<< Objectives >>“The eye of of the voter” is promoting civic engagement and at specific - election observation - among groups of voters with traditionally lower turnout rates. Building cross-border trust and understanding of cultural backgrounds is one of the main objectives of the project. The aim is also supporting the domestic observers in strengthening free, fair and democratic elections in Poland.<< Implementation >>Pre-election preparations (recruitment, kick-off), observers school (trainings and meetings with CSOs) and observation of parliamentary elections in Poland, post-observation activities (participatory sessions), presentation and dissemination (sharing results among peers).<< Results >>Engaged group of young democratic activists who will witness democracy in action and understand and appreciate the role citizens can play in fostering democratic processes. That will also result in better understanding of their own countries' electoral systems by having comparison to others.

<< Objectives >>Di-struct! - Digitalise VET by destructuring subjects” is a project focused on equipping teachers with digital skills to shift the way classes are delivered through the use of ICT.The general objective of this project proposal is to increase the level of digitalisation of VET schools by:1. improving the digital skills of teachers in active learning methodologies based on the use if ICTs;2. creating more digital, interactive and attractive content for students.<< Implementation >>A research activity will be implemented in the first phase of the project aimed at assessing the level of digitalisation in 4 countries, the skill gap of teachers, and the practices in use.The partners will then develop an E-Learning course on digitalisation and a training seminar. Teachers trained through these activities will develop new digital content which will be tested in class. The results will be used to create a set of guidelines on how to digitise different subjects in VET.<< Results >>Di-struct! Will create new tools for introducing more active learning activities in VET through the use of ICT. The main outputs will be: an analysis of the state of the art concerning digitalisation, an E-Learning course, a set of subject-based guidelines on digitalisation. Practitioners will increase their knowledge of digital tools available; gain competences to create more interactive activities with the use of ICTs. The project will contribute to making VET more digital and attractive.

Let’s play VET has given its contribution in rethinking the teaching paradigm through an innovative VET methodology that put young VET students at the centre of the learning process in a pro-active way. The innovative methodology has been inspired by the concept of “learning playlists”, meaning a training module constituted by a set of learning experiences that students have to complete to receive a positive evaluation. The learning experiences composing the VET playlists developed in the project were blended, they included innovative E-learning assignments, mobility abroad, study visits, seminars, participation in other local community event or initiatives, production of videos of pictures etc. During the three-year period, the partners identified a series of needs interesting VET systems and learners in the European socio-economic context. Although up to now efforts have been made by the Member States to improve VET offer and its attractiveness, the number of dropouts from education and training, including from initial VET (iVET) is still high. When the project was submitted in 2017, Education and Training monitor report showed that the early school leaving rate in Europe was at 11% against the target of 10% fixed by the Eu2020 strategy. In 2019, the dropout rates have slightly decreased reaching 10.2%, which is still above the target of the Eu2020 strategy: Spain and Italy, two of the countries where the project was carried out, are still lagging behind, respectively at 17.3% and 13.5%. The main focus of the project, thus, was impacting on reducing the rates of early leavers to 10% by 2020.In order to achieve this general objective the project set out 3 specific objectives:-To develop, test and mainstream an innovative VET methodology based on the concept of learning playlist -To increase the attractiveness of VET education in young people, families and the society-To improve the competences of VET providers in tackling early school leaving of young people with a difficult background.The project developed 3 intellectual outputs:IO1: An innovative VET module for the qualification of Graphic Designer based on the concept of learning Playlist; IO2: An E-Learning Platform for hosting VET playlist modules;IO3: Guidelines for the creation of VET Playlists addressed to VET providers. In order to achieve these outputs, all partners were responsible for the implementation of the project according to a management strategy outlined since the beginning of the project itself. 7 transnational meetings were held, each one about every 6 months, to assess the project development and to coordinate activities. Moreover, the project offered to 30 students of the VET providers the opportunity to have 24 days of individual work experience in another EU country, in line with the VET Curriculum tested (Graphic Designer). In 2020, in the last six months of the project, Let's Play VET! had to adapt its management procedures and outputs realization to the restriction imposed by Covid 19 outbreak. Therefore, from April 2020 onwards, all physical activities migrated online: transnational meetings, multiplier events, final events as well as mobility experiences. The expected results of the project linked to the specific objectives were achieved and exceeded:- several innovative VET playlist modules were created and tested (29 playlists and 148 activities)- increased attractiveness of VET for young people and families (students expect to have this methodology applied in their future courses)- increased competences and tools at disposal of VET trainers (teachers and educators have started using the platform in everyday teaching work)- raised awareness in policy-makers on these innovative learning tools which can be used in other fields of education and sectors, to foster the inclusion of young people with fewer opportunities and improve their transition to the labour market- improved integration of key competences and learning mobility in VET curricula Finally, the project has improved the competences of VET providers in tackling early school leaving of young people with difficult backgrounds in different ways: increasing competences in trainers to support young people with difficult backgrounds, increasing engagement in IVET of these young students, and raising awareness in decision-makers about learning playlist as a way to contrast dropout. About 2000 people have benefitted, both directly or indirectly, from the project.

<< Objectives >>The general objective of the project is to improve the European dimension of general education and set the ground for shared methodologies related to students' physical, blended and virtual mobility experiences.The three specific objectives are:- Upskilling schools staff in the internationalisation of education- Supporting the introduction of learning methodologies based on the emerging technologies- Encouraging processes of recognition of study periods abroad made by pupils mobility.<< Implementation >>The project activites are divided into 5 WP:WP1 Project coordination, management and administration;WP2 Collection of a toolkit on internationalisation of general education;WP3 Creation of a train-the-trainer methodology on the basis of practices collected;WP4 Creation of an E-learning addressed to students in order to enhance international learning experiences;WP5 Dissemination and valorisation activities in order to spread the knowledge about project's results.<< Results >>Mob@act is expected to obtain the following specific results:R1. Increased schools staff knowledge about the Erasmus+ program through exchanging practices and the transfer of know-how among different countries.R2 Improved teachers' competences in internationalisation strategies and project management with particular attention to tools and methodologies.R3 Fostered debate on recognition and validation processes leading to the launch of practical approaches to be tested and adopted by schools.

The European mobility of apprentices is a phenomenon that has been developing for about fifteen years. Many arrangements allowing financial, administrative, legal and collaborative support have been implemented to contribute to this trend. However, it should be noted that the proportion of apprentices with European professional experience during their training remains very limited. Thus, at the national level, only 3 to 4% of apprentices achieve European mobility during their course. Of this volume, 72% of them have less than 1 month of international experience; few people choose to leave more than 3 months of age (2.9% of French apprentices leave abroad for 6 months, on the European level, this average even falls to 0.8%).It seems fundamental to work towards the establishment of a genuine European area of ​​vocational training for the benefit of apprentices.In this project carried out by training centers for apprentices, an Academy and a Chamber of Crafts, the partners expect to combine their skills to facilitate, secure and promote the long-term mobility of vocational training. learning and post-learning. A European certification framework for two specific sectors: hairdressing and automotive, will also be set up.By combining both pedagogical and entrepreneurial skills, the consortium plans to build and test a completely innovative International Complementary Mention in the craft industry.This additional mention will fit perfectly into the reforms of apprenticeship systems, which are undergoing a complete change at European level.