"In their daily work, teachers in general education and vocational training are faced with the challenge of conveying teaching content to their students in a way that is appropriate for the target group. Classical teaching methods such as frontal teaching, self-learning and group work are increasingly being supplemented in educational pedagogy by innovative, modern methods in order to make learning more efficient for pupils of different age groups. It is not unusual for playful elements to find their way into the classroom, which can significantly increase the attractiveness of the lessons and thus the learning success.The project is developing an innovative teaching method which, with appropriate professional preparation, can be applied universally in many teaching subjects, initially in an exemplary manner in vocational training. This teaching method is based on the method of station learning and is very closely oriented to the play principle of the real escape room. Real Escape Rooms are about the playing group becoming part of a fictional story, at the end of which there is a disaster scenario if the group does not succeed in averting this scenario. The actors have a limited time window of about 1 hour in which they have to solve different, usually complementary puzzles in an appropriately equipped room in order to successfully complete the game. The actors do not only play to solve the puzzle, but also against the clock and are thus in competition with other groups, so that it is not only important to solve the puzzles, but also to complete these tasks in the shortest possible time. These game principles are applied to the mobile real escape rooms for use in vocational training that are being developed in this project.Since the development of a real Escape Room suitable for mobile use would be a complex and time-consuming task for teachers without subject-specific knowledge, the participating project partners support the dissemination of this innovative teaching method with the following project results:IO1: Digital Tool-Kit as a teaching concept for teachers for the use of mobile real Escape Rooms in vocational education and training with didactic anchoringIO2: Digital tool kit as technical manual for the production of 12 high-quality, technically appealing escape puzzle games. The manual contains material lists and detailed, illustrated building instructions, so that teachers can also reproduce these puzzle games. IO3: Web-App as a toolbox for mobile real Escape Rooms in educational workKey innovative features of this project:Mobile use: When we talk about ""real escape rooms"", we mean physical rooms within buildings with permanently installed puzzle games. However, a fixed installation is hardly suitable for use in classrooms or even outdoors. The preparation of the topic and the puzzle games for the mobile real Escape Room, which is used in the classroom, can already be done elsewhere, such as in the teachers' room or at home, due to the mobile basic concept. The mobile real Escape Room can then be set up in a relatively short time at any location, such as a classroom or demarcated forest. Technical diversity: In order to ensure the mobility of the Escape Room, technically mature, stable puzzle games are developed that are independent of the wired power supply and are in no way inferior in attractiveness to the permanently installed puzzle games in real Escape Rooms. Low effort: Teachers receive detailed guidelines and manuals with the results of the project, so that after studying the documents they are able to create their own mobile real escape rooms with little effort. Once the puzzle games have been constructed or replicated, they can be used variably for several topics within a subject area or even across different subjects or independent of them.Infection prevention and hygiene: When drawing up the room plan, the project partners take into account that all puzzle games can be solved with a minimum distance of 1.5 m between the players (the teacher as game master/operator observes outside the room anyway) and with mouth protection. All puzzle games can be disinfected with surface disinfectants. The group size is limited to a maximum of 6 persons during the game.The project will conclude with an intensive training for project staff and multiplier events in all participating partner countries in order to make the teaching method accessible to as many teachers from different fields as possible."

"The ECVET technical framework allows the recognition of learning outcomes in many and varied cases, particularly in the case of the European mobility of apprentices or dual system’s trainees. The CCCA BTP has been using it for several years and wishes to extend its scope of application in its European mobility actions. To this end, it wishes to conduct the Easy ECVET project transnationally in order to strengthen the formal recognition of learning outcomes in other European countries, and that it be integrated into the processes of validation of competences that can lead to national qualifications.Due to more or less well-founded reluctances and/or to various misunderstandings, we have been able to observe that the ECVET framework is only used by a limited number of the partners with whom the CCCA BTP has been cooperating for several years. Our objective is therefore to develop, even trivialise its use, in the course of mobility of apprentices’ actions. We wish to ensure that the ECVET framework is implemented as widely as possible until it can be taken into account in the certification of training path in the various countries concerned.Five vocational and educational training organisations or centers from five different countries (Belgium, Denmark, Finland, France and Spain) will be involved in this project. They have been chosen on the basis of their reliability, seriousness and motivation. Each of them has a particular interest in ECVET either because they have already implemented it and wish to go further, or because they wish to implement it and need the help from more experienced organisations.This mixture of experience and novitiate seems to us to be conducive to the quality of a common reflection. This project will be carried out over a period of three years and will be punctuated by the alternation of six transnational meetings (two per year) and two learning activities.- The transnational meetings are intended to be the ""think tank"" (analysis of practices, exploration of other contexts, training engineering) of the project and to support the steering committee, which will be responsible for producing technical guides and recommendations. Each country will mobilise two participants, for a total of ten people.- The learning activities will rather be ""exchange of practices and production workshops"" (pedagogical engineering, production of tools and protocols) in which two participants per country (pedagogical staff of the training institutions concerned) will collaborate. The 2 usual referents of each partner will also take part. That is to say 20 people for each activity.These two working groups will produce, in close collaboration and synergy, protocols and tools necessary for carrying out ECVET assessments.The aim is not to model a single procedure, but to facilitate the implementation of the ECVET framework, based on a common understanding and co-constructed arrangements.In a more operational phase that will follow, these supports will be tested during mobility actions that will be carried out during the last fifteen months of the Easy ECVET project, to test the reliability of these tools in the field and to improve them if necessary. Apprentices or trainees and company tutors will also ultimately benefit from the project.An ECVET expert will intervene at the very beginning of the project to give or give back to all the partners the same degree of information and answer their questions. He or she may be mobilised during the project if needed.Each partner will be responsible for relaying the decisions taken and the work to be carried out in its country. They will supervise the work, lead the educational teams mobilised and ensure the implementation of mobility actions which will allow the tools and protocols produced to be tested. Confrontations between participants from different countries will promote a mutual understanding of their different national contexts in order to facilitate collaboration.The production of appropriate guides, materials and recommendations, as well as their implementation in the field, should enhance the skills of the teaching teams in transnational evaluation issues and disinhibit the use of the ECVET framework in the context of apprentice mobility.Beyond the project, we aim to develop our partnership and our bilateral links with all our European partners, to contribute to the dissemination of the ECVET system and to set up or strengthen internationalisation strategies within our organisations.The state of mind of the project can be summarised as follows: ""confront in order to understand, compare in order to question, collaborate in order to co-construct, cooperate in order to implement""."

REFORME PLUS is a 36-month ERASMUS+ project that brought together 7 vocational training organisations from 6 European countries belonging to the transnational REFORME network and supported by the social partners of the construction sector. All the project partners are leaders of national or regional networks and bring together a total of more than 300 initial and continuing training centers in the construction sector.The REFORME PLUS project partnership is composed of :- CCCA-BTP (FR- leader) : http://www.ccca-btp.fr/- BZB (DE) : www.bzb.de- CENFIC (PT) : http://www.cenfic.pt/- Center IFAPME Liège Huy Waremme (BE) : http://www.centrelhw.ifapme.be/- FLC (ES) : http://madrid.fundacionlaboral.org/- FLC ASTURIAS (ES) : http://www.flc.es/- FORMEDIL (IT) : http://www.formedil.it/Our organizations are facing the same challenges: the constant need to promote apprenticeship training (or alternation depending on the country) in the building and public works sector, to work on the attractiveness of its branches, its trades and the associated careers. To do this, they must constantly improve the quality of the training provided and of training courses in general. In addition, we have all been involved for several years in international development, through mobility and cooperation projects. This allows us to pursue many objectives, in particular:- the internationalization of our young people's careers (and their skills, employability, openness, etc.);- the professionalization of our teams and the development of their skills, especially in teaching;- pedagogical innovation in our establishments, adaptation of our training to the needs of the job market.This non-exhaustive list allows us to measure the benefits of cooperation between our institutions. REFORME PLUS has allowed us to give a framework to the development of these collaborations, to strengthen our network and its activities and to increase the internationalization of our teams by involving them in the activities and mobilities of the project. The exchanges of practices, experiences and know-how and the learning activities have mainly focused on the following three themes:- Improving the image and attractiveness of apprenticeship in the construction sector by focusing on successful careers in the sector.- Increasing the quality of training: pooling and exchanging good practices for European cooperation in order to guarantee the quality of training and training paths delivered by REFORME partners.- Developing new types of mobility: in particular with regard to tutors in companies; and long-term mobility (at least 2 months).These three objectives could only be achieved by involving the main actors and vectors of change present in the training centers and in the companies: training managers, trainers and mobility coaches and company tutors/mentors. This is why the REFORME PLUS project planned five learning activities addressed to these participants for a total of 45 mobilities and at least as many local participants. Due to the impossibility to travel during the health crisis and especially during the second half of the project, 1 learning activity could be held face-to-face (Mobility of the 2 Spanish partners in France); 1 other was organized at a distance (Virtual mobility of the French partner in Belgium). They gave rise to 21 physical and virtual mobilities and mobilized a minimum of 27 local participants.These activities were composed of workshops and information and exchange sessions on the three themes mentioned above, aiming at developing and promoting the internationalization of the participating institutions.In addition, 4 transnational meetings were held; 3 face-to-face and 1 remote during the covid period. They gathered a total of 50 participants and made it possible to work on the three stated themes, including each time the intervention of an external expert on a given theme.REFORME PLUS has thus contributed to strengthening the links and exchanges between the partners of the Reforme network. The exchange of practices and the perspective generated by the interventions and workshops have fuelled the partners' reflections on these different subjects. The participants in the two learning activities greatly appreciated sharing and confronting their needs and issues, which are often common across borders, but in different contexts.

CONTEXTFaced with changes driven by health, environmental constraints and the omnipresence of digital technology, vocational training must be able to adapt and constantly innovate to remain attractive, qualitative and effective. This pedagogical transformation is taking place in part with new modalities of teaching and learning.In this perpetual modernization, teachers and trainers are essential actors, their professional development deserves special attention.OBJECTIVESThus, the FORTRAINERS project is part of a dual approach: the pedagogical innovation rooted in the digital area and the professional development of teachers-trainers on these new approaches..Its main objective was to design and develop an online training – like a SPOC, intended for the trainers, on the appropriation of new innovative and exemplary pedagogical practices .The project was structured around four operational objectives:1- Identify and propose new innovative pedagogical practices, rooted in the digital area to improve the learning efficiency2- Identify and develop teaching strategies for an integrative dual training (school/company relationship) and support teachers in their implementation3- Highlight the learning assets of physical and virtual mobility and support teachers towards the integration and exploitation of these European experiences4- Set up the online training and support the teachers / trainers in the pedagogical and digital transformationPRODUCTIONS/ACTIVITIESTo meet these four objectives, three vocational training organizations, a regional institution, an association and a company, from five European countries, Germany, Belgium, France, Slovenia and Turkey worked collaboratively during the three years of the project.They brought their expertise and experience to produce four intellectual productions to achieve the objectives of the project.o 1- A training module on innovative practices rooted in the digital area for a more efficient learning,o 2- A training module on innovative practices to enhance the relation School/Company/Apprenticeo 3- A training module on innovative practices to increase the European mobility and the virtual mobility o 4- a training and support system - the SPOC FORTRAINERS - integrating the three previous modules as well as spaces for sharing and discussion between the participants.RESULTS/IMPACTSAt the end of the SPOC experiment with 15 external participants, seven results were measured. They concern :1. improving the digital, pedagogical and linguistic skills of teachers2. the improvement of educational engineering skills3. the adoption of new open and innovative teaching practices rooted in the digital age4. the adoption / development of a work-study pedagogy including work situations5. increased sensitivity and European openness6.the strengthening of international cooperation and cooperation between teachers / trainers, and with companies7. increased motivation, self-confidence and creativity In addition to the impacts on the public teachers / trainers and their training organizations, FORTRAINERS project has promoted, through the implementation of these new pedagogical practices, the reinforcement of key skills for apprentices: in particular digital skills and personal qualities such as proactivity, communication, initiative, autonomy, etc.Overall, the project impacted:- 15 trainers, from different European countries, who have experienced SPOC Fortrainers for more than 3 months,- 20 trainers trained internally on strategies to promote effective learning,- 7 trainers and 40 learners who participated in the experiments of innovative practices thus allowing the recording of the videos available on the Fortrainers channel.- More than 70 actors of vocational training via the multiplier events- And thousands of people thanks to the 150 communication actions carried out during the project and the Fortrainers video channel which has nearly 7,200 views.

The aim of Step into BIM (Si!BIM) project is demonstrable innovation and added value in vocational education training specifically focusing on improving digital skills and awareness with the focus on use and relevance of BIM within the construction sector. Good digital skills are paramount within a modern industry and an area which most workforces are critically lacking. The UK has already passed into the mandatory adoption of Building Information Modelling (BIM) for Government funding construction projects. Likewise Europe is progressing forward with BIM adoption continuing on from the European Union Public Procurement Directive (EUPPD) which outlined that all 28 European Member States should encourage, specify or mandate the use of BIM and other suitable digital tools for publicly funded construction and building projects in the European Union by 2016 (OJEU, 2014) however despite Government mandates the provisions on how to up-skill the industry has not yet been fully realised, hence why research such as this is critical. This project would help employers and employees tackle the challenges in BIM digital skills training by creating an accessible learning portal which enhances the knowledge and awareness of digital skills for existing and new entrants into the industry. Innovative and modern technologies will be utilised to support digital training providing participants with greater career opportunities and improved career mobility in VET areas within the construction industry. The project will explore and evaluate key areas of innovation and best practice in digital skills in Building Information Modelling (BIM), cloud based data handling, innovations in Virtual reality (VR) and Augmented reality (AR) technologies and its use within VET training and utilising the 3D model and 'virtual build' in construction. Additionally efficiency improving digital tools such as 4D (time) and 5D (cost) simulation tools will be integrated into the training materials. Digital skills are currently lacking within the construction sector and action is required in the short and long term to try and prepare the current and future workforce for the evaluations the industry is facing. By creating an easily accessible web platform to reach output training materials project not only aims to support potential and new entrants to the industry but also provide existing workforce with the opportunity to improve their lifelong learning potential enabling them greater work mobility and improving career progression.Learning objectives of the project will evaluate key areas of innovation and best practice in digital skills and in response create training materials to help build skills and awareness in BIM. The materials will be quality tested as part of the project and disseminated through the project website and partners organizations. The participants of the project is made up from a consortium of 6 partners from 6 differing European countries, UK (higher education institute) Germany(VET),Slovenia(Chamber of Commerce) , Belgium (VET), Spain (VET) and Lithuania(VET). The project methodology is structured within 24 months and has 6 IO .One of the IO is the pilot workshop held in Coventry with participation of all partners' key target groups representatives. Each IO is led by one of the partners.Each IO leader will be responsible for the implementation of the activities and the achievement of the planned outcomes, whilst adhering to deadlines and budget, providing information about the activities (structure, methods, time schedule, results to be reached) to all partners involved and assuring the quality of work and products.The results from the testing will evaluate the learning taking place through the training material and where it can be used by the apprentice in their current or future employment. The initial impact will concentrate on the apprentices who take part in the testing process to ensure that the final material are reiteratively improved. Post testing impact and sustainability will be achieved through the final straining material being made available through the project web-site for all construction apprentices in the partner countries to use.