The HABITABLE project aims to respond to the challenges and needs of the Habitat sector in terms of skills shortage and mismatches derived from the digital and green transition, improving the responsiveness of the VET systems to these changes while promoting inclusion and equity in education. To this aim the project will co-create a Platform of Centres of Vocational Excellence for Sustainable Habitat, building a 'skills ecosystem' together with a wide range of other local and regional partners, working also with centres of professional excellence in other countries through networks of international collaboration. GENERAL OBJECTIVES:1.Lead the green and digital transition of the Habitat sector by developing a transnational cooperation platform of CoVEs and a Skills Strategy, aligned with the SDGs.2. Implement Skills Intelligence for the Habitat sector3. Boost quality, digital, green and inclusive Dual VET, WBL and apprenticeship4. Support the creation of business-education cooperation partnerships5. Provide labour market relevant skills including those necessary for the green and digital transitions6. Design innovative learner-centred teaching methods supported by digital tools and XR technologies7. Provide access to innovative curricula that focus both on technical skills and key competences8. Support upskill and reskill of adult learners and SME employees for the green and digital transition 9. Implement a system for certification of Micro-credentials 10. Support career guidance and promote social inclusion, equity, and equity in education11. Foster transnational mobility for VET educators and learners.12. Create new spaces for international cooperation and innovation13. Provide policy recommendations to implement regional and local strategies to raise upward convergence of CoVEs.14. Maximise the impact of the project, further use of its products and mainstreaming of its results.

The project proposes the development and validation of a European approach based on a digital platform for the support of teacher practice for schoolteachers in transition. The platform will be a virtual common environment for teachers in transition (pre-service teachers or students, newly qualified teachers, beginning teachers or in-service teachers), school-mentors, HEI teachers and continuous education trainers. This project benefits from the methodology of Problem-Based learning (PBL) and the development of a reflective practice guided by a trainer/mentor and shared with a Learning Community.During the project lifetime, the partnership will: 1. Define a European approach for the transition period from pre-service to in-service including the definition of roles for the actors and involved institutions.2. Develop and validate a European digital platform for teacher transition integrating an international Learning Community, a reflective process methodology for school teachers and a repository on study-cases. 3. Raise stakeholders’ awareness (teachers, mentors, learners, economic, politic and social actors) of the potential of a common model for teacher’s practical training in EU countries.The target groups participating during the project will be: 1. In-service newly qualified primary and secondary school teachers (> 300)2. Pre-service teachers: HEI teacher students (>250)3. Higher Education Teacher educators (>35)4. Primary and secondary school mentors (>250)5. Continuous education trainers (>50)6. Primary and secondary experimented school teachers (>100)7. Policymakers in education (>25)As a result of the project, a new model of practical trainings will be developed and supported on a digital platform, ready for teachers in transition in order to follow up their personal challenges with the Learning Community and useful for teachers during their tutoring process considering the involved institutions (HEI,continuous training centre,school).

Migrant students (or synonymously students or pupils/children of migration background or minority students) are disadvantaged in terms of enrolment in type of school, duration of attending school, indicators of achievement, drop-out rates and types of school diploma reached. The topic of education and migration is relevant in the context of European economic development, social cohesion and the stabilization of democratic cultures. The project offered explanations for the given situation and elaborated policies, programmes and measures to improve the situation. The teacher-student relationship is central in any school and any system of education. Low teachers’ expectations towards migrant students generally have a negative effect on their performance. There is substantial evidence that teachers in Europe have been ill prepared so far in teacher training for the new student population. different pupils have different prospects. These had to be permanently taken into account, when finding solutions for certain academic problems. The followings were identified as fundamental challenges for teachers: the learning of the respective national language as an additional language for children with a migration background; the assessment of prior experience and knowledge, the pedagogical differentiation regarding the content of teaching and learning material, the communication between teachers and parents, the co-operation between majority and minority students, and the initiation of changes in the systematic level of the So, the objectives of the project were shaped as;*to clarify the needs of primary, secondary and high school teachers and the administrators in the area of cross-cultural education. *to overcome disparity in education. *to overcome daily challenges the teachers, administrators and the authorities face educating non-native pupils, and to clearly map out what supportive measures are needed by the related stakeholders.*to raise awareness in the community about the needs of non-native pupils.*to offer solutions to meet the issues related to the education of non-natives.*to raise awareness both the parents of non-natives and the natives.*to remove the barriers regarding the inclusion of non-natives into the target comunity.*to improve the professional skils of teachers and the administrators.*to train the academicians considering the needs of regional authorities.Number and profile of the participants.In the project, 52 educational staff participated in Learning/Teaching/Training activities. These staff were academicians, school teachers, school administrators and the representatives of regional education authorities. During the project time in 3 countries totally 150 teachers attenden training courses for teachers. Totaly 60 non-native pupils were taken into the pre-teaching course before joining their formal education. 250 people,the contact persons of regional authorities of the partnership, the head of the education of 80 provinces and the representatives of Ministry of Education joined the final conference that is going to be held in Turkey.During the project three modules were prepared. the first one was for the training the trainers course. The second one was for the use of in-service trainings of teachers and the last one for non-native pupils' pre-teaching courses. after having prepared the modules, they were implemented to pilot institutions and groups. Then, the impact of the process was measured and evaluated.The waterfall methodology was used in conducting the project. A detailed need analysis was done gathering with the partners in the first transnational meeting. The scheme of the modules was designed in Learning/Teaching/Training Activities. How to integrate the modules into the education system was discussed with representatives of regional educational authoroties. The modules were tested via pilot uses. Final evaluation was with the collection of all outputs at the end of the process.As a result, The teachers' point of view to the non-natives was tried to be changed as they learned how to teach them. the non-native pupils academic success was tried to be raised as they joined pre-teaching courses and learned the target language and culture. The educational authoritieswere equipped both with experienced staff and modules to overcome future issues of heterogeneous education.

"<< Objectives >>The project will bring green thinking into the workplace. With a cooperation of the Stiftung Bildung & Handwerk (DE), the Vocational Training and Rehabilitation Centre Austria (AT), the Keski-Pohjanmaan koulutusyhtymä (FI) and the Consejería de Educación de la Junta de Castilla y León (ES), partners have been found who want to enable teachers to integrate sustainability and ecology into their work and life in an uncomplicated way with simple, easily accessible and motivating LifeHacks.<< Implementation >>With simple steps and easy-to-use LifeHacks, we will design small digital learning units around sustainability and make them available to staff in the education sector. These simple and motivating steps will enable these multipliers to further develop and carry the green idea. We accompany this project with a ""working-out-loud"" blog to engage many people and promote an open working culture. This transparent and fault-tolerant way of working should contribute to the knowledge society in Europe.<< Results >>The project provides free and easily accessible LifeHacks on sustainability at work. These LifeHacks are produced as tips or videos to be easily disseminated via social media, web or newsletter and mail.There is a blog that accompanies the project in an open and transparent way and invites people to join in. Through events in the partner countries, interested people are invited to benefit from the results. We want sustainability to become a normal part of professional life."

Educational innovation is the best way to enface 2 of the big European problems: unemployment and social exclusion.Our partners have excellent COMPLEMENTARY CONTEXTS. The Spanish Univ. of Oviedo (coordinator) is located in areas with the highest levels of unemployment. Similarly happens in Italy where the CPIA partner (Provincial Center Adult Education) works. Conversely, the Finland partner has 7% unemployed people and Poland partner 3%. So they could be 2 educational references. In addition, an important ADMINISTRATION participates: the Consejería de Castilla y León (2.5 million inhabitants). FEATURES OF THE 5 PARTNERS-Successful state institutions, without seeking economic profit;-Focused on adult education, public access and transparent to society;-Wide experience in training for employment and management of cultural heritage;-With high possibilities of impact and social dissemination, wide networks and links with institutions;-Complementary European experience (Solid or new experience).OBJECTIVESThe project tries to solve EUROPEAN NEEDS and PRIORITIES: to improve disadvantaged people, to achieve employment, collecting and implementing innovative educational actions. Moreover, the participants must know the European educational and cultural heritage (democratic system, law, history…) as a way for social integration.GOALS-To SHOW/KNOW best role models in educational planning and teaching vulnerable adults-To implement these INNOVATIONS SYSTEMATICALLY in our centres and other institutionsIndirectly we will also get:-To provide training for transversal competences to find a job-To alleviate school failure-To strengthen a European space that may fuel living together.The PARTICIPANTS will be members of the educational staff and adult’s teachers with current or upcoming training activity. All of them have actions on the FINAL TARGET: the population at risk of poverty or social exclusion in each environment. 200 TEACHERS and educational management STAFF directly involved, and another 200 involved indirectly without mobility. In addition, these participants are people with experience or interest in outreach work with the media, and people who can implement the innovations that they will eventually know in each activity. Also we have our STUDENTS that will later on annually receive direct training from the participants in the project: The UOv. has 500 adults students enrolled in the PUMUO programme, and 2,500 students of the Teaching Training College (future teachers in different levels). The CPIA-Padua has more than 2,500 adult students. CyL has 83,000 students and 25,000 CEPAs students respectively. The Polish partner has 1,800 professional students, and the Finnish partner has 2,600 students.ACTIVITIES and results:-To select innovative and effective role models about educational design and adult learning-To create guidelines for the institutionalization of innovations and to systematize models of reference: sustainability at GOVERNMENTAL LEVEL-5 Short-term joint training and 5 transnational meetings-An INTERNATIONAL EVENT (International Conference)-Knowing innovative models to promote the European educational heritage-To disseminate:>PUBLICATIONS (academic & informative)>A PROFESSIONAL TV PROGRAMME>Educational material>A WEBSITE, social networks to disseminate innovative modelsMETHODOLOGY I+D+I STRUCTURE: TO RESEARCH EDUCATIONAL MODELS + TO ANALYZE THEIR ESSENTIAL INNOVATIONS + TO SHOW-COLLECT TRANSFERABLE FEATURES + TO DISSEMINATE THESE STRENGTHS + TO IMPLEMENT EDUCATIONAL ACTIONS AND POLICIES IN EACH CONTEXT.The project is focused on the formative action on teachers, focusing on the view of real successful experiences and debating with its protagonists. It will also be recorded on TV.We will visit each space in order to know successful teaching models, REAL SOLUTIONS TO PROBLEMS, and to see: places and educational materials, methodologies, meetings with protagonists. The attendees will reproduce these innovations into their teaching practices. The visits allow to disseminate these experiences to society, and to incorporate these role models into educational policies, course design, etc. It allows describing the experiences to the scientific community too.IMPACT AND BENEFITSOur viewpoint for the impact to last long SEVERAL INNOVATIVE references must be implemented by the adults’ teachers. Annually this impact will be repeated on all their students (+100,000).The educative actions are effective in the LONG RUN: The FINAL targets will be quantified according to the LEVEL OF EMPLOYMENT and SOCIAL INCLUSION achieved for the vulnerable people. Our interest is to collect, implement and maintain successful educational solutions, not only on the partner organisations, but also at the systemic level, generating multiplier effects at territorial and sector-specific level, attracting networks, obtaining support from public authorities, enhancing visibility of activities and outputs.