Our Current Erasmus+ Projects

Coding 4 Migrant Women Returners

The project C4MWR aims to support those who work in adult education, community development work and provide services to migrant women who are potential returners into the labour market by acquiring and developing skills in Coding, Artificial Intelligence and Robotics. There will be a focus on upskilling these front line workers in fun and game-inspired, non-formal educational methods in the area of coding. The project will present innovative methods of utilising methodologies to help increase access to affordable, high quality and relevant skills training in the digital age.

Python & Java for Teachers

The project Python and Java for Teachers aims to support primary and secondary school teachers from Europe in acquiring and developing skills in working with current issues of Advanced Coding Languages and Computer Science within primary and secondary schools.
Through this project there will be a focus on upskilling teachers in fun and game-inspired, non-formal educational methods in Python and Java programming languages. The project will present innovative methods of utilising methodologies to help increase the offering of computer science in schools and ultimately increase the number of computer scientists across Europe so that future demand for coders can be met.
Through this project, there is an immediate objective of upskilling teachers, and a subsequent objective of engaging with and upskilling students in Python and Java programming through non-formal methods.

CAIR 4 Youth

Europe and the UK has a strong position in the creative industries, which have been one of the fastest-growing parts of the economy and one of the fastest-growing sources of employment in recent years. The UK also has one of the highest shares of the workforce in Europe employed in the creative industries. The project CAIR 4 YOUTH aims to support professionals in the youth sector in acquiring and developing creative sector skills in working with Coding, Artificial Intelligence and Robotics. There will be a focus on youth workers’ skills development in fun and game-inspired, non-formal educational methods in these areas.

The youth population is a particularly vulnerable group with regard to emerging technologies. Very little has been done to empower young people to critically engage the discourse surrounding the next generation of technologies that have a marked potential to shape their lives for better or for worse. Questions involve the intersection between artificial intelligence (AI) and youth (ages 13-30), in the context of domains such as leisure, education, health and well-being, and the future of work. The main objective of the project is to encourage various stakeholders — including policymakers, youth workers, and parents and caregivers — to consider how we can empower young people to meaningfully interact with AI-based technologies to promote and bolster learning, creative expression, and well-being, while also addressing key challenges and concerns. The objective is skills development for youth workers and subsequently up-skilling young people through non-formal methods.

Quality Virtual Studies

Europe Education Area is based on the Digital Education Action Plan. Every year, the EU pays more attention to the development of the information society, which is inseparable from the changes taking place in higher education. EU Commission (EC) encourages taking opportunities which provides with technologies, open education resources and virtual learning environment.

The EC’s education policy documents emphasize the importance of youth mobility, and there is growing talk of validating virtual mobility. When planning and developing Information and Communication Technology (ICT) based teaching/learning studies, the preparation of content must be based on a certain methodology and theoretical provisions that would help to ensure the quality of studies and address the issues of effective teaching/learning organisation. Preparation of the content of the study subject adapted to the remote work, organisation of the teaching process and ensuring academic integrity are becoming vital teacher competencies. Teachers today face challenges in selecting the most appropriate technologies and the application of unused tools. However, even the best-designed learning course will not work if the learner does not seek for progress, so learner’s self-control and motivation, which he/she often lacks, are essential while learning in virtual learning environment (VLE). Therefore, it is important that in VLE the teacher is able to select the most appropriate study and assessment methods (ensuring academic integrity), provide the necessary support system that would allow steering learning to the right direction. Thus, there is a need for methodology, based on which teachers could effectively choose the appropriate tools and methods for virtual studies, provide information in an inclusive and understandable way. To date, there is no generalized methodology to ensure the quality of the virtual course and conduct studies in an engaging and motivating way. There is also no confidence in the fairness and reliability of the assessments received. These problems exist not only in the HEI applying for this project, but also in other HEI. Therefore, the solution to these problems is extremely relevant for the entire higher education sector. It is planned to use VLE Moodle in this project. Currently, Moodle is already used by all organisations involved in the project and has the largest market share in Europe (57%) according to LISTedTECH.

This project will attempt to solve the problems presented above by improving the quality of virtual studies, creating teaching/learning methodology, and implementing technological and pedagogical innovations (teachers’ didactic, digital competencies, gamification of the study process), which will increase study accessibility and learners’ motivation. This project is dedicated to educate staff about pedagogical and technological innovations (growth of digital literacy competencies among academic staff) and to transfer the good practices for cohesion in Europe. Teachers with a deeper understanding of virtual learning, pedagogical and technological innovations will be able to use this information in their subjects, which will ensure the quality of studies, student motivation and academic integrity. HEI will be able to ensure the quality of virtual mobility and the recognition of study results by developing the internationalisation of HEI at home (virtual student and teacher mobility, inter-institutional studies, mobility windows).

The aim of this project is to increase the quality of teaching/learning in VLE and the study process by creating preconditions for the recognition of the acquired results during virtual mobility.

The aim of the project will be pursued through three objectives:
1. Creating the methodology for teaching/learning in VLE.
2. Improving competencies of academic staff.
3. Pilot testing of the developed teaching/learning methodology.

Three intellectual outputs will be developed through the project activities:
1. Analysis report of VLE teaching/learning and assessment methods.
2. VLE teaching/learning methodology
3. VLE methodology application practice report.

Partners:

KAUNO KOLEGIJA
FUNDACION UNIVERSIDAD FRANCISCO DE VITORIA
Poslovno veleuciliste Zagreb (Zagreb School of Business)
SAVONIA-AMMATTIKORKEAKOULUN KUNTAYHTYMA

3D Autism - My Virtual World

“My Virtual World Project” is dedicated to providing 3D job training for individuals with autism. The project’s primary aim is to equip adult educators, vocational education and training (VET) professionals, employers, and parents of young people on the autism spectrum with the necessary skills to enter the job market successfully and maintain long-term employment.

The central objectives of this project involve elevating the proficiency of educators and trainers through the utilization of 3D technology. Additionally, the project seeks to raise awareness about the challenges autistic individuals face during their job-seeking journey. Furthermore, it endeavors to assist employers in implementing improved practices for the inclusion of employees on the autism spectrum.

Key Priorities:

1. **Customized Training:** The project places a strong emphasis on tailoring VET programs to suit the unique skills and abilities of individual autistic learners, aligning them with the requirements of the labor market.

2. **Innovation in Employment and Training:** “My Virtual World Project” strives to introduce innovation in employment and training for autistic individuals by creating a VET program that incorporates digital technologies within a virtual reality setting.

3. **Addressing Digital Transformation:** The project embraces the digital transformation by leveraging an existing 3D environment platform. This open-source platform enables individuals to learn and immerse themselves in the experiences encountered by autistic job seekers as they search for employment.

This project invites all interested parties to join in building a more inclusive and supportive environment for individuals on the autism spectrum as they embark on their career paths.

Grow & Sell

The project “Grow and Sell for Sustainable Living – Sowing the Seeds of Young Female Entrepreneurship” is generously funded by the European Commission through the Erasmus+ program, specifically under KA220-YOU – Cooperation Partnerships in Youth. It aims to empower young women, particularly those from migrant and immigrant communities, with the skills and knowledge needed to engage in sustainable entrepreneurship through small-scale agricultural activities.

Project Objectives:

1. **Promoting Sustainability:** The project seeks to create a sustainable environment by equipping young women with the technical know-how to build cost-effective growing systems. These systems will enable them to cultivate produce for both personal consumption and resale, contributing to environmental sustainability.

2. **Fostering Youth Entrepreneurship:** By promoting active citizenship and entrepreneurship among youth, the project aims to nurture a culture of entrepreneurship. This involves teaching young women how to develop and manage their own agricultural ventures.

3. **Inclusion and Empowerment:** One of the primary objectives is to enhance the inclusion of girls and young women in the workforce. By providing them with essential skills and resources, the project aims to empower these individuals to create economic opportunities for themselves and their communities.

The project will address these objectives through various work packages, including the development of handbooks, toolkits, and training curricula for youth workers and young women. These resources will facilitate the transfer of skills and knowledge, fostering personal and economic growth within the target groups.

Digital Finance 4 Youth

The project Digital Finance 4 Youth, aims to train youth workers, and key stakeholders of youth across Europe, especially those in deprived areas, to understand why it is so important to teach relevant digital financial education to our youth.

Research shows money problems are the second biggest contributor to poor mental health amongst youth, through this project, we will aim to train youth workers and impact the youth by providing them with a good foundational education in financial intellect.

GO-ViSE

The GO-ViSE project is a groundbreaking initiative in social entrepreneurship that embraces virtual platforms, featuring a consortium of distinguished partners.

SOC Blended Learning

School of Coding (SOC) Blended Learning is one of the largest digital educators in Europe, offering unique services to children and adult students and teachers across Europe. We focus on three pillars in society; a Sustainable Planet, Education, and Digitalisation of Europe. The company works to create and maintain a sustainable study environment across Europe. We work and aim to reduce the number of NEET (Not in Education, Employment, or Training) individuals across Europe and develop a more innovative, digitally educated, and sustained Europe.

Elderberry AB

Elderberry AB undertakes development and strategic studies, authoring, testing, editing and publishing within: school, youth, adult, teacher, culture and heritage, Education and EDUCATION education, often with socio-cultural and urban implications. Elderberry AB has experience in developing educational material for schools Education, heritage and culture, migrants and refugees and mobile learning. The company is experienced with traditional methods for educational material and training as with eLearning, mobile learning and eCulture. Elderberry AB specialise in developing and integrating contemporary educational methodology into their work such as; multiple intelligences and incorporating a problem- and scenario- based approach. They have their own Learning Management System for on-line scenario based training, which puts training in the perspective of real life situations.

iPCENTER

iPCENTER, a leading Austrian company specializing in vocational training and further education. They offer a wide range of courses and programs designed to meet the needs of individuals, businesses, and organizations. With over 25 years of experience, ipcenter is committed to providing high-quality training that leads to sustainable employment and success in the workplace.

CASPEV

The Social Entrepreneurship Cluster Vojvodina (CASPEV) is a non-governmental organization in Serbia that unites socially responsible small and medium-sized enterprises (SMEs) that share the values of social entrepreneurship as a central part of their business model. CASPEV’s mission is to promote social entrepreneurship in Vojvodina by providing its members with a platform for networking, collaboration, and knowledge exchange. The organization also provides training and consulting services to help SMEs develop and implement social entrepreneurship initiatives.