"We see the role of teachers as vital in the learning process of students. However, in the true spirit of Lifelong Learning, teaching roles and required competencies need further development to sustain high-quality education, especially in the digital age. Recent research on the 'Open Education Europe' platform initiated by the European Commission shows that 70% of VET teachers understand the importance of digitally assisted teaching and learning, but 6 out of 10 people do not receive any training on how to use ICT in the classroom. As a result, only 1 out of 5 students is digitally taught by confident and supportive teachers. Digital skills are one of those skills that will play a big role in our lives, both personally and professionally. As the digital age continues to evolve extremely rapidly, these skills are in dire need of development. To enable students to acquire these skills during their education, it is necessary to be skillful so that they can advance their digital when they enter the business and start the field. This project will create a continuous digital literacy learning cycle for VET teachers and some.Our TCC VET project ""is focused on providing systematic approaches and opportunities for the initial and continuous professional development of VET teachers, trainers, and mentors in both school and work-based settings, and developing an effective open and innovative education method through the use of ICT technologies."" To achieve this, TCC VET has provided digital and interactive tools that will directly contribute to VET TEACHERS 'PROFESSIONAL DEVELOPMENT and improve their lessons using modern technology.In this project, 5 project partners worked together, achieving the targeted project outputs to achieve the goal of creating a continuous digital literacy learning cycle for VET.Our project outputs are:-IO1 - TCC VET TEACHER TOOLBOX (Collect and develop low barrier tools for VET teachers to use directly in the classroom)-IO2-TCC VET TEACHER HANDBOOK (Support teachers with a special to motivate and demonstrate the use of digital tools and teaching methods to VET teachers)-IO3-STRATEGIC ROADMAP (Determining for VET school management to best integrate interactive and digital education into their schools)-IO4- Facilitating the TCC VET TOGETHER teachers community. (To facilitate change and peer support. We also facilitate the international exchange of knowledge, skills, and experience and peer support among teachers. Enabling innovative approaches and inspiration to flow from one country to another.)Web page:http://tccvet.com Visit out community: https://thalys.gr/course/index.php?categoryid=43 ( Here you will be able to download the above-mentioned results.) eTwinning page: https://live.etwinning.net/projects/project/193077 Facebook page: https://www.facebook.com/tccvet2018 These 4 concrete Outputs were shared with VET schools, teacher training universities, VET networking organizations, and other relevant stakeholders and relevant external parties through Multiplier Activities and other forms of communication.The methodology used: Our project management methodology is based on ongoing internal and external evaluation with high frequency and open communication between partners, commitment to cooperation, well-defined and understood roles and responsibilities, clarity of tasks, deadlines, and requirements. Obtained results; • During the COVID 19 pandemic, the need for digital competencies has become more important for teachers and students. Our project continues to guide VET teachers and students during the ongoing pandemic process. • The awareness of teachers about using new teaching methods has been increased, • Teachers' use of digital, interactive tools and teaching methods in lessons has had a positive effect on their approach to involving students in the lesson.• Exchange and peer support was provided among motivated teachers regarding the application of digital tools and modern interactive teaching methods.• Continuity has been ensured in teachers' career development.• To school administrations; Guided them to align practice in the classroom with school policy regarding specific interactive, visual and digital teaching methods.Impact envisaged en long term benefits: VET teachers are the central target group of our project because they transfer their knowledge to the ultimate beneficiaries: the students. They need to understand digital education, explore and acknowledge the opportunities it brings and know how to use it in the teaching and learning process. The above-mentioned funding spent on technology investment will be ineffective if teachers cannot optimally use the facilities in their teaching.Therefore, TCC VET will take an integrated approach to serve the needs of teachers and their VET colleges, to optimally engage the final beneficiaries, the students. They need to become very familiar with digital skills and feel comfortable to continuously keep learning when new technologies or applications arise. This project, therefore, doesn’t foresee a specific single training for teachers and ultimately the students but it will create a continuous cycle for VET teachers to keep up to date with new technologies, applications, and programs so that there will be a continuous cycle of life long learning at the VET schools."

"SIMPLE stands for the social inclusion of migrants through peer learning experience. The project has identified, exchanged and put together European ""good practices"" regarding the use of peer learning techniques to promote the social inclusion of migrants and refugees into the vocational education and training (hereafter VET). Thereby, SIMPLE reacts to the immense immigration to Europe since 2015. The average age of migrants is between 16-30 years old and the expected number of long-term unemployment of this target group is estimated at 55 %. Therefore, the need for a successful integration into education is extremely important. The access and integration to education minimizes the risk of unemployment and leads to a sustainable social integration. SIMPLE has identified methods that prevent segregation and discrimination and, furthermore, teachers and trainers are able to better deal with cultural diversity, conflicts and to build up a heterogenic learning environment. The participants within SIMPLE consist of teachers, migrants and students who have been involved in peer learning activities in VET. The project included six transnational meetings. In each meeting the partners visited peer learning groups and activities and identified common methods for a successful implementation of peer learning methods.At each meeting two local VET teachers as well as local students and migrants took part and reported about their personal experiences regarding the difficulties and advantages of social inclusion through peer learning techniques. Peer learning has till now mostly been used in non-formal education environments. In the last years, the methodology has been modified and adapted to emotive learning processes. Social and emotional gains through peer learning are nowadays as important as cognitive gains. SIMPLE has recorded the project's results in a “paper of recommendations” to integrate migrants into VET through peer learning experiences. The impact of SIMPLE is supposed to lead to an increase of numbers of migrants in VET and to represent a cost-efficient and fast assistance for educational staff for the social inclusion of migrants. Finally, the involved students and migrants can improve skills and competences in the areas initiative of one’s own, communication skills and team work. In addition, the peer to peer experience helps migrants to understand social and civic norms and experience them in their daily environment. On a regional level, the project partners of SIMPLE pass the results on to local VET schools, secondary schools and companies to cause effects of imitation. On a national level, the project can be seen as a role model for other institutes and firms and motivate them to commit themselves to the social inclusion of migrants. On a European level, SIMPLE shall enhance a better understanding of the need for social inclusion, common European values and the prevention of discrimination especially among students and migrants who have not dealt with intercultural conflicts and diversity yet. To achieve the described impact of SIMPLE the project activities have been disseminated before, during and after the project duration. The dissemination activities include the implementation of SIMPLE on social media channels, the participation in conferences, lectures, the development of print material as well as the presentation of the project results in the form of webinars and in view of the existing national and European network of the partner organizations. The network that is being used for the dissemination consists of VET and secondary schools, EfVET, Trade and Industry chambers, youth organizations and national education departments and has been extended during the project duration."

With the “Europe 2020” agenda for smart, sustainable and inclusive growth, the European Commission sets out two important challenges to be met by the educational system1 Share of early school leavers under 10% which means tackling the problem of early school leavers by reducing the dropout rate form an average of recently 15% to 10% in the future2 About 40% of the younger generation should have a tertiary degree, better educational levels help employability and progress in increasing the employment rate and reducing poverty.Seen from a political perspective, the desired effects of these specific aims cannot be questioned as they are the foundation for common wealth, sustainability and progress in Europe. Nevertheless it leaves schools with the challenging, merely contradictable task of minimizing the number of underachievers AND maximizing the percentage of young people with higher education entrance qualifications at the same time. Change in quantities therefore calls for a comprehensive, long-term improvement of educational quality.Therefore, the performance of the education system has to be enhanced. Many call for more and advanced CPD programmes for teachers and tutors in order to meet these political and sociocultural challenges (e. g. impact of inclusive learning culture at schools, more differentiation with regard to curricula, students’ individual needs and learning plans, integrating the growing number of refugees into the educational system etc.). However, advanced teacher training has little effect on the desired performance of educational systems, as the meta-survey by Prof. Dr. John Hattie in 2011 proves. For the first time large-scale scientific research in the form of tens of thousands single surveys were brought together by Hattie’s team to come up with reliable data with regard to one single question: What is it that makes learning effective? Claiming that the performance of educational systems, leading towards less dropouts and to more qualitative success in educational processes, heavily depends on seeing teaching processes from a student’s point of view (“visible learning”), he put up eight mind frames he thinks to be essential in this. So if schools are to meet the Commission’s aims as having been laid out before, realizing this two-fold challenge, schools have to analyze their status quo of performance (dimension 1), study the data of the Hattie Survey in order to realize which factors really do have a positive impact on the outcome of educational processes (therefore minimizing dangers of early school leaving and underachieving) and which factors do not resulting in a critical approach towards school recent development (dimension 2), developing and planning school development according to these by designing materials, applying methods, realizing approaches/best-practice examples and evaluating them with regard to the individual needs of participating countries’ needs and the situation at local schools (dimension 3) and methods or ways of measuring change due to undertaken efforts in the system (dimension 4).According to this main concept of the project, following steps will be undertaken by the partner schools1. Clarifying what these implications mean for schools (collecting information from partners on the status quo of the implementation of given guidelines in the countries’ educational systems); taking account of national, regional and school-level drop-out rates of each partner country (drop-out rates country, individual partner school; percentage of school leavers with low or high qualifications; development of these figures: past, present, future; recent ways of encountering under-achievement, drop-out and need for higher education entrance qualifications; identifying specific problems and common elementsoutputs: slideshare for (staff meeting/conference, school’s website), leaflets, posters (for teachers’ lounge) CREATING AWARENESS! 2. Looking at the outcomes of the Hattie-Survey; identifying motivators of maximizing the impact of learning processes; KEY QUESTION: Which factors do improve the performance of teaching and learning scenarios, which don’t?; looking at partners’ recent school development, KEY QUESTION: Does recent school development match the outcome of the Hattie Survey? Does it take account of these positive factors in order to improve the performance of educational systems? If “no” – why not?, if “yes” – to what extent!? 3. Designing materials, applying methods, realizing approaches/best-practice examples and evaluating them with regard to the individual needs of participating countries’ schools, looking at examples/”best practice examples” from participating countries to meet these guidelines. Outputs: Performance Pool – platform (materials), digital OR printed version offering materials 4.Methods of measuring change due to undertaken effort. Three strongest motivators : development plan, sustainability, CHANGE MANAGEMENT with controlling.

Following summary are the one stated at the final webapge - https://chris-erasmusplus.eu/: In this project, there are nine countries participating: Denmark, Poland, Spain, Romania, Lithuania, Hungary, Turkey, Greece and Italy. The first four countries are knowledge- and quality partners while the last five are practical partners and hereby the partners that will include children in the project. The aim of the project was to develop didactical initiatives to prevent different types of radicalisation amongst children and young people in schools. This was done by engaging 25 children from five different countries, since the project aimed at implementing the children’s perspective and are the key to getting an insight into why some children and young people find it meaningful to engage in radicalization, hence gives us an insight into what initiatives need to be taken in order to prevent this. The CHRIS project involved young students in basic schooling from a diversity of European countries in the development of sustainable ways of countering radicalisation in schools. This involvement was based on in-depths engagement in what produces radicalisation potential in relation to teenage identity formation and through real-life and real-time community collaboration – and with the aim to build capacity to co-create the project outcomes. The CHRIS project aimed at taking radicalisation prevention in schools to a didactic level and mobilize young students’ hidden and unfolded knowledge to do so. Therefore, the project aimed at taking the participating young student teams through 3 phases of capacity building and co-creation: Feeling Me Feeling School (identity), Open Schooling (reality and community) and Co-creation (design of radicalisation prevention in schools).The project aimed at producing the following key outcomes: -CHRIS resources to use as cases-CHRIS guide pack on radicalisation prevention in school for primary and secondary schools across Europe-CHRIS research meant as recommendations for further and focused research based on the project experience and knowledge creation-CHRIS policy meant as recommendations for radicalisation prevention policy for schools based on the project experience and knowledge creationThe key element of the project was furthermore this webpage where access to the project’s products will be given including didactical ideas that the children in collaboration with the project partners have developed during this project. The material is hereby available to all interested in preventing radicalization.

s. oben (Sprache des Projekts: Englisch)