<< Objectives >>The CEATY project implementation will provide innovative online training tools aimed at increasing knowledge on green energy sources, energy efficiency, and climate change. Through empowering pupils to act as Clean Energy Ambassadors for their families the project will improve the citizens' awareness on climate change and energy consumption, inspiring new values and attitudes, leading to achievement of the EU common climate and energy goals to reduce emissions to net zero by 2050.<< Implementation >>Design of a Curriculum on green energy sources, energy efficiency, and climate change adjusted to the needs of the 5 partner countries' schools involved in the project. Development of a Toolkit/clean energy game for training of school children as Clean Energy Ambassadors. Development of an E-learning platform with MOOC online training and pilot testing to check and verify its usability and applicability. Organisation of National INFODAY and EU FINAL CONFERENCE for CEATY results dissemination<< Results >>Curriculum with content defined as a result of surveys of 80 teachers and 160 students. Toolkit for Clean Energy Ambassadors available. Clean energy game for training of school children.Pilot tests provided in the partner countries with at least 50 users.Training modules developed and CEATY E-learning Platform prepared in English and in all partner languages.At least 150 students with certificate of Clean Energy Ambassador.

CONTEXT: Europe wants to lead the clean energy transition, committed to cut CO2 emissions by at least 40% by 2030. The new regulatory framework includes an energy efficiency target for the EU for 2030 of 32.5% with an upwards revision clause by 2023. A successful clean energy transition requires citizens to take ownership, to benefit from new technologies and to participate actively in the market. In addition, a transition should ensure that vulnerable consumers are protected from energy poverty, a situation that According to the Energy Poverty Observatory, affects more than 50 million households in the EUThe EC wants to help consumers to embrace this transition by helping them with everyday operations like billing and changing suppliers. The EU supports MS to reduce consumers’ energy costs, monitor and report when energy poverty cases are detected. There is a large range of solutions to help consumers to reduce their energy demand, the energy billing, the carbon emissions and thus energy povertyOBJECTIVES: In this context, a group or partners propose to create the Training for Energy Consumers Empowerment (TRECE). This training addresses energy poverty through actively involving citizens and social agents in the design and development of its solutions, as well as by tailoring information to user characteristics, ensuring acceptability, uptake and active participation. The objectives of the project are: - Create a training program to for social agents and public authorities, to be addressed to a vulnerable sector such people in energy poverty situation. - Provide these entities several tools to detect energy poverty cases in the population, such the analysis of consumption patterns- Reduce the energy poverty of the population by improving the understanding of their energy consumption and presenting them with solutions, all thanks to the training that will be given to the intermediate agents who will be able to facilitate these changes in habits.- Change the energy consumers behaviour to increase the energy efficiency of their houses- Empower the final private consumers towards the decision to improve their energy efficiency and to foster the purchase of Renewable Energies via the different energy suppliers - Reduce energy consumption and thus CO2 emissions- Create an attractive training based on a MOOC that social agents and public authorities can easily disseminate through the target groups, taking a approach of training for trainersPARTICIPANTSThe project will be carried out by 5 entities from 5 EU member states- SGS- Spain (Applicant), a multinational group and energy efficiency expert, with long expertise in the development of training programs for VET. - Centre for Renewable Energy Sources and Saving- Greece: Is the official Greek government consultant on matters of RES/RUE/ES national policy, strategy and planning. - ENERO- Romania- An independent non-profit technical consultancy and research centre active in the energy field, whose activity focuses on renewables and energy efficiency promotion- Sofia Energy Agency- Bulgaria: a non-governmental organisation and non-profit legal entity established in 2001 to assists local and national authorities in developing a sustainable energy policy - Local Energy Agency of Gorenjska- Slovenia: founded as a public institution by the City Municipality of Kranj in 2009, they offer consultation with municipalities and companies on energy management and use of Renewable Energy Sources ACTIVITIES and METHODOLOGYConsortium will build this training program through 3 main activities:1- A first assesment of energy consumers and trainers needs’, which will lead to an strategy for the training development2- The development of the training programme: which facilitates the empowerment of energy consumers and behavioural change.3- The development of a Massive Online Open Course (MOOC) for several social agents such NGOs and municipalities to tackle energy povertyFirstly, the partners will define strategies for approaching and engaging the groups that will interact with TRECE training program (social agents, public bodies, and the final beneficiaries (people susceptible of suffering energy poverty, ), with special attention to these groups motivations and barriers to participateThe consortium will develop a training program embedded in a MOOC. The training materials that will be designed in order to be compatible with the most common e-learning environments and to be uploaded on MOOC and OER repositories.RESULTS, IMPACT and LONG TERM BENEFITSThe TRECE project will bring several benefits to society:-New tools for social agents, NGOs, municipalities and energy agencies to detect and tackle energy poverty-Creation of a training program to address energy consumers’ needs-Reduction of the energy bill of these consumers-Detect the main points of energy losses-Improvement of the learning methods through innovative training matter

The adoption of energy efficiency measures for buildings has created a strong demand for digital and green skills for smart metering and home automation technologies. Electricians, apart from technical proficiency, require a combination of digital and environmental skills to respond to the installation, maintenance, and programming of smart metering and energy efficiency home automation systems. SMARTEL aimed to tackle this challenge by delivering a modular VET course and OERs on smart metering and home automation to empower electricians across the member countries of the consortium with modern digital and environmental knowledge, skills and competences. In particular, project objectives involved 1) Enhancing the labour market relevance of VET for electricians, to address smart metering and home automation skill needs, 2) Introducing modern training delivery methods and open access innovative pedagogical resources, enabling learners to acquire and self-assess relevant skills,3) Facilitate mutual recognition of the developed learning outcomes across the EU.The partnership comprised 6 organisations from 5 countries, from the world of VET, the electrical installation sector, energy efficiency research, as well as learning innovation experts. The Panevezys College (PANKO), VSRC and XABEC brought the expertise in the design and delivery of engineering and electricians VET programs and courses; the European Association of Electrical Contractors (AIE) represented the needs and workplace realities of the electrical sector at EU-level; EXELIA contributed as an expert in R&D and delivery of innovative ICT-based methodologies for VET and Sofia Energy Agency (SOFENA) brought experience from the area of energy efficiency.Main project activities involved: analysis of current and future workforce training needs to develop updated and tailored to sectoral needs smart metering and home automation learning outcomes, development of modular learning units for a comprehensive VET programme in smart metering and home automation, development of pedagogical resources and assessment tools to be offered as Open Education Resources, development, testing, and delivery of a Massive Open Online Course (MOOC) on smart metering and home automation, promoting the adoption of innovative practices in vocational training, involvement of authorities and stakeholders for the endorsement and mutual recognition of SMARTEL units of learning outcomes and sharing and validation of outputs with multiplier events, inviting target groups to uptake SMARTEL results and to act as further disseminators.The SMARTEL project led to the following results and impact: - VET world and sector validated learning outcomes for training provision in smart metering and home automation technologies for electricians in the building installation sector.- Formal VET learning units on smart metering and home automation and VET integration guidelines.- Pedagogical resources and assessment tools for smart metering and home automation technologies, offered as OERs.- SMARTEL Massive Open Online Course on smart metering and home automation for electricians.- A signed agreement on the validation, endorsement, and mutual recognition of the SMARTEL units of learning outcomes.- A sectoral recommendations paper to support decision-making and pave the way for future developments in VET and skill development policies.- Two demonstration workshops and three national information days to promote project results and validate all developed educational resources.Finally, long term benefits of the project involve: the uptake of project materials and open educational resources from relevant VET providers across the EU, participation of a growing number of initial and continuous VET learners in courses based on project outputs, expansion of the strategic partnership towards a network of collaborating VET and sector stakeholders, including electrical enterprises, in-house training centres, and large VET providers, and further maturing and development of national and European VET policies targeted to the construction sector influenced by SMARTEL recommendations paper.

"<< Background >>WHY?Project partners have been working both in the field of video education and green industry for the last years, identificating that their organization, similarly to other VET centres, had skill gaps to be cover in order to provide video education.NEED ANALYSIS OF THE MAIN TARGET GROUP (TEACHERS)COVID crisis has accelerated the necessity of a digital transition in every level of the society, which has emerged another reality, in order to promote a digital society first is it necessary to equip teachers with the necessary competences to fully exploit the potential of digital technologies in education, and adequately prepare learners to live and work in a digital society.On the other hand, during the last years, online videos have been growing in day-to-day uses, placing themselves as the main daily used format on mobile phones, rising consumption by 100% per year and consuming more than 70% of internet traffic in 2020. Video format is being pushed by all economic and social sectors as a main tool of communication, with 78% of people watching online videos every week, and 55% every day.OECD Guide for the education response to COVID included several thousand surveys in VET centres, which asked about the “required resources for teachers to learn how to use digital sources”, answered on average that most lacked resources were: a specific programme to promote teachers use of digital sources (36%); a scheduled time for teachers to develop instructions to use digital (44%) and specific documentation about the use of digital sources for pedagogical purposes (46%).In EU, from June to September 2020, EC launched and open public consultation (2700 contributions of VET centres and teachers) on the Digital Education Action Plan 2021-2027. In the results (Resetting education and training for the digital age), majority of respondents affirmed to have sufficient digital skills for online teaching, however, 75% of them wanted to improve their digital skills and competences in the future, being the ""creating digital content"" the answer for 48% of these teachers.On the other hand, when requested about the most important measures to implement in the centres, 71% teachers answered “to ensure that teachers have the relevant digital skills and competences”, with more than 50% of teachers requiring steps to assess their digital skills and competences.Country by country, the results of the teachers surveys show a clear trend to continue using the online training after the COVID crisis, requesting:-Reinforcement of digital skills and assessment, recognition of the competences.-To increase competences in managing existing information (finding and filtering), and creating own digital content.-To receive further uniform guidelines, plans and visions for integrating technologies in education.<< Objectives >>CONCRETE OBJECTIVE OF VIDEOTECH VideoTeach main objective is to develop educators digital competences, and promote the video education as the main tool for digital teaching. In addition to this final objective, VideoTeach has secondary objectives: -To promote video education in rural areas, by providing rural teachers with competences and tools covering digital and video necessities for video education.-To promote the video education in the green industry, supporting the development of methodologies, tools and video contents in the specific industries of renewable energy.-To support rural teachers in the development of their professional career, by facilitating the recognition of existing digital learning outcomes, providing structured training and EU CV.<< Implementation >>VideoTeach includes 8 Group of Tasks: -4 transversals (coordination, quality control, monitoring, dissemination).-TG2 preparation-TG3, TG4 and TG5 as core developers of PRs.This section focuses on TG3, TG4 and TG5 tasks, but as this section is limited, further explanations are included in each Project Result section “the tasks leading to the production of the result”.TG3. DESIGNING EU CV, CP AND METHODOLOGY (CARDET leads, M1 to M16) The objective of TG3 is to design an EU CV for Video Teachers applied to Green industries, based on the DigComp framework, the CP, following EU structures (EQF, ECVET, etc.) and quality principles (EQAVET).TG3 will also create a Methodology for teachers video digitalization following the CV. TASK 3.1. Development of a Competence Framework and EU Qualification Structure (CARDET leads, M1-8)CP will identify the new competences to be acquired by teachers to generate proper video education, based on TG2 results, and the European Digital Competence Framework (DigComp-JRC) main areas and elements, being structured following EU Qualification Structures, quality principles and ESCO.TASK 3.2. Development of EU CV for Video Teachers applied to Green industries (CARDET leads, M6-16)Partners will elaborate the CV using the CP and the TG2 research, with its structure of contents and training units. TASK 3.3. Methodology and tools to move teachers into video education (RV leads, M1-M16)The consortium will create a methodology for teachers, covering: evaluation of teachers capacities; identification of necessities; proposal of improvements.This task includes:a)Methodologyb)Recognition systemc)Online tool for skill evaluation and training proposalMILESTONES TG3:-Competence Profile (CP) and EU CV (M12) – PR1-Methodology and tools to move teachers into video education (M18) – PR2TG4. METHODOLOGY APPLICATION, TEACHERS SELF-ASSESSMENT AND TRAINING COURSE FOR VIDEO EDUCATION (UoM, M6 to M24)TASK 4.1. Methodology application and skills needs identification (RV leads, M18 to M24) The partners will promote the implementation of the methodology in 100 rural teachers, which will assess their digital competences, recognize the current knowledge and identify the skill gaps and the training required to cover the needs identified in the assessment.TASK 4.2. Online self-training course creation and implementation on teachers (UoM M6-M16)UoM will lead the production of video contents to cover the EU CV for Digital Teacher. The contents (more than 10 hours of video teaching) will be uploaded to a learning platform following CV learning units, including questionnaires to evaluate the teachers acquired outcomes. Online and face training.The partners will promote that 100 teachers carrying out the assessment, will complete the total, or part, of the training proposed, including a face-to-face training and validation action with 25 teachers in Malta.MILESTONES TG4:-Video Teacher self-training video course for Green industry (M16) – PR3TG5. CV APPLICATION ON GREEN INDUSTRY TRAINING AND SEARCH PORTAL (TUMTAL, M12 to M30)TASK 5.1. Recording video courses (M12 to M30)Teachers trained following CV contents will implement the new skills and competences in the creation of: PR4. Solar PV self-consumption. Solar PV power plants. Solar Thermal. Aerothermal pumps(detailed in PR)TASK 5.2. Storage of industry knowledge (FundeuTAD M6-M30) and TASK 5.3. Search portal (FundeuTAD M12-M22).Explained in PRs, FundeuTAD will process all PRs videos with a machine learning software, allowing knowledge storage in a data mine, and will create a search portal for advance identification of video resources in any language.TASK 5.4. Video contents quality validation in peer teachers review (M24-M30)Partners will lead workshops for peer quality validation of the videos among teachers.MILESTONES TG5:-More than 10hours videos recorded by trained teachers, processed and stored (M30) - PR4<< Results >>A clear relation has been sought on the links between the target groups needs, the objective of the project, and how the project actions deliver Project Results which achieve the following desired outcomes:-OUTCOME 1. To increase rural educators’ digital competences to support a wider use (on rural environment) of online, blended and distance teaching, safeguarding European standards and quality frameworks.-OUTCOME 2. To promote video education as a key resource for digital education, by providing teachers with the required skills and competences to generate video resources as a complement to their current teaching.-OUTCOME 3. To supply rural areas with more effective, flexible and attractive teaching tools for the green industry sector, which will allow a higher incorporation of rural workers to a sector of increasing demand on skilled employees.-OUTCOME 4. To promote the recognition of competences for digital teachers, through the structuring of training on EU CV, and the definition of recognition schemes for learning outcomes already acquired in formal, non-formal and informal contexts.-OUTCOME 5. To achieve the digitalization and long-term storage of green industrial knowledge, both from teachers and workers, by video digitalization and data processing of audio, through innovative machine intelligence.The logic of the actions is linked to the logic of the PRs delivery, as it is briefly explained:PR1. CP and CV for Video Teacher for Green IndustryThe EU CV, for teachers willing to promote video education in their green industry training, is the first step in the consecution of a structured teaching, with potential to recognize competences at EU level.PR2. Methodology for creation of Video Teachers Green IndustryThe Methodology is the second step in the way to the outcomes, with the definition of method which will guide the teachers on the self-assessment of the current competences, its recognition, and the identification of missing skills from the EU CV.Additionally, PR2 offers specific online evaluation tools, for easier self-assessment, recognition and proposal of missing skills.PR3. Video Teacher self-training video course for Green industryAfter the assessment, recognition, and identification of skill gaps, teachers will be trained in the missing concepts, through video training itself, which will assure covering the EU CV units. Partners will develop themselves the video contents required to fill the learning units of the CV, so teachers can be properly trained.PR4. Video Teaching content for green industry (Solar PV self-consumption; VideoTeach Solar PV power plants; VideoTeach Solar Thermal; VideoTeach Aerothermal pumps)PR4 is the implementation of the competences acquired by teachers, applied to their own current green industrial courses, through the development of video resources on 4 selected topics due to its current demand.Training material will follow less conventional formats, with the use of the video as a ‘narration tool’ (video-based digital ‘storytelling’), and the incorporation of the work-based knowledge through the recording of workers testimonies and explanations, assuring the alignment of the teaching content with the labour market, at the same time that allowing the exploitation of a knowledge which otherwise could be lost.PR4 have 2 objectives, one is the generation of pedagogical content following the guidelines and structure of the EU CV, another important effect is the self-learning process of the teachers which will include self-confrontation, peer review among teachers, training-by-observation of other teachers and experts validation workshops, assuring the quality of the final competences of teachers."

START2ACT aims to reduce residential energy consumption in the EU via changing the behaviour of consumers in their everyday lives by approaching them at their workplace. With a focus on European start-ups and young SMEs, the project aims at triggering action by young entrepreneurs and their emerging enterprises as well as by the owners and staff of young SMEs to introduce energy efficiency measures within their daily routines. Even though each start-up and SME consumes relatively small energy amounts, the collective environmental impact of 20 million SMEs in the EU is massive, contributing to 64% of environmental impact. Active engagement of start-ups and young SMEs is essential in order to reach the 20-20-20 EU goals and there is market potential for almost all enterprises to cost effectively reduce their energy consumption. START2ACT will unleash the potential of energy savings at European start-ups and young SMEs via a set of innovative educational and capacity building measures. A key area of intervention to increase energy efficiency through behavioural change is office equipment, the fastest growing energy user in the business world, consuming 15% of the total electricity used in offices, which is expected to rise to 30% by 2020. START2ACT aims to trigger the use and uptake of the many available tools and solutions offering a great potential for energy and money savings, yet not adequately used due to lack of understanding of how to use them in practice and due to insufficient engagement of people towards changing behaviour in everyday life. START2ACT aims also to trigger sustainable procurement of office equipment, including the selection and furnishings of premises (HVAC, lighting, etc.), and goods and services. In so doing, START2ACT will sow the seeds of a sustainable energy culture in start-ups and young SMEs.