Ensemble project was implemented 2018 – 221 by five VET education providers and one working-life partner from three member states, Finland, Estonia, and UK. The partners were Kainuun ammattiopisto and Keski-Pohjanmaan Konservatorio from Finland, North West Regional College from Northern Ireland, Georg Otsa nim. Tallinna Muusikakool from Estonia and Glasgow Kelvin College and Connect-IN Enterprises from Scotland. The target group was secondary level students and staff in vocational education in the fields of music performance (classical, pop, jazz, and folk music) and music technology.The music industry is an international business. That is why students in the partner countries have to be prepared for work in the international labour market. The project aims were to enhance students’ entrepreneurial and employability skills and facilitate appropriate individual/group business startup. The overall objectives of any Erasmus project are twofold, the work carried out through the LTT activity, and the personal development afforded to the individual participant.This project, too, showed that music is an international field where learning and competence are not tied to a place or a country. Participants' personal skills increased both professionally and in terms of other skills, such as language skills. Participants’ teamwork skills increased during the project. During both face-to-face and virtual courses, students worked in multicultural teams. They produced new music together.The purpose was to plan a joint start-up company in the partner countries. A common idea was being prepared, but because of Brexit, it was first put on hold and then abandoned altogether.The Ensemble project had a number of results:- a model how to create music in international environment as a blended mobility - a model how to create music in an international environment totally virtually. This was an added value that we got because of the pandemic. We were forced to change one the LTTs to be a virtual one and it succeeded well. - three face-to-face LTTs- one virtual LTT- 12 new musical groups, 2 live events, 5 studio sessions, 10 new written songs.- Altogether 40 granted students participated in the LTT activities. That number does include the students at the hosting schools. - Altogether 9 different granted teachers participated in the LTT activities. That number does include the teachers at the hosting schools.Our network of music education VET providers was able to implement the project almost according to the original objectives in spite of the major problems, Brexit and the pandemic.Both Brexit and COVID had substantial impacts.COVID has meant the latest LTT was completed online; whilst the aim to produce collaborative output has been achieved, the lack of physical mobilities will undoubtedly have reduced exposure to the rand of partner cultures and ways of working.The Brexit element is more subtle. Generally, as projects enter their final stages, the partner groups discuss possible next steps: Brexit has meant a necessarily fragmented end.

The skills set and role of VET teachers is being outpaced by development of working life. Jobs and occupations are changing so much that the VET institutes do not even know how the change affect us and how we should react. In general, VET organizations can be heavy and clumsy in being adaptable. In order to succeed in future, VET institutes need to change and be more flexible like the companies. The pace of innovation and changing skills requirements across all sectors of work life is fast, and the expectations of learners change rapidly. However, many education institution staff still hold traditional attitudes to the role of teachers. At the same time the clientele of VET is becoming more diverse: comprehensive school leavers (post 16 years of age) form only a part of the students of VET institutes, where as the main groups are adults with no previous secondary education, people wanting to change profession, professionals aiming to strengthen and deepen their professional competence, unemployed people and immigrants or asylum seekers. The profession of vocational teacher is constantly in transformation and solutions need to be found.We have five partners from three different countries (FI, UK, NL) that are secondary or tertiary level VET institutes and a school of professional teacher education. The participants of the project activities can be managers, HR staff and teachers. All partners have participated in multiple EU projects over the last few years. All the organisations are concerned about the need for VET providers to find ways to ensure that the skills of teachers meet the needs of the working life now and in the future. VET providers need to find ways to improve teacher professional learning. We all are facing the same kind of challenges and phenomena across Europe. Therefore, in this project, we want to share views, challenges and good practices on how to provide new skills for our teachers also on a European level. We are going to have three workshops during the project. Each workshop addresses a certain issue connected with future skills of teaching. Planned topics for the workshops include life long learning; interaction between companies and education institutes; dealing with changes in work life and how to respond in a flexible way; and adapting to student diversity. The information from the workshops is then collected in the form of articles, digital tools and knowledge bases, and put into an on-line tool kit. The result of the project will be that the participants gain new ideas to ensure and improve teacher professional learning. VET providers will have found ways to ensure that the skills of teachers meet the needs of the working life now and in the future. VET providers have found ways to improve teacher professional learning. We will have shared knowledge of the education challenges and phenomena across Europe. It is anticipated that the workshops will support throughout the project the partner institutions to carry out testing and implementation in order to develop their own methodology in staff training. By the end of the project, management and HR departments will have created a clear vision on how to best train their staff and implement these changes in the areas of life long learning; interaction between companies and education institutes; dealing with changes work life and how to respond in a flexible way; and adapting to student diversity.

Context and background of project:The music industry is an international business. Students in the partner countries are preparing for work in the international labour market. The target group was secondary level students and staff in vocational education in the fields of music performance; classical, pop, jazz and folk and music technology. The working life in the music industry makes demands of entrepreneurship and reaching out beyond national boundaries. This project gave the students and staff an opportunity to work together during two years.Objectives were:- to write guidelines how to make new music production beginning from composing and writing lyrics to performances- to write guidelines how to promote and market these production worldwide- create and pilot a common Pan European Study Unit for music education which can be validated and recognized in all partner countries- to use modern technology and applications when creating music - to give students possibilities to create new music in international bands during the workshopsParticipants: Partners of the project were Kainuun ammattiopisto and Keski-Pohjanmaan konservatorio from Finland, North West Regional College from Northern Ireland, Georg Otsa nim. Tallinna Muusikakool from Estonia, Glasgow Kelvin College and Connect-IN Enterprises from Scotland. Last mentioned is a working life partner and others are vocational schools which offer vocational music education. In addition they offer education in other Creative and Culture programs. Working life partner was a new partner and it brought its expertise of the theme to all the partners. Participants were vocational education students and teachers. All the teachers involved are practicing professionals ensuring the artistic level of workshops and concerts will be to industry standard.Description of activities: Guidelines how to create and promote music world wide using new web based technology.It is a package to guide how to create and promote new music. It was done through increased use of new technologies for co-operation in creating music, marketing and promotion and dissemination. Various range of participants were included from other vocational areas besides musicians, e.g. Photographers, Videographers and Graphic Designers. Web Designers were not included because our working life partner had a major role designing and updating our website.To create study unit with title: Industry experience whilst abroad. This unit was designed to allow candidates to place their learning within a professional context and also to develop contacts and potential employment opportunities in an international setting. This unit was assessed, validated and recognized according to ECVET and SCQF criteria in partner schools.International music workshops where students and teachers continue creating musicThe students and teachers made international bands which rehearsed and performed music which they created themselves before the workshops through Internet using modern applications. These workshops were are part of the Study Unit. Their learning outcomes were assessed and validated and recognized. Altogether we had 15 bands which had altogether about 40 students and 10 teachers. During these co-writing sessions in Internet and face-to-face workshops 30 new songs were created. Methodology to be used in carrying out the projectTeam working with others; tutors from all partner countries and delivered in a local context. This was facilitated by working in an online environment supported by industry perspective input from the working-life partner. The project had intensive use of technology for co-operation, dissemination, marketing and promotion.The workshops were designed to equip learners with the skills to co-write songs, work in studios, rehearse and participate in live musical events. Altogether there were four live concerts with 15 bands. The workshops contained solo and group activities.Results and impact The project aimed to improve personal professional skills and increase awareness of international work opportunities. Staff and students participated in the planning process of the activities and took part in the meetings. This reinforced professional relationships between staff and students and gave students opportunities to enhance their planning and business skills. Soft skills development was strongly supported by participants working collaboratively across languages, cultures and customs: communication, especially negotiating skills played a major role: these are lifelong transferrable skills.The internationalism has a key role in artistic development and vocational competences. In this project the students and the staff worked in multinational groups and got impressions and musical know how from different genres and musical approach in other countries. International activities raised the general competence aspiration level.

"In view of further publication on the Erasmus+ Project Results Platform, please also be aware that a comprehensive public summary of project results will be requested at report stage(s). Final payment provisions in the contract will be linked to the availability of such summary.This project aims to support students to transition to Higher Education (HE) Many students encounter considerable stress and can be left struggling to cope with the move to university and HE life. Context 1.: The proposed project is based on the overall programme objective of ERASMUS +- boost skills employability- modernise educations, training and youth and - focus on young peopleProject objectives are:-To collaborate with 5 transnational partner organizations (3 of whom are HEI's) based in the UK, Ireland, and Finland who have particular expertise in supporting students transitioning to Higher Education to share best practice and develop, adapt and implement innovative practices;-Development of a transition strategy led by Diakonia College (Finland)-Development of an accredited level two, 16 hour ""Transitioning to HE"" course with a section on promoting mental well-being ( included in the course will be a series of short films/pod casts comprised of student experiences from each partner country) all materials will be placed on an online portal. The course will developed led by (DKIT) Dundalk Institute of Technology (Ireland) 101- To develop 20 college staff in new pedagogical approaches, materials and coaching methods through a 5 days transnational train the trainer programme supporting educators to become mental well-being coaches led by (SRC) Southern regional College (UK) IO2- Development of a on-line resilience tool kit for students starting college/university. This will be a resource bank of research, case studies and practical tools to help students overcome stress, anxiety and other barriers which will help them fully integrate into HE life led by Kelvin College Glasgow (UK) IO3The target group for this project are educators and students (who will be progressing into HE) The ""Transitioning to HE"" course will be piloted to 60 students across Europe in the 2nd year of the project. The course will then be embedded within the curriculum offering of College's preparing students transitioning to HE.This project will also enable policy makers to embed the transition strategy into each partner organisation. This project will ultimately have an impact on students health and well-being and will aid retention in HE.Needs: For many new students starting university of College can be a testing time. Universities already have plenty of initiatives to support their students in place – but they could be strengthened through a transition strategy that prioritises mental health and wellbeing.This project will enable all partners to work together to in order to improve provision for learners in progressing to HE and share innovative practices within and beyond the organisations involved. The project will contribute to decreasing the anxiety often faced by students. The project will increase the knowledge and skills around self care for students. This project will also have a positive impact on HE institutions as there will be less student illness, referrals and student drop out aiding retention, achievement and ultimately making the HE institutions an attractive option. This project will benefit the learners, organisation and countries involved in the project."