The industrial revolution is something unique, something that is not happening every year or every decade: 1st industrial revolution – 1784, 2nd industrial revolution – 1879, 3rd industrial revolution – 1969. Now, in this very moment, we live in a so special time when the 4th industrial revolution is in the process! The fact is, that people are in these days overloaded by information and it is not easy, or better it is not possible to read all newspapers, web info servers, etc., moreover, for media, in general, the 4th industrial revolution is not the main topic for the evening news. As a result of that, we live in a society which roughly now what the 4th industrial revolution is. Also somehow there is a lack of people with technical skills on the labor market – a combination of lack of interest for technical education and growing demand for technically educated people could be a devastating impact on the industry within the EU. Employees, employers, young adults as well as VET/UNI students do not have enough information as well, there is not enough communication, support and political influence to solve this situation. What is a smart industry and what does “Industry 4.0” mean exactly? Put simply, Industry 4.0 represents the coming fourth industrial revolution on the way to an Internet of Things, Data, and Services. Industry 4.0 will be implemented by means of machine perception, auto-configuration and auto-diagnostics, and computer links and machine parts. Using the methods and tools of industry 4.0 would lead to savings in time and money and increased flexibility companies. Industry 4.0 brings the hope of improving the quality of human life by increasing labor productivity and the disappearance of monotonous and physically demanding professions. With INTRO 4.0 we want to offer a standardized non-academic knowledge base with the learning material to spread out the information about the 4th industrial revolution within the EU. National contexts were taken into account as well as transnational contexts. The knowledge platform audience now can get the core of the INDUSTRY 4.0, understand its content and transform achieved information in their work, companies, future studies or/and everyday life. PROJECT AIMSThe project aims on spreading information and innovation, which delivers Industry 4.0. The specific content - knowledge base - comes from deep researches and analysis (legislature, web, educational systems) and surveys (adults, employers, employees). This unique knowledge base will be implemented in the online knowledge platform. Following the feedback from the manufacturing companies - all information will be adjusted for optimum readability and then transferred to the knowledge platform. The final platform will be a valuable tool for spreading information among the target group. Everyone would find there a lot of new information which will give them a better chance to find a job, motivate them for further studies, etc. The platform could be also an inspiration for employees of manufacturing companies who can find there useful information that can help them to implement innovative elements in their companies. The knowledgebase can be also used by - VET schools and Universities. TARGET GROUP The target group of INTRO 4.0 can be divided as follows: • Adults • Educators like (VET/UNI) teachers, trainers, coaches • Employers, employees • General public PROJECT PARTNERS P1 (CZ) EuroProfis: the coordinator and the initiator of the project idea. It has experience with the development of learning materials, teaching methods, and ICT expertise, it will take the lead of overall PM. P2 (PT) EDIT VALUE: has a wide experience in designing and coordinating projects, research and development in the field of R&D, Entrepreneurship, Innovation, Training/ Employment, piloting innovative solutions, accompanying and evaluating projects. P3 (SP) ANCED: ANCED’s primary aim is to represent, empower, and protect the interest of its more than 80 associated members, which altogether sum up to 900 education centers and 51.300 employees. P4 (AT) bit schulungscenter: as one of the biggest education centers in Austria - it has a unique experience/knowledge with learning materials and very close to the INTRO 4.0 content. INTELLECTUAL OUTPUTS • O1 Current Status of the Industry 4.0 (P2) • O2 Expert interviews and specific research on the field of manufacturing companies (P3) • O3 INTRO 4.0 Development of the specialized texts (P4) • O4 INTRO 4.0 Knowledge platform development (P1) In accordance with the Erasmus+ program, INTRO 4.0 will contribute to: • Supporting ICT-based teaching and better exploitation of the ICT potential • Supporting technical education • Access to open educational resources (OER) • Development and delivery of new teaching/training materials and methods • Supporting innovation practices in a digital era

In recent years mobile learning has become more and more popular. Mobile learning is about teaching and learning using mobile information and communication technology like tablets, smartphones, laptops and often the internet. Mobile learning has the opportunity to be used in courses, schools, during work or by individual learners – for example in their leisure time. The Erasmus+ project GoMobile has explored this new and innovative way of learning and teaching with focus on vocational education and training. It has examined the options that are available with the intention of giving practical advice to teachers, trainers and developers of educational materials. The consortium has focused on the VET environment but the featured solutions are also general enough to be of interest to any teacher. In desktop researches the partners gathered information about mobile learning in their national contexts and the EU.The aim of GoMobile was to get an overview on mobile learning in vocational schools and in companies and meet the needs of teachers and trainers in this field. The consortium has created a book that introduces teachers to the concept of mobile learning and gives them a deeper understanding. In addition it will take them through several useful learning apps in a hands-on approach that helps them understand how the app can be integrated into their classes. The book also contains a section on future development of mobile learning, providing a detailed overview of which opportunities technology will provide in the coming years (for instance, individualized learning through learning analytics, networked collaborative or competitive learning, etc.), and what should be developed in the field of mobile learning in order to take advantage of these opportunities.The book is already available in English but it will soon be available in several languages. The consortium members have shared it with vocational teachers and trainers all over Europe. The book is available in print but also as an e-book that can be downloaded on the project website and will be shared for free through big online book sellers. The consortium sees the result as an important milestone in taking advantage of the opportunities that mobile learning already provides and as an important push forward that helps improve the world of education and prepares it better for future generations of learners.

The “CVTube – curriculum video” project aims at giving an answer to the urgent need to tackle youth unemployment. The goal is to develop an interactive online platform for young people to directly link them to potential employers. The CVTube platform enables young people to create videos for self-presentation that is linked to their digitalized CVs. Young people are more likely to convince potential employers with their personality rather than with written CVs, as they often cannot yet show a long impressive biography list. The platform counteract this disadvantage by opening up a way of addressing employers in a more direct and individual way that emphasizes the impact of charisma and personality. This raise young people’s chances of making an impression on the employer and therefore increase their prospects of being hired. The CVTube project is focused on the development of a new tool meant to facilitate the matching of job demand and offer for students. The consortium involved 7 organisations from different fields that fulfil these requirements and complement one another.P1 (CZ) EuroProfis: The coordinator was the initiator of the project idea. P1 took lead of overall PM as well as the CVTube online platform (O3). It supported the partners in carrying out the pilot tests and implement their feedback in the CVTube products. ICT EXPERT/PROGRAMMER: P2 (PT) EDIT VALUE: It has expertise in programming multifunctional online platforms and in creating interactive teaching tools (smart shows and CVTube tutorials). P2 lead O2 (Online Tutorials and smart shows for video creation) and worked closely on the development of CVTube online Platform in O3. SCIENTIFIC EXPERT: P3 (DE) IAT - Institut Arbeit und Technik, Westfälische Hochschule Gelsenkirchen: Scientific backing of the project activities is crucial if a project strives for high-quality standards. This could be provided and guaranteed by involving a scientific institution like a university. P3 was mainly responsible for creating the labour market analysis and target group related requirements engineering (O1). This partner also participate in the pilot testing. P4 (SP) ANCED - ANCED plays a major role in managing training addressed at companies, sector Business Organizations, Professional Associations and other Institutions; so far it has provided more than 4.600 courses to thousands of students nationwide. Established in 1977, ANCED’s primary aim is to represent, empower and protect the interest of its more than 80 associated members, which altogether sum up to 900 education centers and 51.300 employees (teachers, administration staff, advisers, etc.) It lead the IO4 and dissemination activity due to their closeness to the target group.PARTNERS FOR CONTACT WITH YOUNG PEOPLE: Those partners pilot tested the tutorials, create video CVs, train their teachers for assisting their pupils with establishing a video CV and give feedback to improve CVTube products.P3 (DE) IAT - Institut Arbeit und Technik, Westfälische Hochschule Gelsenkirchen – text aboveP5 (CZ) OA Písek: VET school with about 240 students and 21 teachers. Specialisation in training students in subjects of accounting, economy, languages and IT technology. P6 (SP) The Chamber of Commerce of Badajoz: The Chamber has among its main objectives to help improving the employability of young unemployed people in its region since the youth unemployment rate has surpassed 50. The Chamber develops programmes and job placement services that need to be complemented and enhanced through new tools like CVTube. P7 (PT) – University of Minho – about 19 500 students and 1300 teachers. At present, the University is renowned for its competence and quality of teaching staff, excellence in scientific research, wide range of undergraduate and graduate courses offered and for its high level of interaction with other institutions. Core outcome of CVTube:• O1 Labour market analysis and requirements engineering• O2 Online Tutorials & Example Videos• O3 CVTube Online Platform• O4 Instruction and training manual CVTube developed, pilot tested and implement innovative practices related to new job-application version, learning materials for video-CV creation and tools. Tutorials and the application platform meet European standards, correspond to specific needs of the target groups and all intellectual outputs are open accessible via the project website and the CVTube application platform.In accordance with the Erasmus+ programme, CVTube contribute to:• Strengthen links between the VET area and the labour market• Promote young people’s social inclusion and well-being by tackling the issue of youth unemployment• Developing tools aimed at combating social exclusion• Strategic networking and cooperation with organisations in education and training fields and in the job market• Strategic cooperation with local and regional public authorities.

At application time, spring 2016, over 1.1 million people – refugees, displaced persons and other migrants – had made their way to Europe either escaping conflict and serious threats in their country or in search of better economic prospects. More than 60 million people are today forcibly displaced as a result of violent conflicts and natural disasters. The refugee routes have changed during the project’s life time, but still with a common European challenge in how European governments are willing to share the burden. One of the RefuSkills project partners, Turkey, is now serving as a buffer according to the agreements between EU and Turkey.The project consortium comprised 14 partners from 9 countries. The partnership included partners with critical first line experience from reception of refugees and other migrants, and others from handling applications for transit or residency.The RefuSkills project aimed to use the Skillsbank experiences with structured Learning Outcomes in EQF and ECVET format to meet the immediate needs for a rapid competence assessment and a documentation and declaration of skills, competences and certifications of great value to the individual migrant, the recipient country, and to the host community.The main objectives were:1) Establishment of an easy-to-use mechanism, the RefuApp, to give refugees/migrants an opportunity to document their skills and competences (in their own language) by using basic ECVET and Learning Outcome principles2) Facilitation and reduction of processing time in the handling of refugees’ and asylum-seekers’ residence applications, and identification of appropriate/relevant individual career pathways towards employment and training3) Improving the recipient countries’ possibilities for a fast identification of migrants’ skills and competences, and thus for a facilitated integration and participation in work and capacity building programs4) Exploring the possibility of issuing a “RefuPass” stating the individuals competence portfolio based upon Learning Outcomes extracted from Skillsbank and the RefuApp Skillsbank (Leonardo da Vinci 2011 project) is the basis for the RefuSkills technical developments. It is a multilingual web-based toolkit targeting career guidance, recognition of prior learning and individual training support. It is based upon Learning Outcomes and uses principles from EQF and ECVET. The interface is presently available in 14 languages, AR, BG, DE, EE, EN, ES, FR, IT, NL, NO, PL, PT, SI, and TR. The system aggregates Learning Outcomes in terms of knowledge, skills and competences into logical units constituting full qualifications. Skillsbank furthermore offers a Recognition of Prior Learning assessment module where each Learning Outcome can be self-assessed by individuals. Subsequently assessors can validate and conclude with a consolidated assessment to be included in the individual’s competence portfolio.The RefuSkills project has used the Skillsbank options as the RefuApp for a “self-declaration” by the migrant to be matched against selected qualification descriptions defined by partner countries as relevant: cooking, serving/waitering, office work, hairdressing, welding and sales clerk. In addition to these occupations, a section for Core Work Skills / Transversal Skills is available.The Arabic option makes it possible to create bi-/tri-/quadri-/multilingual versions of qualification requirements. The migrant will use the most relevant language for the self-assessment input, whereas the hosting side can work in an available parallel language version.After the self-assessment, several options are available:•The migrant can use a print-out as a self-declaration against a competence profile;•The self-assessment can pass through an external assessor to be formally validated against qualification requirements;•After the external assessment the migrant may have a “compatible qualification document” as a competence passport according to qualification requirements and standards; or•Have a basis for career guidance and further training – formally in a training institution or in the workplace.Depending upon type of output required in a national or a sectoral setting, the output documents are linked to the Skillsbank database for an automatic merge of information into the new layout. This applies to developed documents as well as to a Europass CV or other existing formats and will be extended with a “RefuPass”.The main project steps:•Initial surveying/mapping of refugee status in all partner countries•Identification of Key Competencies expressed as Basic Skills, Transversal Skills or Core Work Skills and Competencies•Identification of the most relevant/requested vocations/occupations and the respective qualification matrixes•Development of ICT solution, the RefuApp, integrated with Skillsbank modules, new documentation, and use on tablets and mobile