<< Objectives >>1.To create a model for digital international co-operation projects that•Is well integrated in the curricula and everyday life •Enriches the teaching •Is learner-centred•Is transferrable and viable on a long-term 2.To create a strategic partnership between the two organisations so as to continue the digital co-operation yearly and exchange good practices later in KA1 projects 3.To enhance the teachers’ and students’ digital and international competences<< Implementation >>We will organise digital co-operation projects in three fields. They will be carefully planned (by teachers and students) to integrate them fluently in the everyday teaching of the fields. These pilots will be the basis for the digital co-operation model, and the participating students and teachers will learn digital and international competences naturally while exchanging pedagogically and learning new working methods from the partner. Two partner meetings and online meetings support the work.<< Results >>As a concrete output to be disseminated outside, we will produce a Model for Digital Co-operation Projects including our key findings on the subject.In addition, for the partners only, we will make a plan of future co-operation to share good practices. Other results will include the enhanced digital and international competences, both from the point of view of the participants and that of the organisations, as well as pedagogical and methodological exchange.

"The ENTRETOY project focuses on learning and teaching entrepreneurship in a new way. It is also the school of entrepreneurship and entrepreneurial attitude towards all. The partners' needs were as follows:1. Graduates lack confidence, initiative and key entrepreneurial skills.3 VET or higher education economics teachers have insufficient or absent practical experience and are unable to connect the learners' professional field with entrepreneurial studies.4 Lack of practical courses or continuing education mentors that could really support start-up entrepreneurs.The objectives:* Improving the quality of entrepreneurship education.* Training of the consortium's educators to have a new and more effective methodology for entrepreneurship education.* Testing different methodologies available.* Creating a curriculum for teachers and other entrepreneurship educators or advisors.* Creating educational materials for teachers and other teachers or advisors.* Creating a curriculum / annual program for an adult student pre-incubation course and higher education.The project partners are Belgium IEPS Jemappes (VET), Estonia: Tartu Art School (VET), Finland: SASKY (VET), Greenland: Niurnermik Ilinniarfik (VET), Spain: CEEI-Burgos Incubator, Poland: Regional Labour Office BialystokActivities: Teacher training, experimentation with new methodologies (FInland's TOY model and the ""Entrepreneurial School"" in Belgium), evaluation of results, combination of best practices. The creation of intellectual results: 2 curricula and teaching materials The results:- VET students and professionals have better key competences in entrepreneurship, initiative and trust.- Graduates are more competitive in the labour market. - New methods of teaching entrepreneurship are being used.- Teachers and mentors have innovative tools to teach entrepreneurship- The consortium's cooperation, evaluation and innovation processes create a basis for further development- An international network of teachers, mentors and students to support entrepreneurship learning processes.In the long term, we can expect to- more entrepreneurs, more jobs.- the graduate unemployment rate will be lower.- more collaboration between vocational schools, incubation centres and employment centres."

The Leonardo Guitar Reserach Project aimed to increase the cooperation between Vocational Education and Training (VET) and the labour market within the field of guitar lutherie, by challenging luthiers and schools to join their forces in common development work. The project created an increased focus on environmental sustainability and use of non-tropical woods. Furthermore, this project aimed to develop the field of guitar making in a more sustainable direction, creating a European network on non-tropical woods in guitar building as well as a sustainable supply base of non-tropical woods for lutherie.The Leonardo Guitar Research (LGR) Project was a partnership project involving three renowned guitar lutherie schools (CVO Rivierenland, Belgium; Ikata, Finland; Lincoln College, England), one knowledge centre for lutherie (Cmb Belgium) and four highly regarded entrepreneurial luthiers (Rémi Petiteau, France; Chris Larkin, Ireland; Thomas Holt Andreasen, Spain; Lorenzo Frignani, Italy), together representing seven different EU-countries. The Leonardo Guitar Research Project aimed to make the educational curriculum for lutherie students more relevant to the future needs of luthiers/employers by introducing new teaching methods (where luthiers act as mentors for individual students, in combination with individual work placements) and integrating new study material into the curriculum (e.g. a handbook on the characteristics of non-tropical woods, a methodology for evaluating acoustic guitars and a teacher guide on environment and sustainability considerations). In order to produce this new study material, teachers, students and staff members of the partner organizations, together with the participating professional luthiers, did a lot of research on different aspects of guitar building with non-tropical woods. A part of this research was carried out by students and teachers of the three participating schools during three international workshops (in Finland, England and Belgium). In their own schools, students produced in total 44 project guitars, in order to define the differences (if any) between tropical and non-tropical woods in guitar building.The LGR project partners introduced lutherie students to use a wider range of woods in guitar making, specifically non-tropical woods. They did so in order to improve their skills and knowledge, increasing their chances on the labour market, and to provide them with a better appreciation of the environmental impacts of lutherie and the importance of sustainability in wood use. In addition to the VET benefits for the participating schools, the project itself is having a major impact on the future of guitar building in Europe. Many people believed that the very best high-end acoustic guitars can only be made with exotic tropical woods. But these woods are highly endangered. And they are becoming increasingly scarce as their supply becomes restricted through the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES). When they are available a high percentage (est. >70%) has been illegally harvested. The LGR project has clearly shown that local sustainable non-tropical woods can be used to make guitars fully equal in sound acceptance to those made with traditional exotic tropical woods. This result has been accepted and promoted by the European Guitar Builders association to the extent that we are already seeing a mindset change and increasing use of local sustainable woods in guitar making across Europe. The activities and achievements of the Leonardo Guitar Research Project are fully consistent with EU2020 policy on education, climate change, innovation and employment.

This project has been inspired by the 17 Sustainable Development Goals (SDGs) of the United Nations. Regarding sustainability issues, there are 3 key problems:1.The problems are so overwhelming that individual people feel that they have no chance to make difference. Our students are acutely aware of the problems, yet they feel helpless.2.Vast problems require concrete changes in our behaviour, which is hard. It is much easier to point the finger at someone else. Very often, the blaming finger has been pointing to the agribusiness.3.The problems are so vast that no sector nor no single country can resolve them alone; we need to take a communal approach and learn from the good practices of others.This project seeks solutions to these problems in our context: VET within the green sector. Instead of being part of the problem, the agribusiness sector needs to part of the solution. The hope lies in young people and education, but we need to develop VET and tackle real-life issues communally and in international cooperation.Therefore, this project has 3 main goals: 1.To empower students to contribute to the SDGs. For this, we need -learner-centred pedagogical approaches,-to give them a positive experience of tackling issues communally, and in international cooperation,-provide them with the skills and networks needed to continue to do so in the future.2.To empower students, teaching staff needs to be well-equipped to provide meaningful education for sustainability -with the contribution of representatives from the world of work, -using authentic, real-life learning challenges related to SDG 12 and 13, -and innovative, learner-centred pedagogical approaches.3.We need to develop innovative sustainability solutions and share them, as well as other good practices, in our own regions and in the whole field.How?The developing partners will arrange 4 workshops in which an innovative, learner-centred pedagogical approach is presented to the others in practice. During the workshops international student teams (EQF levels 3-4) tackle a real-life challenge that's related to the SDGs and provided by regional stakeholders. This enables the students to increase key competences such as communication, problem-solving, teamwork, and boundary-crossing skills, and to network with their future European colleagues while inspiring them to solving problems in European cooperation and empowering them.The workshop allows the teachers to learn the innovative pedagogical approach and evaluate how it should be localized to better fit their own context. To disseminate the pedagogical approaches wider, we will develop Manuals. The Manuals will be tested by 4 testing partners. Each will arrange a workshop in their own country piloting one approach, which will provide direct feedback on the transferability of the pedagogical approaches and on the usefulness of the Manuals.The aspect of sharing good practices will also be covered in the workshops: At least 2 innovative sustainability solutions from regional stakeholders in each of the partner countries will be shared. This will inspire the students and widen the knowledge of the teachers. We will collect these good practices to support the dissemination among regional stakeholders in each country. In addition, we will collect the real-life learning challenges tackled during the workshops and the solutions developed by the student teams. These provide good practices and inspiration to other farmers. In addition, they will serve as teaching material as such for other VET providers within the green sector. The Intellectual Outputs will be disseminated by each partner according to our carefully designed dissemination strategy. The VET providers in the green sector being very well organized both at national and European level through the Europea International network. Therefore, this project has a good chance to reach considerable sectoral impact:-Our students will be empowered to become ambassadors of sustainability engaging in active citizenship regarding sustainability issues.-The 4 innovative pedagogical approaches will spread to other schools in Europe, improving the quality of VET in the green sector.-Green VET schools will involve companies, regional authorities and other stakeholders so students can contribute to tackling environmental problems together, thus improving the labour market relevance of VET and enhancing its attractiveness in the eyes of the students.-Good practices and innovative solutions in the field of sustainability will spread between schools, stakeholders such as companies, professional bodies, municipalities, regions and countries. On a long term, this will help the agribusiness to develop in a future-proof way, in line with EU policy.All in all, this project will, for its part, contribute to the achievement of the European and global sustainability goals in the green sector and develop the quality and attractiveness of VET.

Rationale:There is a huge gap between supply and demand of skills in the labour market in Europe. It is expected that is gap will continue to grow over the next years, especially in the green sector. Many current jobs disappear and new jobs that do not yet exist will emerge. The Fourth Industrial Revolution is about to create a shift in the skill sets required of workers in green jobs. This holds true in particular for the 68 million people in the European Union with skills on lower and middle EQF levels.Objectives:The project aims to contribute to reducing the skills gap in the labour market and help increasing the employability of people on EQF levels 2-4 by aligning learning outcomes with the EU Skills Agenda. Participating organisations:Five vocational education and training (VET) institutions from four different EU countries have teamed up with five partners representing the world of work (companies, branch organization, cooperative, etc).Main activities and project results:The project partners have 1) Actively participated in a customized training based on the updated ECVET Experience as developed by ECVET.nl, and co-developed a shared and unambiguous framework for units of learning outcomes that are based on ECVET principles and align with the EU Skills Agenda by embedding generic skills, professional skills and social-emotional skills; 2) Produced over 50 units of learning outcomes on EQF levels 2, 3 and 4 in English for multiple job profiles, and added translations in 5 additional languages; 3) Selected and established an applicable and shared assessment methodology that supports the recognition and validation of the learning outcomes; 4) Created a training programme for the assessors of the learning units including a short animation video on the assessment for all stakeholders (students, company tutors, teachers);5) Trained the assessors;6) Tested the units and assessment in a pilot with nearly 90 students (twice as much as estimated in the application);7) Collected and summarized recommendations for adjustments and optimization for future use8) Organized and implemented multiplier events in every partner country, as well as one joint multiplier event, joining a conference of umbrella organisation Europea International. All together we've reached more than 250 non-partners. Outcomes and impact attained:* The project partners now have a shared language and a better understanding of EU instruments such as EQF and ECVET. Some of the participants had little to no acquaintance with these instruments prior to the start of this project. Their knowledge and understanding of the value of these tools has increased. * The partners have also built a strong common understanding of what working with the EU Skills Agenda means and how to cooperate in developing those skills. * The project partners have built a closer relationship. Attitudes have changed in a positive way, making it possible to contribute to bridging the gap between the labour market and VET. * We can now recognize and validate formal and non-formal learning, also abroad. This has led to an increased number of students who engage in international mobility programs.* The quality of student mobilities has also improved: it is now clearer to all stakeholders, including the learner, the tutor at the company and the assessor, what the desired learning outcomes are. Feedback from students and work placement companies indicates that the students’ commitment to the learning process and self-assurance during the internship has increased.* The considerable dynamism on the job market calls for a greater degree of flexibility on the part of VET. Learning outcome-based courses lead to a more flexible VET because how and where the learning takes place is no longer restrictive, nor are the teaching method or materials. This makes it easier to provide VET courses in accordance with the needs of the labour market.* The co-developed learning units have given the industry partners a better understanding of the skills acquired by graduated VET students who enter the labour market. This aligns with one of the main topics of the EU Skills Agenda: making skills more transparent.* The inclusion of generic and social-emotional skills in the learning units aligns with another main topic of the EU Skills Agenda: understanding the skills needs of tomorrow.* The partners from the world of work intend to use the project results to improve the employability of their employees. Some of them are using the learning units for their in-company training of workers.* The VET providers are also using the project results to fostering excellence. Excelling students who seek additional challenges can now acquire extra learning outcomes, or learning outcomes at a higher level.