<< Objectives >>The specific objectives of the project are; collecting a set of good examples of SCM in EU prisons as well as other educational bodies dealing with young prisoner education, to obtain an applicable science-based transnational methodological framework (together with its tools like spiritual well-being scale for young prisoners) on SCM’s in prison context.<< Implementation >>To reach the objectives of the project we will implement 4 activities. 1st will be project management activity including Financial Management, Transnational Project Meetings; Sharing&promoting Strategies; Monitoring and Evaluation. 2nd is about researching for good examples of the spiritual counseling methodologies in EU prisons. 3rd is to obtain an applicable science-based transnational methodology on SCM in prison context 4th is training of professionals for the new SCM<< Results >>The expected Project results are; having a collection booklet of good examples of spiritual counseling methodologies in prison contexts, developing a science-based methodological framework that can be used/adapted sustainably by prison education services. The potential impact through the implementation of this project is to improve the conditions of the professionals and to increase their empowerment capacities.

<< Objectives >>The aim of the project is to improve the quality of VET in the tourism industry (hotel industry, catering) conducted by the Partners and entities cooperating with them through the implementation to the process of training and dissemination of - report on employers' needs in terms of workers' qualifications on the European post-pandemic labour market,- hybrid forms and tools of vocational support provided by VET from different countries, identified and described in the form of a handbook.<< Implementation >>Partnership will conduct the following activities:A1-3 - Meetings and study visit in PL, IT, EL;A4 - Research study on the needs of employers in the tourism industry on the current competence and professional gaps (development of methodology, conducting research and preparation of the report);A5 – Identification of hybrid forms and tools of vocational support provided by VET institutions outside the local market described in the form of a handbook (elaboration and testing workshops).<< Results >>The partners decided to develop two main outcomes of the project:1) report including a research study on the needs of employers in the tourism industry from different countries regarding current skills and professional gaps in the labour market,2) handbook covering hybrid forms and tools of vocational support provided by institutions outside the local market.The project implementation includes min. 5 developed methods of remote teaching and at least 30 people who will benefit from them.

There is consensus in Europe that high quality learning provision can be achieved by developing a skilled teaching workforce through initial training, continuous professional development (CPD) and mobility. The IPAL project is a joint initiative of 5 organizations from Spain, Bulgaria, Italy, Greece and Germany that seeks to contribute to achieving this task. It targets the the following groups:=Primary target group: adult education providers (organizations) and adult educators (trainers), policymakers, educational experts=Secondary target group: relevant stakeholders in other education sectors (e.g. VET)The CPD of adult trainers is weakly regulated and very much depends on the institutional policies and practices in the organizations providing adult education. It contributes to, and in turn is strongly facilitated by, an overall commitment to relevance and efficiency of adult education provision, at the level of both public policies and individual institutions. In addition, adult education trainers currently face a number of challenges that require them to gain specific skills to use new methods and approaches in training and classroom practice.The project’s overall objective is to develop quality assurance tools and training resources that promote the professional development of adult trainers and the quality of adult education.The specific objectives are:-To develop a quality monitoring tool for adult education providers’ performance with regard to the continuing professional development of adult trainers-To develop accessible and relevant training resources for adult educators targeted at improving instructional practices and equipping adult trainers with the resources and skills to introduce and use new methods and approaches in the training process, in particular methods suited to handling learner diversity, teaching in a multicultural environment, developing creativity and innovation and applying digital and ICT tools in teaching-To develop a quality monitoring tool for adult education providers’ performance with regard to overall relevance and quality of educational provisionThe following outputs will be developed:1. Scorecard and screening questionnaire on adult education providers’ performance in terms of the professional development of adult educators. The tool should help each adult education provider identify those areas of its approach to CPD that need assessment and improvement; offer a checklist of the most typical successful approaches and institutional policies in the field of CPD and help adult education providers structure future quality monitoring and strategic development in this area2. Training resources and online training platform for the improvement of instructional practices in adult education. The resources shall be developed in several specific transversal areas related to instructional practice. They will be organized in 8 modules in a way that would make them suitable both for self-study and for use (after possible extension, adaptation and remixing) in CPD programs in the adult education sector. The modules will be approbated and uploaded on an online learning platform3. Scorecard and screening questionnaire on adult education providers’ performance in terms of the relevance of the adult education provision. The scorecard will cover different areas of institutional performance. For each area, relevant indicators, measurement guidelines and screening questions will be developed, complemented by guidance about measurement and evaluation. In addition, in order to facilitate benchmarking and improvement, relevant good practices or superior performance will be identifiedThe following multiplier events will be organized in order to test, promote and disseminate the project outputs:- Pilot demonstration training in innovative instructional practices for adult educators: 40 external participants representing the target groups- Final conference in 4 project country focused on promotion and dissemination of the project results: 160 participants in totalIPAL aims at:-providing access to practical resources for training in effective instructional practices and building the capacity of adult education providers to plan, design, deliver and assess CPD programs-providing voluntary quality monitoring tools for adult education providers in the field of CPD of staff and overall relevance of the educational product which should promote better institutional development strategies and make the organizations more able to recruit and retain qualified staff-improving the skills of educators and instructional practices in the classroom, and increasing efficiency and relevance of the educational provision-enhancing awareness among adult education providers and adult trainers of quality monitoring in adult education

"In the context of Europe 2020 – the EU's growth strategy for the current decade investment in education is a priority field and specifically Erasmus+ represents a large support for the mobility of Europeans. One of the main aims of the European Union is to ensure a quality frameworks, tools and practices and to enhance the transparency, recognition and quality of competences and qualifications, supporting the mobility of learners and workers at all education levels but with a particular focus on VET.""Small and medium-sized enterprises (SMEs) are important players in VET and lifelong learning and need targeted support. Support measures should help SMEs to overcome external and internal barriers and compensate for the limited capacity of SMEs to identify and respond to their learning needs, where competence development of those who train others in the workplace can be part”. (Guiding principles on professional development of trainers in vocational education and training, European Commission)According to CEDEFOP Briefing Note “Professional development for VET teachers and trainers” from 2016 teachers and trainers are „crucial to ensuring the quality and labour market relevance of learning, both in VET schools/ centres and in companies.... Providing teachers and trainers with access to quality professional development and support is essential to ensuring that both their technical competences and pedagogical skills are up to the highest standards.”The project is relevant to the aforementioned issues and its goals will be focused on the educational needs of VET mentors and trainers in SMEs providing work placements for VET learners with regard to boosting their soft skills and thus ensure effective knowledge transfer.The specific goals of the SoftComInVET project proposal are as follows:1. To provide these mentors with appropriate competencies and tools to monitor and manage their soft skills performance.The project will accomplish this objective through the development of IO1- SoftComInVET soft skills self-reflection instrument for in-company trainers in SMEs, providing mobility placements.2. To meet mentors needs of soft skills development for guaranteeing their professional welfare.The project will accomplish this objective through the development of IO2- SoftComInVET Enhancing Manual for in-company trainers in SMEs, providing mobility placements.3. To promote the exchange of good practices and to facilitate the effective collaboration between institutions, providing work placements for VET learners, on translational level.The project will accomplish this objective through the development of IO3- SoftComInVET best practices compendium, presenting in-company trainers good practices in SMEs, providing mobility placements.The project aims to involve the following TGs: • VET mentors in SMEs• SMEs providing work placements to VET learners, VET intermediary organisations TRANSNATIONAL ADDED VALUEThe international cooperation will enable taking advantage of institutional complementarities; ensure broad dissemination of project results and will reach much larger representation of the target group thus multiplying the impact of the project in geographical perspective. The language diversity of the IOs will allow easy transfer to other countries and usability for people fluent in some of the partner languages. The wide geographical scope will ensure EU dimension of the project and that various cultural perspectives are considered in the IOs development."

<< Background >>The Digital Transformation of education, and the current pandemic crisis, is imposing technological, organizational, cultural and social changes that impose an analysis of the digital awareness of all actors. Being digitally competent and able to use digital technologies in a confident, critical and responsible way is essential for teachers and schools. Moreover, studies show that students extensively use their senses to learn, therefore turning online learning into a ludic and effective experience through the integration of human engagement and connection is crucial to ensure the success of distance education. In this scenario, the role of families and communities becomes crucial to bridge the digital divide and increase digital awareness and safety, while fostering inclusivity and equal opportunities.STRANDS aims to support the challenging transition of education from physical spaces to virtual classes of teachers, students and families. Peer learning among teachers, inclusive methodologies, students' engagement through non-formal education, increased awareness of risks related to the online presence of students and families are all core elements of the STRANDS project.For the duration of the project, partners will employ non-formal education methods, both in local and international activities, and will ensure an effective learning process through a cooperative and clear communication and regular evaluation of the activities.<< Objectives >>OBJECTIVESGeneral objective: To ease the transition into blended learning and distance learning of educators and learners, by supporting them in embracing digital methodologies into learning practices, while building emotional bonds between educators and learners, and among learners.Specific objectives- to enhance methodological and pedagogical capacities in teachers and educators, in order to enable them to use digital technologies and to increase their digital mindset- to support learners in the transition into distance learning and in the integration of digital means into their lives- to engage families and communities into learning practices, in order to increase digital awareness while tackling isolation.<< Implementation >>TARGET GROUP & PARTICIPANTS• School teachers and educators (≥ 200 participants)• Students and learners (≥ 1000 participants)• Families and communities (≥ 25 participants)• Schools, educational institutions, other relevant stakeholders and general publicRESULTS & ACTIVITIES• R1 - Teachers-led ICT Online Community Platform• R2 - Guidelines for Technical Tips for an Inclusive Digital Learning• R3 - Interactive Virtual Classes Toolkit• R4 - E-Safety Manual for Families and Students• R5 - Protocol for the Certification of Competence• C1 - LTTA MOBILITY (≥ 10 students involved)• EVENTS: National Multipliers (≥ 240 participants) & Final European Conference (≥ 87 participants)<< Results >>STRANDS will provide innovative Open Educational Resources for teachers, students and their families, to ease the transition of educators and learners into blended learning and distance learning. Teachers will be more motivated to work in school using digital tools, thanks to the improved understanding of non-formal education principles and its benefits. By cooperating with peers and through the different training activities, teachers will increase their interest and competences in digital learning methodologies. Moreover, teachers and school staff will become more aware of the European frameworks on digital competences of educators. At the same time students, notably those with fewer opportunities, will benefit from the enhanced accessibility and improved quality of online learning materials. They will also gain awareness on the topic, especially during the C1 in Dublin, where they will have the opportunity to share ideas with people from different countries and acquire knowledge about online safety.STRANDS Results will be freely available during and after the end of the project for schools, teachers, communities and youth workers who want to adopt them; this will contribute to a wider positive change in online education and more effective educational methods at both national and international level. Schools will contribute to a sustainable and effective promotion of the project and they will develop new educational patterns according to societal needs. Family and community members will be given tangible tools to be able to recognize risk factors of the digitalisation of young people, and act accordingly to prevent them. They will give their contribution for the positive societal change that we aim to reach. Policy makers will become more aware about the issue at local and international level, especially during the final EU conference that will take place in Bratislava, the Slovak capital, with stakeholders of European panorama.