"In majority of the countries today there are various programs for seniors created with the purpose of ensuring them enjoyable and active aging. However, most of them have in common the fact that they were created by people outside this age group. No matter the fact that their quality was never questionable, they just weren't accepted to the degree that was expected. The consequence being that a pretty large number of seniors is socially excluded, which became more than obvious during the global COVID-19 pandemic. Partners in the ""Inactivity is not an option“ project believe that greater activity, intergenerational cooperation and social inclusion of seniors can only be stimulated by programs created with them being involved. Here one has to bear in mind that today's seniors belong to the so called ""Baby Boom"" generation and they have certain issues with key competences (EU, 2018) that prevent them from getting included and being active. For those reasons, this project is ruled by following objectives:- create and promote an innovative lifelong education system directed at seniors individuals as a framework for instigation of their activity;- develop quality innovative tools as an enticement to start creating programs for seniors, both individuals and groups (guidelines, programs, guides, ...);- contribute to proper understanding of the EU value system and possibility of senior activism;- promote the Erasmus+ program that makes provision for networking and brings along a transnational component as well as new notions and values for seniors;- encourage the volunteering system based on the axes senior educator – senior volunteer – user creator;- merge experience with energy through intergenerational cooperation for the well-being of individuals and society as a whole and encourage networking of high school volunteers in these activities.In order to meet the said objectives, this project offers four intellectual outputs:- O1: Guidelines for development of senior competences- O2: Development of the L – N – A system for seniors (L - Learn, N – Network, A – Act) in the form of a Guide through the system- O3: Curriculum for the training of trainers/teachers, seniors-educators and seniors volunteers in form of a program- O4: How to get results? In form of a Collection.Major target groups are seniors, teachers and trainers belonging to institutions for adult education and gerontology institutions and high school volunteer groups. Alongside them, target groups are also institutions for adult education in general, public institutions dealing with seniors, various volunteer groups and retirement associations.According to our predictions, 358 people belonging to partner organisations, associated partners and target groups will directly be involved through project activities.The activities they will be involved in are: five transnational project meetings (50), 5 pilot programs (50), 3 staff trainings (30), creation of four intellectual outputs (20) and 5 multiplier events (208).The expected impact of the project from its implementation, the results and after its completion is update of knowledge, encouraging of activity, social inclusion, intergenerational cooperation and adoption of European values with older generations.One of the most important assignments of the GER-APP project is creating connections with the future in order to ensure the sustainability of project results. As already explained, the GER-APP project is considered to be a significant step for encouragement of change:- in the way teachers and educators think when it comes down to the area of lifelong education of seniors - among seniors regarding the need for lifelong education, being active and getting involved, social inclusion, intergenerational cooperation and European values.With the purpose of maintaining the main results of the GER-APP project, two new work groups will be created among partners and associated partners that will continuously be monitoring exploitation of project results in both above mentioned segments. The work groups will monitor the exploitation of project results at least 2 years after project completion. Their activities during that period will be posted on project web page and Facebook and LinkedIn pages."

BACKGROUNDGood practices within SMEs automated mechanical production processes applying mechatronics 4.0 (M4.0) (Manufuture Vision 2030, 2018), provides inspection procedures for production, testing, and quality assurance (QA) in order to ensure that a new product is safe. To prepare M4.0 of automated manufacturing systems able to adapt to combine mechanical elements of the systems, install and adjust devices that operate pneumatic systems and program logic controllers etc., provision of new, improved and enhanced digital skills training programs are needed.This is driven by Industry 4.0 through the implementation of new ICT in the production equipment. Growth in M4.0 driven manufacturing must be achieved efficiently, alongside high standards of QA and the mitigation of the mechanical elements of the systems environmental impacts (greening). This necessitates an upgrading of inspector operatives workforce skills and qualifications through the deployment of more innovative and accessible work-based M4.0 learning systems, ultimately letting staff take smarter decissions when interconnecting different technologies and different devices. This should fully motivate and support staff development and the attainment of nationally qualifications (NQs) respected by the industry.PARTICIPANTSWhilst there are some effective (higher) VET systems to support M4.0 VET development, most notably in NO and SE, mature entrants are not so well served. They currently lack synchronized in-company support during work based training activites and practice. This includs support from tutoring staff towards their theoretical knowledge check-test, as well during the practical training with priority given to better obtain the smart decission competencies needed in smart factories. In some countries like HU and RO, once in employment, formal VET pathways leading to the completion of a NQs in M4.0 are hard to access or not well supported. Unfortunately only 10% of the inspector workfoce in Norway and Sweden has got a NQ. Therefore, most of the inspector operatives remains un-qualified and highly dependent on informal inhouse training (non-formal VET) provided by the companies themselves.OBJECTIVESThe ultimate goal is to develop a new tutor supported work-based learning pedagogy within industrial M4.0 VET that better meet the demand for SMEs assembly, setup, maintenance and design of automated industrial systems controlled by computers. It enables individual’s informal competences and skills to become recognised and accepted and built on through individualised and peer learning supported group processes.ACTIVITIESEuroMEC develops and pilots a system for the delivery of innovative ‘individualised’ work-based learning practices, supported by in-company tutors and the suppliers of new M4.0 production equipment. The pre-requisite processes are recognising prior learning and flexible learning resources will be aligned to a shared framework of industry endorsed M4.0 learning outcomes. The continious assessment of practical competence at the workplace will involve employers and inform NQ assessment results that are understood by the M4.0 SME manufacturing industry in Europe. Consequently, work-based VET pathways and qualifications will gain parity of esteem and learner mobility will be promoted, aided by European tools, including EQF and ECVET. The European industry’s aim of promoting knowledge exchange between the main manufacturing countries and collective problem solving will be synergised by the shared new M4.0 learning solution.METHODSThere is a gap between the ambitions of the industry and the current training methods, which do not take into account how many staff that are champions in problem solving while they at the same time avoid and fears the required theoretical training. This will be resolved by developing- a common framework of M4.0 learning outcomes in Europe- new work-based M4.0 learning, tutoring and assessment delivery pedagogy and resources that increase capacity for skills instruction and contribute to a QA of assessment in formal VET delivery systems- national work-based learning delivery partnerships that will update M4.0 VET resources, shared by a VET provider network and supported by industry tutors- M4.0 piloting of the delivery of NQs to work-based learners utilising shared resources and the evaluation of learners’ experiences, to inform the development of improved VET learning systemsRESULTSEuroMEC helps improving the M4.0 VET system for SMEs manufacturing industry staff. The new in-company tutor system will offer a new system solution applying standarized and harmonized methods for support during the theoretical training phases and in particular the work-based training to be organized in smart industries.IMPACTThe overall mission is to improve the accessibility and quality of work-based learning for inspector operatives at two levels, and prepare for harmonisation of M4.0 industry endorsed NQ.

"The European Welding Federation has developed an international harmonised system for education, training and qualification in the field of welding technology. It was a pioneer organisation developing the first harmonized system embracing all the European countries for the qualification of personnel for a wide range of levels both in welding, related technologies and inspection. In recent years, EWF and its members have been working on the update of its education system by designing new qualifications and revising existing ones to align them with the learning outcomes approach. This is already an enormous step in the modernisation of the EWF Qualification and Training System, but as it was being done, it was noticed that there is an insufficient awareness among the educational staff of new pedagogical approaches and methodologies that can be used in the system for a better learning, as well as the possibility to embed key competences development in EWF Training System, thus promoting a better prepared workforce.The objectives of this project are to:- Promote an uptake of an active learning approach by the EWF Education System and technical training in general- Promote the use of alternative pedagogical approaches by technical trainers and teachers, e.g. using digital resources, problem-based learning and other innovative approaches- Challenge educators from the STEM field to embed in their own educational resources the development of key competences in trainees- Foster an entrepreneurial spirit in European citizens, able to research, select, analyze, organise and present information- Improve the provision of Higher VET, increasing the attractiveness and relevance of VET- Promote an assessment framework that will help trainers and teachers deal with the challenge of evaluating the different types of lessons proposed in the WELDONE ToT curriculumTo achieve these objectives, this project entails five Intellectual Outputs:O1: ToT curriculumCurriculum for a train of trainers course that enables trainers and teachers to deliver technical training in a WELDONE way - using alternative pedagogical approaches and embedding key competences development in technical subjects’ trainings.This curriculum can include the following Competence Units (CU):CU1 - Multiple intelligences and learning stylesCU2 - Learner centered didactics: Problem based learning, Critical thinking and Collaborative learning.CU3 - GamificationCU4- Digital competence and using digital resourcesCU5- New media didactics: the use of social media, micro-learningCU6- Personal, social and learning competence CU7 - Entrepreneurship competenceO2: Conceptual HandbookPublication in both hardcopy ISBN and eBook format with innovative essays on the suggested methodologies and targeted key competences for promoting them in welding and related technologies - and STEM in general - training delivery; good practices; the reasoning behind the application of these alternative approaches in technical training; case studies; why embedding key competences development in technical training is a must; training notes on how to use the material in the welding and related technologies VET.O3: How to get WELDONEToolkit meant to be a ""ready-to-use"" resource to facilitate the implementation of the curriculum using a workshop model. It will not also include pedagogical resources, but also practical resources focusing on the development of the specific key competences that we propose to embed in technical training.O4: Assessment methods A set of formative and summative assessment methods will be presented: Paper Quizzes, Product-Oriented Projects, Process-Oriented Projects, Interviews, Writing, Art and Ditching the Numbers.O5: Pedagogical guideline for EWF Training SystemPolicy recommendation to promote a change in the pedagogical approach used in EWF Training System.All partners of this consortium will be involved in all outputs development except for O5, in which only EWF members and the project coordinator will be involved.202 people will be directly involved in the project activities:C1 event - Learning outcomes approach: 14 educational staff members from partner organisationsC2 event - Alternative pedagogical approaches: 14 trainers from partner organisationsC3 event - Assessment methods and tools: 14 trainers from partner organisationsNational outreach seminars and Final multiplier event: 124 stakeholdersThe main target group of this project is educational staff from the EWF network, but it is also extended to technical trainers in general.All project Outputs will be available in En, Croatian, Portuguese, Romanian, Hungarian and Greek, except for O5, which will only be available in EN due to its international character."