The European Council of October 2017 called for education and training systems to be ‘fit for the digital age’. However, according to the Digital Education Action Plan (COM 2018 12 final) “progress on integrating technology in education remains limited”. The recent “European Skills Agenda for sustainable competitiveness, social fairness and resilience” (COM 2020 274 final) stated that the Covid19 emergency revealed “the limitations of our current digital preparedness”, and especially in the education system.Our project is designed to target one of the most pressing issues in the educational landscape across Europe: how to make the transition of teaching and learning from the traditional face-to-face setting into the modern digital realm. This enormous task is further aggravated through the extraordinary conditions the Covid-19 pandemic has put upon schools and societies. Now there is the need to accomplish this transition in a very short time period. While there are a lot of objective obstacles to be overcome like the lack of hardware (especially with students from low-income-families), missing software or non-existing broadband internet access, the most profound hurdle is the mindset of teachers, students and parents. Digital education is broadly viewed as inferior and only acceptable as a substitute in times of an emergency. While the economy is making big steps toward a digital era (work 4.0), the educational system is persevering in a century-old setting.Our project aims to make a difference in the underlying triangle of teachers, students and parents and develop a growth mindset in all three points of this specific triangle. A growth mindset, according to Carol Dweck, enables individuals to overcome failures and open them for new experiences and skills. It gives us a fundamentally different view of our abilities and changes our perception of changes and challenges.This growth mindset is not only a suitable metaphor for the modern attitude within the current generation of students but rather the pivotal requirement for the successful transition of education into the digital realm. Only with a growth mindset, the educational triangle can support young people to acquire the skills needed for the labour market of the near future.This project has five objectives that we together aim to achieve:1. better teachers self-efficacy in regard to their digital skillset2. better usage of digital tools by students through growth mindset methods3. better the acceptance of digital tools within parents4. broaden the support for a growth mindset at schools5. practical growth mindset model for digital teaching We will engage members of all three points of the educational triangle as our target groups:- teachers- students- parentsDigital education inherently needs a growth mindset, because it is based on a fundamentally different kind of engagement of the students. While students might - through their age and their natural habit to be curious - be better equipped to develop this kind of mindset, teachers and parents have a much harder way to go. Thus, we will apply our experiences from different previous projects to helping the whole educational triangle to develop the necessary growth mindset.We will develop innovative practices that are based on the individual as well as the collective needs of teachers, students and parents.Digital education will be a key part of the European educational landscape even after the current Covid-19-pandemic is over. With a growth mindset, the necessary transition into the digital world will be much easier for everyone.Our activities:- four intellectual outputs (IO) with a focus on the support of growth mindset within the whole educational triangle, including a growth mindset model for digital teaching- two short-term joint staff training events for the project partners (Train - the - trainer event for growth mindset, Interactive workshop for design of growth mindset model)- one central multiplier event titled “Promoting growth mindset in the educational triangle” in Germany- five multiplier events titled “Best practices: growth mindset in digital education” (one in each country)- Pan European conference on the growth mindset activities in digital education. - four transnational project meetings, one of them as a virtual meetingLong term benefits and sustainability: the developed IO and the content will be made available online for the public in five languages. We will ensure that this website will remain online after the finalization of the project for five years. The teachers that were trained in the training activities will coach colleagues and disseminate the principles of growth mindset further. Our growth mindset model for digital teaching with its compendium of best practices can be used throughout the school landscape in the EU.

What was Art4Inc about? Art4inc was developed in response to the challenges facing adult educators who are working with an ever-increasing number of marginalized people, in particular migrants and refugees. Educators are the key enablers to support these communities on an educational journey to the highly valued key competencies that are essential for social inclusion and personal fulfillment. Yet many front line staff working in community programmes lack sufficient training to help build the key competences of their target groups, and adequately address linguistic, social and cultural barriers. What did Art4Inc do? Art4Inc used the ancient artistic disciplines of storytelling, music and drama to develop, test and implemented bespoke training resources that support adult educators in engaging with the acquisition of the key competencies among migrant and refugee groups and other marginalized communities of Europe. What has Art4Inc achieved? 1. IN-SERVICE TRAINING PROGRAMME AND HANDBOOK - Learner manual and research report that contributes to the continuous professional development being relevant to any educator working to support the inclusion of marginalized groups in any educational setting. 2. BUILDING BASIC SKILLS - Art4inc teacher's toolbox e-book is a suit of 12 open access learning resources in all partner languages, 4 for each of the three artistic disciplines selected: storytelling, drama and music. The resources developed support the acquisition of basic skills and are useful to any front-line worker engaging adult migrant 3. MULTI-LINGUAL E-LEARNING PLATFORM - In-service training programme providing access to the full suite of Educators Toolbox of Alternative Educational Resources and optimized for mobile access on laptop, tablet or smartphone 4. SCIENTIFIC PAPER - The document examines the experience of the project partners in 6 different countries and making key recommendations for future developments. How did Art4Inc achieve its objectives? The primary target groups of the art4inc project were adult education professionals and migrant support workers who are engaged at the front-line of the migrant integration process. The 7 project partners had extensive close contacts with the adult education and migrant integration professionals working in a range of diverse adult and community education settings with whom they interacted on a daily and weekly basis. This was also the initial target group for dissemination activities outside our partnership in the early phases of project planning and development. Each partner established a research control group comprising 6 to 8 adult education or migrant support workers. These forums were been used to test and validate the development actions of the consortium and the products and resources developed. This was an important element of the dissemination strategy in that has helped to build a cohort of advocates for the project in each local area. Once the development process had started, project partners extended their dissemination activities beyond the local and individual focus to regional, national and international level to organisations and institutions dealing with adult education, integration of migrants, lifelong learning and social integration. These organisations have been important multipliers in the dissemination strategy of the project. Local Learning Festivals have taken place in Germany, Ireland, Romania, Spain, Czech Republic and Finland and a final conference in Germany. These public events were used to present all project outputs to relevant target group representative bodies. All project results were presented to the relevant target group representatives at these public events. More than 25 adult migrants took part in learning activities during the festivals in each participating country and 90 adult education and migrant integration sectors participated in the final conference in Germany. In addition, at least 10 education managers and policy-makers participated in the National Campaign Events in each partner country at the end of the project when the scientific paper was finalized. The project was considered to be innovative among local participants because neither the adult educators nor the migrant learners engaged in local implementation activities had ever completed targeted training that helped them to use artistic disciplines to support integration activities. Some local projects have as early as used storytelling to support the integration of migrants in the past. But using storytelling still requires a certain level of competence in the host language. By using drama and music techniques, Art4Inc has made it possible for local adult educators to reach migrant learners with no English language skills at all and supported them to engage these adult learners in personal and social development programmes. This represents a significant innovation for adult education in the regions of partner countries.

"<< Background >>WHY?Project partners have been working both in the field of video education and green industry for the last years, identificating that their organization, similarly to other VET centres, had skill gaps to be cover in order to provide video education.NEED ANALYSIS OF THE MAIN TARGET GROUP (TEACHERS)COVID crisis has accelerated the necessity of a digital transition in every level of the society, which has emerged another reality, in order to promote a digital society first is it necessary to equip teachers with the necessary competences to fully exploit the potential of digital technologies in education, and adequately prepare learners to live and work in a digital society.On the other hand, during the last years, online videos have been growing in day-to-day uses, placing themselves as the main daily used format on mobile phones, rising consumption by 100% per year and consuming more than 70% of internet traffic in 2020. Video format is being pushed by all economic and social sectors as a main tool of communication, with 78% of people watching online videos every week, and 55% every day.OECD Guide for the education response to COVID included several thousand surveys in VET centres, which asked about the “required resources for teachers to learn how to use digital sources”, answered on average that most lacked resources were: a specific programme to promote teachers use of digital sources (36%); a scheduled time for teachers to develop instructions to use digital (44%) and specific documentation about the use of digital sources for pedagogical purposes (46%).In EU, from June to September 2020, EC launched and open public consultation (2700 contributions of VET centres and teachers) on the Digital Education Action Plan 2021-2027. In the results (Resetting education and training for the digital age), majority of respondents affirmed to have sufficient digital skills for online teaching, however, 75% of them wanted to improve their digital skills and competences in the future, being the ""creating digital content"" the answer for 48% of these teachers.On the other hand, when requested about the most important measures to implement in the centres, 71% teachers answered “to ensure that teachers have the relevant digital skills and competences”, with more than 50% of teachers requiring steps to assess their digital skills and competences.Country by country, the results of the teachers surveys show a clear trend to continue using the online training after the COVID crisis, requesting:-Reinforcement of digital skills and assessment, recognition of the competences.-To increase competences in managing existing information (finding and filtering), and creating own digital content.-To receive further uniform guidelines, plans and visions for integrating technologies in education.<< Objectives >>CONCRETE OBJECTIVE OF VIDEOTECH VideoTeach main objective is to develop educators digital competences, and promote the video education as the main tool for digital teaching. In addition to this final objective, VideoTeach has secondary objectives: -To promote video education in rural areas, by providing rural teachers with competences and tools covering digital and video necessities for video education.-To promote the video education in the green industry, supporting the development of methodologies, tools and video contents in the specific industries of renewable energy.-To support rural teachers in the development of their professional career, by facilitating the recognition of existing digital learning outcomes, providing structured training and EU CV.<< Implementation >>VideoTeach includes 8 Group of Tasks: -4 transversals (coordination, quality control, monitoring, dissemination).-TG2 preparation-TG3, TG4 and TG5 as core developers of PRs.This section focuses on TG3, TG4 and TG5 tasks, but as this section is limited, further explanations are included in each Project Result section “the tasks leading to the production of the result”.TG3. DESIGNING EU CV, CP AND METHODOLOGY (CARDET leads, M1 to M16) The objective of TG3 is to design an EU CV for Video Teachers applied to Green industries, based on the DigComp framework, the CP, following EU structures (EQF, ECVET, etc.) and quality principles (EQAVET).TG3 will also create a Methodology for teachers video digitalization following the CV. TASK 3.1. Development of a Competence Framework and EU Qualification Structure (CARDET leads, M1-8)CP will identify the new competences to be acquired by teachers to generate proper video education, based on TG2 results, and the European Digital Competence Framework (DigComp-JRC) main areas and elements, being structured following EU Qualification Structures, quality principles and ESCO.TASK 3.2. Development of EU CV for Video Teachers applied to Green industries (CARDET leads, M6-16)Partners will elaborate the CV using the CP and the TG2 research, with its structure of contents and training units. TASK 3.3. Methodology and tools to move teachers into video education (RV leads, M1-M16)The consortium will create a methodology for teachers, covering: evaluation of teachers capacities; identification of necessities; proposal of improvements.This task includes:a)Methodologyb)Recognition systemc)Online tool for skill evaluation and training proposalMILESTONES TG3:-Competence Profile (CP) and EU CV (M12) – PR1-Methodology and tools to move teachers into video education (M18) – PR2TG4. METHODOLOGY APPLICATION, TEACHERS SELF-ASSESSMENT AND TRAINING COURSE FOR VIDEO EDUCATION (UoM, M6 to M24)TASK 4.1. Methodology application and skills needs identification (RV leads, M18 to M24) The partners will promote the implementation of the methodology in 100 rural teachers, which will assess their digital competences, recognize the current knowledge and identify the skill gaps and the training required to cover the needs identified in the assessment.TASK 4.2. Online self-training course creation and implementation on teachers (UoM M6-M16)UoM will lead the production of video contents to cover the EU CV for Digital Teacher. The contents (more than 10 hours of video teaching) will be uploaded to a learning platform following CV learning units, including questionnaires to evaluate the teachers acquired outcomes. Online and face training.The partners will promote that 100 teachers carrying out the assessment, will complete the total, or part, of the training proposed, including a face-to-face training and validation action with 25 teachers in Malta.MILESTONES TG4:-Video Teacher self-training video course for Green industry (M16) – PR3TG5. CV APPLICATION ON GREEN INDUSTRY TRAINING AND SEARCH PORTAL (TUMTAL, M12 to M30)TASK 5.1. Recording video courses (M12 to M30)Teachers trained following CV contents will implement the new skills and competences in the creation of: PR4. Solar PV self-consumption. Solar PV power plants. Solar Thermal. Aerothermal pumps(detailed in PR)TASK 5.2. Storage of industry knowledge (FundeuTAD M6-M30) and TASK 5.3. Search portal (FundeuTAD M12-M22).Explained in PRs, FundeuTAD will process all PRs videos with a machine learning software, allowing knowledge storage in a data mine, and will create a search portal for advance identification of video resources in any language.TASK 5.4. Video contents quality validation in peer teachers review (M24-M30)Partners will lead workshops for peer quality validation of the videos among teachers.MILESTONES TG5:-More than 10hours videos recorded by trained teachers, processed and stored (M30) - PR4<< Results >>A clear relation has been sought on the links between the target groups needs, the objective of the project, and how the project actions deliver Project Results which achieve the following desired outcomes:-OUTCOME 1. To increase rural educators’ digital competences to support a wider use (on rural environment) of online, blended and distance teaching, safeguarding European standards and quality frameworks.-OUTCOME 2. To promote video education as a key resource for digital education, by providing teachers with the required skills and competences to generate video resources as a complement to their current teaching.-OUTCOME 3. To supply rural areas with more effective, flexible and attractive teaching tools for the green industry sector, which will allow a higher incorporation of rural workers to a sector of increasing demand on skilled employees.-OUTCOME 4. To promote the recognition of competences for digital teachers, through the structuring of training on EU CV, and the definition of recognition schemes for learning outcomes already acquired in formal, non-formal and informal contexts.-OUTCOME 5. To achieve the digitalization and long-term storage of green industrial knowledge, both from teachers and workers, by video digitalization and data processing of audio, through innovative machine intelligence.The logic of the actions is linked to the logic of the PRs delivery, as it is briefly explained:PR1. CP and CV for Video Teacher for Green IndustryThe EU CV, for teachers willing to promote video education in their green industry training, is the first step in the consecution of a structured teaching, with potential to recognize competences at EU level.PR2. Methodology for creation of Video Teachers Green IndustryThe Methodology is the second step in the way to the outcomes, with the definition of method which will guide the teachers on the self-assessment of the current competences, its recognition, and the identification of missing skills from the EU CV.Additionally, PR2 offers specific online evaluation tools, for easier self-assessment, recognition and proposal of missing skills.PR3. Video Teacher self-training video course for Green industryAfter the assessment, recognition, and identification of skill gaps, teachers will be trained in the missing concepts, through video training itself, which will assure covering the EU CV units. Partners will develop themselves the video contents required to fill the learning units of the CV, so teachers can be properly trained.PR4. Video Teaching content for green industry (Solar PV self-consumption; VideoTeach Solar PV power plants; VideoTeach Solar Thermal; VideoTeach Aerothermal pumps)PR4 is the implementation of the competences acquired by teachers, applied to their own current green industrial courses, through the development of video resources on 4 selected topics due to its current demand.Training material will follow less conventional formats, with the use of the video as a ‘narration tool’ (video-based digital ‘storytelling’), and the incorporation of the work-based knowledge through the recording of workers testimonies and explanations, assuring the alignment of the teaching content with the labour market, at the same time that allowing the exploitation of a knowledge which otherwise could be lost.PR4 have 2 objectives, one is the generation of pedagogical content following the guidelines and structure of the EU CV, another important effect is the self-learning process of the teachers which will include self-confrontation, peer review among teachers, training-by-observation of other teachers and experts validation workshops, assuring the quality of the final competences of teachers."

"VET learners must develop relevant transferable skills required for the workplace. To ensure these skills are transferred, VET teachers need stronger links with employers so their learners can interact meaningfully with them. This problem (or opportunity) is clearly recognised in business.ET2020 calls for partnership between enterprise and VET in two strategic objectives: improving quality and efficiency of education and training by raising the quality of CPD opportunities and enhancing innovation and creativity at all levels of VET. The 1st European Business Forum on Vocational Training (2012) states promoting collaboration between business and VET is pivotal to ensure proper alignment between what businesses need and what institutions teach their future employees. Cooperation around work-based learning of VET students is beneficial to all three actors: the learner, the company and the VET organisation (the learning 'triangle'). Most companies regard technical skills as the basics – the must haves – but having staff with suitable technical skills alone does not make a company stand out. What makes the difference is the level of transversal skills. Employers stress that these transversal skills enable skilled employees to fully utilise their technical expertise, put it into practice and contribute to company growth, learning & innovation.The consortium therefore aimed to transfer and implement an innovative student-centred pedagogy, Cooperative Learning (COL), to develop transversal skills. Whilst COL is not new, it is rarely used in VET. Working with COL develops experience and maturity, mainly by exposure to views and feelings of others and the ability to work collectively to a goal whilst considering these. In the project we identified innovation-friendly employers to work with trained VET staff, to create tasks (real workplace tasks framed as learning outcomes) for transversal skills development. Employers, learners and staff worked on tasks together as peers in Vocational Cooperative Learning (VoCOL) Triangles promoting engagement by bringing together the worlds of work and VET. Outputs included a best practice guide; a guide to COL and training material; lesson plan resources and video; an EQF mapping guide and a project website.VoCOL’s objectives were to:1. Develop skills of VET staff to use COL to develop and assess key employment competencies2. Improve VET’s attractiveness and relevance by ensuring the curriculum meets employability needs of learners and employers3. Strengthen alignment and collaboration between work and VET through innovative methods4. Enhance the modernisation and internationalisation of VET systems in partner countriesThe consortium comprised five VET partners along with ICI (the 'master' trainer') and three industry Associate Partners.* Dundee & Angus College UK, (D&A) provides VET training to over 16,000 learners. Since 2007 a small team of staff have experimented with COL to support the acquisition of technical and transversal skills with very positive results. They have received praise from HMIe, were featured at the Festival of Dangerous Ideas and established a COL community of practice. * Bollnas Kommun, SE: engages with local companies to run ""Vocational High Schools Courses"" for adult learners related to business lifeHETEL, ES: association of 21 Basque VET centres working to deepen collaboration with companies through various initiatives* INSTITUT INPRO, CZ: educational organization operating in further education, VET & development of new forms of education* RegioVision Schwerin GmbH, DE: facilitates the integration of people with difficulties to access the labour market through continuing vocational training. ICI, IS: training & advocacy organisation offering EU wide training in COLAlso three industry organisations were Associate Partners to ensure labour market relevance: Dundee & Angus Chamber of Commerce, Association of SMEs & Crafts of the Czech Republic and MittMedia i Hälsingland (Swedish media company)The participating organisations gained new ways of working with employers, a broader understanding of practices and systems and better alignment to the labour market.Teachers/trainers benefited from an upgrade to their knowledge, skills and competence, developed intercultural skills, are now able to match learners' transversal skills with workplace requirements, and they acquired improved methods of teaching. The participating learners experienced an increased awareness of their transversal skills and their importance in the labour market, now feel a greater sense of initiative and self-worth, with improved levels of skills for employability. The sustainable longer term results will be: * Deeper work based learning and engagement for an increasing numbers of teachers* Replicable practices to improve professional VET and employer engagement across Europe* An engagement of an increasing number of learners with employers"

"The BECOMING project expects innovative solutions aimed at reducing the exit-risk from the labour market for SMEs workers employed at lower levels. The project aims at increasing their long-lasting employability and at promoting their ability to make transitions of career management by developing a positive attitude towards lifelong learning.A survey carried out by partners showed that SMEs workers are not aware of the urgent need to update their skills and to open themselves up to lifelong learning in order to make their employability permanent. They do not know which skills they need to develop (up-skilling) in order to remain employable, and many of them do not implement any guidance activities. Moreover, the survey also revealed that VET trainers and career guidance development operators are specialised in supporting unemployed people, but they do not have ad-hoc approaches for SMEs workers. Based on these considerations, the general objective of the project is to decrease the exit-risk from the labour market of SMEs workers employed at lower levels.In particular, the project pursues the following specific objectives:-VET trainers and career guidance development (CGD) operators get trained on ad-hoc processes and tools to support SMEs workers’ professional guidance;-SMEs workers become aware of the exit-risk from the labour market; they are determined to develop C-VET paths consistent with skills needs;-SMEs workers are provided with a clear direction of personal development, available to implement a ""personal career development plan"";-SMEs managers become aware of the need for competences related with 4.0 transformationsThe project will pursue these objectives through the development of two intellectual outputs:IO1 is a new services package on Career Guidance and Development (CGD) provided for CGD operators and VET trainers. The services will be ""ad-hoc"" designed, and address low skilled workers of European SMEs. It will contain a services design handbook, professional operators tools, guidelines and methodology as well as a training program for VET trainers and CGD operators. IO2 is an experiential toolkit aimed at fostering the European key competence called ""personal, social and learning to learn"" in low skilled workers. It contains OERs and tools that workers can use autonomously.IOs are complementary: on the one hand, IO1 services are provided by the CGD operators and VET trainers; on the other hand resources and the tools included in the IO2 can be used by workers themselves autonomously. These two intellectual outputs will be tested in each country, and their effectiveness will be assessed.The project will provide positive impacts first and foremost for the participants.CGD operators and VET trainers: they will increase their ability to provide proper training and career guidance assistance to SMEs workers and in general to support SMEs in implementing 4.0 processes according to the digital and green transformation of SMEs.SMEs workers: they will increase their level of employability, and their professional opportunities will be expanded.SMEs managers: they will increase their knowledge of future competence needs aligned with the 4.0 transformation of SMEs.Moreover, the project will also have positive impacts on participating organisations and other relevant stakeholders at local/regional, national and international level. Project results will be adequately disseminated through several actions and channels in order to reach the different types of targets groups. Results will be sustainable thanks to the flexibility and adaptability of the methodological approach and intellectual outputs and thanks to the continuation and the further implementation of some actions by the partners themselves."