<< Objectives >>Revintage aims to understand and communicate the dynamic of post-war European interiors by looking into local case studies, uncovering a network of stakeholders, and identifying practices of care and destruction that impact on a part of our daily life that is key to local culture, but that is not yet formally recognized as cultural heritage. The project focuses on setting up an EQF framework for preserving post-war interiors for VET courses in the field of design, construction, and restoration.<< Implementation >>The research that will be done during the Revintage project focuses on four activities: Interiors as cultural heritage, mapping the heritage and educational network, bringing those sectors together and defining the EQF framework. The research is conducted within a large group of involved stakeholders. Interviews will take place, focus groups will be organized, etc. All is practical, aimed at the end-user, including educators that have little or no contact with the cultural heritage of Europe.<< Results >>In the end, there will be an EQF framework based on the vulnerability of interiors in the becoming of cultural heritage, a general mapping of the network that impacts post-war interiors, an analysis of a more value-aware, sustainable, and affordable way of dealing with the interiors, differentiated by relevant groups and ideas for educational activities for the target group. All results will be disseminated thoroughly by different means and in close contact with the VET sector.

CONTEXT: Around three million asylum seekers have been received in Europe in the last three years, as many as in the previous 20 years. An increase difficult to accept by most because it is difficult for them to find jobs and to integrate them so this has given origin to extremist political currents advocating Europe's exit, border closure and exclusion that we have to try to solve. On the other hand the needs of youth and in special those who are with fewer opportunities : They are a sector of the population that sees no motivation in going on studying or working and if they work they are facing a world which offers few badly paid jobs to them and with a lack of economic perspective REST aims at linking both target groups to try to solve the problems they face If youth are included in programs to meet the needs of the community, such as the inclusion of refugees in society they can get a sense of ownership in the society they live and feel more integrated and motivated. OBJECTIVES-ACTIVITIES-RESULTS: Helping refugees to share their skills - crafts - with youth that will accompany them in a learning /sharing process of social and entrepreneurial support to facilitate the process of finding a job Connecting both of them (youth and refugees) with companies - the job matching opportunities Helping refugees with the support of the youth to create : - an online e-commerce selling platform and mobile app - the talent pool of refugees and that will make VISIBLE the skills, services and knowledge refugees can offer to employers and society - an OER compendium of best practices that facilitate the integration of refugees into the labour / social world - an international network that will connect refugees - youth - employers - organizations - matching refugees- youngs with working - social needs - an OER video pack that will contain the video CV of all participants to make their social involvement more visible Developing 2 workshops that will offer the opportunity of : - an intercultural exchange of youth-refugees lives and projects (cultural and social awareness of refugees needs) - learning key tools on collective intelligence and intercultural competences - receiving information about relevant methods to identify markets and their creative activities - being associated with the creation of specific e-commerce platforms helping them to sell their offers online - providing them with knowledge about basic entrepreneurial skills which will help them to open new doors for refugees and youth - providing the basics about e-commerce skills to help the participants to know how to promote their services and crafts online - providing them with the basic skills about how to create a mobile app that will be the window to the e-commerce portal of refugees REST implements 2 previous EU projects : SIC and PEAL The 5 partners of partnership for Youth REST, including among them an IT company, will address the following priorities : 1. Youth priority: promoting entrepreneurship education and social entrepreneurship 2. Horizontal ones: social inclusion and open education resources and digital innovative practices By : - support integration policies - fight stereotypes - improve the level of key competencies and skills of young people with fewer opportunities - promote participation in democratic life in Europe and the labor market, active citizenship, intercultural dialogue, social inclusion, and solidarity, - foster quality improvements in youth work PARTICIPANTS: Teams composed by young refugees with skills in crafts or services, youth and mentors in order to promote peer to peer and coach support . METHOD: Flipped-CLIL methodology together with sociocratic communicative methodologies in a peer to peer coach context IMPACT: - remobilization, networking and enlarged communities of followers - development of key competencies as identified in the project description - identification and application of new job opportunities - enlargement color palette of services of social organizations - open minds and opportunities offering model reusable by social organizations taking up refugees in partner countries and beyond - increase the integration process of participants offering them new international networks where their CVs and skills will be visible On companies that can open their minds other opportunities skills that the participants can offer and that was not envisaged before LONGER TERM BENEFITS: REST will be disseminated through our media and 2 events this will allow participants to network to create a community of around 1000 followers, made up of youth with fewer opportunities, statutory refugees, asylum seekers, social and youth workers, public and private organizations working with refugees, potential employers and companies that will have access to the results of REST even after the project has finished and can open opportunities to the implementation of it.

According to EUROPE 2020, European strategy for smart, sustainable and inclusive growth, for smart growth aims to enhance the performance and international attractiveness of Europe's higher education institutions and raise the overall quality of all levels of education and training in the EU; to step up the modernization agenda of higher education (curricula, governance and financing) including by benchmarking university performance and educational outcomes in a global context. After the accession of Croatia, there are now 24 official languages recognised in the EU. There are also a number of indigenous regional and minority languages (such as Catalan, Galician and Basque in Spain, or Welsh and Scottish Gaelic in the United Kingdom) in the EU. Moreover, there are many other languages that have been brought into the EU by migrant populations, notably Arabic, Turkish, Urdu, Hindi and Chinese. A recent study carried out for the European Commission (2017), called “Preparing Teachers for Diversity: the role of Initial Teacher Education”, shows that teaching staff in European schools lack experience with teaching in multilingual classes where there are immigrant students. Initial and continuous teacher training are vital ways to prepare teachers for teaching in multilingual setting, including through imparting methodological competences, pedagogical content knowledge and experience. This lack of preparation, when coupled with a diversity of levels of competences in the native language of the classroom, makes it ever more challenging for NLTs to teach in an effective manner. Trying to find the least common denominator in the classroom inevitably gives a bad deal both to native language speakers and to immigrant students learning the native language since the formers often have to make do with levels of language that do not meet with their potential and immigrant students are always behind making their school experience more difficult and less rewarding overall. In the context of growing diversity in European classrooms, initial and continuing teacher training can ensure that teaching staff have the skills to teach children who don’t speak the language of schooling and may be multilingual (European Commission 2016, Language teaching and learning in multilingual classrooms). In this context Mapping Teacher Training in Europe (MATT) shall:- create a panorama of the obtaining training offer for native language teachers (NLTs) in HE institutions and other professional training providers especially those teaching the native language of the receiving country as a second language for immigrant students and/or in multilingual classrooms,- find out how teaching practice of NLTs is organised, monitored, mentored and assessed,- map pedagogical innovations, technologies and trends in teaching and learning in language teaching and in general (even outside the language classroom) and to assess how these can be tapped to transform the native language class dynamics in so far as classroom management, teacher-students relationship, delivery, flexibility, personalisation and mobile learning are concerned,- create instruments to keep NLTs up to date and upskill them with the latest pedagogical innovations, technologies and trends,- recommend the best training model for NLTs that caters for the new challenges in the native language classroom,- to promote excellence in NLT training through exchange of good practices,- to enable HEIs to develop and reinforce networks, increase their capacity to operate at transnational level, share and confront ideas, practices and methods in NLT training.- build more inclusive HE systems, connected to surrounding communities, by increasing fairness in access and the participation and completion rates of immigrant students. MATT shall bring benefit to:Academic staff in faculties of education including those responsible for the design of initial or continuing teacher training have the need to learn about different selection, teaching processes of NLTs especially those who will work with immigrant students and teach them native language of the home country in mixed classrooms.Present and future NLTs receiving training in HEIs or in other initial and continuous teacher training providers need to be equipped with skills and input that ensures they are up to the challenges offered by the new ever changing dynamics in the native language classroom and that their teaching career is a rewarding one in spite of these challenges.Local native language speakers and Immigrant students learning the native language of the receiving country are final beneficiaries of the project and they have the need, the right to and deserve a good quality learning environment in the native language class that helps them acquire linguistic skills, communication competences in the native language and personal development and growth in the community.

SMEs are important within Europe’s economy. In 2019, SMEs in the EU-28 NFBS accounted representing almost all EU-28 NFBS sector enterprises (99.8%); and slightly less than three-fifths (56.4%) of the value added generated by the NFBS. The competitiveness of Europe’s SMEs needs to be improved especially through the digital transformation of enterprises.Research shows that SMEs lag in digitalisation. Digital diffusion tends to be lower in smaller firms as they face more difficulties in undertaking the complementary investments in skills and organisational changes that are needed to adopt and benefit from technology. This Erasmus+ project, Project On-Time and On-Budget (PRONTO) will focus on two specific questions: (1) how to support the VET sector to be better equipped to meet the demands of the digital era and (2) how to support enterprise and entrepreneurship to improve competitiveness and performance. The project will result in the development and deployment of high quality, innovative work-based VET within the context of helping entrepreneurs to implement high impact, results-focused business improvement projects. The aim is to identify the lessons from this project which will be implemented in the context of VET teacher/trainers engaged in entrepreneurship training and to share these lessons with the wider VET sector and other stakeholders. PRONTO will (1) support the continuous professional development of VET teacher/trainers in the use of digital technology and (2) upskill entrepreneurs in the use of digital technology in their enterprise. The long-term aim of PRONTO is to improve the performance of Europe’s SMEs through the development of a network of VET teacher/trainers supporting SMEs to improve business performance using a new VET performance tool called PRONTO.PRONTO’s objectives are: 1.To develop a new VET tool (PRONTO) and learning portal designed to help entrepreneurs and managers to implement business performance improvements;2.To train 14 VET teacher/trainers in the use and delivery of PRONTO, ultimately leading to a European network of Approved PRONTO trainers;3.To inspire managers and entrepreneurs from SMEs in IT, UK, PT, NL EL and ES and other countries to use the PRONTO VET tool and learning portal 4.To raise awareness of VET stakeholders responsible for increasing the competitiveness and performance of SMEs of the PRONTO VET tool and methodologyThis will be achieved through the development of a new project management methodology and on-line tool (PRONTO) designed to enable managers and entrepreneurs from SMEs to deliver business improvement projects on time and on budget. PRONTO will provide a step-by-step project management methodology and training course specifically for managers and entrepreneurs from SMEs. It will enable users to create project plans in 30 minutes or less using the 30-minute ready-to-use PRONTO project plans leading to concrete results and improved performance. Partners will also develop a series of digital Learning Journeys about how to execute high impact business projects, and an e-book, ‘A Guide to Effective Business Projects which will be used to showcase how the effective digital technology and tools in business.In the longer-term, the PRONTO partners will develop a network of VET teacher/trainers supporting SMEs to improve business performance using a new VET performance tool called PRONTO.