<< Background >>As all partners involved in the project were able to confirm, the pandemic was a challenge for many organisations, especially concerning remote working opportunities. With Interprentice, we have tried to combine the need among the organisations to position ourselves more sustainably and resiliently for the expansion of international cooperation in training. Overall, the consortium partners have found in their (ERASMUS+) projects that trainers and trainees who can take part in an international exchange are generally more motivated and often more determined in their training. The fact that international professional exchange is fundamentally enriching and supports organisational development was also highlighted in Let's campaign [2020-1-IT01-KA202-008374] and SMEEGE [2020-1-DE02-KA202-007369] projects, among others. Interprentice wanted to build on this and has successfully done so. With an established opportunity for digital internships and project cooperation between trainees from different organisations and countries, international experience and intercultural skills can be gained. This is ecologically sustainable and further enables people and organisations for whom travelling as challenge to implement international projects.<< Objectives >>Interprentice aimed to address critical needs arising from the rapid changes in work profiles due to the COVID-19 pandemic and the increasing digitalization across all sectors. Specifically, the project aimed to achieve the following key objectives:1.Adaptation to Digital Communication and Skills2.Internationalization and Remote Work Integration3.Vocational Training Modernization4.Comprehensive Skills Development5.Network Building and Knowledge SharingObjectives 1 and 2 fell somewhat short of expectations, mainly due to the loss of the Spanish VET partner and different levels of resources at the VET centres. However, objectives 3, 4 and 5 surpassed our expectations. In the evaluation, the trainees describe their individual professional and private learning curve as very large. Moreover partnerships were established that enable long-term bilateral cooperation between the project partners based on Interprentice.<< Implementation >>In phase 1, we discussed the direction of the project very intensely and conducted thorough research into the topic. In phase 2, the multiplier events laid the foundation for getting people within the partner organisations excited about the project. In phase 3, we put together the theoretical basis for the project participants and the overall idea. In phase 4, we held a kick-off meeting in Madrid, ES, as well as severaldigital meetings and a final meeting in Arezzo to test whether our idea was sensible and feasible. This took place on an individual and organisational level and was accompanied by a self-assessment questionnaire for the trainees. In phase 5, we conducted interviews, held joint evaluation discussions and worked out the basic results of the project phase for all participants and partners; these can be found on the website, on YouTube and in a hand-out. In phase 6, we presented the project results and experiences to around 80 people at a final multiplier event.<< Results >>Phase 1 Research results collected to a short ‘catalogue’ regarding important factors for international trainee working groups.Phase 2 Building on on these findings by collecting additional inputs through multiplier events in all partner countries. These MEs were accompanied by questionnaires and the answers were incorporated into the results of phase 3, 5 and 6Phase 3 ‘Concept for international remote trainee working groups’ as a directly applicable practical preparation and monitoring document for trainers, VET centres and companies.Phase 4 Brainstorming and interactive workshop with the trainees in Madrid (ES), Self-survey of the trainees, Methodological groundwork for the experience reports, which was developed and disseminated in phases 5 and 6. Planning material and fully implementing trainee project “remote controlled water heating system”Phase 5 Evaluation Handout as conclusion to the concept developed in phase 3 and evaluative video interviews that help to understand how the implementation of the remote working group worked out in an authentic way. Phase 6 Hybrid Multiplier Event with more than 80 participants and lively presentation document that is available on the project website for interested audience.

<< Background >>Partnership applied for this project to address growing demand for skills and knowledge in the circular economy (CE), especially in the strategic sectors of tourism, agriculture, and transport. Feedback from initial CIRCLE project highlighted a strong need among VET learners and trainers for practical tools that connect CE principles with real-world applications, particularly from a labor market perspective. Students and trainers expressed a desire to move beyond theoretical learning and explore concrete, hands-on approaches.CIRCLE2 project responds to this need by creating innovative, interactive digital resources, including a learning platform with case studies, exercises, and media-rich content. These tools enable VET educators to equip students with the competencies necessary to thrive in environmentally sustainable industries. addressing these needs, project aimed to improve the relevance of VET education to current and future economic and societal challenges, raising awareness of CE practices and embedding sustainable behaviors in next generation of workers, entrepreneurs, and citizens. It also strengthens the link between education and the labor market, ensuring that students are well-prepared for the green transition.<< Objectives >>By implementing the CIRCLE2 project, patrnership aimed to achieve several transformative goals in vocational education and training:1. Innovative learning resources. Develop, implement, and test cutting-edge teaching and learning materials rooted in real-life experiences of SMEs in the circular economy. These materials were designed to make CE concepts tangible and directly applicable for learners and educators.2. European perspective. Contextualize local CE practices within a European framework, fostering shared understanding and transnational knowledge exchange.3. Practical training materials. Ceate engaging resources combining real-world stories and SME insights to bring CE principles to life.4. Strengthen education-labor market links. Reinforce the connection between education and the labor market by creating a model for teachers to align training with industry needs, ensuring learners are well-prepared for green economy.5. Collaboration. Lay the foundation for an online network of VET providers and SMEs in CE, facilitating ongoing collaboration, resource sharing, and innovation.Ultimately, the project sought to inspire students and educators alike, making the learning journey engaging, relevant, and impactful.<< Implementation >>CIRCLE2 was a forward-thinking initiative that addressed practical needs of VET learners and trainers while complementing previous efforts in CE education. CIRCLE2 project implemented activities based on a strategic framework to enhance project management, cooperation, and dissemination:1. Creation of digital kits. Partnership developed three comprehensive kits of digital training materials focused on the tourism, agriculture, and transport sectors. These kits guide VET trainers and learners in exploring circular economy principles from the perspective of SMEs, incorporating first-hand data, tools, and insights into sustainability measures.2. Establishment of an pilot online Network: Partners laid the groundwork for an online network connecting VET providers and SMEs engaged in CE. This network fosters collaboration, knowledge exchange, and resource sharing, ensuring long-term cooperation and impact.Through these activities, the project provided practical tools and fostered collaboration to embed CE practices in vocational education and training, promoting sustainability and strengthening ties between education and industry.<< Results >>The CIRCLE2 project delivered concrete outputs and results aimed at enhancing vocational education and training for the circular economy:1. Learning platform. A comprehensive online hub providing engaging, practical CE materials accessible to VET trainers, learners, and SMEs.2. Digital educational kits. Three tailored kits for tourism, transport, and agriculture sectors, enabling educators to connect CE principles with real-world business practices.3. Promotional tools. A toolkit to support the dissemination and sharing of project outcomes, ensuring widespread awareness.4. Online pilot Network, linking VET providers and SMEs, fostering collaboration, resource sharing, and knowledge exchange to support long-term CE implementation.These outputs empower VET trainers with industry-aligned materials and prepare students to drive CE transformation in their sectors, creating a bridge between education and the local circular economy business environment.

<< Objectives >>The main objective of our project is to integrate the latest Greencomp, Industry 4.0, and IoT technologies into vocational education and training programs, which will equip students with the digital skills and knowledge needed to succeed in the future of work, support the development of a more agile and adaptable workforce. The project also seeks to create a more responsible and sustainable manufacturing industry, promote entrepreneurship education, foster cross-cultural exchange and learning.<< Implementation >>The project will implement a series of LTTA activities, including mini-projects on sustainable manufacturing with IoT, staff training on competences and skills related to Greencomp, Industry 4.0, and IoT, and dissemination activities to share project results with the wider public. These activities will be complemented by regular transnational project meetings and online communication to ensure effective coordination and collaboration between partner organizations.<< Results >>The project is expected to result in the development of new skills and knowledge related to sustainable manufacturing, Industry 4.0, and IoT among vocational education and training students and staff. It will also promote entrepreneurship and innovation in the manufacturing sector, as well as contribute to the development of a more responsible and sustainable European economy. Other expected outcomes are the creation of mini-projects and the dissemination of project results to a wider audience.

"The ""Your life - your story"" project was a two year project between 6 organizations from Poland, Portugal, Turkey, Slovenia, Italy and Greece, however the project was framed within a long-term perspective and planned with a view to achieve a multiplying effect and sustainable impact. The main objective of the project was to give disadvantaged adults positive learning and cultural experiences and, to motivate them to lifelong learning, to promote their creativity. Tutors developed the digital storytelling method to engage/motivate adult learners through traditional and non-traditional teaching methods. The project aimed to combine the tradition of storytelling with contemporary technical tools, raising the key competences on EU-enlargement topics and on European common values, increase the IT and English language skills, the sense of European togetherness by offering disadvantaged adult learners (older learners, immigrants, unemployed, refugees) and teachers opportunities to learn about the EU with use of storytelling as a method. The aim of this project was also to create high quality learning opportunities, through the exchange of good practice examples.A common study program was developed with the partner organisations during initial and ongoing partnership meetings and included IT and English worksops, cultural awareness about the European Union, the participating partner countries/organisations and our respective clients groups. The learners created their own EU digital stories, presented materials during the workshops, this way the intercultural dialogue among EU members and the raise of civic keys was promoted. They worked on different subjects using digital storytelling, which brought new benefits for skills improvement. Both learners and teachers learned to organize plot of stories with pictures, using first person narratives, voice recording, editing the sound according to sequence of the event, add subtitles to the stories in English.Each partner organised activities for different learners during the project and all partners organised one meeting/workshop in their own country. Participants gained new learning experiences during the project. European cooperation helped them to share knowledge and understand other cultures better. Learners' mobility and motivation was enhanced and, the project was also a way to combat prejudice, racism and xenophobia by raising awareness of a multi-cultural/multi-racial EU.The project had a good geographical balance, involving 6 countries from Southern, Northern, Eastern, Weastern and Central Europe, which ensured a real European outreach of the project."

<< Background >>Our school had the idea of using AR/VR in order to motivate students and when participating LTTA in Turkey with another project we saw some examples of AR being successfully used. We decided to do something similar. To enrich the curriculum and lessons we wanted to create the manual with different topics (professional and general) that could be used in a class, during the learning process by teachers who are also trying to use advanced digital technology in their subjects. By that we wanted to prevent early leaving of some students and motivate them to stay and study for their own future. With experience like that they would also have more chances to get the job (due to skills and knowledge based on AR). VET education would get new, innovative and advanced approach in delivering the knowledge to students. AR is also a must have “skill” of a digital enterpreneurship. The needs that we addresed here are related to teachers and students benefits (preventing early leaving, motivation, interest, competences and skills in digital area, awareness of climate change, innovation in learning process, peer learning, critical thinking, design thinking, self confidence, improvements in learning process<< Implementation >>Activities that were planned during the project were: 2 transnational meetings and 3 LTTA activities. We designed a plan to ensure smooth communication between participants and project institutions and a comprehensive evaluation plan that monitored the development of activities, detected potential difficulties and proposed appropriate corrective measures to adjust to the designed project. This international activity was accompanied by the implementation of different educational activities and strategies at the local level. We made a plan of dissemination of the project based on local end general level and was covered by all partners and participants. With the results we wanted them to be used in the future as part of the school curriculum, (mostly as a motivation materail, ___________________ to prevent students being bored, to drop out of school, to strat doing things related to Ar and future technology) , either in extra-curricular activities or workshops during the school year. As we were working with Tehnopark we wanted to show them and use their place to lead the workshops there as well.