The background of the project is the need to make full use of digital learning at school. Until now, some aspects of it have been introduced in the participating schools but only sporadically and randomly. In the digital methodologies introduced, students have shown more interest in the lessons and learn much faster than the traditional ones.Hence the motivation of the project which aims at introducing in a systematic way tools and methodologies of digital learning in the school curriculum of the participating schools.The project aims at creating a virtual space (Hub) in which the participating schools can share their experiences not only with each other but also with the public outside the school. On the one hand, the digital hub will be the tool to integrate and coordinate the educational and training actions together with eTwinning and other platforms (eg Google Education). On the other hand, the digital hub will be both a way of exchanging experiences between the participating countries and a common resource in which to cooperate in order to build new learning experience.The project includes six schools from the following countries: Italy (applicant school), Greece, Romania, Poland, Latvia and Turkey. The project is aimed to students between 14 and 19 years old.The planned project activities are different. First of all there will be a warm up stage in which there will be the introduction of SELFIE (Self-reflection on Effective Learning by Fostering the use of Innovative Educational Technologies) as a tool for analyzing and evaluating the digital status of the participating schools in order to have a common framework. Then the systematic use of the eTwinning platform in order to cooperate and monitor the progress of the project in preparation for international mobilities. Still in the warm-up stage, the creation of the digital school hub will be analysed in detail.The project is divided into 6 stages, as many as the international mobilities provided. At each stage the participating schools will use the digital teaching scheduled so that teachers will have to carry out it together with groups of students. At the end of it there will be an international meeting in one of the countries of the partner schools in which the participating schools will share the results and carry out critical assessments on the digital teaching introduced. The six stages include the following learning methods: organizing a digital school trip, flipped classroom, problem based learning, project based learning, augmented reality, social Hackathon.Each stage will be preceded by the establishment of a working group composed of teachers and students who will be always different in order to spread the various digital learning methods as widely as possible in each participating school.After each meeting, the country of venue will write a newsletter and submit to the others an online evaluation test (one for students, one for teachers) about the quality of the meeting.As a general result, digital learning strategies will be introduced into the official study plan of each participating schools.The results will be both the increase in teachers' professional skills and the growth of motivations and learning outcomes for students.The organization of the final social Hackathon will be an important stage to verify the results of the project and will be an opportunity to disseminate and extend the project outside the school. In this final event students will have to create digital solutions for some social companies and associations of the territory.

APPROACH has emerged from a multi-sector cooperation containing heritage, architectural and cultural organisations, municipality with architectural and media enterprises and a VET institution with media classes. The partners involved are summarised in section 2.1. The main objective of this transnational consortium is to assemble an online learning platform as an open educational resource, targeting firstly architectural, art historian and urban analyst students and, in parallel, media and web designer students in VET and on other levels. The main output of the programme is a 4-piece collection of interactive 3D city maps showing the centres of Edinburgh, Granada, Budapest and Lublin as non-formal educational tools. The creation of the animated models is based on a scientifically carried-out historical and urbanistic research collecting all available source materials, like old maps and archive texts to be able to rebuild and represent the selected time periods of the cities - from their foundation to modern times. This approach gives the possibility to freely explore the urban environment in both space and time, collecting knowledge about the monuments and urban textile through interaction with the models. Moreover, each “time map” marks significant periods of social and political changes, which drove architectural and spatial changes. Our aspiration is to provide APPROACH users with an opportunity to compare how and where each city evolved in different historic phases. We are proud that the APPROACH online platform is a free of charge, intuitive, and accessible. The development of the “time maps” was managed by a comprehensive methodology that involved historic research, transformation of raw data to 3D models, ongoing verification of outputs, and the compilation of a learning narrative. The project was delivered by four groups: researchers, modellers, project managers/coordinators, and students. Each modelled city had its research team collecting historic information, turning them into visual templates that would then be passed onto modelling teams based in Budapest and Cluj. In the next stage the modellers created 3D “white models”; their accuracy was verified by the researchers before the entire model received textures and was turned into the “interactive content”, which involved a fair amount IT engineering. A vast amount of historic information was collected throughout the process. The research teams used a wide range of sources including: maps, drawings, paintings, photos, and texts. “Info-boxes” provide narrative to the models, containing the most relevant learning information. They redirect to external sources for those seeking more detail. Some of the most interesting research discoveries can be found in this comprehensive study, which binds together all outputs of the project, summarising the steps of the product-oriented co-operation with the architectural and media enterprises. Its main purpose is to promote the project ideas among VET institutions and relevant stakeholders and in this way to contribute to the creation of further educational material similar to the products of this project. To help the same initiative, a series of video tutorials and text descriptions was also produced to teach the creation of 3D interactive contents. The production of this online material is connected with a training programme, in which blended mobility of VET students took place combining virtual involvement with short-term physical mobilities. As a part of the training, the media and web designer students were involved in learning, testing and therefore the creation of the final resource. The chapters of the material are to teach useful techniques and methods about 3D modelling, composing animations and programming interactive functions in co-operation with for-profit firms. In this way the training leads to the recognition of the latest trends of CAD, BIM and game development technologies, providing knowledge and competencies with remarkable labour market relevance. With different techniques and target groups, all the outputs of the project provide working models and pathways for the easily intelligible visualisation of urban environment and monuments as well as for the integration of digital competences to the development of further educational resources.Following a series of public meetings in all partner cities we have confidence in the educational value of the project’s outputs and their future potential for development. It is important to stress that the project involved design students from the Riga School of Art who actively participated in the project delivery and engaged with professional modellers and researchers. The educational aspect of the project is also represented by a series of online modelling tutorials, which can be found on our beautiful website.

<< Background >>Marketing 4 Artists is addressed to work on issues that undermine the attractiveness of VET and improve the quality assurance in vocational education and training by adapting its educational curricula to reduce the mismatch between formal education and labour market needs. A detailed analysis made by the partners in their own countries has revealed that only in Spain and Latvia art students acquire some entrepreneurial concepts, but they are general and linked to business administration, and not supporting their need of marketing skills in the artistic sector. InItaly, Finland, Slovenia and Belgium art students don’t have any lessons that can teach them basic marketing skills. This approach doesn't support recently graduated students in Art in becoming successful entrepreneurs or appealing attractive employees. Even if artists have talent related to their art-skills, this is not supported by an effective self-promotion crucial to draw the attention of clients and talent scouts. This lack is also present in the HEI study-cycles. It's not possible to find art-marketing programs in VET and HEI curricula, if not for some initiative set and taken as an individual educational body.The research carried out within the Knowledge Alliance project “Arts & Humanities Entrepreneurship Hubs”, conducted by our partner MateraHub, underlines the lack of attention to Entrepreneurship Education in the arts and humanities sector; the consequence is that these students often consider entrepreneurship as something divergent from their creativity, and are subsequently less likely to consider setting up their own business or view employment as a means to support art practices via a portfolio career, a working style where they can combine multiple streams of income and mix different kind of employments.M4A designs specific contents related to the marketing skills needed by art students with the aim to empower their professional career once they have finished the VET school. The need of this development is underlined by the numbers: according to the briefing “Employment in the cultural sector” of the EC, in the last decade cultural employment has grown by more than 800.000 people. The “Cultural Employment” in 2019 was 4,9% of the total in Slovenia, 3,6% in Italy, 3,6% in Spain, 3,5% in Latvia and 5,1% in Finland.In addition, the Cultural and Creative sector includes a variety of professions (media, culture, architecture and design, etc.) that contribute to the economic growth in Europe. According to the EUROSTAT, in 2019, 7.4 million people in the EU-27 were employed in the cultural sector (3.7 % of the total employment), but the majority had a tertiary level of educational attainment (EQF6 and 7).Still, the report “Arts & Humanities Entrepreneurship Hubs” states that 80% of people employed in the Creative and Cultural sector work in SMEs, many of which start-up precariously and need to adopt a ‘business savvy’ approach to upgrade their career. According to “Employment in the cultural and creative sectors” by the EPRS, despite the growing importance given to the artistic sectors and the opportunities it offers, recent-graduate students in Art struggle at finding ways to use their talent as a source of income, especially as self-employment. Self-employment and atypical working patterns are common among artists; the percentage of self-employed is around 32%, atypical work can include up to 40% of the workers in some sectors, and artists often choose to be freelancers, and often take on secondary jobs in other fields to survive. So, as artists often can’t count on a stable contract, they need to possess the right marketing skills to continuously be able to find their place in the labour market.<< Objectives >>Marketing 4 Artists is a concrete and extremely feasible proposal to adapt the vocational education in the art field to the labour market needs. This will improve the quality assurance in the art sector of vocational education with the consequence to increase the attractiveness of the art curricula in the VET field.M4A will design a training methodology and contents related to the specific marketing skills needed by art students, with the final aim to empower their future professional career, after the end of their studies. The project identifies 2 target groups:1) the teachers (direct beneficiaries), who will acquire the necessary marketing knowledge & skills to be able to adopt the Marketing 4 Artists approach, and to teach it at schools; M4A will beforehand level their marketing knowledge on the needs identified.2) the students (indirect beneficiaries).For these target groups, M4A develops a learning module divided into 4 Didactic Units & Didactic Unit 5 for Practical Work. The project creates an additional Didactic Unit 0 addressed only to the teachers, in order to train them with the basic general marketing Knowledge & Skills that they need to acquire for becoming able to teach to students.Didactic Units 1-4 are elaborated as teaching material for art students that teachers can use during their lessons, but they have another use: they are also learning modules for art teachers once they start the training for adopting M4A. The contents of the Didactic Units 1-4 will then be new for the teachers as well. The 4 Didactic Units are so divided:Unit 0: Training of the teachers on basic general marketing KnowledgeUnit 1: Analysis and study of the needs and the supply and demand of cultural services;Unit 2: Identification and activation of external relations with organizations, institutions and various stakeholders;Unit 3: Design of cultural heritage promotional services; Definition of the marketing plan; Care of the organizational aspects of services and promotional activities; Preparation of products for communication and promotion of cultural goods and services;Unit 4: Monitoring and evaluation of cultural heritage promotion activities;Unit 5: Exploitation tools, focused on the Challenge Based Learning (as Practical-Work) and the use of ESCO by students.Therefore, M4A creates a sustainable and effective solution for the VET schools in the Art field that can be easily adopted in other European countries. The 4 Didactic Units can be easily integrated into the school subjects required by the National Educational Ministries because they are proposed as a cooperative work of different art teachers (1 DU for 1 teacher), instead of overcharging only one teacher or looking for extra-hours at school. This cooperative approach means to lead a limited nr. of hours of theoretical class for each teacher, while the students receive the whole preparation on the topic “Marketing 4 Artists” + the Practical Work on concrete challenges given to students for implementing the knowledge acquired and useful for their learning outcomes’ evaluation.<< Implementation >>M4A final methodology will be made of the results obtained through the activities carried out in the duration of the project, divided in:PR1: M4A State-Of-Art Transnational Report PR2: M4A Training Content and Evaluation SystemPR3: M4A Recommendation PolicyThese activities will be carried out by the project partners according to their own potentialities and expertise.More in details:1) To realize the M4A State-Of-Art Transnational Report, the project partners will research the concrete lack of marketing knowledge & skills of both VET art students, who need them for their working future, and teachers, who will hinder the adoption of M4A training contents. The research will also analyze the different EU Art schools curricula, to investigate the best ways to integrate the 4 M4A Didactic Units in the already existing timetable.This result will be obtained through:- an Online Desk Research- Questionnaires (quantitative interviews)- Focus Groups (qualitative interviews)2) The M4A Training Content and Evaluation System will be based on the results obtained in PR1. Having identified for each Didactic Unit the skills teachers and students need to work on, the partnership will create a methodology for the art schools teachers to adopt, in order to teach marketing to their students. The evaluation of the teachers’ Learning Outcomes is related to the UD 1-4 contents and based on the ECVET system, and will be organized using 3 evaluating-dimensions: Knowledge, Skills and Attitude. This methodology will be formalized in 3 parts:- online, to acquire the contents of all the 6 Didactic Units;- face-to-face (1 week session), to evaluate the learning outcomes of the participating teachers in the LTT-C1 and to implement the practical contents of the Unit 5;- on the job, with a Methodology Test period of 6 months applied in the VET institutions that participated in C1. Linked to the training contents, PR2 also develops the related Evaluation System: the evaluation criteria is going to be set on a specific scale with reference to the ECVET system.3) The goal of PR3 is to realize the M4A Recommendation Policy, written following the structure of a policy recommendation, that basically represents a process of problem solving. It is needed in order to make M4A methodology transferable and therefore used in other European contexts and other schools.The PR target groups are:- European art VET schools;- National/regional policy makers in the field of education;- European policy makers in the field of education.Thanks to the EfVET network, already established and active, the expected impact is to reach at least 229 members in 35 countries. This result will be then exploited by using the wide networks of each partner, and the European dedicated platforms, like School Education Gateway.<< Results >>All the project partners believe a lot in the effectiveness of M4A methodology. They all are passionate supporters of the Cultural & Creative Industries, and strongly believe that Art is the highest expression of the richness and diversity of our European culture and we have to support and reinforce its potentiality. The European Commission itself has created a specific program for it, “Creative Europe”, and the current VET students will be the new generation of artists, the future expression of European Art.M4A contributes to make visible this support through the creation of a specific educational pathway addressed to teachers, but with a strong impact on students’ learning outcomes, which are extremely needed in the labour market of our era. M4A contributes to gaining the result of creating VET art graduates equipped with the necessary skills to answer to this new challenge by creating an innovative training for art teachers that will support them to get closer to the objectives of the VET agenda.M4A creates a new educational approach that will turn into an increased attractiveness of recent-graduate VET students in the field of Art. The adoption of M4A doesn't require any extra-expenditures for the schools, neither outside school hours and the curricula timetable remains the same, just the subjects-content will be upgraded. M4A methodology is a result that will be achieved by working on 3 main Project Results (PRs) that will drive the partnership to:1) Upgrade the analysis of the state-of-art of marketing Knowledge & Skills of VET art students and teachers; find out the most appropriate way to implement and integrate M4A methodology into VET-school curricula;2) Create the M4A Training Contents and its Evaluation System;3) Propose the M4A methodology to be adopted by Art VET Schools in Europe as an effective methodology for improving their quality assurance in order to close the gap between VET educational offer and the market needs by increasing at the same time attractiveness of their VET Institute and the VET sector in general (Policy). In addition, M4A will awaken the importance of marketing among the art teachers community, and of becoming more aware about the importance of some specific marketing skills for the future of their students’ career, and at the same time to empower their ones. That will originate new VET graduate students specialized in art and equipped with marketing skills ready to exploit the labour market. Thanks to the Dissemination and Exploitation Activities, the Project Results obtained will be spreaded at national and European level: this will ensure territorial and geographical transferability of the model to any EU country.

"Some years ago, ECIPA in collaboration with local stakeholders started working on the conceptual guidelines, methodological and practical development of an Atelier of Crafts Model, an educational model aimed to promote employability, professional and social development of those learners (above all youth less qualified) who need to be integrated into the labour market.Then, ECIPA decided to transfer such Model to other VET institutions, contributing to the internationalisation of VET programmes. In fact, Cr.E.Ate is crucial in co-designing and testing an innovative VET programme that can appeal to young learners, facilitating their Labour market transitions, reducing the European gap between demand and supply of labour, increasing the level of employability.The main objectives of the Cr.E.Ate project were the following: - create a transnational partnership of VET providers and open dialogue, exchange of ideas for the internationalisation of the sector - search, build and share flexible, sustainable, innovative, open to new technologies methodologies - create and promote an experimental catalogue of the sectoral training offer - encourage the transnational mobility of VET learners and staff, contributing to the internationalisation of the VET sector. In this project aimed to the construction and development of a European Network Atelier Crafts two specific target groups have been reached through the implementation of the LTTAs: 1) Trainers and VET Operators, identified with an internal selection (C1 and C2) 2) Young Learners selected by ag, identified with an internal selection (C2).Below a summary of the Activities completed, in line with what defined in the Project Proposal:I. Organization and setup of the KoM II. Publication of the Call for C1 on the project websiteIII: Recruitment of C1 ParticipantsIV. Short-term-joint staff training events in Spain (C1)V. Elaboration of Guidelines ""Ateliers of Jobs"" (LABEL)- to be tested during the C2 pilotVI. II TPM in PolandVII. Publication of the Call for C2 on the project websiteVIII. Selection of C2 Participants (and collection of Europass CVs)IX. Short-term-joint staff training events in Italy (C2)X. Testing of the Model of Atelier of Jobs (workshops + work placements abroad)XI. Review and Translation of the ""European catalogue of the Crafts Atelier""XII: Final TPM (Italy)XIII: Final reportsThe main results achieved is the ""European catalogue of the Crafts Atelier"" aimed to introduce the Cr.E.Ate Model co-designed by project partner. To share the results of the project to the stakeholders across Europe, this document is available in English and all national language of the partnership.Our Model, drafted during C1 and tested during C2 focuses on the theoretical assumption that the learning process should be based on three main elements (skills):1.theoretical (head): connected with the studied subject area; 2.practical (hands): related to the abilities necessary for future work; 3.transversal (heart): soft skills as communication, motivation, commitment, self-management, etc.The ""European catalogue of the Crafts Atelier"" also contains the Cr.E.Ate Training Units Catalogue, divided into the 3 main sectors: Beauty/Wellness; Design/Art Crafts; Graphic and web design. The Profiles and the Learning Outcomes of the 13 Training courses provided in the Catalogue are the ones achieved by C2 participants during their transnational mobility.During C2, ECIPA organized Workshops and work placements within SMEs. Cr.E.Ate assessing model combines two dimensions: Quantitative and qualitative assessment. The feedback collected from C2 participants (both learners and accompanying persons) underlines the very positive impact of the experience on the beneficiaries. In fact, they claim the piloting of the Cr.E.Ate Model played a key role in supporting to acquire/reinforce skills and competencies crucial to employment and personal growth. According to the VET staff who joined C2, the project was crucial to the internationalisation of VET field, as it created an innovative VET programme appealed to young people and fundamental for the acquisition of skills and competencies needed to easily access the labour market through work-based learning experiences. Cr.E.Ate had a particular impact on the following stakeholders: - VET learners/staff (C1: n.12 participants; C2: n.76 participants) who participated in the project and tested the Model during C2. They had the chance to develop personal and professional competencies through workshops and work-based experiences abroad. - trainers and teachers of VET centres have been trained to teach to young people a new way of learning crafts and arts. All trainers are now able to use such an innovative approach and methodology and disseminate the model across Europe. - SMEs (36 local companies) which hosted the students work-based learning- VET institutions across Europe (16 outside the Partnership)"

"<< Background >>The EC confirmed its commitment to building ""a more digital Europe"" by encouraging Member States to initiate reforms that adapt their economic and social systems to digital progress. One of the areas that suffer most from digital inadequacy is that of VET. Even today, 1 in 5 European students do not have a fast internet connection, just as 18% of European schools do not have access to broadband. On the other hand, not all trainers have the adequate skills to use digital tools to support their teaching and national school systems rarely foresee updates in this direction (Digital Education Action Plan, 2018; 2nd Survey of Schools: ICT in Education, 2019 ).Although, to deal with the COVID-19 pandemic emergency, distance learning was necessary to keep the education and training system active in many European countries, following the closure of school spaces, the EC found that students have suffered a substantial loss in terms of learning (eg France, Italy and Germany loss of learning between 0.82 and 2.3% with respect to the standard deviation). In addition, the suspension of formal learning aggravated the already existing educational inequalities, as the most vulnerable students had less access to digital learning tools.Micro, small and medium-sized enterprises are the backbone of the European economy and society. 23.8 million craftsmen and SMEs provide 67% of jobs and create almost 60% of EU added value. Europe will only be able to meet future challenges and increase wellbeing, growth and employment with thriving SMEs. Digitization and technological changes are perceived by the business system as worrying challenges for micro-small (29.8%) and medium-sized enterprises (22%) (SME United “The future of Europe, 2017). The vast majority of SMEs raise a shortage of skilled workers (only 35% of European workers have basic digital skills - Digital Skills for all Europeans, 2019).In the analysis conducted by international and national institutions on the competitiveness of SMEs (OECD 2015, OECD 2017, ILO 2016, EC 2016, BIS 2014, World Economic Forum 2016, Deloitte 2017, (EIM Business & CRAFT and PMI VET net Policy Research 2011) a key challenge is represented by the limited participation of SMEs in the knowledge-based economy (skills shortages, mismanagement, low level of training of the workforce).Across Europe, although the VET sector continues to provide opportunities and support students in their careers, it is characterized by a poor image in society, persisting low-quality perceptions and non-positive professional development prospects. VET systems are characterized by fragmented nature, complexity and a wide variety of actors.<< Objectives >>The CR.E.ATE project intends to strengthen skills, competences and VET resources to effectively address the transition to digital education and learning, enhancing and promoting the use of ICT in order to initiate a continuous improvement process of educational, pedagogical approaches, preparation for the world of work and developing specific skills and methodologies for teachers and operators in particular aimed at a more effective and more consistent use of technological and digital resources to the new needs that emerge both from young people (demand) and from the labor market (supply). The project also intends to develop and promote a virtual learning environment, open and participatory, accessible and inclusive, highly motivating and emotionally attractive, able to stimulate and bring out the creativity and talent of young people and to trigger virtuous dynamics of encounter. effective between job supply and demand and strengthen collaboration and cooperation between VET providers, companies and representatives of the world of work and institutions.The Create 4.0 project represents an evolution of the previous CR.E.ATE which defined a common didactic model (""Crafts Atelier"") based on the measurement of three categories of professional skills (head, hand, heart). Innovation concerns the integration of the digital methodologies of augmented education and digital story-telling to be developed as part of a latest generation Digital Educational Ecosystem characterized by a student-oriented, highly attractive and motivating approach<< Implementation >>The project is aimed at VET trainers / operators, VET students (ages 15-19), including those with socio-economic and learning problems (BES-DAS) and stakeholders from the world of business, work, research and institutions .7 partners from 6 different countries are involved in the project 4 training schools, 2 universities 1 European organization representing SMEs + other strategic associated partners.The heart of the project is the Pilot Test structured through a competitive and stimulating Contest in which students trained according to the new methodology become co-builders of digital and multimedia products through the application of team building techniques, learning by doing, Cooperative learning and learning. peer to peer.The Create 4.0 project develops through inter-connected phases and results:1. MANAGEMENT (Nov 2021-Oct 2023)Preparatory activities and communication / awareness raising and involvement campaigns, creation of the Steering Committee for the activation of the transversal functions of coordination and management of the project (half-yearly financial control, half-yearly monitoring and risk prevention, internal communication and continuous management of information flows, planning actions and tools for promotion and dissemination) and carrying out of No. 3 Project Meetings (1st TPM: Dec 2021; 2nd TPM: Oct 2022; 3rd TPM: Oct 2023).2.IMPLEMENTATION (Jan 2022 - Sep 2023)-PR.01 Definition and elaboration of the methodological guidelines (TEACHING in CR.E.ATE 4.0: Jan 2022 - Sep 2023)-PR.02 Development of a DIGITAL EDUCATIONAL ECOSYSTEM (LEARNING in CR.E.ATE 4.0: Jan 2022 - Dec 2022)-PILOT TEST for the experimentation of the new educational system:1st STEP: CONTEST / Gaming Strategy launch - Pilot Test launch with data collection / initial cards (Oct. 2022 - Jan 2023)2nd STEP: (National Contest Phase) virtual & distance learning through application of new methodology (PR.01) + Digital educational ecosystem (OER - PR.02) (Jan 2023 - May 2023)3rd STEP: (International Contest Phase) INTERNATIONAL LAB FOR LEARNERS - Mobility of VET students selected during the national phase of the CONTEST (May 2023)4th STEP: Final evaluation of PILOT TEST results (Evaluation Report) (May - Sept 2023)-PR.03 Digital Story-telling Tool Package (TELLING the CR.E.ATE 4.0 EXPERIENCE) (Apr - Sep 2023)3.PROMOTION AND SHARING (Nov 2021-Oct 2023)Implementation of actions and information, promotion and sharing tools. There are 4 phases with different objectives and times:- Project launch campaign and common institutional information (Nov 2021 - Apr. 2022)- Information campaign, awareness raising and involvement of taget groups and stakeholders (Jan 2022 - Nov 2022)- Sharing and promotion of the intermediate results of the project (Oct 2022 - Jul 2023)- Sharing and promotion of the final results of the project (Jul - Oct 2023)In these last two phases the organization of N ° 5 NATIONAL WORKSHOPS (Jul - Sep 2023) with simulations and demonstrations of the CR.E.ATE 4.0 model + n ° 1 INTERNATIONAL WORKSHOP (Oct 2023) is foreseen. In each event, ample space will be given to participated dialogue on the follow-up of the project and to the signing of the PROTOCOL OF UNDERSTANDING for the transferability, sustainability and formal recognition of the ""CR.E.ATE 4.0"" System<< Results >>OC.1 To Strengthen the capacities, skills and resources of VET institutions to effectively address the transition to education and digital learning;OC.1.1 To Enhance and promote the use of digital technologies in order to initiate a continuous improvement process of educational, pedagogical approaches, preparation for the world of work and, in a transversal manner, the ability to communicate and share information with the new generations;OC.1.2 To Develop specific skills and methodologies for VET teachers and operators, in particular oriented towards a more effective and more consistent use of technological and digital resources to the new needs emerging both from young people (demand) and from the labor market (offer).Through the definition of a teaching manual on the use of online and digital learning tools (PR.01), VET operators / trainers will acquire and share new methods, codes, languages, tools. These methodological lines will represent the basic structure of an international training LAB (C1) for the acquisition / strengthening of digital skills oriented to augmented teaching and the teaching of the Cr.E.Ate 4.0 method and for the construction of educational approaches. more effective and stimulating for students and oriented to the transformations taking place in the labor market and to the requests from SMEs.OC.2 To Develop and test an open and participatory learning ecosystem in which digitization is synonymous with dialogue, knowledge exchange, equal opportunities and social inclusion;OC.2.1 To promote the VET system by improving its competitiveness, attractiveness and usability by students and indirectly their families;OC.2.2 To strengthen collaboration and cooperation between VET providers, businesses and representatives of the world of work, businesses and institutions.The Digital Education Ecosystem (PR.02) that supports the application of the ""CR.E.ATE 4.0"" Model is a dynamic virtual environment focused on four key functions: 1. Communication to encourage continuous dialogue in the VET sector multiple levels, allow a mutual exchange of information, experiences, practices, develop peer relations and strengthen further links with external networks;2. Sharing of know-how, tools, innovations, contents, methods, resources;3.Collaboration to co-build, co-design, co-program, etc.4.Cooperation to create and implement what is shared through e-learning and other formal and non-formal virtual educational applications, in particular focused on the craft sectors of the Create 4.0 model (beauty and wellness, graphics and web design, artistic / craftsmanship, interior design ).The effectiveness of these functions will be tested through a highly innovative strategic combination of:- motivating interventions (Ref. CONTEST) that refer to a positive management of competitiveness typical of modern work environments in the start-up phase- participatory and training processes with high V.A. (Ref. Transnational LAB for VET Students - C2) to develop digital skills, language skills, project management, relational critical thinking and emotional intelligence- tools for elaborating and expressing the story and the memory of the experience (Ref. PR.03)The significant involvement of more vulnerable students in the project activities will demonstrate the effectiveness of the model also in terms of developing a more inclusive VET system.At the end of the project, the partner organizations and stakeholders involved during the implementation of the project at various levels both nationally and internationally, will define and sign a Agreement of Collaboration for the recognition, transferability and sustainability of the project."