<< Background >>While the educational community has made concerted efforts to maintain learning continuity during this period, children and students have had to rely more on their own resources, teachers and students of teaching studies had to adapt to new pedagogical concepts and modes of delivery of teaching, for which they may not have been trained. (OECD, A.Schleicher). In response to school closures due to the virus spread, UNESCO recommended the use of distance learning programs and open educational applications and platforms that schools and teachers and students of teaching studies can use to reach learners remotely and limit the disruption of education (UNESCO March 2020). The rapid transition to online learning has made major changes in teaching practices. Participation in online lectures or video calls suddenly replaced face-to face meetings that had been eliminated due to contact and mobility constraints. The question arose about the readiness of teachers for such changes, about the digital competence of participants in the educational process, and students associated with the process of organizing full-fledged online learningWith the EU competence model DigComp , a uniform Europe-wide reference framework for digital competence was created about 10 years ago. With DigCompEdu, the EU has defined a specific digital competence reference framework for teachers and students of teaching studies in educational institutions. To determine the level of competence, DigCompEdu provides its own self-reflection tool in the form of an online questionnaire. With this questionnaire, teachers can survey their status on the topic of digital competence themselves and anonymously. However, DigCompEdu does not measure skills and competencies in terms of content, nor does it offer content for competence development and further training. Teachers and students of teaching studies are dependent on their own resources and offers. These findings were motivating factor to develop an innovative DigiSET framework. DigiSET offers a solution to efficient and effective learning, addressing the gap between skill assessment and skill enhancement. DigiSET offers the whole learning ecosystem, tailor-made to the real-life needs and supports the enhancement of key digital competencies and addresses the horizontal priority of digital transformation trough development of digital readiness, resilience and capacity. If teachers are digitally literate, they perceive technology as a source of creative potential, rather than something that is mandatory to learn. The effective use of digital learning tools in classrooms can increase student engagement, help teachers improve their lesson plans, and facilitate personalized learning.<< Objectives >>The project DigiSET aims to contribute to the effective and efficient support of teachers in educational institutions and future teachers i.e. students currently enrolled in teaching studies in the development of digital skills using digital tools, through the creation of practical competencies assessment and digital learning content. Target group was determined to test and develop DigiSET toolkit – current teachers and students who train to be teachers. The current teachers have a real experience with teaching, and for some of them it might be very challenging to transfer their teaching methods into online learning. On the contrary, nowadays students are expected to be able to use digital technology in terms of teaching. However, it remains unclear to what extent students are equipped with ICT knowledge. The project therefore wants to achieve that all teachers, both current and future, can reflect the current and future needs of digital education. DigiSET project will be done in three phases and will achieve following goals:Phase I ASSESSMENT OF DIGITAL SKILLS OF TEACHERS AND STUDENTS OF TEACHING STUDIES•Goal 1 – Digital competence assessment of teachers and students of teaching studiesOUTCOME OF THE ACTIVITY:• COMPETENCES ASSESMENT REPORT INCLUDING PERSONAL LEARNING RECOMMENDATIONPhase II Development of e-learning materials on digital skills improvement•Goal 2 - Creation of digital learning content and certificatesOUTCOME: •TAILOR MADE E-LEARNING MATERIALS AND CERTIFICATEPhase III Measurement of acquired competences•Goal 3 – Evaluation of competences progress & certificationOUTCOME AT THE END OF THE PHASE •SKILLS ACQUISITION REPORT (BEFORE AND AFTER)<< Implementation >>This project will consist of three phases (please see above) and activities related to the development of the innovative digital toolkit for enhancement of teachers and students of teaching studies digital skills and competencies. All planned activities are in line with the Erasmus+ expectations for Partnerships Cooperation. Throughout the first phase, the assessment of the current digital skills and competencies of the teachers and students will be determined, and a further learning recommendation will be created. Based on the report results, in the second phase e-learning materials on digital skills improvement will be developed together with the input from partner institutions. In the final phase teacher competencies will be measured, based on the results from competences measurement before and after learning corrections of the DigiSET toolkit will be applied. For detailed description of project implementation, please see the section Result Description.<< Results >>DigiSET project result will be a digital toolkit (web based) that makes the assessment of digital competences of teachers and students of teaching studies via an online assessment tool (questionnaire) and individually recommends to every learner available learning material for closing potential digital skills gaps as objective as possible. Further within the project the relevant digital learning contents will be produced. For developing and calibrate the digital assessment system specifically towards teachers and students of teaching studies needs we need a large data input, i.e., a large number of teachers and students testing and feedbacking the/on the digital assessment tool, individual recommendation system and the digital learning contents on digital skills improvement. This will be done by actively including partners in all phases of the project. Within the framework of this project 360 teachers and students of teaching studies from all partner institution will be involved, for more detailed description of participants, please see the section Participants. For the result to be as objective as possible we believe data collected transnationally has a much higher value for the project result and generally than data collected only nationally. The DigiSET toolkit and all materials produced as a part of this project will be in English, German, and Romanian. For future purposes, outside of this project, it can be translated into the language needed. Open access to products under Erasmus+ is a key principle of the program. Core results and reports will be openly accessible to the public even after the project has ended. These outcomes will be available on the DigiSET website for free after the project has ended. Project partners will obtain the full DigiSET toolkit free. Within the last steps of the project, all project partners will work together on creating a project sustainability plan to ensure long term sustainability of the project result. A possible future exploitation and enhancement of the results of this project is possible.

<< Objectives >>The main objectives of this project are to; fill in the knowledge gap, enhance the competence and motivation of psychologyprofessionals in the field of disability - both objectives will feed into the ultimate aim which is that of improving the quality oflife and life skills of adults with disability, being the service users of Agenzija Sapport.<< Implementation >>1. Creation and accreditation of training2. Delivery of Training3. Management of the Project<< Results >>The immediate results will be the creation and delivery of a niche and accredited training programme relating to psychotherapy and disability which will be well documented so that it may be transferable throughout Europe. At least 20 professionals in Malta accredited in this specialised training. It is envisaged that the project will run according to schedule and up to the standards envisaged by the partners

KIDS4ALLL aims to implement a pilot action that will experiment a learning method and learning environment in formal, non-formal and informal educational contexts to address the integration challenges of migrant children. The KIDS4ALLL learning method draws on (1) knowledge acquisition (2) skills training and (3) attitude transfer to convey lifelong learning competences as a whole within a collaborative and co-creative learning process. As a response to the educational needs of children, in particular of migrant children, and of educators as pathfinders for continuous lifelong and lifewide learning, the project is grounded on three Key Inclusive Development Strategies (KIDS) towards LifeLongLearning (LLL), which represent the specific objectives of the project: 1) Fostering acquisition, maintenance and cultivation of competences related to the 8 LLL key areas; 2) Enhancing the methodological competences of educators towards inclusive and participatory teaching, training and intercultural dialogue; 3) Testing the concept of peer-to-peer learning in the form of buddyship collaboration (guided pairing of learners) with the lifelong and lifewide dimensions of learning. The learning method will be corroborated by the online and offline instruments that represent the KIDS4ALLL learning environment. The KIDS4ALLL project team envisages implementation of the pilot action in formal, non-formal and informal institutions in 9 countries (3 of which non-EU), all chosen because of their specific and variegated migration and educational contexts, and reaching approximately 1000 members of the principal target groups defined by the project. The impact of KIDS4ALLL will be brought about through the combined expertise of the consortium members, including academic institutions, civil society organizations and policymakers from 8 EU countries and 3 non-EU countries, and an International Advisory Board that covers six additional countries in Europe and beyond.

My Journey - My Mobility was aimed at giving Heads of Schools and educators in Malta giving them the opportunity to visit a project partner country in order to exchange best practices in relation to VET and key issues that are both national and European concerns in education. The same benefits were sought to be provided to all project partners and it was hoped that dynamic teaching/training opportunities for educators would be created. The project was embedded in a wider educational reform taking place in Malta. The Ministry for Education in Malta is seeking to move away from a 'one size fits all' education system to one which is more inclusive and equity-oriented catering to pupils' individual aptitudes through different learning tracks and student-centred learning focus, thus, providing equal opportunities in education, employability and relevance of education (Framework for the Education Strategy for Malta 2014-2014). This project sought to address these current key issues of concern to Malta and to our partners. In addition to the exchange of good practices in relation to VET within schools, which was a CSR for Germany 2017 and a priority for all the partners, student engagement and attainment in schools, which was a CSR for Belgium 2017; student absenteeism; early school leaving student drop outs, which was a concern in CSR report for Estonia in 2016, were key issues addressed in the study visits forming part of the project. The shift towards mainstreaming VET subjects has brought about the need for continuous professional development of educators of State providers (‘My Journey’ – Achieving through different paths, 2017). The Electoral Manifesto 2017 prioritised investment in appropriate initial teacher training, re-training of existing teachers and up-skilling and professionalising of trainers who are skilled in a specific sector, but who do not possess teacher training. It supports the funding of a wide range of VET measures, ranging from placements abroad to cooperation projects between training organisations in different countries (Malta National Lifelong Learning Strategy 2020). Through this project and the sharing of best practices, members of the Senior Management Teams were re-trained and up-skilled to transition from the traditional mind frame of prescribed content-based syllabuses to learning based on achieving outcomes; from an emphasis on assessment of learning to assessment as learning; and from ‘teaching to the test’ to student-centred teaching based on enquiry-based learning, innovative pedagogies (such as blended learning) and assessment aimed at acknowledging different forms of knowledge and skills. Furthermore Participants were given opportunities of creating networks between schools, thus promoting collaborative and holistic approaches to teaching and learning. Through knowledge gained through international cooperation, tailored training and continuous professional development, participants were empowered to advise on how to better identify what teachers need to support learners in their classrooms. Senior Management Team members who took part in the project gained insights on good practices in partner countries which may serve as a guide or reference point for VET educators in dealing with the teaching of VET subjects.