Opportunities and demands of globalisation and technology are fuelling transformations of educational practices and infrastructure rapidly. The evolution of educational systems and digital technologies also provide additional challenges to framing our perspectives, including the emergence of virtual and networked schools that share courses and programmes. Utilising these technological advancements to support good-quality training and reflective professional development are fast becoming an essential part of a teacher’s professional life. And it is argued that supporting teachers in their professional development leads to improved outcomes for teachers, trainers and learners alike.
ePODS focus is mainly on the elements of resources and training in the platform www.secondchanceeducation.eu These two elements will be further developed for teachers/trainers working in second chance education.
ePODS will be further be focussed on two objectives:
• To promote European integration of professional development of teachers/trainers in second chance education
• To set up an organic / growing database connecting tools, schools, teachers/trainers and beneficiaries
ePODS will be a Europe wide sustainable offer for teachers/trainers in second chance education and go on to deliver the following:
• Development of a European professional development service.
• Vitalise the online teacher/trainer community via providing e-content for teacher/trainers and webinars.
• Development of at least 10 e-learning courses for the current professional development offers on secondeducation.eu.
• Development of a tool to create your own e-learning course
The partnership is made up of 8 partners across 6 partner countries: Netherlands, Cyprus, UK, Italy, Greece and Germany.
Each partner will work with local associate partners and schools to share the developed materials and participate in the training events, piloting and conferences in the partner countries. In the UK we are working with Bowerham School, Morecambe High, Lancaster University and other associate organisations that are part of the national NCOP and CCOP initiatives.
T4TEMP will create a new tool, namely the E-Learning Toolkit which will address educators, career guidance staff, youth workers and those who deal with NEET young people (Not in Education, Employment, or Training) to improve their competence in effective engagement methodologies.
T4TEMP aims to increase participation of NEET young people and help them into the labour market with a secondary aim, to raise awareness of heterogeneity of the NEET population across EU member states to address the root causes and offer solutions.
The partnership is made up of 6 partner countries: Estonia, Italy, Cyprus, Spain, Greece and the UK.
The project will implement the following objectives:
• Identify, by international comparison a State of the Art for Adult educators who work with the main target group.
• Develop an online e-Learning Toolkit. Training tools that enable educators allocate their time with the target group in a more constructive and effective way.
• Develop and implement targeted courses, to enable professional users to understand, support and increase their skills in order to be effective in supporting NEETs.
Throughout the implementation and validation phase of the project activities the partners will include members of the target group in training sessions, local national events, peer feedback etc.) Furthermore it is envisaged that other people across other sectors such as, trade unions, those who provide in-service training and development for teachers and young professionals, will also benefit from the tools developed.
COMTRAIN: Computer Service Training for Personal and Professional Development
Made up of 6 partners from 5 countries, this project targets Adults (in particular aged 50+) who lack the skills in the field of ICT and IT. We will capitalise on existing training courses related to ICT use that are designed to reduce the digital gap, dividing older and younger generations. The majority of these courses aim to provide Adults with the technical skills connected with computer use and operating basic programs and with some additional input they can increase the longer term prospects of the target group of adults.
Older adults (50+) belong to an increasing demographic group facing difficult situations accessing the labour market, and since the economic crisis of 2008 many people in the target group have lost their jobs, facing unemployed with a reduced prospect of meaningful careers. Adults, in particular those who are struggling with re-employment are also at risk of further social exclusion and isolation because of the situation. CST materials will be created in order to support adults in Social and Professional Development through targeted Computer Service Training.
Partners will exchange experiences and best practices in the implementation of Computer Service Training courses and share the task of the common creation of training which not only the supports ICT, but also use look at new ways to use it for social and personal development.
Training workshops and events will take place throughout 2018 in all partner countries.
This 3 year project is inspired by a motivation to provide a positive image of the European Union in response to negative attitudes emerging in the media and from some areas of the political spectrum.
The guiding principle is to challenge the misconception that citizenship within Europe threatens our sense of national identity, hence confronting negative perceptions of Europe often advocated in the media and to offer an alternative to an isolationist paradigm of nationhood. The project will use the notion of respect as a vehicle to compare, contrast, highlight and educate participants to challenging concepts in education across borders.
Our main Respect4 objectives are:
1. To provide students & teachers from schools located in 8 countries (UK, Romania, Greece, France, Belgium, Hungary, Norway & Italy) with an enriching cross curricular project which develops their European awareness and promotes a sense of respect, self, European identity and to challenge and overcome negative perceptions regarding European citizenship.
2. To broaden learners' and teachers’ horizons relating to cultural knowledge, language skills and intercultural dialogue.
3. To motivate the use of ICT-based content, contributing to ICT skills acquisition and innovatory teaching methods to benefit staff and learners.
4. To promote teamwork amongst staff and learners in the different partner countries and between different sections of our own communities and organisations, thus developing participants’ organisational/ leadership & conflict management skills and applying these skills to the workplace and daily life.
5. To compare different educational systems in order to transfer best practice and inform students of different possibilities of acquiring further education and undertaking mobility abroad.
This 3 year project will mainly involve students up to the age of 18. The main theme and focus of the project is based around Work and Mobility across Europe. It is the aim of the project to promote the concept of free mobility of labour for young people across Europe, regions and across borders. The project will consider the different historical and cultural approaches to work across the countries involved in the project such as; what is a good job? What are the main types of employment in your region? What are the current and future jobs? There is a focus on students exchanges in each of the partner countries; Germany, UK, Spain, Bulgaria, Turkey & Italy.
A programme of fun and engaging activities will be designed in staff meetings and then used during the student exchanges that will bring students together to share their experiences and knowledge of employment and how to access the labour market. There is also an ongoing emphasis on creativity and competition throughout the project lifetime.
HelpCare: Pathways to the Future for Health and Social Care
Erasmus+ KA2 Strategic Partnership – Cross Sectoral with a focus on VET: 2014-2017
The ‘care gap’ is the difference between the need for health and social care for older people & the capacity to provide that care through family, friends or professional carers. HelpCare proposes to help close the care gap via better management of the education and training of care workers to develop a more professional workforce that will attract recruits and has recognised progression pathways.
1. The EU population is aging rapidly
2. Many care workers are engaged in the informal economy
3. Health & social care workers in the formal economy find it very difficult to access training and development opportunities;
4. Qualifications for care workers are not a pre-requisite for employment & there are no agreed education and training standards across the EU for this sort of work.
5. Health and Social Care work is seen as undesirable and low status with no recognised routes for progression into wider caring professions and with no HE-based training available in this specialist area for managers/leaders of care provision.
The overall aim of HelpCare is to develop and transfer innovative practices in education for the qualification and professionalization of health and social care workers as well as encourage people to view health and social care work as a positive career choice with recognized routes for progression through VET and from VET to HE.
Led by Lancaster University, the project has partners from UK, Poland, Bulgaria, Italy and Greece.
Ideas into Action - Entrepreneurship for Youth Workers based on local economy needs
Erasmus+ KA2 Strategic Partnership for Youth: 2014-2017
LMC led, and involving partners from Italy, Lithuania, Romania, Slovakia, Netherlands and a local Community Interest Company; this Youth focussed Erasmus+ project will research and develop materials to help train young people and youth leaders to develop their entrepreneurial skills.
The business focus will relate to the partners’ local needs and over the two years of the project offer a range of solutions and activities to engage young people in the local economy needs.
It will include research modules on entrepreneurship in education, the local economy and contributions from local social partners who work with young people. The project will then develop and pilot a package for Youth and leadership skills training to support young people who want to get on in life and business.
The project also aims to develop the ‘mind-set’ and skills necessary for young people to be entrepreneurial. The final outcome will be a free to use, easily accessible training package aimed at youth workers and young people.
Erasmus+ KA2 Strategic Partnership for Adult Education: 2014-2016
Digital Timelines was a project to develop and pilot a training course and support materials to produce videos for the benefit of people with dementia. The project maximised the use of developments in ICT with regards “multi-media” digital devices and associated progress in consumer access to produce a training programme and bespoke digital resources which can encapsulate memory stimulating information from a variety of media to benefit specifically the person with dementia and their family and friends, as well as professional carers and those entering the profession.
The project aimed to allow practitioners in care as well as family members to produce an effective resource which is at very little or no cost to the persons with dementia or their carers. The project encapsulated a research element and an international comparison of the partner countries (UK, Romania, Slovenia, Turkey & Sweden) which informed the development of the training package; transferable and accessible to individuals, carers, family and professionals alike.
People in direct or indirect contact with people with dementia were trained in the production of the digital timelines videos across Europe as well trained in the ability to support others in the production of the same. This allowed them to appreciate how they, or those trained by them, can improve the life of a person with dementia by stimulating memories in a technical based multimedia way.
A Two Year Grundtvig Partnership that aimed to build a bridge between the worlds of academia and business, offering young adults the essential tools and skills needed to move into the world of business. As much as young adults need to know academic fundamentals in core school subjects such as maths, science and English as a foreign language, they also need to become aware of, and master, a series of life and basic business skills which are at the heart of personal and business success.
The project sought to build a motivating intergenerational learning environment which brings together active and retired business people and entrepreneurs with younger generations to share their knowledge and experience through motivational talks, competitions and/or workshops.
Teachers and partners took part in mobility exchanges to share experiences and best practices on a transnational level. There was a START competition at the heart of local activities with results to feed back into the other activities and materials.
• Lancaster & Morecambe College and Help Direct (AgeUK)
• Inercia Digital S.L (Spain) which provides specialist e-learning and e-business for SMEs.
• Horama Thesprotias (Greece) a non-profit, non-governmental organisation. Its primary goal is to raise awareness on issues related to European Integration, national policies and EU policies.
• De Plannenmakers (The Netherlands) who are active in the guiding the 5 main stages of entrepreneurship.
• Rizika internetu a komunikacních technologií o.s. (Czech Republic) is a Civic Association that focuses on preventive educations for young people and adults, teachers and parents in the issue of the Internet and communication technologies.
ECAPSE - Early Co-ordinated Actions Preventing Social Exclusion
A 24 month Leonardo Transfer of Innovation Project focussed on finding a common training model for staff who encounter vulnerable young people in their work. Staff in partner countries were trained in these methods to create a shared vision and shared responsibility for youth without being divided into different departments as often happens.
ECAPSE also sought to enable a common understanding and better cooperation supporting young people with special needs and also to increase collaboration between Vocational Education organisations, health services, employer organisations, businesses and enterprises. The responsibility to support young people's development and progress into employment is shared by different players according to individual circumstances but a common, inter-agency approach is vital.
Aims: To share a piloted programme which assists in reducing alienation, educational drop-out, mental illness and unemployment, thereby increasing the possibility of entering the open labour market. Our partnership has been carefully constructed to ensure that it represents experience and high skills with young people and transnational activities and also represents a wide range of organisations. The coordinator is a Swedish Municipality whilst the other partners include a private Italian organisation, Lancaster and Morecambe College, the largest Bulgarian NGO working in VE and a charitable trust VET provider in Germany.
Results: Sharing and tailoring a previously developed training model that is aimed at staff (VET professionals/trainers/teachers) who meet young people and work with a common vision and values in relation to supporting them into employment or vocational training and are well supported throughout the organization. Previous experience of our international project work have shown that our organization has developed and gained an increased quality. In this project we want to increase our knowledge of how to handle these issues in other countries and how we can help to spread our knowledge of the field. Sharing knowledge on an international level between method and methodology in the field of youth, is important to enhance each participant's ability to perform their work in a better way. Another goal is that through this educational effort to prevent dropouts from school, getting more young people with passes, increase the employability of young people and reduce the risk of exclusion, all to create the conditions for health equity. The final product will be an online-based training model that can be used by all partners, and the public through open access during and after the project lifetime.
This two year project funded by the Leonardo stream of the Lifelong Learning Programme of the European Commission set out to compare different approaches when programming and running festivals in vocational educational and training organisations. The seven partners were from: Turkey (coordinator), UK (LMC), Sweden, Spain, Portugal, Italy, Belgium and Germany. The outcome was a good practice guide to assist professionals in designing and running an international festival as well as transnational themed staff and student visits between all of the partners. The Final Report cited this project and outcomes as examples of best practice in VET.
WOWSA – What's on the Web Safely for Adults Project: 2012 - 2014
Safely for Adults Grundtvig Partnership Project. This two year project funded by the Grundtvig stream of the Lifelong Learning Programme of the European Commission sought to bring generations together to learn how to use computers and digital media safely. WOWSA set out to unite diverse age groups, whilst at the same time educate them about safety and the responsible use of online technologies. Bringing generations together served not only to improve everyone's basic IT skills but also to develop and sustain intergenerational solidarity in the communities involved. Partners were from the UK, Poland and Turkey who will each held regular WOWSA sessions in their communities as well as themed international visits for staff and students.
This 2 year project funded by the Leonardo stream of the Lifelong Learning Programme of the European Commission set out to examine the role of tutor in Health and Care training amongst the six partners from: UK, Sweden, Bulgaria, Netherlands, Italy and Iceland. The outcomes was a good practice guide to assist tutors in this and other vocational areas and exchange visits to all partners.
This Partnership Project funded as part of the Grundtvig stream of the Lifelong Learning Programme of the European Commission sought to bring generations together to learn how to use computers in an effective way as well as develop inter-generational interaction between elderly people and young adults at risk of disaffection within lifelong learning. The main aim was to promote basic IT literacy amongst elderly learners whilst fostering better self-confidence, communication skills and citizenship ‘soft skills’ amongst younger adults. This also contributed to embedding a positive inter-generational culture within the communities of the partnership.
This 2 year project funded by the Grundtvig stream of the Lifelong Learning Programme of the European Commission was designed to identify, examine and share best practices in the development and support of interpersonal skills empowering adults of all abilities. The project involved transnational exchanges to Sweden, Germany, Poland and Turkey.
Serious Computer Games as a Teaching Tool (SCOGATT) Leonardo Transfer of Innovation Project: 2011 – 2013
Funded by the Leonardo stream of the Lifelong Learning Programme of the European Commission the SCOGATT project resulted from the EnerCities Project LMC were previously involved in. Based on that experience LMC and the 7 partners have set out to give practical assistance to teachers of Vocational Education and Training a helping hand using serious computer games in their educational settings. This innovative project will provide a place, knowledge and practical piloting workshops for the local and international VET communities.
Literacy and Vocation (Lit.Voc) Leonardo Transfer of Innovation Project: 2011 – 2013
Funded by the Leonardo stream of the Lifelong Learning Programme of the European Commission and led by a German partner, Lit.Voc examined the functional levels of literacy relating to employability in the partner countries and sought to develop innovative methods and tools of assessment to steer people into sustainable employment. LMC presented areas that related to LMC courses and offered the UK perspective.
NEVER TOO LATE TO LEARN – Grundtvig Network: 2009 – 2012
This three year project, which commenced in September 2009 is a network of 25 organisations from 12 different EU states, led by Znanie Association, Bulgaria. The network promoted co-operation for offering learning opportunities in later life.
Passports to National Vocational Qualifications: 2009 - 2011
This project was funded by the Prime Minister's Initiative (PMI) for International Education. LMC was working in a consortium of four UK Further Education Colleges led by Westminster College to embed NVQs in vocational colleges in South Korea. LMC staff visited South Korea in October 2009 and Korean staff visited LMC in January and October 2010. LMC staff revisited South Korea in May 2011.
This three-year project, which commenced in September 2008, was funded by the EU's Intelligent Energy for Europe Programme and led by ROC Nijmegen in the Netherlands. The project was an idea of Dutch organisation QEAM and had partners in Germany, Greece, Slovenia and Spain. The project developed a game-based learning platform where young people could, and still can, experience energy-related implications (e.g. energy consumption, energy savings, renewable energy, energy and environment). The heart of the platform revolves around a competition element to create and expand virtual cities and to manage them on an energy-efficient basis.
This two-year project, which commenced in September 2008, was funded by the EU's Comenius programme and led by LMC. It had partners in Austria, France and Italy.
The project aimed to develop active citizenship amongst young people with a particular focus on anti-drink-driving. Students from all four partner organisations took part in attitudinal research, planning a video storyboard and preparing, acting or filming a crash reconstruction which was disseminated to all partner schools. It was cited for an award and recognised as an exemplar for creative and innovative projects by the British Council.
Providence Project: 2009 – 2010
This two-year project, which commenced in September 2008, was funded by the EU's Leonardo da Vinci programme and led by a Spanish partner. Other partners were from Iceland, Poland, Romania and Sweden.
The aim of the project was to share good practice in providing vocational competencies to the workforce and to produce a 'Good Practice Guide' for VET professional.
This two-year project, which commenced in September 2008, was funded by the EU's Leonardo da Vinci programme and led by a Turkish partner in Ankara. Other partners were from Bulgaria, Germany and Romania. The aim of the project was sharing good practice in systems of performance evaluation in vocational education and training (VET).
This two-year project, which commenced in April 2008, was funded by the British Council's 'Skills@Work' programme and led by LMC.
The aim was to support the Belgrade School of Tourism to develop an employer-focused curriculum, promote quality assurance practices and provide exchange opportunities for staff and students.
This two-year project, which commenced in November 2007 was funded by the EU's Leonardo da Vinci programme and led by the Chamber of Crafts and Skilled Trades, Münster, Germany. As well as LMC, the project involved partners from France, Netherlands, Poland and Norway. The project aimed to develop e-learning materials and platforms to support apprentices in their underpinning knowledge when they are undertaking work experience abroad.
Language Festivals was a two-year project led by LMC with partners in Austria (Vienna), Czech Republic (Jablonec and Nisou), France (Lorient), Italy (Senigallia) and Spain (Santiago de Compostela) and was funded by the EU Socrates Lingua programme. It aimed to raise awareness of the opportunities for language learning in each partner's language and the general promotion of language learning within community settings. The main activities were week-long language festivals in each partner country aimed at promoting language learning amongst the general public. The Lancaster Language festival took place during Adult Learners Week – 20-27 May 2007 and was co-ordinated by The Adult College.
A two-year project funded by the EU's Leonardo da Vinci Programme and led by Folkekulturforbundet, Norway which brought together organisations that teach traditional crafts from Bulgaria, Estonia, Spain, Turkey and the UK. The aim of the project was to develop a vocational education and training programme for traditional crafts which would result in a European Introductory Course in Handweaving, Knitting, Embroidery, Dressmaking, Leatherwork, Jewellery and Glasswork. LMC was responsible for the development of the Jewellery curriculum.
This project, funded by the EU Grundtvig programme and led by LMC, brought together partner organisations that were working with people with functional literacy problems in Estonia, Italy, UK and Turkey. It supported two specific aims – to exchange good practice amongst teachers and to pilot an innovative way of delivering functional literacy support to adults. Adult learners were encouraged to research local, regional or national legends and to present information on their findings at transnational meetings of the partnership (which also included learners from partner countries). In this way, learners developed oral, aural and written skills, presentation skills and the accompanying growth in self-esteem and confidence.
This project, funded by the EU Grundtvig programme and led by the Villabona Penitentiary, Spain brought together partner organisations that were working with prisoners in Austria, Germany and Spain. The aim was to share best therapeutic practice in encouraging prisoners to take responsibility for their own formal and informal learning in order to develop drug-free healthy lifestyles and the self confidence that goes with that in order to reduce re-offending rates.
A six-month project funded by the Prime Minister's Initiative for International Education. LMC was working with Ezva Grammar school in the Komi Republic, Russia to develop Community Sports Leadership programmes there.
LMC students and staff visited Russia in November 2008 and Russian students and staff visited LMC in March 2009 when the visiting students undertook the Community Sports Leadership Award whist their tutors were trained to deliver the qualification back in Russia under a franchise agreement.