"<< Objectives >>The more students live in virtual worlds, the more critical the real thing becomes. This is particularly true for developing personal skills and potential as a basis for future education, career and life paths.Offering students real insight into dynamic working and professional worlds is crucial for this.In too many areas of school education, this is not sufficiently possible. We want to achieve this with ""Reality Check"" by developing innovative offers and making them effective.<< Implementation >>""Reality Check"" develops, tests and evaluates innovative offers for real experiences for students - ""RealityChecks"" - in the working and professional world, where it has not been possible so far.Regional networks are being established, as this can only succeed in cooperation between schools, companies, the economy and stakeholders.Integrating these actors into regional networks is a core element of the project, with a specific focus on students with particular challenges.<< Results >>The results are innovative ways of opening the real world of work and careers to students where this was not previously possible.In regional networks, the conditions for successful communication, cooperation, coordination between stakeholders from schools, companies, and the region have been identified and described.The decisive result is the benefit for students on their education and training path. The handbook and training courses help teachers and trainers to support that."

Context/background of project; Because of the COVID-19 crisis, a big part of all VET education needed/needs to be provided online or in a hybrid form. This brought all kind of challenges: some teachers don’t have a feeling for anything digital, teachers (and students) don’t always like online education, an element of non-verbal communication is not present in online education, interaction with students is a challenge, but also collaboration between students is harder to facilitate.VET Online wants to: •Create more awareness on the opportunities of online education •Create a more open mindset towards online education among teachers/trainers•Provide practical tools to face the challenges of online education compared to classroom education To reach these objectives, VET Online will develop: •the VET Online Toolkit - which will contain very easy to use, simple tools, activities etc. to be implemented in online classes. The goal of these tools is to recreate the vibe of offline classes. We will first identify the prerequisites, involve stakeholders in the development of the toolkit, in the testing of the toolkit and the dissemination of the toolkit. •the VET Online E-book - which will showcase the experiences of teachers who have used the VET Online Toolkit, and the impact of it on their education. It will show the benefits of online education, to gain a more positive idea about online education. We will first identify the prerequisites, involve stakeholders in the development of the e-book, in the feedback activities and the dissemination of the toolkit. We will involve at least 40 teachers and trainers from 4 different countries (5 different VET providers) in the pilot test. With VET Online we want to make a contribution to the regain of self-confidence, motivation, and work pleasure of teachers, although they have to provide their education primarily online. The project will create more awareness, but also more focus on the positive sides of online education and the opportunities it offers. We want to contribute to the professional development of the teachers, especially in the field of digital skills and how they have to arrange their online classes. Thereby, this project will contribute to the quality of VET. In the end it is all about providing the highest quality VET, in order to prepare students in the best way possible for their further career and life.

"The project ""Multiprofessional teams in all-day schools"" aims to strengthen the possibilities of multi-professional cooperation in schools and to initiate processes for multi-professional team development by improving communication, cooperation and coordination. The all-day offer makes school a place of learning and living, which makes continuous and individual support of the children possible. The result is a learning culture that takes into account the different prerequisites and needs of the children and enables a diverse everyday school life. Cooperation and knowledge transfer in multi-professional teams are indispensable for this. However, there are still significant difficulties in this area in schools. What are the implementation problems: the professional self-conception of the actors, structural, personnel or factual obstacles, lack of space or time resources? Without well-developed multi-professional teams, it will be challenging to design a school as a place to learn and live.The partners in this project bring experiences from three European countries with different framework conditions to the design of teaching, learning and educational processes in schools. The central aim is to network and exchange information on the critical questions concerning requirements for the design of learning and living spaces in all-day schools, success factors and barriers for effective communication, cooperation and coordination processes in multi-professional teams, structural and institutional framework conditions, different pedagogical roles and mentoring opportunities.In the exchange and work process, the results are documented with an inventory of the structural and institutional framework conditions, a collection of good practice and possible options for action for multi-professional team development at all-day schools. These will be published in a bilingual short booklet (DE/EN).A team of 5 organisations (school authorities, school and school partners) have joined forces for this project in order to exchange ideas on a strategic-conceptual level. They will form a joint project group consisting of management and pedagogical specialists from education providers, school authorities, school management, teachers and education coordinators. At three transnational project meetings, the partners will dedicate their efforts to these focal points with instructive inputs, school/project visits (including expert talks) and result-oriented workshops: Inventory of multi-professional teams in all-day schools, structural and institutional framework conditions, communication - cooperation - coordination, understanding of roles and different pedagogical working methods, multi-professional team development. In this way, different working approaches, good practice, conditions for success and challenges can be worked out.This project will deepen existing structures between school authorities, schools and educational partners at a local/regional level. New relations at the European level will be created. The partnership will use shared experiences after the end of the project. The aim is also to explore possibilities for a more far-reaching innovation project jointly. We want to lay the foundations for the subsequent development of methods, instruments and qualification concepts that support sustainable multi-professional team development in all-day schools."

City College Plymouth will establish a new two year Erasmus+ funded Strategic Partnership project with the Plymouth Social Enterprise Network, Foreningen Urkraft (Skelleftea, Sweden); Materahub, Matera, Italy and Fundatia Danis, Cluj-Napoca, Romania: working within an established partnership that recognises that the economic recovery that needs to happen once the Covid 19 crisis abates will have the opportunity to prioritise social wellbeing and combat social isolation. The social enterprise sector already has a strong track record in doing this, with successful businesses delivering on social and environmental objectives whilst prioritising the wellbeing of their staff and communities. Therefore, this project seeks to learn from the social enterprise sector, ensure that the knowledge, skills, and mindset applicable to working in a social enterprise is embedded in Vocational Education and create enhanced opportunities for the growth and internationalisation of social enterprises. This will allow the transfer of knowledge, enhancing the most engaging working practices and aspects of working in the social enterprise sector for work placements which will benefit young people's health and wellbeing as well as advancing VET staff knowledge/CPD to embed innovative provision.Evidence shows that people, particularly young people, want to work in socially responsible businesses. A social purpose at work leads to a higher level of engagement and higher levels of productivity. Unfortunately, people are not always made aware of the opportunities that exist in the social enterprise sector and social enterprises do not do enough to spread the word. Sometimes, social enterprises do not do enough to connect their staff to their social purpose and fail to instil in them the benefits of working for a social enterprise. All of this has led to talent becoming a bigger issue for social enterprises, particularly larger employers. VET colleges, as well as schools and universities should work with social enterprises to ensure that young people entering the workforce are aware of the opportunities to work in social enterprise.A 24-month timeline will enable partners to undertake a comprehensive range of activities and establish a strong collaborationTarget participants and beneficiaries will support the provision of skills for a global economy, to include:VET/HE educators: impact on the ability/ease that staff can internationalise their provision. Building on competences/understanding of SEN opportunities & a positive attitude towards embedding EU values, reducing the distance between these sectors & the educational worldSE network employers: encourage/enable VET/HE organisations to work more effectively to internationalise their work experience programme through an accredited provision in sectors that belong to the “new economy” & “social innovation” where this educational approach is missing to develop new work placement pathways, stimulating innovation in the transition from education to employment in this sector.Work placement participants: who will then become ‘ambassadors’ for the programme providing case studies demonstrating the positive impacts that participation has had on their professional/personal development to raise the profile/appeal of the programme to the wider stakeholder cohort, demonstrating the opportunities for work/ travel in the wider EU SE Network Our project will create innovative transnational opportunities for:Combined training/development based approach of the Vocational Education and Training sector of all partners with the social and environmental aims/culture of the Social Enterprise sectorThe take-up of future paid employment opportunities by providing a work placement exemplar to enhance the attractiveness of opportunities to young people and of young people to leaders in this sectorThe enhancement of new and existing opportunities and work placement frameworks through the development of effective partnerships between employers and educational institutions to support the internationalisation of working in this sectorRelevant local/national economic plans encouraging innovation and internationalisation of young persons within this sector Productivity through the transfer of best practices of European social enterprise sector including work placement delivery into mainstream training in VETActing as intermediaries that could bridge VET and SE, partners have a large reach of partners in the educational sector as well as in the corporate and government sectors

<< Objectives >>We want to achieve that many more people will have the opportunity to develop their soft skills using LEADER - which will help them to take leadership over their lives and careers in a rapidly changing world. Soft skills are becoming increasingly important and we want to give teachers/trainers the support, tools and confidence to start working with them. Young, old, online, offline - all kinds of opportunities to develop these important skills.<< Implementation >>We will achieve our goals by thoroughly investigating what other possibilities LEADER offers and how we can best meet the needs of schools, companies and institutions. We support and train teachers/trainers by, for instance, offering workshops and a transnational blended course. Furthermore, we develop teaching and training content like videos, worksheets, activities and a LEADER Card Game. These materials will be made easily available on our new e-learning platform.<< Results >>We expect concrete results, such as (but not limited to) teaching and training materials, videos, workshops, a card game and an extensive e-learning platform. Intangible results: more attention to the development of soft skills, citizenship, sustainability and digital competence.