<< Background >>Robotics is already the key driver of competitiveness and flexibility in large scale manufacturing industries and, more importantly, is becoming more relevant for smaller manufacturing industries. However, one of the main factors jeopardising its implementation is related to safety and security, especially in those cases where robots interact with humans. Robotics lacks skilled workforce, and not all European countries even have robotics in their VET-curricula. On one hand, In Denmark, moving towards 2030 it is estimated a potential of 90.000 – 150.000 jobs directly linked to development and implementation of automation technology. If we however continue the current education pattern, we will only have 70.000 – 80.000 with the enough educational background to fill those jobs (Automatiseringens effekter på det danske arbejdsmarked, McKinsey & Company 2017). On the other hand, VET-schools experience challenges in finding skilled teachers of robotics. It makes a lot of sense to join forces in offering learning environments to learners, in enriching teaching, in developing of teaching and learning content, and in sharing of knowhow amongst teachers.A third point is the importance of soft skills in current, fast changing working life. Mr Antti Manu, Docent from University of Turku in Finland has carried out a study in which about 350 experts in Finnish working life gave their views on the working life skills they require of students graduating from VET-schools. Only about one in four respondents emphasised work technology skills and other content expertise. The student's ability to direct his/her own activities and attach to the working group, as well as other social and interaction skills, was much more important. Similar results have been obtained in numerous domestic and international studies. Robocup addresses this point in the chosen methodology of MicroChallenges, to enhance and support the development of student’s soft skills combined with learning and practicing on safety in robotics.<< Objectives >>The objective is to increase the knowledge and skills of VET students enrolled in robotics -related VET-programs:- Being aware of robot related hazards and being able to identify and mitigate them- Understanding basic safety guidelines for robotic applications- Identifying key elements related to robot safety- Applying provisions of safety standards in different operations with robots (design and manufacturing, programming, maintenance, and machine communication)- Enhancing soft skills relevant to working life (e.g. problem solving, teamwork, presentation skills, English communication, time management) The adaption of VET education for the labour market needs is our driver. 10 VET -teachers from 4 European countries will work together in developing of four MicroChallenges related to safety in robotics: Get a grip! Test for succes! Play safe! and Better together! The MicroChallenges will be tested in collaborative challenges in transnational groups of students. In doing so, the involved teachers and students network and share their expertise and learn from each other. Companies are involved in the content design and in giving feedback.A Manual on how to run the MicroChallenges in safety in robotics is produced, making it possible for institutions and organisations outside the partnership to run these or similar MicroChallenges. Video tutorials and testimonials will help to grasp the content and the method.The adaption of VET education for the labourmarket and at the same time make VET an attractive choice to the young will be our aim in this project.<< Implementation >>The project will have four major activities - the four MicroChallenges related to safety in robotics: MicroChallenge 1. “Get a grip”. Safety regarding design and manufacturing (pneumatic, 3D printed gripper) MicroChallenge 2. “Test for success”. Test a gripper on a robot, design a robot fence (mechanical, electrical) MicroChallenge 3. “Play safe!”. Safety during PLC programming (laser scanner, sensors) MicroChallenge 4. “Better together”. Integration with external equipment, collaborative robotics The MicroChallenges will be planned, implemented and assessed during 4 blended mobility activities where a total of 64 VET students will participate in a collaborative challenge in order to solve each of the challenges proposed in safety in robotics. A company representative will also be invited to participate in the evaluation team during each collaborative challenge.<< Results >>A manual on how to teach safety in robotics through the MicroChallenges - complete with homepage and videos will be the main results of the project. The exchange of approaches to robotics, expertise of VET teachers and equipment available in the partner-VET-schools will help develope competences of the teachers involved and to integrate new contents on robotic programs related to safety, giving a more comprehensive approach to the subject. Attention will also be given to describe the soft skills development via the MicroChallenge -method in international studentteams, e.g. teamwork, problem solving, and communicating in English. In the long term, the project will contribute to a higher relevance, reputation and attractiveness of the VET sector and to its internationalization as well as to develop changing skills needed and thereby improve employability of students in robotics and the availability of skilled workers for companies.

The global economic and social challenges in Europe are common and similar, reflecting into the needs of education and the education provision. The economic recession seems to continue, which means reductions in state funding for education, including the education provided for adults. On the one hand there is a number of adults without any certificate or diploma needing education, on the other hand the educated people need to improve their skills - and in many cases it is necessary to study a totally new profession. To serve these two groups of adults is a matter of social and economic competitive ability.In order to cope with these challenges in the target groups and in the overall society, the adult educators need to keep renewing their skills as well. It is not enough that they update the professional skills of the field in question, but they have to develop and fully understand the teaching skills needed for the new target groups, better understand the essential needs of working life to overcome the economical crisis, and to fully understand and internalize the meaning of entrepreneurship as a driving force of the economy.The big question is how to provide high quality vocational adult education, that supports adults to achieve their goals in skills development and in achieving new qualifications needed in the labor market. The SHAPE –project systematically scrutinized adult education provision and training in five 5-day further training workshops from five thematic perspectives, surveyed the best practices developed and used in partner organizations within these themes, and took a step further by identifying possible next practices that partners can take home and put into practice. Target groups were adult educators, management-level responsable for the adult education provision, staff responsible for quality assurance, development staff, and researchers.The SHAPE furhter training workshop themes and partner countries were - Slovenia: Professional development of adult education staff- Denmark: Qualification labels for professional in higher education, implications to adult education sector- Italy: Quality assurance in Adult Education provision- France: Key competences and entrepreneurship- Finland: Young adult's and adults’ upskilling programmes. Competence-based vocational qualifications as a cost-effective way of providing vocational education for adults. The project produced two artifacts – a video scribing of the outcomes of the project and an article “Shaping vocational adult education and training”. The article consists of an introduction to each theme, the state of the theme in question and best and next practices found during the project. The video scribing described the most valuable things learnt during the project and also good practices to recommend.This project had a very innovative working method. The workshops were organized and prepared by each partner in turns. In each of the 5 thematic workshops, the organizing partner prepared an briefing paper on the chosen theme, gave the guidelines on the topic so that partners were able to prepare their own presentation and paper for the workshop.The projects themes were crosscutting and relevant for all partners. As all partners were working for vocational adult education, the motivation to work for the project was very high.

When it comes to new innovations and educational technology, virtual reality (VR) is a rather new innovation for vocational education and training. So far just a handful of innovative teachers are experimenting it's use, seeing the potential of VR as the new renaissance. VR has potential to a wide range of students, such as students with special needs. VR will also have a major impact on the collaborative relationships between companies and educational institutions, also at a broader international level. VR has an unlimited capacity of virtual classrooms, the ability to share multiple experiences in 'real life' -kind of simulation. VR facilitates access to school for students living in remote communities, and allows students to choose topics based on interest and specialize in the areas in which they excel. VR in education can replace textbooks with interactive educational experiences. For materials such as math, crafts, and the general ability to communicate, this medium could prove to be much more suitable than printed books or even today's audio-video materials. Many possibilities are yet to be explored, and this is where the project steps in! The objective of this project is to use VR -environments Altspace and GLUE to create international meeting points and places to teach, learn, co-create and share with peers, colleagues, teachers, students, experts, visitors, companies. VR will not only enhance digitalization strategies of the partners, but internationalization and networking as well.The main target group are teachers in vocational education and training, especially math teachers, language/communication teachers, and teachers in electricity, for whom pedagogical models with will be developed and piloted. Another target group are students, who will be taught in motivating, exciting and fun VR -learning environments and -communities. A third target group are VET-teachers in urgent need of solutions for online and blended learning, the need brought upon us all by covid. Partners will present a set of minimum 10 best practices of online and blended learning -solutions. Presentations will be held in scheduled VR-events, and participants are supported by FIRST STEP -tutorials to enter into VR. On top of this, supporting partners and companies are invited to hold expert lectures on recent VR-developments, and partners are invited to share their VR-experiences from other sectors outside the project’s scope - such as automobile, forestry, or social and health care. These examples will provide more examples on the use of VR in teaching and learning.Finally, new energy, new ideas, new company co-operation, new ways of finding solutions, new partner and teacher networks, possibly new trainee places for students, more in-house internationalisation, and what else more will be the untangible results of this project. All of it will be presented via a website and social media channels, as well as in MURROS-event by Keuda, and in EfVET -conference, as well as via several professional networks - so please do follow us and get inspired!

The overall project idea was to develop methods and communication tools on how to reach young people who the partner organisations normally don’t reach. The project focuses on one of five main aims for EU 2020, to strengthen social inclusion, equality and active citizenship. The aim with the project is to foster the inclusion and employment of young people with fewer opportunities. A common challenge for the partners is to reach those young people who are beyond our organisations normal working area. Young people who might be out of work, education and social context. Come Join Us has focused on Non-formal learning methods and met the specific objectives to promote participation for young people, active citizenship and social inclusion and solidarity in a democratic life. The partnership brought previous experiences, activities and exchanged skills and knowledge on how to increase and strengthening training paths of educators and youth workers. Originally there were five project partners in the project. ASH Wales a NGO in Cardiff Wales with expertise in webpages and communication, they had also great contacts with youth centres in extremely deprived areas. The French partner MEBA, a NGO, works mainly with EVS-projects in Bordeaux´s socioeconomic disadvantages areas. MEBA also cooperates with museums and organisations who work in deprived areas in an innovative way. The German partner, the Municipality of Bochum Youth Department, worked with youth centres and close contact with researchers. KEUDA in Järvenpää, Finland is a Vocational education, who educates youth workers with a wide range of specialities, health, fine art and culture and media. The Lead partner Kulturskolan Stockholm in Sweden, has expertise in non-formal learning, creativity and culture activities for young people and has a vision to reach youngsters in deprived areas.But unfortunately the German partner couldn’t fulfil their commitments. Prior to a conflict between the German project manager and the other partners it was impossible to continue in a fruitful way. The lead partner had several discussions with the German partner, with the hope to replace the project manager with another one, but their organisation chose to drop out. The Swedish National Agency were contacted before that happened and gave the lead partner guides and support on how to proceed. The tasks from the Germans were divided between the partners, for example the research work were taken over by Sweden and France. The remaining partners continued the work load until the end. Main Activities: The project had four transnational partner meetings in Stockholm 9-11 Nov 2015 , Cardiff 16-18 May 2016 , Helsinki 6-9 Dec 2016 and in Bordeaux 3-5 April 2017. Between the physical meetings there have been around 20 Skype meetings were all partners have collaborated for keeping the project on track. One transnational training took place in Järvenpää 4-8 April 2016, with two expert trainers from SALTO-YOUTH. All partners have worked strongly with the two Intellectual outputs IO1 “Research, analysis and studies of the young people aged 13-22” and the IO2 “Website with on-line Guideline with methods and manuals for youth workers and teachers to use and a virtual collaboration”. There were three Multiplier events in Finland 30 August, Sweden 5th September and in France 21st September. Together with this KA2-strategical project, the partners applied for a KA1 Mobility for youth workers “Come 2 Join Us!”, were we had four one-week-long practical trainings for youth workers. Each of the trainings had a special theme related to the EUs eighth key competences, “Attitudes and Values”, “Learning to Learn”, “Self-esteem and Self-confidence” and finally “Active Citizenship”. “Come 2 Join Us!” was a great complement to the theoretical work in KA2 Come join UsAs a result of the IO2, a method bank was created on the projects webpage www.comejoinus.eu The result has been a joint effort of work from all four partners. The methods have been tried out during the four trainings. As a result of the IO1, the Research work, all partners have deeply investigated the reasons why it is so hard to reach young people in socioeconomic disadvantaged areas and who are not familiar and comfortable with the partner’s activities. The partners have learnt how important it is to use the third space, to collaborate with other organisations in the society. The partners have acquired new aspects and competences, also new ways of working. All partners have reached more young people and this work will continue when the project is to end. Long-term benefits: Young people with fewer opportunities are taking a more active role in the local society, participating in local activities and are active in NGOs, education and health supporting activates. Young people are more interested of EVS-project.

Education and training is the most important way to active citizenship, better life and self-fulfilment. Migrants and refugees should integrate as soon as possible into our societies. This means not only the language skills, but also the possibility to enter educational programs as soon as possible, and be prepared for finding a job in our labour markets. Sharing experiences and best practices is vital in order to cope and to develop as we go along. Therefore the aim in Reshape the future –project is to systematically scrutinize adult education provision and training for migrants and refugees, from the perspectives especially chosen as necessary and interesting to all partners. The co-operation within Reshape-project helps us to plan the structure for our education and training provision for migrants.The themes in survey were the following:-Recognition of non-formal and formal learning of migrants and refugees-Competencies and continuous training of vocational adult educators and counsellors working with migrants and refugees-Guidance and counselling for migrants and refugees-Entrepreneurial training for migrants and refugees-Quality assurance of vocational education and training provision targeted to migrants and refugees“Reshape the future” has been a co-operation between six European countries - Keuda from Finland, Finska Folkhögskolan from Sweden, Istituto Formazione Operatori Aziendali (IFOA) from Italy, ROC Alfa College from Netherlands, Tietgen from Denmark and Slovenian Institute for Adult Education (SIAE) from Slovenia.The project comprised of five chosen themes, with each was studied in 5-days workshops organized by one partner by turn. The WS preparation was teamwork with those taking part to the WS in question. Each partner prepared a thorough presentation (paper + power point, video etc.) on the theme in their own country and organization. Making the presentations and papers meant a lot of studying around the theme and scrutinizing the practises in partner’s own organization. Every 5-day thematic workshop was a training period for teachers and counsellors taking part to the project. These workshops gave an excellent opportunity for adult educators to learn about education and training activities for migrants and refugees through the theme in question. The theme reports, prepared by the host partners, are products of the project and can be found annexed in this report and on the Erasmus+ Projects Results Platform. The theme report is a description of the current practices, key messages and next practices, based on presentations, visits, discussions and debates in workshops. Form of the reports is a pdf. The project has produced also an e-article, which is an abridged synthesis of the WS theme reports, added with the introduction and conclusion chapters. The main points of the project are presented in an explainer whiteboard video.Reshape the future –project with its five different themes is extremely current in the field of education and training. Through this project our staff in partner organizations had the possibility to bring out their experiences, doubts, uncertainty and expertizes. In the other hand they learnt to look the issue from new perspectives and get to know good practices. There are many challenges and matters to take into account in the education and training for migrants and refugees, but at the same time there are activities already in daily running and solutions to be found together. These were the aims for continuous training for teachers, counsellors and managers. Continuous training has been the most important value from the project. In addition to what have been mentioned above, partners’ aim was to create a strong and wide know-how concerning the educations and training of migrants and refugees.