"Project SPOSH addresses directly aims and needs identified in “EU Occupational Safety and Health (OSH) Strategic Framework 2014-2020”. This new Framework aims at ensuring that the EU continues to play a leading role in the promotion of high standards for working conditions both within Europe and internationally, in line with the Europe 2020 Strategy.Especially:- to improve implementation of existing health and safety rules, in particular by enhancing the capacity of micro and small enterprises to put in place effective and efficient risk prevention strategies- to improve the prevention of work-related diseases by tackling new and emerging risks without neglecting existing risks- to take account of the ageing of the EU's workforce.- providing practical support to small and micro enterprises to help them to better comply with health and safety rules. Businesses would benefit from technical assistance and practical tools, such as the Online Interactive Risk Assessment (OiRA), a web platform providing sectoral risk assessment tools.Main reason of this Strategic Partnership establishment is creation of strong connections between partners and elaboration of common OSH learning tools, materials, standards, methodology.Project activities also apply to needs identified in Bruges Communiqué on enhanced European cooperation in Vocational Education and Training (VET), especially ""improving the quality and efficiency of VET and enhancing its attractiveness and relevance"" and ""Higher quality courses, providing the right skills for specific jobs"".The project will be focused on trainings in the area of the advanced manufacturing systems, especially well equipped in automation and robotics technology. This area is very important because of strategy for Re-industrialization of Europe and the risk related to accidents at work.Intellectual Outputs are defined as:- Analysis of target groups needs,- Set of common project training materials (lessons),- Common learning methodology including assessment strategy,- Dedicated ICT training Portal.The final version of the project results will support work-based VET training activities and peer-learning. Additional project result will be Project Learning Agreement and Partnership ECVET Memorandum of Understanding.SPOSH project target groups/participants are:- SME workers,- SME managers,- Vocational school students.Partnership are composed from forth European countries. Companies represent different types of activity: research institution - PIAP, university - TUKE, non profit association - IEBA, Cluster AT+R - association and consulting company ECQ. All partners have experience from participation of educational project and deal training activity."

"<< Background >>Digital technologies are transforming people’s life, business and society. The lesson from the Covid-19 crisis is demonstrating that in Europe is essential that the real and the virtual business contexts will be seamlessly connected giving rise to what are known as digital integrated systems. It will be required the integration of devices and online working tools, the digitalization of workflows and several innovative production systems within a network of suppliers together the application of new operational activities and methods in various technical levels.The rapid development and spread of digital technologies are contributing to change in every aspect of people’s lives, business and society. Digital transformation is the result of digitization and digitalization of economies and societies (OECD, Going Digital: Shaping Policies, Improving Lives, 2019). We consider digital transformation as a more pervasive set of changes that digital technologies cause or affecting all aspects of human activities. The digital transformation is intrinsically connected to what has been defined as the fourth industrial revolution, a process through which digital technologies are shaping the future of society and economic development in a comparable manner to the case of steam power for the first industrial revolution.Digitalization influences mission-critical applications in B2B/B2C processes and it is expected a transformation also in organizations with long investment cycles, allowing decision makers about the new opportunities. DigiWork will give a contribution in researches, reports, sharing good practices, making sectoral analysis and defining the most innovative educational digital needs, working in close cooperation with the main institutions and associations. The urgent need is to learn more about the concepts of Digitalization and Industry 4.0, their implementations in several sectors, and what changes this will bring for the future. Digital industry central to the growth, the development and the competitiveness of the Europe. It generates turnover of more than 7 billion, accounts for 15.5% of the total added value, purchases more than €5,400 billion in goods and services each year, and still employs 14.2% of total workforce. So DigiWork will create an international synergy to integrate the actual EU limited open knowledge and experience, sharing it and creating effective results that will give a benefit for the employability of thousands and thousands of people in Europe. It is expected to create an impact on EU level to contribute to the industrial development of EU by sharing the results and each time adding on the previous studies to prepare the industry for future changes. The EU’s Future Government 2030+ “Accelerating the digital transformation of government"" and ""EU’s strategy for e-Skills in the 21st Century"" set an ambitious target for all Member States. By 2021, public institutions and private organizations should be efficient and inclusive, providing borderless, transparent, personalized, user-friendly digital services. But real innovative skills need to be acquired by students and workers to design products and deliver better services for the EU citizens, professionals and entrepreneurs.To bridge the gap between the labour market requirements of the digital industry and the skills that students entering the labour market acquire, universities should develop and implement appropriate curricula and/or course. This requires an emphasis on digital skills training adapted to different industries. Universities should therefore stimulate innovative learning and teaching practices as well as improve digital capabilities of the higher education sector.<< Objectives >>Good practices are scattered across the Europe, illustrating that digital technologies also provide new development opportunities in HEIs that do not operate in areas where digital technologies are common among local actors. In these cases, HEIs represent drivers of innovation and can improve the national and local existing ecosystems spreading the new process of digital transformation. HEIs and their competency centers/laboratories could be poles of excellence for enterprises to raise awareness of I4.0 by providing practical demonstrations of new technologies and best practices. Another important goal is to provide services to HEIs in order to strengthen their innovation by offering curricula and services linked to I4.0 opportunities. Universities, in partnerships with companies could provide services and guidance about the opportunities of digital transformation.The project will focus on the new digital working approaches that will be needed in Europe and that imply a real digital revolution in processes management and competences. Digitalization and Industry 4.0 imply also new working concepts based on the adoption of innovative digital ecosystems which will involve all the most recent digital factors and expertise. This new concept of advanced organization will require highly qualified profiles and more qualified workforce to cover the requirements of new digital jobs. Digitisation, smart working, job crafting, virtual teams, remote working empowerment, e-collaboration are having also a deep impact on business practices in companies and public institutions. So, there is the need in EU of a specific open curriculum to improve specific and transversal skills. The project can support actions to reduce the gap between the Partners European higher education (HE) systems and those in other European countries but also to foster and strengthen the role of HEIs as active players for a real impact of digitalization effects in Europe. It could also promote synergies among the different pillars of the digitalization of HEIs being:• the new digital teaching methods, training and development of digital skills;• the use of digital technologies to support the development of research and the contribution of research to investigate the new frontiers and challenges of digitalization;• the HEIs contribution of digital tools in the management of companies, business activities and support organizational change;• the role that digital technologies can have in the employability of students at Post graduate and Master levels.Collecting the Partners experience and including all specific analysis, DigiWork will produce innovative modules on topics as: disruptive technologies enabling digitization; managing digitalization; digital integration with physical production assets; rethinking the design of classical working-systems; analyze data; business data evaluation and big data management; e-procurement; e-health; Internet of things; document management systems and digitization of work-flows; human machine interaction; touch interfaces and accessible GUIs; advanced robotics and human-robot collaboration; virtual and augmented reality; blockchain; additive manufacturing; green production systems; smart factories, etc. The training curricula needs to adapt these requirements in effective changes to be able to train concretely the labour force. With DigiWork the determination of key competences required to create the qualified workforce that the Industry 4.0 demands in the advanced industrialization process of Europe and concretely contributing to train the workforce, with suitable skills and competences, is being targeted.<< Implementation >>Considering the large experience of V-s, LUISS and of each 4 other Partners, the project governance methodology and project management approach that will be adopted will combine related practices, methods and processes that will determine how to plan, develop, control and deliver in the better way the project goals throughout its implementation and successful completion. It will follow an evidenced, systematic and controlled approach, describing every step in depth, so that project team will know what to do to implement the work according to the schedule, budget and target groups specification. In particular: - The definition of the needs of target audience; - The establishing of a common “language”; - The activities management (complete, accurate and credible); - The adoption of a common methodological approach for the effective results delivery; - The resolution of conflicts in the easy and short way; - Fast implementation of experiences needed for the implementation of the activities, results and solutions. The DigiWork project is structured in 4 results, each one has a leader responsible for the result planning and execution. The detailed plan of each of them will be discussed and approved by the Partners in the transnational meetings. Also the evaluation and dissemination/exploitation activities, for each result will be structured by the Partners considering the activities in detail and their discussion/joint approval by the Partners. For the implementation of each result all Partners will participate actively in the result development and undertake the task envisaged and approved by the partnership to deliver the results foreseen. Each lead Partner will be responsible for accompanying the work development in order to guarantee the fulfilment of the task according with the planned timetable approved by the National Agency.The project will be managed following a specific planning that will includes 9 macro-Activities (A), each of that is important for the achievement of the DigiWork project goals: A1 Project management and coordination (Months: M1-M36) including 5 transnational project meetings in Slovakia, Latvia, Bulgaria, Spain and Italy and supplemented by online meetingsA2 Analysis of the impact and diffusion of digitalization gaps within RES1 (M2-M7) Starting from preliminary experiences of the 6 Partners it will provide detailed advices for the preparation of the DigiWork specific learning path and the evaluation tools.A3 Report on innovative skills to enhance HE students employability and develop effective work-based approaches (M5-M7) A specific report will be produced to analyse the needed specific and transversal skills. A4 Online training curriculum: methodology of development and delivering (M8-M14), focusing on the way to develop learning contents, knowledge and skills assessment tools. A5 Learning contents, knowledge and skills assessment tools (M15-M26) The main aim is related to DigiWork training modules and the implemented multimedia products. A6 DigiWork integrated platform implementation (M27-M36) including the website, the knowledge sharing area and the learning management solutions; it will be composed of almost 18 training modules including text, images, cooperation and resources sharing, video and interactive materials. A7 System implementation and contents validation (M31-M36) - learning products will be released. A8 Dissemination and exploitation (M1-M36) It includes the activities of Partners to reach the main stakeholders and target groups like five national and the final conference in Italy. A9 Quality and risk management (M1-M36) in order to guarantee the quality of the activities and of the expected results of DigiWork.<< Results >>COVID-19 will have far-reaching impacts on labour market outcomes. Beyond the urgent concerns about the health of workers, the virus and the subsequent economic shocks will impact the world of work across three key dimensions: the quantity of jobs (both unemployment and underemployment); the quality of work (e.g. wages and access to social protection); and effects on specific groups who are more vulnerable to adverse labour market outcomes. Digitalization, computing capabilities, smart working, workforce flexibility, job crafting, virtual agile teams, remote working empowerment, e-collaboration, new manufacturing devices, social media, artificial intelligence, addictive manufacturing, block-chain and big data analytics, are enabling, improving and transforming current public and private organizations. Digital technologies are becoming very relevant at the EU level for the workers employability; they are disrupting industries, re-shaping the organizations’ boundaries and changing the nature of business exposing people and entities to new competitive logics and threats. Underemployment is also expected to increase on a large scale. As witnessed in previous crises, the shock to labour demand is likely to translate into significant downward adjustments to wages and working hours. While self-employment does not typically react to economic downturns, it acts as a “default” option for survival or maintaining income-often in the informal economy. For this reason, informal employment tends to increase during crises. However, the current limitations on the movement of people and goods may restrict this type of mechanism. For this reason, in DigiWork project a detailed multi-sectoral analysis report will be prepared in 6 countries indicating the comparison of current situation of digitalization and Industry 4.0 pillars in Partners' countries, together a transversal needs' analysis that will be also included. These in-depth multi-countries researches will be carried out for the precise determination of the changes in the future of the vocations focused by Industry 4.0, the common grounds (e.g. smart factory, lean production and digital manufacturing) and newly emerging requirements especially for different vocational levels in European High education and training institutions. Detailed reports for educational requirements will be also produced, monitoring digital transformation and providing cutting-edge tools to foster innovation and value creation. A study will be carried out for determination of new educational requirements for digitalization and Industry 4.0, determining new key and transversal competences for various professional qualifications and levels, reflecting them to concrete and open educational programs (common and field specific programmes), arrangement and procurement of the required equipment infrastructure, human resources, etc.Specific events and meeting with HE institutions, SMEs associations, employees trade unions will be held for this purpose. An innovative curriculum model by the most advanced educational design techniques will be created for competences development. This also thanks an advanced and complete e-learning platform, integrated in DigiWork website, that will be produced by experts in the project fields. Innovative multimedia e-modules and e-exams will be prepared, permitting effective learning activities and the sharing of best practices of each Partners' country. It will gain the necessary knowledge to give the possibility students to increase their competences and give more opportunities to find new working positions or a new well-payed job. The project activities will be always shared with local target groups and stakeholders in each country. All the intellectual results will be translated into the languages of the partner countries. All the involved Partner organisations will increase also their capabilities on the project fields and in the European projects experience."

Industry 4 transforms industries with unprecedented speed. This has an impact on job positions and skill types. As a result, new workforce knowledge requirements are emerging from new technology / Internet of think, Big Data, Collaborative robotics, Virtual and augmented reality, Simulation-digital twin, cloud systems, artificial intelligence-machine learning / forming Industry 4. In dynamics of this development, man has become the weakest link to achieving highly intelligent and efficient production. The high specialization of the worker loses importance and requires interdisciplinary education to work in cyber-physical production systems. And so there are new job positions - worker 4, mechatronics 4 and education systems - Education 4, EE4: Engineering Education 4, Education 4.Unfortunately, the background of the project showed the unflattering state of preparedness of schools to provide new knowledge. The problem is that many teachers and trainers of vocational training do not have sufficient knowledge from the onset of Industry 4, but mainly from the principles and methods of new production operations - smart manufacturing.The priority of the project is to develop educational materials and lessons for vocational teachers as a primary and decisive element in profiling and acquiring vocational school graduates. The output of the project will be four areas of knowledge about Industry 4:1. Examples of good practice in education and implementation of smart manufacturing solutions2. Industry 4 with content focused on explanation of concept and philosophy, digitization, benefits and risks, changes in job positions3. Technology Industry 4 - Lessons aimed at explaining the methods and principles of new technologies4. Glossary, explanation of terms and terms that have been used in the context of Industry 4, such as cobot, digital twin, digitization, personalization, flexibilityThe results of the project will have long-term benefits and high usability in implementing the curriculum of vocational education subjects in schools, businesses, as well as in the broad professional and lay public.

"The Rusos project was aimed at teaching of teachers at secondary and vocational schools in the field of robotics. The topic of robotics has been selected as a priority since, after analysing the use of robotic systems in production in Slovakia, it was found that at the highest level it is used in the automotive industry. The automotive industry in Slovakia is one of the fastest growing within Europe and one of the most important industrial sectors in Slovakia. However, businesses are struggling with the problem of ignorance of employees controlling these robotic systems. The problem is mainly about young, newly recruited, post-secondary graduate workers who have almost no knowledge of the deployment, programming, management and servicing of robotic devices.After a deeper analysis, it pointed out that the lack of robotic information from graduates is due in particular to inadequate teaching in the field of robotics during high school studies. Many secondary schools are not adequately equipped and cannot provide adequate education to students in this area. Also, teachers in secondary vocational schools do not have sufficient and up-to-date information in the field of robotics and therefore are unable to pass on the necessary information to their students.Therefore, Rusos project created an educational system consisting of an ICT learning platform, where on the basis of e-learning are processed current information from area of industrial and service robotics in 20 lessons, whose basic theses are based on basic and latest knowledge of robotics. The second part of education system are 3D virtual models of robotic and automated devices that are categorized into 7 groups: Kinematic Pairs, Robot Drives, Robot, End Effects, Accessories, Business Models, Production Machines, 48 models are created.In project were 7 partners from three European countries: Technická univerzita Košice, KLASTER AT+R Košice, MANEX,Košice, SŠJH Bardejov, Rumunsko- Universita Politehnica Bukurešť, Poľsko- PIAP Varšava, Politechnika Lubelska-Lublin. Project partners cover a wide range of professional robotics, production, education and cluster partners.The impact of project as well as long-term benefits are in three areas: impact on target group ""secondary school teachers"", ""manufacturing enterprises"" and ""students of secondary and vocational schools"".High School Teachers will benefit from project by gaining latest knowledge and knowledge of industrial and service robotics and completing of their own education in this highly attractive, innovative and demanding field. This strengthens their working position, respectively allowing them a career path and possibility of better employment in the labour market.In the long term, from project also benefited production companies themselves, which will receive new employees from ranks of graduates of secondary and vocational schools prepared for robotics. Also, students at secondary and vocational schools receive high-level robotics training to provide them with the latest information on robot deployment, programming and management, giving them a competitive advantage and a better opportunity to work, as there are many businesses in Slovakia, which in their production use robotic technology, especially in the field of automotive production, which is the most attractive employer."

<< Background >>MeMeVET addressed relevant issues working out solutions that impede the free mobility of students and workers in the mechatronics and metallurgical sectors in Europe. MeMeVET is linked to previous European projects which brought to light the needs to ensure mobility, recognize skills across Europe, match education and companies‘ needs. MeMeVET was implemented by 15 project partners from Germany, Spain, Italy, Bulgaria and Slovakia from January 2018 to December 2019.<< Objectives >>The main objective of the project was the creation of a Sector-Skill-Alliance between VET providers and entreprises in the mechatronics and metallurgical sectors in Germany, Spain, Italy, Bulgaria and Slovakia to develop a common VET Curriculum, which promotes an integration of the competences required in these two sectors at European level in order to facilitate mobility. The second objective was the development of an e-card to support the common VET Curriculum.<< Implementation >>A public consultation to assess the needs in the industries and an analysis on the status quo curricula were carried out. From the analysis of the needs and the identification of lack of competences in the existing curricula were developed the training modules at EQF level 4 and 6 according to the ECVET, EQF/NQFs principles. The testing involved students and companies. The definitive courses with teaching materials deployed into the educational platform. Mobility organized. E-Card developed.<< Results >>Project Website; Facebook; Report on Assessment of skills and needs in mechatronics and metallurgical industries in Europe; Report on Status Quo Curricula; Courses and teaching materials for high schools and universities; Educational Platform; Organisation of Mobility opportunities; Delivery of guidelines for mobility; Networking; Creation of the MeMeVET E-Card; Legal documents to adopt and recognize the MeMeVET Curriculum; 30 Agreements signed with Stakeholders; Dialogue with authorities.