"<< Background >>„…They steal like ravens, are not willing to work and a people of restless nomads…“ – if it comes to Roma we are quick with prejudices. However, much heavier is the fact that they can be mobilised at any time what is not only reflected in regular riots but also in their actual living conditions in a sad way. They are still the poorest, the most unemployed, the least educated and the shortest living Europeans.With estimated 10 – 12 million members, Roma are the biggest ethnic minority in Europe. Almost 5 million live in the partner countries of the project. A relevant reason for the permanent discrimination of Roma is their low education level. Therefore, the disadvantages in the education sector that is a central field for the social integration and rise particularly of such a young population are the most obvious. A real segregation exists. In the new strategic frameworks of the EU for the integration of Roma, a row of objectives is fixed. Until 2030, the actual equality, the socio-economic inclusion and the reasonable participation of the Roma shall be achieved (Factsheet of the European Commission, October 2020).<< Objectives >>RESUME would like to contribute to those ambitions objectives in the partner countries concretely by achieving - an improvement of the access of Roma to education and lifelong learning; - an avoidance of drop-outs from education measures;- a promotion of the equal quality of education offers for all learners; - an improvement of the learning success of Roma; - the visualisation of the damages done by discrimination and segregation in education.<< Implementation >>Activities of the project are:- the joint elaboration of the project results by the project partners in the frame of transnational thematic work groups- Workshops ""RESUME"" for stakeholders from all fields of education- Intercultural trainings for education staff belonging to the majority- Education of 48 Roma Inclusion Mediators- Implementation of a 12 months Test Phase in the partner countries with a scientifically attended evaluation- European Conference for experts and stakeholders from other European countries.<< Results >>Results of the project are:1. Curriculum and training material for the education of Roma Inclusion Mediators.2. Online-Toolkit for Roma Inclusion Mediators supporting their practical work.3. Illustrated Romanes primer for children and adults.4. Training material for the training of trainers who will educate the Roma Inclusion Mediators.5. Training material for the intercultural training of education staff belonging to the majority.6. Training of 16 staff members of the partner organisations (partly Roma themselves) as trainers for the education of Roma Inclusion Mediators.7. Education of 48 Roma Inclusion Mediators in the partner countries. 8. Intercultural trainings for 80 kindergarten and school teachers, adult educators and vocational trainers.9. Use of the newly acquired knowledge and skills by the Roma Inclusion Mediators in the frame of need-based and appropriate mediation activities.10. Dissemination and exploitation of the project results."

<< Objectives >>Objectives of the project are following: - Provide the teachers with effective Guideline on how to implement career guidance in educational process- Broaden the implementation of professional orientation and career guidance techniques into all subjects at schools- Develop the competences of the teachers for provision of effective career guidance to their students- Raise the self-awareness of the students about their strenghts and suitable career opportunities<< Implementation >>We are going to pick up the best and most efective activities on europen level, which we will elaborate and summarize in Guideline for teachers. Following we are going to train the trainers in pilot training how to use tools and guidelines for carrier guidence during educational process.Trainers will train teachers at schools and raise the number of teachers with the competence of carrier guidence.<< Results >>The results which we expect to achive by implemention of the project are:- 1 unified and nationonally adapted Career guidance Guideline for teachers and Trainers- 12 trained teachers and trainers in the Pilot Training- 45 trained teachersOutcomes:- modification of school documents concerning carrier guidance- developed capacity of schools for carrier guidance during educational process- strong partnership on european level among institutions working with youth

The project is trouble-free and for all partners’ satisfaction with the results accomplishment and their impact and sustainability. BGCPO SE works actively with the dual form of training to train the target group of adults – according to the law for people above 16 years. This is something new for the Bulgarian educational system, thus there is need of good preparation: curriculum, guidelines, experience and so on. This way the project adds to the transfer to dual training as “extremely reliable” for improvement the quality of professional qualification and reducing the unemployment of youth. FokusDual supported and gave push to the dual system in Bulgaria, as well as in Romania and Slovakia. Project uses the long experience of the German and Austrian partners – it explores, analyzes and adapts, it worked out valuable intellectual products which structure and strengthen dual system. On the project, together with BGCPO SE work four training institutions: IHK Projektgesellschaft, Frankfurt / Oder, DE; BFI OÖ Linz, Austria; German-Romanian foundation Timishoara, Romania, Deutsch-Slowakische Akademien, Bratislava, Slowakei. Partners from Germany and Austria have rich and long term experience in applying the dual system, partners from Romania and Slovakia made their first steps in implementing the dual training in their countries and have valuable experience on difficulties, problems and successes.Description of undertaken main activities: Activity 1 (A1): competences of training the trainers were strengthened: trainers from the educational institutions are trained as trainers of mentors, (O1), groups of trainers from BGCPO SE were trained as adult trainers at the partners in Germany and Austria C1 и C2,Activity 2 (A2): the training of train the trainer was prepared: a curriculum for training mentors was developed, (O2), and it was tested with 8 mentors. Activity 3 (A3): the competences of training staff are strengthened: a “Guidebook for dual training participants” has been developed.Activity A 4 (A4): the dual training process was encouraged and the companies were motivated: five curriculums for dual training in five professions in the area of: buildings, furniture making, metal processing, tourism, Information and communication technologies – (O4) Activity 5. Communication and networking: in the team was applied open, with trustworthy atmosphere, ongoing, purpose-oriented and technically supported communication, interactive internet based platform was installed for all that are interested in dual professional training, Conference for the future – E1, on the subject “Vocational/ dual training – new chance for business, youth and jibs for the future, held as a workshop in the framework of the international EVBB and EVTA conference under the high patronage of the Bulgarian presidency of the council of the European union. Activity 6 (A6): Project management, coordination and implementations. Results and impact attained: The results of the project are 5 intellectual products which strengthen dual system and more specific dual training for adults. The project accomplishments facilitate communication and motivation for the employers to take part of dual training. They prepare the organization for dual training in the companies and educational institutions. These are curriculum for training the trainers of mentors, curriculum for mentors, guidebook for participants in the dual training, five training programmes for five professions which have been modified for dual training, information and discussions platform for dual training. Longer-term benefits: All these products are very interesting for the educational system in Bulgaria, they will be developed and will be used in projects as useful products. The first dual course was held in September in Pleven – according to the dual curriculum for wood processing. Other courses will be implemented. The mentor's curriculum was presented to the Minister of Education as a template for a framework program that should allow the legislation for dual training to be approved as unified for the whole country.

"The digitalisation creates new possibilities, but also dilemmas and challenges for schools and teachers, be it in VET sector or education in general since digital transformation is an overlapping process across all educational fields. There is consensus among policy-makers, researchers, teacher educators and school management that digital literacy and ICT implementation must be given high priority and needs to be explored more deeply in educational institutions. A large majority of European countries currently have definite plans to invest in schools' digital infrastructure. Germany has launched a digital pact to invest five billion euros into the expansion of IT infrastructure in schools by 2022 . The successful integration of digital tools as comprehensively as possible, but without reflection and a pedagocical concept into everyday school life is the biggest challange we face in Germany and partner countries.Despite efforts to push digitazition in schools, most schools do not have a concept for using digital learning aids, and are not able to reflect digital change as part of their systematic school and teaching development. Bertelsmann Stiftung Study shows rather the lack of pedagogical concepts. In fact, only 8 percent of school management attach great strategic importance. The result: Schools lack a concept for using digital learning aids, do not develop a common didactic understanding, and teachers usually have to organize their further training themselves. Having left all on their own, the partners in this consortium are struggling to use digital contents properly and the missing part is basically an application of the corresponding teaching pedagogy. The success of educational processes depends on the quialifications and competences of the teaching staff.Unfortunately a pandemic shows us the relevance of mastering digital teaching. As coronavirus forces sectors to consider replacing real-world interactions with virtual alternatives, the move has been most dramatic in the education sector, with many schools sending all students home, suspending in-person lessons and switching to digital learning materials and lectures.In this project by exchanging good practice we will encourage the teachers to view technology integration from a wider perspective and become reflective in their teaching as they use technology to support and facilitate instruction. The target group is teachers and schools. Each partner contributes to a specific issue we identified as important for our schools: teaching concept using digital technologies as well as the promotion of self-organized competency-based learning, new forms of teaching, learning and assessing, preferably open source solutions, joint activities platforms, networks. We will not only „consume“ the good practices, we will discuss with all partners what parts could be matching to currently avialable settings and frameworks within our organsiations and how could such a transfer or integration or adaptation be engineered. We included the experts into our project who developed and/or applying these good practices, having expertise in pedagogical software settings as well as development of software related to these pedagogical concepts. Possible synergies and joint actions we could have benefit from are the additional pillars of the project.We foresee two face-to face and one online learning activity. Learning from and with others is a most powerful learning experience. The value and importance of this experience inspires teachers: Being exposed to new ideas, new tools and new ways of teaching with these tools. Teachers would have time and place to reflect on their learning. Observation means getting involved, how it works, experiencing (first-hand experience, also together with others; stimulating, motivating), leads to reflection.We included three good practices, each of them covering different aspects we are interested in. We expect to learn from good practices the technology integration about new forms of teaching, learning and assessing-individualized learning paths in order to support a heterogeneous group of learners in achieving the same learning goals. Students are no longer subjected to the same requirementsacross the board ('classroom principle'), because they are at different ""learning levels"" (skills, knowledge, willingness to learn), so they should get different options offered to progress.-Methods suitable for designing individualized learning arrangements and the framework conditions of teaching-learning situations-Appropriate teaching materials on the basis of learning levels and the respective digital learning environment and learn management systems-A joint learning management system from teachers for teachers-design and development of contents of educational scenarios8 partners will participate and contribute and prepare eventually guidelines with results and recommendations based upon project activity."