<< Objectives >>OBJ1. Roll-out the reskilling agenda of the Automotive Skills Alliance in partnership countries.OBJ2. Develop a novel curriculum for dual vocational training on EV service, repair & maintenanceOBJ3. Introduce flexible training delivery methods to support self-paced skills acquisition and inclusivenessOBJ4. Foster the capitalisation of EVTECH results in VET practice through the recognition and integration of relevant occupational requirements into competence frameworks & certification schemes<< Implementation >>-Consultation with experts on curriculum structure & content-Joint design of a VET curriculum along with OERs on EV service, repair & maintenance-Pilot delivery and evaluation of curriculum’s learning effectiveness-Sectoral recognition of new occupational requirements-Delivery of a Blueprint for the establishment of an EU-wide vocational qualification for EV technicians-Groundwork for the introduction of “EV technicians” as a new specialty in partner countries’ qualification schemes<< Results >>-A 2-semester curriculum with WBL components on EV service, repair & maintenance in 6 EU languages -A self-guided online course to promote flexibility in learning -Updated occupational profiles on ESCO-Specifications for an EU-wide VET qualification for EV technicians-Skills Certificate Supplement -5 on-site training seminars & 1 pilot session of the online course-800 car technicians trained & upskilled-5 national information days

<< Objectives >>The project focuses on three major objectives. First, creating awareness for the importance of mental health for the VET sector and education in general. Second objective is the development of learning opportunities so that the VET sector can build competences necessary to face the mental health pandemic. Third, the project aims at creating change by further reaching out to interested learners, but even more importantly to VET executives and principals, as well as policy makers.<< Implementation >>The activities are contextualized in the phases creating awareness, creating learning opportunities and creating impact. Activities foreseen in the project are a social media campaign, a podcast series, a self-evaluation tool to identify learning needs; regarding learning opportunities a blended learning program MENTAL HEALTH AMBASSADORs is developed, that is adoptable from educational organizations. Finally a strategy paper for VET and a policy paper seek impact along a huge conference.<< Results >>The project has achieved to create substantial impact in the VET and educational sector in general by raising the awareness for mental health issues as relevant context factor of future relevance. Throughout the project various diverse learning opportunities rose the knowledge and competence level of a remarkable number of people. And finally a relevant community came into being, that is sustained far beyond the project end and manages to develop long-term network structures.

BACKGROUND & CHALLENGESMachine Learning (ML) – a subset of Artificial Intelligence behind a series of important technological breakthroughs (automated translation systems, medical image analysis, virtual assistants) – is profoundly transforming “traditional” business models & processes across sectors, by optimising the processing of massive data volumes and automating core tasks. The fast-paced expansion of ML uses, especially in data-driven industries (financial services, health care, retail), is rapidly pushing forward the demand for skilled ICT workers in the EU. Whereas the demand for ML skills is steadily growing, employers are facing a shortfall of suitable candidates, which is leaving thousands of positions unfilled (an estimated 769,000), threatening productivity, efficiency & future growth.Besides this rapidly increasing demand, the prevalent mismatch can also be attributed to formal education and training providers’ slow and fragmented responsiveness to new workplace developments, especially when those are cutting-edge. The strengthening of both initial and continuous VET provision in the field is therefore essential so that the European ICT workforce can acquire and develop the mix of ML technical (data modelling, software engineering), non-technical (governance, business management) and meta (sense of initiative and entrepreneurship) skills required to deliver and support the uptake of tailor-made ML enabled solutions in the market.OBJECTIVESThe project forms a Strategic Partnership to strengthen the key digital competences in VET provision for ICT workers, and address existing occupational skills needs & mismatches. MACHINA goals are to: 1. Design a joint VET curriculum in ML, to empower ICT workers with sought-after technical, non-technical, meta (soft) skills.2. Introduce flexible training delivery methods and innovative open-access pedagogical resources to support VET provision and ML skills acquisition. 3. Foster the recognition and integration of ML skills requirements into sectoral competence frameworks & certification schemes.4. Improve ML labour market & skills intelligence at the EU level.PARTNERSHIPThe consortium comprises 5 organisations (and 6 associated partners such as Volkswagen Group) with high capacity/qualifications from 5 countries (FR, DE, GR, IT, RO), representing the worlds of VET, Policy Making, Research, Learning Innovation. UCBL, L3S are at the forefront of ML related research & technological development, being also pioneers in the design/delivery of ICT courses on data science and intelligent systems. ACADEMY, as a school specialised in ML and AI, brings expertise in the design/delivery of VET courses, covering the entire spectrum of ML technical, non-technical skills. ANC, as a National Coordination Point for the European Qualification Framework, contributes systemic knowledge & regulatory insights regarding qualifications, skills. EXELIA is an expert in R&D and the delivery of innovative ICT-based learning methodologies.ACTIVITIES-Extended labour market and skills intelligence gathering activities, leading to the development of ML learning outcomes-Development of the structure of a joint VET curriculum on ML-Creation of corresponding pedagogical materials to be offered as Open Education Resources-Development, testing, delivery of Vocational Open Online Course (VOOC) infrastructures on ML, promoting the uptake of innovative and flexible practices in VET-Creation of a blueprint (specs) for the establishment of an EU-wide ML qualification for ICT workers-Involvement of key policy makers & stakeholders for the social recognition of MACHINA learning outcomes as well for supporting the integration of ML skills into sectoral competence frameworks & occupational standards-Sharing of outputs with multiplier events, inviting target groups to uptake MACHINA results and to act as further multipliersRESULTS -Learning outcomes for training provision in ML for ICT workers-Learning units (curriculum structure), trainers’ toolkit and VET integration guidelines-Open Educational Resources for ML in 6 languages, including VOOC infrastructures & content-The outline of an EU-wide VET qualification in ML for ICT workers, to be eventually recognised, embedded into national certification schemes-A blueprint with recommendations for the integration of ML skills requirements into sectoral competence frameworks (e-CF) & classification systems (ESCO)-5 national information days to promote project results and set an open discussion on increasing the quality and effectiveness of VETPOST-PROJECT SUSTAINABILITY-Uptake of project materials & OERs from relevant E&T providers across the EU-Participation of a growing number of initial and continuous VET learners in courses based on or integrating project outputs-Expansion of the strategic partnership towards an EU ML skills network of collaborating VET providers, sector representatives, social partners, ICT companies.

BACKGROUND & CHALLENGESWork-Based Learning (WBL) is well established in the HORECA sector, as most employers offer apprenticeship programs in partnership with VET providers. This is necessary, as related occupations require further to knowledge and practical skills, a first-hand experience across business functions and future work duties. Nevertheless, the HORECA industry still notes a gap between the skills and knowledge learned by apprentices through WBL and those needed by the workplace, particularly to what regards environmental and sustainability skills. One of the key reasons, is the fast-paced emergence of relevant new market niches technological changes, new legislation/regulations, and last but not least, evolving customer expectations. EC study in 2016 reports the major skills gaps in HORECA education and training, underlining that the “greening” of the industry has led to considerable changes in the tasks and competences required by employees. HOTREC (December 2016) has published a pledge to improve the quality of apprenticeship schemes by promoting new skills development to tackle the new tourist demand. The EU Skills Panorama (2016) includes hospitality managers among the occupations needing skills upgradingOBJECTIVES ENVIRECA aimed to align work-based learning with workplace requirements as regards environmentally sustainable practices. Project objectives were: •Develop a comprehensive and up-to-date WBL curriculum and new training content on environmentally sustainable work practices to be embedded in HORECA VET provision•Introduce training delivery methods to enable HORECA apprentices to apply the acquired knowledge and skills in real life workplace situations via training scenario•Enhance VET-business cooperation and facilitate the integration of environmental components into HORECA WBL curricula and national/EU certification schemes.PARTNERSHIP The partnership comprised 5 partners with complementary skills and long experience on delivering innovative methods on environmental and sustainability skills. FLA brought its expertise and capacity in the environmental field and guaranteed the upgrading of HORECA WBL schemes. DU brought its experience in designing curricula tailored to market needs. EXELIA brought its long experience in delivering innovative learning methodologies and pedagogies. HRC brought its experience in designing work-based training in the HORECA sector and access to HORECA companies. CSHM brought its specialization on job specific training curricula and apprenticeships in HORECA industry.ACTIVITIES UNDERTAKEN •Map skill needs on environmentally sustainable work practices and update occupational requirements for HORECA employees •Design of a WBL curriculum and Open Educational Resources for training HORECA apprentices in environmental technologies and sustainable work practices•Delivery of a simulation game with practical scenarios on HORECA key business functions to foster new skills development •Organization of a pilot session to validate ENVIRECA units of learning outcomes and training material•Design of an Environmental Certificate Supplement for the integration of green components into HORECA certification schemes•Creation and distribution of a position paper to promote the incorporation of green skills requirements into occupational standards (to reach 75 stakeholders)•Organization of national information days in partnership countries to promote project results and strengthen collaborations between VET providers and HORECA employersMAIN RESULTS AND IMPACT ACHIEVED•Evidence-based learning outcomes on sustainable HORECA work practices•A 6 weeks WBL curriculum, referenced to EQF level 4, available in 6 EU languages•50 hours of versatile studying materials, offered in the form of open educational resources, in 6 EU languages•A board game with 5 scenarios that simulate “real-life” working situations.•A certificate template for learners receiving training on environmentally sustainable HORECA work practices•A set of policy recommendations on how improve the supply and quality of work-based learning in the HORECA industryIt is estimated that ENVIRECA has benefitted: •300-450 VET providers•500-600 HORECA employers •5500-7000 HORECA employees and apprentices•50-75 sectoral representatives and regulatory entities•1000-1500 other individualsLONG TERM BENEFITS•Improved HORECA networks’ knowledge and capacity for learner centered approaches.•Increased HORECA employers’ capacity to provide environmental and sustainability skills to employees •Increased knowledge of learners, trainers, mentors on how to apply theoretical knowledge in practice by developing handbooks and case studies.•Extended networks and synergies among stakeholders, HORECA, environmental institutions and authorities by producing the framework for integration of sustainability skills.•Strengthened links between informal and formal education pathways

<< Background >>The recent pandemic has disrupted or halted critical mental health services across the EU (WHO, 2020); at the same time, the demand for mental health care has increased, as the effects from the pandemic on people’s everyday lives (such as isolation, loss of income, fear, bereavement) have triggered mental health issues and exacerbated existing ones. In spite of the endorsement of the remote provision of health services (where applicable) by medical communities, the mental health care sector has exhibited low readiness to fully exploit the potential of ICT-enabled counselling services, primarily due to a lack of mental health care workers with the required knowledge and skills on how to plan and run effective online sessions, creating a mismatch between increased demand for mental health support and current capacity of mental health workers.The prevalent mismatch can be attributed to a deficit in training offerings on remote-based mental health care provision, impending mental health workers’ capability to acquire relevant skills and competencies. The strengthening of both initial and continuous VET provision in the field is therefore essential so that the European mental health workforce can develop the mix of technical (e.g. using digital platforms), organizational (e.g. establishing a comfortable environment for the “beneficiary”) and communication (e.g. to communicating in a mediated environment) skills required to plan and run online counselling sessions optimally.<< Objectives >>The project aims to make available a curriculum with corresponding Open Educational Resources (OERs) for the continuous professional development of mental health workers, to address the emerging occupational & skills needs related to the provision of ICT-enabled remote counselling services. The project’s specific objectives are to:1.Document the skills required for providing online, remote mental health services2.Define learning outcomes for a C-VET course for mental health workers on effective remote mental health services provision3.Design, test and deliver a sector-validated online course for mental health workers to support digital, organizational and communication skills acquisition4.Provide ready to use tools for mental health workers to facilitate the roll-out and support the provision of remote counselling services.<< Implementation >>Systematic needs analysis and skills intelligence gathering activities leading to the development of learning outcomes that reflect sector specificities and skills requirements for remote mental health care services provision•Joint curriculum design of a continuing VET curriculum on remote mental health counselling for relevant occupations•Creation of corresponding educational materials, a trainers’ handbook and an electronic book for learners, to be offered as Open Educational Resources•Development, testing and delivery of a Massive Open Online Course, enhancing flexibility and openness in continuing vocational training •Development of a toolkit for assessing readiness and facilitating the roll-out of online, remote counselling services •Sharing of project results with multiplier events and dissemination activities, inviting target groups to uptake REMCO results and act as additional multipliers.<< Results >>1. Needs assessment analysis to define common skills/occupational requirements for mental health workers in providing remote mental health support services (R1)2. Evidence based, measurable and assessable learning outcomes for continuing VET provision (R1) on the knowledge and skills required by mental health workers to be able to plan and run remote counselling sessions. 3. Formal VET learning units on remote mental health service provision skills requirements for mental health care workers (R2)4. Open Educational Resources (R2) and a self-standing online course (MOOC) in 7 EU languages (R3)5. A self-assessment tool for mental health professionals and institutions to assess their readiness and skills for remote counselling 6. Best practice guide with remote counselling case studies (R4)7. Planning tools and protocols for the roll out of remote counselling practices (R4)8. 6 national information days in Austria, Croatia, Greece, Romania, Italy and Belgium to share & disseminate REMCO results (E1-6)Post-project sustainability-Uptake of project materials & OERs from relevant training providers across the EU-Participation of a growing number of initial and continuous VET learners in courses based on or integrating project outputs.