In March 2020 the traditional education model was switched over to distance education, and most schools have been successful in implementing online technologies (strategies, methods, techniques, tactics) in the teaching of theoretical subjects. However, secondary vocational schools still lack a methodology for online practical education. According to the Schools Act, practical training in the Czech Republic is divided into training for students of two- or three-year courses, training for students of four-year courses and on-the-job training. For the project purposes, we have therefore approached secondary vocational schools of the same focus in the European area, because we are aware of the importance of confrontation of procedures and methods especially at the time of a non-standard and untested teaching process such as digital education in fields that include practical training and are linked to the application sphere. As far as fast-evolving fields with innovative technologies are concerned, experience sharing, mutual confrontation and inspiration, and consequently the creation of a network among organizations are important accents of a successful education process. Since the outbreak of the coronavirus crisis and the introduction of distance education, the teams of experts in the field of information and communication technologies, field-specific didactics and school psychologists have been working on an optimum implementation of online education, an embodiment of teaching principles and didactic rules into digital education, and introduction of innovative technologies especially in the field of vocational training of students. These school teams of experts also need to draw inspiration from partners abroad where schools and institutions have, due to the dual system, different options and solutions concerning the use of digital tools and methods (Slovakia, Austria, Germany and Belgium). With respect to the long-term use of a constructivist approach in the work with students with specific educational needs, and in connection with the emergency measures associated with COVID-19, new challenges and tasks have appeared with regard to the inclusion of such students in the education process. The main objective of the project is to update older education paradigms, which means to gradually switch over from a transmission approach to the education process to a constructivist approach based on the activity of students for whom the teacher is only a facilitator, tutor of the education process. One of the project outcomes is a comparison of the digital education systems in secondary vocational schools with practical training in selected European countries and a panel discussion on effective inclusion in a high-quality education process. International cooperation and individual project meetings will be focused on particular topics. The project involves 6 institutions from 5 European countries (3 secondary vocational schools with technical fields, a pedagogical university, a technical university and an educational institution focusing on corporate and further education). From each organization, 3 participants will always be involved in project activities: teachers of vocational subjects, ICT coordinators, experts in subject didactics, employees of counselling centres and workplaces, school management. The partner organizations have communicated via email and video conferencing already during the project preparation and have defined the partial activities and priorities of the project so that they will benefit all involved organizations. Within the individual activities, the project will compare how the individual participating organizations approach the changed situation in education. The subject of international cooperation and individual meetings will be specific topics. There are a total of 7 international meetings, 2 project management meetings and 5 professional educational activities.The main topic of strategic partnerships of participating organizations is the comparison of ideas, plans and thoughts on how to solve the fundamental problem revealed by the experience with the immediate switchover of schools to distance education: How to secure, in pedagogical and, above all, technical terms, meaningfulness and effectiveness of the online teaching of vocational subjects implementing practical education in the education process.

"The project ""JOIN US, SupPORT Me! - Join Opportunities of Inclusion through SPORT and Music!"" was presented by the Egidi IC and born from the need to develop an inclusive education model, as described by the guidelines set by the European Commission and, above all, by the European Agency for Special Educational Needs and Inclusive Education. The focus of the activities was centered on two disciplines, which are well suited to the adoption of inclusive methodologies: Music and Sport. The general objectives were:- improve the inclusive profiles of partner organizations, gain experience in international cooperation and strengthen their capacity to produce high quality innovative results- achieve strategic cooperation between operators in the formal and non-formal / informal education sector in order to develop experimental tools for social innovation and inclusion- implement new forms of learning for SEN students, also thanks to virtual mobility, OER and better use of ICT- develop new tools and methods for professional development of teachers and Heads, for better initial education and continuing trainingThe specific objectives were:- implement an inclusive learning approach focused on the learner, where personalization starts from the needs and interests of all the students, with music and sport as focus- directly train 30 teachers and 5 Heads from the partner schools- codify two new profiles of inclusive teaching for music and PE teachers, useful for both initial and in-service training (big- OER), which can be obtained through attendance at two training courses (small-OER), both IOs of the project- launch a permanent mixed operational task force composed by school / experts / stakeholders that organize the internal functional structure and lay the foundations for a constant structured dialogue with parents and institutionsThe project proved to be a substantial success and the achievement of the objectives was guaranteed by a very broad and heterogeneous partnership, composed of 5 schools (Italy, coordinator, Slovakia, Estonia, Romania and Turkey, the latter leaving the project at the end of the first year due to force majeure causes) and 5 scientific partners from the world of private social (Italy, Lithuania, Belgium, Sweden and UK). For the duration of the 36 months, schools have involved pupils - also SEN pupils - aged between 11 and 13 years, teachers and Heads, while non-school partners have participated with their own trainers and researchers. The following activities have been implemented:1. Research, elaboration and codification of the 4 Intellectual Outputs approved by the National Agency:1.1. An e-learning training course for the learning of inclusive methodologies through music, designed to transmit skills and abilities to all teachers (working with students aged 11-13) who wish to enrich their lessons with music elements aimed at the inclusion of disabled students. It is be made available as a ""small-OER"";1.2. An e-learning training course for the learning of inclusive methodologies through sport and movement. It is be made available as a ""small-OER"";1.3 Profile of the Teacher Included - Music, made available in the form of ""Big-OER"".1.4. Profile of the Inclusive Teacher - Physical Education, made available in the form of ""Big-OER"".These intellectual products have been the subject of two multiplier events, held respectively in Italy (26/05/2017) and in Brussels (26/09/2017) at the European Parliament, with the participation of the Czech European Commissioner Věra Jourová and Petra Goran, Member of the Directorate General for Education and Culture of the EC and editor of the report ""Structural Indicators for Inclusive Systems in and around Schools"".2. 8 mobility activities, of which:- 2 joint training events for teachers in the UK and Sweden, leading to the development and exchange of good practices on inclusive methodologies through music and sport- 5 blended mobility for learners (with virtual and physical parts), which have had the main purposes of allowing students with special needs to participate and teachers to experiment the methodologies learned- 1 short term exchange for pupils that took place in Brussels, at the European Institutions with the involvement of the highest representatives.An important impact has been achieved at local, national and European level; the project has brought and will bring long-term benefits as it aims to build a structured dialogue with stakeholders and policy-makers and focused on the learning processes of the school staff."