<< Objectives >>The general objective is to develop a network of certified transnational soft skills assessment professionals. Starting from a methodology based on a VR simulator, a methodological adaptation is carried out with the aim of applying the methodology and tools to a transnational context, thus supporting beneficiaries to develop adecuate soft skills for job market demand.<< Implementation >>The planned activities will be: 1. Methodological adaptation of existing methodology to a transnational context (starting from the conclusions of a needs analysis) ; 2. Pilot training and pre-certification (pilot training will serve as a first test to the whole certification model and rearrangements can be made); 3. Certification design and pilot training (with VET students); 4. Setting up and starting up the newly certified professional network; 5. Management and monitoring<< Results >>All products created (Transnational certification process+Professional network + WEB site and platform ) will result in 1)a more adecuate adaptation of VET students into transnational labour market , therefore improving their employability; 2) the development of digital capacity for professionals that will improve their digital readiness (through the utilisation of VR simulator), in rural remote transborder EU areas.

Background and participantsThe project seeks to extend high quality innovative learning opportunities to a specific group of deaf adults, deaf practitioners (DPs), who work with deaf children in educational and health settings. DPs comprise a small group and are typically geographically spread and isolated from others doing similar work. DPs often have few qualifications and limited access to training for the work they undertake in supporting children with language learning difficulties, beyond fluency in sign language. This means they must develop their skills and knowledge incrementally as they work, without the benefit of learning from and sharing their knowledge with others. This is inefficient and results in staff lacking confidence in their skills because they lack sufficient foundation for their work. This includes a lack of shared vocabulary with which to discuss children's language and communication issues with their colleagues, who are mainly hearing professionals. It is envisaged that 40 DPs will be involved in development and piloting of training modules, with more having access to developed modules online.The project objectives and activities are:1. To extend vocational training on child language acquisition and impairments in sign language pioneered by Hoskin (2017) more widely to DPs working in other European and non-European countries2. To translate and adapt modules as needed into the signed and written languages of each partner country3. To design a deaf-friendly online course format that incorporates blended learning and peer co-working, and can be adapted for use with different sign languages and be sustained on the Erasmus online platform EPALE, to be available for adaptation and use by other EU countries after the project ends4. To pilot and evaluate delivery of modules in each partner country5. To assess the feasibility of providing coaching and mentorship for deaf members of the workforce in health, education, youth work and the voluntary sector where their work relates to language development and language difficulties experienced by deaf children in signed languages6. To run a Deaf Learning Event for DPs who work with deaf children, some of whom will have been involved in piloting the online modules, to meet others working in similar roles in different countries and share their learning experiences7. To run National Workshops and an International Conference for project partners and a wider international audience of academics and service managers from health, education, youth work and the voluntary sector to launch the online modules8. To investigate the feasibility of accrediting modules to recognise DPs learningResults, impact and long term benefitsThe development of sustainable online training will impact stakeholders in a number of ways, benefitting:Project partners: by developing awareness of similarities and differences in the role and training of DPs in different countries, the opportunity to share skills and knowledge, and the end product, i.e. the provision of bespoke online training for DPs in different languages.Deaf staff: DPs who participate in the project will benefit directly from training, the opportunity to share experiences with colleagues from other countries who share similar roles via attendance at the learning event and conference, and mentoring provided during the project. The project will seek to establish a DP support network which can be extended to other DPs not actively involved in the project. These staff will be in a prime position to disseminate information about the project within their own communities and to cascade the impact more widely than those directly involved, i.e. to DPs not involved the project. The aim to gain accreditation for DP learning will enable formal recognition of learning in a key area of vocational training.The deaf community: the provision of sustainable, accessible high quality learning will benefit future groups of DPs working with deaf children, giving them better knowledge and skills relevant to their work and creating greater equality with staff in other sectors who are less disadvantaged in terms of the availability of training (e.g. teaching assistants in schools). Deaf children and their families: from having staff who are better trained to work in this area. Attendees at National Workshops and International Conference: These events will create opportunities for information about the project to be shared with a wide audience of international academics who train professionals who work alongside DPs, organisations representing these professional groups, professionals and their employers, voluntary organisations, the deaf community and families of deaf children. Raising awareness among these groups of the need for quality training for DPs and ways in which this can be achieved has the potential to have a long term impact on this sector of the deaf workforce.

In modern society, one of the main aspects of success besides professional qualification is emotional intelligence. For management positions, it is considered one of the most important competences. In the interaction between colleagues but also with subordinates, the use of other abilities is necessary in addition to intellect, such as controlling your own emotions, using emotions in interacting with the environment, being able to realize the current frame of mind, being able to percip and effectively process the experience of your colleagues, but also to motivate yourself. If we define emotional intelligence as an ability then it would be possible to stimulate its individual areas, which create it. It means, that through its development it is possible to raise satisfaction, but also career growth. All of us have certain biological predispositions, which affect for example our emotional memory, possibly even the ability to take on the perspective of another person, which to a large extent determines the selection of future profession or integration into society. It does not mean that the structure of the brain can be totally changed through the program, but it can eliminate the differences between individuals to some extent. Even people with biological predispositions for the development of emotional intelligence can use the program we have conceived because they very often have individual competencies in extreme values, which limits their lives. Based on practical knowledge, it often happens that people with one of the above competencies do not work with other areas, which results in failure in work and private life. Individuals who focus on working with the individual components of emotional intelligence have a more positive outlook on their own life, we can consider them more resistant to stress, depression, and more contact in society. The goal of our project is not only to acquaint partner organizations with what the EI is but at the same time to provide a direct activity that will ensure the increase of the EI of the participants. All partner organizations that we have chosen work with adults or with whole families with the goal of their integration into society and increasing the level of their education. The participants of our project are adults, who continue to work with adults. Within our project, we will apply different methods to map and extend EI - evaluation sheets, diagnostic aids, tests, training activities, etc. We assume that through the impact of our activities and the direct involvement of partner countries, we will be able to enrich the activities with aspects of a cultural, social, and historical nature. The outcome will be an increase in the emotional intelligence of the participants, but also those who interact with them because we acquire intelligence through social learning. The long-term benefit is exactly the improvement of the quality of life and at the same time the increase of tolerance and openness to new experiences in the population.

<< Objectives >>The project aims to support teachers’ awareness and skills to promote students’ well-being in inclusive schools. Teachers are supported to expand their ability to assess and promote well-being of their students (8-12 years old). Furthermore, the project contributes to enhancing ICT-skills of teachers by supporting them to use open educational resources in the context of school well-being. Finally, the project aims to supporting students who are at risk or with low levels of well-being in school.<< Implementation >>In order to reach these objectives, the SO-WELL-AWARE package will be developed, including an easy-to-use online assessment tool that is accompanied with an online manual and a training package, containing knowledge on the relevance of school well-being as well as methods and material to promote students’ well-being in class. The assessment tool with its manual and the promotion package will be introduced in the context of a theoretically sound, highly field-oriented teacher training program.<< Results >>The Package is designed as a sustainable OER output for teachers across Europe and other countries worldwide, who want to assess and promote students’ school well-being in their classes. It includes the online assessment tool accompanied by a manual and the promotion package. After the project end, the materials will be available open access in English, Finnish, French, German and Portuguese on the Project Website. Hence, numerous teachers from all over the world can then benefit from it.

<< Objectives >>Through this project, the causes and casual loops of poor motivation and lack of engagement in each school context with a special focus on the STEAM classes will be identifies and solved by a continuous and close relationship with other schools and universities. Also, the continuous training for the teachers will be the mechanism to find new solutions (project-based learning, Career development) to old problems, especially in the STEAM areas.<< Implementation >>The first activities are going to be virtual ones where teachers are challenged to think systematically and to learn more motivating and engaging ways of teaching. After this reflexive practice and learning process, teachers are invited to try it out, to evaluate and to exchange practices with the other schools with a mobility opportunity to see in loco some strategies.<< Results >>Through this project it is expected to see a systemic change in each school with an increase of the student’s motivation and engagement in the school, especially in lessons where teachers were directly involved in the project - The use of project-based learning The introduction of the activities to promote Career development and the continuation of the new pedagogical practices in the following years.