"<< Background >>In the partner countries there is a striking number of bottleneck jobs within the logistics sector. According to the sector, there is an obvious mismatch between the profile of jobseekers applying for these jobs and the profile requested by logistics companies. Companies tend to find few suitable candidates because the specialised knowledge can only be acquired in a logistics company or through thorough practical training as part of an educational programme. Logistics regulations are very comprehensive, complex and constantly evolving. High quality requirements are also set, such as experience, communication skills, multilingualism, flexibility, multitasking and stress resistance. Negotiating talent, the right attitude and a sense of responsibility are often breaking points. Companies encounter difficulties finding the right candidate because they continuously ask for highly skilled profiles. If they do decide to recruit semi- and unskilled workers, they have to train them internally on the job, which means a large investment in resources and time.Emerging sectors, like the logistics sector, require skills that are not yet taught in a practical way within European VET education. That is why, within the modernisation of the third degree in Belgian secondary education, the double finality ""Internationale Handel en Logistiek"" will be launched from September 2023 onwards. This double finality prepares students for either further education in an HEI or employment in the logistics sector. One third of this new training will have to consist of practical training. By the end of this project we will have a work based training programme for logistics, that matches the new educational objectives for the 3rd grade of secondary education, approved by the Flemish Parliament on 10 February 2021. For the Spanish central office, as well as their VET school, implementing logistics PEs also means a new specialised target group that will be better prepared for further logistics training in HEIs or for a job in the logistics sector. They too experience how the quantitative and qualitative shortage on the labour market causes vacancies to remain unfilled or even cease to be advertised. In addition, the sector has a large ageing workforce. This will mean a large outflow in the coming years. This requires an influx of new professionals into the sector. As a result, the demand for these profiles will increase in the coming years.For the global PE network, EUROPEN-PEN International, it would be an enormous added value to create an innovative model for a logistics PE that can subsequently be implemented in all other member countries of the association.The role of the HEI and real companies in this project, is to ensure that the programme is effectively oriented towards further education and/or employment, and of course provide the necessary input to make the programme as successful and up-to-date as possible. We count on them for input on global logistics trends, such as digital transformation, supply chain visibility, collaboration and green logistics. Both would benefit from well-trained junior employees/students that have learned and practiced the technical and transversal skills in a safe international environment where they can gain a wide range of practical experience.A number of transitions, especially technology-driven ones, are having a major impact on the transport and logistics sector. There is also a need for trainers who have been introduced to these technological innovations in a very practical way. In our project we will monitor these technological innovations and integrate them into our PE model, as well as our training for trainers.<< Objectives >>The aim of our project is to develop a work based learning programme that prepares European VET students for an advanced logistics education in HE or for a job within a logistics company. To increase inflow from experienced VET students into logistics HE programmes and companies, we want to implement the practice enterprise (PE) methodology in logistics educational programmes and set up pilots for logistics PEs in VET schools in the partner countries. By using the PE methodology we are certain that this project can reduce the mismatch between the skills people are taught and the skills needed by the sector. A PE is a student-run company in an educational setting that operates like a real business and silhouettes a real enterprise's business procedures, products and services. Under the guidance of a trainer and business mentors, students in PEs engage in business activities, both nationally and internationally, with other companies within the global PE network. Today, more than 40 countries and 7000 PEs globally are part of EUROPEN-PEN International, the worldwide network (https://www.penworldwide.org).To do so, we will first of all inventory the key competencies and skills required by logistics companies and determine how they can be trained and integrated in the PE concept. For years the PE network has been committed to focus on the quality and relevance of skills, so they meet the need of a rapidly changing labour market. Now we want to extend this methodology to other sectors than the ones we have been working on for the past 25 years (administration/ commerce/ finance). With this project, we will renew an existing concept by making it suitable for a new sector, and offer very business-realistic training that fit seamlessly with the trainee's future internship and/ or job in a logistics company.We want to ensure that VET students are better qualified. Because of this innovative method, the trainer will be able to steer them very well in terms of further study choice (specialisation) and ultimate job target (employability). Using the PE concept will lead to higher job satisfaction for trainers, greater motivation for trainees and an increasing popularity of the logistics programme in VET schools and HEI.This project will bridge the gap between job market and (future) jobseekers in the logistics sector, but also between the classroom and real training at a workplace. It brings a realistic working experience into the logistics VET programme and realises synergy between education and the real working field. This project aims to offer companies well trained junior employees that have learned and practiced the technical and soft skills needed in the logistics sector. It’s about getting people ready for employment and it’s about providing a growing industry the workforce they need, but cannot find for the moment. We believe that this is conform with the EU Commission’s view on how education can be a lever for economic and regional development and at the same time give young people good perspectives on sustainable employment.The logistics PE will offer real-world work experience for trainees to put into their CV. They will communicate with native speakers but will also be confronted with differences in company cultures and international regulations. They will have international opportunities to engage with other PEs to create a realistic transnational logistics experience. They will have the opportunity to complete the logistics process, linked to orders, from A to Z, an opportunity they often do not get during Work Based Learning (WBL) in a real company due to the risks involved for the company.Our final goal after this project is to implement the logistics practice enterprise in other institutions that offer logistics training programmes. Therefore we will create a model that can be used not only in the partner countries, but also in other countries that are member of EUROPEN-PEN International (40+ countries).<< Implementation >>The activities are planned with the objective of setting up pilot practice enterprises for logistics, and will be developed with the participation of all partners but some of the specific activities (work packages - WP) will be undertaken by teams of partners, as milestones in the global project: - WP 1 Management and Implementation- WP 2 Research on professional qualifications and attainable job targetsWe want to identify the employment possibilities, i.e. which logistics career goals are attainable, after completing an education in ""International Trade and Logistics"" in a secondary VET school. As this prepares students for either further education in an HEI or employment in the logistics sector, we also want to explore their possibilities on the labour market if they have a diploma in higher education in the logistics field.- WP 3 Definition of skills required by higher education and the labour market The project aims to create a strongly expanded supply chain part within EUROPEN-PEN International by comparing educational and professional qualifications frameworks for these specific logistics profiles in different countries, by comparing the key competencies and skills from these qualifications to the real needs of the labour market. This will be done through consultation with HE professionals, real companies in the logistics sector and a thorough job vacancy analysis.- WP 4 Creation of a model Practice Enterprise for logistics & WP 5 Implementation of software/tools The following objective within this project is to set-up a common curriculum using the PE methodology for logistics profiles in VET in the different countries. We will investigate necessary measures to adapt the current methodology to logistics training programmes by inventorying processes, workflows, software/tools as well as non-technical skills required by the sector, and create a future proof model for logistics PEs. - WP 6 Training for teachers For teachers in the different participating countries we will create a train the trainer and accompanying manual to make sure the teacher masters this new methodology. This training will offer an immersion into all aspects of the practice enterprise, so that trainers are able to manage PEs, evaluate students, but also make the necessary adjustments in the learning path of each individual.- WP 7 Set-up of pilot Practice EnterprisesAfter our research and preparations, we will set-up a pilot Practice Enterprise in each participating VET school offering logistics training programmes in the different countries. These pilots will perform the logistics tasks linked to the commercial transactions (purchases and sales) within the global PE network, paying attention to the technical and transversal skills required by the labour market. All of these activities will be done through consultation with the HEI, real logistics companies and Logos, the Flemish sectoral training fund for logistics (https://www.logosinform.be). Connectief is in charge of the project coordination, so by definition for the coordination of the work carried out by the different partners. Connectief will focus on the objectives, the expected outputs and results as well as the global execution of the project. The outputs result of a set of activities developed from a rigorous planning that provides for specific development and deadlines for these activities completion, as well the responsibility of each partner. Their achievement will be monitored through collaborative digital tools throughout the project. The activities are listed in the work packages that will partly overlap in time. During the project there will be 4 transnational meetings and 2 official online meetings. All project partners will participate in these meetings. Additional online meetings can be organized for issues that need to be discussed (e.g. between WP teams), to present interim results, allow for feedback and ensure that deadlines will be respected.<< Results >>Five project results are planned: - PR1 Benchmarking and Analysis ReportThe Benchmarking and Analysis Report produces a document reporting a general overview of the main outcomes and findings of benchmarking and best practices for currently used practical logistics training in partner countries and across the current PE networks. The main aim of the analysis consists in determining and defining indications for the most demanded logistic profiles and developing a common training methodology to implement logistics training in the PE approach in partner countries, also having in mind a EU perspective.- PR2 Implementation Guide and MaterialsThe guide is conceived as an operating tool supporting VET schools providing logistics training within the PE, to cooperate in arranging and implementing the methodology within a school context. With regard to this purpose, the guide consists of two main parts: The first part concerns the general indications and describes the methodological framework for the implementation of logistics training in the PE, in terms of ICT and vocational skills delivered and acquired, characteristics of technical staff within schools that will manage the PE logistics programme, the learning environment, connection with relevant guidance and training paths to foster ICT and logistics skills, connection between the PE and logistics programmes. The second part concerns the specific settings where the PE logistics learning methodology is realised within each partner country. Each partner involved in the project enhances the general framework described in part one, according to the specific needs and characteristics of target students and their didactic background.- PR3 Trainers TrainingThe main objective of the trainers training action is to facilitate the teachers/tutors work regarding the logistical simulation activity and to develop the necessary competencies for planning and running Logistics PEs.- PR4 Practice Enterprise Piloting ExperiencePilot experiences will be realised within the Belgian and Spanish VET schools involved as project partners. According to the guide and teachers training, the national central offices for PEs assist the schools in organising and implementing the PE logistics training piloting.- PR5 Piloting Evaluation and ReportThe report on testing contains not only general and comparative conclusions on the results of testing as carried out in the piloting schools, but, outlines indications for the improvement of the learning methodology and suggestions for sustainability and transferability of the Practice Enterprise logistics learning approach within the school programmes and also in other school contexts. The comparison among the testing results of pilot experiences is useful to give an added value to the project’s outcomes and final validation of the guide.Real companies will get to know the PE concept and be able to share their knowledge. Real companies will be able to recruit graduates who already have a solid practical and inside knowledge. Students will benefit enormously of the skills upgrade and gain self-confidence through extensive practical experiences.Project outcomes can be disseminated and mainstreamed to VET schools within the national network in each country, but also in other countries that are member of EUROPEN-PEN International. Project results will continue to be disseminated after the end of the project through cooperation with other educational institutions and policymakers not belonging to the partnership. The consortium's mixed structure of schools and associations ensures that the largest number of target group members will continue to be reached following the end of the project. Annual network training events will showcase the results of the project to the academic community and help ensure sustainability and to ensure that the greatest percentage of end-users possible is reached both during the project phase and subsequent life of the outcomes."

The European Commission is developing the first EU-wide voluntary framework for certifying carbon removals, carbon farming and carbon storage in products across Europe. By establishing EU quality criteria and laying down monitoring and reporting processes, the CRCF Regulation will facilitate the adoption of carbon farming solutions, while addressing greenwashing, and provides a "result-based" (quantified) remuneration system for farmers and foresters' climate performance. Key to the CRCF regulation are robust cost-effective Monitoring, Reporting and Verification (MRV) systems and a geographically explicit registry. Therefore, the main goal of CAFAMORE is to develop an EU-wide parcel level monitoring approach for Carbon Farming, with harmonisation and automation of data collection, robust and cost-effective quantification of activities and baselines, a spatially explicit registry and a robust market place. This will be accompanied by an in-depth assessment of the carbon markets and business strategies for carbon farming. CAFAMORE will facilitate certification schemes by providing tools for the quantification and monitoring of Carbon Farming activities through providing operational processing chains that connect earth observation data, soil and management data and models, including changes in SOC stocks, woody biomass and soil N2O emissions. This parcel-level data collection infrastructure can also serve companies for their CSRD reporting and member states for their National Greenhouse Gas Inventories. The MRV approaches and tools will be tested with farmers and certification actors in seven pilot countries, covering the main climatic zones and the diversity in European agriculture. The digital infrastructure and MRV tools will reduce the administrative burden for land managers, provide transparency over collected data and certificates and trust to the Carbon Farming market, which should increase the attractiveness of carbon farming.

According to Eurostat, in the EU-28, there were 4.4 million students in 2017 studying business, administration or law. The job market for that profile of graduates is very dynamic in EU: employers’ expectations are voluminous. At the same time in the recent literature (Finch&McIntyre, 2019 for example) shows that there still is a significant gap between graduates’ profiles and employers’ expectations. Moreover, Finch, Nadeau&O’Reilly (2013) explored this challenge exclusively in the marketing field. In their study, the authors found an important gap between the individual skills and knowledge areas defined as important by professionals and the corresponding performance of new graduates. Consequently, experts tend to agree that there should be a shift in focus, from knowledge generation to skill development (Rundle-Thiele, Bennett &Dann, 2005). This leads to the question about effective teaching methods and techniques in the field of management, in particular marketing. In recent years, much attention has been paid to experiential methods in teaching and learning. As J. Clawson from University of Virginia emphasis, experiential teaching methods are those that rely on data generated during the exercise/learning experience rather than on data prepared in advance as with lectures and cases. Experiential methods engage students in experiences that simulate social phenomena. They include games such as Starpower or Global Markets, and the Organization Game as well as computer simulations like Markstrat. Having that in mind, together with strong experience in simulation games, but also in EU projects, the members of European university network Dukenet decided to start working on the education experiential module that can be used in marketing education. Apart of creating the module that uses the game based experiential concept it was important to combine it with the idea of intensive programs. IP it is an international, intensive, one week-long, structured graduate course, that can be recognized within each partner university programme (4-6 ECTS). It can be use distantly too. BrandY- it's an experiential teaching module to train marketing students in European brand management and give them the possibility of better employability. The concept is based on one-week international intensive programmes tough outside home university. The specific goals of the project are to:•introduce the concept of game based experiential teaching module as a way to increase the competences of the students and for a better employability•improve the academics’ teaching skills and competences in experiential marketing•increase the knowledge of the students in are of international brand management but also intercultural management•integrate the SMEs to be part of university programme development•increase mobility of the students from the partner universities, both during the project but also due to dissemination the project outputs.•enlarge the international cooperation among the partner universities.Eleven universities will be involved in the project. Ten of them are members of Dukenet. University from Geneva has been invited to the project due to its extensive experience in application of experiential learning and teaching and also previous cooperation. The university were selected to the project due to its profile and experience both in teaching and research. There are five subgroups of the universities identified regarding its tasks in the project:1. Experiential teaching and learning experience: EE, USMB2. IT and interactive game experience: Howest, IEM, BUW3. International brand management and intercultural management experience: UEKat, UT, CEU, BBS, USMB, ULE4. IP organisation experience: CEU, BBS, UEKat, USMB5. Erasmus+ project management experience: UEKat, ULE 6. Dissemination and communication in the project: UoB, ULEEach of the partner universities has demonstrated extensive experience in assigned areas, at the same time due to joint, long-term cooperation and experience, it guaranties the successful implementation of the project goals.The main activities undertaken in the project are described according to 4 work packagesWP 1 Developing the teaching materials and content. WP 2 Learning Instrument Guidelines and ProceduresWP 3 IT platform and interactive game dashboardWP 4 Communication and DisseminationIn the project the PM² methodology will be used based on UE recommendation. It also uses IP as a main tool in project implementation.The result of the project will be the experiential based, interactive IP study module from the are of international brand management. It will use the game based scenario to increasing the effectiveness of teaching and involvement of the students. It will be available on internet platform together with the support. The teaching module BrandY will strongly impact the teaching of brand management strategies giving the students and teachers possibility to improve the skills.

Background: The Digital Learning Across Boundaries (DLAB) project addressed the need to align European educational practice with ways in which digital technology ischanging how and what we learn, and how we apply this in education. The purpose of this project was to promote digital learning across the boundaries of physical spaces,across curriculum subjects and across languages and cultures, to facilitate collaborative learning across national boundaries. Over three years we adopted three 'learningacross boundaries’ themes:1. Technology Outdoors: bridging formal and informal learning by extending learning beyond traditional classroom spaces. 2. Stem to SteAm: adding the Arts to the integrated study of Science, Technology, Engineering and Maths creating inter-disciplinary challenge-based online learning resources.3. Technology Enabled CLIL: using curriculumcontexts to teach language competencies and cultural sensitivity with the aim of meeting the language needs of a diversity of learners.Participants: Our target groups were lecturers in Higher Education Initial Teacher Training programmes, trainee primary teachers, in-servicePrimary teachers, and primary-aged pupils across four European countries.We approached our three themes in aspirational ways by involving local cultural institutions and small and medium enterprises (SMEs) and developed a strategic partnership consisting of teacher educators, teachers, trainee teachers, school pupils and representatives from cultural institutions andSMEs and explored how teacher education could accelerate innovation. The project promoted digital learning beyond boundaries across physical spaces, traditional curriculum subjects, and languages and cultures through a variety of different dissemination activities such as eTwinning project kits, journal articles, an OER- website and three annual MOOCs.

The concept of universal design (UD) represents an excellent framework to ensure inclusion for students with disabilities in higher education. The project, through its work packages, aimed to demonstrate how universal design for learning (UDL) can be the best solution to develop an inclusive learning environment, and a higher quality of learning to the benefit of all students. The UDLL project aimed to include students with disabilities in Higher Education through implementing general principles of Universal Design (UD) and practical solutions from the pedagogical concept of Universal Design of Learning (UDL). The project aimed to fulfill measures and strategies set in the UN Convention on the Rights of Persons with Disabilities (CRPD), which states that the member states shall ensure an inclusive education system at all levels, and also goals set in the “social dimension” in the Bologna process about removing inequalities in higher education. The aims and objectives were to be delivered through the development of understanding of the inclusive learning environment by project partners and stakeholders with particular input from the four identified key stakeholder groups: •the student/learner•the academic staff •the higher education policy makers and •the student support Offices (disability services)The project aimed to uniquely use the voice of the learner to set the stage prior to consulting the other stakeholders.The Erasmus+ application stated that the main objective for the UDLL project was ‘to develop a European pathway for the three participating countries on Universal Design of Learning (UDL) and to promote its potential to create quality education for diverse group of learners. UDL must be placed strategically and be considered as a quality perspective in higher education.’This would address challenges according to disabilities and other under- represented groups in Higher Education and become an inspiration for the next communique about the social dimension in the Bologna process. The UDLL project had three project partners: 1.NTNU - Universell, Norway – Coordinating partner. Universell is a section in the Division of Student and Academic affairs at NTNU, and works at a national level in Norway with inclusion and universal design in Higher Education. The head of Universell, Kjetil Knarlag, was the UDLL Project Manager.2.Ahead, an NGO and Irish national organization, whose mission is to promote full access to and full participation in higher education by students with disabilities.3.Support Centre for Inclusive Higher Education (SIHO) at Hogeschool West-Vlaanderen (HOWEST) a higher education institution in Flanders, Belgium. SIHO has the role as the coordinator of these question in Higher Education Institutions in Flanders.The project had two intellectual outputs:O1: A Best Practice Guideline about Universal Design for Learning (UDL)O2: A self-assessment toolkit to address challenges they meet in their learning environmentUniversell was responsible for producing Output 1 - Best practice guidelines about universal design and universal design for learning from four perspectives1.The learner/student2.Academic staff3.Management and leadership4.Student support servicesThrough the Best Practice Guidelines, academic staff get theoretical and practical tools to address diversity issues in class through a new and innovative way of teaching, the student support offices are given tools and methods to be open and inclusive for all students and to be the ambassador for implementing UDL in the HE, and the policy makers learn how to include all learners in the overall learning environment. To share knowledge, develop thinking and reflect on the impact of universal design in particular areas, four focus group meetings were organised, involving three participants from each country in each category.The best practice guidelines can be downloaded from the project website: http://www.udll.eu for free use.Ahead coordinated the implementation of O2. This output provides guidance for disabled students through the potential for universally designed solutions to meet challenges they may face, and provide information for all students about these topics. The Toolkit is online and on the following website: https://studenttoolkit.eu SIHO was responsible for arranging the final event, a dissemination conference in Ghent at the end of the project in June 2016. The conference was attended by more than 170 participants from 12 different nations, including participants from the three UDLL partner countries. There has been great interest of the project outcomes. The guidelines and the toolkit has been disseminated at the EAIE conference in September 2016, the UD2016 conference in York, and at a national conference of disability officers in Sweden, and at national conferences in the partner countries. Several other countries are requesting information from the project.