<< Objectives >>The main reasoning behind the SkillsComp project is to transfer the idea of skills competitions from the international level to the local/regional level by preparing VET teachers and professionals from various industries to use skills competitions as instruments to innovate VET and answer the needs of contemporary entrepreneurs who are struggling with the lack of qualified employees. We believe that skills competitions can make VET attractive again.<< Implementation >>SkillsComp project results intend to support institutions from the VET ecosystem to organize vocational skills competitions based on WorldSkills format. By implementing innovative educational resources, practical test projects, and new methodologies we will convince school staff and experts from various industries that it is worth investing in young people and organizing practical skills competitions.<< Results >>The intended result of the SkillsComp project is to create a synergy between VET schools and businesses to support education of young people who choose skilled careers. We would like to achieve that through organization of vocational skills competitions based on WorldSkills format. Relevant documentation, procedures and staff preparation will be delivered to achieve our goals. The driving force of the project is to increase the attractiveness of VET.

These days online courses/training have become extremely popular, due to coronavirus and social distancing. While more and more institutes and companies offer courses online, a vast group of VET institutes and trainers stay away from such methods, mostly due to the belief that online learning may not be as effective as classroom training, the infrastructure required to deliver online courses is costly, the transformation of course content into digital online interactive content is time consuming, there is a lack of skills in the organization to switch to online course delivery and so forth.But the reality is that more and more learners taking up c-VET or i-VET, find a lot of advantages in online learning. They wish to take a course from the comfort of their office or home, at the time of their choosing, with the option to choose only topics that they need.As we are moving more and more towards a digital era, while globalization is an undisputed fact, VET SMEs (small-medium enterprises) could take advantage and could promote non-formal initial and continuous VET in the global market.There are thousands of Open Source software and tools to choose from in order to create interactive content without the need of costly software, and infrastructure or coding. Even so, converting course materials to online digital interactive courses can be time consuming since a trainer (who may also not be very ICT literate) needs to research for the right tools/software in a vast market of free or low cost open source software, evaluate them, master their usage and then transform the content into a digital interactive content. Moreover, in most cases, open source software are not well documented, you may find fragmented information on the internet on how to use them and a lot of trial and error is required until you figure out how they work. Additionally, it is common that not one tool can do the job. Many tools may be needed in order to achieve the desirable results. Not all tools can work together or be compatible. Testing is needed for compatibility issues and this can be extremely time consuming.Finally, converting course contents in an interactive digital online content may seem trivial, but it is not. There are rules to adhere to, in order to make the course appealing, easy to follow and interactive enough to deliver results. Also, enabling gamification on online courses can make the learning experience more appealing to learners. Time and human resources can be considerably minimized if VET institutes and trainers have access to a complete framework for the development of interactive, gamified courses by using open source or low-cost plugins and software.i-CONTENT aims to serve Trainers and VET providers (mainly SMEs) delivering non-formal initial and continuous VET courses who wish to transform the typical classroom led course delivery into an online interactive gamified learning experience (asynchronous and synchronous learning) allowing them to meet current market needs and enabling them to target the global market. i-CONTENT aim is to: 1.Establish a comprehensive framework enabling educators to transform courses into an online gamified interactive experience2.Capacitate educators to transform classroom led content into digitalized interactive content for synchronous and asynchronous learning3.Capacitate educators to adapt traditional teaching methods into dynamic online asynchronous learning content by using open source LMS and gamification techniques4.Enhance the use of gamification in Online Courses5.Promote synchronous and asynchronous Learning in Europe6.Enhance access to quality learning for disadvantaged groups and people living in rural areasi-CONTENT delivers the i-CONTENT platform (IO5) which will serve as a one stop shop for VETs and Trainers wishing to develop online interactive gamified courses. The Platform includes a guide for the design an online course, 2 toolkits with a wide variety of possible tools, training manuals and guidelines on how to make the course interactive and gamified (IO2-IO34), an online interactive gamified course (IO4). A final publication will be produced which will document the partners’ experiences and best practices.The expected impact and long term benefits are::1)Improved skills of trainers in the development of interactive and gamified online learning experiences2)Increased online course delivery in Europe3)Improved quality of online learning (synchronous and asynchronous) 4)Gamification incorporated into the learning process and transformation of E-Learning into a motivating and fun experience 5)Provision of easy access to learning opportunities for all with emphasis to disadvantaged groups and people living in rural areas6)Provision of low-cost learning opportunities enabling the uptake of courses for low-income learners. 7)Improved access to the global market for VET and trainers8)Better education across Europe

"CONTEXT: The idea of the CULT_Risk project came from the fact that nowadays there is a time of huge migration to Europe. People from the Middle East and Africa come to Europe for a better and easier life. It causes that in a near future these people will be employed by ""national"" organisations. It can cause a lot of misunderstandings between workers resulting from the lack or insufficiency of cultural competencies or skills how to cope with cultural risks in the organisation. OBJECTIVES: The objective of the project was to identify the cultural risks in the organisation, and to develop methods for how to cope with cultural risks in order for the organisation to operate as efficiently as possible. Moreover, the objective of the project was to raise awareness on cultural risk and to improve knowledge and skills through the design of the on-line training both for the staff of managerial and lower levels, which work in multi-cultural organisations. The aim of the course is to educate the target group on how to cope with the cultural problems occurring in the organisations and how to behave in order not to be socially excluded in the organisation.PARTICIPANTS: The project assumed direct and indirect participation c.a. 1000 people - people directly linked with the organisations, who are the partners in the project; people working in different organisations, who have everyday contact with people of different cultures and who can identify the cultural risks in their work.ACTIVITIES: The following activities were undertaken: three transnational project meetings (Cyprus, Latvia, and Italy), comparative research analysis on risks occurring in multicultural organisations (O1); comparative analysis on competencies needed for the staff in multicultural organisations - development of a competence map (O2); development of the training content for acquiring competencies enabling to eliminate or minimise risks in the multicultural environment (O3); methodological handbook and training course plan for adult educators (O4); CULT_Risk on-line platform (O5). Moreover, the multiplier events were organised and the dissemination activities were undertaken during the whole project lifespan.METHODOLOGY: The methodology in the CULT_Risk project assumed that the main responsibility belonged to the coordinating institution (Łukasiewicz - ITeE), which supervised the level of the performance of all tasks. In regards to the individual tasks, they were adequately divided into partners. The research methods used for the execution and completion of tasks included among others literature review, document analysis, case studies, discussion panels, discussions with experts, interviews, and surveys. In the meantime of the execution of the project the transnational meetings were organised, however, the partnership did not manage to organise all five planned transnational meetings. Due to the COVID-19 restrictions, only three meetings were organised, but this situation did not influence negatively the correct completion of the tasks.RESULTS: The main results obtained in the CULT_Risk project were strongly linked to the outputs: comparative research report on risks occurring in multicultural organisations (O1); comparative report on competencies needed for the staff in multicultural organisations. Development of a competence map (O2); the training content for acquiring competencies enabling to eliminate or minimise risks in the multicultural environment (O3); methodological handbook and training course plan for adult educators (O4); CULT_Risk on-line platform (O5).IMPACT: The CULT_Risk project has the impact on different target groups: (1) employees and employers: improved awareness on the necessity of acquiring cultural competencies; broadening of horizons to see the bigger picture of the benefits from having and improving cultural competencies; improved employees satisfaction and motivation to work if they are able to solve any cultural conflicts, which can occur; interest and curiosity of cultural difference in the organisation society; (2) the organisation: changed the ethos and atmosphere within the institution, trigger changes in employers and employees and their views on cultural diversity and the need of deepening it.BENEFITS: The use of the developed educational materials and the knowledge on the issues linked with cultural risks in the organisation enable to avoid risks that can occur in the organisation and to ensure high efficiency of work. The benefits are also linked with the cooperation between partners' institutions. Some of them submitted other projects related to the cultural aspects in the organisations (ERASMUS+, Horizon 2020)."

RenovUp project results from an observation made by professionals in the construction industry: the current training facilities for site managers and team leaders do not take sufficient account of the specificities related to the renovation of buildings and its various constraints. There is a real need, confirmed by companies and professional federations in the partner countries, to reorient them in terms of objectives, content and methods of learning, in order to enable the targeted learners to strengthen their capacity to better understand the renovation as a whole, to foresee and plan the related specific interventions, to better communicate and convince in complex situations on these sites.In order to achieve this objective of professionalization the targeted audiences in the countries of the partnership first, then beyond, 5 partners from 5 countries have come together to design a model of repository to meet the evolutions of these two functions, declinable in national schemes, consistent with the priorities, contexts and resources specific to each partner country.This project brings together experienced and complementary partners in the design and implementation of professionalization schemes for managers, technicians and construction workers: 3 national and regional networks of vocational training (initial and continuing) in the building trades in France (CCCA-BTP), Italy (Formedil) and Spain (FLC Asturias), a recognised technological and pedagogical research organisation in Poland (Lukasiewicz ITE Network) and in Greece, a professional federation of the sector, also advisory body (Pedmede). A systemic approach, based on cooperation with associated actors (national, regional and local) involved in the fields of guidance, vocational training and recognition of learning outcomes (formal and informal), will be implemented. This cooperation will enable the following projects to be carried out for site managers and team leaders of building renovation projects:•A transnational model for positioning, coaching and professionalization, mainly based on training in working situations in the company, supplemented by training modules in training centres, as well as by e-learning.•Transnational schemes for:oThe evaluation and recognition of learning outcomes with Open BadgesoThe training of teachers, trainers and masters/tutors preparing for the accompaniment and training of the targeted audiences.•Implementation of a transnational strategy for the positioning, support and professionalization of targeted audiences.This three-year project includes conceptualization, implementation, in situ experimentation and evaluation of results. Ongoing and final productions will be supervised by National Expert Groups (NAG) and subject to an ongoing evaluation. 6 biannual transnational seminars will have to validate them, to ratify any adaptations if necessary and to promote the dynamic of the communication and dissemination of the results.RenovUp will allow the evolution of the design of professional development of targeted audiences, more individualized and more based on the formative exploitation of the real work situations of the learners. The partners also want the skills acquired to be clearly identifiable, and their recognition and validation to be effective.With 3 well-identified impacts, declinable at national levels, this project will meet the expectations of SMSE in terms of the skills development of the targeted audiences:•Real and measurable strengthening of education and professional partnerships established locally, regionally, nationally and at transnational level to meet the expectations of the enterprises concerned in a sustainable and satisfactory manner (especially SME) in terms of their site manager and team leader skills in building renovation•Better integration of work situations training into individual professionalisation projects, creating lasting links between in-company training, vocational schools/training centres and e-learning,•Systematic integration of environmental and climate objectives, as well as constantly evolving OSH standards, into the management of work sites and teams on the work sites concerned.

The project is aimed primarily at supporting the promotion of vocational education and training. It will seek to motivate young people to learn a profession, inspire an excellence in skills and introduce youth to a variety of skilled careers available on the labour market through participating in national skills competitions.The project will be particularly devoted to preparation of an organisational model of the national skills competition in the construction industry, which will not only promote the power of skills but it will also serve as means to select national champions to compete in the international EuroSkills competition - a spectacular promotion of the professions, held every two years in one of the WorldSkills Europe member states.The partnership will seek to develop, transfer and implement innovative practices, as well as joint initiatives promoting cooperation and exchange of experience at the European level by promoting skills competitions as instruments to innovate vocational education programs in order to meet the European needs of today.Diverse institutions form the partnership will enable to share different experiences and specific expertise and achieve high quality results through the transfer and the exchange of information and best practices regarding the development of a common model of the national skills competition in construction industry. WeRskills project consortium was properly selected and includes 5 institutions from 3 countries: Poland (PL), Hungary (HU), and Cyprus (CY). Partners have been chosen according to the project's aims and the expertise needed. They represent different culture and traditions of vocational education, construction industry as well as assure geographical diversity of the partnership.The results of the project will have a contribution to the development of skills and qualifications of young people who will pursue technical and technological professions towards a skilled career and future. The results are primarily directed to national skills organisations, training organisations and educational institutions, young employees and entrepreneurs in construction sector, construction industry producers and employers’ associations, VET students, teachers and trainers, and local and central authorities responsible for vocational education and training. Planned results/products of the project are:1)Report on the identification of good practices related to the organisation of national skills competitions in partner countries on the basis of the construction industry 2)Skills tests for construction and building technology including assessment criteria, and expert/trainer requirements designed for national skills competition3)National skills competition pilot testing activity in Poland4)Best Practices Guide with advice on preparation of experts and competitors for international skills competitions 5)E-platform for the exchange of knowledge, experience and good practices among the national skills organisations, competitors, skills experts and businesses involved in national skills competitions.6)Publication on good practices and outcomes of the project with recommendations for local and central authorities regarding organisation of national skills competitionsWeRkills project addresses the international question of work mobility and in the long run it may influence the mobility and competitiveness of young people on the European labour market. The project may also be a source of knowledge and good practices for countries aspiring to become WorldSkills Europe members. It may facilitate the development of national/regional/sectoral skills competitions and greater involvement of newcomer organisations in EuroSkills. Finally, WERskills project promotes the idea of Lifelong Learning on local and national levels by inspiring school-aged youth, young employees and entrepreneurs to take part in a stimulating learning experience, as well as helping to develop the education and training sector across Europe.