"Industry 4.0, digital revolution, smart factories, global interconnection – these are the keywords describing the present developments of the labour world. Vocational training can become “the first choice” to live this transformation, but at present only a few training centres in Europe can exploit necessary equipment and, even more important, teachers and trainers are not aware of the dimension of such changes, or can exploit the required tools (conceptual and methodological first, rather than technological). Some of them tend to adapt the same (sometimes old fashioned) methods to new topics; some of them are not fully aware of existing on-line tools for learning, teaching, assessing; some of them do not interact with each other as much as they could, thinking they have know-how to “defend” ; some of them need a clearer picture of the nature, implications and real meaning of the 4.0 paradigm, which is not only ”Industry” 4.0 and technology.In order to make VET sustainable, it is relevant updating its times and tools, favouring collaboration among teachers/trainers, learners, training providers, companies, social parts, local authorities.Fit for 4.0 intends to take this challenge, by describing a set of competences useful to VET teachers, and by developing and testing a set of training modules fit for “4.0”, in strict co-operation with companies.Project objectives are:- describing a “minimum” of skills, namely didactical and transversal, needed by teachers/trainers, especially those involved in HVET, with regard to the 4.0 transition;- developing a competence self-assessment tool, allowing VET teachers/trainers to measure their readiness for the 4.0 world and digital transformation;- developing and testing, in strong cooperation with enterprises, a resource pack for trainers, a training programme delivered as a MOOC (Massive Online Open Course), complete with examples of training material, methods for learning assessment, (truly) innovative tools for training and learning;- exploiting that MOOC to train a sample group of trainers, who will pilot their learning by co-designing training modules/programs in this new 4.0 concept, together with businesses;- making such products available to everyone, even beyond the partnership, through a knowledge base of OER freely accessible via the same on-line platform used by the sample group;- identifying a set of policy recommendations/suggestions to local, national and European decision makers, for future updating of teachers’ and trainers’ competences.To ensure concreteness, the project focusses on the mechanic, mechatronic and automotive sectors, where advanced digital competences are necessary, digital revolution is already started, and meaningful company experience is in place.The train-the-trainer programme aims mostly at improving skills for teaching, using innovative methods and tools, embedding the 4.0 paradigm in day-by-day work. That is why it relates to topics like understanding the sense and the impact of the 4.0 paradigm on study and work, or how to develop and run interdisciplinary 4.0 training modules together with colleagues and companies, how to make use of training methods which anticipate operational processes at the workplace, how to assess competences in the digital era, and so on.This train-the-trainer programme is practical and at the same time “intrinsically digital”, built up with the same instruments it offers, that is, by transnational teams composed by trainers and company experts, making use of on-line cooperative platforms.Trainers taking the programme will not sit in a classroom or in front of a computer, listening for hours another trainer rattling off tens of slides; rather, they will learn by visiting companies, by discussing with peers (even at distance), by exploiting Design Thinking and Instructional Design techniques, by exchanging views with experts and professionals, and by ""seriously"" playing.Main expected results are:- more skilled VET teachers and trainers;- improved quality of learning, hence better employability of students and attractiveness of VET;- increased and stable cooperation between training providers, teachers/trainers and enterprises;- availability of sustainable tools, transferable to other economic sectors and other European countries.Fit for 4.0 is performed by a strong consortium of 10 partners in 8 EU Member States: Italy, Austria, Belgium, Denmark, Finland, Portugal, Sweden, the United Kingdom, representing a competent and skilled mix of excellent European VET players, in the spirit of providing for a true “strategic partnership”."

"ContextTransport is responsible for 27% of EU greenhouse gas emissions. The mobility sector is a crucial driver for the transition to a carbon-neutral future, with particular reference to passenger and freight transport. Transport and mobility services employ 11 million people, but transport generates pollution, accounting for almost a quarter of Europe's greenhouse gas emissions. In this context, electric/hybrid vehicles make it possible to reverse the trend towards reducing CO2 emissions and sustainable transport, and the synergy between VET and automotive companies is a strategic asset.Specific Objectives-design, test and release (OER) of didactic content based on WBL methodology related to skills for the assembly and repair of vehicle electrification technologies / on-board avionics and first intervention proceduresThe resources for teaching will be expendable in I-VET and H-VET for the training of mechatronic operators, autronic technicians and car-repairers and transferable to other training settings, for work-based learning in laboratories or on the job (C-VET).Needs Analysis VET provider: adaptation of programs and teaching methodologies for the work based application of skills both for the assembly and maintenance of electric vehicles and for the design & maintenance of on-board avionics, as an evolution of the paradigm of sustainable mobility with resource saving, reduction of energy consumption and emissions; Business Partners: to favour the alignment of the VET sector to the demand for skills and the access of workers to knowledge/skills related to electric/hybrid engines and their maintenance/intervention, as well as to on-board avionics. Participants1 Coordinator Cisita Parma, expert in situated learning and WBL processes5 VET providers (EQF3-4-5 level) in Italy (Ferrari VET and ITS Maker), Sweden (GTG), The Netherlands (Stichting ROC Midden) and VAVM Lithuania, all specialized in the automotive sector.3 companies from the automotive sector(Volvo Production house in SE), 1 SME focused on car repair (Lituania) & 1 SME with specific know how in consultancy e training on electric/hybrid engines (INNOVAM NL)Target Group VET LEARNERS within INTELLECTUAL OUTPUTS: 20 students*5 Output (IO2-IO3-I04-IO5-IO6) * 5 VET providers, selected among EQF 3, EQF4 (I-VET), EQF 5 (H-VET) or continuous training of workers for professional requalification/upgrading (C-VET); at least 15 VET teachers, 8 company technician and 4 company managers/trainers + 1 APPLICANT researcher within the 4 Innovation Garage/countryMethodologyInnovation Garage methodology applied to the work-based learning environment, for the development of educational programs, to be released in the form of OER, dedicated to the installation and maintenance of technologies for the electrification of vehicles and on-board avionics, as well as the procedures of road intervention and technical assistance. The Innovation Garage is a methodology for the development of innovation related to Design Thinking, and provides for the establishment of a ""start-up"" of product/process innovation / organizational models within the company context as a workplace, but open to the outside and co-designed - in technology, setting up the setting, hierarchical and operational relations, work processes - by VET teachers and trainers, VET students and workers in continuous training.ActivitiesIO1: training programme for teachers, released as OER, for the transfer of the methodology of the Innovation garage located in the work place (WBL), to be tested within the C1 Short Term Joint Training Activity), aimed at the implementation of situated learning programmes, dedicated to electric/hybrid vehicles and their assembly/maintenance, as well as to on-board avionics and assistance and first intervention procedures. IO2: WBL-based OER training program located inside the innovation garage, related to assembly and installation of vehicle electrification technologies; IO3: WBL-based OER training program located inside the innovation garage, related to maintenance/repair of vehicle electrification technologies; IO4: WBL-based OER training program located in the innovation garage relating to the installation/verification of on-board avionics safety requirements; IO5: WBL-based OER training program located in the innovation garage relating to on-board avionics maintenance; IO6: WBL-based OER training program located in the innovation garage relating to customer service and first intervention procedures on the vehicle."

The European Union needs competences, innovation, balanced and integrated territory development in order to boost its growth. Indeed, innovation is not only a linear process, a result of R&D activities. On the opposite, more and more innovation sprouts in broad, multi-sectoral socio-economic contexts, strongly application-oriented, and through complex processes, integrating top-down (based on economic development policies) and bottom-up (user- and market-driven) approaches. Higher Vocational Education and Training (HVET), specially for qualifications around EQF level 5, has a relevant role, and a tremendous potential to that aim. In fact, its curricula: - link to high-tech production sectors; - without being academic, fulfil the market demand of technicians with new and high-tech competences, able to foster innovation and master and manage advanced organisational and productive processes; - lay between upper secondary school and university, right at the hub among education, academy and business; - are governed, designed and managed jointly by public authorities, schools, training bodies, enterprises; - are highly interesting to students, as they offer tempting perspectives on several fronts: steady employment, career advancement, continuous training.Aware of such challenges and potential, SHINE targets actors governing and managing HVET programmes, as well as to students, aiming at bridging the gap among individual local economic contexts and goals set by corresponding regional Smart Specialization Strategies, by acknowledging the role and innovative potential of high-level technical professional profiles. SHINE locates in the expertise of actors like ITSs in Italy, Fachochschulen in Germany, and others, the best tools to contribute to the development of local production contexts. The project followed a cycle foreseeing: - survey and evidence of excellence in HVET in partner territories, as to crosslinking HVET and business, management practices, governance; - peer review of excellence and identification of innovations/spillovers for improvement, especially regarding smart specialization and local development strategies, proactive approach to training and skills supply design, business involvement, ability to deliver innovation services; - definition of an innovative model for design and governance of HVET programmes, in order to encompass the above issues at stake; - piloting the model in practice, by local action plans; - assessment of results and subsequent identification of policy mechanisms to improve the use of EU tools (e.g. ESCO, ECVET) by HVET; - definition of possible improvement processes and related indicators for high level (national/EU) policies; - review of the model, by involving the “Triple Helix” stakeholders (training/innovation, business, institutions); - validation and fine tuning. In compliance with what mentioned above, the methodology adopted by the consortium includes a constant switch among bottom-up (collection of information, stakeholders involvement, piloting) and top-down (model definition, process definition) phases, always flanked by monitoring of progress made.Main results achieved are: - improvement of training offer by partners, with subsequent increase in the employment chances for students and in competitiveness for local companies; - improvement in competences of company trainers involved in programme delivery, thanks to sharing and discussion with other EU excellent partners; - set-up of a permanent, relevant EU network, gathering public and private excellent HVET actors; - capacity building of decision makers governing HVET, and subsequent acknowledgement of tools for reviewing innovation policies, with special regard to professional technical issues, as innovation driver inside business; - definition and piloting of a governance system, based on the integration of HVET policy makers and the labour market. SHINE is performed by a strong consortium of 8 partners in 6 EU countries: Italy, Germany, Sweden, Romania, Croatia and Belgium, representing a competent and skilled mix of public and private organisations, profit and non profit, decision makers and technical, with education and training organisations, employers associations, public institutions, European networks, in the spirit of providing for a true strategic partnership.

When this project finishes in 2017 we hope to have acheived the following:Four partner VET schools from Italy, Spain, Denmark and Sweden will produce an online CBT based course in pneumatics for Upper secondary students. We aim to make a standardized course that could be used all over Europe. To do so we will use ECVET terminology to describe learning outcomes, skills and required knowledge. Pneumatics is a suitable field of knowledge for this kind of project since it isn't tied to a certain brand, factory or country. The working language of the project and the course will be English. Thus we hope to teach our students a vocabulary useful in this specific field of knowledge. The mobility experience will also give both students and teachers the opportunity to know new cultures, countries, school systems and make new valuable connections. On line studying is the future of education and it will make life long learning possible and accessible to many more target groups than before. The course material will be presentetd on a platform and a web page which the project partners will produce and the project manager will update and maintain. The course material will be free and accessible to anyone wishing to give the course in the future. This course may serve as a standard model for other CBT on line courses in various fields of knowledge in the future.The project will be disseminated to all students and staff at the participating partner schools and at various other local, national and international occasions.

"<< Background >>""Knowledge of and about science are integral in preparing our population to be actively engaged and responsible, creative and innovative citizens, capable of working collaboratively and fully aware of and conversant with the complex challenges facing society"" (Science Education for Responsible Citizenship, EC, 2015). At the same time, social inclusion is one of the most profound aspects in today’s society where the school population is becoming more and more multicultural (due to migration flows) and different in terms of disadvantages, in one word highly diversified (UNESCO Guidelines for Inclusion, Paris, UNESCO, 2005; OECD Education Working Paper No. 227, 2020; Ambrose, S., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. 2010; Lawrie, G., Marquis, E., Fuller, 2017). ThINKER LAB partnership intends, to broaden the educational offerings available to students weaving learning paths less tied to technical aspects and more connected to co-construction learning processes based on a laboratory-based approach.<< Objectives >>ThINKER LAB general objectives:1. to increase the social inclusion of young students (14-19 y.o.);2. to increase students' STEM skills through active inclusion methodologies and working techniques based on Tinkering and the creation and use of low-cost fablabs with recycled materials.ThINKER LAB specific objectives are:1. to increase the skills of teaching staff with respect to the use of inclusive methodologies for learning;2. to increase the skills of teaching staff in using didactic-pedagogical strategies to facilitate STEM learning in inclusive environments;3. to increase students' competences in the field of technical/scientific micro-language, through the TechnoCLil methodology;4. to increase teachers' and students' digital skills, utilizing low-cost laboratories employing recycled materials and co-built simulations;5. to increase the internationalization capacity of the partnership, through comparative and cooperatively constructed studies, in order to achieve ""European"" results.<< Implementation >>To reach the previously stated objectives, the partnership has divided the project in 4 Work Packages: WP1 Project Management and Coordination (transversal phase);WP2 Monitoring and Evaluation (transversal phase);WP3 Dissemination and Valorization of Results (transversal phase);WP4 Implementation of ThINKER LAB Results.Concentrating the attention on the implementation phase, partners will collaborate through different and consequential actions (legenda: A.x = Action. x): A.1-A.5 Identification of the most suitable methodologies through Desktop analysis of successful European case histories and national Focus Groups comprising teachers, students and parents;A.6-A.11 Creation of the ThINKER LAB digital platform (Social area + Repository);A.12-A.15 Creation and uploading of the digital platform content and creation of the low-cost laboratories;A.16-A.19 ThINKER LAB HACKATHONS (use of the digital platform content and tools as well as the low-cost laboratories);A.20-A.23 Development of the Teacher’s Handbook (guidelines for student engagement involvement and inclusion through low-cost laboratory activities);A.24-A.27 Development of the Student’s Handbook (guidelines for student engagement involvement and inclusion through low-cost laboratory activities).<< Results >>R1. ACTIVE METHODOLOGIES AND TECHNIQUES FOR INCLUSIVE AND PARTICIPATORY TEACHING (=ThINKER LAB methodologies);R2. EUROPEAN PLATFORM ""ThINKER LAB COMMUNITY FOR AND ACTIVE AND INCLUSIVE LEARNING"";R3. TEACHER’S HANDBOOK;R4. STUDENT’S HANDBOOK."