<< Objectives >>This project aims at analysing how to use resources efficiently, attract high quality teachers and trainers and produce innovative curricula in niche economic areas. Through the main project result, a questionnaire to measure the excellence level of centres, we intend to allow centres to find their own starting point and to pave the way for them to become more excellent across 3 broad dimensions a) teaching and learning b) cooperation and collaboration c) governance and financing.<< Implementation >>IIExVET, Excellence model development; Improving and Implementing Excellence in VET, Stablish excellence model tools; D1.2: National discussion tables with the education sectorD1.3: National discussion table with the business sector/other actorsD1.4: Compilation document of the topics of the discussion tablesD1.5 Identification of criterials that determine excellenceBoosting excellence in VET within IIExVET Model.Mutiplier events as Dissemination activitiesFace to Face meeting<< Results >>National tables in Spain and Turkey with stakeholders (educational community and bussines sector and others) to stablish criteria and tools for an excellence certification. Presenting Excellence, one day session in Turkey where the Spanish partners will boost the implementation of IIExVet Model.40 Vet Centres testing IIExVET Model Face to face and on line management meetingsAdministrative and financials reportsD5.4 Multiplier Event Spain, 100 participants D5.5 Multiplier event Turkey 100

"<< Objectives >>The project will bring green thinking into the workplace. With a cooperation of the Stiftung Bildung & Handwerk (DE), the Vocational Training and Rehabilitation Centre Austria (AT), the Keski-Pohjanmaan koulutusyhtymä (FI) and the Consejería de Educación de la Junta de Castilla y León (ES), partners have been found who want to enable teachers to integrate sustainability and ecology into their work and life in an uncomplicated way with simple, easily accessible and motivating LifeHacks.<< Implementation >>With simple steps and easy-to-use LifeHacks, we will design small digital learning units around sustainability and make them available to staff in the education sector. These simple and motivating steps will enable these multipliers to further develop and carry the green idea. We accompany this project with a ""working-out-loud"" blog to engage many people and promote an open working culture. This transparent and fault-tolerant way of working should contribute to the knowledge society in Europe.<< Results >>The project provides free and easily accessible LifeHacks on sustainability at work. These LifeHacks are produced as tips or videos to be easily disseminated via social media, web or newsletter and mail.There is a blog that accompanies the project in an open and transparent way and invites people to join in. Through events in the partner countries, interested people are invited to benefit from the results. We want sustainability to become a normal part of professional life."

Although international alliances and international mobility systems are well developed at European level in some areas of education, the situation is quite different in the field of Vocational Education and Training (VET), and to a much lesser extent in that of Dual VET (DVET). Thus, international partnerships and mobilities of students are still a rare phenomenon in Europe in VET and relatively uncommon among apprentices/trainees: the share of mobilities in VET is low in comparison to other mobility fields (e.g. higher education) and their mobility experiences vary significantly due to important differences between national educational systems, youth labour markets and socio-cultural schemes.Within this context, the doALLVET project (Strategic Alliances for Quality Dual VET and International Mobilities) aims to establish and reinforce strategic international partnerships so as to: a) improve awareness and knowledge of VET models between EU countries with different levels of development; and b) develop and reinforce international mobilities schemes among students, teachers and school management staff in strategic sectors (e.g. 4.0 industry, food industry, tourism and services), while focusing in the capacities of (D)VET and international mobilities to reinforce social inclusion.Thanks to the project, the participants will have the opportunity to: - Improve their knowledge about the different DVET systems existing across Europe, including the best practices to adopt in order to a better implementation and development of DVET schemes in their territories. To do so, partners have selected key criteria from the Recommendation on a European Framework for Quality and Effective Apprenticeships that are currently important challenges they face: learning outcomes and recognition of qualifications; support for companies; flexible pathways and mobility; career guidance and awareness-raising; quality assurance and graduate tracking.- Set-up networks of contacts of public administrations, VET providers and companies at an international level, to stablish long-term alliances which will be the basis for increasing and consolidating the number of international mobilities in VET.In order to achieve this, the project will follow a peer-learning methodology based on 6 peer-learning activities, taking place in Castilla y León (Spain), Lisbon (Portugal), Lublin (Poland), Paderborn (Germany) and Savonlinna (Finland) and a final one in Castilla y León (Spain), aimed at providing a general understanding of the dual VET model of the regions participating in the project, as well as to visit key VET providers that can be part of international mobility strategic alliances. Their participants will be, on the one hand, staff members of the partners’ organisations, and on the other hand, representatives governmental departments with competences in the design and implementation of dual VET schemes; education centres/schools with dual VET studies and business organizations (employers’ associations, chambers of commerce, etc.) from the regions taking part in the consortium . By means of these activities, the following main results are expected: - The increase of the alliances for international mobilities in VET among public administrations, VET providers and companies.- The increase in the number of sectors engaged in DVET schemes, as well as taking part in international strategic alliances.- The increase in the number of students and staff (teachers and school management team) that enrol in international mobilities in VET.- The increase the number of students and staff that have a positive and quality experience in international mobilities in VET.- An improved connection of DVET and labour market demand at a local, regional and national level.It is expected that the results of the project will be consolidated and multiplied beyond its duration, as as consequence of the closer relationships created through the strategic partnership. This will lead to longer-term benefits at the European level:- Increasing the number of students and staff that take part in international mobilities between different regions and countries.- Improving the financial support and sustainability of international mobilities in DVET.- Improving the connection between DVET and the needs/demand of the labour market at local, regional and national level.- Standardising processes, protocols and tools for international mobilities, contributing to the set-up of homogeneous frameworks for the recognition of qualifications in VET.

"The project ""Accompanying development potentials in the early education 0-6"" (Edu B612) aims to develop and validate an innovative educational model for children from 0 to 6 years, transferable at the European level, based on the most modern neuro-psycho-pedagogical theories of teaching practice, which can be applied concretely in educational contexts. The objectives of the project are: - Creation of an international network of specialists and organizations promoting the close collaboration between the academic world, teacher training institutions and educational institutions for the promotion of innovation and quality in early childhood education - The creation of new curricula for teachers aimed at the development of the skills needed to adopt an experimental model in early childhood education - A new guidance to early childhood education through the creation of a white paper on approaches and experimented educational models in the 0-6 age group, for public bodies and decision makers at national and European level. The project partners represent educational institutions at different levels: Polo Europeo della Conoscenza (Italy) permanent network of school at national level, department of childhood education of the Gazi University of Ankara (Turkey), Department of Education of the Autonomous Government of Castilla y León (Spain), Panevezys District Education Centre (Lithuania), Clementoni spa (Italy). In order to give a greater impact to the project from the political-decisional point of view, two of the partners are national and regional bodies that can have an impact on hundreds of schools (4000 Spain and 300 Lithuania). Moreover, the involvement of a corporation producing educational game will allow the project to enrich its pragmatic view and to promote the design of concrete materials to stimulate the potential development with the creation of a brand of educational tools and toys validated by the experts of the project. 12 associated partners including universities and schools are also involved in the project. The active presence of these partners is necessary to facilitate the carrying out of the research phase: the schools will in fact be invited to modify their educational spaces and the organization of their lessons according to the strategies identified. The model will be structured by drawing on various theoretical sources: Vygotsky, Piaget, constructivism and co-constructivism. These theories will be related to modern educational strategies such as metacognitive processes, peer education and cooperative learning and transformed into educational modules for the development of specific processes (language, logical-mathematical, motor, affective-emotional-relational). These methods will become the real center of teaching and a point of reference for the teacher in his educational practice. Three macro-workshops will characterize the model and they will be: the workshop of languages (""to say""), the workshop of production and thought (""to do""), and finally the workshop that will develop the emotional-affective-relational area (""to kiss""). The methodologies developed will pay particular attention to the inclusion of all children beyond their talents, potential, difficulties or disabilities. The Edu B612 model will have a motivational approach and enhancement of the talents and individual skills of children, through educational help systems in which educators will not replace them or overburden them, but will provide functional stimuli for learning and emotional wellbeing and will accompany them in the experience of growth. Practical tools , adapted and adaptable, will be created with materials developed by educators to enhance the process areas, taking into account the proximal development of skills related to competences and metacognitive, cooperative learning and peer education. With this in mind, all the methodologies developed will pay particular attention to the inclusion of all children beyond their potentials, difficulties or disabilities. The training and application modules will be scientifically validated within the schools. The results of research, experimentation, validation and training will be the subject of the production of a white paper on new approaches and educational models aimed at decision and policy makers. With various scientific articles the project will be disseminated at European level. All the training materials produced will be openly available for the interested educators on the online platform of the project. Furthermore a toolkit for educators will be produced and it will collect the workshop activities created during the project experimentation."

Educational innovation is the best way to enface 2 of the big European problems: unemployment and social exclusion.Our partners have excellent COMPLEMENTARY CONTEXTS. The Spanish Univ. of Oviedo (coordinator) is located in areas with the highest levels of unemployment. Similarly happens in Italy where the CPIA partner (Provincial Center Adult Education) works. Conversely, the Finland partner has 7% unemployed people and Poland partner 3%. So they could be 2 educational references. In addition, an important ADMINISTRATION participates: the Consejería de Castilla y León (2.5 million inhabitants). FEATURES OF THE 5 PARTNERS-Successful state institutions, without seeking economic profit;-Focused on adult education, public access and transparent to society;-Wide experience in training for employment and management of cultural heritage;-With high possibilities of impact and social dissemination, wide networks and links with institutions;-Complementary European experience (Solid or new experience).OBJECTIVESThe project tries to solve EUROPEAN NEEDS and PRIORITIES: to improve disadvantaged people, to achieve employment, collecting and implementing innovative educational actions. Moreover, the participants must know the European educational and cultural heritage (democratic system, law, history…) as a way for social integration.GOALS-To SHOW/KNOW best role models in educational planning and teaching vulnerable adults-To implement these INNOVATIONS SYSTEMATICALLY in our centres and other institutionsIndirectly we will also get:-To provide training for transversal competences to find a job-To alleviate school failure-To strengthen a European space that may fuel living together.The PARTICIPANTS will be members of the educational staff and adult’s teachers with current or upcoming training activity. All of them have actions on the FINAL TARGET: the population at risk of poverty or social exclusion in each environment. 200 TEACHERS and educational management STAFF directly involved, and another 200 involved indirectly without mobility. In addition, these participants are people with experience or interest in outreach work with the media, and people who can implement the innovations that they will eventually know in each activity. Also we have our STUDENTS that will later on annually receive direct training from the participants in the project: The UOv. has 500 adults students enrolled in the PUMUO programme, and 2,500 students of the Teaching Training College (future teachers in different levels). The CPIA-Padua has more than 2,500 adult students. CyL has 83,000 students and 25,000 CEPAs students respectively. The Polish partner has 1,800 professional students, and the Finnish partner has 2,600 students.ACTIVITIES and results:-To select innovative and effective role models about educational design and adult learning-To create guidelines for the institutionalization of innovations and to systematize models of reference: sustainability at GOVERNMENTAL LEVEL-5 Short-term joint training and 5 transnational meetings-An INTERNATIONAL EVENT (International Conference)-Knowing innovative models to promote the European educational heritage-To disseminate:>PUBLICATIONS (academic & informative)>A PROFESSIONAL TV PROGRAMME>Educational material>A WEBSITE, social networks to disseminate innovative modelsMETHODOLOGY I+D+I STRUCTURE: TO RESEARCH EDUCATIONAL MODELS + TO ANALYZE THEIR ESSENTIAL INNOVATIONS + TO SHOW-COLLECT TRANSFERABLE FEATURES + TO DISSEMINATE THESE STRENGTHS + TO IMPLEMENT EDUCATIONAL ACTIONS AND POLICIES IN EACH CONTEXT.The project is focused on the formative action on teachers, focusing on the view of real successful experiences and debating with its protagonists. It will also be recorded on TV.We will visit each space in order to know successful teaching models, REAL SOLUTIONS TO PROBLEMS, and to see: places and educational materials, methodologies, meetings with protagonists. The attendees will reproduce these innovations into their teaching practices. The visits allow to disseminate these experiences to society, and to incorporate these role models into educational policies, course design, etc. It allows describing the experiences to the scientific community too.IMPACT AND BENEFITSOur viewpoint for the impact to last long SEVERAL INNOVATIVE references must be implemented by the adults’ teachers. Annually this impact will be repeated on all their students (+100,000).The educative actions are effective in the LONG RUN: The FINAL targets will be quantified according to the LEVEL OF EMPLOYMENT and SOCIAL INCLUSION achieved for the vulnerable people. Our interest is to collect, implement and maintain successful educational solutions, not only on the partner organisations, but also at the systemic level, generating multiplier effects at territorial and sector-specific level, attracting networks, obtaining support from public authorities, enhancing visibility of activities and outputs.