<< Objectives >>MAIN OBJECTIVEThe main objective of the partnership is mutual learning and the exchange of knowledge and experience in the organisation of apprenticeships and cooperation with employers, as well as methods of training vocational skills, taking into account the needs of pupils in particular with fewer opportunities.SPECIFIC OBJECTIVES m.in.- inclusion of new participants in the Erasmus+ KA2 programme - exchange of knowledge, experience. and know-how in apprenticeships and vocational training<< Implementation >>1. Preparation and study visit to Valencia2. Examination of needs and expectations3. Preparation and study visit to Krakow4. Preparation of recommendations and study visit to Krakow 5. Dissemination of project results<< Results >>- increasing the competences of staff in the field of apprenticeships and cooperation with employers, in particular for young people with fewer opportunities - increasing the competence of staff in the field of vocational training methods, in particular for young people with fewer opportunities

<< Objectives >>With INEU, students are to be supported to participate in European mobility, which according to the definition of the European Commission has an increased need for support due to• educational difficulties• cultural differences• economic obstacles• social obstaclesSo the INEU project should specially support VET students with fewer opportunities. The focus is on English language, social skills and an easy technical subject serve as vehicle for the communication.<< Implementation >>The project objectives will be achieved through transnational meetings of the coooperation participants. In these meetings experiences are exchanged and methods, (virtual) tools as well as technical and socio-pedagogical contents are defined.The developed methods and contents will be tested directly with trainees of the target group in learning activities. This should include both real stays abroad and virtual mobilities.<< Results >>As a result, a guideline for a long-term blended mobility will be developed to offer young people with fewer opportunities an European project that builds on their skills and allows them to participate in the positive effects of stays abroad. The guideline should contain a schedule, learning content, tools and methods and reflect the knowledge, experience and commitment that the cooperation partners bring with them. It should allow the cooperation partners to carry out INEU whenever necessary.

"Background and context The European VET schools play an important role when it comes to shaping the future work force within a wide range of sectors, for instance Transportation and Logistics. Many of the schools work at a sporadically level with sustainability, but do not have an explicit sustainability agenda or vision at a strategic level. This we believe is not out of unwillingness or lack of interest, since the VET schools and educations consist of highly innovative professionals dedicated to finding practical and smart solutions to everyday problems, which have great impact on all of us, and add value to the sectors as such. Nevertheless we see a great potential to embrace the explicit agenda of UN World Goals for 2030 Agenda as a common strategic aim and clue of how to communicate about and set forth concrete ambitions to work innovatively and systematically to improve practices and processes within the VET schools - and in close collaboration with surrounding stakeholders. Besides from adding value in the sense of seeking new solutions through partnerships inside and outside the VET field, we believe that a heigthened focus on UN Goals 2030 will indirectly attract more young people to seeking skills from within the VET sector. The 5 partner schools and associated partners behind ""Click on Climate"" will be involved at 3 organisational levels into the innovative design process, leading to heightened awareness and competences to act for change: A: Management level, B: teaching level and C: stakeholder level. For each of the activities involved, we will be inspired by methodologies from within: Change theory, Didactics of Innovation and entrepreneurship, (like eg. CIE Model, Design Thinking etc), ICT and digital learning, Qualitative research methods. Description of activitiesFirst we do a ""Mapping of practices"" (IO1) and produce an analysis of ""Sustainability matureness"" of the stakeholders and industries that work together with the 5 different partner schools.The result is a baseline report, which includes also concrete challenges and cases to be incorporated directly into the teaching of students. Together the partner schools will analyse the implications of the data collection to their specific school. From the mapping of stakeholder and school perspectives, we move to the management level by developing a tool for implementing Climate goals and sustainability issues into the specific strategies of each partner school, and start to implement it locally at each school (IO2). We believe that in order to actually change the agenda and move forward at the 5 schools, it is necessary to offer the teachers and trainers a concrete Online course that provides them with an introduction to the UN World Goals goals - both at a holistic level, but also at a more sector specific level. The 3. activity (IO3) is therefore dedicated to produce 2 courses for students and staff at VET in general and specifically in departments offering VET programs within Transportation and Logistics. When the two courses are developed and have been tested, they will be used to develop add on curriculum activities, hitting different spot in the life time of a whole VET education within Transport and Logistics as well as kick off the Learning activity we call ""Sustainabilty Camp"" At this camp all partner schools (students and trainers) meet and work together with real climate challenges that have been collected during the mapping of practice. At the camp the students will be working in cross-cultural groups to find the best solutions to the existing problems from the 5 different countries, and their trainers will be trained by their fellow trainers to go back to their own schools and make their own ""sustainability events"" - in the form of camps or other activities in relation with the online courses. The camps are created to give the students systematic innovation competencies and have proven to be succesfull when it comes to strenghening: Motivation, cross-sectorial skills and entrepreneurship (with a focus on social and economical sustainability).Several innovative multiplier events will take place, representing the numbers of partners involved.What are the main objectives and results- Heighten awareness and competences to act in accordance with the UN Goals 2030 at both management, teaching and stakeholder levels within the partner schools by creating and testing new tools and innovation activities at all schools.- By focusing on the one specific sector of Transportation and Logistic we wish to: 1: Secure co-ownership, relevance and results. 2: Facilitate cross sectorial inspiration and dissemination into other VET sectors. 3: Prepare students for international work lives by providing them with skills to work cross culturally on the sustainability agenda."

"When the European Trainer Teacher Tandem project (ETT Tandem) was set up in 2014, Europe was undergoing a deep financial crisis which had a devastating impact on youth unemployment, especially in Greece, Spain and Italy amongst other countries. Germany, on the other hand, managed the crisis quite well and did not suffer higher unemployment among the youth. As a consequence, the interest in the German dual training system massively increased in Europe. It was this situation that brought about the idea of a tandem for teachers and trainers of different European vocational education systems. Partners of the European InnMain Network developed the idea to learn from each other through allowing the opportunity to participate in typical learning environments of the relevant partner organisations in order to improve the teachers' and trainers' professional, pedagogical and personal knowledge and skills. From its early beginnings, the idea to ""think out of the box"" and gain experience from European partners has been a fundament of the European Union as well as the Erasmus+ programme whose validity remains unchanged until today's date. Some of the ETT Tandem partners, who had been organising exchange programmes for their students over a longer time, came up with the idea not only to exchange students, but give their professional staff equal opportunity to enjoy international teaching and learning experiences. Hence, the objective of the ETT Tandem project was to develop a guideline for such Trainer Teacher Tandems among European partners in vocational education, the so-called ""ETT Tandem Model"". The model allows collaborative learning, exchange and transfer of good practice experiences made by trainers and teachers in a real training environment such as vocational schools or training centres (or by e.g. companies, chambers, schools) with focus on the practical parts of the vocational education and training.Partners from six European countries were actively involved in the ETT Tandem project. These included: BFI OOE - BFI-Institute for Vocational Advancement, an Upper Austrian vocational training institution. BFI Upper Austria provides vocational education and training in a wide context of areas. Part of its educational activities focuses on training schemes aimed at the (re-)integration of unemployed persons or persons disadvantaged in the labour market. Those pertinent educational and occupational schemes are designed and organised in close co-operation with the Austrian Public Employment Service (AMS) and companies. The vocational school Istituto Tecnico “Attilio Deffenu” of Olbia in Italy which provides research and experimentation in education, aiming at innovative teaching and methodology. The Οργανισμού Απασχόλησης Εργατικού Δυναμικού (ΟΑΕΔ) or Organismou Apascholisis Ergatikou Dynamikou (OAED), also known as the Manpower Employment Organization of Greece, is a public authority that handles vocational training, job search assistance, labour and policy development, as well as unemployment and maternity benefits. Teknisk Erhvervsskole Center (TEC) is a large vocational college, situated on 5 campuses in Greater Copenhagen, attending 25,000 students during a year. TEC has a history of more than 135 years – the institution as it looks today is a dynamic merger of six institutions, the first merger starting out in 1999. TEC has a staff of 750 and offers around 25 different VET programmes and 3 Higher Technical Examination Programmes and several Adult Vocational Programmes. XABEC is a vocational training centre operating since 2008 and is promoted by the EIFOR Foundation of the Region of Valencia. The EIFOR Foundation of the Region of Valencia aims at promoting, fostering and supporting social, welfare, cultural, research and development initiatives. The Central Agency for Continuing Vocational Education and Training in the Skilled Crafts (ZWH e. V.) is a service provider for all educational institutions in the skilled crafts sector and operates nationwide. It is supported by the 53 chambers of skilled crafts, the regional associations and the German Confederation of Skilled Crafts (ZDH).In the course of the European Trainer Teacher Tandem pilot project, six transnational meetings took place in six different countries, five times with simultaneous tandem activities. The meetings took place at the partner organisations' places. The places chosen were very diverse ranging from vocational schools with only small practical workshops to public-private partnership training centres and work-based learning in companies. This variety had a deep impact on the development of the ETT Tandem Model. It proved that the Model has to be an open, flexible and inspiring model rather than a limiting one. It may provide recommendations, advice and ideas while simultaneously providing space for adjusting and widening the idea of European Trainer Teacher Tandems in relation to the local conditions and environment."

The adoption of energy efficiency measures for buildings has created a strong demand for digital and green skills for smart metering and home automation technologies. Electricians, apart from technical proficiency, require a combination of digital and environmental skills to respond to the installation, maintenance, and programming of smart metering and energy efficiency home automation systems. SMARTEL aimed to tackle this challenge by delivering a modular VET course and OERs on smart metering and home automation to empower electricians across the member countries of the consortium with modern digital and environmental knowledge, skills and competences. In particular, project objectives involved 1) Enhancing the labour market relevance of VET for electricians, to address smart metering and home automation skill needs, 2) Introducing modern training delivery methods and open access innovative pedagogical resources, enabling learners to acquire and self-assess relevant skills,3) Facilitate mutual recognition of the developed learning outcomes across the EU.The partnership comprised 6 organisations from 5 countries, from the world of VET, the electrical installation sector, energy efficiency research, as well as learning innovation experts. The Panevezys College (PANKO), VSRC and XABEC brought the expertise in the design and delivery of engineering and electricians VET programs and courses; the European Association of Electrical Contractors (AIE) represented the needs and workplace realities of the electrical sector at EU-level; EXELIA contributed as an expert in R&D and delivery of innovative ICT-based methodologies for VET and Sofia Energy Agency (SOFENA) brought experience from the area of energy efficiency.Main project activities involved: analysis of current and future workforce training needs to develop updated and tailored to sectoral needs smart metering and home automation learning outcomes, development of modular learning units for a comprehensive VET programme in smart metering and home automation, development of pedagogical resources and assessment tools to be offered as Open Education Resources, development, testing, and delivery of a Massive Open Online Course (MOOC) on smart metering and home automation, promoting the adoption of innovative practices in vocational training, involvement of authorities and stakeholders for the endorsement and mutual recognition of SMARTEL units of learning outcomes and sharing and validation of outputs with multiplier events, inviting target groups to uptake SMARTEL results and to act as further disseminators.The SMARTEL project led to the following results and impact: - VET world and sector validated learning outcomes for training provision in smart metering and home automation technologies for electricians in the building installation sector.- Formal VET learning units on smart metering and home automation and VET integration guidelines.- Pedagogical resources and assessment tools for smart metering and home automation technologies, offered as OERs.- SMARTEL Massive Open Online Course on smart metering and home automation for electricians.- A signed agreement on the validation, endorsement, and mutual recognition of the SMARTEL units of learning outcomes.- A sectoral recommendations paper to support decision-making and pave the way for future developments in VET and skill development policies.- Two demonstration workshops and three national information days to promote project results and validate all developed educational resources.Finally, long term benefits of the project involve: the uptake of project materials and open educational resources from relevant VET providers across the EU, participation of a growing number of initial and continuous VET learners in courses based on project outputs, expansion of the strategic partnership towards a network of collaborating VET and sector stakeholders, including electrical enterprises, in-house training centres, and large VET providers, and further maturing and development of national and European VET policies targeted to the construction sector influenced by SMARTEL recommendations paper.