The overall objective of our project CO-HOST is to support the realization of mobility projects between EU member states and WB countries, aimed at the enhancement of skills and competences of VET learners, in order to improve and modernize the VET system in enlargement countries. The project focuses on the topic of Tourism, Marketing and Hospitality, with a strong emphasis on green and entrepreneurial skills. Precisely in countries that are experiencing a rapid growth and social change, development must be understood as sustainable development, in line with the 2030 objectives of the Global Agenda.CO-HOST encourages forms of tourism that respect the environment, local cultures and that contribute to the sustainable development of the territories: it will be particularly interesting and strategic, for VET students and staff, to experience during their internship periods in the EU, the most advanced practices in this field, which are ensured by experienced partners. Therefore, the SPECIFIC OBJECTIVES are:- To share best practices among VET providers coming from EU and enlargement countries, encouraging the involvement of VET providers in EU cooperation and mobility projects;- To improve technical and pedagogical skills of VET staff from enlargement countries;- To improve technical, transversal and soft skills of VET students from enlargement countries, in order to improve their occupational prospects;- To establish Solid National Networks in the WB Countries.

<< Objectives >>This project aims to address the digital transformation of secondary schools through flipping the classroom experience in different subjects to develop digital readiness of secondary teachers. The project not only creates and promotes hybrid learning experiences for secondary school students but also for teachers to increase their pedagogical capacities through the development of project results, namely a digital learning platform and toolkits.<< Implementation >>The project has 4 WPs. We will host 5 face-to-face and 3 online TPMs for successful communication and management of the project. A workshop for teaching teachers to use the learning platform and an online expert panel will be conducted. Activities for creating toolkit and implementation in classrooms will be followed. The EU Teacher Network will be initiated for creating a professional learning community. Finally, an international conference will ensure an effective exploitation of the results.<< Results >>We expect to train 20 teachers about flipped learning in 5 different countries via developed digital learning platform containing 8 different main topics and a total of 460 minutes of videos. Trained teachers will develop 120 tools and use them in their lessons. Other 3 types of tools will be created, too. We will set up a network of teachers and reach 50 teachers in EU to share good practices. We will organize an international conference and host 100 stakeholders and beneficiaries.

Unfortunately it has been noticed that the Mathematicians see mathematics as an area of study in its own right. The rest use mathematical formulas as a tool for deriving quantitative conclusions from these relationships. For that purpose, mathematics courses, as they are taught today, are seldom helpful, their importance is not realized by the students & teachers and are often downright destructive. The failure rates among the students are the highest among their curriculum courses, mathematics popularity is among the lowest within the student communities and thus an implementation of methodological and teaching changes of Mathematics is demanded. This project aims to bring a breath of fresh air in the way that the mathematics are taught. The project targets to link Mathematics, taught in the 1st year of BSc degrees in Engineering and Computer Science Departments, with real life problems and try to express these challenges qualitative and quantitative using Mathematics principles. Along its implementation, new Educational trends regarding innovative teaching methods (Problem Based Learning), new delivery tools (ICT use in Higher Education) and experiences linking Mathematics with the Industry & daily life problems that have developed and experienced in the Program countries HEIs will be applied in the course curricula of the participating Partner countries HEIs from Western Balkans and Israel. Project's primary objectives are:- Improve students math level of 1st year Computer Science and Electrical Engineering Departments- Assist student to be able to guess answers without a proof or an exact calculation- Reduce failure rates in math courses- To demonstrate to the students that math is relevant to the program they have chosen to study - Improve students confidence in their ability to learn mathIts outputs / deliverables will be:- Reports - Off line & Online Teaching material and tools - Training workshops for students and teachers

Focus on refugee migration to Europe means a focus on a silent parallel emigration crisis - the “brain drain” from the Western Balkans – has lost momentum of solving the loss of able, highly educated individuals from our region in search of higher-paying jobs or and better working conditions elsewhere that has taking place since the 1990. BalVET-EWEC aims to keep talent home by addressing the need for young people to acquire new skills that will enable them to meet the challenges of a rapidly changing world. Pilots establish living labs as VET capacity-building mechanisms, develop new curricula for skills development for learners ages 16-28, and create opportunities for synergies and cross-border collaboration. Actions VET educators as “paradigm shifter” learning facilitators to mentor learners with skills to respond to myriad jobs - both in conventional local markets and in remote work; entrepreneurship ed positions both VET systems and learners for the twin transitions, and Open Badges display capacity transparency of skills acquired during training. Via the Collaborative Leadership Process, EWEC also prepares a cross-section of sectors to respond to innovation and technology advancements that warrant the design of new products and services, create new jobs and careers and support social entrepreneurship to address social agendas. It reviews the “new normals” of workplace realities reshaped by social disruptors that, coupled with initiatives that promote digitalization, sustainability and the greening of society, present new opportunities for young people in our region to re-evaluate how, where and for whom they work, but are in need of new skillsets to face post-Covid careers. Mobility for both teachers and learners is a priority. Ultimately, a new generation of changemakers and problem-solvers is nurtured, able to address challenges with new skillsets, enter or progress in a variety of labor markets and contribute to the economic development of our region.

European business sector pays an ever more increasing attention to competences such as sense of initiative and entrepreneurship. The recommendation 2006/962/EC on key competences for lifelong learning highlights paramount importance of these key competences for employability. These competences related to entrepreneurship play a paramount role in EU neighbouring countries in their development process towards higher performing market economies and convergence with EU economic and social standards, their employers miss these competences in graduates particularly from ICT and engineering. WB countries and Russia in general have a high level of resistance to private initiatives, business and entrepreneurship. Many of the youngsters prefer “safe” employment at public enterprises, awareness and appreciation of own entrepreneurship potentials is low.The project aims at developing, testing, validating and mainstreaming holistic and needs driven open learning modules to promote entrepreneurship competences of ICT and engineering graduates at the interface of academic education and learning in practice business contexts.Competence level of graduates in participating partner countries is researched and regional training needs are identified; modular, practice-oriented entrepreneurship trainings are developed; validation system comprising a suite of entrepreneurship-related competences descriptions, context-related reference systems to assess and evidence these competences, and an online assessment and validation system based on the proven and tested Level 5 approach are created and used; a connection of this assessment and validation system to formal validation and accreditation systems (ECTS) and certification systems (EUROPASS) will be explored to allow for transnational exploitation of acquired competences; entrepreneurship training modules and competence validation system are piloted, evaluated and mainstreamed into existing curricula in ICT and engineering programmes.