Digitisation has become more and more important in the last years and we have seen big growth due to the pandemic. This goes hand in hand with trends towards mobile learning. The Erasmus+ project DigI-VET addressed new and innovative ways of learning and teaching in the age of digitisation and Industry 4.0. Not only has the partnership created awareness of the needs to address digitisation and Industry 4.0 in vocational education and training (VET), it has also developed a curriculum and learning resources for digitisation together with an innovative sMOOC for teachers and learners in VET which covers the most crucial aspects on the topic. In addition the DigI-VET book was created to address a broad audience with the current developments and challenges in the world of work and how it is affected by digitisation and what this means for VET and for VET educators. The aim was to create Digital Competence Profiles for VET. To provide direct impressions of digitisation and Industry 4.0 the project offers an online best practice site with showcases which provide insights into enterprises and companies and how they use digitisation today and what they expect for the future. This site provides teaching materials and examples with texts, audios, videos and photos and brings industry 4.0 directly to the learners in the classroom. Current Industry 4.0 approaches focus on a symbiosis between production and new IT technologies to enhance industry and gather adequate data. Here, digitisation is a key to handle these approaches. But this does not only mean changes in industry and production, this also means change and challenges in the field of VET. Digitisation and Industry 4.0 usually stands for the fourth industrial revolution. This means digitisation of products as end-to-end digitisation. This includes the expansion of existing products but also requirements for new competences. For VET teachers the core challenge is to gather information about the rapidly changing environment and to find adequate ways to deliver this new information to the learners.Therefore, DigI-VET started with an acceptance study in the partner countries to get a European view on acceptance, experience, problems and opportunities in the fields of digitisation and industry 4.0. Target groups were teachers, trainers, learners and VET educators. The survey examined what these target groups in VET think about digitisation and how they integrate it in their teaching. Moreover, the surveys focused on the challenges of industry 4.0 in a VET environment and gathered information on how the aspect of creating a digital economy influences teaching and learning. In additional desktop research the partners also gathered information about mobile learning in their national contexts and the EU.The partners created a book in English on digitisation and Industry 4.0 and the influences on VET, where the survey results and the results of the desktop research as well as additional checklists and hints for teachers and trainers are provided. Due to several requests and high demand this book was also translated to German, even though it wasn’t originally planned.The project focused on the quantitative and qualitative research on the topic and the design of the DigI-VET book. Most of the work concerning matching of approaches and data planned for the meetings of the partners. The pandemic made this challenging and required the partners to find new ways of working together in a digital environment. The results of the surveys were presented in the book and together with the best practices and the DigI-VET sMOOC at the multiplier events.DigI-VET offers the innovative new world of work and IT to VET educational contexts and the curriculum helps teachers to integrate these new challenges into their daily teaching. The fifteen core results of the project DigI-VET are:(1) the DigI-VET Curriculum(2) the DigI-VET Learning and Teaching Resources(3) the DigI-VET Online Observatory with best practice information and videos(4) the DigI-VET Book on Digitisation and Industry 4.0 in European VET(5) the DigI-VET sMOOC(6) the DigI-VET research report(7) the DigI-VET dissemination materials (posters, leaflets, brochure, cards, pens, flyer)(8) the DigI-VET Website with Blog(9) the DigI-VET Checklist for VET educators and teachers(10) the DigI-VET videos (integrated in the website and the online observatory)(11) the DigI-VET OER strategy(12) the DigI-VET digitisation concept for VET(13) the DigI-VET publications, newsletter and press articles(14) the DigI-VET sMOOC Concept(15) the DigI-VET evaluation report

"CONTEXTThis project began as the result of a Long-Term Training Course.The rationale of the project was the lack of understanding between youth and elderly. As recognized by the youngsters, the needs were the intergenerational gap between young people and elderly, with a lack of proximity between the two groups. This project created moments that diminished the feeling of being lonely and created conditions for a more inclusive community. OBJECTIVESThe main objectives of the project were to create a new communication channel among youth and elderly people; to equip youth workers with knowledge, methodologies and skills to cope with intergenerational learning; to create an entrepreneurial spirit among youth to become more responsible socially and active citizens; to create conditions and strengthen communication for youth and youth workers to focus on intergenerational issues and solutions within local communities and to build a network of European Youth who work in NGOs who will share best practices.NUMBER AND PROFILE OF PARTICIPATING ORGANISATIONSBesides the four partners initially involved, there were more local partners involved for the project to have success. They were nursing homes, schools, and municipalities. These partners gave the possibility to include elderly and more youngsters in a safe and open environment. DESCRIPTION OF MAIN ACTIVITIESTraining CourseThe TC focused on intercultural dialogue, the role of the youth worker, the topics mentioned by young people to be developed in the sessions and the methodologies to create and improve the sharing of knowledge and skills among the elderly and young people.The TC created conditions for participants to focus on intergenerational issues and solutions within their local communities.Blended MobilityThe blended mobility lasted seven months and involved the young people who participated in the sessions with the elderly. This allowed the young people to communicate and exchange ideas on the topic of intergenerational dialogue, in the online phase.In the youth exchange, participants were able to share experiences, new ideas and ways of being in relation to intergenerational dialogue and learning. In addition, participants were challenged to accomplish missions related to the city, with their group spirit and intergenerationality.The final performance took place in the space of Agitágueda, being titled ""Grandpa Punk me More"", with the collaboration of the Senior University of Águeda.This experience has linked intergenerational dialogue and learning to positive and dynamic situations, where it is possible to understand and learn from the elderly. SessionsThe sessions were held once a month for seven months in all partner countries.Each country developed different topics depending on the young people involved in choosing and preparing activities and partner organizations.In addition, the methodologies used were different according to the needs of the group, some simpler and spontaneous, others prepared in a way to contextualize the topic and establish relationships through activities.Final ExhibitionAfter the end of sessions and blended mobility, the countries developed a final exhibition. The photos chosen reflect moments of the local sessions and the youth exchange.RESULTS AND IMPACTThe results of the project were young people aware of the advantages of learning through older people; increasing of social dialogue between youth and elderly; increasing knowledge and skills among young people, youth workers and trainers on intergenerational learning; young people more socially active in creating better conditions for their community, more aware of intergenerational needs and more proactive in finding solutions and a toolkit in intergenerational dialogue and learning methodologies.The partners were important parts in the implementation of a project intended to respond to their young people. In fact, the partner organizations have taken on other partnerships in their communities so that the project could be successful and bring together all those involved in its implementation.In this way, there was a strong impact both in the partner organizations and in other organizations involved, both for their constant involvement and for the motivation created throughout the project for its good results.The impact felt on young people was the increase in social-relational well-being, a sense of belonging and social identity with the local community; increase participation of young people in local community development issues, as well as their involvement and contribution to creating a positive image of youth within the community in which they live; greater relational and social skills, in particular critical thinking, self-awareness, empathy and relational skills; young people more aware of their role in social change and in their community and increase of self-empowerment in practices and contexts of active citizenship."

"The partners who have realized Social lnclusion Through Education (Acronumo SITE) have achieved the main objective of the action: to deepen and experiment innovative methods and approaches, in order to create interconnection between formal, non-formal and informal learning, to encourage the participation of adults in lifelong learning.The context of the project is that found by the partners in their activities at local level and confirmed by recent studies at national and European level. The picture that emerges is that in a society in which space and time are revolutionized by ITC, still persist barriers that hinder the participation of adults in lifelong learning. In most cases, impediments are related to time constraints, family responsibilities, working time and increasingly hectic lifestyles. However, even economic constraints, belonging to ""vulnerable groups"" low self-esteem, poor awareness of their own abilities and potential and lack of basic digital knowledge can prevent people from participating in lifelong learning initiatives. Thanks to SITE project, the partners have:- identified small ""vulnerable"" groups of excluded or demotivated adults to participate in lifelong learning.- identified their training needs, in terms of key and transversal skills;- investigated and analyzed the obstacles and motivations that make the target groups excluded or not motivated with regard to lifelong learning,- shared and studied the best practices and innovative methods in terms of adult education (in particular the peer to peer approaches; learning by doing and the andragogical model).- have experimented training activities, using non-formal methods for small groups at local level;- built “training modules” and materials that can be easily reused in the future by themselves or by other organizations involved in adult education.SITE was the result of a collective effort, as the partnership is formed by organizations with characteristics and skills that complement and reinforce each other, as specified below.-Informamentis Europa: is an association aimed to encourage social development, culture and education of citizens, promoting studies, research, cultural exchanges, through EU programs, especially in the fields of education, vocational training, culture and youth. The association has implemented, as a promoter or partner, several projects, at national and European level (LLP -Erasmus Plus), to promote international mobility, the exchange of good practices in adult education, the use and dissemination of European tools ECVET.-ARVET, is a social enterprise operating in the United Kingdom (London suburbs) with adult learners, so that they can acquire skills competences for personal development, for employment and active global citizenship. Its goal is to provide, through innovative programs, skills that allow learners to undertake personal paths, especially in the field of self-entrepreneurship.-University of Aksaray realizes educational projects of social inclusion and training of adults with respect to key competences. Lecturers and collaborators support ongoing training initiatives for disadvantaged groups such as women, unemployed people, people experiencing geographical distress, in order to improve their employability.-Lélekben Otthon Közhasznú Alapítvány is a foundation that works with people who have psychological and / or psychic distress, especially for suicide prevention. The foundation staff carries out non-formal education activities and support to improve the skills of adults at risk of marginalization and suicide, improving their self-esteem and their employability.-AKADEMIE ÜBERLINGEN VERWALTUNGS GMBH: is a training center specialized in the education and professional training of disadvantaged people, as people who have dropped out of school early; long-term unemployed; the disabled and people with a difficult social background. Collaborates with companies, public authorities and associations to promote employability and social inclusion.-Zavod Karo: is an NGO that supports projects to promote social business development in Slovenia. In particular, it works to contribute to greater social inclusion of vulnerable social groups by improving their employability and by combining bussiness oriented activities with the social needs of the territory."