<< Background >>The European plastics industry is facing a critical challenge – the skilled work force. The aim of the project was to respond to the plastics sector-specific labor market needs by designing, piloting and implementing an innovative WBL vocational training program and developing training material (Student's Book and Teacher's Book) for plastics machine operators with specific emphasis on digital and green skills, and entrepreneurial competencies.<< Objectives >>1.Performed analysis and identification of qualifications and European VET curricula of plastics machine operators based on the current and future skills demand in the plastics industry. The results provided in the Report. 2.Developed adaptive EQF-Based Model VET Curriculum for Plastics Production Line Conductor and training material with a strong presence of technical and practical skills in order to accommodate contents to the new digital era and respond changing skills needs.<< Implementation >>Coordinated by LINPRA, the key representative of the Lithuanian manufacturing companies, in partnership with 8 partners from Belgium, France, Finland and Lithuania, the project achieved an appropriate match between skills and labor market needs. Periods of work-based learning, development of entrepreneurial mind-sets, enhancement of technology and digital skills, Lean manufacturing tools, knowledge on circular economy were integrated into an outcome-oriented VET curriculum, applying ECVET.<< Results >>The main results delivered in the project are:1.Qualifications & Curricula Research Report (EN)2.Innovative EQF-based model VET curriculum (EN)3.Country-specific VET curriculum4.Student’s Book (EN, FR, FI, LT)5.Teacher’s Book (EN, FR, FI, LT)6.Digital training material (on VET schools e-learning platforms) (EN, FR, FI, LT)7.Project Website (EN, FR, FI, LT)8. Piloting (150 learners and 32 teachers trained)9.Final online Conference (recording:https://youtu.be/pWBjQy40rpM)

"Game-based learning is getting more and more popular and various kinds of learning processes are employed in classrooms and game-based education is such a process. In particular, games have contributed chiefly towards the interactive experience of the learner. Also, when playing a game the learner is occupied from start to finish of the session, unlike regular classroom sessions. However, someone had to design and implement these games. The aim of this project was twofold: on the one hand, we aimed to teach both pupils and teachers what game-based education is and how it can be used in the classroom and on the other hand, how one can design and implement a simple game (e.g., a game involving a pendulum). Since all computer systems have a browser and today all browsers support HTML5 and JavaScript, we concluded that the ideal tools for this project are HTML5 and JavaScript. The project had two phases. In the first phase, teachers and pupils learned the basics of game-based education as well as the basics of web programming with HTML5 and JavaScript in learning/teaching/training mobilities. We welcomed an expert from the local University (KPH) to teach us about game-based education and we are lucky to have an IT expert in our project team. He taught HTML5 and Java Script basics to the teachers.Then, in the second phase, teachers in each country shared their knowledge and all teams got involved in the design and implementation of their simple games. The games have been evaluated locally by a team of pupils and ""globally"" by all participants. Thus each partner formed two teams: the core team, which designed and implemented the simple game and which consisted of about 10 people, and the evaluator's team, which locally evaluated games and which consisted of about 30 people. The best games in each country were presented at the final meeting. All games are posted to the web page of the project and all material produced are available from the project's web site.The most important findings are that creating your own game is not that easy, especially to make it attractiveand that creating your own game is very time-consuming. First, it takes a lot of IT and game-based-learning knowledge to be ready to start and then it takes a lot of time for testing, evaluating and updating.So after running this project and gaining experiences we all got a deeper understanding of how game-based-education works, increased our IT skills and value more all the efforts and time others have invested in games that are ready for us just to use (for free).So everyone realised the importance of teamwork and appreciates more all contributions by the team.SHARING and TEAMWORK are the keys to a better future for all of us."

"The project ""With teen eyes"" arises after the experience carried out in the CDP Santa María de los Ángeles, in the missing subject Integrated Project, in which different social issues are already addressed, with an active approach, through the use of short films as a product final.After having had two partners in Comenius projects, the International Department of the CDP plans to establish a partnership as a coordinating center. The search for partners is carried out through the Etwinning platform and, after presenting the project in two calls, it is finally approved in the third one, in 2017. The objectives of this surgical association after a survey conducted among the students of the participating centers, where we detected that adolescents consider that their voice has to be heard, that they can contribute a lot to society, and that they believe that audiovisual language is very effective. In addition, we detect that today's youth consumes many videos on the Internet. ; - educate in entrepreneurship. In total, we have been six participating centers, all of post-compulsory secondary education, both general and professional. They have made a total of 475 students and 32 teachers involved.The activities carried out have been: - at a local level, the centers have produced short films and observed their methodological use; It should be noted that four centers have included the project in the curriculum, two not, with effects on student involvement; - At the international level, we have repeated the schedule of meetings in both courses, which has allowed us to improve some aspects in the second year. Each year, we have held two meetings, one training, in which we have addressed issues such as auditory language, techniques and performance and another in international teams (with one student per center), have produced short films. It has been completed with three coordination meetings. About 60 short films have been produced, of which we have published about 40 (for quality reasons) and a manual for the use of short films as a methodological tool. The impact has been very positive on the participants, who considered that they have improved their linguistic, digital and creative skills, and that allowed them to learn more about certain problems in the documentation phase; It also highlights the learning involved in a short film project in terms of teamwork."

The main objectives of the project are: to develop favourable conditions for youth to get engaged into the educational activities and labor market, to provide a stimulating environment to participate in the activities matching their needs, to develop and promote an enterpreneurial and labor market skills through the apprenticeship as one of the skilled work force training forms. Based on the experience analysis of apprenticeship developement in the European Union countries, particularly in Estonia, Poland and Lithuania; during the project implementation the metodology to reintroduce the unemployed, out of education and not involved in training youth into the learning process would be developed. The project will be quided by an important document – Council Declaration on the the European Alliance for Apprenticeships- spreading the key message that high quality apprenticeships are effective instruments to improve sustainable transitions from school to work, notably by fostering skills that are relevant to the labour market and improving skill matches. As evidenced by the experience of some countries, youth unemployment rate is significantly lower where the apprenticeship schemes, work- based learning schemes, are succesfully implemented and enabling youth from the very beginning of their studies to work and learn gaining practical professional skills. This has a very positive impact on the youth employment and social inclusion and coherence of labor market supply and demand.Aims and objectives of the Project:1. Analyze the best EU practices when reducing social exclusion through effective vocational training; in Estonia, Lithuania and Poland particularly.2. Investigate the peculiarities of apprenticeship, as a form of vocational training, in Estonia, Lithuania and Poland. 3. Develop methodology for social inclusion, training and integration into labor market through the apprenticeship as a vocational training organization form for unemployed, out of education and not involved in training youth.Outcomes during the project implementation:1. Best practice from Estonia, Lithuania and Poland case study in reducing social exclusion through effective train.2. Analysis of apprenticeship, as a method of training, in Estonia, Lithuania and Poland. 3. Methodology for social inclusion, training and integration into the labour market unemployed, out of education and not involved in training youth when using apprenticeship as means for organising vocational training. 4. Updated training programs. 5. Number of pupils participated in methodology testing. 6. Number of trained project participants.The project partners are Powiatowy Zespol Obslugi Szkol i Placowek Oswiatowych (Poland) and ITT Group (Estonia).

Assessment is central to learner motivation as well as providing accreditation. The introduction of different assessment systems has a major impact on education and training processes. In recent years, a new pedagogic paradigm has emerged placing the learner as the central subject in the construction of their own learning. At the same time there is an increasing trend of employers recruiting new staff based on skills and competences, rather than just qualifications. And this period has seen the increasing use of technology for teaching and learning.The affordances provided by digital devices, tools and apps, increase opportunities for the implementation of assessment for learning which meets learners’ needs. Digital technologies also allow access to some of the difficult to describe, or measure, skills and dispositions, which underpin vocational education. These ‘invisible’ attributes contribute towards learners ‘becoming’ (i.e. attainment of an occupational identity) as they progress towards building their personal knowledge, skills and competences profile.Although research is still in the course of analysis and publication it would appear that the Vocational Education and Training sector had more problems than Higher Education and schools in the turn to digital in repose to the Covid `9 crisis (see e.g. Jisc Learner Digital Experience Insight Service) . Anecdotal evidence suggests that the repose was uneven with some institutions and teachers embracing new technologies for learning with others struggling. This reflects research undertaken through the Erasmus Taccle VET project which also found that while some VET teachers and trainers felt confident in adopting technologies and pedagogies for teaching and learning others were less sure. The project looked at the different competence areas included in the DigiCompEdu framework and asked VET teachers and trainers to rate their confidence and competence against the competence statements.In the UK, JISC has set five targets for the next five years to progress assessment towards being more authentic, accessible, appropriately automated, continuous and secure. The Wales government has announced it will move to e-assessment for all education and training programmes.Much assessment has traditionally been summative - to test what students know and can do in the middle or at the end of a course. Summative assessment is usually required for awarding grades or certificates. Yet research suggests that more formative assessment designed to provide feedback to students is important to support their learning, especially in vocational education and training. The use of technology can reduce the workload for teachers and trainers and increasingly provide automated feedback to learners.Digital technologies can contribute to directly monitoring learner progress, to facilitating feedback and to allowing educators to assess and adapt their teaching strategies. Digital Assessment is important for providing formative feedback and allows teachers an evaluation of student understanding and engagement, helping them to focus on supporting learners with things they may not easily understand.The EU Joint Research Council has included assessment as one of the key areas of competence for teachers in its DigiCompEdu Framework. Teachers, it says need to be competent in using digital technologies for formative and summative assessment, in analysing evidence and providing feedback and planning. However, evidence from the Taccle VET Erasmus+ project reveals that e-Assessment is one area in which VET teachers are least confident.The aim of the project is to support VET teachers and trainers to use e‑assessment with vocational learners by providing guidelines, tools, best practices and access to an online community. The project will focus on two sectors, construction and services (hospitality and social care) that according to the CEDEFOP Skills Panorama have high potential future employment growth among partner countries.The project aims to extend the DigiCompEdu Framework area 4 (Assessment) by defining new competence statements for VET teachers and trainers and to explore the potential of different e-assessment tools and methods/ It will develop a toolkit for VET teachers /trainers analysing different e-assessment tools, providing best practice exemplars of e-assessment in VET and guidelines to assist trainers to transition from narrow task-based assessment to using authentic, holistic assessment approaches and will include six assessment scenarios for different situations in class and workplace VET in construction and services by using digital tools and authentic/holistic approaches. A Massive Open Online Course will be open to participants in all countries, as will an online platform to support a Community of Practice on eAssessment in VET. Finally, the project will produce a report with recommendations for organisations involved in VET teacher development and training