"In the programme of the adult education within the project „Saving water“, Spolek absolventů a přátel zemědělské školy in Chrudimi, z.s. as a project coordinator focuses on one of the sub-themes of the global problem of the world - water protection (saving water). For our project plan, we chose the area of ​​agriculture which is divided into 4 project themes, namely water conservation in a crop production, a livestock production, a maintaining water in the landscape and a using plant and animal residues and waste as an alternative source of energy. The objectives of the project will be met in the form of seven-days mobility in the partner countries, where the training courses will be held on the specific subject. The excursions to relevant organizations will be as a part of the training as examples of good practice. The topic of ""Crop production"" will be presented by Bulgaria (EUROPEAN CENTER FOR QUALITY OOD), ""Livestock production"" by Portugal (EduPlus - European Center for Education and Skills Development, Lda), ""Maintaining water in the landscape"" by the Czech Republic ( Spolek absolventů a přátel zemědělské školy in Chrudimi, z.s) and ""Using plant and animal residues and waste as an alternative source of energy"" by Spain (MAGENTA CONSULTORIA PROJECTS SL).The specific and diverse selection and representation of partners in the project is based on geographical location and different climatic areas which will be a great and valuable asset for gaining new information and exchanging experience in agriculture with an impact on saving water.As this is a very demanding and comprehensive topic, experts and workers from all levels of work and management working directly with the target group of workers in agriculture, ecology and landscape development will be involved in this project as menotors and trainers.The results of the project will be presented in a brochure that will be freely downloadable in English and in the languages of the partner countries on the websites of the participating organizations in the project."

People with disabilities face difficulties when accessing education and vocational training, particularly recognition of acquired skills, and when searching integration in the labour market when compared to other citizens of Europe. The aim of REVADIS project is to allow people with disabilities the same access to opportunities of education/training and access to the labour market by enabling them to enhance their professional qualifications and gain mobility in the European space. We propose to improve the offer in the area of recognition of acquired skills for people with disabilities by adapting 4 professional referential to 5 different types of disabilities, a total of 20 new professional key skills referential involving testing and validation by a total of 120 people with disabilities throughout the European space. The adaption of the referential will be made to the population with cerebral palsy and other neurological-skeletal disabilities, mental illness, vision impairment, hearing impairments and intellectual disability. We will apply to this methodology the system of ECVET thus allowing these people to achieve a specific number of ECVET nomenclature transferable to all Europe. This experience will be anchored in a best practice by the Portuguese Ministry of Education and Ministry of Economics regarding the recognition of academic acquired skills that allowed hundreds of people with disabilities to obtain a diploma of the 9th grade. Based on this best practice we will adapt professional referential of recognition of acquired skills to people with disabilities making a statement we hope will proliferate among all State-Partners. The general activities are as following a) make a diagnosis of the needs in terms of professional areas in the countries involved with the help of social partners and labour unions and write a report based on the findings b) choose 4 professional referential and make the adaptations and apply the system of ECVET in order to create a common platform transferable throughout Europe c) test the referential and methodology applying them to all 5 groups of disability in a total of 120 persons with disabilities involved and write the referential and methodological guide d) implement strategies of dissemination to produce a cascade effect within the countries of the consortium and among partner institutions of Europe e) a Guide of recommendations will be published f) the consortium will make an evaluation of the work produced regarding the tasks and aims of the project. Methodology The expected quantitative results will be 20 new professional referential available with involvement of 120 persons with disability in its construction and testing. Two reports published with diagnosis of needs and recommendations and a methodological guide published on how to apply the system of recognition of skills to people with disabilities (all 3 in 5 different languages and English). More qualitative results are also expected: an affirmative evaluation of the referential by social partners and labour unions is required as they are crucial for the success of the project as is a positive evaluation of satisfaction of the people with disabilities involved and their families. The impact to direct target-group: a) increasing of professional qualifications of the individuals with disabilities involved b) acquisition of new technical and social skills c) acquisition of labour market integration skills d) acquisition of mobility in the European labour market d) enhancement of self esteem and motivation. The global impact will be: a) new 20 professional referential of recognition of acquired skills available in the training/education market b) implementation of system of ECVET to the recognition of acquired skills as a new step taken in education/training c) new methodology adapted specifically to disabled people d) involvement of social partners and labour unions in the area of recognition of acquired skills and disability e) know how on how to develop professional referential of recognition of skills adapted to disabled people. In longer term benefits the project will create a new dynamics regarding the application of recognition of acquired skills to people with disabilities and the utilization of ECVET that will more easily make the methodology flow among State-Partners. We believe it is an innovative project because it addresses specifically the recognition of skills applied to people with disabilities guaranteeing their access to the professional market with the same possibilities other citizens do and also by integrating the ECVET system we are taking it a step forward in promoting their possibilities of Inclusion in the European space.

Context/background of the project:Nowadays European market economy rises a great demands for Veterinary nurse – on the one hand they must acknowledge veterinary care and to manage business efficiently – on the other. Nowadays professional training of Veterinary nurse lacks didactical innovation because of traditional educational paradigm domination in higher education institutions, that predestines using of outdated learning and training methods in education That‘s why it‘s important to apply the new interdisciplinary approach and nonlinear and more self-directed teaching and learning strategies in education of Veterinary Nurse. This helps to promote learners skills of solving problems in the real work settings. Problem-based learning methodology seems to be the very promising to contribute to interdisciplinary approach and problems solving skills development in training of Veterinary Nurses. Problem-based learning (PBL) – self-directed learning strategy, based on teamwork, problem structuring, information research, generation of strategies and monitoring activities. Problem solving skills are kind of transversal skills that could be transferred from one professional situation to another. That is why important to education practical, goal oriented, critical Veterinary nurses that are able able to solve different problems in their professional settings. In order to realize Problem-based learning methodology in Veterinary nurses studies it was important to create certain methodical instruments, problem cases and to test it in practical settings. For this reason, there was initiated project “Adopting of Problem-based learning methodologies to Veterinary nurses professional training” in order to adopt PBL methodology in professional training of specialist. Objectives of the project:- Implementing of research defining the main conditions for adopting of Problem-based learning strategy into professional training of Veterinary nurse;- Creating of Problem-based learning methodical material for Vet. Nurses: PBL Facilitators' guide, Stuudents guide, Problems' cases;- Virtualization and testing of PPBL methodical material n educational practice.Description of undertaken main activities:• Implemented focus group research for defining common European profile of Vet nurses professional competences; • Created project's methodical material - Guide for PBL facilitators, methodical guide for PBL student and PBL problem cases for education of Vet. Nurses;• Virtualized and tested problem-based learning educational material in educational practice. Number and profile of participating organisations:Project involves different stakeholders from educational and private institutions: academicians, students, practitioners, employers that deal to Vet. Services. Project supports Vet. Nurse professional training with innovative approach of Problem based learning that are applied continually within educational and private institutions in formal and informal educational settings.The main project's partners: - VILNIAUS KOLEGIJA, Lithuania (Higher educational organization); - EUROPEAN CENTER FOR QUALITY OOD (Private enterprise); - Abivet (Veterinary clinic / Vocational school); - UNIVERSITATEA DE STIINTE AGRICOLE SI MEDICINA VETERINARA A BANATULUI REGELE MIHAI I AL ROMANIEI DIN TIMISOARA (Higher educational organization).Results and impact attained:- Implemented Focus group researches defining conditions for adopting of PBL strategy into professional training of Vet. nurses. Focus group research revealed the main conditions like particular subjects, study year, types of Vet. Nurses' problems for application of PBL in educational practice of Vet. Nurses;- Created Problem-based learning Facilitators, Students' guides and problems' cases defined the majour methodical steps to facilitate PBL, structure vet. nurses' problems, research information, created problem solving strategies, make monitoring, do meta-cognitive reflections, work in teams/groups, implement authetic evaluation strategies.- Virtualized and tested PBL methodical material trying out PBL methodical material with at least 20 sudents in each country in order to fine-tune methodical steps of PBL application in Vet. nurses educational practice. Longer-term benefits:- Introduced PBL strategy withing Vocational / Higher / Private organizations in EU;- Improved didactical competences of teachers / lecturer to apply innovative education approaches for education of Vet nurses withing educational organizations in EU;- Improved quality of learning culture to organized self-directed learning porcesss within project partners' countries; - Significatly improved leacturers' / teachers / learners Learning to learn competences;- All project participants gain significant knowledge and skills on nowadays didactics and its application it's educational practice.

<< Background >>As consumer wealth continues to grow, demand for luxury travel is expected to increase and deluxe destinations will become more common. According to an international study by Kuoni Travel, luxury is also a rising trend, with one in five travelers (20%) seeing it as an important part of their holiday trip in 2020. Up to 37% of Indian tourists and 33% of Danes regard luxury as important. For example, weddings and honeymoons in various destinations are gaining in popularity. The international luxury market has grown in recent years. Even during the global recession that began in 2008, the luxury market continued to grow. By 2025, the market is projected to grow at 4-5% per annum, estimated at EUR 1135 billion. Globalization, the rise in purchasing power and the influence of the mass media are factors behind the continuous growth. As a result of prosperity, more and more consumers and travelers seek and achieve luxury. In the future, luxury will be more about enriching one's inner time and spending time than materialism. New luxury refers to the consumer's experience or feeling. It can mean, for example, individual experiences and experiences that cannot be bought for money . Important elements of a luxury vacation include wellness services and self-fulfilment. Western tourists emphasize experientialism, while wealthy tourists from Eastern cultures continue to attach importance to lavish splendor and decorum.The features of a new luxury trip can also include privacy, which includes sufficient space and escape from unwanted attention, safety and a high-quality environment. Luxury has certain essential factors that must be considered in its production. Luxury always combines top quality with a high standard of hospitality. Excellence is reflected in both the overall service process and detail management throughout the service chain; this can be welcoming guests at the airport, carrying bags or high-quality bed linen. High standards are evident especially in activities outsourced by the service provider, which must be perceived as very safe and at the same time highly individual. High standards and customer-centric, tailored hospitality are cross-cutting features in all service provider activities.Sustainable business is an indivisible part of new luxury, a luxury that stems - in Finland - often from nature. It is not only recycling and environmental issues, but also considering all aspects of sustainable development, such as cultural, social and economic. Tourism as a growing industry in Europe is constantly in need of highly-qualified work force. Therefore, it is crucial for the educational sector to educate and train work force that meets the tourism fields’ needs. Especially the field of sustainable high-end tourism is relying heavily on highly qualified staff in all its areas of operations.<< Objectives >>The objective of the project is to provide the field of tourism in the participating countries with highly-qualified staff able to respond to current high-end customer needs and foresight future development trends sustainably. The long-term benefits of the project include strengthening the regions’ economy, generating new jobs, steady income, increasing sustainable tourism activities, international networking with other high-end tourism providers in online community, new projects, cooperation with partners to develop new services and businesses with other high-end tourism enterprises.<< Implementation >>1. Develop training, learning & internship blended material for sustainable high-end tourism2. Enhance interregional cooperation in developing high-end sustainable tourism3. Increase attractiveness of tourism field by focusing on high-end tourism that promotes quality and sustainability4.Provide tourism enterprises with highly-qualified staff for the execution and development of sustainable high-end tourism products and services<< Results >>R1 Course conceptualization including curriculum development and MOOC outlineR2 Development of MOOC toolsR3 Portfolio of case studies

The aims of innovation, technology transfer and investments in automation are important strategic issues. Several research studies indicate that, in the long term, SMEs adopting innovation strategies performed much better respect to not making ones. Several approaches for technology transfer exist, each focused on certain factors and objectives. Identifying the proper methods for their adoption is of great help for new entrepreneurs and for SMEs that plan to access manufacturing technologies to strengthen their competitiveness and R&D basis for further innovation in automation (Innovation Union Scoreboard of European Commission). “AuToMa - Automation, Technology transfer and Managerial practices for the growth of SMEs, a better employability and the promotion of the entrepreneurship” project can effectively contribute to the development of high professional skills with specific regard to the fields of automation, innovation and technology transfer, sharing them at national and European level. AuToMa developed an innovative and open training approach, including two specific learning paths, advanced learning tools and is really focused on the needs of specific target groups: future entrepreneurs and students who want to develop business in manufacturing sector, entrepreneurs and employees of SMEs who want to improve their qualification or re-qualify, as well as unemployed people who want to gain initial competences, Universities, Research centres and VET trainers that want to improve or update their learning curricula. The European countries involved in the project are: Italy, Poland, Slovakia, Spain and Bulgaria (all of 5 Partners have relevant experience in the sector and also in developing of transnational projects. In particular: 2 universities, 1 public research centre and 2 private consulting companies). The project provides 8 intellectual outputs:O1 “AuToMa Learning Methodology” that includes reports on the state-of-the-art on automation for SMEs in each Partner country; a context analysis of the innovation adoption in each Partner country related to the manufacturing SMEs; an in-depth analysis of project target groups features and needs in manufacturing sector; a best practices portfolio;O2 “Guidelines for the learning outputs” that provides advices for the preparation of the two specific learning paths that have been designed in the AuToMa project (one technical and one managerial);O3 “AuToMa Resources and Learning Integrated Area” that is an innovative ICT collaborative solution that provides updated documents and reports in the project fields;O4 “AuToMa Learning Contents” that includes the two specific learning paths (curricula) created to improve specific and transversal skills for the target users. One is technical and the other one is managerial. It includes also case studies and best practices;O5 “Handbook for AuToMa learners” that provides a summary of the available learning materials and also a guide on the fully use of the contents. The Handbook comprises most important tips based on the learning materials as well as some awareness raising texts;O6 “AuToMa website” that it is user-friendly and easy to navigate. The access to the developed e-learning materials supports the exchange of knowledge between all interested target groups and ensures the effective dissemination of the project results;O7 “Skills assessment tools” that includes two developed skills assessment tools, one for each developed learning path to evaluate the know-how acquired by the AuToMa course. They are available as multiple-choice test;O8 “AuToMa Certificate of Achievement” that is the final document that certifies the full completion of each learning path provided by the integrated online learning platform.The project provided tangible impacts at local, regional, national, European and international level. In particular entrepreneurs showed a great interest on the fields of innovation and technologies for automation. To increase experiences and skills of the employees have a strong impact at local, regional, national, European and international competitiveness levels. During and after the conclusion of the AuToMa project, HEIs improved also their teaching offer by the closer alignment with the R&D needs and market developments in the automation field. VET trainers' involvement in training on automation enabled them to incorporate more automation, technology transfer and managerial competences in their curricula and consulting activities. At national and European levels policy-makers in education obtained data and a best innovative training practice for promoting the project topics and its interactive training materials in Europe. Thanks to AuToMa a wider debate on the importance of project topics started also and the need to attract competences and knowledge to reinforce European competitiveness in science, research and production fields.