(relevant information is also provided in the Executive Summary and the various Project Managmenent reports, uploaded to the Erasmus+ Dissemination Platform)CONTEXT - RATIONALEFuture farmers and agriculture professional are confronted with severe challenges, especially under financial stress in EU economies and other factors which call for improved competitiveness, a ‘green’ sustainable development and an increase in the agricultural productivity of EU. Such needs are accounted for in the Common Agricultural Policy (CAP) Reform 2014-2020, which foresees the strengthening of three long-term objectives: a) viable food production, b) sustainable management of natural resources and c) balanced territorial development, and provides new policy instruments that reward resource-efficient services that protect the landscape/bio-diversity and innovative trends and technologies in farming and rural development. We considered the development of new transversal skills for agricultural practice absolutely critical in order to cope with the emerging challenges. We adopted the distance-learning paradigm, considering all recent innovations and wide-spread use of e-learning and m-learning systems, in order to develop a sustainable, multilingual courseware freely available to farmers, vets and any practitioner in the agricultural field, including groups at risk. Through a close synergy of key stakeholders in the consortium, we have already reached out to a wide audience and enabled their access to continuing vocational education and training.PARTNER PROFILESSKIFF (Skills for Future Farmers) mobilized six (6) field experts and key stakeholders from Greece, Netherlands, Lithuania and Turkey. 1. The Computer Technology Institute - CTI, GR, (project coordinator) is an IT research organization, supervided by the Greek Ministry of Education.2. The European Institute for Evolution and Integration - EIEO, GR, is an non-profit social enterprise specializing in agricultural topics and technologies.3. MKV Consulting Ltd - MKV, TR, is an SME specializing in education and VET training.4. Ministry of Food, Agriculture and Livestock - MOFAL, TR, is a govermental body.5. Lithuanian Agricultural Advisory Service - LAAS, LT, is non-profit organization established in 1993 by the Lithuanian Ministry of Agriculture, Lithuanian Farmers’ Union and the Lithuanian Association of Agricultural Companies, to provide training, scientific expertise, lab infrastructure and consutling to farmers.6. BLANCON SA, NL, is an SME specializing in agricultural areas and VET training.OBJECTIVES - RESULTSThe consortium developed a sustainable, multilingual training program (see http://future-farmer.eu) under the e-learning and m-learning paradigms, covering six (6) important thematic areas that cut-across most of the above requirements: 1. Organic Farming, 2. Rural Development, 3. Agricultural Markets, 4. Farming Management, 5. Biobased Economy, 6. ICT in Agriculture. In addition to the above six course modules initially described in project's application, the partners developed two (2) additonal courses: a) 'ICT in Agriculture - Precision Farming' (the most successful course, according to user attendance statistics and user evaluation score), b) 'Setting up a Farm'.In addition, a multilingual mobile app that provides weather forecast, agricultural news, and more, has been developed. Finally, a free, easily parameterized e-commerce platform has been developed, targeted to those users who wish to advertise their products through the Internet or even built their own e-shop.ACTIVITIESAll participants have been engaging in wide dissemination actions and at least two multiplier events have been organized in each country. Through a pilot training phase, users have been accessing the platform at their own pace, space and time, taking self-assessment quizzes and providing feedback, online. As of 24-4-2018, 837 users have registered for the online courses.IMPACTThe impact of the online training platform was significant in all countries. For the Greek case in particular, the Head of the General Directorate of Plant Protection of Greek Ministry of Rural Development and Food, after thoroughly checking the e-learning platform, sent a letter to literally all Ministry’s supervised bodies (at regional and prefectural level), inviting them to disseminate further information on SKIFF to end-users.The number of registred users rises steadily every day.Finally, SKIFF’s consortium managed to have four ECVET agreements signed regarding the e-learning modules developed. The project's intellectual outputs, project management activites, multipler events, training activites and transnational meetings are described in detail in material submitted to the Greek Erasmus+ Agency, some of it also uploaded to the Erasmus+ Dissemination Platform.

"<< Objectives >>To improve educational and didactical skills from the staff from retirement homes and/or intermediate organisations in home care, related to the topics ""active ageing"" and ""bridging intercultural, intergenerational and social divide"".Specific: 1. Improve knowledge and skills of staff about trainer skills and using digital tools to increase digital skills of older people,2. Improve digital skills of older people, leading to improved social inclusion 3. Improve social skills from youngsters<< Implementation >>Main activities are :- Creating a tool box with online training- and instruction material for trainers/staff and for youngsters, including some educational digital deliverables.- Training of trainers/staff,- Training of older people in digital readiness,- Making an online cookbook, with involvement of youngsters and older people,- Organising an intergenerational cooking event with older people and youngsters.<< Results >>The project will have impact on different levels. We expect the following main results:- More trained and enthusiastic staff in home care,- Developed materials and other results (toolbox) will inspire other organisations, to follow the project example,- Older people feel better included in the 21st century, by improving their digital readiness,- Youngsters will have better social skills and more respect to the older generationThis will be on local, regional, national and European level."

"<< Objectives >>ContextContacts between the old and young generations have changed and are sporadic. Older people miss digital competences and feel not included in society.ObjectivesImprove intergenerational and digital skills from the VET-students and their teachers as well as from older people. Improve digital possibilities for communication between VET students and older people, to improve their digital readiness and inclusion.Number of participants240 (direct involved)250 (indirectly involved)<< Implementation >>YMOCH activities are described in 4 WP's WP 1 PMWP 2 develops, identifies or reworks learning materials and methods for the learning scenario ""Culinary Heritage""WP 3 develops digital educational tools, such as video editing, podcasts, formats for online cookbooks, the CH-app and online Goose-playsWP 4 brings together materials from WP 2 and WP 3. Tools will be implemented, leading to interviews, making and playing Goose plays and cookbooks and finally to the intergenerational cooking event.<< Results >>Results- Learning scenario ""Culinary Heritage"" is available, including all digital tools, and placed on the project's website.- VET students and their teachers have produced: * edited videos and podcasts with older people, * reworked regional recipes for making an online cookbook, * an online Goose play, tried out with older people, * an intergenerational cooking event.ImpactVET students have improved their social and digital skills and have more respect for the older generation."

<< Background >>REASON TO APPLY: THE CHANGING LABOUR MARKETThe 21st century labour market is in a permanent process of change. Digitalisation, globalisation and ecological transformation have their impact on new jobs. Analysis of these jobs show a shift towards more autonomy, less routine, more information and communication technology (ICT), fewer physical tasks, and more social and intellectual tasks over the forecast period to 2030. Transformation and digitalisation are characterising economy and labour market. Labour market asks for a more flexible worker, with skills focused on change, feedback and adaptation. These changes have been described by the German organisation BIBB (see https://www.foraus.de/de/themen/foraus_113220.php)Linked to this, is the development of future-proof skills. The 21st Century Skills form the basic skills package to meet the challenges of the working world, but it also needs ongoing updates.NEEDSAs a result of these changes, we see new needs on different levels. Our initial research shows that within VET, 21st century skills are not well developed in the context of work-based learning, in particular the implementation of these skills. We also see that education partly shifts from school to company. This has all kind of consequences. It means that the quality criteria for a (learning) company as well as the skills from the coach in that company are changing. This is considered as the most important needs in our partnership. The needs from the different target groups, as a result of our survey, can be described as follows:CompaniesCompanies who welcome students, need clear agreements with the VET school about:- recognition as learning company by the school; quality criteria for companies need to be updated, in order to become a recognised learning company.- description of the 21st century learning-shift from school to company,- internship, with administrative information, educational aspects, legal aspects and more, all in the context of work-based learning. Project Result 04 will create a web-app to create these agreements.CoachesDuring the internship, students will be coached by a coach. In order to be prepared for his new job - he is responsible for a part of the new learning program for the student - the coach needs to know which extra skills are necessary and how he can develop these skills. All Project Results will help him with this new tasks.School management and staffThe school management is responsible for the overall learning process of the student. When parts of the learning program are delegated to the company, then there is a need for a good agreement with the company. Teachers need to be aware of the new skills; for the coaches as well as for themselves. They don't have an optimal overview of these skills and sometimes they underestimate the importance of it.They need information/instruction material to fill in this gap, in order to control the complete learning process of the student and to cooperate with the coach. Project Result 01 will give this overview of skills. Later in the project, they may play a role in the training of coaches. See Project Results 02 and 03.StudentsVET students need to develop their skills, which are needed for the 21st century labour market. This is important for the quality of their learning during the internship, in the context of work-based learning processes. In this project they play an indirect, but important role.Policy related needsOrganisations like CEDEFOP, OESO and different national institutions, such as BIBB in Germany, describe the needs for updated skills in order to fulfil the demands from the labour market.See: Cedefop, Eurofound (2018): Skills forecast: trends and challenges to 2030. Luxembourg: Publications Office. Cedefop reference series; No 108.See: https://www.cedefop.europa.eu/files/3077_en.pdf.See: Rolle der Ausbilder_innen als Lernprozessbegleiter_innen. Dietl/Hennecke 2019; S. 186ff<< Objectives >>OBJECTIVES:Main objective: To prepare company coaches for their changed role in work-based learning from VET students.Derived objectives:1. Describe criteria for a company which is prepared for work-based learning,2. Identify and rank actualised 21st Century competences (personal skills, transversal skills, educational method skills, etc.), leading to an updated job profile of the coach,3. Develop methods and training material for coaches, including material about the theory and practice of feedback techniques and how to follow the students developments4. Develop a Personal Action Plan where coaches can make their own skills analysis and create personalised learning program.5. Develop a web-app for: - agreements between school and company, both national and international. - monitoring students skills development for coaches.<< Implementation >>ACTIVITIESThe 21CC project has planned the following activities:- 5 Transnational Project Meetings,- Regular online meetings, one per month,- Development and implementation of 4 PRs, - 7 National Multiplier Events in the participating countries,- 1 LTTA in Hungary,- 8 Additional activities, which are described in the timetable: * Handbook * Projects brand and logo * Quality Management * Creation of the project website * Risk MP protocol * IPR protocol * Dissemination strategy and plan * Sustainability plan<< Results >>PROJECT RESULTS/IMPACT TOOL For the development of the proposal, the Erasmus Impact Tool was used: - Impact (under the indirect influence of the project) - Outcomes (under the direct influence of the project) - Output (concrete results) See also annexe 3.IMPACTCompanies in the participating countries know how to become a better learning company and how to become certified /recognised as such. Coaches know how they can become prepared and recognised for their new job. Teachers in VET know how to place the work-based learning from the student in the total learning program.Overall, this will lead to better internships and finally to students who are ready to enter the 21st-century labour market. Dissemination through associated partners will spread the results to other actors in Europe. OUTCOMES- Participating companies know the updated criteria to become a learning company and are recognised as such, after being audited by the project partners. - Coaches know their relevant skills, including pedagogical skills. They use the developed training materials and will be recognised by the partner VET school. They use the web app to follow the competence development of students during internships. They use their new skills during the internship of the students. - VET schools make clear appointments with the company about which part of the learning program will be realised in the company. They use the web app to make agreements with the company. - Teachers train and audit the coaches, when needed. OUTPUTS: 21CC has 4 Project Results (PRs) and 8 additional products. PR 01. Inventory and analysis of updated 21st-century skills for learning company coaches:- Methods to make an analysis of existing and missing skills, - Formulation of a long list of skills, - Identification and ranking essential skills for coaches,- Creation of a skills guide.PR 02. Creation of the Personal Action Plan for coaches:- All results from PR 01 are used by coaches to plan their personal training program,- Development of learning and training material, also placed in the Toolbox (PR 03)- Creation of Blog and Wiki functions.PR 03. Toolbox for coaches (and teachers)This Toolbox is freely available online, containing:- The 21st-century profile of a learning company and instructions on how to get recognised,- a 21st-century job profile of a learning coach, and instructions on how to get recognised,- Material and methods for the introduction and implementation of feedback.PR 04. Design and construction of the Web-App, with information about:- Administrative information about the internship,- Educational aspects of the internship, learning outcomes,- Legal aspects of the internship,- Function to follow skills developments from students,- Annexes and instruction with criteria for recognition of company and coach.OTHER OUTCOMESMultiplier Events will help to present, to evaluate and to disseminate the project results.LTTA will be used for practical training, for evaluation by experts and also for dissemination. Additionally, participants enlarge their international networks.

Today, the global community faces enormous challenges: How to deal with climate change, food security, food production for a growing population and the end of the oil reserves?For prosperity and wellbeing for 9 billion people in 2050, another way of production of food, feed, materials and energy is needed. A circular society can offer solutions. It will create regional economic growth and employment. It gives farmers an opportunity to develop biobased farms fulfilling the criteria of circular economy. The development of learning materials on the circular economy has emerged in several places in Europe.In several places in Europe, the development of circular economy learning materials has started, typically in a fragmented and bottom-up way by innovators and early adopters as commonly witnessed in emerging fields. The development of materials is very time consuming for individual teachers and materials are not always shared or easy to be found by other professionals.AIMS AND OBJECTIVES BIOCOMP aims to describe and prioritize specific skills/competencies in the Biobased economy (BBE), additional to the existing ESCO skills description, to develop an online tool based on Learning Scenarios, and therefore to create personalized training programs for workers in the circular economy.TARGET GROUP This project is primarily aimed at Vocational Education and Training (VET), with a focus on further training of workers in the Biobased (circular) economy. After this project, workers can create their own individual training scheme for their unique situation. This will lead to optimizing their training pathway and to better economic results of the companies.Further objectives are:- to have a view on the present and future needs of VET trainers and SMEs for BBE-materials;- to facilitate VET schools and training centres and local businesses, to intensify their cooperation in the field of BBE (training);- to have an inventory of existing databases for BBE learning materials in Europe including information how these databases are built up;- to have the 40 most relevant competences regarding BBE at hand, according to ESCO systematics;- to use different learning scenarios to set up individualised training programs and therefore to improve learners’ competencies and skills in BBE;- to explain and to promote the possibilities of BioComp to VET teachers and trainers, to stimulate them to use the communication platform and to look for international cooperation in further circular economy activities;- to develop a sustainable business plan for the exploitation and dissemination of BioComp, also after the project.There is no central set of BBE competencies and skills development available. BioComp will, therefore, analyse the ESCO set of competencies, describe the 40 most required competences for a Bio-Based Economy training program (IO1) and develop a BBE Competence Navigator tool (IO1). Based on this set, a dedicated and tailored learning programme will be developed using Learning Scenarios (see IO2).The BioComp project intentions are furthermore in line with the provisions of several EU Regional Operational Programmes and Development Programs, among others the latest, announced by President Juncker and First Vice-President Timmermans in their letter of intent accompanying President Juncker's 2018 State of the Union Address (https://ec.europa.eu/research/bioeconomy/pdf/ec_bioeconomy_strategy_2018.pdf).OUTPUTSSpecificaly, we will deliver the following three outptus:• IO1 BBE Competence Navigator• IO2 Learning scenarios• IO3 Handbook Best PracticesCONSORTIUMThe project will be delivered by a mix of BBE education & training providers active in VET, HE and BBE research centers, complemented by expert partners in online learning, ECVET and EQF recognition and validation, to ensure quality standards and accreditation. Our partners originate from 8 different EU countries from northern, western, central, southern and eastern Europe to optimise key input from all directions and also to spread the impact as much as possible.