The COVID DIGITAL 2020 project is based on two priorities: the first, to support the adoption of innovative approaches and digital technologies for teaching and learning and the second, to improve the quality of the VET offer, through the establishment of feedback channels to adapt the vocational training offer.Due to the pandemic situation that we are experiencing in Europe in such an extraordinary way since March 2020, we have planned to carry out a project whose main objectives are:O1. Analyze and study the influence of the coronavirus from the beginning of the same to the moment of initiation of the project in each of the countries to which the partners belong. O2. Analyze and study the influence of the coronavirus from the beginning of the same to the moment the project begins in each of the cities where the centers are located. O3. Analyze and study the common denominators regarding the digital platforms used in each of the centers that are part of the association and the response given by each of them. O4. Analyze the resources (anti-covid) available in the different centers, taking into account the capacity of their digital tools and the connectivity of the students of each center O5. Prepare a resource bank for possible distance training in case of quarantines.For the elaboration of this project, the association that includes four educational centers is formed: CENTRO INTEGRADO DE FORMACIÓN PROFESSIONAL A XUNQUEIRA, IES Frei Martin Sarmiento, COOPETAPE, Cooperativa de Ensino CRL, Stredni skola polytechnicka, Olomouc, Rooseveltova 79, which have extensive experience in the management and execution of different European projects.At the time of carrying out the activities, four transnational meetings will be held in which a series of activities are designed, which are summarized below:Coordinate BrainstormingConduct surveysAnalysis of the surveys carried out.Prepare teaching materialReview of the didactic material produced.Coordinate resource bank.Coordinate teacher training tasksAnalysis of general results of the project.Presentation of the resource bank.Proposal for future lines of actionStarting from the objectives set in this project, the idea is to measure the success of the results, for this we establish a pattern or methodology in which the activities will serve as a backbone between objectives and results, that is, we start from an objective O1 in which by carrying out activities A1.1, A1.2, A1.3 and A1.4 lead us to the result R1 and so on for all objectives.Regarding the results, we hope to carry out:R1. Curriculum review and adaptation of activities proposed in the schedules due to the different scenarios contemplated in the project description and the update of the existing situation in the labor market.R2. Adapt the curriculum to the new needs of the production system due to the impact of the pandemic, with the support of companies around the participating centers.R3.1 Teacher training in the different digital tools useful for distance training: moodle, webex, google drive, classroom, free office, etc.R3.2. Achieve digital literacy for the largest possible number of teachers and students at different educational levels.R4. Avoid digital disconnection of studentsR5. Presentation of the didactic material for modules common to the different centers.With this project, it is expected that both the participating organizations, teachers from the different centers, a group of students and companies in the sector will experience a change in training and at the time of incorporation into the labor market of students whose results will be reflected in the near future . What is intended with this project is that no one, neither teachers nor students, is left disconnected in case of quarantine or confinement due to the virus; Thus, the intended impact at the local, regional and even national level is that the largest possible number of centers can make use of the digital resources generated during the project and at the same time access the resource bank prepared.

"“Erasmus TV international” focuses on the triangle of education, culture and technology. We aim to empower our students so that not only they become responsible European citizens aware of their rights and duties online and offline while opening their minds to other cultures and countries in Europe, but also, they feel part of a European project where they will be creators of stories, reporters of their own communities, and members of an international educative community which will motivate them so that they give the best version of themselves in national and international groups of work where they will improve their social, communicative and digital competences.On the other hand, the importance of cultural heritage and intercultural dialogue is unquestionable in a globalised world. Students and teachers will take an active part in debating cultures, exchanging ideas, sharing and celebrating their cultural heritage and diversity through the videos which will be available at the Erasmus TV International website and will reflect each country’s culture and students' points of view on their own realities. We will be combining both culture and technology in a way students will enjoy while improving their audiovisual communication skills as well as their foreign language and social skills. We will also boost students' creativity as the emphasis will be on authentic videos and audiovisual communication, which is one of the core elements of innovative education. We will produce and share a wide range of open educational resources (OER) which will be available for the whole European educative community.The main objectives of Erasmus TV international are as follows: to support foreign language skills and communication; to improve ICT skills and digital competences; to raise cultural heritage awareness; to boost creativity and innovation; to promote social skills, interaction, tolerance and empathy in a united Europe; to encourage student participation in shared events (short-film making, video-making, workshops, competitions, project meetings, etc.); to make students aware of their online rights and responsibilities; to help students become safe web-wise users; to promote positive uses of new emerging technologies; to use digital technologies in creative, collaborative and efficient ways; to encourage intercultural dialogue and respect; to support the digital capacity of our schools; and to create open educational resources. There will be six Erasmus TV International clubs from schools in Turkey, Poland, Portugal, Romania, Italy and Spain withsecondary school students from 13 to 18 years old, and a group of motivated teachers in each partner school. We calculate that about 150 students will benefit directly from our project while over 3,000 students will benefit indirectly. One of our priorities consists on strenghtening the profile of teaching professions. While teenagers are often called ""digital natives"" (Prensky, 2001), teachers can be considered to be digital immigrants, who do not to use digital tools as confidently. Thus, teachers will be given support and guidance in using new ICT tools in their classrooms. In this way, a strong bridge will have been built between students and teachers which will boost their motivation and success. In order to achieve all our objectives, we will be working in close cooperation and share all our products in several platforms such as eTwinning, Instagram, Facebook, etc. We will be holding a first kick-off meeting in Turkey with seminars on digital safety and professional-like videos, and five Learning Teaching and Training Activities in Poland, Portugal, Romania, Italy and Spain where a 6-episode film will be created.Our participation will contribute to the developement of our schools in the long-term since we will improve the students' ability to use technology and encourage them to make use of the beneficial side of mobile technologies and the Internet; learn about different cultures, lifestyles and languages; facilitate intercultural dialogue and help overcome prejudice, e.g. the fact that families host foreign students will have a long-lasting impact not only on these families but also on their communities; enhance the communication competence and foreign language skills of not only the direct participants in the Erasmus TV International clubs, but also the rest of the educative community and neighbouring schools who will be invited to join some of our activities; have open educational resources about different cultures in Europe; improve teachers' professional competences with ICT and mobile technologies; and support the digital capacity of our schools. After the end of the project all these benefits for the educative community will stay, and we will have created reusable intercultural materials which will be shared openly with local, regional, national and European communities."

Dig4VET proposal links with all objectives of ET2020 and with Objective 5 of Riga Conclusions: “introduce systematic approaches and opportunities for initial and continuous professional development of VET teachers, trainers and mentors in both school and work-based settings.”We believe that one the key elements in continuous professional development of education staff should be digital competences which enable teachers to use different digital tools in education process. Digital tools have the power to make education process more attractive, interactive, flexible, inclusive, more participatory and more personalized. Digital Education Action Plan (EC, 2018) notes that “digital technology has huge, largely untapped potential for improving education”. One of the policy pointers of ET2020 working group on VET (Cedefop, 2019) urges to “support teachers and trainers for innovation and digitalization”.The objectives of Dig4VET project are:-To improve skills and competences of VET teachers, trainers, mentors for use of digital tools in education process, for both: classroom and distance learning-To raise awareness of variety of digital tools and technologies that can be used in VET school and WBL settings.Dig4VET proposes empowering VET teachers, trainers and mentors/WBL tutors with the support of a training program for VET teachers, trainers and mentors which can be implemented by VET institutions (local level), by national CPD systems and internationally as Erasmus+ courses.Dig4VET objectives will be achieved through the following project steps and activities:-preparation; needs analysis and review -development of the training program and materials; -piloting/testing the training program at international level (2 joint staff training events); piloting the training program at national level (master classes);-developing OER to support the training program and demonstrate use of digital tools in VET and WBL process;-multipliers’ events at national and international levels;-dissemination activities.Direct target groups of our project and of the proposed training program are:-VET teachers, trainers, mentors/WBL tutors-VET teacher trainers, trainers of WBL tutorsIndirect target groups (can introduce the training program in VET schools and CPD systems):-VET managers, WBL coordinators, VET and WBL stakeholders;-VET policy and decision makers, authorities responsible for VET CPD.These target groups are represented by project partners and will be involved as participants. Dig4VET participants will include approximately 230 directly involved persons:-66 VET teachers, trainers, mentors, teacher trainers involved in piloting the program international and local trainings-At least 164 persons involved in multipliers’ events;Up to 10 000 persons will be reached through dissemination activities and needs analysis as respondents.Dig4VET project will develop the following outputs:1) Needs analysis and review report “Digital Competences of VET Teachers, Trainers, Mentors” which will include a review of existing practices of using digital tools in VET, results of SELFIE reviews in partner countries, review on VET distance/digital learning during virus outbreak in spring 2020, overview of digital tools available for use in Vet and WBL teaching and learning;2) Training program “Attractive, Interactive and Inclusive VET: Digital Tools for Teaching, Learning, Assessment and Validation” aimed at both VET school and WBL settings, taking into account the European Framework on Digital Competences of Educators and covering the education process stages: preparation - teaching/learning – assessment – validation.3) Open education resources (OER) including video lessons for use of some digital tools and examples provided by training participants for use of digital tools in VET and WBL contexts in specific VET fields/subjects.Dig4VET project outputs will be shared through the website www.qualityplacements.eu and through EU platforms for project results.We expect that Dig4VET impact will be in 2 main areas:- improved skills and competences, as well as motivation, of VET teachers, trainers and mentors for using different digital tools for teaching and learning, assessment and validation in VET and WBL;- better awareness of digital tools applicable for education and specifically for VET and WBL, as well as awareness of EU frameworks and tools, such as DigCompEdu, SELFIE.

After analyzing for several years that our students encountered serious difficulties when entering the world of work, because there was no direct relationship between what was studied in the training cycles and what was demanded by the labor market of the different professional families, the association formed by the CIFP centers To Xunqueira (Pontevedra-Spain); I.E.S. To Paralaia (Moaña- Pontevedra-Spain); I.E.S Francisco Daviña Rey (Monforte de Lemos - Lugo-Spain); C.I.F.P. Rodriguez Casado (Huelva-Spain); Lycée Louis Ghilloux (Rennes- France), Stredni Skola Polytechnicka (Olomouc- Czech Republic); ETAP-Escola Profissional Caminha- ​​Portugal); D.Sancho, Ensino, Lda-Escola Profissional do Infante (Vilanova de Gaia- Portugal) present as a common denominator an interest in analyzing and studying the adequacy of the training programs, included in the degrees, to the labor needs of the different sectors as well as well as the involvement of the companies of the different countries that make up the association, both in the reception of the students for internships and in the contribution of resources for their training. The focus of this analysis will be carried out as a backbone vehicle from four perspectives The objectives that were intended to be covered with this project are: 1º) Analyze the curricular content of the diplomas given in the different centers: General Competence of the degree; Modules that compose it with their respective Learning Results and hourly loads; Professional qualifications acquired, both in each region or autonomous community and in each country. 2nd) Assess the adequacy of the degrees to the current moment and in the local, regional, and national professional environment, from the perspective of the company, the students and the teaching staff through surveys designed for this purpose. 3º) Involvement of the company in the training process of the students and in providing the centers with material resources such as those that the future worker will find in the company. 4º) Transfer tables of the various titles in the different countries analyzed: Czech Republic, Portugal, France and Spain (Andalusia and Galicia).To do this, five meetings were scheduled, distributed as follows: The first meeting took place in Huelva, where the tasks detailed below were developed: - Presentation of all the members that make up the association. - Preparation of the action calendar. - Preparation of the survey for entrepreneurs. - Choice of a logo of the association. The proposal presented by the CPIFP José Luis Graíño with the drawing of a caravel is approved. - Decision of the date of the next meeting. - Cultural visit.- Two professors from each participating center attend this meeting, except from CIFP A Xunqueira, who attend three because they are the coordinating center and, as they lack experience in this type of project, each member is in charge of a section. The second meeting took place in Olomouc, in order to carry out the tasks detailed below: - Presentation of the results of the employers' surveys. - Preparation of a report of the results. - Preparation of the survey for the students. - Decision of the date of the next meeting. - Cultural visit.- Two professors from each participating center attend this meeting, except from CIFP A Xunqueira, who attend three. The third meeting was held in Vila Praia de Áncora (Portugal), in order to carry out the tasks detailed below: - Presentation of the results of the student surveys. - Preparation of reports. - Preparation of the survey for entrepreneurs. - Decision on the date of the next meeting. - Cultural visit- Two professors from each participating center attend this meeting, except from CIFP A Xunqueira, who attend three.The fourth meeting should have been held in Rennes (France), but due to Covid-19, the meeting was suspended and held online, with the following agenda: c - Presentation of the results of the survey of employers. - Preparation of reports. - Sharing of the results obtained. - Decision of the date of the next meeting. The fifth meeting, which is the end of the project, was held in Moaña (Pontevedra), in order to carry out the tasks that are detailed below: - Present conclusions and results derived from the final report. - Pooling. - Results. - Preparation of final report. - Cultural visit. - End of project.Due to the lack of space, both the description of the activities and the results can be verified in annexes V, VI, VII, VIII and IX, corresponding to the agenda and minutes of agreements of the five transnational meetings.