EN - VU Filosofijos fakultetas

Venue and Accommodation

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The venue of the Summer School is located at the beautiful Old Town Campus of Vilnius University. Founded in 1579, it is one of the oldest and most famous establishments of higher education in Eastern and Central Europe.

Vilnius, the capital city of Lithuania, is a beautiful and vibrant city, especially in the early summer, when the summer school takes place. There are plenty of historical sites and cultural events to visit, and you can find the information here.

Getting here

Airports

Vilnius airport is the largest airport in Lithuania, situated just 15 min by car or public transport from the city center. Participants can also choose Kaunas airport as an option to reach the country as it takes only 1-1,5 hour to drive to Vilnius center. More information is available on the Vilnius Airport website or the Kaunas Airport website.

Trains

Vilnius can be reached easily by train from many cities in Europe. Vilnius railway station is in a convenient location as it takes barely 10 minutes on foot to reach Vilnius Old Town and the city center. One can purchase train tickets online.

Buses

There is a choice of international bus lines connecting Vilnius with other European cities. There are direct buses to Lithuania (Vilnius) from Latvia, Poland, Estonia, Russia, etc.

How to reach the Summer School venue?

Taxi

Vilnius Airport approved taxi rank can be found just in front of the arrivals terminal. Most of the taxi cabs accept cash and credit cards. We recommend A2B Taxi | +370 626 66667 or 1666

Uber and Bolt

Uber and Bolt are operating in Vilnius. You can download the apps on App Store and Google Play.

Public transportation

You can reach Vilnius Old Town and summer school by bus or trolleybus. We recommend using "Trafi" APP to find the most convenient routes. Nearest stop to the Summer School venue is called "Arkikatedra".

Accommodation

Vilnius offers different options for a comfortable and pleasant stay: from hotels to hostels. University guests usually stay at hotel Artis (https://artis.centrumhotels.com/) or hotel Artagonist (https://www.artagonist.lt/en/) as they are close to the Faculty of Philosophy where the summer school will take place. However, depending on your personal preferences you can also look for other accommodation options on booking.com or Airbnb.

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Teacher training for Data Literacy & Computer Science competences (TrainDL)

Teacher training for Data Literacy & Computer Science competences (TrainDL) (Number: 626145-EPP-1-2020-2-DE-EPPKA3-PI-POLICY)

TrainDL is a Policy Experimentation Project that aims to reduce the digital skills gap by democratising future skills through and across educational systems.
This is done by the development of open educational resources (OER) and teacher training modules in three iterative field trials to meet the need for tested and evaluated teaching materials for Data Literacy and Artificial Intelligence (AI) Education in schools across Europe.

About the project

With this project, new pedagogical approaches of Data Literacy and AI Education will be incorporated in schools and teacher trainings to equip teachers of Computer Sciences, all STEAM subjects, and Primary Education to address these topics in an accessible, accurate, and subject-specific way.
The focus on Data Literacy and AI Education TrainDL acknowledges the need for up-to-date computer science education in schools across Europe, while taking into account the varying levels of access to dedicated computer science classes and the ubiquity of digitisation across fields.
Starting with the partner countries Lithuania, Austria, and Germany, the project outcomes will be adaptable for being applied in EU member states and beyond.
TrainDLs experimentational setup (Policy Building Workshops with different stakeholders to inform three field trials) makes it possible to address the actual needs and parameters that are given by policymakers throughout the educational systems within the three project countries. Evaluation of the effects of such policies and their implementation in repeated field trials will ensure scalability later on.
Besides the practical outcomes (teacher training modules and OER materials to work with), it is a central goal of TrainDL to provide recommendations regarding the structural implementation of data literacy and AI competencies in different national curricula and educational systems and across Europe.
In addition to the research findings and recommendations a prototype will be developed, based on the project states' data, that shall lead to a European Teacher Education Monitor for Data Literacy and Artificial Intelligence.

Project consortium

Coordinator:

GESELLSCHAFT FUR INFORMATIK (GI)
Germany
https://gi.de/

Partners:

	Vilnius University Vilnius, Lithuania http://www.vu.lt/
	LANDESINSTITUT FUER SCHULE UND MEDIEN BERLIN-BRANDENBURG (LISUM) Germany https://lisum.berlin-brandenburg.de/
	ZENTRUM FÜR SCHULQUALITÄT UND LEHRERBILDUNG Germany https://zsl-bw.de/
	NACIONALINE SVIETIMO AGENTURA - NATIONAL AGENCY FOR EDUCATION (NSA) Lithuania https://www.nsa.smm.lt/
	FREIE UNIVERSITAET BERLIN (FU) Germany https://www.fu-berlin.de/
	UNIVERSITAET POTSDAM (UP) Germany https://www.uni-potsdam.de/
	OSTERREICHISCHE COMPUTER GESELLSCHAFT (OCG) Austria https://www.ocg.at/
	SENATSVERWALTUNG FUR BILDUNG, JUGEND UND FAMILIE (SenBJF) Germany https://www.berlin.de/sen/bjf/
	MINISTERIUM FUER BILDUNG, JUGEND UND SPORT DES LANDES BRANDENBURG (MBJS) Germany https://mbjs.brandenburg.de/bildung.html
	BUNDESMINISTERIUM FUER BILDUNG, WISSENSCHAFT UND FORSCHUNG (BMBWF) Austria https://www.bmbwf.gv.at/

Modules

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JANUS: e-Pedagogy and Virtual Reality Based Robotic Blended Education (JANUS)

JANUS: e-Pedagogy and Virtual Reality Based Robotic Blended Education (JANUS) (Number: 2020-1-PL01-KA226-HE-095371)

The proposed project aims at setting up the foundations related to the application of Virtual Reality (VR), in Blended Learning settings, with particular focus on the field of STEM (Science, Technology, Engineering and Mathematics) education. The project-related activities can be broadly classified into the following categories: (1) e-Pedagogy: Development of an educational framework to support the design of the VR learning activities and a user manual to guide the practices that educators will follow when conducting the educational activities. In addition, prior to the conduct of the intervention, a series of workshops will be delivered to prospect teachers so as to equip them with the necessary skills and traits on how to utilise the custom-made prototype efficiently and effectively. (2) Virtual-Learning Platform: Aligned to the principles of well-established educational theories and instructional design techniques, a prototype VR platform will be developed.

About the project

Current COVID-19 pandemic outbreak and the respective lockdowns that governments enforced in response to this situation have affected many of our everyday life routine activities and brought diverse changes to our behaviour. Businesses and universities have migrated their conventional practices partially or even completely to the digital space. Activities like, conducting business, attending events and meetings, communicating, socialising, and entertainment are now taking place primarily in cyberspace. Universities responded rapidly to this unexpected situation and adopted existing and newly developed tools in an effort to facilitate the educational practices remotely while also maintaining the quality standards to the best possible extent. However, the early findings of relevant studies are mixed and vary in accordance to the discipline. According to the latest guidelines we are now in the transitional phase wherein limited access to the workspaces is permitted in an effort to have a second (controlled) pandemic wave. Based on this, universities have started to explore
the potential of Blended Learning practices wherein lectures are conducted online and laboratories on site (with limited number of students) as well as online for those who are not able to participate. Such decisions play a crucial role in the STEM disciplines as they are bound to ‘hands-on’ activities for knowledge comprehension and advancement. To this end, innovative technologies, such as Virtual Reality (VR), can play a crucial role toward this shift as their potential in STEM education has been well investigated and explored. Therein, the primary objective of the JANUS project is to define how Blended Learning activities for Robotics education can be performed under the aid of Virtual Reality.

The project-related activities can be broadly classified into the following categories:
-e-Pedagogy: Development of a novel pedagogical, conceptual and practical framework, for Blended Learning activities, focused on Robotics education.
-Virtual Reality Learning Tool (VRLT): A VRLT for teachers and students to undertake activities and assessments related to Robotics education with particular focus on the replication
of the procedures and techniques followed in the physical classroom.
-Learning Analytics: A thorough evaluation of the VRLT and the educational activities that support teachers and students to interpret and translate the collected data into tangible
conclusions related to their performance and experience.
The objective of the project is:
1. To create a novel framework for Blended Learning activities aligned to the emerging situation that the recent pandemic has caused.
2. To provide teachers and students with a VRLT that will mitigate the need of physical presence in the conventional Robotics laboratory.
3. To successfully integrate the innovative VRLT in different universities (PRZ-POLITO).
4. To produce a ‘ready-to-use’ Robotics education course, for Blended Learning scenarios, that can be used from other European institutions.
5. To comparative analyse the potential of this approach and the educational value of the tool on a cross-country level.

The main target groups of the project are the following:
-University teachers and students in the Robotics field.
-Instructional designers in universities.
-Faculty administrators.
-Educational policy makers.
-Organizations, associations, and institutes that involved in the Robotics field.

Transnational cooperation is mandatory for the success of the project because:
-It allows to reach a larger number of students thus justifying the resources needed in setting up the course and the VRLT.
-Clusters together the knowledge, information, and best international practices about Robotics courses and Blended Education.
-Five Countries – Five languages – Five Educational systems will allow a richer learning experience.
-Provides more unified and reliable data from the Learning Analytics perspective.
-The dissemination and communication strategy of the results will benefit more individuals.

Project consortium

Coordinator:

Ignacy Łukasiewicz Rzeszow University of Technology
Poland
https://w.prz.edu.pl/

Partners:

	Vilnius University Vilnius, Lithuania http://www.vu.lt/
	University of Turku Finland https://www.utu.fi/
	University of Ioanina Greece https://www.uoi.gr/en/
	Polytechnic of Turin Italy https://www.polito.it/
	SynArea Consultants s.r.l. Italy https://www.synarea.com/

Meetings

Seminars

Informatics education: e-pedagogy and modern digital technologies
Date:		14 February 2023
Place:		Kaunas University of Technology, Santaka Valley, Room A228
Address:		Baršausko str. 59-228, Kaunas
The seminar was led by Prof. Dr. Valentina Dagienė, Vilnius University
13:00–13:15		A welcome word. Dr. Daina Gudonienė, Vice-Dean of the Faculty of Informatics, KTU
13:15–13:30		Overview of the programme and introduction of participants
13:30–14:00		E-pedagogy and Learning Technologies
14:00–14:30		ViLLE - Virtual Learning Environment
14:30–14:45		Coffee break
14:45–15:30		Modern Informatics Education (updated general curriculum). Digital Competence
15:30–16:15		Questions. Closing discussion. Presentation of certificates

Modules

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Teaching standard STEM topics with a key competence approach (STEMkey)

Teaching standard STEM topics with a key competence approach (STEMkey) (Number: 2020-1-DE01-KA203-005671)

Project objective is to transform (future) STEM teachers grasp of teaching standard topics. To achieve that we will rethink and reshape the delivery of fundamental STEM subject knowledge in the context of key competence development. Future teachers need to be encouraged to refrain from teaching with the sole purpose to transfer knowledge about a single STEM subject, isolated from other STEM subjects. This simply does not live up to todays and tomorrows challenges anymore. They need to understand the relation between knowledge, skills and attitudes, how they affect each other and how they have an effect on their students’ learning experience and personal life. They also need to see that STEM subjects are relevant to our lives and our societies and that they are linked to each other.
To achieve this objective we will develop teaching modules to be used in HE programmes for future STEM teachers, covering all STEM disciplines and exemplarily dealing with topics from each discipline (e.g. light representing physics education, algorithms representing informatics or the periodic system representing chemistry). Each module applies various tested and proven innovative educational approaches, such as digital learning or real-life contextualisation.

About the project

In line with the European Education Area initiatives, the European Commission has identified the urgent need to support the development of its citizens’key competences. When it comes to education, higher education institutions (HEI) play a major role, as they are the ones to educate future teachers. This project focusses on two of the eight key competences, namely competence in mathematics, science, technology and engineering, as well as digital competence. Core of STEM education at school is the transfer of fundamental subject knowledge like functions, electricity and chemical reactions. Learners’ skills and attitudes have not been sufficiently nurtured likewise in traditional standard ways of STEM teaching (Maass, Geiger, Romero & Goos 2019). The Recommendations of the European Council on lifelong learning (Council of the European Union, 2018) however, describe knowledge, skills and attitudes as the three elements of a key competence. Consequently, HEI have to empower future STEM teachers to teach fundamental STEM topics without neglecting skills and attitudes of their future students at school.
For topics bearing controversial aspects or obvious societal relevance - such as environmental degradation or cybersecurity - innovative educational approaches, which enable teachers to not only deliver knowledge but also foster learners’ skills and attitudes, suggest itself. This is much less the case when thinking of chemical reactions, functions or anatomy. The relevance for their lives or society are not obvious to most learners. However, as the acquisition of basic subject knowledge is a vital prerequisite for acquiring related key competences and forms a major part of STEM education, it is imperative to figure out ways how to allow learners to develop key competences in the scope of these seemingly “boring” topics. Unfortunately, there is only little materials available on teaching basic STEM content and the potential to foster the development of key competences in one go.

The proposal addresses the following main target groups:
1.Future STEM teachers (students in ITE programmes)
2.Higher education teaching staff involved in STEM ITE
3.Higher education staff responsible for STEM curricula and course progammes
We concentrate on future teachers as they, after graduating, reach out to many future generations of students at school and can thus function as multipliers.
The highest impact will be achieved for HEI within our Consortium, where we pilot our outputs and implement the planned modules permanently in existing course programmes.
Additionally, we will also reach the same groups beyond partner institutions and countries through various communication, dissemination and exploitation measures.

Read more about this project in the STEMkey flyer.

Project consortium

Coordinator:

Pädagogische Hochschule Freiburg
Germany
https://www.ph-freiburg.de

Partners:

	Vilnius University Vilnius, Lithuania http://www.vu.lt/
	UNIVERSITEIT UTRECHT Netherlands https://www.uu.nl
	NORGES TEKNISK-NATURVITENSKAPELIGE UNIVERSITET NTNU Norway https://www.ntnu.edu/
	FACULTY OF SCIENCE UNIVERSITY OF ZAGREB Croatia https://www.pmf.unizg.hr/en
	UNIVERSITAET INNSBRUCK Austria https://www.uibk.ac.at/
	UNIVERZITA KARLOVA V PRAZE Czech Republic https://cuni.cz/
	EDEX - EDUCATIONAL EXCELLENCE CORPORATION Cyprus https://www.edex.ac.cy/
	Instituto de Educação da Universidade de Lisboa Portugal http://www.ie.ulisboa.pt/
	HACETTEPE UNIVERSITESI Turkey https://www.hacettepe.edu.tr/
	UNIVERSITY OF MARIBOR Slovenia https://www.um.si/
	UNIVERZITA KONSTANTINA FILOZOFA VNITRE Slovakia https://www.ukf.sk/

Meetings

Modules

O1 Introduction: Linking standard STEM topics to key competences
O2 Functions (Mathematics)
O3 Measurement (Mathematics)
O4 Human anatomy and physiology (Biology)
O5 Material cycles (Biology)
O6 Chemical reactions (Chemistry)
O7 Periodical system (Chemistry)
O8 Electricity (Physics)
O9 Light (Physics)
O10 Household appliances (Engineering)
O11 Technical materials (Technology)
O12 Algorithms and Data (IT)
O13 Support toolkit

Extra

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Development of STEAM education (DOSE)

THEE LOGO

Development of STEAM education (DOSE) (2020-1-LT01-KA201-077935)

The objective of the Development of STEAM education project is to lead European schools in the improvement of existing STEAM approaches, to guide them fostering the young Europeans’ interest, skills, and career in maths, science, engineering, and technology as well as arts, and to provide the schools with the necessary toolbox to engage their students, teachers and other members of the community in STEAM-related activities by developing an appropriate STEAM school strategy. Providing adequate guidance and underpinning innovative activities to be developed at the national level, the Project will expand a network of STEAM schools involving not only teachers, administrators, but also other stakeholders, e.g., STEAM/research/ non-formal education centers.

About the project

The Project will propose:

-The Professional Development Program for in-service teachers and educators (PDP) with STEAM competence development guidance,

-Collection of STEAM Hands-on Good Practices (Collection),

-A Practical Handbook on Effective Development and Implementation of STEAM Teaching at School (Handbook).

The PDP aims to shift the paradigm from teaching to learning and develop the implementation of STEAM in daily teaching and learning, STEAM teachers’ competencies of using new technologies, tools, and methods. The appropriate methodological material, as well as methodology of differentiated STEAM teaching according to the achievements of students, will be provided.

The PDP will cover main STEAM thematic areas and equip educators with capacities and tools necessary for observing, analyzing, and supporting students’ learning process and achievements, linking it with science investigations, new technologies, daily situations, and real-world problem-solving.

The Handbook based on the best practices of each partner country will focus on the approaches to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, critical thinking, engagement in experiential learning, persistence in problem-solving, collaboration, and work through the creative process.

Designed for the educators of the 21st century, the Handbook will provide the main steps, tools, and strategies for a school to mainstream STEAM education in their activities, and develop the four main stages (planning, organizing, assessment, and implementation) of STEAM activities with examples of initiatives and best practices. This Handbook will also include practical guidance and illustrations on how to create the differentiated assignments of varying complexity (according to PISA proficiency scale) for students.

The Collection to be designed will connect students will engage students for activities in different age-groups and subjects, link with professionals in STEAM fields, to provide fantastic opportunities for deeper learning. It will include the best practices and training units (no less than 70) based on the PISA proficiency scale, STEAM projects and experiments, BYOD initiatives, cross-curricular learning examples. STEAM hands-on activities that encourage experimentation and exploration will be embedded. The examples will include guidance on the preparation, implementation, and assessment.

The international competition „STEAM challenge” will be organized, during which the students with the help of teachers will create STEAM task-challenges for students from another country.

Project consortium

Coordinator:

National Agency for Education
Vilnius, Lithuania
https://www.nsa.smm.lt/

Partners:

	Vilnius University Vilnius, Lithuania http://www.vu.lt/
	Klaipėda university Klaipėda, Lithuania https://www.ku.lt/
	Center for the Promotion of Science Beograd, Serbia https://www.cpn.edu.rs/
	University of Turku Turku, Finland https://www.utu.fi/en
	The University College of Vives Bruges, Belgium http://vives.be
	Paderborn University Paderborn, Germany https://www.uni-paderborn.de/en/university/
	Radboud University Nijmegen, Netherlands https://www.ru.nl/english/
	Tallinn University Tallinn, Estonia https://www.tlu.ee/en

Meetings

Modules

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Eglė Urbutienė

Apie

El. paštas:

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Europe – Asia collaboration

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EASTEM (Euro-Asian Collaboration for Enhancing STEM Education) Project 2019-2021

Based on key issues identified by our needs analysis, EASTEM addresses three key issues in student centered competence development:

a.) Staff development for lecturers
Uppsala University will lead staff development in cascade format in student centered competence development. In the first phase, participating staff are asked to develop and implement a test bed, a student project module, where students solve problems from local industry/communities in international teams across partner institutions. Bringing together lecturers as well as students it will lead to competence development for both groups. In the second phase, the module is run a second time. In addition, the lecturers will develop and conduct their own staff development sessions for other lecturers both within and outside of their institutions. As a primary target group it will give lecturers capacity and confidence to utilize student centered competence development approaches in their teaching. By bringing in industry/community based problems into a classroom setting, the participating students will develop ther competences and the university will be able to strenghten their collaboration with local industry and the surrounding community.

b.) Establishing STEM Education centers
Coordinated by VU, EASTEM will support the development and launch of centers of excellence for STEM Education. Participants will undergo staff development in center establishment and management. With the support of VU and the consortium, each institutional team will establish a center for STEM Education. In addition, VU will provide staff development in cascade format for lecturers involved in organising center activities, on student engagement in the centers and activities for lecturers at K-12 level. This will provide a network of 10 centers for STEM Education connected to european research groups, managed by teams with the capacity to run them, activities with a competence development focus, providing a sustainable focal point for WP2 activities. It will provide institutions with a platform for increasing visibility to developments within STEM Education and a further way to build their relationship with stakeholders, including local industry/community.

c.) Facilitating industry engagement and competence indegration into educational programs
IMT Atlantique will guide discussions in how to integrate competences into educational programs. Recognising the importance of competece development for students, this brings it to a strategic level. In providing support and understanding for how a process for competence integration into STEM educational programs can be developed, EASTEM provide partner institutions with the capacity to develop their own processes for continuous integration of competence development, industry involvement, and how to update or modify existing univerity strategies towards creating competence integrated education educational programs.

Skaityti daugiau

FOSTERING STEAM EDUCATION IN SCHOOLS (EDUSIMSTEAM) NR. 612855-EPP-1-2019-1-TR-EPPKA3-PI-FORWARD

FOSTERING STEAM EDUCATION IN SCHOOLS (EDUSIMSTEAM) NR. 612855-EPP-1-2019-1-TR-EPPKA3-PI-FORWARD

This project is mainly aimed at teachers and students in K-12 schools to gain STEAM methodology through teacher trainings, online platform, curriculum, learning scenario studies, policy making documents etc.

About the project

Together with all the studies and project outputs to be carried out for this purpose, it is desired to form the transnational dimension of STEAM as an innovative policy in education throughout the partner countries in EU. Our STEAM project aims to present teachers and students with innovative methods and means for teaching science in schools in interdisciplinary way. The main objective is to make STEAM approach more attractive for teachers, so that scientific knowledge can be the most common basis for more rational and aware decisions for a sustainable development of our democratic society.
To achieve the aims and objectives in the project, our project designs and develops new methods and means and experiences for teachers and students in the scholastic systems of partners.
The coordinator and project team will employ specific measures in place to maximize impact and increase the quality in the project. The partners will give a paramount importance to needs analysis in the first place so that measures can be structured in logical way. The partners need to know what their teachers and students do expect and then focus on the expected indicators. The measures to produce quality assurance are embedded in the way project team follows all steps. In general terms, quality assurance will be checked by the project team who will follow each task under the leadership of related partner.

Project consortium

Coordinator:

Ministry of National Education General Directorate of Innovation and Educational Technologies (MoNE YEGITEK)
Turkey
http://etwinning.meb.gov.tr/

Partners:

	Middle East Technical University (METU) Turkey https://www.metu.edu.tr/
	Robotik Ve Mekatronik Teknolojileri Mühendislik Müşavirlik Eğitim Yazilim Sanayi Ve Ticaret Limited Şirketi (Robotsan) Turkey http://www.robotsan.com.tr/
	Blackrock Education Centre (BEC) Ireland https://www.blackrockec.ie/
	H2 Learning LTD. (H2Learning) Ireland http://www.h2learning.ie/
	Kaunas University of Technology (KTU) Lithuania https://ktu.edu/
	Vilnius University (VU) Lithuania https://www.vu.lt/
	CITECENGMAT, LDA (CTEM Academy) Portugal https://www.ctemacademy.pt/
	Both Social Netherlands https://www.bothsocial.nl/
	Dirección General De Educación, Fp E Innovación Educativa; Consejería De Educación, Universidad Y Fp (Education Department of Galicia) Spain

Meetings

Modules (Work packages)

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Youth Volunteer Educators e-learning Program for young migrants and refugees (e-VELP)

THEE LOGO

Youth Volunteer Educators e-learning Program for young migrants and refugees (e-VELP) (Number: 2019-3-DE04-KA205-018805)

The project’s idea originated from the rising concern for young migrant/refugee conditions that increased upon the arrival of an estimate of 1 million refugees into the EU in 2015. Majority of the migrants come from the youth sector, highly motivated yet low in skills. The skills gap poses a challenge to their assimilation into their new community. Consequently, a rise in politicisation increased fears and discrimination within the welcoming countries particularly due from a lack of personal contact.

About the project

The innovation of the Young Volunteer Educators e-Learning Program (e-VELP) project is slated to provide solutions to these aforementioned issues by preparing young migrants/refugees to create and facilitate workshops. The project will enable personal contact, thus encouraging knowledge-sharing, skills development, openness, and cultural diversity within the community. The system change objective of e-VELP is to introduce and promote the new role of Volunteer Educator (VE) in the civil-society non-formal educational system.
e-VELP will enable young migrants/refugees to create and offer free workshops where they share their knowledge and culture with local communities. The project will develop the e-learning platform and supplementary offline activities that both aim to guide VEs and VE-Trainers in their progressive journey. e-VELP is beyond a classic e-learning platform. Its aim is not only to teach migrant/refugee youth new skills but also to create and expand a live and active community of migrant/refugee youth passionate to share knowledge (Volunteer Educators) and youth workers passionate to support them (Volunteer Educator Trainers).
The platform will contain two online courses for the project's two target groups – young migrants/refugees and youth workers. The online course for VEs will include e-learning elements and supplementary offline activities, such as trainings/workgroups and meetups. Within the online platform will be an extensive collection of resources such as an online course and collaboration opportunities and exchange of teaching materials to support VEs. Apart from online courses, VE-Trainers will also be given resources to effectively guide VEs such as support in organising offline training, workshops and meetings.
Thirty (30) young migrants/refugees will participate in the e-VELP training and hold sixty (60) workshops, while twelve (12) youth workers will join the program as VE-Trainers to support the VEs. A year after the end of the project, the target is to train 3,500 young migrants/refugees.
The project’s final release and dissemination will involve six (6) multiplicator events that will expose the project to EU-wide key stakeholders that will ensure exposure of e-VELP within the whole European consortium. By the end of the project, the reach of the results is estimated at 260.000 individuals, 300 youth organisations or educational institutions, and fifty (50) national/EU/international networks related to youth/non-formal/formal education.

Project consortium

Meetings

Modules (Intellectual Outputs)

Skaityti daugiau

	Social Innovation SIC Cyprus http://www.ucp.pt/
	CESIE Italy https://cesie.org/
	GEYC Romania https://www.geyc.ro/
	Vilnius University Vilnius, Lithuania http://www.vu.lt/

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