"All project partners work with the digital generation (Generation Y (those born after 1980, also known as Millennials, Generation Me and Echo Boomers) refers to a person reaching young adulthood around the year 2000; generation Z (born after 1995, also known as Post-Millennials, Centennials, the iGeneration, Founders, Plurals, or Digital Natives) and recognize that teachers often lack the knowledge and skills to choose effective methods and approaches to work with this target group. The digital age is transforming our work and our routines. It is transforming the way our students access information, communicate with each other and learn. This age has not transformed most teaching and learning process in classrooms. A recent OECD study shows that the average age of educators is between 40 and 60. The issue is topical also in all partner schools because the representatives of X-generation prevailing in our partner organizations find it increasingly complicated to work with the Millennials and Post-Millennials. Through this project we want to listen to students on how they want to learn and to inquire experts about the psychological recommendations on the preferred principles for working with this generation. We are aware of the many-fold feature of the problem and we think that namely new pedagogical approaches and techniques in the work with the Millennials and Post-Millennials can provide help to the teacher generation in coping with the challenges. The title of our project ""Millennials and Post-Millennials: Challenges and Opportunities for Teachers and Employers"" (project acronym: ""OMICHO"" (Our Millennials: Challenges and Opportunities) raises the question of how the school management can react and adapt to the needs generated by the digital generation. The aim of the project is to develop, test and implement the teaching and learning methods, educational tools to improve dialogue among Millennials and Post-Millennials, teachers and employers. The objectives of the project are: - research on the millennium and post-millennium generations; - create and adapt the teaching methods, education instruments and approbate them in practical lessons. The actors directly involved in the project will be: - the project team (in Bulgaria, Slovenia and Latvia - five teachers and one project coordinator, in Finland - four teachers and one coordinator); - about 100 students aged 15-20 years from each partner organization with which will be tested new teaching methods, educational tools developed in the project; - for conducting research: 100-150 respondents from students, 30-50 respondents from teachers, 15-20 respondents from employers of each country; - four sector experts (3 from Latvia, 1 from Finland) for educational activities and training during the project training sessions in Riga and Porvoo. The main project activities will be as follows: - two short-term joint staff training events; - creation and maintenance of the project website; - two online questionnaires on the Millennials and Post-Millennials; - two transnational project meetings; - video conference (evaluation of the first project work year); - implementation of innovative teaching methods (approbation, discussions, analysis, compilation, development of recommendations); - organization of workshops and seminars; - organization and development of collaborations with local entities; - organization of national conferences. The project envisages three main intellectual outcomes: - research on results of questionnaires, report; - approaches and recommendations for working with the Millennials and Post-Millennials; - project website. Through the cooperation of the four partners the innovation in the teaching-learning process can contribute to reaching the stated aims and finding new solutions to common problems. The new teaching and learning methods will facilitate cooperation, prepare students for diversity and cross-cultural interaction, cultivate knowledge creation, and promote engagement inside and outside the classroom. New approaches and education tools that are favored by the Millennials and Post-Millennials, recommendations for more effective work with these generations will strengthen the capacity of teachers and employers to understand the specific features of this generation and adapt the teaching and learning processes."

<< Objectives >>The project of Digital Restoration Lab aims to train and increase the competence of teachers, supervisors, associate professors, students, pupils, employees of photographic studios, photographic archivists, employees of museums and galleries and other institutions interested in the processes of digitalization in the field of restoration, digitization and photo exhibition. The project will provide online resources for low-budget digitization.<< Implementation >>Promoting the methods and principles of image digitization.The project has an educational nature and will support the training of personnel in the field of image digitization.For the first time, systematization and demonstration of digitization practices will be made, which can be integrated into training programs in various institutions.<< Results >>1. Creating a film for the process of digital photo restoration and conservation.2. Developing a manual for the digitizing process.3. Setting up an Open Flexible Learning system.4. There will be six training seminars.5. Holding an international conference with 50 participants.6. Creation of an interactive exhibition (3d mapping, photogrammetry, LIDAR (Light Identification Detection and Ranging, VR, etc.), as a demonstration of methods for exposing digital images.

<< Objectives >>The main goal of the project is to raise environmental awareness among employees of 3 sectors of the economy during 24 months through the cooperation of two schools and a non-governmental organization operating in the field of vocational education.<< Implementation >>1. Creating a set of examples of pro-ecological behavior in the workplace in the following industries: catering, construction and electricity.2. The use of the so-called green means of transport, implementation of project activities using ecological methods.3. Development of an ecofriendly worker certificate.4. Raising the level of the so-called ecological skills, encouraging behavioral changes in individual preferences and habits.<< Results >>- developing a set of examples of pro-ecological behavior in the workplace in the catering, construction and electricity industries based on the knowledge and experience of members of the project consortium- increasing environmental awareness and developing ecological behavior in the workplace,- increasing knowledge in the field of: green management, green environment, recycling, paperless and digitalisation.

Skills4Retail - Accelerating the Triple Transition in European Retail through skills. Vision The Skills4Retail project will focus on fast-tracking the ‘Triple Transition’ of Green, Digital and Resilience in the Retail sector, helping retailers to embrace ecommerce and ensuring their new business models are sustainable from the start. The project's goal is to design a new Retail Skills Strategy and VET Training Programme that will address the urgent and emerging skills needs of retailers in the key areas of Digital, Green and Resilience. It will focus on training fresh new talent for the sector through training programmes in VET Schools and Higher Education Institutions, and the reskilling of the existing workforce via work based learning and short-term modular courses. Mission The current and future demand for specialized digital and green skills within the retail sector will not be met by existing education and training programmes. There will not be enough skilled workers to fill the jobs, and they will be competing with digital and other sectors for the best talent. Europe needs an innovative new Retail Skills Strategy that can fast-track the upskilling and reskilling of existing retail employees and managers, students, workers from other sectors, and the unemployed to address the skills gap. The Alliance will work together to design, develop, implement, and disseminate a new Retail Skills Strategy and VET Training Programme that will tackle the immediate and future skills shortages across the sector. Outcomes The Skills Strategy & VET Training Programme will focus on the practical application of Digital, Green and Resilience Skills within the retail sector. The programme will be market and industry demand-led at its core, continuously adapting and evolving to address current and future industry needs and supporting European Retailers to achieve long term growth, competitiveness and sustainability through digital and green transformation.

"Nowadays the Network Technologies are growing very fast and are in a very high demand. The annual average salary of a Computer Network Technician is $44, 562 per year in the United States and €47,793 in The EU, while a freelance technician earns $20.07 and € 25.35 per hour, according to payscale.com. Job opportunities for computer systems and network administrators are estimated to grow up to 15 percent during the period 2016-2026, according to the US Bureau of Labor Statistics by the top IT giants employers, such as Apple, Microsoft, Google, Amazon, HP, DellEMC, etc. According to the job descriptions, a Computer Network Technician which is also known as a Network Technician, manages the network system of the organisation. Computer network technicians install, maintain, resolve, and supervise the use of LANs and WANs, besides establishing and maintaining the internet, intranets, and extranets of an organisation. Technicians monitor the day-to-day operations of an organisation's computer network. Project ""VETworking@NETworking"" is being developed in order to create new, structured, innovative and mainly unified teaching/learning IT programme called ""Computer network technician"" for vocational training institutions in Lithuania, Latvia, Estonia. Analysing the near neighbourhood countries, such as Latvia and Estonia it turned out that the main places where the students can have such a big skill set are Universities. However, during the main tendency of the Ministries of Education the most non-theoretical skills can be graduated from the Vocational Education and Training sphere. According to that, the potential skilled student who could pretend for the job described previously can be graduated in VET training centers or IT schools. Kaunas Information Technology School was the first VET organisation which accredited the Computer Network assembler modular programme and since 2014 executed it successfully in Lithuania. However, we also need the good practice experience from another EU countries. Latvian VET education modular programme according to our partners should be updated because some parts are not up to date and must be supplemented by new technologies and innovations. Estonia has very strong modules from different specialties, especially for Cybersecurity but they are mostly focused on security or on general knowledge of technology and there is no specific structure for networkers. As a result, all the partner institutions has experience in partnerships or transfer of innovation projects. However, there is no institution in this project, which would have been created the unified teaching programme for some vocational training institutions from different EU countries. The combined international vocational training programme should be created by partners specialists who several years organised the studies in Network Technologies subjects. As described earlier each partner has some parts in their programmes but they are teaching very basic skills and the student can pretend for the better job during requirements. Moreover, the curricula of each programme, methodical material, subjects and planned number of hours are very different. So the main goal of the project – each partner specialists should create a new, innovative, united part for the modular Network Technician teaching programme for vocational schools or training centers. In other words, the main idea of the project is to collect the knowledge of other countries and to create the universal for Baltic States programme for Network infrastructure and technologies specialists, which should be based on the searching results of the ITVET principles. It must be expected that this new programme will make sense to become more appealing and effective for students and more easily applied for the Network Technologies jobs because would be orientated to teach more in practical way as it is required by VET. Participants: 3 people from each partner institution will be chosen. The first one will be responsible for coordination and cooperation. Two other people - should be the specialists of network technologies. Project's duration - 18 months. During this period 3 partner meetings and final one will be organised.After successful realisation of this project teaching curricula in IT sector will be renewed and created, vocational training in EU will become more popular, IT specialists will be more qualified and will have more opportunities to find a job abroad. What is more, unemployment in EU among young people will be reduced, vocational training institutions will improve international cooperation while working/searching common solutions and sharing responsibilities, developing mutual cooperation and communication. What is more, the new structured Computer Network Technicians programme for VET could be implemented not even in the Baltic states in the future. Also, the program due to full integration could expand in accordance to other EU VET institutions."