The e-MOTIVE project is born after a previous experience of cooperation among higher VET schools located in Spain. That experience, named as Intercentros, consisted of the joint design and evaluation by VET teachers of a challenge/activity to be solved by VET students from different higher VET schools (located in different provinces). This way, students working in groups mostly on-line had to solve that challenge, developing different digital and transversal skills (on-line work, communication, teamwork, organization...). This working methodology has been applied in different areas (mechanical design, ICT, mechanical manufacturing) as a simulation of a real work situation and has been so successful along time, that the e-MOTIVE partners decided to add the variable internationalization to enrich it, as most of companies work nowadays in an international context.The e-MOTIVE project is perfectly aligned with the priorities of ERASMUS+, as it contributed to the achievement of the following objectives:- Development of transferable competences of higher VET students and teachers.- Promote blended mobility of higher education students and teachers.- Enforce content and language integrated learning in higher education.- Facilitate the comparison and equivalence of different education systems across Europe.During the first half of the project, the partners defined a cooperation methodology, based on the previous experience of Intercentros, to be applied by higher VET teachers and higher VET students. On the basis of this methodology, partners also developed a manual to be applied specifically in the provision of the course “mechanical manufacturing design”. The methodology and the manual gather all the aspects needed to guarantee an efficient cooperation among higher VET teachers and students: how to form the working groups, definition of roles, competences to be developed, evaluation tools, working calendar or communication among students taking into consideration their geographical distance and the use of a non native language for their communication.In each of the higher VET schools involved in the project (3 in total), a group of students was selected (13 students in total) within those of the last course of the specialty of mechanical manufacturing design. Students, from 3 centers located in 2 different countries, needed to work together (in a blended mobility way) to solve a challenge proposed and agreed by their teachers, the design of a wind turbine.Prior to their cooperation, students received training in the PBL methodology, intercultural communication and the necessary ICT tools for distance communication and virtual work. This training involved the mobility of the students from Spain to Italy so they got to know each other before starting to cooperate and they received this training together. Italian students also took part in a mobility learning activity in Spain, where they and the Spanish students presented the results of the challenge solved through virtual cooperation.In parallel with these activities, the e-MOTIVE partners also worked to create the e-MOTIVE matrix to provide standardized and comparable information on higher VET courses. This matrix gathers information about learning outcomes and competences (technical and transferable) for different specialties in different higher VET centers across Europe, to make cooperation and exchange of resources easier among them.The project has had an important impact on the partners and the participants in the project. Both teachers and students have increased their English skills, their ability to work in an international team, their digital competences for virtual work and their ability to readapt the organization of their work, combining different systems and ways of organization. Besides, partner organizations and everyone involved increased the knowledge and expertise in the use of EU transparency tools. The intellectual outputs developed during e-MOTIVE had and/or are having an impact also in other schools not directly participating in e-MOTIVE. That is the case of all the schools which contributed to provide information about their higher VET programmes for the e-MOTIVE matrix. In most of the cases these schools were not familiar with EU transparency tools or the use of learning outcomes to describe higher VET contents. With their cooperation in the project gained higher awareness and knowledge in this regard.As for the long term, we started e-MOTIVE as a pilot experience to incorporate internationalization in higher VET programmes, This way, next academic year we will have 2 e-MOTIVE spin off projects:-e-MOTIVE design: in the area of mechanical design-e-MOTIVE SHARE: in the area of ICTIn these new editions, it is foreseen the participation of 24 students and 6 teachers. e-MOTIVE was developed to stay and in the next years is our intention to extend this cooperation methodology to other higher VET areas and schools.

Context/background of the project; Our project was based on the improvement of electronics´ training. “Electronics'' was considered especially in regards of the design and engineering and because of the fundamental changes in the production of industrial technology and, therefore, vocational education it had.Electronics, especially micro controlling, is essential for today´s technology as digital devices and robotics are widely used in all fields. By means of our project, we intended to address the issues, described below:-There was a deficiency of equipment in microcontroller applications such as development kits and not enough application to the VET curriculum.-We tried to solve the complicity of the existing development kits.-We solved the problems that both students and teachers encountered during the application of microcontroller in VET schools.-We set up cooperation with institutions and partners from across Europe.-We addressed the need of further qualification in electronics to fulfill companies´ needs of staff. Objectives; As we implemented our project, Our concrete objectives for this partnership were emphasized as below;-We got information about the use of microcontrollers in Vocational education,-We learnt about the PicBassicPro language and different types of equipment which were used in education,-We found out about the microcontroller applications used in industry,-We visited the local companies which were very important in the field of microcontrollers in the international meetings,-We developed teachers' and students’ professional skills and job vision,-We compared the various educational systems and training methods of the participating schools and exchanged best practices,-We introduced the microcontroller models each partner prepared to the other participants during the visit in each host country,-We provided the sense of qualified manpower to both teachers and students,-We increased awareness of the importance of microcontrollers throughout the Europe,-We improved the quality of teaching and learning on microcontrollers lessons,-We promoted intercultural awareness and reinforced European values (demolition of prejudices, xenophobia, cultural differences). Number and profile of participating organisations: The number of participating organisations was 6 VET schools and institutions in the projects. In all partners’ schools, students are learning microcontrollers at electronic, automation, electrical, ICT departments.Gölbaşı MTAL(Turkey) Liceul Tehnologic Grigore (Romania) EPRALIMA (Portugal ) HETEL (Spain)The 2nd EK of Piraeus (Greece) IPIAS G: GIORGI (Italy) Description of undertaken main activities;During the project, main activities below were realized:A1: Activation of the project team and set up of dissemination channels; (Logo, Flyer, Dropbox, twitter, YouTube, Facebook ):A2: Preparing the project web page (www.pbpinvet.eu)A3: Celebration of 6 transnational project meetings during the two years´ project A4: Production of 7 training kits (Button and a LED Module&Kit, Dot Matrix Module&Kit, ADC converter Module&Kit, Keypad Module&Kit, Motor (DC, Servo, Step) Module&Kit, LCD Module&Kit,Sensor Module Kit).A5: Development of the PBPinVET Guidebooks in Turkish, English, Spanish, Portuguese, Romanian, Greek, Italian. A6: Preparation and delivery of Project DVD, A7: Elaboration and dissemination of 6 Newsletters, A8: Selection of the best photo of the Project, A9: Planting of Erasmus+ trees (6 TPMs =6 Erasmus+ trees)A10: Implementation of dissemination activities,A11: Final works, Financial and administrative reporting from project partners. Results and impact attained; We had two types of results and impacts: Regarding tangible results, we delivered Open Educational Resources, namely:-A guidebook addressed to VET teachers in 7 languages to be used as a tool to teach microcontrollers in VET programmes.-A common methodology to teach microcontrollers, including different training kits divided in different teaching modules addressed to different aspects of microcontrollers. -Dissemination materials, including a project Website, tutorial videos with subtitles in English, a logo, a short film, banners and posters, a DVD, including all documents of the project, a Project Facebook, a Twitter, Youtube Regarding intangible results, we could mention:-Increased knowledge on electronics, particularly microcontrollers, of participants in the project, both VET teachers and VET students.-Reinforcement of the international strategies of each partner organization.-Gained skills by the staff participating in the project, related to better intercultural, organizational and managerial skills.-A better knowledge of the different VET systems and curriculums in electronics training across Europe.-A higher sense of belonging to the European project by the staff and VET students involved.

Industry 4.0. is based on new ways of interaction among people, machines and data, combining the physical and cybernetical world in a manufacturing environment. In order to establish industry 4.0. in a company, it is necessary to count with workers with the skills to meet the requirements of this new approach. Industry 4.0. is more demanding in both technological and organisational terms and interdisciplinary competences are essential.In this context, the VET system should seek to provide a broader set of skills and job specific capabilities and close the existing IT skills gap. Vocational training needs to be structured in a different way and integrated in the industry 4.0. by cooperating with technological centres and companies, completing the triangle innovation-education-business. According to the Federal Institute for Vocational Education and Training (BIBB), “companies are cooperating more with partners in the higher education sector to train the next generation of skilled workers. But vocational education and training must not leave this field to the higher education establishments alone, particularly as no uniform standards exist as yet. On the contrary, it must develop its own concepts for Vocational Education & Training 4.0.”Given this background, with LAIT 4.0. the partners wanted to achieve various aims:- Provide VET teachers with knowledge on industry 4.0. technologies and with the skills to transfer this knowledge to VET learners and to SMEs.- Develop the technological and organizational skills of VET learners in order to give a better answer to the current demands of industrial companies.- Improve the access of companies, specially SMEs, to the knowledge of research and innovation centres.- Increase cooperation between VET centres, R&D centres and companies, enhancing the triangle education-innovation-business.- Facilitate transparency among the different VET systems in the EU by the design of a course addressed to reduce the skills shortage related to industry 4.0. and the development of a memorandum of understanding among project partners to enhance their cooperation beyond this project.To accomplish these aims, during the project:- 19 VET teachers attended a course on industry 4.0 (O1) and the key related technologies, provided by our project partner IK4 Tekniker.- These 19 teachers transferred this knowledge to other 88 teachers during a short course, focusing on those aspects more relevant to each VET school. The materials developed for each short course are available under O2.- 17 technological check-ups were carried out by VET teachers. To do that, a methodology was developed to determine in the first place, the digital maturity level of the companies and secondly, to identify (if applicable) any possible improvement. The experience obtained enabled us to develop a guide (O5) to carry out technological check-ups in companies, which includes the methodology used as well as some guidance regarding the organization in VET schools and the technological check-ups carried out in each country in the respective language version of the guide.These activities brought an important impact:-19 VET teachers got a deeper understanding on industry 4.0 and got the knowledge and the experience to carry out technological check-ups in companies, which enhanced enormously their self-confidence when dealing with companies and of course their professional skills.- Accounting the number of teachers who upgraded their skills and the new materials developed for the short courses, which are being already used in class in many VET programmes, we estimate that around 1700-1800 students at least benefit now from better prepared teachers and from the integration of new contents in the curriculums delivered.- 17 Companies participated in the technological check-ups, some very advanced in the implementation of industry 4.0, some with almost no experience at all. In both cases, they discovered a powerful tool for analysis or self-analysis of their readiness for industry 4.0 and in some cases even projects to be carried out together with the VET schools who carried out the check-ups. This empowered the triangle innovation-business-education.- As consequence, the main impact for all project partners is that they have better prepared teachers now and their curriculum is updated and more aligned to the companies´ needs, besides, the realization of technological check-ups is now a new service offered by some of the partners and/or an activity integrated in their lessons to be done by VET students.In the long term, the benefits of the project refer to a better alignment between VET and the needs of companies, which will improve the professional perspectives of VET learners and the definition of new ways of cooperation between VET centres, companies and technological centres, contributing to a higher relevance and prestige of VET, being a bridge between technological centres and companies.

According to a report released by Intel Security, “Hacking the Skills Shortage”, there will be 1 million to 2 million unfilled cyber-security jobs worldwide by 2019. In the same line, on September 2017 the European Commission adopted a cybersecurity package. The package builds upon existing instruments and presents new initiatives to further improve EU cyber resilience and response. Our project lies within different initiatives carried out to build a cybersecurity capacity in Europe and feeds from the momentum cybersecurity is having in the European agenda, addressing these needs: - Lack of skills related to security operations among workers in general - Lack of qualified profiles in cybersecurity and as consequence a gap between qualifications and job demands - Increased risks related with a more digitalised world (financial operations, internet of things, connected industry, data storage, social networks and personal information) - Low awareness and knowledge about digital risks and how to protect oneself and one´s organisation - Low capacity of response in front of cyber-attacks, at all levels (personal and professional) With this project we achieved the following aims: - Increase the level of awareness of digital perils and the importance of adopting preventing measures among VET students and teachers - Define a set of units of competence and learning outcomes associated to different professional profiles. - Increase the level of qualification related to cybersecurity among VET students and teachers. - Reinforce cooperation between VET and business/technical experts to ensure an adequate training and qualification of workers in terms of information security.- Update the VET curriculums of the VET schools partners in the project as well as those who attended different dissemination events including training in digital skills necessary for workers. In order to achieve the mentioned aims, the project produced 2 intellectual outputs: - O1. Joint VET curriculum in cybersecurity, defining the corresponding learning outcomes related to main competences in cybersecurity, following ECVET methodology and designed following a classification of professional profiles attending to their technical (or not technical) training and their level of need on information security skills. - O2. Cybersecurity challenges, materials, developed attending to the professional profile addressed in each case, to achieve the learning outcomes defined in the previous output. This way, the potential users have available a set of materials to train and acquire the units of competence identified in the joint curriculum in cybersecurity in VET. During the project, 12 VET teachers were directly involved in the development of intellectual outputs. 48 more participated in pilot activities and around 30 more participated in local workshops to learn how to use and adapt the intellectual outputs for their lessons. Around 900 students benefitted from the updated and upscaled competences in cybersecurity of their teachers and the introduction in their VET programmes of new curricular components and materials in this field and 879 students participated in the pilot of materials. 9 associated partners, technological experts in different aspects related to cybersecurity participated also in the project by advising and assessing the production of intellectual outputs.. We can sum up CyVETsecurity results and long term benefits as follows: - Upgrade of competences of VET teachers and VET students related to cybersecurity.- Update of VET curricula with digital skills related to information security and protection, necessary for any profession in different levels. - Better alignment of VET programmes to the needs of the labour market and society in a digital era. - Definition of new ways of cooperation between VET colleges and technological experts towards a VET provision more adjusted to reality. - Higher relevance, attractiveness and prestige of VET, perceived by companies and enhancement of the role of VET teachers.

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