The skills set and role of VET teachers is being outpaced by development of working life. Jobs and occupations are changing so much that the VET institutes do not even know how the change affect us and how we should react. In general, VET organizations can be heavy and clumsy in being adaptable. In order to succeed in future, VET institutes need to change and be more flexible like the companies. The pace of innovation and changing skills requirements across all sectors of work life is fast, and the expectations of learners change rapidly. However, many education institution staff still hold traditional attitudes to the role of teachers. At the same time the clientele of VET is becoming more diverse: comprehensive school leavers (post 16 years of age) form only a part of the students of VET institutes, where as the main groups are adults with no previous secondary education, people wanting to change profession, professionals aiming to strengthen and deepen their professional competence, unemployed people and immigrants or asylum seekers. The profession of vocational teacher is constantly in transformation and solutions need to be found.We have five partners from three different countries (FI, UK, NL) that are secondary or tertiary level VET institutes and a school of professional teacher education. The participants of the project activities can be managers, HR staff and teachers. All partners have participated in multiple EU projects over the last few years. All the organisations are concerned about the need for VET providers to find ways to ensure that the skills of teachers meet the needs of the working life now and in the future. VET providers need to find ways to improve teacher professional learning. We all are facing the same kind of challenges and phenomena across Europe. Therefore, in this project, we want to share views, challenges and good practices on how to provide new skills for our teachers also on a European level. We are going to have three workshops during the project. Each workshop addresses a certain issue connected with future skills of teaching. Planned topics for the workshops include life long learning; interaction between companies and education institutes; dealing with changes in work life and how to respond in a flexible way; and adapting to student diversity. The information from the workshops is then collected in the form of articles, digital tools and knowledge bases, and put into an on-line tool kit. The result of the project will be that the participants gain new ideas to ensure and improve teacher professional learning. VET providers will have found ways to ensure that the skills of teachers meet the needs of the working life now and in the future. VET providers have found ways to improve teacher professional learning. We will have shared knowledge of the education challenges and phenomena across Europe. It is anticipated that the workshops will support throughout the project the partner institutions to carry out testing and implementation in order to develop their own methodology in staff training. By the end of the project, management and HR departments will have created a clear vision on how to best train their staff and implement these changes in the areas of life long learning; interaction between companies and education institutes; dealing with changes work life and how to respond in a flexible way; and adapting to student diversity.

<< Objectives >>EUMOSS – European Modules in the Security Sector in VET – focusses on the corporate work of a multilateral team of professional teachers in security VET to exchange expertise and good practise and to develop an innovative digital training module that can be used both locally and transnationally. It will be implemented into the curricula of the participanting partners and shall cover the constantly growing needs and challenges of the European labour market for employees in security services.<< Implementation >>EUMOSS consists of five activities in four countries that will be used to exchange expertise in security VET, to compare the institutional, organizational and country-specific systemical conditions in teaching the target group, to compare the curricula of the participating countries, to analyse the needs of the future security officers on the European labour market and to develop a student-tailored digital training module to be used locally and/or transnationally.<< Results >>EUMOSS is part of the internationalization strategy of the participating institutions and supports the qualitative educational development of the institution and professionalization of staff working in security VET. It contributes to the institutions reputation regionally and internationally and will foster the cooperation to students and stakeholders working in the field of security services.The outcomes of the project will be provided and disseminated to third parties working in security VET.

Due to COVID 19, home confinement and social distancing have forced the European VET providers to review current working practices and focus on remote delivery. Senior leaders and teachers have faced problems adapting to more blended or online only curriculum delivery models. This has also highlighted differences between students with varying social profiles, with students from disadvantaged backgrounds being more proportionally impacted.The current VET tools, including SELFIE, do not accommodate application in Work-based learning (WBL) context. Part of this project will involve bringing VET institutions and companies closer by discussing how they can embed digital technology in the education and training provided with a key focus on WBL.To solve the problems listed above, the project proposes to:1.Specific Objective 1:•Problem: Identify the needs of learners from disadvantaged backgrounds in VET, regarding remote learning. •Solution: Support teachers to provide to those students with the necessary tools and skills to undertake a remote learning. 2.Specific Objective 2: •Problem: Assessment of level of digital transformation of a representative set of VET schools in partner countries. •Solution: Update and apply the SELFIE tool, with recommendations from WBL. 3.Specific Objective 3: •Problem: Low digitalization of schools: •Solution: Training teachers about tools that support the digitalization of schools in the field of VET, including tools for creating online resources and performing Blended Learning.4.Specific Objective 4: •Problem: Lack of digital transformation leadership within organisations to allow for new / remote curriculum delivery methods•Solution: Work with VET leaders and teachers in order to allow them to reinvent teaching. 5.Specific Objective 5: •Problem: No clear indication for VET authorities about how to deal with certification and recognition in blended and online learning and Micro-credentials. •Solution: Develop guidelines and update teaching and learning strategies at national/regional level. Work with VET providers to inform them of accreditation / evaluation methods, e.g. micro-credentials.To achieve these specific objectives the Consortium will develop the following intellectual outputs and disseminate through each of the 6 partners multiplier events and relevant VET authorities and stakeholders:•IO1 – 360 Degree review of Digital Transformation VET curriculum for Work-Based Learning•IO2 – Practical toolkit for digital and inclusive education•IO3 – Digital Badge: Quality Assurance Framework for the recognition of online training / industrial skills.