<< Objectives >>The objective of the project is to produce a European framework in which drop-out can be tackled at an earlier stage. New methods and tools are being sought to identify the risks of dropping out of studies, utilizing e.g. artificial intelligence. In preventing the drop out of studies, emphasis is placed on low-threshold guidance and counseling services, and the possibilities of digitalisation in the provision of these services are being explored.<< Implementation >>The project will be implemented in two phases. In the first phase, the reasons and amounts of dropouts are investigated in order to find ways and means to predict dropouts. The second phase will focus on identifying good practices and developing new types of services in order to address the identified risks of disruption quickly. These steps are described as a frame of reference that brings new insight into early intervention during studies.<< Results >>As a result of the project, action proposals will be created for the organizers of the education, which will emphasize the means of anticipating and preventing the interruption of studies, taking into account the possibilities of digitalisation. This will allow better and faster support to be provided to those students who need it to support their studies and careers.In the long run, faster intervention in the risks of drop out will also improve skills and labor supply in European countries.

"<< Background >>Imagine a world in which engineers can interact with 3D models in an immersive environment, where doctors use artificial intelligence to create individually customized treatment plans, and where products wend their way independently through the production process. This is Industry 4.0, the Fourth Industrial Revolution, defined as the convergence of digital, biological and physical technologies disrupting manufacturing, agriculture, healthcare and all industries across the globe. Currently, education and training views Industry 4.0 technologies in segregated silos. Few programs, if any, align the interacting segments. Teaching is still aligned with the traditional engineering disciplines (mechanical, electrical, chemical, etc.) associated with Industry 2.0. To succeed in Industry 4.0, educators will be required to radically rethink their models, methods and offerings to meet the needs of industry and a rapidly changing society. Robotics, big data analysis and artificial intelligence are growing and ongoing changes in technology used in companies. This development is accelerating and these changes are challenging the skills and competences of young students but also those people who already are working in companies. The main goal of vocational education and training is to provide competent workers for companies and support individual opportunities to learn, study and develop personal path in life long continuous learning, reaching to career in working life. This includes new, innovative and flexible opportunities for students of all ages.Development of technology is also a opportunity for vocational education and training. New technology via remote and digital learning facilities offers larger possibilities to learn and study when studying is not bounded to location or time. This is one of the priorities in this project. The aim is to organize learning opportunities for students in vocational education and training by utilizing physical, modern learning equipment in partner organisations and creating virtual learning modules for students and teachers in VET. Thus every partner can provide larger selection of studies but do not have to own or invest on expensive and rapidly out of dating facilities.<< Objectives >>The concrete objective of the project is to create joint on-line learning course "" Sustainable smart manufacturing and solutions"". The course is consisted in 5 modules and every module has a special quality of the whole course.The course presents a new, innovative education model which is implemented as a flexible online course and can rapidly adopt immersive training using augmented and virtual reality. It is combining physical and virtual learning facilities so it broadly increase student access to emerging technologies via smart factories and other real-world settings. The bases of the course is collaboration with industry so it will help industry and education to create case studies and best practices for quick action and to prepare the workforce of the future.This project supports life long continues learning and provides upskilling support. Teachers and student are supported to become Industry 4.0 leaders and knowledge creators. Workers have an opportunity to transform from single-task traditional careers (mechanical engineer) to multi-track careers (engineer, data analyst, network administrator). Transnational collaboration; working in international teams and in the same virtual learning environment, will strengthen multicultural and language skills of students and teachers. New innovative on line course will also embrace the physical/digital duality and overlay a digital mindset on physical businesses. Workers will need specific technical digital skills contextualized and applied in physical environments. Companies will need to integrate physical and digital disciplines in the creation and scaling of new processes and products, and this project support cultural change at the executive level at companies of all sizes. This way the project helps small and medium enterprises change their cultures into learning organizations that are resilient to digital disruption.<< Implementation >>The project will be implemented by creating five learning modules combining real-life and virtual learning environment. All partners participate in developing these modules, bringing the needs and requirements of local, regional and national aspects. All the modules will be evaluated during the development process and together these modules unify a new, innovative on-line learning course "" Sustainable smart manufacturing and solutions"". Students of vocational education and in higher education will pilot these modules by case studies/worked- based project in transnational and multicultural teams leaded by student of higher education. There will be three transnational learning and teaching activities and the aim of those activities is to familiarize with partner organisations learning facilities while using them in virtual environment, evaluate and asses own pedagogical and didactic teaching and training methods and create new ways to utilize new virtual course. Students will participate training in partner organisations and teachers will be involved in teaching in the same organisation. Project is supported by local and global enterprises and they will be invited to dissemination events.<< Results >>As the results of this project there will be 5 new innovative learning modules in Industry 4.0 unifying the course """" Sustainable smart manufacturing and solutions"". This flexible online course is combining physical and virtual learning facilities, rapidly adopt immersive training using augmented and virtual reality. Thus this project supports accessibility for students to emerging technologies and specific technical digital skills. The project will also support life long continuous learning skills and attitude, enabling transition from single-task traditional careers (mechanical engineer) to multi-track careers (engineer, data analyst, network administrator). Student will also develop multicultural team work and language skills during their case studies/worked- based projects.Teachers involved will create new teaching model combining virtual learning in real-world environment. Teacher will have access to modern technologies and this will support teachers to become Industry 4.0 leaders and knowledge creators. Working in transnational project and teams will develop as well teachers' multicultural team work and language skills, supporting life-long learning skills and attitude in pedagogical methods. Companies in technology sector will connect industry and VET/HE to create case studies and best practices for quick action and to prepare the workforce of the future. This project will support small and medium enterprises change their cultures into learning organizations that are resilient to digital disruption, embrace the physical/digital duality, integrate physical and digital disciplines in the creation and scaling of new processes and products.The project engage learners, educators and organisations in the path to digital transformation. The project will support digital technologies for teaching and learning and to develop digital skills for all. Project is aiming at enhancing digital skills and competence development at all levels of society and for students, job seekers and workers as well as enterprises."

With this Project, we want to share our ways of teaching and training our equine students. The Project is also preparing the students for an international labour market within the horse sector. The partner schools all give Equine studies (natural horsemanship, horse groomers, equestrian sport studies, breeding courses etc.) By cooperating we can learn a lot from each other and give our students more possibilities with international experience and learning. This will make them better prepared for the future.During the Project, we will decide the content of four modules together (one at each school) and test these modules with students. The course modules are going to be 3 weeks in total with two weeks of practical and theoretical lessons at school and one week of work practice with horses at work placements nearby the school.In each of the modules there will be 6 foreign students and 2 domestic ones participating, meaning a group of 8 students in total. The participants (students) that we use in this first phase of testing, will be selected by motivation and skillsIn the same time as the modules are running, one teacher (in the field of horses) per school are meeting together for 3 days at the receiving schools. This is a very important part of this project where we can have an exchange of good practice with each other and follow the students learning and in the same time create a strong network between the teachers.Part of the Project is also the testing of new digital technique. By using automatic filming Equipment (Pixem auto follow robot cameraman) and headsets, we hope for example to make it possible for students to follow lessons with students in another country, teachers/instructors can be job-shadowing from home and students can learn by watching each others lessons. This can give more students the possibility of an international experience.As most international activities this project is expected to have a major impact on the students personal development, educational and professional career and is preparing them for an international labour market (in the horse sector). This project can also have a positive impact on the teachers motivation and the organisations attractiveness to students. We aim, with this Project, to build a strong network within the partners for future cooperation and the plan is that these modules will continue to run after the Project has ended. We also want it to be possible for students from other schools in Europe to participate in these courses in the future.

"Background and context The European VET schools play an important role when it comes to shaping the future work force within a wide range of sectors, for instance Transportation and Logistics. Many of the schools work at a sporadically level with sustainability, but do not have an explicit sustainability agenda or vision at a strategic level. This we believe is not out of unwillingness or lack of interest, since the VET schools and educations consist of highly innovative professionals dedicated to finding practical and smart solutions to everyday problems, which have great impact on all of us, and add value to the sectors as such. Nevertheless we see a great potential to embrace the explicit agenda of UN World Goals for 2030 Agenda as a common strategic aim and clue of how to communicate about and set forth concrete ambitions to work innovatively and systematically to improve practices and processes within the VET schools - and in close collaboration with surrounding stakeholders. Besides from adding value in the sense of seeking new solutions through partnerships inside and outside the VET field, we believe that a heigthened focus on UN Goals 2030 will indirectly attract more young people to seeking skills from within the VET sector. The 5 partner schools and associated partners behind ""Click on Climate"" will be involved at 3 organisational levels into the innovative design process, leading to heightened awareness and competences to act for change: A: Management level, B: teaching level and C: stakeholder level. For each of the activities involved, we will be inspired by methodologies from within: Change theory, Didactics of Innovation and entrepreneurship, (like eg. CIE Model, Design Thinking etc), ICT and digital learning, Qualitative research methods. Description of activitiesFirst we do a ""Mapping of practices"" (IO1) and produce an analysis of ""Sustainability matureness"" of the stakeholders and industries that work together with the 5 different partner schools.The result is a baseline report, which includes also concrete challenges and cases to be incorporated directly into the teaching of students. Together the partner schools will analyse the implications of the data collection to their specific school. From the mapping of stakeholder and school perspectives, we move to the management level by developing a tool for implementing Climate goals and sustainability issues into the specific strategies of each partner school, and start to implement it locally at each school (IO2). We believe that in order to actually change the agenda and move forward at the 5 schools, it is necessary to offer the teachers and trainers a concrete Online course that provides them with an introduction to the UN World Goals goals - both at a holistic level, but also at a more sector specific level. The 3. activity (IO3) is therefore dedicated to produce 2 courses for students and staff at VET in general and specifically in departments offering VET programs within Transportation and Logistics. When the two courses are developed and have been tested, they will be used to develop add on curriculum activities, hitting different spot in the life time of a whole VET education within Transport and Logistics as well as kick off the Learning activity we call ""Sustainabilty Camp"" At this camp all partner schools (students and trainers) meet and work together with real climate challenges that have been collected during the mapping of practice. At the camp the students will be working in cross-cultural groups to find the best solutions to the existing problems from the 5 different countries, and their trainers will be trained by their fellow trainers to go back to their own schools and make their own ""sustainability events"" - in the form of camps or other activities in relation with the online courses. The camps are created to give the students systematic innovation competencies and have proven to be succesfull when it comes to strenghening: Motivation, cross-sectorial skills and entrepreneurship (with a focus on social and economical sustainability).Several innovative multiplier events will take place, representing the numbers of partners involved.What are the main objectives and results- Heighten awareness and competences to act in accordance with the UN Goals 2030 at both management, teaching and stakeholder levels within the partner schools by creating and testing new tools and innovation activities at all schools.- By focusing on the one specific sector of Transportation and Logistic we wish to: 1: Secure co-ownership, relevance and results. 2: Facilitate cross sectorial inspiration and dissemination into other VET sectors. 3: Prepare students for international work lives by providing them with skills to work cross culturally on the sustainability agenda."

This project is a multidisciplinary project with six organisation from six different countries around the Europe representing different fields of education. Agriculture, animal husbendry, horticulture, environment and forestry, business, tourism and hotel management and social- and health care. Project objective is to build the competencies of VET organizations for providing Green Care education cross sectoral. Each organisation has a great expertise in their own specialized fields of education. On top of that they have great merits from the past international projects and curriculum development work.Experiences and research have shown that the use of Green Care activities can produce health, social or educational benefits for a variety of client groups. There is a growing movement towards green care in many contexts, ranging from therapeutic applications of green exercise activities, social and therapeutic horticulture, animal assisted therapies, wilderness therapy, ecotherapy and care farming. Green Care can also provide new livelihood opportunities for farms and other rural enterprises, and also contributes to rural viability and the quality of the rural environment. There is a great demand to educated labor with knowledge of this ideology to work in the businesses providing Green Care in its different forms as a part of their rehabilitation services for disabled, elderly or socially excluded people. Provided Green Care education will help to solve this problem arisen from the working life sources. Project organized transnational project meetings and workshops disseminating its actions and results via EfVET communication channels to make information available for all. Activities arranged participating teachers and managers from the organisations and entrepreneurs and representatives from different associations related to subject. As a result the project created http://gogreencare.eu/ -webpage for the Teacher’s Guidebook for Green Care-education in upper vocational education to provide Green Care educated labor for answering working life’s demands and future needs. From Teachers Guidebook you find Green Care teacher’s material and tips how to use GC-method on your teaching.The teaching and learning material is divided in to five different approaches related to green care activities:1. Animal assisted approach (Finland) 2. Horticultural approach (United Kingdom)3. Forestry - Nature approach (Estonia) 4. Nursing and health care approach (Finland) 5. Wellness and Hospitality approach (Cyprus) You find also stories about how to use Green Care in different context (Best practices) and lots of Additional material for find out more and learn Green Care methods. All material is free to use and easily load up. The results in the long term will increase the professional skills of the teachers and staff of participating organisations and produce higher quality of education.Coordinator Ylä-Savo Municipal Federation of Education/Ylä-Savo Vocational College, FIPartners1. Savo Consortium of Education/SAKKY/, FI 2. EDEX/Intercollege, CY 3. Bridgwater College/BC, UK 4. Parnumaa Kutsehariduskeskus/PKHK, EE5. European Forum for Technical and Vocational Education and Training- EfVET, NL