"There is, a wide recognition across Europe of the need for education transformation, and the transformative potential of ICT integration. At the same time, it is widely perceived that there has been a lack of real systemic change in the integration of ICT in teaching and learning practices. These are some key recommendations ""It is timely to move away from perceiving ICT diffusion and usage as a goal and instead see ICT as an enabler of teaching and learning"". It is not about ICT, but about transformation."" We should move from accessibility to innovative learning through the support of ICT""These are the lessons learned:-Leadership and institutional change for a renewed strategy on learning is needed-We should move towards a new learning paradigm through learner-centred approaches-Digital competences must be seen as core life and employment skills-Professional development of teachers is the key element -the teacher as learner at the centreOffering specific training teachers is one of the key factors to ensure that an education of quality is generally available and effective. It has repeatedly been stated that teachers have a critical role to play in the development of an education of high quality. ""Teacher's competences are seen as critical success factor""The Project consortium designed Professional Development Modules and a manual for good practice examples and guidelines on implementation that contributes to the professional development of teachers and to implement the 21st century skills in the classroomThe Entels project courses brings into teaching practice the use the e-portfolio, 1:1 , Ipads/tablets, testing tools for mobile learning in classroom, multimedia learning objects, geo-linked learning trails, learner generated materials, entrepreneurial education and the use of participatory approaches and ICT-based methodologies.The aim of the project is to bring together practitioners and policy makers from across Europe to determine how to develop effective teacher training (including initial teacher training), the key question is ""how best-to equip teachers with the skills, knowledge and attitudes they need to foster the teaching of 21st century skills to young people"". In that context, participants will have the opportunity to discuss, explore the practicalities with practitioners and develop good examples and guideline on implementation in order to Equip teachers with the specific skills and knowledge.The project results are that teachers participating in the courses will acquire the competences to design Innovative Learning Environments, new and creative ways of implementing the curriculum and basic conditions for the sustainable use of ICT in education. Teachers will be able to analyze and develop innovative pedagogy and assessment approaches and methods to support these diverse individual learning pathways in order to help learners to acquire new skills for new jobs. They have learnt to evaluate their students' key competences and 21st century skills, they are able to use diverse assessment tools: quality standards, e-assessment and e-portfolios. A detailed workplan was set to reach the desired objectives.The collaboration among qualified European partners will make possible implement teachers CPD and disseminate good practices examples and guidelines on experimentation across Europe. The project fits in with the priorities of the Strategy 2020.the Entels courses were piloted and are ready to be delivered now and in the future. A copyright agreement is under way among partners to carry on with the delivery of these 4 module courses ( ICT- Toolkit; Entrepreneurship, Learner -centred approach and Assessment modules) through the CESGA platform, to be delivered in their own context and country and with the possibility of international course collaboration."

"VITEA educative project (2015-2017) focused on vine pruning : core business activity of wine grower's job. The competent vine pruner is able to realise the whole jobs in the vineyard. European employers are short of competent vine pruners because workers sulk a saisonnal and bad-paied job. The goal of VITEA is to improve vine pruners' competences to satisfy employers and to ensure to workers a stabilized employement and a better income.VITEA gathered 7 wine-growing European countries : European service providers in vine pruning of 2 countries (IT, FR) , vocational training organizations of 8 countries (AT, ESP, FR,2 HU,PT, IT, SLO) and a regional certificative institution (ESP).Partners of the project have applied ECVET approach of permanent progress to validate acquired skills whatever is the training followed. ECVET allowed them :- To define the tasks of 2 types of vine pruners corresponding to levels 3 and 4 of the ""European Qualification Framework"" for Vine Pruner and Advanced pruner,- To determinate skills to implement based on abilities to master from knowledges component the 2 units of learning outcomes,- To build the 2 assessment grids of competences with criterias and indicators,- To experiment the 2 repositories of assessment during 2 vine pruning sessions- To make the operational guide of the project.The 5 transnational meetings aimed at approving works realised, to forecast and trigger the work to be done for the next deadline.The 3 training activities allowed to the partners to get trained in ECVET and to test and practise the learners' assessments by using the tools created. Those tools constitue the results O of the poject and are composed of :ECVET assessment repositories (O1) for the 2 levels of vine prunersThe implementation of ECVET in the vine-pruning training (O2)The VITEA operational guide (O4).To which is added the reflection on the experiemental process of professional and institutional recognition of vine-pruning training (O3) to continue with ECVET on the road to professional certification.Those 4 results have been disseminated during 4 multiplier events E of VITEA project to target audiences :- E1 promoted O1 to the local and regional educational community- E2 presented O2 during the « Seminar of the network of European wine schools” - E3 took advantage of the « Congress of Innovation in Vocational Training FP Innova” to present O3 to the vocational training partners and professionals in the wine sector and the green sector- E4 took advantage of the ""VINEXPO International Show"" to present its ""VITEA Project Operational Guide"" O4 to winemakers and their organizations. Other dissemination of the results targeted the green sector (EUROPEA associations), the educational administrations and the Erasmus + Agency of the coordinating country. The communication mainly used internet (project websites, partners, international EUROPEA, our central administration ...), press conferences and newspaper articles. The use of VITEA results is planned and sometimes started in partner schools and adapted sector companies. It is also expected soon in other wine schools thanks to the dissemination and direct training started by some of the partners and in the green sector thanks to the relay provided by the association EUROPEA International. This is the best guarantee of the sustainability of VITEA's results in the immediate future. The receptivity to our results of wine organizations and certification insitutions inclines us to think that their inescapable involvement to go towards the professional certification of the vine pruning activity should not pose a problem and to perpetuate in the long term the results of VITEA. The motivation of companies in the adapted sector opens up a perspective on the use and sustainability of the VITEA results initially unconsidered, and confirms ECVET's logic of continuous progress for all types of learners throughout life."

"CONTEXTUnder the Europe 2020 Strategy, Growth and employment in rural areas, food security and climate change are the challenges facing the response of the new agricultural reform in the EU. An adequate response to these challenges represents a third revolution in the sector, which is already in progress in agriculture and requires the appropriate means. In Indeed, these are digital media, robotics, that affect remote management and improve surveillance and early warning, also represent an employment opportunity for qualified young people in these subjects.Smart Farming was accepted as a method to improve livelihoods and sustainability, but there is a need for a change in practice and in mindset among farmers to bring this about; requires bringing together advisory services; stimulates Networking and Cooperation. New technologies can be transformative, but there is a need to make these more widely known, including practical examples of their use and application.SFATE partners have decided to work together approximating innovation to rural actors, and especially the youngest who are more familiar with digital and technologies tools.PARTNERSCoordinator: Consellería de Educación, Universidade e Formación ProfesionalFederación EFA Galicia - VETUSC - (Escola Politécnica Superior - Lugo) - UniversityAssociation des Chambres d'Agriculture de l'Arc Atlantique(Francia) - Agricultural ChamberPhilipps Universitaet Marburg (Alemaña)-UniversityBiotehniski center Naklo (Eslovenia) - VET ACTIVITIESThe core of the project consists of 8 activities addressed to get the foreseen results:A1 INVENTORY OF EXISTING PRACTICES. Identify existing practices of smart farming, collecting all the information concernedA2 EXCHANGE OF EXPERIENCES IDENTIFIED. Analysis of technologies, processes, human resourcesA3 ADAPTATION OF CONTENTS to be presented in a virtual source called ""Smart Farming Portal""A4 Study ""New Jobs and Farm Innovation"". Analyze the existing practices on smart farm focused on an employment perspectiveA5 DESIGN THE SMART FARMING PORTALA6 TESTING the functioning of the SFATE PORTALA7 ANALYSIS OF TESTING RESULTS AND FEED-BACKA8 TRAINING for usersOBJECTIVESTo increase knowledge and the acquisition of smart farming skills in VET CentersTo identify new employment opportunities regarding smart farmingTo spread knowledge on smart farming to the general public in order to generate attractiveness to rural areasTARGET GROUP: Teachers, trainers, advisers, entrepreneurship advisors, students, farmers, and young people in general but also those who are not from agricultural areas.RESULTS_Output 11 Smart Farming Portal (web sfate.eu) It is the intellectual product of the SFATE project which is aimed at making a review and inventory of the available intelligent agricultural technologies, the employment opportunities associated with them and the didactic resources available to acquire the necessary skills to access these new employment opportunities. Students in the subject area of agriculture, teachers, advisors, farmers and other agents from all over Europe benefit from the portal. SFATE PORTAL incorporates a USER'S GUIDE for easy browsing.2 Study reportIt aims to analyse the information gathered in the SFATE project in order to provide guidance to farmers, students and teachers in the agricultural or forestry branch, advisors and other relevant actors on the potentialities of intelligent agriculture, the skills needed to incorporate these technologies into current agricultural practices, the employment opportunities offered by intelligent agriculture, and the adaptation of training programmes in agriculture and forestry sciences to facilitate access to these employment opportunities. Intelligent agriculture can respond to the main challenges of European agriculture and forestry that are summarised below: Increasing EU food security, Promoting growth and jobs in rural areas, Addressing environmental and climate change challenges. 3 Didactic GuideIt proposes how the Smart Farming portal can be incorporated as a didactic tool in the basic, intermediate and upper-level vocational training cycles of the agricultural and forestry professional families. The Guide indicates the professional modules, also associated with some unit of competence, in which the SFATE portal can develop new skills in students focused on training specialization and new job opportunities within the primary sector.The guide describes practical cases of implementation IMPACTS AND BENEFITSTo increase skills on smart farming of Teachers, trainers, advisors, students and farmersTo improve the CURRICULA OF THE VET CENTERSTo have a new tool for vocational trainingTo offer a wider VET base on smart farmingTo increase attractivity of rural areas to young people and general publicTo increase the knowledge on new employment opportunities in rural areas base on smart farming"

"PISA 2012 report revealed the need for innovative, interactive and engaging teaching approach for 21st-century schools in order to reach higher achievement of students. This approach can be transmitted and practically realized in classrooms only by the properly trained teacher and educator.The project aims to develop teachers’ and educators’ competences - especially integrated STEM (science, technology, engineering, mathematics) teaching skills, based on collaborative problem-solving (CPS) - sharing experiences among countries involved in the project (the project was compatible with PISA 2015 aims to evaluate students’ performance in mathematics, science and financial literacy; performance in problem-solving and reading).Objectives of the project:– To develop teachers’ and educators’ integrated teaching skills, based on collaborative problem-solving;– To explore new forms of teaching, learning and assessment of students achievements;– To guide teachers and educators, how to motivate children and inspire their passion for discovery and learning;– To share experience of good practice on increasing students' interest in STEM and technical creativity; developing students’ skills of logical and critical thinking, CPS, as well as learning to learn, creativity, initiative and entrepreneurial competencies; preparing students for a successful professional career, encouraging their active contribution to the progress of society.8 countries and 10 partners were involved in the project: UPC (Lithuania)–institution affiliated to the Ministry of Education and Science of the Republic of Lithuania providing educational support in the field of pre-school, primary and general education.Alytaus Putinai gymnasium (Lithuania), lyceum 1erGeniko Lykeio de Thessaloniki (Greece) and Liceum “M. Immacolata” (Italy) are schools, seeking quality of teaching and learning. OÜ Miksike (Estonia)–provides teacher training courses, manages and develops Miksike Learning Environment. CREF (Portugal)- important establishments of the region of Setúbal, oriented to the development of teacher education and training In-service training courses.The Galician Regional Ministry of Education (Spain) is responsible for educational standards and the training and development of the schools and works on the implementation of regional initiatives to meet school improvement priorities and to share in and support innovation in teaching, learning and school leadership. The Business and Finance College (Bulgaria)is a training institution experienced in training people for insertion into the world of work, in developing new methodologies in entrepreneurship education. CEI (Latvia)- provides training and implements projects in all regions of Latvia, develops and implements projects which promote quality education and accessibility of education to all children. Epimorfotiki (Greece) developed a wide network of associates, which includes a quality consultant, adults’ trainers, counsels of continuous local development, ICT, etc., This partnership is a good potential for dissemination of enriching experiences in the fields approached by the project and a genuine mutual interest in developing innovative approaches to sustainable education, the importance of teachers and educators competences, entrepreneurship and motivating measures in school.The target group of the project - teachers and educators, who are not afraid of challenges and are seeking quality of teaching and learning and higher learning achievements of students, are open-minded, communicative and collaborative, and are ready to provide meaningful learning experiences for 21st-century students.The main activities were undertaken:- 3 short-term joint staff training events- 4 international project meetings- 3 intellectual outputs were created: 1. PDP of 4 modules for teachers and educators2. Collections of good practices3. Collections of DLO This increased the variety of available learning resources.- The project activities (training courses, evaluation seminar, national multiplier events, dissemination events) involved more than 60 direct and more than 3000 indirect participants.- 8 national Multiplier event organised (285 participants)- 1 dissemination international conference organised and involved 46 participants (26 local and 20 international).Total Duration of the Project – 24 Months.The following outcomes are reached:- Raised competences and capacities of teachers, educators had a direct impact on students’ learning motivation, higher learning achievements.-The transnational network of teachers, educators, schools seeking higher learning achievements of students through applying CPS principles created.-The PDP were accredited at the national levels and offered to ERASMUS+ Key Action 1 by UPC (Lithuania), CREF (Portugal), Epimorfotiki (Greece). - New Erasmus+KA2 project ""STEAM capacity building"" (No 2016-1-LT01-KA201-023146) created."

[en]The project RUSH was co-shared and implemented by 8 institutional partners (schools and local authorities at provincial, regional and transnational level) and mainly involving 3 European countries: Italy, Spain and Croatia.The project was designed to respond to one of the main keys at a European level: the application of multilingualism within training courses.The purpose of the RUSH project manifested itself through the creation of 2 fundamental Intellectual Ouputs:the creation of an online database relating to multilingual experiences in the training field;the creation of a shared framework relating to the model for the certification of the skills of the multilingual teacher. In this case, the final outcome is represented by a multilingual publication - digital and paper - which in addition to retracing the basic assumptions of the action research, defines the aspects characterizing the multilingual teacher in Europe 2020. The training proposal has been completed with a rich repertoire of didactic practices carried out in the schools involved.were involved in the project:- about 500 primary and lower secondary school pupils;- 50 teachers or educators- 20 Directors or staff managersLanguages ​​used (both in the exchange phase with the students and in cooperative activities between teachers): Italian, Gallego, Castellano, Croato, Friulano, Istroveneto.For documentation and correspondence, Italian and English were used as well.The action research activity allowed an in-depth comparison between the different territorial practices on topics related to the context of the subject matter:- jurisprudence and language policies (national and regional) in force in Friuli Venezia Giulia, Gallizia and Istria;- the qualifications (cultural, professional and scientific) required of the multilingual teacher in the three territorial realities under study;- the teaching-learning methodology and strategies adopted in the plurilingual context in first cycle schools (age of learners 6-14 years).The experience has made it possible to create training modules transversal to key competences through integrated language and content learning (CLIL) with the use of information and communication technologies in the first cycle schools also because, in the last part of the path, of the restrictions due to the Covid-19 emergency.Another goal of the project achieved with a positive outcome is linked to the growth and professional development of the teachers involved (growth of the skills needed in a multicultural society in general, growth of teaching and language skills in particular). Actually, an international professional practice community has been established for self-training and training.The 2 expected Outputs were created: - the creation of an online documentation resource center https://rush.education/; - the creation of the guidelines for the multilingual teacher.The activity started with the RUSH project is continuing even after the end of the project deadline with the involvement of other groups of students, other teachers and other topics of interest.Institutional stakeholders are involved in the activity by periodically promoting updates on the development of training experiences.