New Skills for New Artists (NS4N) addresses an identified gap in the training of musicians and similar performers. To date, the education and training of such people has solely focused on the musical and performance skillset associated in the mastering of a musical instrument (artistic skills). This approach to training musicians has not in essence changed for decades. The advent of the information society, where the market place for musical or performances has now become global, has fundamentally altered the musical industry. Similarly, the marketing of musical, whereas it was paper based less than three decades ago, is now mainly through Internet based media technologies. Music success is now as dependent on technological and business skills (basic transversal skills).A paradigm change has therefore taken place and musicians now face a much more commercially oriented environment in which exist. Embracing of these new changes is very important if a young-adult musician wants to be financially self-sustainable. The project partnership strongly complements the sector needs, with the participation of two music conservatories, an entrepreneurship centre of excellence and a private sector research partner, with strong experience in technological learning and the development of the Cultural and Creative Industries. Together these partners will research and develop targeting training modules focusing on transferring addition new skills to artists to better equip them to become self-sustainable in a fast changing environment.The project therefore addresses fundamental new changes in the training of musicians, equipping them to have a range of non-artistic necessary skills to succeed in the modern musical environment. NS4NA aims at tackling a distinct lack of digital, communications and entrepreneurial and business skills in artists and in particular providing training in business development, e-marketing and digital distribution of works, especially for unemployed and non-professional musicians, independently from their background (whether they are autodidacts or trained musicians).NS4NA aims to enhance the readiness of young artists by creating comprehensive and sustainable modules of interdisciplinary training –combining art, technology and business skills/entrepreneurship− that can be successfully replicated across Europe. In that framework, and according to the needs identified for the sector, the general objectives of the project are to:- Connect artists with today’s tools, opportunities and challenges- Design and test an interdisciplinary training programme that connects business, marketing and entrepreneurial skills with digital skills- Create and set the basis for a sustainable lifelong learning training programme ready to be transferred and mainstreamed in training institutions in Europe.The project's overall outcomes are aiming at:- Increasing digital skills of musicians towards the production and distribution of their work.- Increasing business and marketing skills to musicians, in order to improve the sustainability of their self-employment initiatives and projects.- Promoting innovative practices in music education in general and entrepreneurship education in particular promoting structured cross-border cooperation;- Enhancing quality and relevance of the learning offer in musical education through the development of new training and learning modules in business and entrepreneurial skills - Increasing employability and earning potential for musicians in general. The main expected result is a standardized training programme, available under OER standards and replicable in any European institution offering training in performing arts or business skills. In that framework, the project will produce the following key deliverables (Intellectual Outputs):- IO 1: Benchmarking of the current digital tools and technology in the field of music and the performing arts, and of existing related training materials, as well as protocol of learning targets.- IO 2: Interdisciplinary Training Programme containing 3 Modules:a. M1: Technology for Performing Musiciansb. M2: Entrepreneurship and Business & Project Developmentc. M3: Digital Marketing, Communication and Social Media- IO 3: Final document: Teacher and trainers’ guidelinesFrom a quantitative perspective, in the testing phase of the modules, the partners will train some 90 final beneficiaries (musicians/performers of between 18-30 years old) in Belgium, Ireland and Spain. The results will be transferred to at least 160 intermediary beneficiaries and decision-makers (training, business, cultural, technological, etc. institutions) through multiplier events and communication activities.

In the degrees in health sciences (i.e. Nursing, Medicine or Midwifery), the acquisition of skills for the performance of invasive techniques or procedures (that is techniques that imply the “invasion” of some part of the body with needles, tubes or other devices) depends largely on practical training in simulation rooms. In these rooms, task trainers that reproduce a part of the human body are used. These task trainers are designed to provide as faithfully as possible the sensations that may be experienced when performing the procedure on a real person. However they do not incorporate any further technology beyond the materials with which they have been manufactured. When students practice invasive techniques using this type of task trainers, they make the effort of imagining the internal anatomical structures, something essential in order to perform this type of invasive techniques.The main purpose of this project was to integrate the HoloLens-based Augmented Reality (AR) technology in invasive procedures training, making possible the visualization of internal anatomical structures by the students while they are practising on the task trainers. The main feature of AR is the combination of the visualization of the real world together with the visualization of virtual images. To do that, an AR software, named ARSim2Care, has been developed, supplemented by a Manual of Clinical Procedures and the Educational Material associated with the software; all of these are available in four languages: English, Spanish, Portuguese and Nederlands.The project has been carried out by three higher education institutions, the UPNA in Spain, the ESEnfC in Portugal and the EhB in Belgium, in addition to a Spanish company, iAR. Moreover, the Sant Joan de Deu Campus Docent in Barcelona and the University of Manresa have adhered to the project. Different activities have been performed to complete the development of the different intellectual products, the training of teachers and students and the subsequent dissemination of the product and findings of the project. On one hand, different transnational meetings made possible the coordination of the intellectual outputs and the global management of the project. A total of 18 teachers from the partner universities and members of the technological company participated in these meetings. On the other hand, a five-days workshop was organised focussed on the AR application in the field of health sciences, in which 15 nursing students and 6 teachers from partner universities participated. In this workshop, a preliminary assessment of the functionality of the prototype of the software Arsim2care was performed. Additionally, a virtual workshop about AR and the software Arsim2care was held with the participation of 15 nursing teachers from the partner universities. In this meeting, the training material associated with the software was developed. Lastly, a multiplicator event, which consisted in a “Online workshop about the application of new technologies in Health Sciences Education”, offered the opportunity of presenting information about serius games, AR and virtual reality in Health Sciences Education, and the final results of the project. A total of 136 teachers and healthcare professionals from Spain and Lationamerica participated in this workshop. It should be noted that 50 nursing students from the universities associated with the project (Sant Joan de Deu de Barcelona Campus Docent and the University of Manresa) participated in the final assessment of the prototype of the software Arsim2care. The impact of the project has been important at different levels and for different groups. Numerous written media echoed the project and the project leaders participated in conferences and workshops expressly invited to talk about the project. The students who assessed the software considered that the impact of it on their training may be very beneficial, as it increases their motivation and stimulates their active learning, increasing their interest on the topic under study. Similarly, the teachers considered that the possibility of visualizing the anatomical internal structures during the training of clinical invasive procedures is an added advantage to the traditional training of this subject. In conclusion, this is a way to increase the quality of the training for future healthcare professionals, that will undoubtedly affect the care they will provide in their future professional activity. Indeed, these results will have a long-term benefit on the care offered to patients and their quality of life. The improvement of the technical skills and techniques provided by healthcare professionals should translate into excellent care.

<< Background >>As consumer wealth continues to grow, demand for luxury travel is expected to increase and deluxe destinations will become more common. According to an international study by Kuoni Travel, luxury is also a rising trend, with one in five travelers (20%) seeing it as an important part of their holiday trip in 2020. Up to 37% of Indian tourists and 33% of Danes regard luxury as important. For example, weddings and honeymoons in various destinations are gaining in popularity. The international luxury market has grown in recent years. Even during the global recession that began in 2008, the luxury market continued to grow. By 2025, the market is projected to grow at 4-5% per annum, estimated at EUR 1135 billion. Globalization, the rise in purchasing power and the influence of the mass media are factors behind the continuous growth. As a result of prosperity, more and more consumers and travelers seek and achieve luxury. In the future, luxury will be more about enriching one's inner time and spending time than materialism. New luxury refers to the consumer's experience or feeling. It can mean, for example, individual experiences and experiences that cannot be bought for money . Important elements of a luxury vacation include wellness services and self-fulfilment. Western tourists emphasize experientialism, while wealthy tourists from Eastern cultures continue to attach importance to lavish splendor and decorum.The features of a new luxury trip can also include privacy, which includes sufficient space and escape from unwanted attention, safety and a high-quality environment. Luxury has certain essential factors that must be considered in its production. Luxury always combines top quality with a high standard of hospitality. Excellence is reflected in both the overall service process and detail management throughout the service chain; this can be welcoming guests at the airport, carrying bags or high-quality bed linen. High standards are evident especially in activities outsourced by the service provider, which must be perceived as very safe and at the same time highly individual. High standards and customer-centric, tailored hospitality are cross-cutting features in all service provider activities.Sustainable business is an indivisible part of new luxury, a luxury that stems - in Finland - often from nature. It is not only recycling and environmental issues, but also considering all aspects of sustainable development, such as cultural, social and economic. Tourism as a growing industry in Europe is constantly in need of highly-qualified work force. Therefore, it is crucial for the educational sector to educate and train work force that meets the tourism fields’ needs. Especially the field of sustainable high-end tourism is relying heavily on highly qualified staff in all its areas of operations.<< Objectives >>The objective of the project is to provide the field of tourism in the participating countries with highly-qualified staff able to respond to current high-end customer needs and foresight future development trends sustainably. The long-term benefits of the project include strengthening the regions’ economy, generating new jobs, steady income, increasing sustainable tourism activities, international networking with other high-end tourism providers in online community, new projects, cooperation with partners to develop new services and businesses with other high-end tourism enterprises.<< Implementation >>1. Develop training, learning & internship blended material for sustainable high-end tourism2. Enhance interregional cooperation in developing high-end sustainable tourism3. Increase attractiveness of tourism field by focusing on high-end tourism that promotes quality and sustainability4.Provide tourism enterprises with highly-qualified staff for the execution and development of sustainable high-end tourism products and services<< Results >>R1 Course conceptualization including curriculum development and MOOC outlineR2 Development of MOOC toolsR3 Portfolio of case studies

<< Background >>The European event industry faces several sector specific circumstances which create unique conditions for employees and employers to find one another. There are two main reasons: innovation and mobility. First, being both subject to and a driver of technological change, the event industry is perceived as extremely innovative and inherits extremely short lifetimes of knowledge. This is especially true for the field of event technicians. Learners are often required to update their knowledge immediately after being rewarded their qualification. The continuous restoration of knowledge and skills yields the current situations that employees acquire manifold competences throughout their working life which are neither certified nor validated. As a result, event technicians have difficulties to prove their mastery of latest technology. Employers on the other hand have difficulties to ensure the suitability of their personnel for certain types of jobs. Second, event technician labour force is extremely mobile, working often on international projects or foreign employers. With different understanding about job profiles in European member states, the match of competences of employees to the expectations of employers poses a large obstacle to employment process. These labour market rigidities have excelled with the COVID-19 pandemic and the complete stillstand of the event sector. The shutdown of the industry is putting great pressure onto the business model of established firms and companies. Due to the complete standstill of the industry and the proximity to other industry branches, many professionals have assumed new responsibilities. These workers won’t be available by the time events will take place again – limiting the capacity of the entire industry to deliver high-quality services once events are being planned again.A common denominator of these shortcomings is the importance of non-formal and informal learning. The high degree of learning-on-the job and self-education throughout the working life are inherent to the biography of most employees of the industry. A clear need of the industry is therefore a more flexible education system which takes count of prior learning and which provides for certification processes to make non-formal and informal learning visible. Finally, a common language needs to be established concerning skills and knowledge across national education systems. The answer to these shortcomings must therefore be established on a European level, providing for a structural solution to this systematic problem.<< Objectives >>In order to address these labour market rigidities, PACE-VET will provide significant contributions to the validation of competences in a European context. A common denominator of the shortcomings on the event labour market is the importance of non-formal and informal learning. The high degree of learning-on-the job and self-education throughout the working life are inherent to the biography of most employees of the event industry. The validation and recognition of prior, non-formal and informal learning on a European level via micro-credentials would therefore contribute to a more inclusive, resilient, mobile, and sustainable labour market in a fragile working environment. Following the Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning (2012/C 398/01) as well as the Council Recommendation of 24 November 2020 on vocational education and training (VET) for sustainable competitiveness, social fairness, and resilience 2020/C 417/01, the enactment of transparent recognition processes in vocational education and training supports strongly the intentions of the European commission’s objective to strengthen VET in the EU. The PACE-VET project provides a significant contribution to these objectives by illustrating the practicality of a validation methodology and the provision of digital tools to equip both learners and assessors with the necessary means to credibly and reliably support the validation process. Specifically, PACE-VET aims to implement a validation process of acquired skills through the implementation of a digital, blockchain-based database solution (the Learning Record Store (LRS)) and the use of micro-credentials. This will provide a transferable solution on the example of the event technology labour market, which was particularly affected by the COVID 19 pandemic. The project recognises the importance of lifelong learning in the special labour market of event technology. It complements and extends the two former projects TeBeVAT 1 & 2 and the ongoing project TeBeVAT 3 with the end to pace-up the work done so far: the implementation of a validation process supporting partial certification of competences and the connection of associations and institutional partners from the field across the EU. Ultimately, the project contributes to increases learning opportunities, labour market mobility, structuring and planning of lifelong learning and broadens the perspective on partial certification for VET in the EU.<< Implementation >>The objective of PACE-VET is highly user oriented and is reliant on the active engagement and attraction of stakeholders. The project therefore will involve a series of activities to include end-users, participants, and volunteers in the development process. Further, the attraction of interested parties like educational institutions, chambers of commerce and certifying authorities and the engagement into active discussions and reflection about the needs of the industry regarding the future of education and training in the sector will be a central part of the projects work. To strengthen the involvement and to support the dissemination of these activities, the project will be participating in several international trade fairs from the event sector and hold regular meetings in which experts from the fields of certification and education will be invited. Two major aspects lay out the corner stones of the project:First, the project follows an iterative approach to achieve the outlined objectives. From the requirement analysis (“Pflichtenheft & Lastenheft”), the application development and documentation to the design and conduct of assessment and final credentialization, steps are being planned, conducted, evaluated and repeated if necessary, in order to achieve the best possible result. To ensure that the developed results will meet the requirements and expectations of users and stakeholders close communication and direct involvement. Dedicated activities will be established like expert interviews of learners, educational institutions and certifying authorities, acceptance measurement in the development process, critical analysis in reflection and discussion rounds a supported by the associated partners in a Reflection board.Second, an actual assessment will be conducted. To this end, participants will be brought into the project to test the application, run through the assessment and have their competences in two specific learning fields validated. These assessments will be carried out on-premise in the Netherlands by previously trained assessors, which will prepare and conduct the assessment. Assessors and participants will receive a digital credential certifying the competences assessed. With the assessment carried out, the project will train the first generation of assessors and provide evidence for the feasibility of the partial certification process.<< Results >>PACE-VET will make significant contribution to the validation and certification of prior learning in the context of Vocational Education and Training in the EU. The project will provide substantial advancements in two areas: 1) digitalisation in lifelong learning and 2) providing processes for competence recognition. With the provision of a digital application that is capable to connect to different databases (LMS), ensure unforgeability and trustworthiness (use of blockchain) and integrates features for learners and assessors (via Cloud Computing), large usability potential can be unlocked. The application will provide a currently missing tool that is user-friendly, secure and flexible to use. With a complete front- and backend, that integrate a Learning Record Store via xAPI, learners will finally be provided with means to document their non-formally and informally acquired learning. With the provision of processes that respect a high standard of quality assurance, the suggested recognition process excels currently existing practices. Quality assurance has been proven pivotal in the acceptance of validation processes, rendering the result of the project highly relevant for certifying and educational authorities. The provision of certifications via micro credentials, making use of recent technical and educational innovations, sheds new light into the assessment of partial qualifications.By providing an exhaustive documentation alongside the application and the requirement specification, PACE-VET supports the easy replicability by outside parties and an easier to follow replication of the validation process in other sectors of the economy. Especially the documentation belonging to the application will facilitate developers with an interest to pick up of the LRS to build on existing groundwork, thus lowering the threshold of transferring the process to other sectors and enabling a broader and sustainable usage of the final product. At least the micro-credentials for Light and Sound will not only be developed but also demonstrated and validated in an assessment activity. With the validity of the validation process proven, further credentials can be developed for the event technicians, and the concept can be exported entirely to other sectors. With the finally developed Best Practice Report at hand, other interest groups will have a concise guide at hand to understand the work steps which have been done from start to finish of the validation process.Finally, assessors will be trained and facilitated to carry out on-premise assessments of competences in the realm of event technicians. These assessments will provide participants the opportunity to test the developed app, to record their nonformal and informal learning and to receive support throughout the validation process. In the end, assessors and participants will receive digital badges which are unforgeable and proof the functioning of the certification process. These badges represent the successful award of a micro-credential and proofs the acquisition of skills, knowledge and competences. In general, the project takes count of the needs of an industry that is in a precarious situation. The involvement of several associations as partners and associated partners will contribute to an even stronger cooperation among the event sector on a European level. Steering and disseminating good practices in education and training and collaborating on the enactment of common structures across national borders to improve needed transparency and mobility. With the large partner network, a wide number of stakeholders can be reached, sensitised and sustainably connected.

The timely recognition of a cardiopulmonary deterioration in hospitalized patients can allow the prevention of potentially fatal complications, such as a state of shock and a cardiac arrest. Nurses’ clinical judgment, which refer to their interpretation of patients’ clinical state, is essential to recognize a cardiopulmonary deterioration, to limit the intensity of care needed to respond to it and to avoid the occurrence of complications. However, a lack of knowledge about cardiopulmonary deterioration signs and a lack of confidence of nurses in their clinical judgment undermine the early recognition of cardiopulmonary deterioration signs. Serious games (SGs; learning games) are electronic learning tools with the potential to enhance users’ competencies. SGs combine experiential learning (through its virtual simulation dimension), with problem-solving learning (through its gaming elements, such as taking on a challenge or solving a problematic situation).To innovate, the project “COEURious G@me”, proposed as part of the “ERASMUS+ : Strategic Partnerships” call for proposals, mobilizes the contributions of four partnered European universities (France, Spain, Belgium), including the expertise and the experience of a Canadian university, to develop and deploy a serious game for nurses and focused on the cardiopulmonary evaluation of patients. This project is part of the continuing education of nurses to enhance their practices and develop their competencies. The proposed project is highly federative, as it combines the contribution from academic faculty members and collaborators in four countries, clinical experts, target users (i.e., nurses), as well as software developers.The objectives of the project are as follow:1.To develop a prototype in French of the serious game “COEURious G@me” and its user’s guide, based on a transnational catalog of nursing competencies to be validated regarding the cardiopulmonary evaluation of patients (first year);2.To propose COEURious G@me, a multilingual serious game (English, Spanish, Dutch) and its user guide (second year);3.To deploy “COEURious G@me” to 1200 nurses working in the health institutions affiliated to the five universities collaborating to this project in France, Spain, Belgium, and Canada: Aix-Marseille Université, the Universidad Pública de Navarra, the Université Libre de Bruxelles, the Erasmus Hogeschool Brussel, and the Université de Montréal (first to third year);4.To disseminate the results of the project through publications and during national and international events.This project aims at supporting the adoption of innovative approaches as well as the adoption of digital and educational technologies with practicing nurses, at developing partnership that support the creation and the implementation of internationalization strategies between universities and professional and continuing training institutions, and at supporting nurses and the members of the team project in the acquisition and development of clinical and digital competencies.A steering committee, composed of project representatives for each partner, will meet during five transnational meetings (four in Europe and one in Canada) planned during the project, and by videoconference each trimester. This committee will ensure the smooth running of the project activities, the meeting of the projected deadlines, and that necessary adjustments to the project are made depending on the specific context all partners. Various quality and performance indicators have been identified and will be monitored, such as nurses’ satisfaction and acceptability of the serious game the level of nurses’ knowledge and confidence regarding the recognition of cardiopulmonary deterioration signs.The project will be completed with the dissemination of results through publications in professional and scientific journals, and at national and international events. An international colloquium will be organized at the end of the project, with online broadcast among all partners, to present the result of the “COEURious G@me” project.