The industrial revolution is something unique, something that is not happening every year or every decade: 1st industrial revolution – 1784, 2nd industrial revolution – 1879, 3rd industrial revolution – 1969. Now, in this very moment, we live in a so special time when the 4th industrial revolution is in the process! The fact is, that people are in these days overloaded by information and it is not easy, or better it is not possible to read all newspapers, web info servers, etc., moreover, for media, in general, the 4th industrial revolution is not the main topic for the evening news. As a result of that, we live in a society which roughly now what the 4th industrial revolution is. Also somehow there is a lack of people with technical skills on the labor market – a combination of lack of interest for technical education and growing demand for technically educated people could be a devastating impact on the industry within the EU. Employees, employers, young adults as well as VET/UNI students do not have enough information as well, there is not enough communication, support and political influence to solve this situation. What is a smart industry and what does “Industry 4.0” mean exactly? Put simply, Industry 4.0 represents the coming fourth industrial revolution on the way to an Internet of Things, Data, and Services. Industry 4.0 will be implemented by means of machine perception, auto-configuration and auto-diagnostics, and computer links and machine parts. Using the methods and tools of industry 4.0 would lead to savings in time and money and increased flexibility companies. Industry 4.0 brings the hope of improving the quality of human life by increasing labor productivity and the disappearance of monotonous and physically demanding professions. With INTRO 4.0 we want to offer a standardized non-academic knowledge base with the learning material to spread out the information about the 4th industrial revolution within the EU. National contexts were taken into account as well as transnational contexts. The knowledge platform audience now can get the core of the INDUSTRY 4.0, understand its content and transform achieved information in their work, companies, future studies or/and everyday life. PROJECT AIMSThe project aims on spreading information and innovation, which delivers Industry 4.0. The specific content - knowledge base - comes from deep researches and analysis (legislature, web, educational systems) and surveys (adults, employers, employees). This unique knowledge base will be implemented in the online knowledge platform. Following the feedback from the manufacturing companies - all information will be adjusted for optimum readability and then transferred to the knowledge platform. The final platform will be a valuable tool for spreading information among the target group. Everyone would find there a lot of new information which will give them a better chance to find a job, motivate them for further studies, etc. The platform could be also an inspiration for employees of manufacturing companies who can find there useful information that can help them to implement innovative elements in their companies. The knowledgebase can be also used by - VET schools and Universities. TARGET GROUP The target group of INTRO 4.0 can be divided as follows: • Adults • Educators like (VET/UNI) teachers, trainers, coaches • Employers, employees • General public PROJECT PARTNERS P1 (CZ) EuroProfis: the coordinator and the initiator of the project idea. It has experience with the development of learning materials, teaching methods, and ICT expertise, it will take the lead of overall PM. P2 (PT) EDIT VALUE: has a wide experience in designing and coordinating projects, research and development in the field of R&D, Entrepreneurship, Innovation, Training/ Employment, piloting innovative solutions, accompanying and evaluating projects. P3 (SP) ANCED: ANCED’s primary aim is to represent, empower, and protect the interest of its more than 80 associated members, which altogether sum up to 900 education centers and 51.300 employees. P4 (AT) bit schulungscenter: as one of the biggest education centers in Austria - it has a unique experience/knowledge with learning materials and very close to the INTRO 4.0 content. INTELLECTUAL OUTPUTS • O1 Current Status of the Industry 4.0 (P2) • O2 Expert interviews and specific research on the field of manufacturing companies (P3) • O3 INTRO 4.0 Development of the specialized texts (P4) • O4 INTRO 4.0 Knowledge platform development (P1) In accordance with the Erasmus+ program, INTRO 4.0 will contribute to: • Supporting ICT-based teaching and better exploitation of the ICT potential • Supporting technical education • Access to open educational resources (OER) • Development and delivery of new teaching/training materials and methods • Supporting innovation practices in a digital era

<< Objectives >>Our aim is build a bridge between generations X, Y and Z, which will enable smooth communication, mutual insipiration and experience Exchange. We move the across-generations dialogue from the sociological and political level at the practical level of work teams cooperation. Cooperation across generations on the job is the driving force behind the labor market development. We will contribute to a positive perception of diversity across genarations and its use in work teams.<< Implementation >>We describe the topics and training needs of generations X,Y,Z in terms of work environment. We create the online xLearning platform for each generation with tailored contents and training methods. We will pilot the whole methodology with 80 participants. We develop innovative approach, how to share experiences and inspire each other with own positive attitudes in work teams. We will create an online platform that will allow HR experts, trainers and employers to use the created procedures.<< Results >>- attractive to reader and user-friendly description of generations X, Y , Z behavior in work teams;- Tailored development program for each of the generations- innovative methods of communication and cooperation of generations in work teams- online platform, including best practice and digital tools- higher sensitivity of generations to positive values and attitudes of other generations on the job - effective exchange of experience and know-how between generations in work teams

<< Background >>Due to the ongoing DIGITAL TRANSFORMATION of the last decade and the associated changes in the professional world, the need for qualification in adult education has increased immensely. Particularly low-skilled people are disproportionately often employed in jobs that could be substituted by technologies or that are affected by changes in the job profile. For example, the World Economic Forum predicts an enormous need for adult skills training at the 2020 meeting in Davos. For Europe, it is predicted that almost every second adult will need further training within the next 5 years. Low-skilled people in particular are therefore disproportionately affected by the threat of job losses due to technological substitution or changes in job profiles and need ACCESS TO TRAINING to remain competitive in the labour market. Increasingly, training offers are being switched to distance or blended learning, a trend that has intensified in the wake of the COVID pandemic. However, it is precisely these learning opportunities that are often difficult to access for low-skilled people because they LACK VARIOUS BASIC SKILLS to be able to use these learning opportunities. The GAP between low-skilled and higher-skilled people is WIDENING, with immense consequences for the labour market and social cohesion. Therefore, it would be of great importance to integrate low-skilled learners into these new forms of learning. However, the problem is that there is a prejudice that blended learning is not suitable for low-skilled learners and, in addition, these learners very often lack the digital and cognitive skills they would need to participate in blended learning programmes.In order to close this educational gap, it is therefore important to break down this prejudice and support low-skilled learners in developing basic digital and cognitive skills, thus facilitating their access to different educational programmes - especially blended learning settings.<< Objectives >>The OVERALL GOAL of the Access2Learn project is to contribute to the INCLUSION of disadvantaged learners in all fields of education, especially in blended learning programmes. This is crucial to sustainably support low-skilled people to find a job or to keep their job even if their job profile changes.SPECIFIC OBJECTIVES of this project are:1) to draw attention to and counter the prejudice that low-qualified adult learners could not participate in blended learning programmes2) to raise awareness of the importance of developing cognitive competences for the participation at blended learning programmes3) to promote positive attitudes towards blended learning concepts 4) to support adult learners with developing the required digital and cognitive competences for blended learning5) to motivate low-skilled learners to participate at further education programmes 6) to support trainers in training low-qualified learners in blended learning settings 7) to provide trainers with different exercises and tips they can use when preparing their learners for blended learning<< Implementation >>ACTIVITIES AND METHODOLOGY:To create materials tailored to the target groups of low-qualified learners and educators who are training this group in blended learning settings, it is crucial to involve them in all activities of the project.In PR1 we will conduct FOCUS GROUPS and INDIVIDUAL INTERVIEWS to develop recommendations for action for decision-makers and to break down the prejudice that low-skilled learners are not suitable for blended learning. In addition, we will compile TWO QUESTIONNAIRES for adult educators and low-qualified learners to determine the competences that are needed for participating in blended learning programmes. The outputs of PR1 will be a POLICY PAPER as well as a COMPETENCE CATALOGUE which serve as basis for PR2 and PR3.In PR2 we will develop LEARNING MATERIALS and EXPLANATORY VIDEOS for low-qualified learners to support them in enhancing their digital and cognitive competences.In PR3 TRAINING MATERIALS for adult educators are developed. To assess the learners’ competences, we will develop an ASSESSMENT TOOL and additionally we support trainers in choosing appropriate learning materials for each learner by ILLUSTRATING A PROCESS for different situations. Furthermore, we compile a SEMINAR DESIGN for training low-qualified learners (on-the-job and in job-orientation) and we create a PODCAST to raise awareness for the importance of the inclusion of low-skilled people. To round it all off, we develop a HANDBOOK and GUIDANCE for trainers.NATIONAL WORKSHOPS:Within PR3 each partner organisation will organise a national workshop for adult educators who are training low-qualified adult learners in blended learning settings. Within this workshop they use the developed materials in their everyday training and proof their practicality. The feedback of this workshop is an essential part for our project.MULTIPLIER EVENTS:Each partner organization will organise a Multiplier Event with the involvement of key stakeholders to disseminate the results of this project as widely as possible.<< Results >>In this project we will realise the following three results:(1) Creation of a POLICY PAPER and a COMPETENCE CATALOGUE: In this Project Result we compile a policy paper that highlights the disadvantage of low-skilled adults in relation to blended learning and provides recommendations for decision makers to facilitate the inclusion of this group of learners in new forms of learning. In addition, we create a competence catalogue that explains the competences learners need for blended learning.(2) Development of LEARNING MATERIALS for low-qualified adult learners:Learning materials and explanatory videos for low-qualified adult learners are developed to support them in developing basic digital and cognitive competences they need for participating at blended learning programmes. The materials and videos can be used by adult educators in their trainings as well as HR managers or organisations who want to further educate their employees.(3) Development of TRAINING MATERIALS and AWARENESS BUILDING for adult educators: We develop materials and tools trainers can use when training low-qualified adults in blended learning settings. These include: an assessment tool to assess the competences of the learners and the illustration of individual learning processes in relation to the assessment tool, a seminar design in blended learning format for training on-the-job as well as for job orientation, podcast episodes for awareness building and with tipps for training low-qualified learners and a handbook with information about the interrelations of the different outputs to ensure an efficient use of all results.The Access2Learn project will have the following impacts and long-term benefits on all geographical levels:- low-qualified learners get access to and are prepared for blended learning programmes- adult learners become more motivated to participate at further educational programmes- adult educators know how they can prepare their low-qualified learners for blended learning- awareness for the importance of the development of learning competences on the part of the learners before conducting blended learning coursesThe OPEN SOURCE ACCESS to all project results will be guaranteed for at least 5 years after project end. Our aimed impact is to initiate a broad debate on the importance of the inclusion of disadvantaged learners in new formats of learning and to support as many low-qualified learners as possible in developing the required competences for successfully participating in blended learning programmes.

The above mentioned text is in English.

<< Background >>The pandemic in the last year has changed the lives of people around the world. All countries faced a global pandemic situation. To protect the health of their citizens, they have imposed strict restrictions and rules, so the impact of the global pandemic has spread. The pandemic not only affected the health of citizens, it also affected their well-being. Industrial production slowed down, many companies reduced the number of jobs, and product prices have increased. But it is just industrial production that is the engine of the economy in most EU countries.And one of the most important sectors is automotive: it employs 14,6 mil. Europeans (ACEA). The automotive is driving the force in the I4.0 implementation. It is an inspiration in quality for all sectors. Other industrial areas supplying components are closely connected with the production of cars. The pandemic fundamentally affected all sectors and they need support. They need prepared and educated people, able to take responsibility for quality product production. We focused our project on the automotive sector not only because of its importance. Also because our company has been dedicated to the development of people and teams, especially in the automotive industry, since its creation in 1997. We are well aware of the needs of companies and people in this sector. It is an industry with high demands on the quality of products and processes. Automotive and supplier companies need to regain lost momentum. The means for this is the further professional development of manufacturing employees. Our project is dedicated to the educational needs of masters/foremen because they have a key position in the industrial enterprise. It forms an important link between management and production operators. They directly affect the quality of production. They play an important role in implementation of innovation into production. A good master needs an education that combines the development of hard skills and soft skills with practical experience. Industrial companies miss the candidates and talents suitable for master job. The pandemic made this situation worse, education and further professional development stopped for a whole year. With our project we want to develop an xLearning platform and a blended learning program for masters in industrial production. The learning platform will preserve the content of education and its future development. Blended learning program will provide the masters with attractive and targeted training in a flexible way: according to the needs of the company and the current situation. Educational content is targeted at automotive and related industries. Contents are well transferable to other industrial production sectors. The program is built on the specific needs of businesses identified in the preparatory project phase. We paid great attention to building a partnership. Our partnership is built to respond the identification of needs with attractive content as well as training methods, so that the project outputs would correspond to current industry needs and would be sustainable for a long time. Therefore, we involved the partners as the Association of Industrial Enterprises (SP+SK), guaranteeing the actuality and necessity of results. An IT company with industry experience (POL) is a guarantee of attractive online training methods. Educational companies (CZ +AT) focused on training people in industry have huge experience in education of masters and will guarantee practical and beneficial methods of education. During the years of our work and the implementation of other EU projects, we found the requirements for the master education are similar across EU countries and the same criteria can be applied. We will show that it is possible to unify the qualitative demands of training masters in industry. Therefore, our partner IHK Projektgesellschaft (GER) will ensure all requirements for EU and national accreditations of CAR Master xLearning platform.<< Objectives >>By implementing our project CAR Master, we want to achieve change in four key priorities for master education: QUALITY; INNOVATION; FLEXIBILITY; UNIFICATION of requirements. To make more QUALITY education of masters in industryBy implementing our project, we will improve the education of masters in industrial production. We will focus on the automotive and its suppliers, because it has high demands on the quality of education. In addition, much of the content of education can be transferred to other industries. We will contribute to the fact that the education of masters meets high demands for quality and takes into account the diverse needs of industrial companies: that it is well-targeted, attractive in terms of content and that it is adaptable to the needs of a specific company.To bring INNOVATION into masters EducationWe will create an innovative CAR Master xLearning platform that will allow to have the content clearly structured, expanded and supplemented. We will improve the professional development of masters by using the most attractive educational methods that will be part of the online tool. The training methodology will be created according to the practical needs of masters in production. Educational methods will be attractive to entertain masters' education. The methods will be innovative, so masters will be well prepared for the ever-increasing demands of the industry. The contents and methods of education will develop masters' skills needed for the implementation of Industry 4.0 or even 5.0. To ensure the FLEXIBILITY of masters educationThe developed project results will enable to educate masters flexibly: to combine online education with face to face education according to the needs of a specific company. CAR Master xLearning program will allow education not to stop even in difficult conditions, for example in the case of strict epidemiological measures. Through the professional development of masters, we will support new dynamics in industrial companies in the launch of new projects after the pandemic. To contribute to the UNIFICATION of the requirements for the education of masters in industry across the EU countriesThe training requirements for masters are similar in different industries and also in different EU countries. We want to contribute to a uniform qualitative assessment of these requirements. Therefore, in partner countries we will accredit a blended learning educational program according to the unified format of contents and methods.<< Implementation >>To ensure the achievement of these changes, we implement in our project the following activities: We define specific key skills of masters:Already in the pre-project phase, we researched which skills of masters are considered important by HR professionals in companies. In the implementation phase of the project, we will further specify this analysis. As a tool for this we will use analytical interviews with HR experts and also with masters from industrial companies. We will process the outputs from the interviews and create a the key competence models of the master and define the key training topics for the development of these skills.We will create a curriculum for the CAR MASTER educational program - we define the goals, contents and methods of educationIn the detailed curriculum, we will define the learning goals and objectives according to the identified important skills. We will determine the necessary content of education and assign suitable educational methods to them. We will describe the contents and methods in detail. We consistently locate the created curriculum into the environment of industrial production in each partner country and reflect in the curriculum also the national differences, important for the education of masters. We will create a CAR MASTER online educational platform. The platform will have several different functions:- provides trainees with interactive self-assessment;- provide space for the preservation of educational content;- enable the implementation of 70% of the entire educational CAR MASTER PROGRAM online (MOOC)- enable online education of masters using the most modern methods and tools (gamification; microlearning; nanolearning) We will create and pilot-test the face to face part of the CAR MASTER educational program in practice. From the comprehensive CAR MASTER educational program, face to face education will make up 30% of the time. We will create a detailed curriculum of contents and methods of education. We will conduct 6 face to face national workshops with a group of masters and verify the curriculum in practice. We accredit the CAR MASTER educational programWe accredit the created CAR MASTER educational program in EU and each partner country - a total of 6 national accreditations.¨We will pilot-test the operation of the CAR MASTER online educational platformA total of 120 masters from industrial companies, i.e. 20 masters in each partner country, will pilot test the functions of the CAR Master xLearning platform. The findings from the pilot testing will be incorporated into the final version of all content and methodological documents. All documents will be translated into the languages of the partner countries (German, Spanish, Czech, Polish and Slovak).<< Results >>We have specified the following performance indicators/project results:PR1 Definition of crucial skills for mastersPR1/Task 1: Expert interviews with HR experts (employer´s requirements) - 10 interviews carried out in each partner country (60 in total)PR1/Task 2: Expert interviews with masters (employee´s needs) - 10 interviews carried out in each partner country (60 in total)PR1/Task 3: Specification of key topics and competence - base for curriculumPR2 CAR Master CurriculumPR2/Task 1: Curriculum development (Learning objectives, Fine Objectives, range) - 1 documentPR2/Task 2: Train the trainer methodology - 1 documentPR2/Task 3: Finalization and national localization of the curriculumPR3 CAR Master Learning experience platformPR3/Task 1: Self - assessment tool - content (online self-assessment of the current state, expected state and final state after study - content: 5-10 questions per 1 unit education, scale assessment)PR3/Task 2: MOOC development (70% learning content , e-learning courses, evaluation questions (10 units of PR2)PR3/Task 3: Gamification - case studies with options for users, interactive choice and evaluation (at least 20 practical examples)PR3/Task 4: Microlearning/Nanolearning - typical work situations of masters and its solutions (at least 10 videos)PR4 Face to face trainingPR4/Task 1: Face to Face methodology (workshops for masters) - topics/methods selection (1 document)PR4/Task 2: Syllabus development - 30% learning content (1 face to face workshop syllabus)PR4/Task 3: Adjustment and Finalisation of the face to face methodology (6 syllabuses respecting the national requirements)PR5 Accreditation of methodologyPR5/Task 1: European accreditation of LMX (1 successfull EU accreditation)PR5/Task 2: National accreditations - desk research of opportunities for national accreditations (6 successfull national accreditations)PR5/Task 3: Final report accreditation - recommendation for other countries to involvement (1 document)PR6 CAR Master learning experince platform finalizationPR6/Task 1: Pilot test of LMX (20 participants per country = 120 in total)PR6/Task 2: Translations to partner languages + finalization (1 finalized CAR Master xLearning platform in English, German, Czech, Spanish, Slovak and Polish)