"The main objective of the startegic partnership project “ECVET Units as Initial or Additional Training to the European Veterinary Assistant Diploma” (EU. IATEVAD ) http://www.iatevad.com was to develop a veterinary knowledge training module that can be acquired, recognized, accumulated and used in different countries throughout Europe. The project involves 4 partners - from Latvia - Smiltenes Tehnikums, https://www.smiltenestehnikums.lv/, Estonia - JÄRVAMAA KUTSEHARIDUSKESKUS, www.jkhk.ee, France - LEPRP Jeanne Antide www.lyceejeanneantide.fr and the Czech Republic - Gymnazium a Stredni odborna School, Plasy - www.gsplasy.cz - schools offering veterinary education or similar programs.During the project for to achievement the objectives were: 1. Created website for the project that is publicly available at - http://www.iatevad.com/2. An Innovative Approach to Veterinary Education was developed using the 3-week study module of the ECVET toolkit, which is being acquired in another country. It can be used at the stage of qualification acquisition, as an inclusive, additional knowledge or part of a unit as well. 3. For each module - developed Curricula, based on the principle of 30% theory and 70% of practical training4. Developed Student and teacher training materials , which are the intellectual results of the project and are available on the project website http://www.iatevad.com/ and the Erasmus + dissemination platform http://ec.europa.eu/programmes / erasmus plus / projects /5. Implementation of participants' training activities for both pedagogues and students - 32 students went to another country to perform module testing. Teachers learned from working with an international team of students, shared their experience in promoting motivation for students, and strengthened English language skills.6. The results of the project were distributed on all partners' websites, social networks FaceBook and various press releases, on televisionAccording to the main objective of the project, 4 different training modules in veterinary education were created and implemented in each partner school:1. ""Surgery assistance in pet clinics"" - ""Latvia, Smiltene Technical University2. ""Horse welfare and care, health assessment and first aid"", Estonia, JÄRVAMAA KUTSEHARIDUSKESKUS3. ""Artificial insemination"" , Czech Republic, Gymnasium a Stredni odborna school, Plasy4. ""Exotics Petcare"", France, LEPRP Jeanne AntideDuring the courses students got specific knowledges, skills an competences that can be learned and applied in a relatively short period of time, so you can get a job faster. Accumulation of these skills increases each participant's choice in the future.Impact of achieved results -- Will enable emploies to better integrate into the labor market through the module learning and ECVET instrument. - The aquired skills are understandable, they are valued, they can be accumulated, recognized and used in different European countries.- Facilitating the mobility of participants, enabling different skills to be acquired in other countries, thereby adding value to their education and socialization - Increased popularity of all partner schools and vocational training opportunities- The quality and supply of education, as well as the capacity and popularity of vocational education in general- In the future module training in France, Latvia and Estonia will be implemented.- created materials will be possible to use in veterinary training centers and schools in different countriesIn total the achievements of the project could be the new way in veterinary learning, motivate the peoples for mobility and new knowlwdges. That way will be possible to achievement of European Development Plans, help to peoples find new possibilities for faster got the job and become active in social life."

At European level, youth unemployment and job insecurity are observed as a reality, being more pronounced in the countries of the Mediterranean area. The Dual Vocational Training allows a contact between trainee with labor market through a real experience from the beginning of his/her internship. They can learn more about the job in more significant way, they are also more motivated, and, above all, increase their employability in the professional sector they have chosen.Trainers of companies, but also the teachers, students and the educational government in each country will be involved in this project. When the proposed actions will be carried out, competences and skills of everyone will be improved, creating also a feedback between all of them. This will benefit the flexibility of the VET system.It is tended to create and to develop different resources that will professionalize the work of the trainers who collaborate in internships and are the link between VET centres, students and companies. Therefore, main objective of Upgrading Trainers in Dual VET System (UpT2S) is to generate resources that will help the professionalization and improvement of trainers skills in Dual Vocational Training. It will mean more employability, insertion in the labor market and entrepreneurship of young apprentices people.The main objective will be specified as follows below:- To make the work relevant and improve the professional skills of the trainer in the process of training young people. For this, an accessible training course with didactic resources will be generated to improve its training role.- To develop tools for the evaluation of the students' competences and prepare trainers to carry out this process.- To generate a manual of good practices regarding the trainer role and skills. This will require a thorough investigation, in addition to the exchange of experiences and good practices that will be carried out throughout the project activities.The election of such diverse partners, but with similar backgrounds and needs in the upgrading of the internship system, will help us in order to study the Vocational Training model, its development ratio in each country and the role of companies in the teaching&learning process.The specific Intellectual Outputs will be:IO1: A structured online course for trainers who can use VET schools and educational institutions for this purpose. It will be elaborated by modules that will be worked in different meetings.IO2: An application or tool that trainers can use for the evaluation and appraisal of apprentices dual professional training.IO3: A guide to good practices and successful practices on training and the trainer role and their competences with an analysis of the existing practice and the introduction, through the project, of a specific focus on the role of schools, companies and public institutions in this task.All Intellectual Outputs will be online and available after the project. Both three will be embedded in the website-platform. IO1 will be a moodle course, IO2 will be an App and IO3 will be an interactive document with multimedia contents. Then, the possibility to be used is ensured. At national and European level, all partners will furthermore grant, after the end of the project, that external participants (VET schools, companies, trainers, educational institutions) interesting in learning or using the results of the project will receive a necessary attention, support and feedback. There will be a space in the platform for this kind of target groups which is directly linked with database.This project will have a high impact at local, regional, national and EU levels because is directly linked to the agricultural sector and business which is one of the main economic activities where the project is developed. All partners are located in rural areas so the project will be a step forward also for the local development. On other countries which there are internships in the VET studies, the same course and tools will be useful for schools and institutions and it can be interesting for stakeholders with similar profile to the one in the partnership.At the end, the upgrading of trainers, who will acquire and apply new skills and knowledge for their work, will have a real impact in the society and economy, increasing the employability and entrepreneurship of trainees. It is known farming is a primary sector that employs socially disadvantaged people with fewer opportunities but, at the same time, the sector is raising the competitiveness in terms of soft and hard skills, so UPT2S can have an important impact on population with fewer opportunities.

The summary is in English

CONTEXTEuropean Union countries have reinforced the commitment with green energies by including a new target of 32% from renewable by 2030 (European Parliament, 2018). At the same time, the Common Agricultural Policy (CAP) focuses on the socio-economic challenges facing agriculture and rural areas. Farming has a huge environmental impact but there are new techniques and practices that have been implemented in order to achieve a more sustainable agriculture. This project addresses the current needs to move to a more sustainable type of farming, with the help of the renewable energies and it is focused in agricultural VET centres. OBJECTIVESIn this frame, Energy4Farming objectives are the following:- To promote the improvement and modernisation of VET agricultural studies through the professional development of VET teachers (in relation with renewable energies)- To include innovative entrepreneurship practices in VET based on the new opportunities offered by the renewable energy sector in order to diversify the rural economy activities- To facilitate the introduction of innovative project-based learning experiences to meet societal needs in agricultural VET studies by the educational approach of based project learningPARTICIPANTSPartnership includes two VET and a VET association:-EFA La Malvesía -Järva County Vocational Training Centre-Stowarzyszenie Edukacji Rolniczej i Lesnej EUROPEA PolskaAnd three non school organisations acting as experts in different topics:-Eszterházy Károly University -Area Europa-Low Carbon Economy FoundationThe countries represented by the partners are Spain, Italia, Hungary, Estonia, and Poland.ACTIVITIES AND METHODOLOGYEnergy4Farming implementation follows this structure:1) Beginning – Agreements, preparation of activities and organisation.2) VET staff training – Preparation of a technical manuals and training course of school teachers (IO1, IO2 and LTTA1).3) VET student training – Implementation of methodologies in classrooms and experiences and learning exchange for school students (IO3, IO4 and LTTA´s 2 and 3).4) Closure – Final evaluation road map for future joint ventures.5) Project Management (transversal) – Tri-monthly reports, virtual and transnational meetings.6) Dissemination (transversal) –Website, social networks, meetings, mainly addressed school students and teachers and professionals.INTELLECTUAL OUTPUTSThe IOs produced by Project are:IO1 Manual for agricultural VET teachers. Sustainable agriculture: new tendencies and innovation with a focus on renewable energies.IO2 Teachers' dossier with project-based learning.IO3 Guide on sustainable start-up creation with renewable energies.IO4 Sustainable farming start-up model.LEARNING, TRAINING AND TEACHING ACTIVITIES.LLTA1- C1: Short-term joint staff training events for teachers in Italy:This training will be focus in IO1 and it will count with the participation of 2 VET teachers from each VET centre, and one person from non-VET centres.LLTA2 - C2: Blended mobility for VET students in Estonia:Visiting farming companies with renewable energiesLLTA3 - C3: Blended mobility for VET students in Spain: VET education for agricultural students in entrepreneurial skills for farmingMULTIPLIER EVENTS2 Multiplier Events will be carried out in each country.Three ME in the period of September-December 2021 at midterm of the project. In June 2022, 2 ME more will be done and at the end of the project the last ME. 6 multiplier event will be done in order to disseminate the results and intellectual outputs.RESULTS AND IMPACTSThe results will be the manual for agricultural VET teachers, the teacher's dossier, the guide on sustainable start-up and the sustainable farming start-up model. All these results will be distributed through the dissemination activities and will contribute to its impact.It is expected that Energy4Farming implementation inside VET centres contributes at: increasing the knowledge on sustainable options for farming among students and teachers, give tools to teachers to implement in their classrooms.Outside non-VET centres it will contribute to expand ideas about sustainability, build strong international partnerships and allow entrepreneurs to gather ideas on ho to build their business.

The EBAMA project was a project that arose on the one hand from the concern for the future of family farms and on the other hand from the ambition to give a place to broadening agriculture in VET education.The aim of the project was to distil the most important competences needed to broaden agriculture and on the other hand to look for ways to learn these within the training courses.The seven partner countries (Estonia, Finland, Germany, Spain, Italy, Greece and Belgium) in this project had a good geographical spread and different historical backgrounds. In addition, they approached the problem from different backgrounds, ranging from education to research, information and entrepreneurship. This multidisciplinary composition has visited and screened almost 40 farms over almost 3 years. In addition to these farm visits, research institutes, information organisations, cooperatives, commercial enterprises and educational institutions that could contribute to the theme of agricultural broadening were also visited.The findings during the visits were discussed and summarised in the reports after each meeting. They were then used in combination with literature studies and consultation of specialists to create a curriculum and a pedagogical manual.The project has had the impact of increasing awareness in order to promote broadening as a form of agriculture with many opportunities for the future for family farms. The need arose to urgently incorporate this into agricultural education and even with a different didactic approach. During the project it became clear that agricultural expansion requires a different profile of the farmer, in which entrepreneurship plays an important role. It also turned out that the assumption that all competences can be taught (the “makeable” farmer) was largely wrong and that other pedagogical methods should also be considered in order to discover and strengthen certain competences.It has also been shown that research and information-services should be expanded in the future in order to provide better support for the farmer who is broadening. Many of the farms we visited were pioneers and thrived on their own potential for learning and research.The project will certainly be able to make its contribution in the near and further future to confirm and support initiatives in connection with agricultural broadening.