According to Erasmus+ guide, the promotion of language learning and linguistic diversity is one of the specific objectives of the Programme. The lack of language competences is one of the main barriers to participation in European education, training, and youth programmes. Mobility is one of the cornerstones of European society according to both the Council of Europe and the European Union. Though the lack of language competences is still one of the main barriers to participation in European education, training, and youth programmes. The “Open Language and Cultures’ Network” envisaged developing an innovative e-platform in order to promote the creation of an open and online language learning community of practice, for all Erasmus+ KA1 mobility participants who need to boost their language skills & cultural awareness to facilitate their adaptation in their destination EU state. By creating a highly interactive and collaborative online language learning environment all members can practice the target language in an authentic way with the tandem learning methodology and all the useful materials and other services offered in the platform. This network can be also supported by volunteer language teachers that can orientate language learners in the practice of their target language via tandem language learning and other activities. Teachers from their side can receive professional certified training on discovering, evaluating, using, creating, and sharing Open Educational Resources (OERs). All members in the OPENLang Network community can choose their personal language learning path: a)Erasmus+ KA1 mobility participants can use a set of e-services such as a database of 24EU Language Placement Tests for self-assessment of their language levels, record the language proficiency level, create their profile in order to start searching their tandem language learning partner, explore the database of recommended language OERs or suggest and share more language OERs, discuss in the community about topics of interest and even explore the MOOC on language OER for learning how to use efficiently CC licences and create and share OERs.b) Language teachers involved in the community can receive certified training on finding, evaluating, using, creating, and sharing language OERs (e-Toolkit for language OERs, training MOOC, OERs quality tool, e-Book with a collection of OEPs, webinar recordings, etc.), as well as find language OERs and OEPs (database of language OERs and OEPs) and participate in Tandem language learning and Community discussions.More concretely, the OPENLang Network platform provides Open and Innovative Education and Training by offering an interactive language learning online and mobile environment which includes the following Open e-services: a) Open Database of Language Placement Tests (LPTs) for all 24 EU languages; b) Personal Member’s Dashboard; c)Open & Interactive Database of Language OERs; d) OPENLang OER Evaluation Checklist; e) OPENLang e-Toolkit for Language OERs in three languages; f) OPENLang e-Book with Language Open Educational Practices (OEPs); g) OPENLang MOOC for language teachers’ training on finding, evaluating, using, creating, and sharing Language OERs; h) E-Tandem 24 EU Languages Learning Matching Service, and e) an Open & Interactive Community Forum.During the lifetime of the project, the consortium completed the production of all eleven (9) Outputs, a series of tutorials and training material for MOOC on language OER, 2 e-books, dissemination material, the implementation of all four (4) Multiplier Events, and three (3) Workshops/Webinars.Furthermore, the OPENLang Network project produced the following results: a) OPENLang Network Website; b) OPENLang Network Social Media Presence (Facebook, Linkedin, Twitter, YouTube); c)Twelve (12) published research papers in conferences and a Q2 journal ;d) Four (4) additional research papers submitted to other conferences and journals (currently under review) which present the research conducted on the following topics of IOs: a) Exploring the language Learning Profile of the Erasmus+ KA1 Mobility Participants; b) OPENLang Pedagogical & Design Framework; c) OPENLang Quality Framework for Language OERs; d) Language Teachers’ Training on Language OERs; e) Interactive OPENLang e-Toolkit for Language OERs; f) Language Teachers’ Training on Tandem Language Learning g) MOOC pilots.Thousands of people have reached the platform and hundreds registered in the platform, MOOC, and all the events and workshops organized. The content of the project’s Website and Platform will be openly available for at least 5 years after the end of the project. The Outputs, extra deliverables, and Training Videos will be openly available as OERs with CC 4.0 licenses on open repositories. In addition, the authors’ versions of the scientific publications will be openly available on the partners; websites, and open repositories.

"It is widely acknowledged that language proficiency is key for a common understanding between the EU citizens and for the practice of shared cultural values. However, recent studies demonstrate that we still have a long way to go until ICT gets truly integrated into the work of the European foreign language teachers. According to surveys, the availability of ICT facilities in the foreign language classrooms of European schools is extremely low. But even a greater barrier to spreading the best practices in technology-assisted language learning is the level of teachers’ digital literacy, which is a challenge for Higher Education. Above 70 percent of the language teachers in Europe do not consider themselves 'digitally confident’ or able to teach their students using ICT instruments effectively. In order to improve the uptake of ICT tools in foreign language teaching, the educators’ digital skills need to be regularly upgraded. Moreover, there needs to be a clear distinction between the ICT skills that teachers use in regular classrooms and those that are required for teaching languages online, as online tutoring becomes increasingly popular. This new educational reality requires novel pedagogies and open learning environments, open educational resources, and open adult training environments.In this context, DC4LT project aims at improving digital literacy and empowering language teachers of all levels (HE, VET, Schools, AE, private language institutions, entrepreneurs) to use ICT instruments in their practice. To achieve this goal, the project will explore how teachers are prepared to the integration of information technologies in their pedagogical work, what skills they need in order to better support their online courses, and in what ways they can help their students' in the language learning process. Then, based on the collected primary data, the consortium will develop a self-sustained Open Internet Community of Practice for language teachers / online tutors, which will help to continuously enhance their digital competences as well as their knowledge of the design and delivery of online and blended courses. Large numbers of language teachers will be invited to participate in the DC4LT training workshops and provided with an opportunity to collaborate with peers in an interactive educational process, spreading the excellence. This will allow many European language teachers improve the efficiency of their teaching practice, secure better employment and entrepreneurship opportunities, and offer their services to more students via ICT instruments. It is envisaged that more than 1500 language teachers/trainers from all levels of education institutions from public and private sector across Europe will initially benefit from the activities of the DC4LT project. The DC4LT project will be carried out by an international consortium composed of five partners: the Norwegian University of Science and Technology (NO), University of Macedonia (GR), PIXEL (IT), Cyprus University of Technology (CY) and ITMO University (RU). All partners have a vast experience in technology-assisted language learning, development of open educational resources, learning analytics tools, mobile adaptive / personalized and collaborative learning and assessment.The partners will implement the project in four macro-phases: (1) Preparation, including setup and a pre-study, (2) Development of methods and content, applying expertise and pre-study results, (3) Delivering training and updating content based on the feedback and (4) Sustainability and finalization. Within the lifetime of 36 months, the project will develop and offer to the European Higher Education and other stakeholders the following tools and services:Analytical Report ""User needs and SOTA in e-language teaching""Digital Competence Assessment Framework and Tool for language teachers Training Methodology for online and blended language learningInteractive eBook “Modernising and Opening up Language Education”e-Toolkit for Digital Competences, OERs and OEPsOPEN Community of Practice DC4LT platformSeries of DC4LT WebinarsThe results of the project will be delivered at three teacher training workshops and through a series of webinars, as well as widely disseminated via the project website, social media, one European, one international and three local multiplier events and multiple other means.Reaching the ambitious objectives of the project will have a strong impact on the quality of language teaching in European Higher Education and other sectors. The impact of the project will be strengthened by delivering a replicable model of the training program for digital competences and by targeting the multipliers of knowledge."

The project RTV - KEY COMPETENCES IN MEDIA PRODUCTION FOR RADIO, FILM AND TELEVISIONis developed in Romania, France and Italy. In the audiovisual field, the role of the European Union is to create a single European market for audiovisual media services and new jobs profile.The overall objectiveIncreased contributions to the application of innovative practices in media production, development, transfer and enhancement of the joint initiatives to promote European cooperation in the radio, film and television field, on a single market for audiovisual media services.Specific objectives:SO1. To increase access teachers/trainers and students for teaching/learning materials/6 intellectual outputs, to support media production, work based learning initiatives to obtain key competences by open education and innovative practices in a digital era for social inclusion of the disadvantaged pupils, in 34 months, in Romania, France and Italy;SO2. To increase the education and training of teachers/staff, trainers from partner institutions, applying innovative practices in transmitting knowledge, acquiring skills, competencies and behavioral changes by e-learning and e-entrepreneurship, strengthening the integration of digital teaching /learning activities to increase radio, film and television intellectual outputs created by the project for a new job profile in Romania, France and Italy, in 34 months;SO3. To increase broad access to media production by integrating Digital Platform for Open Educational Resources/OER/Radio, Film and Television, 4 multiplier events in online Media Production, 15 dissemination events in 34 months.Number and profile of participants -18 VET teachers / staff, trainers, specializing in the field of training media production;- 50 students for professional qualification: Technician production film and television/Level 4- 260 participants in the multiplier events. Activities 1. Project management and implementation; 2 Creation of a curricular auxiliary for teachers in media production; 3 Creation a curricular auxiliary for students in media production;4 -e-entrepreneurship Methodology for the creation and operation of the Media Production Laboratory; 5 Consolidating the e-learning platform for media production/Methodology;6 Develop Methodology of Inclusive Management;7 Develop digital platform for open educational resources/OER/Methodology;8 Develop program testing /assessment/production/implementation of intellectual outputs;9 Preparation and development of the short-term joint staff training event; 12. Issue Europass Moblility Documents;13 Organizing 4 multiplier events;14 Organizing 15 dissemination events;15 Organizing 6 transnational meetings.Project resultsQuantitative results/Tangible results:Strategic Cooperation Plan;Curricular auxiliary for teachers in media production;Curricular auxiliary for students in media production;e-entrepreneurship - Methodology for the creation and operation of the Laboratory of Media Production;e-learning package with video lessons - Methodology of Working with Digital Instruments in Media Production;Methodology of Inclusive Management; Methodology for Digital Platform for Open Educational Resources;Pilot program testing/assessment/production/implementation of intellectual outputs in the field of media production;18 teachers / staff, trainers selected and trained for the training program;18 Europass Moblility Documents;4 multiplier events;15 events disseminating project results;6 transnational meetings.Qualitative results-Educational innovation through the use of ICT;-New practices to meet the needs of disadvantaged groups;-International experience and communication skills with partners;-Transfer skills in terms of lifelong learning for staff - teachers / trainers;-New approaches to address social, linguistic and cultural diversity;-Encouraging support for competitiveness and employment;-Improving management skills and internationalization strategies;-Strengthening cooperation and with partners in other countries in the field of education and training.-Development of organizational culture;-Promoting the image of Erasmus+ Program;IndicatorsNumber of intellectual products achieved 6Number of teachers and trainers trained 18;Number of students in the intellectual property testing program 50;Number of multiplication events 4;Number of dissemination events 15;Number of people participating in multiplication events 260Number of transnational meetings 6;Increased level of competence in teaching media production for 18 teachers /staff, trainers;European experience for 260 people in multiplier events.Long term benefit:-A single European market for audiovisual media services and new jobs profile;-Increased level of internalization of the Media production institutions;-Increased level of performance of VET teachers/staff trainers;-Increased access for students to the digital labor market.

Many VET organisations and their teachers did not feel well prepared for online learning when Covid-19 struck Europe (OECD, 2020). The OECD15 reports a recent TALIS 2018 survey has shown that the use of information and communication technologies (ICT) for teaching was the second highest area of professional development that teachers (18%) report a high need for. However, only 56% of teachers across the OECD countries had participated in training in the use of ICT for teaching as part of their initial education or training, and only 43% of teachers felt well or very well prepared for this element when they began teaching. These weaknesses have been exposed since early 2020 when Covid-19 arrived in Europe.Additionally, the COVID-19 pandemic’s call for online distanced learning as a solution to the lockdown, is far from the realities of most VET courses which focus on the learner being physically present at the VET centre, particularly vulnerable groups of learners such as low-skilled, upskilling and job seeking adult learners, NEET youths. The pandemic has had a greater impact on VET teachers as many VET courses focuses on work-based learning, which cannot be transferred as easily to an online contact as academic learning. To support learners at risk, teachers/schools: ensured learners had access to internet and equipment; translated / sourced materials in native languages for refugees and migrants; offer training opportunities for learners on digital skills; monitored engagement during online classes; and provided individual support where possible; but this was not always possible (CEDEFOP, 2020).The main concerns for VET teachers and trainers regarding distance learning are the use of equipment / reliability of internet connection, their own lack of digital skills / competence, poor experience in creating digital content, lack of e-learning experience, in particular around teaching practical components; and concerns over privacy, copyright and data protection (CEDEFOP, 2020). For learners, there is no digital inclusion without social inclusion’ marginalised and vulnerable learners are less likely to be involved in distance learning, which in turn, increases their chances of dropping out of VET (OECD 2020).Objectives:1. Facilitate European VET centres to embed digital technologies into teaching, learning and assessment2. Provide VET centres with bespoke analysis and insight to support learners, teachers and trainers in adapting to online/distance learningTarget Group:Vocational Education and Training Centres which provide initial vocational training to vulnerable learnersThe project will produce the following intellectual outputs:IO1. DigiVET Integration HandbookIO2. Interactive Digital Strategy Benchmarking ToolIO3. Modular Framework for a VET Digital StrategyIO4. “Learn Digitally” Guide

"The project ELDORA - Education for Local Development of Rural Areas was prepared and implemented by a partnership of 5 organizations from 4 EU countries. The project also wanted to address the challenges facing the European Union, such as the youth unemployment, depopulation of rural areas, or so-called brain drain. One of the main reasons for the aforementioned phenomena is that young people and graduates often cannot find their first job in the region where they come from. Social enterprises could address this situation.The aim was to increase the professional capacity of the staff of the institutions involved to be able to provide better training for VET students, unemployed people and local rural leaders in social entrepreneurship. Another goal was to process materials, provide supporting documents, best practices and information on social entrepreneurship and disseminate them further.During the project implementation we differentiated the target group into 2 groups - primary: young people in their final years of school, local leaders, mayors and municipalities´ employees, small and medium-sized enterprises and secondary: NGOs, organizations providing training, consultation and disseminating information on social entrepreneurship and groups active in municipalities. However, the most important indirect target group were the young unemployed people from vulnerable groups.The following intellectual outputs have been prepared to fulfill the objectives:O1: Handbook „How to Establish and Manage Social Enterprises ”, including the “Best Practice Collection”, are intended primarily for social business founders and managers.O2: Teaching material "" Social Enterprise as a Tool for Local Economic Development"" has been prepared for trainers, including 20 e-learning videos that form a series of interviews (5 from each country) with entrepreneurs who have succeeded in the social economy. The output serves and will serve VET trainers, course providers and a Technical University that will lead the subject on social entrepreneurship based on the output.O3: The social enterprise game “L€arn” is aimed at young people, students and young unemployed. In the game, one can try aspects of starting and running a business with a specific attribute ""social"". This is a mobile app that can be downloaded from google play and app store for free.All intellectual outputs have been developed in close cooperation of all partners and translated into national languages for better usability and are also accessible to the general public at: www.arr.sk/eldora and, of course, in the Erasmus + Project Results Platform.The work on intellectual output was supported by 2 short-term joint staff training event for Slovak, Hungarian and Polish partners. The first training event was aimed at visiting well-functioning social enterprises and labs that support social entrepreneurship and at communication with successful managers in foreign regions (Tuscany). It was attended by 13 employees of the partners involved in the project.At the second training activity, participants had the opportunity to get the latest information on social entrepreneurship and to acquire knowledge that is important in setting up and running a social enterprise; they learned about what motivates a social entrepreneur, how to motivate a potential candidate for social entrepreneurship, and what is the best functioning motivation, as doing business socially is more demanding than ordinary entrepreneurship, which is focused on making profit. 13 people also participated in this training activity.An important part of the project was publicity and multiplication events. Each partner ensured a dissemination of information about the project already during the project implementation through its website, but also via social network, eventually at the events he organized. Partners disseminated information on project outputs at multiplication events.Slovak partner held an event for 40 participants, Italian for 20, Polish for 23 and Hungarian for 16 participants. Dissemination of the project outputs was supported by sending the outputs to the Department of Social Development and Labor of the University of Economics in Bratislava, to the Academy of Social Economy - Green Foundation, to the SLSP specialist for the non-profit sector and start-up entrepreneurs.Implementation of the project has increased the capacity of employees of involved partners, of educators in the field of social entrepreneurship, which will have an impact on the establishment and success of such enterprises and on increase the employment of young people. In the long term, we can see an increasing trend of setting up social enterprises, not only thanks to the project, but also thanks to the joining forces as during the project implementation we have established cooperation with the Regional Center of Social Economy in Košice and the Office for Integration of Socially Excluded Communities of Kosice Region."