<< Objectives >>ALLINERASMUS aims to boost participation in mobilities of people at risk of social exclusion, while helping educate mobility staff. It will provide them with guidelines for turning the Erasmus+ mobility an approachable procedure, and potential users with stories of previous participants showing there are no barriers in Erasmus+. It is expected to promote inclusion in education, while increasing the flexibility of opportunities of learners and promoting awareness about the EU opportunities.<< Implementation >>ALLINERASMUS will produce a Toolkit made of three parts: theoretical knowledge and background on social exclusion; practical tips and tools to assist VET staff dealing with mobilities in including students at risk of social exclusion; and Best Practices gathered by partners and through social media to engage students into taking part.The consortium will also carry out a Simulation in two phases: first in their own centres, and then in external VET centres with whom they work.<< Results >>The aimed results of the project are:- Boost participation in mobilities of students at risk of social exclusion- Train staff working as mobility administrators- Improve the opportunities given by educational centres- Increase flexibility of training in all education sectors, but especially in VET education- Promote inclusion in education

"This project focuses on pedagogical issues involving the teaching staff of each partner. The European school has traditionally been already engaged that allows harmonious development of students. But teachers at the same time need more information about how colleges work in other countries. Always we need more information, more inspiration, opportunity to look from another point of view. This project will give us that opportunity. The results of the project will be useful a long time after its end. Teachers will acquire new knowledge, skills and experience will be useful both in the lessons and in preparing students for practice in Tourism and catering enterprises participation in the professional competitions of Latvian and European level VET schools. In the project, we plan cooperation between VET schools of four countries Latvia, Lithuania, Estonia, and Italy in the exchange of good experience in the field of tourism and catering. During the project, two project management group meetings, with 8 participants, are planned - one at the beginning of the project, the other before the end of the project. We plan four experience exchange and learning activities for teachers - once in each partner school for 6 teachers from 3 other schools. Each of the partner schools has its own strengths: the Italian school works closely with local food producers and local catering companies; Lithuanian school has a great experience in using the school teaching restaurant in the teaching process. The school in Vory, Estonia has a strong integration of culinary heritage in the learning process, the Latvian school - in Kuldīga cooperates extensively with various organizations - ""Culinary Heritage Association"", ""Lauku ceļotājs"". The main aim of the project is to support tourism and catering teachers, to help them gain new experience and knowledge in an international environment, which will allow them to broaden their professional knowledge and learn more about the partner countries, their culture and culinary heritage, and its integration into the useful cooking process.An additional goal is to broaden teachers' horizons and improve their knowledge of foreign languagesAs a result of the project we plan:• 6 teachers from each school (24 teachers in total) will have gained new professional experience and skills,• teaching video material will be prepared, which can be used in the teaching process of all partner schools. Added-value of the project - students and teachers from each of the host schools will have the opportunity to learn about guest teachers' presentations about their country, school, and culinary heritage."

"cational Education and Training (VET) have a fundamental role to play in achieving the ‘Europe 2020’ objectives. The Copenhagen process and Bruges communiqué emphasize that vocational education and training has a key role in providing relevant high quality skills and competences. ‘Youth on the Move’ initiative of the proposed ‘Europe 2020’ points up one flexible learning pathway, more workplace and entrepreneurial learning experiences, working and learning abroad (formal, non-formal and in-formal learning) as well as acquiring the basic skills needed for further learning and that there are more opportunities to learn later in life. ‘Agenda for new skills and jobs’ initiative highlights the need to upgrade skills and to boost employability.""Digital skills in education – transforming teaching and learning of digital skills in a lifelong learning perspective, including the training of teachers"" is one of the targets in the Commissions ""Digital Skills and Jobs Coalition"" under DG CONNECT (Directorate General for Communications Networks, Content and Technology of the European Commission).A modern, knowledge-based economies require people with higher and more relevant skills. Transversal skills such as the ability to think critically, take initiative, problem solve and work collaboratively will prepare individuals for today's varied and unpredictable career paths. Attention should be particularly focused on the development of digital skills, because they not only contribute to new business creation but also to the employability of young people. Investment in education and training for skills development is essential to boost growth and competitiveness: skills determine Europe's capacity to increase productivity. In the long-term, skills can trigger innovation and growth, move production up the value chain, stimulate the concentration of higher level skills in the EU and shape the future labour market. The massive increase in the global supply of highly skilled people over the last decade puts Europe to the test. The time when competition came mainly from countries that could offer only low-skilled work has come to an end. The quality of education and supply of skills has increased worldwide and Europe must respond. (“Rethinking Education: Investing in skills for better socio-economic outcomes“. Communication from the commission to the European Parliament, the Council, the European economic and social committee and the committee of the regions.)Information and Communication Technologies (ICT) help us learn better, more efficiently and creatively, to innovate, to solve complex problems and access wider and more up-to-date knowledge. ICT provides everyone with flexible and accessible learning opportunities, in and outside the classroom. But if we are to succeed in giving the future students the knowledge, skills and competencies to cope with the labour market in the digital era, we need to focus on the teachers' digital knowledge, skills and competencies. The teachers are the ones who are responsible for quality ensuring that the pupils and students learn what they need to learn also when it comes to digital competencies. If the digital transition is to be successful, then the teachers should be properly prepared pedagogical and didactical to disseminate the new teaching contents and education forms that appear as a result of digitization of education. Additionally do the educational institutions and their managements need to be ready to support the digital transition, because it is not something that comes by itself as digitization has the potential to recaulk the way we are conducting education today and therefore we also need to expect resistance.This project are aiming to addresses these challenges for the world of VET by creating an interactive handbook that can be used learning resources for VET staff both educator and management."

The project is in the context of the COVID-19 pandemic, and especially the outbreak of its second wave. Trying to control the situation which constitutes the largest global public health crisis in a century, EU governments are already again (like in spring) putting in place a series of restrictive measures, including ‘social distancing’ and school closures. With the recent shift to online and distance learning, education and training systems are facing challenges regarding their digital education readiness. Teachers and trainers have to be equipped with knowledge in order to develop and improve their digital pedagogical competences in order to safeguard the inclusive nature of learning opportunities.Some VET teachers are proficient and devoted to using digital and online learning, and in these cases the learning process becomes a mutual endeavour in which students learn from the teacher, and vice versa. Others recognise the importance of digital and online learning but have limited skills. Still others are ambivalent or refuse to try out such practices.Many VET teachers find challenges of distance learning due to COVID-19 situation. The content of their materials is not sufficiently attractive for the students and they are not involved in the process of learning. Their attention could be much better preserved if the learning material is presented in a more interactive way. This can be achieved by transforming and adapting the learning content, including gamification as a pedagogical approach in the vocational e-learning process.The main objective of the project is Development of digital pedagogical competences of VET Tourism Teachers in the COVID-19 situation.Specific objectives are: •To support the providing of high quality inclusive digital education in VET;•Development and use of open educational resources, open textbooks and free and open source educational software;•Strengthening the cooperation and networking between Vocational Tourism Schools;•Prepare education professionals for equity, diversity and inclusion challenges in the digital learning environment;•Encourage teachers to use School Education Gateway during the project implementation and after the project activities;•Target qualifications: cook, waiter, hotel receptionist Target groups: Direct beneficiaries: Teachers in VET schools/centres in the tourism sector.Final beneficiaries: VET learners in the tourism sector.The implementation of the project objectives includes 3 IOs:IO1 – Study and online consultation workshop on the lack on digital competences in teaching in VET (tourism sector)IO 2 – Development of Innovative Open-Source Educational SoftwareIO 3 – Development of open-source digital libraryThe implementation of the project will positively contribute to the achievement of the following expected long term impacts on the project target groups:•Providing teachers with quality and specific digital pedagogical competencies and tools supporting rendering the teaching process more attractive and effective for learners during the Covid-19 situation.•Creation of ICT tools to enhance digital pedagogical competences of teachers.Result 1: Development of high quality attractive digital content.Result 2: Development of Innovative Open-Source Educational SoftwareResult 3: Online resource (open-source digital library for VET in Tourism sector).The methodology, chosen for achievement of the project general objective and concrete aims, ensures development of applicable and sustainable products, which can be transferred beyond the partnership and the project lifetime.The ImDiPeT project activities are designed into 3 IOs. For each IO we have agreed to have a leading partner with all partners contributing to dedicated aspects of activities planned. Furthermore, for all IOs each lead partner will be supported by 1 partner as co-leader. The IO leaders as well as the IO leader supporting partners were selected according to their specific expertise and capacity required for the competent IO leadership and coordination. The organisation of the project work covers different types of activities related to management, administration, content generation, ICT and software development, communication, reporting, quality assurance and other related issues.The long term impact is:- cover the needs for improved digital skills of the educators in VET tourism sector;- development of strong links between VET schools, VET providers and IT companies;- creating a joint open source digital library applicable on EU level;- development of an innovative tool - Open source educational software that will improve the quality of training offered by VET schools and VET providers on EU level;- inclusion of information about project outputs on the web sites of project organizations and dissemination of ImDiPeT project products along their partnership networks;- “multiplication effect” - translation of project outputs in additional languages.

SLEVET project corresponds to further strengthening key competences in VET and achievement of relevant and high quality skills and competences. It is in line with the individual and community needs, namely by contributing to: - providing better prepared for inclusion in the labor market students, and better prepared teachers how to properly train them; - providing employers, labour market, and economy in general on a regional, national and international level with competent and competitive workforce. SLEVET initiative was aimed to elaborate LEADERSHIP PROGRAMME for developing leadership and entrepreneurship skills, attitudes and mindset of students in VET schools. The innovation elements of this programme: Peer to Peer coaching and Peer to Peer training were applied; teachers were Facilitators; it involved real entrepreneurs; students gained experience as Leaders in real situations. Our specific objectives were: - to create, apply, test and disseminate Student-driven Leadership Skills Development Programme in VET Schools; - to promote the SLEVET approach across professional teachers’ communities in our countries and Europe; - to develop and launch sustainability plan for SLEVET Training KIT exploitation beyond project lifetime and across Europe by October 2020.The main target groups of our proposal were teachers and students in VET Schools. Through the implementation of our project we placed our target groups in new roles. Teachers became facilitators, and students from 10-11 grades took an active role of coaches and mentors to their younger schoolmates from 8-9 grades. The consortium is a combination of representatives of different sectors (public, private and NGO) from 5 countries, which is a positive precondition for: - exchange and analysis of best practices on the topic; - scope and impact of activities; - dissemination of results and their multiplication in various networks and partnerships. The approach for meeting the aim and objectives for this project is identified within the following key activities: development, training, piloting, dissemination, management and evaluation. These components are more than a list of typical activities. They are logically substantiated, intertwined and mutually influenced. Good implementation of each is a prerequisite for the fulfillment of others. The consortium expects the following project results: - Prepared students from higher grades who are on the threshold of the labor market for leaders, entrepreneurs, mentors. - Improved learning results of younger students; developed social skills and potential to be leaders, entrepreneurs, mentors. - Prepared teachers for facilitators of extracurricular activities, to be more adequate for the above listed processes. - Developed guides, programmes and instruments for the implementation of the above and ensuring sustainability by applying the approach after the project`s end. - Promoting social entrepreneurship as a tool for the modernization of VET. One of the major advantages of the approach is the option to be reproduced by using internal resources of students themselves and even to be profitable with a view to financial autonomy through the form of a social enterprise. The CASCADING MENTORING SYSTEM ensures the project’s sustainability beyond the initial pilot group i.e. there is inbuilt sustainability as an integral part of the Leadership programme. Each partner organization is able to spread and scale the Leadership programme and therefore the impact will be sustained through the very delivery and activity of the programme itself. In relation to financial sustainability during the project we will test the role of social enterprise for long-term maintenance of the approach. Europe considers social enterprise as an important driving force for innovation and growth, and as sector, whose role is key to tackling the economic challenges.