<< Background >>The ongoing changes in VET are demanding different kinds of support mechanisms for teaching staff globally. Mostly this concerns implementing new pedagogies, curricula and use of new technologies. Unfortunately, this is not always possible due to the scale and speed of the labour market changes, and therefore VET providers are often left ashore when struggling with the future oriented changes. (UNESCO-UNEVOC 2020.) Teachers also need digital competences to integrate digital technologies in education and support the acquisition of students’ digital competence (Caena & Redecker 2019). COVID-19 has affected all levels of education system including VET. It forced the VET colleges to accelerate their digitalization to its extreme, which caused new challenges for digital resilience and capacity. Unfortunately, some teachers, study fields and teams were not ready to respond these challenges. This project aims to increase the resilience and capacity through digital readiness of teachers. Technology poses a significant challenge to VET systems, requiring them to be able to respond more quickly than ever before to changes in the labour market. Technological change means skills become outdated more quickly than in the past and that new skills in new jobs emerge with unprecedented speed. Upskilling and reskilling of adults to meet these needs become critical. The digital transformation has integrated digital technology into all areas of business, learning and leisure time. It’s also a cultural change that requires VET colleges continually challenge their technological and pedagogical status quo. To meet these challenges this project aims at helping teachers to use technology in new and innovative ways to support students’ learning. At the same time, we explore possibilities to find new pedagogical ways to tackle 21st century challenges, promote peer learning across education systems transnationally and catalyse the development of transversal competencies like problem solving, collaboration and creativity. The common theme in this project is inclusion with the aim that digital teaching methods should be accessible for all students despite their age, background or ability. The needed elements of inclusion should be included into teaching methods, virtual material created and its presentation. This will mitigate the effects of this crisis on the VET and promote sustainable methods and approaches giving additional value to the project. Even before the crisis, the social and economic integration of young people was an ongoing challenge. Many students experienced school closures, yet not all were able to transfer into online and distance learning. Majority of young people reported having learnt less since the pandemic. They believed and feared their education would delay, suffer and might even fail. (ILO 2020.) This project reflects and takes into consideration the already surfaced implications from the year 2020. Some queries and research have already been done and it is elementary for this project that the partners compare the already taken measures in the field of digital learning innovations and sharing experience in order to learn from each other. Young people today are more connected than ever, using the Internet for gaming, chatting and social networking. Yet, they might not be very competent in the use of diverse digital tools in other contexts than the afore mentioned. Elderly people on the other hand might be very anti-digital in their everyday activities.Another issue we need to deal with is that the physical mobilities have been on hold for over a year and that the re-implementation of them requires new ways of thinking and new approaches to utilize online tools to complement the results derived from them.<< Objectives >>The common theme in this project is inclusion with the aim that digital teaching methods should be accessible for all students despite their age, background or ability. The needed elements of inclusion should be included into teaching methods, virtual material created and its presentation. This will mitigate the effects of this crisis on the VET and promote sustainable methods and approaches giving additional value to the project. The research results described above on the consequences of the crises in relation to inclusion form the basis of the thematic approach in this project. The project aims to tackle the challenges of inclusion and equity in virtual teaching and learning environments. This project provides teachers a virtual space for sharing information on inclusive teaching methods.The overall objective of this project is to bring European VET teachers together online to experiment, create and share virtual and digital experiences and practices. Teachers have only too few possibilities to share their thoughts and doubts with national and international peers, especially in the present era of restrictions.The primary aim of this project is to offer teachers in VET from different disciplines across Europe a chance to co-create and co-experiment innovative practices when developing digital learning and teaching material that develop the students’ vocational skills and key competences for lifelong learning. The common theme is inclusion with the aim that digital teaching methods should be accessible for all students despite their age, background or ability.Another aim is to foster and increase the confidence and wellbeing of VET teachers and to help them share their doubts and concerns by experimenting new possibilities together with peers. The new possibilities being the full potential use of commonly existing software and to introduce them to new ones in cooperation with the project partners and the associated partners based on good practices and new innovations.This project also aims at helping teachers to use technology in new and innovative ways to support all students’ learning. At the same time, we explore possibilities to find new pedagogical ways to tackle 21st century challenges, promote peer learning across education systems transnationally and catalyse the development of indispensable transversal competencies (i.e. problem solving, collaboration and creativity). Together with the development of VET teachers’ digital competences the aim is to develop and pilot a new approach to hybrid mobilities in VET.<< Implementation >>There are going to be several activities during the project’s lifetime. The partnership will have two face-to-face meetings complemented with monthly online meetings all through the project period excluding summer holiday periods.The partnership foresees to organise three learning, teaching, training activities to promote and test the creation of the two project results: model for innovative hybrid mobilities and virtual teachers’ lounge to promote the development of teachers’ digital competencies.At the end phase of the project period, there are going to be a series of online and physical multiplier events organised in the partner countries.After each face-to-face meeting and workshop (LTT) feedback will be asked from the participants to further develop the activities. Another feedback procedure concerns the online meetings, which will be monitored regularly (every four months or when needed) via feedback questionnaires.A Steering Group to monitor the project’s progress and achievements and above all the quality issues of the project will be established in the beginning of the project period. Each partner organisation will choose a representative to the Steering Group.<< Results >>The project promotes the production, experimentation and sharing of new approaches/training methods in digital and virtual innovation. Through exchanging best practices, training and creative activities, the role of digitalisation will be enhanced as a means of improving the possibilities for growth for both students and teachers, widening their choices in private and professional life, improving the access to the labour market and renewing educational systems. Strengthening digital skills, using new technologies and constructing new methods for learning, represents a new challenge for educational systems, especially in VET. According to the Eurostat research from 2019 there is a big variety of accessing broadband connection across the EU depending on the incomes of the households and there are many low-income homes still with no access to computers. Based on this, the project complements the European Commission’s Digital Education Action Plan’s both priorities (Fostering the development of a high-performing digital education ecosystem and Enhancing digital skills and competences for the digital transformation).All actions and outcomes will be implemented within the European Framework for the Digital Competence of Educators (DigCompEdu) and we foresee that they complement all six competence areas introduced in the framework.The project contributes to promote future and transferable skills, providing:- an overall framework on digital innovation- methodologies and best practices on active learning processes- new methodological approaches- quality relationships among teachers, students and labour market- strengthening the profiles of the teaching profession- possibilities to virtual internationalisation without travelling abroadIn this project a teachers’ virtual room and a model for hybrid mobility for Erasmus+ KA1 projects are created. The aim is to offer a platform for co-experimenting virtually, thus promoting the importance of sharing knowledge and expertise and spreading ideas between different disciplines. This project seeks to improve teachers’ digital competences by joining them in virtual rooms to enable the exchange of good practices. Hybrid mobility is one key element of the new Erasmus+ programme. It expands internationalization for a larger group of students and gives them 21st century skills through communicating digitally.The concrete project objectives are to1. establish a virtual and simulated learning environment with accompanying online material for learners and trainers2. adapt training contents and methods according to the requirements of virtual learning4. refine the results of the pilots in the first phase of the project6. inform the target audiences and the broad public through a variety of media.

"Maximising the opportunities presented by digital technologies in numeracy teaching is a 2-year project under Key Objective 2 of the Erasmus+ programme. At our first meeting we decided on a shorter working title for the project, we did not change the name officially but refer to the project for ease as ""DigiMaths"" and use the full title where required.The project built, in part, on the work of the Leonardo project (2011-2013): Best practice in mathematics education in the vocational classroom . It sought to be cross-sectoral in nature and to facilitate learning across sectors in the different partners’ countries.Project aims:The project’s overarching aims were to:• identify and share, across educational sectors, the value of integrating digital technologies into numeracy teaching in VET, adult education, higher education and schools• provide opportunities (during the project and afterwards through produced materials) for educators to use digital technologies to maximise the impact of learning and teaching in numeracyProject outputs/activities:During the project’s lifetime we:• carried out a literature review of international research into effective use of digital technologies in the teaching of numeracy – to establish if it can be used effectively, and if so, how it should be used• undertook a multi-country survey to identify current practice in the use of digital technologies to teach numeracy• carried out study visits in partners’ countries to observe and record effective practice in the use of digital technologies to teach numeracy and maths• produced a project report on effective practice in using digital technologies to teach maths and numeracy• produced guidance for teachers on effective practice in using digital technologies to teach maths and numeracy• produce resources for teaching maths and numeracy using digital technologies• produce a training session for teachers of maths and numeracy on how to use digital technologies in teaching and learning, including the use of the resources we have produced.Project outcomes:We were working towards the following outcomes:• have increased European educators’ knowledge and understanding about the potential value of using digital technologies in post-16 numeracy teaching and learning• have increased knowledge and understanding of the different sectors of education in our own and each other’s countries• have improved numeracy teaching and learning for learners, across sectors, as a result of our increased knowledge, skills and understanding in teaching using digital technologiesPartners:The following organisations will participate in the project: Ireland: Trinity College Dublin UK: Learning Link Scotland and LTA Solutions LtdFinland: Vaasa Vocational InstituteDenmark: Centre for Resources for Teaching and partnersSwitzerland: Swiss Federation for Adult Learning (as an associate partner, funded by the Swiss government)"

Teaching Problem Solving in Technology Rich Environments Research has shown that many students across Europe struggle with mathematical reasoning and problem solving. In seeking to improve this situation, this project considered recent research and developments so that teachers may be supported in teaching problem solving in technology rich environments in more effective ways. The project team was made up of seven partners from different education sectors. The sectors represented were school education, vocational education, adult education, initial teacher education and continuing teacher education. Partners came from the United Kingdom, Ireland, Finland and Denmark. The cross sectoral and international nature of the project team was chosen to enhance the learning for all. Objectives: - To build the capacity and confidence of teachers in teaching problem-solving in mathematics in a technology rich environment - To provide opportunities for sustained professional development (initial and continuing) that disseminates the expertise of the partners across the partnership and encourages synergies with organisations in different sectors and different countries - To increase capacity of each organisation to co-operate at an EU/international level. The project began with a needs analysis. A literature review was carried out to investigate and collate the latest research findings in relation to problem solving in mathematics. Research was also undertaken to understand student beliefs about problem solving. A benchmarking exercise was conducted to identify and understand teachers' current practice. Taking account of this needs analysis the project team developed teacher guidance for teaching problem solving in technology rich environments and also training sessions in four areas: 1. Problem solving approaches 2. Using Geogebra to enrich problem solving 3. Using technology to present a problem solving activity 4. Using technology to develop problem solving activities. These training sessions were delivered and trialled as four Learning, Teaching and Training (LTT) Activities throughout the duration of the project. Additional teachers from the host country were invited to participate and to avail of the training. The 3-day LTT activities enabled the project team and local teachers to develop their knowledge, understanding and behaviours and to embed this with confidence into their everyday practice. Using feedback from these LTT activities, the project team was able to modify the training sessions and produce guidance. The training sessions were published on the coordinator’s website to enable others to avail of the training sessions to upskill teachers. To support teachers further the project team developed resources for use in the classroom. These resources used a variety of digital technologies. The resources have been published on the coordinators website to enable colleagues and other teachers to access them readily and to support them in teaching problem solving more effectively.All intellectual outputs are available on the project coordinator's website https://www.csscni.org.uk/erasmus under the headings: Erasmus+ research, Erasmus+ classroom resources and Erasmus+ teaching resources.A multiplier event was organised and delivered in Northern Ireland to further disseminate the approaches. Along with the project team, participants came from Northern Ireland, Scotland, the Republic of Ireland and Denmark. We had over 100 participants on the day.The outcome of the project was that the project team and other participants increased their knowledge and understanding of teaching problem solving in technology rich environments. Participants in the LTT activities confirmed that they had greater confidence and competence in their own skills and committed to embedding new and innovative approaches to teaching problem solving in their own practice. The partners also increased confidence in leading change within their own organisation; increased knowledge and understanding of education systems, mathematics curricula and sectors across the countries; increased network of European colleagues across sectors; and, increased capacity to collaborate at a European level.

The overall purpose of this project is to promote cooperation between all stakeholders in different parts the battery and electromobility value chain, to analyse what is happening in the sector related to skills agenda, and to develop a sectoral skills strategy and blueprint for sectoral stakeholders, including education and training in and for the sector.The Steering board oversees the work, evaluates, supports and if needed directs its development within the framework of the contract. ALBATTS Steering board is led by the ALBATTS partner ACEA and have influential and centrally placed members as EIT Innoenergy, EIT Raw Materials, EUROBAT, the Stuttgart region and the BATTERY 2030+ Research Roadmap project umbrella.The ALBATTS project works with two core and interdependent development processes. Three WPs (3,4,5) are focusing on “Sectoral Intelligence”, to find out what is happening in the whole battery value chain; stakeholders, drivers of change, technologies, attractiveness of the sector, global context, emerging skills, and competence and new job roles needs and offer.One WP, WP6 Education and Training, is continuously taking part of the sectoral intelligence results for analysis and planning of their work. This is done to address these emerging job roles and skills needs, identify gaps in present education offerings, formulate curricular items as learning objectives, produce or in other way address missing learning material. Besides, and to the support of these lines of action from the project work, there is also an ambitious and modern dissemination activity (WP2). The dissemination has two main strands - the sharing and shouting of activities, initiatives and results from the partnership, and the scan of related projects, initiatives or designed strategies and policies at national and European levels. These allow the creation of news, publications, and posts on the project website and media channels, to raise awareness from the e-mobility ecosystem inside and outside the partnership and to all relevant stakeholders. Dissemination is a collective effort which facilitates the promotion of results, related campaigns and organisation of events. The project develops mainly along the contract and work plan, although some adjustment to meeting plans and similar has been made due to the raging pandemic that has affected the work since March 2020. The project has reached out well with dissemination and networking activities and is today well placed and known in the context of other European organisations, projects and initiatives (concerning batteries and electromobility). The ALBATTS project has shown to be the only project which has on its main agenda to develop Vocational Education and Training (VET) for the value chain, while other projects mostly work with education as a part of their projects, and focuses on higher levels of education. ALBATTS is also a vital part of the recently formed ecology within the Pact for Skills. The value chain we are working with is developing and changing fast, both globally and in Europe.

"The main objectives of the project ""Increased initiative and capacity building regarding youth entrepreneurship"" are: • To foster youth entrepreneurship and active new business idea development; • To raise creativeness, communication, cooperation and other competences of youngsters regarding business plan development, including international business plans; • To facilitate the cooperation between local governments, youth and entrepreneurs; • To raise the quality of youth work. The project aim is in line with the Erasmus+ programme priorities – to foster new competences, creativeness and skills regarding business idea development as well as raise the quality of youth work. Project consortium will consist of three organizations – Jurmala City Council (Latvia), Terracina City Council (Italy) and Vaasa municipality (Finland). The project main target group are active youngsters (aged 16-21) with in interest in entrepreneurship and with new business ideas. Youngsters will be motivated and trained by business idea mentors who will help for the business ideas to become into business plans. During the project three training sessions will be organized. The first training seminar ""Laboratory of Ideas"" will gather the youngster whom ideas were selected in the project idea pre-selection. During the second training session “From idea to product"" youngsters will have a practical insight into business idea development. During the third training session ""My city - potential for growth"" youngsters will learn how to present their business ideas. Each of the project partners have an important role in the project, because the project international team provides an opportunity for young people and all other participants (mentors, youth workers, local government representatives) to improve their knowledge and demonstrate skills, not only locally but also internationally, which is often important in business environment."