"The aim of the myVETmo project was that European stays and traineeships abroad in vocational education and training (mobilities) are no longer reserved for mostly high-performing young people who are already in dual vocational training, for example. In the sense of an inclusive VET, it is important to make this possible for all young people. In particular, we have to open up opportunities for those who have had little access to educational opportunities of this kind. Teachers and trainers have to develop their social- and self-competence and to increase their employability.In the spirit of a broad understanding of inclusion, the myVETmo project focused in particular on disadvantaged young people who require special individual support in various areas. The learning and practical experiences abroad were to be accompanied individually, but at the same time gave the students the space to make individual explorations and to discover and experience supposedly hidden / unconscious competences ('hidden competences'). This 'balancing act' between personal care (on-site) on the one hand and on the other hand the self-regulation of the learners had to be taken into account during the development of the three intellectual outputs of the project:1. The ‘Students' Navigator’, a web application, should serve the learner as an orientation during the stay abroad, give hints, but also address the communication and timely assistance of caregivers.2. As part of the internship / stay abroad, the students developed a self-introductive video (‘Video-based Self-presentation’), which can be used, for example, in later application procedures.3. At the project implementation level, quality standards and ‘guidelines for inclusive mobilities’ have been developed and reflected in the process.The cooperation of the partnership was organized according to the methodical approach ""Arena of Innovation"". In this approach, researchers join practitioners of vocational training, which provides the basis for high quality results, e.g. innovative means in initial vocational training and further education. The international team developed the instruments for preparation, implementation and post-preparation of regional and international phases of practical training. The European partners from Finland, France, Germany, Spain and Turkey, i.e.school authorities (Bezirksregierung Düsseldorf (coordinator), Dirección General de Formación Profesional Inicial y Educación Permanente. Junta de Andalucía, Tekirdag il Milli Egitim Mudurlugu, Rectorat Academie de Lille), a University (University of Paderborn), two VET schools (Berufskolleg Reydt-Mülfort, Raision seudun koulutuskuntayhtymä) and a training provider (Stiftung Bildung und Handwerk) were collaborating on inclusive targets for the development of ‘inclusive mobility’ in their regional VET: high-level educational supply for learners who need special support.The VET schools in the project and/ or associated to project partners tested the tools and implemented them into their pedagogical work. All local teams discussed and contributed to the guidelines for inclusive mobilities. The testing by students and teachers included the design, functions, handling, communication and feedback and finally summarising reflections and follow up.Testing institutions gave feedback by sampling the degree of satisfaction with the specific tools and asking for suggestions on how to improve them. After the first testing, we re-designed the tools.It can equally be determined that work experience abroad requires a special effort by disadvantaged youths. We see it as a special feature. Now the mobility of disadvantaged groups is based on the special dedication of educational institutions and their staff and is just in some exceptional cases an explicit ingredient of training and exercise programs. However, an integration of preparation, companionship and post processing in the professional exercise programs seems to be an important precondition considering the intense pedagogical coordination effort.Apart from product development, the project also fostered competences of stakeholders in vocational training regarding digital instruments in inclusive vocational training. MyVETmo intended to enable institutions focusing on such training to include practical learning phases (also abroad) in their curricula to provide their students with better transition to work and further education.Young people with special needs took part in national and international internships. Their institutions could develop local and regional supporting structures and digital instruments for the acquisition of key competences in vocational training. More details and the results of myVETmo you can find under http://www.myVETmo.eu."

"<< Background >>In society there is from various perspectives an increasing need to improve the quality of numerate behaviour of adults. With a higher quality of numerate behaviour people have more opportunities at the labour market and are better prepared to engage as a full participant in democratic societies. This need is articulated in many policy documents from an economic perspective, especially in publications from the OECD with a focus on access to the labour market. The need is also formulated from perspectives of well-being, personal development, life-long learning, and empowerment and dealing with the digital divide, all having in common the wish to include as many people as possible in nowadays societal activities. This need is not only articulated in documents by policy makers, but also brought to the attention by providers of adult education, by welfare workers who deal for instance with people in debts, and by individuals from the target group itself who want to improve the quality of their numerate behaviour. So, there is a well-established need to address the issue of numeracy and to increase the quality of numeracy provisions. Factually however, the current situation is that numeracy is underresearched, underfunded, and in many cases neglected in activities to implement policies on literacy (and numeracy). There is a huge disbalance in the means spent on literacy (99,5%) compared to the means spend on numeracy (0,5%), even though he PIAAC 2012 results show that the problem of low-numeracy under European citizens is larger than the problem of low-literacy; From the PIAAC 2012 results it is also clear that in many countries more people are hampered in their participation in the workforce and in their role as participative citizen by low numeracy rather than by low literacy.In recent years there is a growing demand from adult education providers in many European countries how to address he problem of low numeracy or more general how to address the needs from adults to improve their numeracy competences. There is a wide-spread consensus that also on local levels the problem of numeracy is underdeveloped and underfunded when compared to the investments in literacy education. The actual demand from the target group - people who want to improve their numeracy competences - is much more diffuse and unarticulated. People experience problems with income, budgets, medication prescriptions, advertisements and quotations, online shopping, fake news, etc. However, not always the connection of these problems is made with numeracy. Many mental images on numeracy are still related to (often negative) primary school experiences. So, also on this level there is serious need for information, awareness and good examples how practical numeracy activities can help to improve the individuals' quality of numerate behaviour in all kinds of job-related or daily-life situations. Both top-down (policy makers) and bottom-up (target group) needs are addressed in this project in a multilevel approach. This multilevel approach is evidence-based on research on educational change, which states that sustainable results will only be reached when at least some form of institutionalisation of the new approach is visible (Fullan, Hargreaves, Miles, etc.). The integrated approach of this project is aiming at an increased institutionalisation of numeracy education in life-long learning.With this project, we want to make a major contribution to a growth in and spreading of numeracy provisions in Europe to address the mentioned needs in a way that is fitting to those needs and in a way that is fitting for the problems of nowadays society. To align the content and ways of delivery of the numeracy provisions with what people really need in nowadays society and doing that from a common European view on numeracy is the real innovative part of this project.<< Objectives >>The target group of this project are people who want to improve the quality of their numerate behaviour to enhance their chances on the labour market, want to escape from exclusion, and want to participate fully in nowadays society.The overall objective of the project is that an increasing number of people from the target group are reached and provided by numeracy activities and numeracy courses and in that way are offered the opportunity to improve the quality of their numerate behaviour, and with that increase their chances in the labour market, increase their repertoire to cope with the daily life challenges like finances, health, advertisements and quotations, and all other ""mathematical"" phenomena which comes with further technologisation and digitalisation of society.We formulated the project goals as an integrated approach to contribute to this overall objective.The specific project goals are: (1) To work on awareness of the problem that low numeracy poses for adults to actively and inclusively participate in nowadays society, both regarding work and daily life; (2) To increase the volume of adult numeracy courses and adult numeracy learning and teaching materials; (3) To strengthen staff of the participating providers by professional development to address the numeracy problem in an adequate and future-oriented way, based on recent developments and insights from scientific results on the multifacetedness of the concept of numeracy. Experienced by many counties before and well-documented in literature, the target group is not always easy to reach on numeracy issues. And policy makers tend to have a blind spot when it comes to numeracy. It is therefore necessary to work on awareness of the numeracy issue on all levels of stakeholders. We believe that the integrated approach in the project and using broad interpretations of numeracy can lead to more institutionalized numeracy provisions of high quality and improved attendance in many European countries. By making all the materials available and ready to use in other countries, and through a series of multiplier events and an array of implementation activities we hope to create a driving force in the increase in numeracy provisions which will have a sustainable effect long after the project has finished. To accomplish aforementioned goals, we will by making all materials (awareness and information packages, teaching and learning materials, professional development materials) upscalable, internationally comparable, underpinned by and related to the Common European Numeracy Framework, so that the multiplier effort of the products is optimized. The common European Numeracy Framework was created in an earlier Erasmus+ project between 2018 and 2021.<< Implementation >>In preparation meetings with the partners the project goals were made more tangible by translating them to SMART goals and relevant activities.With the project goals in mind, we co-created with the partners a set of activities which to our knowledge and experience have a good chance of establishing a substantial contribution to the project goals in at least the eleven countries involved.The SMART goals are : (G1) Improve the outreach to the target group; (G2) Increase the number of individuals the target group reached and provided; (G3) Increase the quantity of provisions (and budgets) by influencing policies; (G4) Improve the quantity and quality of the provisions by strengthening the staff members of providers by professional development and co-creating adequate learning and teaching materials; (G5) White papers on What Works in Numeracy Education, based on research on the project activities.In the descriptions of the activities, we will make a realistic prognosis on the actual numbers we want to reach for each of these goals.The activities consists of producing four Project Results (PR), as described in the next session, and two types of Learning-Teaching-Training Activities (LTTA), complemented by the Transnational Project Meetings (TPM) and the Implementation and dessimination activities we described in the Project Management and Implementation (PMI) and Multiplier Event (ME) sections.The choice for these activities is evidence-inspired from scientific results from educational change, which states that sustainable results will only be reached when at least some form of institutionalisation of the new approach is visible (Fullan, Hargreaves, Miles, etc.).For the co-creation of the Project Results we will also apply scientific-based methodologies, such as design research for the materials and theories on effective hybrid learning for the courses. The expertise for this is<< Results >>The project results are derived from the overall objective of the project and the project goals.The direct output consists of tangible project results: PR1 Information and awareness packages; PR2 Teaching and learning materials - examples; PR3 (local) Professional development materials - examples; PR4 White papers on what works in numeracy education. These project results correspond with the project goals in the following way:(G1) Improve the outreach to the target group < === PR 1; (G2) Increase the number of the target group reached and provided <=== PR 1, 2, 3, 4; (G3) Increase the quantity of provisions (and budgets) by influencing policies <=== PR 1; (G4) Improve the quantity and quality of the provisions by strengthening the staff members of providers * Professional development <=== PR 3 (plus LTTA); * Co-creating Teaching and learning materials <=== PR 2; (G5) Insight in what works in numeracy education based on research <=== PR 4.Expected outcomes are an increase in numeracy courses organised and delivered during the project period with as consequence a larger outreach to the target group. Furthermore, an increase in the quality of the numeracy courses and an increase in the expertise of staff members of the institutes.The most important outcome we strive for is that our activities will have a long-lasting effect on the quantity and quality of numeracy provisions and individuals reached and provided, not only during the project period but also beyond.The overall objective and the project goals are ambitious. This means we also must be realistic what can be reached within the project budget and within the project duration. The project budget seems substantial but already working with 11 countries, the budget per country from the project is very modest. We formulated ambitious aims regarding the number of products to deliver, but a lot more budget - locally, country-wide and European - will be necessary to really gain momentum during and after the project period to seriously improve the quality and quantity of numeracy provisions in Europe."

Our project is “the exchanges of practices” and it aims” transfer of knowledge and experience”. With the partnership we aim to set up “web based school tv’s” in 3 partner schools from Spain, Romania and Bulgaria. School Tv idea is a new approach all around the Europe and BILSEM; the coordinator; is a leader school in this issue. It is the first school to establish ıt’s tv in Turkey. We will organize 4 trainings for teachers from the partner schools. In these trainings; the participants will learn how to set up a tv studio and the steps of broadcasting. In these trainings 5 teachersfrom each partner will attend the trainings. The trainings will occur in each partner’s country and they will have the chance to show their studios and products to the other partners. And also educators from BILSEM will have chance to control the studios and works at schools. The participants for the trainings will be chosen according to their capability of digital competences and interest in the project. They will be volunteer for the trainings and the project implementation in their schools. They will be the leaders in their school and in their region. There will be 5 partner meetings to discuus the issues to implement the project properly. 2 participants from each partner will attend to these meetings. We aim to develop the professional capacity of the teachers in this partnership. The interaction between these teachers will lead the partners for different and new experiences. With the school tv’s the schools’ institutional capacity will increase. For the students it will be a new and different experince because they will be able to produce their own materials. In the long term; we expect to effect the other schools in our regions and motivate them to have a school tv in their school.