The starting point and background of the Cre-Com project is the social distance required as a result of the pandemic that broke out in early 2020 and the series of restrictive measures required for this.In this situation, professionals and organizations that organize informal learning activities for adults have suddenly stopped their entire activities for an indefinite period of time. After a brief relief, the second wave of the epidemic made it clear that they could not expect to return to their original activities for a long time.While formal subsystems of education have rapidly adapted to the use of digital tools and methods and much of education has moved to virtual spaces, this shift has been much more difficult for the adult learning sector. Here, too, especially in the case of formal training (eg language courses), the transition took place quickly, but those so-called informal learning programs, the essence of which is the coexistence and the common experience of activities and experiences, have not been found to date.The reasons for this are manifold, but according to our survey, they are not to be found in the absence of digital competencies or tools, but in the difficulties of transposing the nature of activities into virtual space.All this is a problem not only because groups of people cannot expand their knowledge in this way, but also because these activities are typically not only for learning purposes but much more necessary for the general well-being of the given communities and the supportive functioning of social groups. Examples of such programs are cooking clubs, where in addition to learning to prepare healthy meals with modern techniques, these events are also forms of social togetherness for participants.In the current situation, however, with their disappearance, a vacuum has been created, which also greatly worsens the mental state of communities.Informal learning programs are implemented in different contexts in different countries. While in many countries these are largely the responsibility of local authorities or one of their institutions, there are regions in the EU where NGOs and, in a self-organizing way, the population set up these programs themselves. However, regardless of their implementation, in all cases we find some kind of organization behind the programs and most educators, adult education professionals are the direct implementers who methodologically support the programs.Our project is aimed at these organizations and educators, program organizers, in which we develop an online modular training course and an action plan methodology for organizational and program development purposes.The project involves Romanian, Dutch, Portuguese and Hungarian partners, who represent a high level of excellence in the areas represented by the project.The training and the action plan cover the current special circumstances, but in general, regardless of the circumstances, they also contribute to the development of professionals and organizations to be able to innovate with a creative and innovative approach.In all elements of the project, we focus on digital and virtual implementation.At international partner meetings, we review project management processes and organize a multiplication event at the end of the project in all 4 partner countries to disseminate the results. However, beyond these, all project activities, from development processes to testing, are implemented virtually.As a result of the project, we will create tools that achieve measurable impacts and ultimately improve the well-being of small communities as a result of innovative and creative seed practice practices in community programs.

<< Objectives >>The overall objective of ‘Digital Upbringing’ is to develop and implement an education project supporting parents, subsequently their children and educators to develop the digital competences needed to safely navigate the digital world. This project will support the horizontal areas of ‘digital transformation’ and ‘inclusion and diversity’ stated in the Erasmus+ Programme Guide (2021).<< Implementation >>Digital Upbringing will implement 5 Work Packages. These include the development of a number of new resources, establishment of new partnerships and delivery of WP1: Project Management and ImplementationWP2: Digital Competence Framework for Parents and GuardiansWP3: Digital Upbringing Community PartnershipsWP4: Intergenerational Digital Learning ProgrammeWP5: Multimedia and Dissemination Campaign<< Results >>Digital Upbringing expects the following results:- A consortium with increased capacity to deliver family learning programmes focused on digital transformation - A Digital Competence Framework for parents, practice resources and short videos- Establishment of Digital Upbringing Community Partnerships with a Blueprint and Toolkit- Intergenerational Adult Education Programme with guides and resources- A Digital Upbringing Media Campaign with Podcasts and Videos

"<< Objectives >>To improve educational and didactical skills from the staff from retirement homes and/or intermediate organisations in home care, related to the topics ""active ageing"" and ""bridging intercultural, intergenerational and social divide"".Specific: 1. Improve knowledge and skills of staff about trainer skills and using digital tools to increase digital skills of older people,2. Improve digital skills of older people, leading to improved social inclusion 3. Improve social skills from youngsters<< Implementation >>Main activities are :- Creating a tool box with online training- and instruction material for trainers/staff and for youngsters, including some educational digital deliverables.- Training of trainers/staff,- Training of older people in digital readiness,- Making an online cookbook, with involvement of youngsters and older people,- Organising an intergenerational cooking event with older people and youngsters.<< Results >>The project will have impact on different levels. We expect the following main results:- More trained and enthusiastic staff in home care,- Developed materials and other results (toolbox) will inspire other organisations, to follow the project example,- Older people feel better included in the 21st century, by improving their digital readiness,- Youngsters will have better social skills and more respect to the older generationThis will be on local, regional, national and European level."

In the 21st century education on global level faces multiple challenges related to embracing the fast transformation of the society. Children have changed a lot recently, their attention is attracted (and distracted) by various real and virtual environments that engage them and make them willing to join all sorts of experiences and communities outside schools. The AIM of the project was using “everyday creativity” to better sustain these experiences within schools, empower and engage children for meaningful learning. Increasing “creativity” in various aspects of education makes schools better places for real learning if “creativity” is not seen as an “add-on” to regular curricular activities and it is not limited to teaching arts, but it is regarded as a complex phenomenon, manifested in everyday school practices: in the variety of methods and strategies used by teachers, in the variety of tools, technologies and materials that facilitate learning and - above all - in the way learners are involved, engaged and empowered during lessons and other school activities. The sources of inspiration for our project were the Finnish Core Curriculum (2016) and Pamela Burnard’s theory of “multiple musical creativities”. The OBJECTIVES were: increasing creativity and innovation in everyday school practices in four European countries (Hungary, Italy, the Netherlands and Romania) by providing support and training to 20 teachers to focus upon the processes of creativity development in their everyday practices, motivating teachers, schools and children to showcase and boost creative practices in their schools, identify and promote uptake of creativity boosting methods and measure in one of the following areas of development: learning space and multi-sensory teaching; developing applicable skills through teaching; organization of interaction and technology in the school; connecting different subjects in learning and teaching (e.g. multidisciplinary, interdisciplinary education).The core PARTICIPANTS of the project were teachers, school managers and educational project managers: 25 persons took part in the blended in-service training course organized within the project, 447 teachers and educational managers attended the national workshops where the previously trained teachers “multiplied” the learning outcomes within their school communities and beyond, over 1000 teachers, parents and other educational stakeholders took part at the multiplier and other dissemination events and the project successfully used the social media to reach to over ten thousand interested people across Europe who can all have a role in building up the “new education”.The ACTIVITIES undertaken were: developing and promoting an online, interactive self-assessment tool (used by over 800 teachers); analyzing the results of the self-assessment and planning a blended training course; implementing the blended training through the Moodle platform of the University of Jyväskylä and incorporating in it a short-term joint staff training (including co-creating learning results, peer feedback and reflected school observation); making the training materials available as Open Education Resource through the project website; following up the training participants, supporting them in implementing local development projects and organising dissemination workshops; publishing a Teachers’ Handbook (Everyday Creativity: Boosting Creative Resources With Finnish Models Of Education); designing a brochure (Guidelines for Accelerators of Creativity) and educational posters for exploitation; disseminating the project results in large dissemination and multiplication events, as well as using multimedia tools (promotional films) and social media campaigns. As a result of our project, in all the participating countries “everyday creativity” has become a central topic in workshops, panel discussions, multiplier events involving altogether over 7000 teachers and educational stakeholders, while on schools’ and classrooms’ level, the 25 participants at the blended course reported the following types of changes: pedagogical thinking (student autonomy, role of student); pedagogical change (student-centered pedagogy); learning space, learning environments, educational spaces; pedagogical tools (apps, materials); pedagogical approach (collaboration, co-teaching, cooperation, interdisciplinarity, learning by doing). In addition to the types of changes, teachers reported different goal settings, as LONG-TERM BENEFITS of their local development project: focus on community building, cooperation between students, teachers and parents; focus on students’ autonomy, empowering students, improving students critical thinking, placing students at the centre; learning by doing, exploratory learning, experimental learning, students’ own curiosity and creativity; rethinking the use of learning spaces; self-reflection, self-knowledge; differentiation; teachers’ revised role as facilitator.

<< Background >>REASON TO APPLY: THE CHANGING LABOUR MARKETThe 21st century labour market is in a permanent process of change. Digitalisation, globalisation and ecological transformation have their impact on new jobs. Analysis of these jobs show a shift towards more autonomy, less routine, more information and communication technology (ICT), fewer physical tasks, and more social and intellectual tasks over the forecast period to 2030. Transformation and digitalisation are characterising economy and labour market. Labour market asks for a more flexible worker, with skills focused on change, feedback and adaptation. These changes have been described by the German organisation BIBB (see https://www.foraus.de/de/themen/foraus_113220.php)Linked to this, is the development of future-proof skills. The 21st Century Skills form the basic skills package to meet the challenges of the working world, but it also needs ongoing updates.NEEDSAs a result of these changes, we see new needs on different levels. Our initial research shows that within VET, 21st century skills are not well developed in the context of work-based learning, in particular the implementation of these skills. We also see that education partly shifts from school to company. This has all kind of consequences. It means that the quality criteria for a (learning) company as well as the skills from the coach in that company are changing. This is considered as the most important needs in our partnership. The needs from the different target groups, as a result of our survey, can be described as follows:CompaniesCompanies who welcome students, need clear agreements with the VET school about:- recognition as learning company by the school; quality criteria for companies need to be updated, in order to become a recognised learning company.- description of the 21st century learning-shift from school to company,- internship, with administrative information, educational aspects, legal aspects and more, all in the context of work-based learning. Project Result 04 will create a web-app to create these agreements.CoachesDuring the internship, students will be coached by a coach. In order to be prepared for his new job - he is responsible for a part of the new learning program for the student - the coach needs to know which extra skills are necessary and how he can develop these skills. All Project Results will help him with this new tasks.School management and staffThe school management is responsible for the overall learning process of the student. When parts of the learning program are delegated to the company, then there is a need for a good agreement with the company. Teachers need to be aware of the new skills; for the coaches as well as for themselves. They don't have an optimal overview of these skills and sometimes they underestimate the importance of it.They need information/instruction material to fill in this gap, in order to control the complete learning process of the student and to cooperate with the coach. Project Result 01 will give this overview of skills. Later in the project, they may play a role in the training of coaches. See Project Results 02 and 03.StudentsVET students need to develop their skills, which are needed for the 21st century labour market. This is important for the quality of their learning during the internship, in the context of work-based learning processes. In this project they play an indirect, but important role.Policy related needsOrganisations like CEDEFOP, OESO and different national institutions, such as BIBB in Germany, describe the needs for updated skills in order to fulfil the demands from the labour market.See: Cedefop, Eurofound (2018): Skills forecast: trends and challenges to 2030. Luxembourg: Publications Office. Cedefop reference series; No 108.See: https://www.cedefop.europa.eu/files/3077_en.pdf.See: Rolle der Ausbilder_innen als Lernprozessbegleiter_innen. Dietl/Hennecke 2019; S. 186ff<< Objectives >>OBJECTIVES:Main objective: To prepare company coaches for their changed role in work-based learning from VET students.Derived objectives:1. Describe criteria for a company which is prepared for work-based learning,2. Identify and rank actualised 21st Century competences (personal skills, transversal skills, educational method skills, etc.), leading to an updated job profile of the coach,3. Develop methods and training material for coaches, including material about the theory and practice of feedback techniques and how to follow the students developments4. Develop a Personal Action Plan where coaches can make their own skills analysis and create personalised learning program.5. Develop a web-app for: - agreements between school and company, both national and international. - monitoring students skills development for coaches.<< Implementation >>ACTIVITIESThe 21CC project has planned the following activities:- 5 Transnational Project Meetings,- Regular online meetings, one per month,- Development and implementation of 4 PRs, - 7 National Multiplier Events in the participating countries,- 1 LTTA in Hungary,- 8 Additional activities, which are described in the timetable: * Handbook * Projects brand and logo * Quality Management * Creation of the project website * Risk MP protocol * IPR protocol * Dissemination strategy and plan * Sustainability plan<< Results >>PROJECT RESULTS/IMPACT TOOL For the development of the proposal, the Erasmus Impact Tool was used: - Impact (under the indirect influence of the project) - Outcomes (under the direct influence of the project) - Output (concrete results) See also annexe 3.IMPACTCompanies in the participating countries know how to become a better learning company and how to become certified /recognised as such. Coaches know how they can become prepared and recognised for their new job. Teachers in VET know how to place the work-based learning from the student in the total learning program.Overall, this will lead to better internships and finally to students who are ready to enter the 21st-century labour market. Dissemination through associated partners will spread the results to other actors in Europe. OUTCOMES- Participating companies know the updated criteria to become a learning company and are recognised as such, after being audited by the project partners. - Coaches know their relevant skills, including pedagogical skills. They use the developed training materials and will be recognised by the partner VET school. They use the web app to follow the competence development of students during internships. They use their new skills during the internship of the students. - VET schools make clear appointments with the company about which part of the learning program will be realised in the company. They use the web app to make agreements with the company. - Teachers train and audit the coaches, when needed. OUTPUTS: 21CC has 4 Project Results (PRs) and 8 additional products. PR 01. Inventory and analysis of updated 21st-century skills for learning company coaches:- Methods to make an analysis of existing and missing skills, - Formulation of a long list of skills, - Identification and ranking essential skills for coaches,- Creation of a skills guide.PR 02. Creation of the Personal Action Plan for coaches:- All results from PR 01 are used by coaches to plan their personal training program,- Development of learning and training material, also placed in the Toolbox (PR 03)- Creation of Blog and Wiki functions.PR 03. Toolbox for coaches (and teachers)This Toolbox is freely available online, containing:- The 21st-century profile of a learning company and instructions on how to get recognised,- a 21st-century job profile of a learning coach, and instructions on how to get recognised,- Material and methods for the introduction and implementation of feedback.PR 04. Design and construction of the Web-App, with information about:- Administrative information about the internship,- Educational aspects of the internship, learning outcomes,- Legal aspects of the internship,- Function to follow skills developments from students,- Annexes and instruction with criteria for recognition of company and coach.OTHER OUTCOMESMultiplier Events will help to present, to evaluate and to disseminate the project results.LTTA will be used for practical training, for evaluation by experts and also for dissemination. Additionally, participants enlarge their international networks.