<< Objectives >>We want to contribute to the climate goals and innovation. Since the Building sector is a contributing significantly to CO2 emissions and use of materials, we want to contribute to the transition of the building sector towards (more) circularity. More and more regulations are being put into force. Our VET schools want - in cooperation with companies and governments - further increase our knowledge towards about circular building & exchange experiences and good practices.<< Implementation >>A baseline study (based on desk- and field research), dialogue sessions with companies and making a final visual about what we have learned.Live meetings where European VET schools and building companies can meet each other.<< Results >>- A higher awareness of the importance of circularity in the building sector amongst teachers our VET schools and in companies in our regions. - A strengthened dialoge and partnership between VET schools and companies about curcular building > cooperation agreement- Better knowledge about the current situation regarding circular building, (future) regulations etcetera.- Strenghened international view and cooperation amongst our VET schools, expecially the E+ KA2 non-experienced partners

"<< Background >>""Knowledge of and about science are integral in preparing our population to be actively engaged and responsible, creative and innovative citizens, capable of working collaboratively and fully aware of and conversant with the complex challenges facing society"" (Science Education for Responsible Citizenship, EC, 2015). At the same time, social inclusion is one of the most profound aspects in today’s society where the school population is becoming more and more multicultural (due to migration flows) and different in terms of disadvantages, in one word highly diversified (UNESCO Guidelines for Inclusion, Paris, UNESCO, 2005; OECD Education Working Paper No. 227, 2020; Ambrose, S., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. 2010; Lawrie, G., Marquis, E., Fuller, 2017). ThINKER LAB partnership intends, to broaden the educational offerings available to students weaving learning paths less tied to technical aspects and more connected to co-construction learning processes based on a laboratory-based approach.<< Objectives >>ThINKER LAB general objectives:1. to increase the social inclusion of young students (14-19 y.o.);2. to increase students' STEM skills through active inclusion methodologies and working techniques based on Tinkering and the creation and use of low-cost fablabs with recycled materials.ThINKER LAB specific objectives are:1. to increase the skills of teaching staff with respect to the use of inclusive methodologies for learning;2. to increase the skills of teaching staff in using didactic-pedagogical strategies to facilitate STEM learning in inclusive environments;3. to increase students' competences in the field of technical/scientific micro-language, through the TechnoCLil methodology;4. to increase teachers' and students' digital skills, utilizing low-cost laboratories employing recycled materials and co-built simulations;5. to increase the internationalization capacity of the partnership, through comparative and cooperatively constructed studies, in order to achieve ""European"" results.<< Implementation >>To reach the previously stated objectives, the partnership has divided the project in 4 Work Packages: WP1 Project Management and Coordination (transversal phase);WP2 Monitoring and Evaluation (transversal phase);WP3 Dissemination and Valorization of Results (transversal phase);WP4 Implementation of ThINKER LAB Results.Concentrating the attention on the implementation phase, partners will collaborate through different and consequential actions (legenda: A.x = Action. x): A.1-A.5 Identification of the most suitable methodologies through Desktop analysis of successful European case histories and national Focus Groups comprising teachers, students and parents;A.6-A.11 Creation of the ThINKER LAB digital platform (Social area + Repository);A.12-A.15 Creation and uploading of the digital platform content and creation of the low-cost laboratories;A.16-A.19 ThINKER LAB HACKATHONS (use of the digital platform content and tools as well as the low-cost laboratories);A.20-A.23 Development of the Teacher’s Handbook (guidelines for student engagement involvement and inclusion through low-cost laboratory activities);A.24-A.27 Development of the Student’s Handbook (guidelines for student engagement involvement and inclusion through low-cost laboratory activities).<< Results >>R1. ACTIVE METHODOLOGIES AND TECHNIQUES FOR INCLUSIVE AND PARTICIPATORY TEACHING (=ThINKER LAB methodologies);R2. EUROPEAN PLATFORM ""ThINKER LAB COMMUNITY FOR AND ACTIVE AND INCLUSIVE LEARNING"";R3. TEACHER’S HANDBOOK;R4. STUDENT’S HANDBOOK."

<< Background >>We applyed for this project in order to exchange good practices in organising skillscompetions and how to implement in the curriculum.And we want to abroad the possiblities for our students to have a skillscompetitiion experience abroad.The needs: Tools and best practices in order to prepare students on skills competitionsintegration of skillscompetiion jn the school: by policy document and by integrating in the curriculum<< Objectives >>Professional development of VET teachers in preparation of students in VET competition. Developed sustainable partnerships to establish further national, regional and sectoral skills competitions. Increase the attractiveness of VET by offering skills competition. Regarding the needs to be addressed, the partners shared the aim to seek improvements of the organization of the skills competitions and furthermore to integrate the skills into the pedagogical approach and curriculum.<< Implementation >>The partners exchanged good practices in organizing skills competitions and collected it in a handbook (attachment 2). It’s available online on the website of this project: https://www.skillscompetitions.onlineThe handbook also contains tools which are successfully used for the preparation of students in skills competitions. The handbook is available for students, teachers and policy workers. The handbook provides guidance to teachers to improve the preparation of students regarding skills competitions. Examples of those tested tools are: time management, teambuilding, communication, personal profiles, and training plans. A good example of embedding in the curriculum is the introducing of the minor in ‘Excellent craftmanship’. We expect impacts of: a greater volume of different skills competitions; increased awareness of value of skills competition; and at the end more students who participating in skills competitions.<< Results >>1.We developed 3 masterclasses via webinars for the professional development of VET teachers (1)*2.We developed a policy document on implementing skills competition in the curriculum (1)3.Three schools has broadened the amount of vocational fields involved in skills competitions (1)4.We developed and tested tools of preparation during the LTTA (2)5.We established constructive links with our stakeholders (2) which was a challenge due to Covid19.6.We developed a good practice handbook based on learning from each others best practices and tested tools (2)7.We developed guidelines for a successful training program (3)* numbers correspond to the list of attachments added to the final report.Attachment 1; Masterclass, Policy document, List of vocational fields en LogoAttachment 2; Tools voor preparation participants Skills competitions List stakeholders, HandbookAttachment 3; Guideline training programAttachment 4: Quality Survey and Quality Assurance PlanAttachment 5; Evaluation Transnational MeetingAttachment 6; Basecamp screenshotAttachment 7; Basecamp screenshot of virtual meetingAttachment 8: Agenda + minutes Transnational MeetingsAttachment 9; Dissemination sheet

The skills set and role of VET teachers is being outpaced by development of working life. Jobs and occupations are changing so much that the VET institutes do not even know how the change affect us and how we should react. In general, VET organizations can be heavy and clumsy in being adaptable. In order to succeed in future, VET institutes need to change and be more flexible like the companies. The pace of innovation and changing skills requirements across all sectors of work life is fast, and the expectations of learners change rapidly. However, many education institution staff still hold traditional attitudes to the role of teachers. At the same time the clientele of VET is becoming more diverse: comprehensive school leavers (post 16 years of age) form only a part of the students of VET institutes, where as the main groups are adults with no previous secondary education, people wanting to change profession, professionals aiming to strengthen and deepen their professional competence, unemployed people and immigrants or asylum seekers. The profession of vocational teacher is constantly in transformation and solutions need to be found.We have five partners from three different countries (FI, UK, NL) that are secondary or tertiary level VET institutes and a school of professional teacher education. The participants of the project activities can be managers, HR staff and teachers. All partners have participated in multiple EU projects over the last few years. All the organisations are concerned about the need for VET providers to find ways to ensure that the skills of teachers meet the needs of the working life now and in the future. VET providers need to find ways to improve teacher professional learning. We all are facing the same kind of challenges and phenomena across Europe. Therefore, in this project, we want to share views, challenges and good practices on how to provide new skills for our teachers also on a European level. We are going to have three workshops during the project. Each workshop addresses a certain issue connected with future skills of teaching. Planned topics for the workshops include life long learning; interaction between companies and education institutes; dealing with changes in work life and how to respond in a flexible way; and adapting to student diversity. The information from the workshops is then collected in the form of articles, digital tools and knowledge bases, and put into an on-line tool kit. The result of the project will be that the participants gain new ideas to ensure and improve teacher professional learning. VET providers will have found ways to ensure that the skills of teachers meet the needs of the working life now and in the future. VET providers have found ways to improve teacher professional learning. We will have shared knowledge of the education challenges and phenomena across Europe. It is anticipated that the workshops will support throughout the project the partner institutions to carry out testing and implementation in order to develop their own methodology in staff training. By the end of the project, management and HR departments will have created a clear vision on how to best train their staff and implement these changes in the areas of life long learning; interaction between companies and education institutes; dealing with changes work life and how to respond in a flexible way; and adapting to student diversity.

"The proposed project is based on the objective of ERASMUS + Adult Education ""to develop innovative outputs and undertake intensive dissemination and exploitation of results in supporting, extending and developing educators' competencies"". The Project will develop adult educators’ competences within both the community learning centres and further education institutions to deal with diversified groups of learners, making use of new technologies and teaching outcomes.This project also seeks to address the Erasmus+ horizontal principle ""Inclusive education, training and youth"" by seeking to provide a critical insight into promoting equality and inclusion developing tutors to address diversity and integration in (formal and non-formal) delivery to learners who are local, migrant, refugee and asylum seekers. This also underpins the priority of the Paris Declaration. This project ultimately promotes inclusive education and training within local communities fostering a culture of respect and mutual understanding. The specific objectives of the project are:•Improve the digital competencies of marginalised older learners,•Support the recognition of flexible modes of learning including digital, employability, language and citizenship through an online platform,•Develop an effective outreach, guidance and motivation strategy which encourages low-skilled or low-qualified older learners to develop and upgrade their digital skills and other key competences (language learning) and/or progress towards further and higher qualifications and in/or employment, •Promote Erasmus+ among all citizens and generations, including by offering activities ofeducation and exchanges of experiences to older learners, with view to building and adding solidity to the European identity. •To work collaboratively with 6 transnational partner organizations based in the UK, Ireland, Spain, Latvia & Finland who have particular expertise in delivery to adult education communities by developing, testing, adapting and supporting the embedding of innovative materials and practices;•To develop innovative materials for adult tutors/practitioners which will be initially delivered to 25 adult tutors through a transnational training course to support the delivery of flexible modes of learning including digital, employability, language and citizenship •Following this, the 20 tutors will pilot the materials with 100 adults learners during the life of the project, giving on-going feedback on the benefits of the materials and any changes necessary;•To build new networks of support for each partner organisation and their tutors developing their outreach, capacity and skills base for future joint collaboration as well as internationalisation.•To share results with wider networks within each partner country •Development of an outreach, guidance and motivation strategy which will encourage older learners especially those from migrant, asylum seeker and refugee communities to engage in adult learningThe impact on the target group - older learners will be:- increased sense of well-being and inclusion for older learners - increased level of digital competence- increased levels of confidence, skills and cultural awarenessThe impact on the Adult Education tutoring staff - increased level of confidence and competence in their pedagogical approaches with older learners new networks of support with other staff in a European context for future joint working great insights into European Citizenship for their Learners and their roles in supporting local as well as diverse groups of learners to become European citizens- increased bank of digital approaches, materials and case studies for use in the classroom/community- increased knowledge of older learners especially those from new migrants, refugees and asylum seekersnew approaches to learning about integration and citizenshipThis partnership believe that the long term impact of this project will be to prevent and tackle marginalisation within a framework of equal opportunities for all but offering a range of innovative digital resources suitable for older learners across Europe."