"This is an Erasmus+ KA226 strategic partnership of six schools situated in countries all over Europe: Greece, Portugal, Ireland, Iceland, Serbia and Belgium. Its title is ""Digital Readiness for European Distance Learning"" (DIGI.R.E.DI) and it will last 24 months. Partner schools all belong to secondary education, most of them to the vocational one. Teachers involved are experienced in the use of ICT and in distance learning long before COVID-19 imposed its restrictions on school life as well. They are also eTwinners and open to innovation.The main objective of the project is to update the digital competences of teachers and students of partner schools by introducing new Web 2.0 tools, new software and methods that can be used to make distance learning qualitative and fruitful for the educational procedure. The institutions involved will share their knowledge and experience in the use of ICT in education and develop teaching material together. This teaching material will be tested in virtual, mixed but also some regular classes and will be uploaded on project twinspace and blog so as to be available to any teacher in and out of the schools involved. Basic project info like participants, objectives and activities, mobilities and procedures will be disseminated in the form of newsletters and the results will also be published in the form of an e-book where all partners will contribute.Well established communication even before the project begins via Twinspace, WhatsApp group and online Webex meetings has been facilitating partners coordination and promises effective cooperation. In the case of COVID limitations, the project will set off through the project Twinspace where teachers and students can start knowing each other, introducing their school premises and their areas of living and then moving to the introduction of project objectives and start experimenting with some new web tools.Six intensive training weeks for teachers will be realised as total, each one hosted in a different partner country. Their content will be related to new digital tools, a different one in each host country, through a presentation, a workshop, discussion -evaluation, presentations on e-safety and inclusiveness of each country's distance learning and project meetings for its smooth implementation. Just one Transnational Project meeting is planned to the end of the project to prepare its final report.Lots of in and out of schools dissemination practices among them an e-book with web 2.0 tools and tutorials, six Newsletters, a project blog, use of eTwinning platform will contribute to project results sustainability as well.The collaborative teaching methods developed by the partners based on new technologies will enable more interdisciplinary and intercultural activities to be carried out in the future in all the institutions involved in the project and better distance learning. The effectiveness and attractiveness of the new teaching solutions will be tested by involving students in local and foreign online activities implemented by using newly learned digital tools. Schools will become more experienced in managing European projects, better connected to their local networks and more confident to invest in their internationalisation."

"The project responds to the needs of the Education Development Strategy in Serbia until 2020, which emphasizes the development of creativity, innovation and entrepreneurship of individuals as one of the most important functions of secondary vocational education, which is also one of the strategic goals of the Copenhagen process. Secondary vocational schools educate students for certain occupations in line with the labor market needs. However, there is a clear lack of vacant jobs on the market that will not be resolved in the near future, which is why there is a high percentage of unemployment, especially of young people, in Serbia, Croatia and Italy. The activities of the proposed project are exactly suited to these needs. On the oversaturated and competitive market response to the question of how to establish a company and conduct business does not guarantee success, because it does not offer a solution to the main problem: what products or services to offer in order to survive on the market as new entrants. Only innovative products, especially new types of services, have the potential to provide employment of new start-ups and self-employment. The above implies the necessity for teachers in secondary schools to be adequately trained to master the new skills - teach the students for the ability of creative thinking and innovative generation and evaluation of new functional ideas. The 22-month project encompasses three clusters of activities: 1) Teacher training; Running of creative workshops (for up to 1000 students); 2) Organizing an international event ""The Inspiring Creativity""; and 3) Developing and disseminating the case study; and final conference. The project has a significant focus on the creation of the Communication and Visibility Plan, with the idea of ensuring a multiplier effect of project results, both at local, national and international level. In order to ensure students' interest in acquiring these skills, the project envisages primarily teacher training and then informal learning methods for students through various attractive forms in creative workshops for which empirical data demonstrates far greater efficiency than all other formal forms of education, in particular for stimulating initiative and entrepreneurship. By making informal teams, students reinforce their self- confidence and their social communication, which is an essential prerequisite for transforming initial ideas into functional innovation. The most important priorities to be implemented using the project are: (a) development, implementation and promotion of non-formal educational methods; (b) improvement of entrepreneurial sense and competence; (c) readiness and motivation of students for individual and group creative thinking; (d) enhanced process of generating ideas among students in accordance with business and market conditions; (e) students' ability for the previous assessment of the ideas; (f) student orientation towards innovative entrepreneurship; (g) creating a case study based on completed creative workshops, and its dissemination at the local, national and international levels; (h) transnational linking of students and their joint presentation to the business community at the international event; (i) dissemination of project outputs through traditional and new media, the Internet and the Open Source Platform (eTwinning) for further free use and implementation; (j) formulating and disseminating recommendations. From the perspective of an individual student, the expected results are as follows: (a) Strengthening self-confidence - trust in their own capabilities and values; (b) release from self-censorship; (c) release from the ""Voice of Judgment"" syndrome; (d) the ability of lateral thinking; (e) the ability to think beyond standard patterns out of the box; (f) the ability to create and evaluate original and useful ideas. Participants of the project are 3 VET schools and research institute. These 4 partners are highly complementary; an artistic school that is 100% oriented towards the development of creativity of their students, and on the other side 2 VET schools that teaches entrepreneurship and business. Center Ideall successfully develop methods and tools to encourage creativity, so partners are ideal integral parts of a perfect consortium aimed at achieving relevant and high quality skills and competencies, the mutual exchange of best practices, testing different methods and the creation of even better and more effective educational method for stimulating creativity, innovation and entrepreneurship of students. By implementing the project the community gets a new quality: innovative thinking skills give new ideas that can be translated into innovation through the establishment of their own companies, reduce the pressure on the national employment services, and on the other hand increases the economic activity, the offer of new products and services and services and strengthens competitiveness on the market."

<< Objectives >>1. Ensuring young people to acquire social, civic and intercultural competences, by promoting democratic values and fundamental rights, social inclusion and non-discrimination, as well as active citizenship2. Promoting intercultural dialogue through all forms of learning3. Encourage young people to actively take part in the society to feel less socially excluded and gain self-esteem4. Raise awareness of the common history and values of the EU5. having a sense of self-value and higher esteem<< Implementation >>1. selection of students and teachers, quality assurance, time management, risk management, archiving, reporting 2. developing effective measures to deal with social and cultural inclusion3. 4 students exchanges: Sport as an ambassador of social inclusion, Overcoming cultural obstacles by embracing our heritage, Equal opportunities for all and entitlement to human rights, Participating in the society to promote democracy and global citizenship4. evaluation and dissemination activities<< Results >>1. at institutional level: developing strategies to implement the concept of social inclusion and provide equal opportunities for all learners;2. activities with the students: they will be aware of the importance of inclusion, healthy living, cultural heritage, human rights and democracy; they will have opportunity to experience internationalization, and spread the positive impact over their peers, having made friends; 3. at inter-institutional level: partnerships and future school exchanges

"<< Background >>The VET systems are in continuous transformation and solutions are needed on how to upskill staff with new skills, as we begin to understand what is required to equip VET teaching staff with skills fit for the 21st Century. The skill set and role of VET teachers is being outpaced by developments of working life. All the involved partners have the need of develop professional curricula more suited to address the challenges and opportunities that an increasingly globalized world reserves for the local territories and the schools operating in them; all the involved partners are constantly trying to improve, so as to give their students the best training possible: there’s a constant concern relating the strategies and methods applied by the schools and teachers. The partners need to equip their students' by providing opportunities to be spent in a greater way, moreover the VET teachers and trainers need a professional and teaching skills improvement and a larger and more creative insight on lessons’ planning, optimizing the use of new and innovative methods in the teaching process that help them into becoming more effective and making their work more dynamic.<< Objectives >>T.O.O.L.S. is mainly focusing to:(a) Change the way in which VET is practiced, making it more relevant to the current and future needs of the economy and society;(b) Establish innovative teaching styles for teachers and trainers;(c) Ensure the use of modern learning technologies in VET;(d) Strengthen education and vocational training;(e) Contributing to innovation in vocational education and training;(f) Increasing the attractiveness of VET at different levels;(g) Make better use of digital technology for teaching and learning;(h) Promote quality and excellence in VET.Specific objectives:• Improvement of the teachers skills involved in the project, promoting VET;• More attractive education and training programmes; • Increased level of digital competence for target group;• New approaches to better support VET education;• Use of participatory approaches and ICT-based methodologies;• More strategic and integrated use open educational resources (OER) in VET education;• Better aligned VET systems to the EU needs and opportunities;• Increased professional development of teachers and trainers and quality assurance.<< Implementation >>During the project implementation the consortium will organize: 1) didactic laboratories; practical activities; Workshops and Roundtables on Improving Collective Awareness in VET Education, Students’, Parents’ and Teachers’ views on the project’s topic; Information seminars for target group;2) Three TPMs (Initial meeting in Spain; Midterm meeting in Croatia; Final meeting in Italy);3) One LTTA focusing on state-of-the-art tools for the development of VET teachers and trainers and it will also be addressed to experts and managers, education and training providers, stakeholders belonging to the consortium's members looking the real possibility of innovation of their professional development;4) One per Consortium's partners event (multiplier event) to present and disseminate the results of the project not only to VET school teachers, leaders, educators but also to other relevant stakeholders and policy makers.<< Results >>1) Giudebook: ""T.O.O.L.S.: Technology Opportunities as an Occasion for the Learning Systems"" (IO1);2) Toolkit for schools and training organizations (IO2);3) Policy recommendations (IO3).Through T.O.O.L.S. we are expected:• A better use of modern learning technologies in VET;• A better use of digital technology for teaching and learning;• An innovate and improved VET sector;• Spread of the need for innovative methods in VET Education;• Improving the professional counseling and guidance skills;• Supporting evidence-based decision-making for schools based on new practices;• Exchange of good practices regarding the approach of the local authorities in the partner countries on the VET educational policies and professional training."

"<< Background >>The project FARMER is a study into European best practices for recruiting and retaining students to the agricultural sector. We are facing major challenges regarding recruiting, environmental issues and climate change, social development, and digitalization along with rapid technologies' development. Their changes require new skills from the educators implementing a greening in the curriculum to support students on their vocational education and training path. The project will work on the development of teachers' work in supporting students cross-cutting skills within the scope of sustainability and future needs, and the understanding of how to use pedagogical and didactic methods as a tool, to increase the attractiveness of vocational education and training in the agricultural sector. According to the practical guide “Greening Technical and Vocational Education and Training (TVET)” UNESCO, greening is the process of pursuing knowledge and practices regarding environmental and climate changes. Entrepreneurship and UN17 Sustainable Development Goals (SDGs) are closely linked in today’s agricultural education, which means that students need to adapt agricultural education with relevant content and teaching methods. At the same time the agricultural industry is facing problems with poor reputation, which is why the Danish Agriculture and Food Council reports that more than one in three producers in the agricultural sector is in need for qualified labor. At the same time, we are facing a youth unemployment in the EU-27 at 15,1% according to Eurostat, most of them without any vocational training and education. Students who choose an agricultural education experience a skeptical attitude toward their choice. In teachers’ learning activities, we will focus on how we support students’ skills in arguing of the importance and relevance of their choice of occupations, so that they experience pride in the choice of vocational education and training. Vocational education connects smart hands with smart minds, and FARMER connects smart minds with a stronger profile for sustainable development in Europe. According to the report,” Primed for Sustainability – A New Narrative about Technical and Vocational Education and Training”, drafted and published by The Danish National Commission for UNESCO, vocational institutions committing themselves to create a distinctive sustainability profile, they can attract more students. Moreover, teaching sustainability helps to produce insightful students with their own convictions, equipping them with the skills needed to identify new approaches to enhance sustainability. FARMER has the potential to influence the entire value-chain in the green sector, i.e., students, VETs, companies, society and at stakeholders. By mapping the needed skills of the future ‘green’ farmer, according to societal and political demands, training the educators to increase motivation and implement a green curriculum, improving the image of agricultural education in the narratives, training the enrolled students cross-cutting skills, and supporting their green, innovative, entrepreneurial mindset alongside with improving their competences with regard to language, IT and acting in a European community, the impact of the project FARMER will affect Europe's future sustainable growth and cohesion. Therefore, this project will focus on the sustainability goal No. 4, and, in particular, on No. 4.7, which ensures that all students acquire the knowledge and skills necessary to promote sustainable development through education for sustainable development and sustainable lifestyle. The project focuses on EU partner countries, that are already experiencing the difficulties of recruiting, motivating, and retaining students. This fact guarantees that the partners will be committed to ensuring that the project is an unconditional success.<< Objectives >>The main target group of this project is educators, who are the main persons involved in educating, motivating, and retaining students. That is why all our activities are educator-oriented and can only be accomplished with their participation. The aim of the activities is to enable the educators gaining knowledge and methods that they can use in their present and future training-curriculum. With modern teaching and ability to utilize new teaching technologies, the students will also gain essential skills that are adapted to the challenges they face after graduation.The basic purpose of the project is to train teachers/educators in developing a more practical approach to teaching. There is a focus on the exchange of teaching techniques as well as respect and understanding of the different partner countries' way of tackling the environmental and climate challenges and adding more knowledge through the exchange of best practices. The teachers will own and recognize the richness and diversity of various pedagogical and didactic approaches achieved through transnational cooperation.The projects aim at:- Supporting educators, educational leaders and support staff in communication and education to recruit and retain students. - Further strengthen key competences in initial and continuing VET.- Supporting VET educators to implement environmental and climate goals to the education and communication practices.The specific objectives of the project are:- Encouraging the establishment of a more hands-on approach teaching.- Focusing on our recruiting, motivating, and retaining students facing the environmental and climate change challenges.- Implementing the project as a goal and complementary tool to develop pedagogical and didactic methods among the participants.- To promote entrepreneurial learning directly in the participating countries and through dissemination on the webpage also in other European countries, engaging students to become true agents of change.- Raising the students’ awareness regarding possibilities of studying at an agricultural school.Therefore, the 10 partners in the project convey the knowledge gained and involve others in activities, in the effort to recruit, motivate and retain in practice. An estimated number of 50 people will benefit from the mobility activities directly. With the efficient dissemination, the best practices will be shared more widely in national and transnational contexts.Our partners represent contrasting social and economic backgrounds, and a diverse collection of communities from across Europe. Working together delivers our aims of developing new pedagogy and didactic methods and benchmarking the best practices.The project methodology is based on the concept of interdisciplinary teaching to enhance the quality of education. We aim at approaching key issues from the perspective of different subjects taught by participating educators using digital technologies and learning methods.It is expected to be a strong cooperation among institutions, municipalities, district governorships, district national education directorates, NGOs and farmers during the preparation, implementation, and sustainability of our project.<< Implementation >>Our studies and activities will be carried out with the support of all partners. They will integrate the activities into their daily lives, as one of the objectives of these EU projects suggests. Teachers will develop and exchange practical teaching and learning methods/ideas. The results will be presented digitally, and creative work will be carried out not only with the partners, but also with their own students to ensure that the recipients of teachers' development work achieve the optimal benefit. At the same time, there will be national sparring between colleagues at the schools, so that we ensure that the schools benefit fully from participating in the project, and that there will be more ambassadors who can spread the project's message and results. The focus is to raise teachers' awareness of the possibilities of choosing vocational training, as well as the reasons why young people must choose vocational training, and to start focusing more on sustainable development in education using the UN17 SDGs. This will be achieved by producing a pedagogical and didactic manual with reflections and suggestions for active methods that are invaluable for improving key Lisbon competences, such as learning to learn, interpersonal, intercultural, and social and civil competences. These will be achieved by addressing the following topics:- Competence-mapping of existing skills in agricultural education today with the aim of identifying current skills needs/gaps.- Identification of the future need for educational skills, with a particular focus on the challenges posed by the climate challenge.- Setting up personal educational skills to suit the needs of the future.- Establishment of a new framework for agricultural learning content.- Political recommendation.Throughout the project's three-year life, we will work to exchange experiences and best practices in relation to the development work of the teaching. We will look at the skills we train according to today, as well as examine what skills future farmers require. We do this to adapt our transnational development work to bridge the gap between today's cross-cutting skills and the cross-cutting skills of the future. The main focus will be on digital and technological competences, as well as on innovative and entrepreneurial competences, as they are part of the competences of the 21st century. Moreover, these competences are sought after both by the agricultural profession itself, but also by politicians as they are inscribed both in national learning strategies as well as in the EU's ""European skills agenda"". We will use surveys among teachers, students, and parents for underage students according to each WP in order to measure the effect of the work done during the mobilities, ensuring the policy recommendation answer to the needs in all partner countries.<< Results >>The project is expected to deliver four results:1)We expect to provide an analysis of the competences we teach after today. •each partner will provide data on labor market indicators:oyouth unemployment rate oactivation percentageounemployment rates by ageounemployment rates by occupationoanalysis of training programs and levels.oanalysis of the percentage intake at the different levels of education.We will achieve a demographic analysis by country but also in general for the EU, as partners are distributed throughout the EU. This will give us a picture of what recruitment is like for education in the EU, as well as where we are in relation to achieving the EU's strategy that about 30% of a youth year should take vocational training, and how many will choose an agricultural education. 2)We expect to provide an analysis of the competences that future farmers need to possess.•we will develop a matrix of the competences we expect young people to possess in the future. oanalyze the pedagogical and didactic tools we are going to teach by. oanalyze possible methods e.g., Peer-to-Peer learning, digital methods, etc. oanalyze and test methods in relation to greening the curriculum and support SD regarding environment and climate change.We will achieve the development of a matrix that contains proposals for a toolbox, from which the teachers can be inspired, and where there is a focus on different methods that strengthen the cooperation competences, as well as a focus on the professional competences in relation to the environment and climate change. 3)We expect to deliver an educational and didactic manual with a focus on a more hands-on approach to teaching that matches the skills and competences of future farmers.•we delve into the methods from paragraph 2 concerning teaching methods in relation to the environment and climate change. oanalyze the methods we are already using today and which we expect to continue with in the future. opractical transnational co-teaching to develop partners' practices across partners.oanalyze how we can produce in a ""different way"", cf., the French Ministry of Agriculture.oexamine the mechanism of ""test space for settling as a farmer"" cf., Member of Pays Graines oexplore new technologies e.g., drones, ICT platforms, etc. oprepare an educational and didactic manual. We will gain an insight into some programs launched in France, with the aim of developing the personal and professional competences of the students to meet the needs of the future. The work is picked up in Belgium, where a manual of recommendations is written after testing the different methods in each partner country.4)we will conclude by drawing up a political recommendation that proposes, how the political side can support recruitment to vocational education and training, as well as the upskilling of trainers in vocational education and training. •we will make some policy recommendations based on the work we have carried out on the previous three points. orecommendations on how to support recruitment to vocational training from the political point of view. orecommendations for curriculum improvements in relation to work on the environment and climate change.We will achieve the development of policy recommendations, that we can present to relevant national and transnational stakeholders, who will support us in developing agricultural education and training to make it more attractive and facilitate access to a university education."