<< Objectives >>This project aims to advance digitalization in the field of vocational training. The project is specifically about responding to the changes brought about by the pandemic in the three following areas: technology, soft skills and administrative organization with concrete solutions. Digital competences are one of the key factors, which are particularly important for a successful integration into the labour market. Thus, we intend to support citizens in their personal and professional development.<< Implementation >>A total of four WP were created, three of which include specific activities: Among them: Activities for surveys among VET actors, analysis of results and processing of data, writing of reports as a guideline and assistance in the technical and administrative field, development of training in the field of soft skills, as well as activities for the development of an open source tool.<< Results >>1.Report on which technology has been the most useful in the past years 2.Report as a resource and guide for using technology tools to better digitize learning content 3.Designed preparatory courses for VET Actors to prepare and train them for digitalization in the Vet field regarding soft skills 4.Developed solutions and green practices for the administrative field of digitalization and establish an open source tool to deposit the results and to discuss further digitalization in the VET field.

<< Objectives >>Green Leadership addresses 2 general objectives:1) to propose innovative approaches for skills development in VET responding to the needs of labour market and economy;2) to address environmental challenges by developing green competences of VET teachers, trainers and managers, as well as green and transversal competences of VET students.<< Implementation >>This project approach is reflected in 4 main steps:1) identifying best practices of green transition in the Baltic region;2) developing and piloting Green Leadership training program for VET teachers and managers;3) testing active learning approaches in VET: local green hackathons, Baltic Green Hackathon;4) sharing and promoting results and methods.<< Results >>Outputs include:1) Green Leadership training program for VET teachers and managers;2) Active learning methods;3) VET students presentations of solutions for green transition.The main result will be green competences and other transversal competences of participants.Target groups include VET teachers, managers and VET students. Indirect target groups are VET stakeholders, authorities, sectoral representatives, teacher trainers. Approx. 400 participants will be directly involved in project.

"The project directly supports the strategy by contributing to promote key competences, specifically - by promoting comprehensive approach to language teaching and learning. In May 2018, the Council for Education, Youth, Culture and Sports adopted a Council Recommendation on Key Competences for Lifelong Learning. The documents underline that the special attention should be paid to ""increasing the level of language competences in both official and other languages and supporting learners to learn different languages relevant to their working and living situation"". The UK government says that ""Everyone living in England should be able to speak and understand English, so they can integrate into life in this country and make the most of the opportunities of living in modern Britain"". Importance of the English language teaching is underlined in all partner countries education reports and national policies. However, while the growing impact of English as a global language has definitely had its toll in partner countries, at the same time, it seems that its penetration in the society and culture has been moderate compared to other European contexts. Storytelling is one of the oldest forms of human communication, and much has been said in the literature about its effectiveness as a pedagogical tool in the development of language skills, regardless of learners’ age or background (e.g. Isbell et al., 2004; Cameron, 2001). Furthermore, storytelling is even claimed to be more effective in language teaching than traditional teaching materials, such as textbooks. Studies generally believe that effectiveness of storytelling relies on the fact that it is fun, engaging and highly memorable, raising learners’ interest in listening to stories, as well as in speaking, writing and reading about them (e.g. Atta-Alla, 2011, Kim, 2010; Wajnryb, 2003). Storytelling is, therefore, considered to be a powerful instrument to motivate learners to learn languages by engaging and encouraging them to actively participate in the language learning process. Together with storytelling methodology the project will integrate digital tools made to visualize these stories. The digital storytelling as researcher and digital culture consultant, John Seely Brown described it is: “a new ways to use multiple media to tell stories and in the ability of kids, who are now growing up in a digital world, to figure out new ways to tell stories. ""By combining creativity (storytelling) and technology (digital story telling tools)the project seeks to respond to the language teacher needs and to contribute to the national and European language learning policies. The project objectives:- to engage students in learning English language via an innovative method - storytelling and dedicated digital tools - a digital storytelling software for creating their own stories.- to enhance professional competences of language teaching and learning educators by promoting storytelling as a comprehensive approach for teaching English.The primary target group and end-users of the project are students of 15-18-year age. The project second group is language teachers and trainers, and the additional group to his are any education administrative staff in charge for the educators in-service training and qualification. The project foresees:-To directly involve at least 120 students, and to introduce STELA method at least to 600 students studying in the project partners’ organizations. -to involve 90 language teachers/educators from secondary education and VET schools involved both directly and trained in cascade training. -To disseminate STELA results to over 150 language educators directly, and 600 educators - via multiplier events, F2F meetings, presentations at the seminars and conferences.All together the short-term results will lead to long term results - enhanced competences of the teachers/trainers/educators and higher educational achievements of students in English learning. The project activities will be carried out in 6 partner countries. There will be a series of common activities, meetings and events organized in order to ensure the quality and the results of the developed STELA method and its instruments. The project consortium represents a great mix of public and private organisations. It represents good complexity and professional experience to achieve the project aims: educators, professionals of language teaching and learning, practitioners and educational administration."

Project aim is to build a strategic partnership to adopt the on-the-job practical training methodology into individualized adults learning in Practice Enterprise (PE) and to integrate and combine theoretical knowledge with practical experience in VET curricula that adults would be enabled to develop attributes and skills for small or individual business creation and management.The methodology applied in the project will promote PE concept in an innovative way: VET education and business synergy and creation appropriate conditions for interaction of trainers/practices organizers, learners and business. There are many specialties in VET initial and continuous education, such as cooks, bakers, masseurs, manicurists, hairdressers, confectioners, accountants, beauticians, nursing workers etc., that graduates would like to build their business, but lack of confidence, support or specific knowledge stop them. The project idea is connected with PE methodology adaptation for adults, learning in VET - potential business creators. The project objectives and expected results are oriented to new innovative pedagogies developing learning-outcomes curricula that meet the learning needs of learners whilst also being relevant to the labour market as PE is a proven model for practical business and entrepreneurship training that helps learners to overcome the challenges of the labour market and competitive economy by putting their skills into action (Bianchi M., D.Gualdi and other: The contribution of virtual enterprises to competence-based learning: an assessment from the students' perspective: Case study. 2015). The PE prepares learners for their eventual entry into the real world of work. It puts the theory they’ve learned in the lecture hall to practice in a work-based environment.The objectives:1.To provide VET learners, teachers and community with a thorough understanding of the factors affecting and skills favouring learners’ entrepreneurship through the development of a pedagogical material for future business creators. 2. To develop VET teachers’ pedagogical approaches which can be used for new VET interested in implementing work-based PE model for individualized, blended adults learning.3.To foster VET learners to get aware, verify and continuously improve their level of entrepreneurship skills through the development of a new PE model that fit in well with adult lifestyles and learners’ skills self-evaluation tool. 4. To improve VET curriculum/modules by updating its content according to the needs of the labor market and the strategy of the VET institutions in initial and continuous adults education.Activities and results:1.Comparing of existing material, information, documents for PE (programs, level of skills, work organization, demand from labour market, employer connection, mentor companies, company visits both ways, needs by the companies, needs by curricula, needs from the general labour market in the EU and nationally, etc.) with the main focus on adults training how to work for yourself and own a small business.2.Creation of IO1: Set of Instruments for PE trainers working with blended, mixed adults’ groups, explaining how to work in PE with blended adults: diversity of ages, specialties, nationalities, initial education, social and professional status, as the AET is the most diversified area of education.3.Creation of IO2: Learners Guide: From being Learner to Being an Owner with description of all phases how to became an owner.4.Sharing of good practices on adults’ assessment tools and creation IO3: Entrepreneurial Skills Self-Evaluation Box for individualized adults’ skills evaluation, combined with EntreComp competencies levels.5.Development of IO4: Recommendations for improvements learning module(s) /curricula of different AET programs in initial and continuous VET learning, according to the need of different learning programs (cook, baker, masseur, manicurist, hairdresser, confectioner, accountant, beautician, nursing worker etc.,).5.Exchanges of trainers - learning abroad. 6.Creation/reorganization of PE in involved VET schools.7.Testing of Intellectual outputs with learners, trainers, other stakeholders during round tables and collected feedback incorporation. 8.Creation a publication of good practice examples of PE in adults’ education with tips, recommendations.Target group:1. Adults (from 18 years) in initial or continuous VET education;2. VET Trainers/teachers;3. Practices organizers/AET institutions/ PE networks.Partnership consist of 6 partners:Lithuanian Practice Enterprises Association: Lietuvos imitaciniu bendroviu asociacija LIBA, LithuaniaFrench Practice Enterprises Centre REEP EURO ENT'ENT, FranceVET School: ORTAKOY 80.YIL MESLEKI ve TEKNIK ANADOLU LISESI, TurkeyVET school: Vocational Education and Training Centre Zirmunai, LithuaniaVET School: EPRALIMA_Escola Profissional do Alto Lima, C.I.P.RAdults education provider: Association PROMETEO, Italy

Report is in English.