"Throughout Europe, teachers and school principals are under great stress due to the high complexity of the challenges they have to face. They are asked to teach in increasingly multicultural classrooms, integrate pupils with special needs, use ICT in teaching, engage in evaluation and accountability processes, involve parents in schools and meet the growing expectations of pupils, parents, education systems and other stakeholders, who are all very demanding and too often contradictory. According to various studies, the burnout of teachers in Europe is estimated at 25-35%. This situation implies psychological suffering and has negative consequences for the teachers themselves, for their pupils and for the education system, affecting the quality of the class and the learning outcomes of the pupils. In these circumstances, however urgent and crucial the challenges that society poses to the education system may be, they will not be addressed effectively if a third of the key actors are unable to make the necessary effort.The project partners were aware of the problems resulting from burnout in education, but they also knew a number of teachers and schools that succeed in efficiently and creatively addressing today’s education challenges, producing valuable learning outcomes, motivating students and colleagues, and contributing to the necessary innovation and performance in their classrooms and schools. Best performers, both at pedagogical and at organisational level, represent a valuable asset for educational challenges and objectives as they show us how current challenges can effectively be mastered.We visited these teachers and principals to learn from them, and to make their approaches and methods available to other educators. We conducted numerous interviews with teachers and principals in Italy, Portugal and Austria and collected best practices. Based on the information we gained in the interviews, we developed the following products:IO1: SELF-ASSESSMENT QUESTIONNAIRES FOR PEDAGOGUESPedagogues can discover their strengths and their fields of development and which methods “Best Performers” are applying to make their everyday school life easier. Depending on the scores achieved, the user receives one of three different evaluations: Starter, Well on the Way and Highly Advanced. Corresponding to this evaluation the user receives suggestions of methods in the database. The following questionnaires can be answered online and are also available as pdf:StresstestWith the help of this questionnaire pedagogues can find out how to use their inner beliefs to better manage everyday stress.Learning fieldsBy means of these questionnaires, teachers can reflect in which of the following areas they already feel quite competent and in which areas there is still a greater development potential for them. On the basis of the results, the pedagogues are given hints which methods in the database might be of particular interest for them.Topics: Self-determination, Participation, Solidarity, Communication, Collaboration, Critical Thinking, Creativity Mindfulness, Well-being.Application fieldsPedagogues can identify the areas in which they are already a ""Best Performer"" and discover appropriate methods in the best performers resource database.Topics: Class Management, Teaching and Learning Strategies, Performance Assessment, School Culture and Diversity Management.IO2: GUIDEBOOK FOR SCHOOLS This guidebook, available as pdf and as e-book, contains innovative and proven measures and concepts for school development. In this book teachers and headmasters will find practical tips clearly arranged in the following chapters:•Organizational Development •Lesson Design •Human Resources DevelopmentIn this manual teachers and headmasters will also find information on suitable methods in our database, as well as references to the self-assessment questionnaires and to other websites. Under Human Resources Development a big chapter is dedicated to the topic of burn out and how to prevent teachers from burning out.IO3: METHODS DATABASE This database contains methods and approaches at pedagogical and organisational level. The integrated search engine allows users to apply different filters to find appropriate methods and approaches, or, if all fields are left blank, to get an overview of all methods in the database.IO4: TRAINING MODULES We have put together six different modules - 12 hours face to face training and 13 hours online training (incl. practical exercises) - on the following topics:•Classroom Management•Teaching/Learning Strategies•Performance Monitoring•School Culture•Leadership•Diversity ManagementThe partnership consisted of a well-balanced and complementary mix of organisations coming from Austria, Italy and Portugal, involving school authorities, umbrella organisations at national and EU level, teacher training institutions and training providers."

Soft skills are recognized to be the success factor enabling individuals’ well-being, self-confidence, autonomy and responsibility, the fulfilment of education/social and professional lives, career development and higher income. However, the set of soft skills is often referred to be as non-measurable skills by conventional tests or exams, as they include a wide range of skills related to the individual mindset, such as: capacity building, learning to learn, persistence, resilience, creativity, self-discipline, self-reflectiveness, acting autonomously.Considering this, the VET_GPS was launch aiming at developing and presenting a wide set of tools, guides and materials addressed to trainees, VET managers, VET counsellors and VET trainers/teachers, fostering the holistic development of trainees. The project was focused on the trainees' soft skills acquisition, development and assessment, essential for their personal development, social participation and workplace success (holistic development).Involving 8 partners from 5 Portugal, Spain, Austria, Italy and Belgium, during the 26 months of the project, the consortium had the opportunity of structuring, testing and validating the following main results:• “Guide for the integration of the Soft Skills in VET offer” (EN, PT, ES, DE and IT) addressed to VET managers to support them in the definition of a strategy for the assessment and development of trainees’ soft skills.• “Soft skills self-assessment too”l (EN, PT, ES, DE and IT) – Online questionnaire to support young trainees in the assessment of the level of development of their soft skills.• “Success@work manual” (EN, PT, ES, DE and IT) – Addressed to trainees, providing 25 activities that can be easily implemented by them in different places, that can support them in the acquisition and/or strengthening of their soft skills; • “Soft Skills Profile” (EN, PT, ES, DE and IT) - A structured interview scheme for counsellors to support them in the communication and explore of the trainees’ results from the questionnaire mentioned above.• “Training course for VET Professionals” (EN, PT, ES, DE and IT) – Allowing them to develop knowledge and competences to integrate strategies and activities in their sessions/schools, fostering the assessment and development of trainees’ soft skills, according to the project’s methodology.• “Youth Empowerment Handbook” (EN, PT, ES, DE and IT) - Designed to inspire and support VET trainers in the identification and definition of practices and activities to be implemented in their daily classes, fostering the assessment and development of trainees’ soft skills.• Quality Framework for the Cooperation in VET System (EN, PT, ES, DE and IT) - Document with quality standards and examples of good practices for the establishment, reinforcement and maintenance of VET-Business Cooperation in the VET system.All these materials were prepared, tested and validated by VET managers, counsellors, trainers and trainees at the national level and are available for download in the project’s website - https://www.vetgps.eu/ - in English, Portuguese, Spanish, German and Italian.

<< Objectives >>The project aim is to increase the competences of trainers in the principles and good practices of implementing innovation in green economy. Trainers, in turn, will empower entrepreneurs to take better environmental decisions, to understand the advantages of green actions, thus contributing to the greenification of economy. With proper knowledge, entrepreneurs will be able to identify opportunities related to green economy and implement successful businesses, using an innovation business canvas.<< Implementation >>1. Case studies on green business2. Identify innovative features-survey analysis3. Design GBIC4. Implement cases with GBIC5. Create step-by-step guide on how to use GBIC. Video scenarios6. Create short videos to describe modules from GBIC7. Translate and integrate open good practices for green businesses, BIC step-by-step completion guide, animated videos and GBIC tool in educational platform8. Guideline for train innovation in business mode9. Test activities10. Dissemination activities<< Results >>R1-60 case studies R2-identification of innovative featuresR3-Good practice GuideR4-GBICR5-cases described GBICR6-e-learning platform based on learning content management frameworkR7-Step-by-step Guide-How to make GBICR8-video materialsR9-Interactive tool for GBICR10-Guideline with practical pedagogical methods for teaching the creative skillsR11-test for testing based on EntrComp and GreenComp R12-Interim Report - testing resultsR13-Final Report -improvements R14-Final Report-disse

"In the EU, while almost three quarters of the population has at least an upper secondary qualification, basic literacy and numeracy skills cannot be taken for granted. Challenges persist for large parts of the adult population in most of the European countries. In 2017, around 61 million adults aged 25 to 64 had stopped their formal education before completing upper secondary education. Also, 43% of the EU population has an insufficient level of digital skills and 17% has none at all. The digital skills of the Romanian population are among the lowest in the EU, especially among the elderly. In 2017, only 29% of the Romanian population and 13% of 55-64 year-old had at least basic digital skills (compared to the EU average of 57% for total population and 41% for 55-64 year-old people). The OECD Survey of Adult Skills (PIAAC) also shows us that around 20% of the adult population in the participating countries struggles with basic skills like literacy and numeracy. Participation of adults to education and training in EU has slightly increased in the last years reaching 11.2% for 25-64 year-old population in 2019. Romania registers a huge gap in this indicator (1.2% in 2019), with the lowest value in the EU. While Austria is among countries with participation level above European average, all the other countries participating to this project display levels much lower than European average. Moreover, in 2017 more than one third (35.4%) of 25-54 year-old migrants born outside the EU had completed at most lower secondary education and upskilling their language and other skills will be necessary to ensure their smooth integration and to tap their potential.The project AIMS to support the acquiring of key competences, including basic skills for all through the development and transfer of innovative learning methods for low-skilled adults, including but not limited to vulnerable groups.The main OBJECTIVES of the project are: strengthening key skills, including life skills, through introducing innovative methods useful for teachers and trainers; supporting the development and uptake of innovative approaches in learning methodologies and digital technologies for teaching and learning; improving the access to training for low skilled adults, with focus on vulnerable groups by increasing quality, supply and accessibility of learning opportunities tailored to their learning needs; providing opportunities for professional development of teachers/trainers through the development of effective digital, open and innovative methods supporting the work with low skilled adults.The Team2Share project's TARGET GROUP consists of: trainers, teachers, mentors who work with low-skill adults and low-skilled adults with a focus on youth, women, low-skilled seniors.Team2Share project will include 120 low skilled adults, 50 teachers/trainers/mentors, 15 expertsThe project will develop during 2 years of implementation 3 INTELLECTUAL OUTPUTS:- Training programme for trainers/teachers/mentors working with low skilled adults, consisting of a training curriculum and content that will be inserted in an ICT state of the art tool ""Android application - App1"" which will be based on an innovative methodology ""team-oriented learning in interactive working groups"" that was developed based on the principle ""reproduction of the learning material in its own words deepens the acquired knowledge"". App1tool will answer to the need of teacher/trainers/mentors to have and use various other tools, methods, methodologies suitable for low skilled adults that have (maybe quite serious) problems to learn or train in the classic/formal system. - Training programme for low skilled adults aiming their Team2Share, consisting of a training curriculum and content developed and included in second app, namely ""Android application - Team2Share App2"". It will answer to need of low skilled adults for more suitable learning/training methods that help them to learn and fix their knowledge more easily and thoroughly, things that are difficult for them to achieve in the classical/conventional learning and training systems. The application will include speaking/story telling Avatars presentations of learning/course contents as well as practical hints for those users; that is an innovative method appropriate not only for little children but also for adults and especially for low skilled adults.- Guidelines for Formative Monitoring and Assessment of learning outcomes, consisting in a collection of methods for formative performance monitoring, including numerous methods of performance assessment in various formats, aiming to increase performance motivation through targeted and helpful feedback.Team2Share products will be disseminated by 8 MULTIPLAYER EVENTS.The direct IMPACT will consist in professional development of teachers/trainers for more efficient work with low skilled adults; learning/training and fixing knowledge more easy and thoroughly by low skilled adults"

The European Union has high levels of school drop-outs (with significant differences between countries), which in many cases are associated not only or exclusively with a problem of pupils' ability (i.e. pupils with learning difficulties), but also are closely related to social, motivational and even family factors that surpass a merely educational area. This situation occurs more frequently at certain levels, such as vocational training (especially the initial training), and training on professional certificates. The profile of students in initial professional training usually presents particular characteristics, which make them more vulnerable to school drop-out and which sometimes manifest in problematic behavior.This is because this level of education picks up a type of students that comes from failed studies, and that in many cases face learning problems, but also behavior and coexistence issues (school failure, low motivation, drugs consumption, violence, bullying ...). Furthermore, immigrant students at this VET level reach a high level of representation. In Spain, for example, it is situated around a 35% (for students 16-17 y.o.), adding other vulnerability factors, such as social integration, language issues, etc. There is a clear indicator when dealing with this group: 35% of immigrant students in Spain dropped out in 2018, in front of the 15.3% of the local students.The presence of students with these risk factors, and who respond to a profile of low motivation and who present behavioral problems, has a high qualitative impact in VET centers. This impact is direct on trainers, staff and other students, and can lead to a spiral of discomfort and conflict that greatly reduces the quality of training. Furthermore, those students are highly vulnerable and in risk of drop- out and an unsuccessful educational (and even) professional integration. We, therefore, face a problem that responds to a casuistic with multiple dimensions and that must be approached in an integral way.With our InVET project we want to contribute to improving this situation, by focusing on the development of a complete Pack of Resources addressed to i-VET centers, managers and trainers, and that would include:1. Specific references on successful initiatives developed at education centers to fight against conflict and pro difficult students’ inclusion. We would offer trainers and managers in VET centers with complete examples (in the form of video testimonies) where the protagonists of those initiatives can explain the contexts, the measures, the impact and assessment carried out.2. Guidelines (and recommendations) to implement concrete measures in the educational centers at different levels: from the pedagogical point of view, to organizational aspects, including logistics and models for the design of active learning environments, etc.3. Resources that would help trainers and managers at the centers to implement the proposed measures.Project objectives, thus, include:- To fight against the exclusion factors that lead young i-VET students to drop out of school.- To provide the VET centers, their managers, trainers and staff with success references and commented examples that allow them to transfer these initiatives to their own contexts.- To offer a complete analysis of a complex problem, in which multiple factors and dimensions intervene, and which must also be addressed from a comprehensive approach.- Create a set of tools and resources that, with a practical approach, offer intervention models at various levels: pedagogical, organizational, logistic, etc.- Contribute to a better understanding of the European reality in reference to school dropout and its causes, so that this vision can be used and transferred to other educational sectors.Addressing the problem of school dropout is a European need. Even if the contexts and realities may differ between the Member States, the problem is common. And in the case of the students of i-VET, it is clear the need to equip the centers and trainers with practical and contrasted tools that allow them to address the problem, since the consequences for them as professionals (influencing the quality of their work) and for their students leaving school (with unemployment rates clearly higher than those of other profiles) highlight an important failure of the education system.The partnership is led by Maristak Durango, and composed of a set of organizations experienced in the work with young disadvantaged students in the VET system, and includes experts, from public and private sectors, on drop-out and early school leaving, on the development of training programmes and ICT-based learning environments, and on training trainers initiatives. This mixed expertise joint together and addressed to common goals are considered the key factor for the successful development of the project.