"CONTEXTIn a world where socio-economic divisions and the demand for job positions are very important issues that require a response, the need to train workers in order to improve and increase their qualifications and skills was at the core of the E3D+ project which, through the use 3D printing, a constantly growing industry, has successfully achieved all the previously set objectives; active cooperation was established by the Consortium with different kinds of institutions, organizations and bodies, in order to have an impact on VET education. At the same time, different training paths were tailored to address the needs, the skills, the competences and the relative knowledge gaps of different target groups, which can enrich their professional career in this technological field. A multilingual eLearning Platform followed, alongside with VET policy makers and stakeholders who were reached out in order to contribute to the dissemination and the expansion of the E3D+ impact in the VET sector. PARTNERSHIPThis project arises from a Strategic Partnership composed by VET providers (CEIPES), Higher education institutions (KIT) and business associations (CETEM, STP) that have actively cooperated among them and key stakeholders (enterprises, regional bodies and other VET institutions) for the development of an online training material on one of the transversal sectors with greater strength in recent times, 3D printing, which offer an adapted curriculum according to the qualification profile.RESULTS AND IMPACT ACHIEVED O1: Report on the 3D Printing Industry: This Study provided a complete Analysis of the current skills and qualifications needs of the European 3D Printing Industry compared with the current training offer in Europe. O2: Training path, learning content structure and guidelines for trainers: Activities in this output were aimed at the definition of the training paths, as well as the definition of the learning content. This output defined and analyzed the necessary areas of knowledge and the pedagogical methodologies to provide the specific needs of certain job profiles and different industrial sectors in 3D printing.O3: E-learning platform: E-learning and the content management system achieved the goal of improving access to education and knowledge globally. The platform contains 4 courses devoted to the training in theoretical concepts of 3D printing (Additive Manufacturing).The courses are tailored to 3 different student’s profiles plus one course that encompasses all the training units. All the materials of the modules (Slides, pdfs and videos) are on the platform available in 5 languages to all interested parties. The platform is fully open previous registration and all the contents protected under Creative Commons Open Licenses. O4: Modules Material: All the contents for the International VET were developed in the activities associated with this intellectual output. The intellectual results include all the training materials necessary to teach international VET in 3D printing. All the contents of the project were periodically evaluated and monitored by all the partners. In addition, we counted on the help of experts in e-Learning who guided us so that the development of these contents was successful. Most of the learning content was supported by web tools.O5: Webinar to establish the strategic lines of the future: These activities consisted of the launching of 5 webinars in which the objectives of the project and the contents of the training units developed by the consortium were described in real time. All these video lessons were recorded to make them available on the project website and on YouTube.The contribution that these results offer in the field of education is of vital importance for all those entities that want to implement this content in their school curriculum. As a result, we have a professional curriculum that details and defines all the learning units for each of the target groups identified in the first phase of the project. This definition includes the number of ECVET points, EQF level, objectives, learning outputs and evaluation methods. Dynamic theoretical contents have been developed for an effective transmission of knowledge, as well as a series of introductory videos to the subjects that help the student to have a general vision of what they are going to study. Also, webcam training contents have been developed for this course. The key point was the e-learning platform ""Opigno"" where the course can be done interactively, helping the future student to improve their knowledge in e-learning and the use of IT tools for communication and learning.To unify the teaching-learning method, the guideline for trainers was developed. Together with the training of trainers, they help to standardize the methodology and pedagogical strategies in the teaching of new technologies, such as additive manufacturing."

The employment rate of disabled people is 50% in EU27 countries. People with disabilities are almost twice as likely to be inactive compared to non-disabled people. Therefore it is crucial to address the needs of people with disabilities in order to allow them to better integrate into the labour market and to participate in society.Currently, Associations and Experts providing services for persons with disabilities bet on occupational therapies for assessing the capabilities of each person and their uses and/or possibilities. These therapies aim to achieve persons to be as independent as possible in order to improve and maintain their quality of life. But occupational therapies not only work to break down the barriers which impede individuals in their everyday activities, but it can also work contributing to the social and economic fabric of their communities, identifying and improving the skills of each person in order to define which working activities can users perform in order to work in a specific workplace.On the other hand, the EU furniture sector is a key driver of sustainable growth with a significant contribution to Europe‘s overall economic health, competitiveness, creativity, innovation, employment and export. The furniture sector, as other traditional industries, is highly dependent on the workforce, and it has been demonstrated in different studies (1) that some industrial tasks from these sectors can be performed by people that have some specific disabilities with a previous assessment of the skills and transversal capacities required for each workplace and the skills and transversal capacities of each person. Therefore, the furniture and woodworking sectors can contribute to labour and social inclusion.In this context, WOODABILITY project was a multidisciplinary and transnational partnership formed by 4 entities:-A Centre supporting disabled people in Vocational Educational Training. (SSCD)-A Technical and Training Centre specialized in the Furniture and Woodworking sector. (CETEM)-An international VET Centre for the promotion of Education and Development.(CEIPES)-An University Centre working in the context of learning, lifelong learning and technology supported learning the Innovation in Learning (ILI)Firstly, partnership developed a thorough analysis of which skills and transversal capacities are developed and even acquired while performing tasks related to the furniture and woodworking industry. We determined more than 100 tasks and kills or capacities developed with this task. The result of the output1 step 1 was Analysis of skills and transversal capacities report. Secondly we defined the training units and learning outcomes and we developed a common curriculum proposal.Third step was developing teaching materials and the system for the Recognition and validation of knowledge, skills and competences. We developed 23 modules on furniture sector. The last step was implementing these training curriculum for people with disabilities in theoretical and practical training. We trained 20 people with disabilities from 3 different disability groups (Hearing Impairments, Mental Retardation, Cerebral Palsy). Then we developed a training path and training content on therapies for disabled based on manufacturing processes and techniques employed in the furniture and woodworking sector for the recognition and validation of skills and transversal capacities according the results of this pilot training.These results reached mainly disabled and service providers for disabled, teachers, VET institutions, entrepreneurs and entities from the world of work and Labour inclusion and policy makers in the field of VET, work and Labour inclusion.In the application form part F.2.3. we had planned to organize Learning/Teaching/Training Activities as workshops after international meetings with the participants of international meetings. The Learning/Teaching/Training Activities planned as an additional activity to international meetings. So that we didn’t ask travel costs because we had planned to make Learning/Teaching/Training Activities after the each international meeting. Learning/Teaching/Training Activities are mentioned as workshops at the application form. Then we understood that this logic is not what Learning/Teaching/Training Activities shall be. So that we understood that the way that we mentioned in the application form is not an appropriate way of using that budget according the program rules. Not to implement learning/teaching/training activities didn’t influence our project purposes in negative way because they were also planned as workshops after the international meetings at the application form. According to application form (part F.2.3) the Learning/Teaching/Training Activities were supplementary to international meetings.We carried out international meetings and we organized some skype meetings to discuss the topics mentioned at F.2.3. We discussed the tasks

The project idea, its methodology, dissemination and sustainability/valorisation strategy have been designed to align with the general priorities of the new Erasmus + Program. Within this project the consortium will enhance the quality of education by training teachers in-service in the important field of digital literacy, that is now considered a weak point in the in service training systems of our partner countries. So our target group it is formed by primary, secondary and high school teacher, coadiuvated by school managers and decision takers. Additionally, the project results and outcomes, especially the model of in-service training that we plan to create, will contribute to support continuous training of teachers and trainers. In practical terms we will create: 1 A model of in-service training - ( starting from a previous outcome of a Comenius Regio project ). The model will be adapted to local contexts and once finished will be the base for the further outcomes of the project. 2 A manual on teacher training in digital literacy - that encompasses all the modules already produced and tested with teachers in each partner country. The testing of the modules will be done contextually with their optimization in each partner country, thanks to real in-service training courses that will serve both as test both to improve the quality of the modules themselves. Cooperation and exchange of good practice in a considerable range of areas related to teachers’ in-service training will be established. Thus the project makes a contribution to the adaptation of teaching and learning to a rapidly changing world, supporting new forms of teacher training. Appropriate quality assurance accompanies the process of the development of the envisaged project outcomes. Examples of good practice will likewise be shared. Reflection on well-being in the school will be thus engaged.A framework will be established to improve key competences in teachers in-service. Their digital competence will be increased considerably and their collaborative competences will be extended with regard to their learners, their families and the outside world.As the training focuses on ICT-based contents rather than the operation of technology alone, cultural awareness and expression of the target group will be fostered. Communication will be a core element of the project outcome, the training modules, referring to communicative ICT-based competences as well as communication between various entities of society and teachers as well as their administration. Communication will be realised and enhanced in participants’ mother tongues and in English as the working language of the project. Didactic elements of learning to learn will be incorporated in the test phase with the pilot material.The target group we want to reach is formed by at least 500 people considering all the partners. These individuals will act as multiplier as they will embody the spirit of the project and its innovation. Taking in consideration the robust dissemination and exploitation plan, the final number of reached and interested people will be much higher. All of these aspects of the project reflect EU and national priorities for improvements in the education sector, and the priorities identified in the progress towards Europe 2020 by all member states.

In this project six youth organisations, all working on peace education, have worked together to research monitoring, evaluation and learning (MEL) practices and created an on and offline guide (guidelines) for youth organisations to embed MEL within their structures and processes. The partner organisations are the United Network of Young Peacebuilders (UNOY) based in the Netherlands and five members of the UNOY European network: EIF (Germany), CEIPES (Italy), PATRIR (Romania), SCI (Belgium) and FCV (Spain).The over-all objective of the project is to strengthen the capacities of youth organizations working on peace education in the areas of strategic development and organizational management in order to foster quality improvements in youth work in general, and youth peace education in particular and to promote young people's active citizenship at European level in accordance to the EU Youth Strategy 2010 – 2018.The specific objectives of the project are:1. To enhance the capacities of the partner organizations for strategic development by strengthening their monitoring, evaluation and learning processes;2. To gain in-depth understanding of European youth organization’s need for and use of monitoring, evaluation and learning processes;3. To develop functional guidelines for monitoring, evaluation and learning processes for youth organizations;During the project, a research team composed of one person from each organisation as well as an external lead researcher have carried out organisational assessments of all the partners. The assessments have been used to create a Research Report on Monitoring, Evaluation and Learning in Six European Youth Organizations. The research report has been disseminated through the Young Peacebuilders Forum, an international multiplier event taking place in the Hague in October 2015.On the basis of the research report, the organisational assessments, as well as the outcomes of discussions during the Young Peacebuilders Forum and within the research team, each partner has created an action plans for implementing stronger MEL processes within their own organisations. The research team has compiled guidelines ( also refered to as an online guide) on Monitoring, Evaluation and Learning for Youth Organizations. These guidelines has been disseminated widely, in particular to through multiplier events at the national level organised by five of the partner organisations.The result of the project will be increased quality in youth work carried out by youth-led organisations across Europe, through stronger MEL processes which enable the organisations to take a more strategic approach to their non-formal education activities.

Today, the internet usage rates among children/teenagers are growing at an uncontrollable speed. Considering that these children were born into this ‘information age’, it is inevitable that this virtual world affects real life more and more each day. This kind of high usage rates brings about risk factors besides its positive contributions and numerous benefits. Recent studies also show that although children and teenagers are encouraged to use information technologies effectively, they don’t receive satisfying education on how to protect themselves from the harmful aspects of the internet. Cyberbullying is not the most common problem that children face while using information technologies, but it is one of the most serious ones as it leads to long term negative effects like psychological problems, violence, absenteeism and early school leaving, poor marks, and poor social skills on children. Cyberbullying is repeated verbal or psychological harassment carried out by an individual or group against others on the internet base. With this project, the partnership is planning to raise awareness of the society and to provide core knowledge and guidelines which can help students, parents, and teachers for avoiding the undesired results of cyberbullying. The project also aims to reveal different ways of motivating and engaging teenagers in safer use of internet. Our target group is 9-16 ( it was changed after the need analysis ) aged teenagers of which the majority consists of school age children. So as to reach these objectives. The partnership consists of Afyonkarahisar Provincial Directorate for National Education (TURKEY-coordinating partner), Turkish Ministry of National Education -YEGITEK (TURKEY), University of Manchester (ENGLAND), Konsulent Øystein SamnØen (NORWAY), Interfusion Services Limited (CYPRUS), Artemisaworld S L (SPAIN), Kominikujeme OS (CZECH REPUBLIC), CEIPES (ITALY), Universidade de Coimbra (PORTUGAL). As for the main activities of the project, making a literature review in order to build a comprehensive approach on the subject matter, conducting a needs analysis that provides a diagnosis of the current situation, risks, problems, and the requirements of online teenagers, parents, and educators, applying a study(questionnaires/surveys) on the target groups about the internet usage attitudes, digital literacy, online safety measures, awareness of cyberbullying, effects of cyberbullying, reactions on cyberbullying, organizing seminars for teenagers, parents, and educators, forming a project website, forming a blog or a facebook group, conducting national and transnational conferences, running a campaign against cyberbullying, preparing a guidebook for parents and educators, preparing a handbook for teens, creating an ICT tool, managing and monitoring activities, assessment and evaluation activities, and dissemination activities can be listed briefly. The impact of the project on the participants and partner organizations has been the development of extensive knowledge and experience on the field, improving cross-cultural dialogues, improving individual and institutional administrative and communication skills. Awareness of teenagers, parents and educators have been increased on the concept of ‘cyberbullying’, digital literacy of the target groups has been improved, a perspective of precautions and safety measures against cyberbullying have been acquired by the target groups, low school success, absenteeism and early school leaving related to cyberbullying have been minimized, a reference guide has been created on the field, and a great effort has been made to build a safer digital world for children.Through BECYBERSAFE, the partnership wants to create a set of approaches and strategies within the EU's vision based on different ways of motivating and engaging teenagers in safer use of internet. BECYBERSAFE serves as a prevention tool for teenagers; an advisory guideline for the educators and the parents.