT, LV), on-line OER.• An « author module » that will make it possible for the people in charge of the different languages, throughout the project and beyond, to make changes or corrections without using the software. This module will also permit to create new linguistic versions in the future.• The existing tool « 900 exercises in vocational education » will be translated into 2 other languages : LT and LV.• A training module for trainers with appropriate learning materials in 6 languages.• A teacher guide in 6 languages.• A user guide in 6 languages.The Consortium :The Consortium includes 7 partners (FR, LU, DE, BG, LV and LT) ; among them actors of basic and continuous vocational training. ( EQF level 1 to 5) , training for trainers and specialists in creating educational tools as well as programmers in the educational field.The target group :Youngsters in vocational training or vocational integration to widen their access to employment and stability of employment.Impacts :An important impact is expected in this project :The current tool version has been a great success since its creation in 2006 ( up to 7,000 visitors a month to the website, around 300,000 modules downloaded each year, from 120 countries, top search ranking on search engines, a lot of positive feedback from trainers.).Throughout the project the consortium will ensure dissemination in the consortium countries and in other European countries (French-speaking countries, German-speaking countries, English-speaking countries and Romania).

Meeting the demand for IT specialists in labour market three institutions of higher education both in public and private sector BSUIR, BSPU, VSTU, SBMT and PIMB have agreed on updating their 5 study programmes in IT field. The updated content of the tree study programmes will comply with the priorities of National higher education strategy of Belarus (BY). The participation of the partners from Programme countries in the project will allow for a clearer understanding of Bologna process, which will help in updating the study programmes based on ECTS. Cooperation with Programme countries HEIs will allow developing modern professional competences of BY teachers and graduates taking into account the requirements of foreign specialists, which will allow them to be competitive not just in the BY but also in the countries of EU. Academic staff of BY 5 HEIs who will attend trainings, develop new courses, teaching methods and tools, test the eLearning courses, and deliver them to the students of the above mentioned institutions who will gain innovative competences under the requirements of the labour market in computing area. The overall objective is to increase the competitiveness of BY 5 HEIs offering high-quality higher education that meets the changing needs of the economic environment. The specific objective is to develop modern competencies of computing specialists bringing modern courses, implementing innovative teaching/learning methods and tools, purchasing eLearning equipment for BY 5 HEIs into line with Bologna requirements by October 2018. Having developed the new courses and adapting them for delivering online in EN and RU will support improvement of study quality, accessibility of studies, acquiring new knowledge and competences in computing area, foster transnational institutional cooperation and enrich educational environment of preparation of IT specialists, facilitate the introduction of transfer of credits and recognition of studies abroad using ECTS.

<< Objectives >>The project DIGITAL EDUCATIONAL PLATFORM FOR SOFT SKILLS & CULTURE OF LABOUR MARKETS objectives: - To adapt and to use digital learning technologies and digital tools for teaching and learning of SOFT SKILLS for successful integration of migrants to labour market;- Developing Digital Competences of educational staff for improving of educational management in Non-formal education sector;- Adult education services preparation and access through digital VIRTUAL LEARNING ENVIRONMENT PLATFORM.<< Implementation >>1.ANALYSIS OF CULTURE IDENTITY OF SOFT SKILLS AND INTEGRATION TO LABOUR MARKET identification of RETURN MIGRATION and CULTURE related to SOFT SKILLS for Adult educational services directed to labor market adaptation; 2.Preparation 10 DIGITAL EDUCATION BOXES /NOteBOOKS, Self -Assessment, DIGITAL TOOLS/;3. Preparation 10 CURRICULUMS OF DIGITAL SOFT SKILLS & CULTURE OF LABOUR MARKETS4. Implementation 20 days of DOOC;5. COMMON DEPS for SOFT SKILLS & CULTURE OF LABOUR MARKET and DELabs.<< Results >>1.Analysis CULTURE IDENTITY OF SOFT SKILLS AND INTEGRATION TO LABOUR MARKET- in 3 languages (LT, PL, EN)2. DIGITAL EDUCATION BOXES for 10 Soft Skills:a) Learning / teaching / training material (NOteBOOKS);b) Adapted IT tool / with gamification elements;c) Self-assessment tests. 3. Curriculums of DIGITAL SOFT SKILLS & CULTURE OF LABOUR MARKETS (LT, PL, EN) -10 units*40 ac. hours;4. Implemented Digital Open Online Course DOOC - 160 ac. hours. 5. COMMON DEPS-Skills with MOODE and DELabs.