"Background informationThe forest owners’ profiles and practices are nowadays in full evolution, all over Europe: how to meet their needs, thanks to the new information and communication technologies? This is the key question that structured a first eforOwn project (2012-2014), and revealed that these owners expect simple, attractive and modern self-training tools; in the same time, the trainers and teachers wanted to see their pedagogical approaches evolve and use the same type of tools to support their tasks. It is in this context that the eforOwn+ project was born.Objectives of the projectThe main objective of eforOwn+ was to provide forest owners in France, Belgium and Spain with free access to educational resources on the Internet. These resources were intended to be and were designed to also serve the needs of forestry students, as well as teachers and trainers who wish to integrate them into their technical and pedagogical practices. Number and profile of participating organizationsSeven organisations were involved in eforOwn+, two in Spain, two in Belgium and three in France: in each country one forest development organisation and one educational institution were partners ; in France was also added as partner a public organisation in charge of e learning in the agriculture and forestry sector, that supported the whole partnership, on pedagogical and editorial engineering issues. Description of the main activities implementedThe main activity of eforOwn+ has been the production of educational resources: slideshows, fact sheets and videos for three levels - or their equivalent at the European level: A (novice owner, level 4- upper secondary), B (intermediate owner, level 5 - bachelor) and C (expert owner, level 6 university). Of the 85 resources planned, 75 have been produced and are available on line, accessible to all on the the project partners’websites . These resources include 28 slideshows, 39 fact sheets and 8 videos. The list of resources evolved during the project in order to best meet the target audience’ expectations and to avoid redundancies between several resources. Of the 75 resources, 69 are available in French, 23 in Spanish and 10 in Catalan (as of 23.07.2019, Rosa's translations are missing, see with her what she can do by 1 September). Two resources are also available in English to allow for a wider dissemination and to interest future partners in joining the project. Results and impacts achievedAt local, regional and national level, the impact for the beneficiary audiences is essentially, for forest owners, a better appropriation of the knowledge and know-how necessary for the implementation of sustainable forest management, and, for students in the forest sector, the improvement of their learning and future professional practices; for the target audiences (trainers and teachers), the improvement of skills in the design and use of distance resources.Long-term benefits The ""eforOwn"" brand has been registered with the European certification body EUIPO and is awaiting validation (approximate date of registration and publication of the brand: 10/10/2019). A post-program charter has been drafted and signed by all partners in the eforOwn+ project. This charter sets out the post-programme action modalities ensuring the long-term anchoring of the partnership, as well as the common process of production and dissemination of resources: the resources produced during eforOwn+ will be monitored to be regularly updated; new resources may be produced and will benefit from the eforOwn brand, following the decisions of the eforOwn Liaison Committee which will meet once a year. Other partners may join the Liaison Committee and use the brand, in accordance with the terms specified in the post-program charter and following the decisions of the Committee members."

Food packaging is at the centre of current and future challenges. During the last decade, the opinion about disposable food packaging shifted from technological progress to the chamber of horrors: the first source of chemicals in food, a source of microplastics, a cause of marine litters, a drain of non-renewable resources, and a source of CO2. European and national environmental protection policies have scheduled the phasing out of single-use plastics, including several ones for food contact. Food packaging is central in the circular economy promoted by the Directive (EU) 2019/904. New practices such as plastic recycling and reuse needs to be disseminated according to existing regulation (282/2008/EC) and the evolution of knowledge. Furthermore, it is recognised the positive contribution of food packaging materials and solutions in the prevention of food loss and food waste along the supply chain. Education programs should be reshaped to accelerate the transition to sustainable production and boosts innovation: new disposal infrastructures, waste sorting, composting and biodegradation, new sourcing, supply chain optimization, new engineering methodologies, mathematical modelling and simulation…The concept of mixed learning and training on food packaging issues was developed and deployed as part of the FitNESS project “Food PackagIng open courseware for higher Education and Staff of companieS” (ERASMUS program, contract 2017-1-FR01 -KA202-037441). The FitNESS project consortium includes partners (TUM with its partner Fraunhofer IVV, AgroParisTech-INRAE, ACTIA-LNE, AgroSupDijon / University of Burgundy, UCP Biotechnology College of the Catholic University of Portugal, UZAG PBF / University of Zagreb, IATA- CSIC (Spanish National Research Council / Institute of Agrochemistry and Food Technology), who have participated in the bulk of collaborative research programs across Europe on the safety of packaged food, development and application of new packaging materials and recycling of materials in contact with foodstuffs. The proposed FitNESS training content thus contributes to disseminating the state of the art and transferring new approaches to professionals, students and teachers in Europe and worldwide.The concept of FitNESS is based on three pillars:- Validated content (quality, thoroughness and openness) covering all the essential aspects of food packaging at two levels (novice basic and advanced);- An open-source distribution format, which can be read on any terminal and even as a PowerPoint replacement for teaching in classrooms. All interactive and non-interactive WEB documents are supported and can be run with or without a server.- A search engine adapted to mixed education.The FitNESS project thus created the largest free online platform (2-3 months of training, > 80 lectures, 1 book, ~ 3000 fully searchable slides, > 30 interactive activities, 48 hours of recorded videos) on training on the food packaging (platform link: https://fitness.agroparistech.fr/) and a common repository for the development of new educational content and online resources (databases, software, etc.). One of the objectives was to encourage learning in different disciplines in order to transfer the skills and knowledge of experts and distinguished teachers in food science & technology, packaging technology, materials science, toxicology, mass transfer and thermodynamics. The material covers emerging topics such as different packaging materials, their production and characteristics (metal, glass, paper, plastic, biodegradable and bio-sourced materials, nanomaterials etc.) and technologies (such as active and intelligent packaging), recycling issues, safety of packaged food, by design, optimal packaging design, life cycle analysis, risk assessment, molecular modelling of permeation and migration processes etc., via online databases in addition to calculation tools.The online platform offers a wide variety of highly interactive online courses, webinars, quizzes, case studies and references. The material is organized to suit the program levels from basic to expert and is suitable for different target groups (including students, teachers as well as industry professionals). The platform works online on any screen (laptop, smartphone, tablet), but it can be fully downloaded to work offline in low bandwidth areas (e.g., in developing countries).The content is accessible from anywhere via a web page via a smartphone or a computer. It was used to maintain the continuity of education during the COVID-19 epidemic not only for project partners (~ 1,200 students, ~ 200 professionals) but also for students and external interns all others interested in food packaging issues.

The QUAKE project involves a strategic partnership between seven partners from five European countries (Belgium, Bulgaria, Spain, Ireland and France) aiming to develop the capacity of VET teachers in the implementation of ECVET, thereby responding to different European priorities in the field of VET.The implementation of ECVET through the project in several VET institutions will mean that learners may have learning outcomes which they have achieved in other countries, whether in formal or non-formal contexts, evaluated, validated and recognized as part of their VET programme. The project will engage and work with VET providers (settings, schools, centres) in the design, use and development of ECVET in their programme provision at a regional, national and European level.The objectives of the project are:- Carry out and review the current state of play in ECVET implementation in the five countries of the partnership;- Plan and implement ECVET in several VET settings ;- Design and deliver a program of training for teachers, targeting their knowledge and skills in ECVET ;- Write and publish a methodological guide to help schools and teachers to implement ECVET .To achieve these objectives, the partners have organized a range of activities using a project management approach. Once various procedures, schedules, roles and responsibilities for each partner have been established, the project will carry out a review of ECVET implementation to date, conducting a needs analysis needs of schools and teachers in the use of ECVET. Certain VET modules from agriculture will be chosen as the basis for a trialing of ECVET between the VET institutions. A programme of training for teachers will then be developed incorporating ECVET supports for the design and assessment of units of learning outcomes, and certification. Once the first training programme for teachers has been put in place, the mobility of students will be organized, and subsequently evaluated through a survey of participants. This will be followed by further professional development (both onsite and online). A methodological guide for teachers will be prepared in the final stages of the project and then published.The work of the project will be supported by contributions from national ECVET experts, and will incorporate various internal and external quality assurance activities. This will ensure appropriate compliance with agreed schedules, including the regular production of technical and financial reports by partners. Three transnational meetings are planned per year to carry out the work over the 36 months. In addition, national dissemination seminars for the presentation of the work done (reviews of existing practice, needs analysis, methodological guide, training curriculum, and other tools) will enhance the dissemination of knowledge. Dissemination will be an important part of the work and will be supported through the use of a project website, social media, digital publications and video thumbnails. The final dissemination event will be a European conference in Paris in 2017. This will be the last step before submission of the final project report.The development of teacher knowledge and the capacity of VET settings is essential for a better implementation of ECVET. The ECVET methodological framework which the project proposes on learner mobility and teacher development for the use of ECVET will support a greater use of ECVET and improve outcomes for all, whether for schools, teachers or learners. Thus, the Quake project targets not only learner mobility and permeability between education and training systems in Europe but also, and especially teacher professional development and the engagement of VET institutions.