EURATEX, COTANCE, CEC and INDUSTRIALL Europe, the recognised European social partners in the Textile, Clothing, Leather and Footwear (TCLF) sectors, together with the support of SPIN360, have implemented the Digital TCLF project with the aim to concretely respond to the existing digital skills gap in the TCLF sectors and the needs for skills development in one of the areas where the change in future is expected to have the greater impact: digitalisation of the skills related to industrial production in TCLF. A previous study carried out under the TCLF Sector Skills Council in 2014 had identified 13 new occupations emerging within the sector. In view of the rapid digital transformation since 2014, project partner activities initially concentrated in analysing and confirming with the support of sector experts the opportunity and validity of such occupations before inviting the industry for their validation. Once the names and conceptualisation of the occupations were finetuned, the partners worked on the characterisation of the profile of the 9-emerging digital occupations and the correspondent required skills sets, included digital skills, by the creation of a single and harmonized matrix, using the European skills/competences, qualifications and occupations (ESCO) format. A first extensive forecasting survey on digital skills in the industry was carried out in order to forecast the future demand of these occupations. Likewise, a second research analysed the current VET curricula and training offer in Europe by conducting a survey among almost 50 education providers and in-depth interviews with another 15 institutions from 12 EU countries.As the concluding outcome of Digital TCLF and elaborating on all the results achieved in the previous stages of the project, partners present a roadmap proposal aiming to guide the TCLF stakeholders involved at the EU and national level on the priority actions to be taken in order to address the 9 emerging digital(ised) occupations and the 19 related digital skills that the project has identified.All these conclusions and the results have been disseminated by the consortium through the updates on the project website, the publication of 4 newsletters sent to the relevant stakeholders and the Final Event of the project held in Brussels.

<< Objectives >>Project will develop a methodology based on the current atate-of-the-art for key competences and their assessment - project will pilot this methodology and establish the assessor community to achieve the sustainability of the results. Results will be propagated on the EU-wide level as well as on the national level through project partners. More than 100 individuals will be assessed and the assessor community will be formed by more than 10 assessors.<< Implementation >>- Study on the state-of-the-art on Key Competences/Skills identification, requirements and assessment;- Creation of guidelines and methodology for Key Competences/Skills assessment and certification - Piloting and assessment of Key Competences/Skills in partner countries (on individual, organisational, local, national, regional, and sectoral level)- Establish a micro credential system - digital skills badges- Based on pilots, provision of innovative systems through unique case study;<< Results >>- Updated state of the art in Europe and World on how to identify and assess the Key Competences/Skills and needed requirements- Concrete methodologies, tools and guidance for such assessment and certification of Key Competences/Skills based on the state-of-the-art, including a well-defined assessment model with detailed steps- Establishment of recognition mechanisms with the micro credential system – digital skills badges, including updated procedures for monitoring, mapping and progression

<< Background >>The project has been defined on base of following three needs. The project consortium of experienced partners, when some partners participate in the Automotive Skills Alliance and others are recognized and respected experts in Life Cycle Assessment and Sustainability, has the skills, knowledge and expertise to reflect defined needs. The project addresses to:1. A NEED FOR INNOVATIVE EDUCATION PRACTICES IN PANDEMIC PERIODSToday's world threatened by the global covid-19 pandemic has shown the importance of digital forms of teaching. Day-to-day teaching has shifted to the online environment. Digitization of education has started playing one of the most important roles how to ensure massive education to be continuous. If digitization should be supposed successful in the field of education, it will be extremely important to create courses and trainings providing high quality education with verifiable information based on scientific knowledge and experience. MOOCs are one of the tools that can offer quality online education to the general public. When prepared by specialized professional groups composed of experts and education specialists, they meet high requirements for the teaching of high quality. MOOCs offer trainings to be studied from the home comfort, self-paced, at the same time, they are able to ensure the quality of trainings in terms of expertise and didactics. 2. A NEED FOR SUSTAINABLE APPROACH IN ALL INDUSTRIAL SECTORS IMPORTANT FOR THE EU ECONOMYThe important part of the sustainable approach is to understand the impacts of products or services during their entire life cycle. A Life Cycle Assessment (LCA) is defined as the systematic analysis of the potential environmental impacts of products or services within the entire life cycle. The Automotive industry forms a significant part of the European economy. The sustainability of this sector is one of the most important prerequisites for its further development. The understanding of the potential environmental impacts and overall sustainable approach is a part of the strategy in the Automotive/mobility ecosystem. The automotive industry is committed to environmental goals, including carbon neutrality by 2050. The awareness and further practical usage of LCA is growing its importance within the automotive industry.3. A NEED FOR UP/RE SKILLING ACTIVITIES OF WORKERS IN AUTOMOTIVEThe shift to green mobility as well as following the rapid technological development causes the unprecedent transformation of the Automotive Industry and overall ecosystem restructuralization. This results in the need for massive support of up-/re-skilling activities of current and future workforce, including future green automotive/mobility workers such as university students, early stage researchers/Ph.D. students, secondary students, current automotive/mobility workers and employees including managers and engineers as well as lecturers, trainers, teachers who are dedicated to teaching new skills for Automotive. The awareness and further practical usage of LCA is growing its importance within the automotive industry. The need for the training focused on the sustainability topic, including waste management, was also identified by project DRIVES (www.project-drives.eu), as the Blueprint for strategic sectoral cooperation on skills in Automotive sector.<< Objectives >>By the project implementation, we want to achieve following objectives:- To prepare an innovative MOOC course (MOOC aLIFEca) with practical examples, covering the area of sustainable approach in Automotive industry, including Life Cycle Assessment which training content structure and skills coverage will be based on the identified needs from the strategic DRIVES project and further consulted in details with sectoral stakeholders to understand the latest skill needs and specific requirements in Automotive. The training structure will follow highest quality standards and will have massive impact on target groups because during the project duration in the pilot phase the course will be moderated in order to have direct contact with pilot participants and multiply the impact and also gather further feedback. - To widely spread the MOOC aLIFEca to be available free of charge to everybody interested for MOOC courses and offer innovative and interactive training course delivery. The training and project results will be shared directly to Automotive Skills Alliance partnership as Pact for Skills for Automotive-Mobility Sector.- To mapped the MOOC aLIFEca to EU-wide database of training and education courses offered towards Automotive Ecosystem resulting in increase the number of up/re skilled workers in automotive. After successful course completion digital badges (micro-credentials) will be offered as recognition of skills levels achievement.<< Implementation >>The project implementation will be carried out in 3 parallel phases including several project activities resulting in defined project results and outcomes: PHASE of COURSE PREPARATIONThis phase relates to the preparation of MOOC aLIFEca supplemented with aLIFEca guide. It includes activities such as analysis of automotive labour market requirements, design of course structure and materials development in total period of 8 months. During this phase, MOOC Trial will be designed that will be used during the second phase which will be pilot one. The phase of course implementation will last next 13 months to the end of project, after the testing and piloting of MOOC Trial, aLIFEca MOOC will be improved and upgraded according to the aLIFEca MOOC evaluation on base which its upgrade will be carried out. PHASE of TRAINING and LEARNINGThis phase will present 3 months of intensive training and learning of developed course Trial MOOC during which MOOC Training for project consortium staff and National MOOC Workshops for the wide target group will be arranged. The MOOC Trial will be tested and moderated. The events of this phase will be an opportunity to get feedback to complete the preparation of the course in all its perfection. The phase will be evaluated to define its strengths and weaknesses, on base which the course will be upgraded and finalized.PHASE of COURSE CERTIFICATION and MAPPINGThis phase is planned to take 6 months. It is very important one because it concludes the whole process of aLIFEca MOOC development and make the course to be international and exceptional. In this phase, the framework for aLIFEca MOOC certification will be designed to enable students gain badges - a certificate confirming the successful graduation from the training. The badges will be possible to provide after completing the entire course, only. The effort will be also devoted to mapping training to the EU-wide database of Automotive Skills Ecosystem to spread the aLIFEca MOOC widely to fulfil its mission to provide possibilities to up/re skill one's competences in view of sustainable automotive. This phase, as same as the whole project, will be closed by Final MOOC Conference (M 24) at the end of the project where the final version of MOOC aLIFEca will be presented together with other project outcomes. The project implementation includes project meetings during all the phases. The Kick-off meeting will be arranged by the coordinator at the beginning of the project (M1). After 7 months of project implementation, Project Meeting at Newton College in Prague will be held to evaluate the phase of the course preparation - discuss the study of requirements and materials for the course development to define the course structure further resulting in MOOC Trial. The training and learning phase will be evaluated by consortium partners at Project Meeting held at Silesian University of Technology in Poland (M 15). The important feedback of pilot training will be discussed for its further development and upgrade. The requirements for the course certification will be defined. Details related to the phase of certification and mapping will be evaluated at Project Meeting arranged by University of Zilina in Zilina (M21).<< Results >>There are defined two main Project Results (PR1, PR2) including several outcomes which have to be accomplished:PR1- aLIFEca guide: A guide for MOOC aLIFEce defining the requirements of stakeholders for the course, which will enable to define occasions and opportunities for the course specialization to define the structure of the course to reflect the growing need for professionals able to be effectively oriented in up-to date green transport technologies. The guide will present a combination of experiential learning, skills and competence building, while each learning area will focus on sustainable and environmental considered mindset in automotive. The guide will be divided into two following outcomes: PR 1.1 Study on requirements LCA/Job roles (Needs analysis and research)PR 1.2 Training structure and materials (Design of course and trainings)The part of training materials will be divided into several thematic packages with sustainable and LCA topics. The responsibility for the preparation of packages will be determined according to the partners expertise.PR2- MOOC aLIFEca:The MOOC focused on sustainable approach in Automotive, including Life Cycle Assessment will be created by European consortium based on the requirements of the European automotive market. Special attention will be paid to its interactivity, using simulation software applicable in sustainable automotive and case studies on LCA in new cutting - edge technologies in automotive. The MOOC will be in English and partners languages, self-paced and cross referred to aLIFEca guide. The created course will be free of charge. After successful course completion, the student will receive a certificate and digital badge as recognition of skills levels achievement. The course will be mapped to EU-wide database of training and education towards Automotive Eco-system. It will be shared directly to Automotive Skills Alliance partnership as Pact for Skills for Automotive -Mobility Sector - covering the whole Europe. The MOOC implementation will be divided into 3 following outcomes:PR 2.1 MOOC Design and Development (Testing, Trial phase, Evaluation, MOOC upgrade)PR 2.2 Certification framework/Digital badge PR 2.3 Mapping of the MOOC aLIFEcaOTHERS- MOOC TrainingThe MOOC Training organized by Spin 360 with aim to share the know-how and best practice among project staff working on its development. The staff will cooperate and simulate the target group. It will test the MOOC Trial. This activity will ensure that MOOC aLIFEca will be considered from different perspectives of various professionals. - National MOOC WorkshopsThe course will be tested and moderated during pilot National MOOC Workshops organized by each consortium partner to have direct contact with a pilot target group and have an immediate feedback. It will thus reflect the target groups perception of the course and in its final form, the course will be precisely tailored to the target groups preferences resulting in an instructive and at the same time, for the target groups, attractive course. The aim of the activity is the recruitment the new participants for the MOOC aLIFEca. The targeted participants will be future green automotive/mobility workers such as university students, early stage researchers/Ph.D. students, young people, then educators, trainers, learners, current automotive/mobility workers and employees including managers and engineers, etc.Small-scale targeted promotional events will be organised in all partner countries. The goal of the multiplier events will be to provide all important information to participants on the Project Results. The working language of each event will be the national language of the respective country and the event will last one day.- Final MOOC ConferenceAt the end of the project, the final conference will be arranged to promote the results of the aLIFEca project after accomplishment of the project implementation and trainings evaluation.

The overall purpose of this project is to promote cooperation between all stakeholders in different parts the battery and electromobility value chain, to analyse what is happening in the sector related to skills agenda, and to develop a sectoral skills strategy and blueprint for sectoral stakeholders, including education and training in and for the sector.The Steering board oversees the work, evaluates, supports and if needed directs its development within the framework of the contract. ALBATTS Steering board is led by the ALBATTS partner ACEA and have influential and centrally placed members as EIT Innoenergy, EIT Raw Materials, EUROBAT, the Stuttgart region and the BATTERY 2030+ Research Roadmap project umbrella.The ALBATTS project works with two core and interdependent development processes. Three WPs (3,4,5) are focusing on “Sectoral Intelligence”, to find out what is happening in the whole battery value chain; stakeholders, drivers of change, technologies, attractiveness of the sector, global context, emerging skills, and competence and new job roles needs and offer.One WP, WP6 Education and Training, is continuously taking part of the sectoral intelligence results for analysis and planning of their work. This is done to address these emerging job roles and skills needs, identify gaps in present education offerings, formulate curricular items as learning objectives, produce or in other way address missing learning material. Besides, and to the support of these lines of action from the project work, there is also an ambitious and modern dissemination activity (WP2). The dissemination has two main strands - the sharing and shouting of activities, initiatives and results from the partnership, and the scan of related projects, initiatives or designed strategies and policies at national and European levels. These allow the creation of news, publications, and posts on the project website and media channels, to raise awareness from the e-mobility ecosystem inside and outside the partnership and to all relevant stakeholders. Dissemination is a collective effort which facilitates the promotion of results, related campaigns and organisation of events. The project develops mainly along the contract and work plan, although some adjustment to meeting plans and similar has been made due to the raging pandemic that has affected the work since March 2020. The project has reached out well with dissemination and networking activities and is today well placed and known in the context of other European organisations, projects and initiatives (concerning batteries and electromobility). The ALBATTS project has shown to be the only project which has on its main agenda to develop Vocational Education and Training (VET) for the value chain, while other projects mostly work with education as a part of their projects, and focuses on higher levels of education. ALBATTS is also a vital part of the recently formed ecology within the Pact for Skills. The value chain we are working with is developing and changing fast, both globally and in Europe.

"“Skills4Smart TCLF 2030” constitutes the first step into a new dynamic sustainable community of diverse private/public actors committed to support skills development and employment opportunities across EU in the Textile, Clothing, Leather, Footwear and Leather Goods sector, which are indispensable to innovate and produce high-added value products.The consortium will build an evidence-based industry-led ""TCLF Skills Strategy"", and during the first four years, partners will work to [a] identify concrete actions, priority activities, and well-defined tools/outputs to anticipate and match skills’ supply with demand; [b] improve skills intelligence and information mechanisms by creating networks and partnerships; [c] update/enhance the attractiveness of the sector to engage newcomers, families, companies, and policy makers at regional, national and EU levels, and [d] identify funding opportunities and engage regions and other stakeholders to ensure the long-term sustainability of outcomes and further implementation of the strategy.Activities will create tools for skills anticipation and new curricula/qualifications by [a] sharing/integrating existing VET and skills knowledge/best practices to provide a pool of tools, research, innovative learning methods suited to new generations; [b] designing 8 new transnational VET profiles and respective curricula and training programmes focused on digitalisation, sustainability and KETs to better suit companies’ needs and global opportunities. Such profiles and programmes, in line with EQF/ECVET, will be piloted and validated by national VET recognition bodies. An EU Fashion Virtual Campus will be the operational and living hub, sharing project’ outcomes, and other useful education/ employment data in a second phase, to attract and orientate newcomers, strengthen VET, research, and industry partnerships, and nurture all TCLF stakeholders throughout EU to consolidate/enhance TCLF skills excellence for the creation of jobs."