The Covid-19 pandemic has served to accelerate a shift already well underway in some institutions and brings them a greater sense of urgency to demonstrate greater value. Schools now face new pressures to provide an educational experience that is engaging, motivating and effective, regardless of how it is delivered. As schools may stay closed across many countries again, many students and teachers have to adapt to a new reality of remote learning.Online teaching and learning, like the newest form of distance education today, will lead to new, different, and more relevant outcomes. Teaching online requires specialized skill sets including the understanding of how to conduct classes in a virtual environment, knowing when and how to use video conferencing, share content, respond to students’ submissions. Software and technology are also changing very rapidly, and our schools want to keep up with these developments. One of the key challenges in online teaching is how to assess students remotely, to prevent them from cheating, using other materials, or accessing the web on other devices during the test. Online assessments are a critical part of distance learning and should be undertaken with the same level of care and rigor that teachers put into creating their learning content. Therefore, we intend to focus on introducing effective pedagogical strategies for online teaching rather than the technology itself.The general objective of our project is to motivate and help teachers to use online teaching to become a normal part of the educational process in our schools. The more specific objective is to suggest and recommend for implementation a model of assessing students remotely. By using this approach, students might gain enhanced learning outcomes.To achieve and fulfill the objectives, we plan to develop these main outputs:a) Manual for teachers containing curriculum resources for teachers, their professional development resources, digital tools for supporting online teaching and tools for collaboration b) Guide for assessment focused on testing options, methods and software toolsc) Live resources for inspiration – sharing experiences with remote teaching, learning and assessing.During the project lifetime, we will organize two physical staff training events and two virtual, an online workshop for students of all our schools and two transnational meetings for monitoring project progress.

Constantly changing European societies and economics require permanent focusing on new developments. In our project, we want to aim at stimulating high-quality, innovative ways of teaching and learning through a new approach. Opening up education proposes actions towards more open learning environments to deliver an education of higher quality and efficacy and thus contribute to the Europe 2020 goals. To succeed in this new information-based and highly technological society, students need to develop their capabilities in STEM to levels much beyond what was considered acceptable in the past. STEM education creates critical thinkers, increases science literacy, and enables the next generation of innovators.The general objective of our project is to motivate teachers of STEM and other vocational subjects to use a multidisciplinary approach of teaching with the support of ICT. The more specific objective is to suggest and recommend for implementation a model of integrating STEM subjects and ICT in teaching and project-based learning. By using this approach, students should gain enhanced learning outcomes.To achieve and fulfil the objectives, we plan to develop these main outputs:a) Survey on teaching STEM containing a list of STEM subjects taught in each partner school, list of topics/chapters, learning outcomes, textbooks used, digital tools involved, methods of teaching and assessing students in partner schools, experience with a multidisciplinary approach in teaching, examples of best practices;b) Survey on the digital potential of partner schools made by a SELFIE test;c) The methodological guide will contain practical guidance for planning and creating a STEM lesson and for implementing it in common teaching practice;d) eBook will form a portfolio consisting of multidisciplinary lessons. It will integrate STEM subjects (possibly also e.g. history, geography …) according to partner schools focus and needs. Use of ICT and digital tools will be integrated as well. Creating the eBook will be followed by implementation/pilot testing and then it will be adjusted if needed. It will be produced in national languages, half will be translated in English as a source for CLIL method. Three e-evaluation forms (e-evaluation of teachers toward students, e-self-evaluation of students toward themselves, e-peer-evaluation of students toward other students) will be an integral part of the e-Book;e) Project for students. Teachers from partner school will specify together content for one project with various kinds of complex assignments/tasks covering the entire area of STEM subjects. It will contain various activity components: videos, quizzes, problem-solving etc. Two student groups in each school will be selected and will solve these tasks within a team. Solving of the Project will last up to 2 months. In the end, teams will present their results and findings using various kinds of digital presentation tools in their home schools. The final assessment will befollow 3 types of e-evaluation forms that had been developed as a part of the eBook;f) International team competition for students. Teachers of all schools will prepare together specific requirements and conditions for collaborative work of students. Two students from each school will participate. They will form 3 teams consisting of 4 students and will produce a visual presentation on a given topic The competition will be held during the last Blended mobility.During the project lifetime, we will organize three Short-term joint staff training events for two teachers from each school and one Short-term exchanges of groups of pupils for two students from each school accompanied by one teacher. Virtual meetings will take place between partner meetings.

"As climate change progresses, with the growing expectation of more rapid increases in global temperature and predictions of more frequent and severe extreme weather events, there is an urgent need to engage the private sector and entrepreneurs in efforts to improve adaptation to climate change. Private sector and entrepreneurs can accelerate the transition to green economy by taking advantage of the synergies that exist between green economy initiatives and climate change adaptation opportunities. Addressing this challenge requires a broad set of interventions that go beyond government action to involve the private sector. In this context, the European Commission placed at the centre of its priorities the need to take immediate and drastic actions to fight climate change and to make Europe climate-neutral by 2050 (Green Deal). Significantly, the European Commission promotes the transformation towards an inclusive green economy that generates growth, creates jobs, and helps reduce poverty through sustainable management of natural capital. Furthermore, European Ministers for VET, the European Social Partners and the European Commission adopted the ''Bruges Communique'' on enhanced European cooperation in VET for 2011-2020, defining common objectives for 2020 and an action plan for the coming years and states that ""the transition to a green economy is a megatrend which affects skill needs across many different jobs and sectors. Cutting edge technology such as Augmented Reality and Simulations are essential for everybody today green skills and will be important to almost every job in the future"". However, one of the most significant challenges is that while many companies are focused on climate change mitigation — slowing the rate of climate change through the reduction of greenhouse gas emissions and other strategies — most have not developed strategies for dealing with the immediate long-term consequences of climate change. In addition, in the vocational education sector, there is a lack of innovation-oriented research and tools to help this transition. Indisputably, the private sector is the engine of growth and plays a vital role in supporting green growth in Europe, while the VET providers play a pivotal role in supporting private sector and entrepreneurs to invest in the green economy by developing their skills, knowledge and competences required by resource-efficient processes and technologies; and integrating these into businesses and communities. VET providers are the key educational bridge between the private sector and education. There is fragmentation on how companies are responding to complex climate change challenges, and opportunities and the onus is on VET providers as key education stakeholders to address it.In this regard, GoGreen – Using Augmented Reality Technology and Simulation-Based Training to Foster Green Economy, is a project focusing on developing the skills and competences of VET providers to support the professional development of the private sector stakeholders and entrepreneurs and those willing to effectively support Green Economy through the development of a tailored VET green curriculum based on augmented reality technology, simulation training and an innovative Massive Open Online Course.The primary target groups for this project include VET providers, trainers, teachers, mentors involved in the green economy, while project beneficiaries include: private entities, entrepreneurs, and others such as unemployed workers, women and young people motivated for green entrepreneurship.The specific objectives of the project are to: 1. Build the capacity of VET providers to use Mobile Augmented Technology and Simulation-based training to train private entities and entrepreneurs on how to address environmental change. 2. Improve the coherence of VET learning strategies for the transition towards a greener economy to engage the private sector and new entrepreneurs better 3. Harness the skills and knowledge of the private sector and entrepreneurs for green growth and climate change 4. Increase awareness about the significance of climate change and support the development of green skills in the labour marketTo meet these objectives, the GoGreen project will develop and provide the following:IO1: VET Green Curriculum using Augmented Reality Technology IO2: Simulation-based training packageIO3: MOOC for climate actionIO4: Toolkit with Policy & Practice RecommendationsThe GoGreen consortium includes 7 partner organization from 6 countries who are experts in the field of Vocational Education, Entrepreneurship and Green Economy. By cooperating in atransnational vocational education-oriented participatory context, project partners will be able to develop innovative outputs and exchange practices to expand VET providers’ knowledge and practice and to support the professional development of private entities and entrepreneurs."

“Partnership for ECVET” (PECVET) was from the beginning a two year project that was extended for 38 months because of COVID-19 pandemic. Even with these challenges partners reached it’s main objectives and more. Till the end of the project we saw the importance of unified ways of ensuring VET learners training quality and transparency of their gained skills. the European Credit System for Vocational Education and Training (ECVET) principles that connect with the National Qualification Framework (NQF) and the European Qualification Framework (EQF) is still and will be valid and one of the best tools in practice and to use it within all European VET organisations. Developed PECVET tools contribute to the goal greatly. We have made analysis, prepared guide, templates, forms, database for VET organisations who are preparing students for chemistry, cosmetics, mechanics, gastronomy and health care/ pharmacy. Those tools are applicable for any study area. One of the biggest impacts was developed database of unit of learning outcomes (ULOs). In there we have succeeded to include even passed Erasmus+ projects’ (EREIVET, Using ECVET for Agricultural program) created ULOs as well. In total teachers can find more than 120 (including for firefighting, agriculture, electrician, social care, business administration). Beyond the project we will still invite others to share to expand this database. Project results impacted greatly our target groups: -At least 6 VET schools and providers which improved VET learners education procedures-42 VET teachers who took part in the 3 trainings off/online and became experts on ECVET principles-More than 6 VET learners took part in exchange practicing the tools-More than 12 social partners were reached for work with ECVET tools-More than 8 new concrete partnerships were created for VET learners mobilities using PECVET tools-Various target groups and stakeholders were reached through dissemination activities (almost 36 000 participants through on/offline and other channels) Partners have created these tools for VET teachers and providers across the EU:-Report revealing the situation of ECVET integration in VET education in Czech Republic, Slovakia, Germany, Norway, Cyprus and Italy. It also provides the base for VET teachers to understand -Portfolio of LOs and ULOs containing on-line database of LOs and ULOs that is open with many examples-Manual on how to create ULOs-Implemented training course resulted in creating Mobility manual – a guide helping to make the mobility project management smoothly going and problem-free-Methodological guide which helps VET schools to identify and use appropriate methodology and created tools to test and implement ULOs in work-based learning environmentTwo multiplier events (off and online) reached various stakeholders who enriched our discussion and project outcomes.Even if there are current changes of ECVET system at the European level, we see from our partners and other colleagues around Europe that ECVET tools will continue be relevant and best way to ensure quality of VET learners education and transparency of their gained skills. We see potential in micro credentials for credit system solution and possible continuation area to work on. Further project ideas were already discussed and concrete plans are set for new partnerships within VET learners mobilities where ECVET tools will be used.