<< Objectives >>OBJECTIVES1. Raised awareness about the project topics2. Increased young generations knowledge3. Increased teachers knowledge4. Reduction of bad health habits5. Reduction of the negative side effects and improvement of wellbeing while having distance learning and working6. Reduction of the negative environmental footprint7. Introduction of more out-class sports activities8. A change of mindsets and behaviours9. Strengthened twinning between citizens from different EU countries<< Implementation >>ACTIVITIES1. Project kick-off2. Project team meetings (PTM)3. Web page updates about the project4. Dissemintation of project results5. Seminar and workshops6. Student and teacher mobilities to partner organisations7. Development of digital manual8. Surveys<< Results >>RESULTS1. One (1) kick-off event2. Five (5) project team meetings3. Three (3) web page updates4. Five (5) press releases5. One (1) seminar with attendance around eighty (80) students and sixteen (16) teachers6. Two (2) workshops with attendance around twenty (20) students and four (4) teachers7. Three (3) mobilities with thiry six (36) students and nine (9) teachers directly involved8. One (1) developed digital manual9. Two (2) developed and distributed surveys

<< Objectives >>The objective of the project is to produce a European framework in which drop-out can be tackled at an earlier stage. New methods and tools are being sought to identify the risks of dropping out of studies, utilizing e.g. artificial intelligence. In preventing the drop out of studies, emphasis is placed on low-threshold guidance and counseling services, and the possibilities of digitalisation in the provision of these services are being explored.<< Implementation >>The project will be implemented in two phases. In the first phase, the reasons and amounts of dropouts are investigated in order to find ways and means to predict dropouts. The second phase will focus on identifying good practices and developing new types of services in order to address the identified risks of disruption quickly. These steps are described as a frame of reference that brings new insight into early intervention during studies.<< Results >>As a result of the project, action proposals will be created for the organizers of the education, which will emphasize the means of anticipating and preventing the interruption of studies, taking into account the possibilities of digitalisation. This will allow better and faster support to be provided to those students who need it to support their studies and careers.In the long run, faster intervention in the risks of drop out will also improve skills and labor supply in European countries.

”GLO-VET - making vocational education promote global responsibility and sustainable actions”, shortly called GLO-VET project aims at tackling the most serious issue of our time – sustainable development and particularly climate change in the context of vocational education and training (VET). This will be done by developing the professional skills of teachers in vocational colleges to integrate the United Nations Sustainable Development Goals (SDGs) in their teaching, collaborating with relevant actors outside the college, and strengthening the student voice and democratic participation opportunities through local action projects.The GLO-VET project team includes four partners: three VET colleges from Finland, Sweden, Latvia, as well as a small education-focused multimedia company from Spain.OBJECTIVES1.For VET teachers to learn new pedagogical methods to mainstream UN sustainable development goals in their teaching, network with other teachers and share their experiences and good practices2.For VET students to become responsible global citizens - ambassadors for sustainability - by developing their key competences, including civic and sustainable development competences, social and intercultural competences, critical thinking and creativity3.For partner organisations to adopt a whole school approach, and to develop social and environmental responsibility of educational institutionsPARTICIPANTSThe direct participants of the project are VET teachers and students in three partner schools. In total 9 VET teachers from partner countries and 60 VET students from partner countries will participate actively in the project, mainly from the fields of tourism, catering, business, IT and media. The indirect participants of the project include:- 20 VET teachers in each partner school trained in workshops during the project, in total 60 teachers- 1200 VET students reached on the topic of sustainable development through trained teachers- 900 people reached through local actions (campaigns, events, workshops etc) organised in partner schools throughout the projectACTIVITIES AND METHODOLOGYThe preparation phase includes an online meeting, practical arrangements and a LTT kick-off week for VET teachers and management in Finland in December 2020. The good practices learnt and shared during the project will be more widely disseminated in our partner colleges through internal workshops and other communication efforts.Blended mobility combines local student-led activities with online collaboration, and three physical mobilities, LTT activity weeks for five students and two teachers in Sweden, Latvia and Finland. Local activities can include campaigns, events, theme days or social media communication to spread awareness on UN SDGs in the school and municipality. Students will exchange their experiences, thoughts and plans with their peers in partner countries through online collaborative workspaces (eg. eTwinning, G Suites).The LTT weeks will provide the chance to share experiences, and both for students and teachers to gain new knowledge, skills and ideas for future activities related to UN SDGs, as well as to develop the content for the project output.As a practical pedagogical tool and the final project output for wider dissemination, the project team will be developing a website with two parts: learning kits on UN SDGs to be used by teachers and students, and a game platform for testing skills and sharing the results with social networks. The website will be available in English, Finnish, Swedish and Latvian. RESULTS1. VET teachers will have improved competences to integrate sustainable development and global citizenship topics in their teaching through engaging and motivating ways, using non-formal, project-based and inquiry-based learning methods2. VET students will have developed their key competences as global citizens through more opportunities for participation, this way increasing student well-being and positive climate actions in the partnering VET colleges3. Partner VET colleges will have improved their approach to social and environmental responsibility through more strategic sustainability planning, increased visibility of sustainable development at the college, and improved cooperation with local working life and other actors related to sustainable development (municipalities, NGOs, museums, artists, research institutes etc)As a longer-term benefit of the project, the aim is to influence policy-makers at different levels to highlight the necessity of developing global citizenship competences of VET students, both on the curriculum-level, but also translated into practical teaching skills through pedagogical mentoring, tools and training of VET teachers. Having competent, motivated teachers, and committed management of VET colleges to support them, are the key for engaging VET students in learning and becoming responsible global citizens for more sustainable futures.

Ariadne’s String – An Escape out of Europe’s Labyrinth of the Labour Market and Academic Education:Our project tried to raise awareness for the importance of a unified European labour market and academic education. It was and still is of special importance for the future of our students, their ideas, dreams and ambitions.Contemporary Europe faces one of its worst economic and social problems of the last decades. In many regions youth unemployment is at an all-time high, while other regions and countries, such as Germany, are hard pressed to find a way to solve their dramatic shortage in skilled workers. In com-bination with the other crisis Europe has to deal with, it is urgent to find a remedy. We were and still are entirely certain, that the solution for this crisis lies in the creation of a single European market, which offers individual chances in careers and academic education. However to achieve this we need to increase the mobility of our youth, opening their eyes to the opportunities, raising their willingness to move to other countries to find a promising job or to start a vocational or academic education. Therefore we believe a vocational and personal guidance are central to take away the fears students have keeping them from moving within European borders. In conclusion, we have been and still are considering it our task as teachers to help them be aware of the chances Europe has to offer and alleviating their fears in the process.Our product: It is the duty of all European schools to aid their students dealing with their future careers. To do so they need to improve their concepts of vocational and personal guidance, working together with other institutions and being open to learn from each other. We need to be able to face the chal-lenges of our time. Therefore, we plan to design a website, providing students with information on how to evaluate their own personal skills, aptitudes and interests, directing them towards sensible contacts and helping them find the way through the labyrinth of Europe’s bureaucracy and require-ments modern economy and academics. Doing so we think of our project as a pilot project, which will be presented to our representatives in the European parliament asking for a professional makeover for all young students willing to explore a unified Europe.Our approach: Our approach was characterized by the intensive cooperation with regional partners, including universities, institutions such as GEVA, representatives in European parliament and local companies — this cooperation is crucial to the understanding of our project. Evaluating their needs and requirements as well as what our students demand to know we created a database offering assistance to students all over Europe so they can find their way out of the labyrinth of restrictions and fears into the scope of opportunities a unified Europe has to offer.To achieve our goals we managed to gain the support of many MEPs and other memebers of the European Union, who invited us to Brussels twice to present our project and there being able to spread awareness across different countries as well.

The maritime activity in Europe, and in particular the port sector, has been changing significantly over the last ten years due to the rapid technological development and the increasing geopolitical importance of world sea trade. In the context of higher volatility and trade diversification, the increasing economic growth of the port activity has lead to further challenges, mainly for the so-called ‘Ports of 4th Generation. Today, the diversity of port activities within the sector incurs in a higher diversification of job occupations, with future trends related to the inclusion of advanced technologies, effective port management procedures and sustainable requirements. As a result, the port sector has become one of the key economic sectors of high strategic value generating new occupations and jobs. The general objective of the Port VET Hub is therefore to build a sustainable transnational VET-port business cooperation to adapt VET specializations and skills with the port trends of tomorrow, attracting high-level talent and increase hiring future prospects across four key ports of Europe in the Atlantic (Lisbon), Mediterranean (Barcelona), Baltic (Ventspils) and Back Seas (Constanta). The specific objectives are the following: (1) to adapt VET port studies curricula and training offer (both of technical and non-technical specializations) according to new sector trends and skills demanded by the port companies; (2) to influence port companies about the advantadges of VET education as fundamental educational path to meet their demands and get port employeers highly capable and skilled and (3), to raise awareness and attractiveness of VET port studies and professions as a career option of strategic importance among youngsters of every partner country. Convinced by the central role of VET system in the education change processes, the innovative idea of the Port VET Hub is driven by the global attempt of gathering both social and economic groups involved in society transformation as could be port sector experts, VET staff and youngsters as a way to cooperate and exchange best practices, analyze and offer recommendations for the adaption of VET to the European port sector. The Port VET Hub is thus expected to set the basis for a long sustainable collaboration in time, based on common strategic issues and stimulating direct exchange inter-paria among strong partners with equal needs, challenges and solutions to adapt to the future of work in front of other emerging regions.