Global drivers like climate change due to CO2 emission and related future innovative developments (electric powertrain, new infrastructures to support electric drive, e-mobility concepts) have led to a 2030 agenda by the Automotive manufacturers and actions under the New skills agenda for Europe. One of the analysed key job roles to support the future developments in Automotive industry is to disseminate and train knowledge about the electric drive and powertrain.This project aims to develop-A skill set for an electric powertrain engineer o including functional design and safety topics o whole life cycle/production-A set of training materials-A Europe wide certificate for electric powertrain engineers in cooperation with ECQA and based on ECTS and ECVET schemasThe project includes the countries Czech Republic, Germany, and Austria which represent countries with major involvement in Automotive industry. It also includes Bulgaria which has an Automotive association with contacts in eastern Europe (suppliers to the countries mentioned before). To support the change from combustion engine to electric powertrain it is needed to attack this issue in parallel in countries which have a large contribution to Automotive design. The project will agree joint courses among the universities and towards the industry.Measurable objectives:-Skills set developed-Training materials developed-More than 100 electric powertrain engineers trained (university + industry) in 2 years-Publication of 2 Springer articles in EuroSPI 2020, and 2021

Background: Car functionality depends to more than 80% on software. New ADAS (Advanced Driver Assistance Systems) and highly autonomous vehicles are based on a network of electronics, software and car to x communication. The use of software and networks in the car opens the door for cyber attacks. First cybersecurity attacks already took place and all new car models require to follow automotive cybersecurity norms, such as ISO 21434:2020 and SAE J3061.Cybersecurity is an upcoming new skills required by Automotive recently to address the new upcoming norms and threats to automotive manufacturers.Partners in this project are experienced in the Automotive domain and work together in various strategic projects and initiatives. Some are members of the EU Blueprint project DRIVES (VSB-TU Ostrava, TU Graz, ISCN) which analyses the key job roles to support the future developments in Automotive industry and which identified the need for cybersecurity engineers and managers. AIT is representative of the new ISO 21434 norm for Road Vehicles -- Cybersecurity engineering. Some (ISCN, Elektrobit, TU Graz) are members of a working party of large automotive suppliers and experts to elaborate best practices for cybersecurity. And Real Security is a leading IT security provider in the south East Europe region.Objectives: This project aims to develop • A skill set ECQA Certified Cybersecurity Engineer and Manager – Automotive Sector • A set of training materials • A Europe wide certificate for cybersecurity engineers and cybersecurity managers in cooperation with ECQA and based on ECTS and ECVET schemas • 100 pilot trained trainees• 10 trainers trained• Collaboration on and knowledge exchange of the Cyber Security topic between the Universities and CompaniesProject Results: IO1: Study about the requirements for an ECQA Certified Cybersecurity Engineer and Manager – Automotive Sector IO2: Skills set for an ECQA Certified Cybersecurity Engineer and Manager – Automotive Sector based on ECQA skills definition standards IO3: Training Material for the ECQA Certified Cybersecurity Engineer and Manager – Automotive Sector skill set IO4: Online Training Campus IO5: Certification Framework and Exams (based on ECQA guides)

"The EU relies heavily on its programs to achieve the goals envisioned for smart, sustainable and inclusive growth under the Europe 2020 strategy.This raises the question of the extent to which European project managers are well prepared to frame, design, implement and close such projects effectively and efficiently.At the time of writing the Erasmus+ project ""EMVOI"" - strategic partnership for vocational education and training, there was no tool available on the market for the evaluation, training or even certification of EUropean project managers (EUPM).This is now over since the EMVOI project (2016 - 2018) saw the creation of an online tool enabling self-evaluation, training (self-directed learning) and support for ISO 17024 certification (instructions).The overall objective of EMVOI project is to contribute to the recognition, validation and reinforcement of EUPMs’ key competences while at the same time strengthening cooperation between the world of training and the world of work by applying a global approach to evaluation, training and certification.The specific objectives of the project were to:+ develop an approach to recognize competences acquired by European project managers;+ develop a competence chart for EUPMs that can contribute to the development of high-level core and cross-curricular competences in a lifelong learning perspective;+ create a web tool for the assessment of transversal competences;+ develop training courses based on ICT - Information and Communication Technologies - using open educational resources and integrating modern digital solutions into the VET process - Education and Vocational Training;+ develop cross-curricular competences of the EUPM through an innovative approach, focusing on competences, learning and results;+ frame a certification system according to the ISO 17024 standard that can be considered as a system for recognizing and validating EUPMs’ competences ;+ promote learning of the English language and linguistic diversity through the EMVOI multilingual web platform.To do so, consulting and training organizations from 6 European countries worked for 28 months (Sept.2016 - Dec.2018) to carry out the work: Coopérative Sud Concept (FR), Instituto de Soldadura and Qualidade ( PT), ISCN (AT), EuroSuccess Consulting (CY), EVBB (DE) and DAKOM (BG).Thus, on the basis of their experience and expertise but also those of 91 other European managers who took part in the work, especially during the development and testing of the Curriculum, the objectives were achieved and the following activities were carried out:+ development of a competence chart based on scientific articles and other relevant documents. The chart is divided into hard and soft skills;+ development of a multilingual online platform (BG, DE, EL, EN, FR, PT);+ creation of a self-evaluation tool directly linked to the competence chart. It is autonomous and immediately displays the evaluation results once it is complete. It advocates the way forward for learners to develop their competence chart.+ content writing for 3 training modules:• basic knowledge of any European project manager;• competence chart to develop and / or improve in the management of European projects;• national specificities of certain programs such as operational programs, structural funds, the various national financing mechanisms (administrative procedures, political context, etc.).+ a manual including advice and a summary of the important points of the training;+ a framework for certification according to ISO 17024.To conclude, EMVOI project presents a global approach since it allows the identification of the competency and its evaluation, proposes improvement tracks (training contents) and a certification process. The project is largely involved in ""Improving relevant and high-level cross-curricular and relevant competences in the perspective of lifelong learning"" and promoting ""Transparency and recognition of competences and qualifications to facilitate learning, employability and mobility of the workforce "".For more information on the project and its results, please consult free of charge the developed tools from the project website: http://www.emvoi.eu."

"<< Background >>The importance of innovation on the survival and competitiveness of organizations is an undeniable fact.Therefore, it is relevant to help SMEs (99%of all businesses in EU) with innovative behaviour and attitudes to achieve/keep their competitiveness and sustainability, resilience and ability to recover from crisis (such as COVID19). The EU Committee for Standardization(CEN) has developed an innovation Management(IM) set of Technical Specifications(TS) that aims to guide organizations to introduce, develop and maintain a framework for systematic IM practices. Establishing such a management system would according to these standards allow any organization regardless of sector, type or size to become more innovative and to achieve more success with their product, service, process, organizational design and business model innovations. The IM will include all activities that are required for generating innovations continuously and can be a stand-alone management system or be integrated into the core operations and management of the organization. The TS identified as CEN/TS 16555-1to7 will guide on establishing and maintaining an innovation management system in an organization.The future societies, characterized by constant non-expected changes also bring challenges for VET providers and even to VET learners themselves, raising the need to have new and common methodologies (such EQF, micro-credentials and common digital tools) and pedagogical tools, by embracing ""open and distance learning"" and “digital competences” (one of the key competences for LLL EU reference framework).Never as before, remote working was so needed, and businesses and Education and Training providers needed to found ways to collaborate at distance: co-workers, trainers, teachers, tutors, trainees and students. In this sense, pedagogical methodologies and EU approaches for teachers and trainers is understood as the main tool for preparing these professionals to the education and training challenges, such as creativity, innovation, entrepreneurial thinking, and open and digital competences.TIMS will also address “the learning needs of teachers and trainers” (see Copenhagen Process - https://ec.europa.eu/commission/presscorner/detail/en/MEMO_04_293) with a strong component of project activities dedicated to “Learning, Teaching, Training Activities” for good practices exchange between VET teachers: C1 dedicated to the “EQF” (Learning Outcomes approach) and to the “European approach to micro-credentials”; C2 in a peer-training activity testing TIMS b-learning materials. All the PRs will be open free&accessible at distance, suitable for distance and/or face to face learning; and piloted with end-users during the project lifetime. TIMS project target groups will not only upskill into an emergent area - Innovation Management (IM) - but also will gain “new skills” – “closing existent skills gaps”- needed to actively intervene at a business level, leading to a pathway for SMEs recover from COVID19 economic breakdown, by learning on how to tackle such changes (Risk Management), by implementing IM strategies. TIMS COURSE (PR2+PR3+PR4) –“a flexible and learner-centred VET programme” with a practical “Handbook for Innovation Agents” (PR4) - and “TIMS Self-Assessment Tool for Innovation” (PR1) will provide a holistic view for leadership and innovation by comprising managerial, interpersonal and reflective skills which will then be applied into building innovative modus operandi in European SMEs; based on the CEN/TS 16555 series for IM. TIMS project presents itself as a possible answer to successively manage labour market transitions (unemployment, digitalization, economic cycles/uncertainties – COVID19), by designing an innovative, digital and open access VET programme – suitable for distance learning - that will approach the work between VET providers (and other educational institutions such as NGOs) and businesses (SMEs), along the project cycle and beyond.<< Objectives >>TIMS proposal aims to: •Address the ones who need to acquire knowledge to initiate and implement innovative ideas or projects in organizations and to assist the organizations to scale up the existing quality management system to innovation management system for launching the competitive strategy; •Support the setting up of and access to upskilling pathways for VET learners with tailored learning offers, specially designed for SMEs environments;•Increasing learning demand and take-up through effective outreach, guidance and motivation strategies which support the Upskilling Pathways to ensure that VET learners have access to relevant learning throughout life;•Extending and developing the competences of educators and VET personal, by improving teaching methods and tools through effective use of innovative solutions and digital technologies;•Promoting innovation in European SMEs and Nigerian SMEs as the main tool to facilitate sustainability, learning throughout life, and adjusting to the changes – like the pandemic crisis - at the European level;•Help to reduce individual innovation investment of European and Nigerian SMEs (mainly small enterprises) fostering a Knowledge Europe-Africa and SME competitiveness;•Promote transnational networking and exchange between enterprises and VET providers at the European level, applying theory to the European business scene, through the practical work performed under the TIMS project;•VET providers as consultancy and business partners providers to credit the recognition as consultancy and innovation players (through TIMS Upskilling Pathways - TIMS COURSE (PR2+PR3), TIMS SELF-ASSESSMENT TOOL FOR INNOVATION (PR1) and TIMS HANDBOOK FOR INNOVATION AGENTS (PR4)).TIMS target groups and main stakeholders will be VET and Adult Education providers, SMEs and, associated partners, in particular:- Employees on executive and management level and intrinsic leaders inside the company;- Skilled or qualified adults who want to upskill into Innovation Management based on CEN/TS 16555 and become themselves ""Innovation Agents"";- Unemployed qualified people in need to start a reskilling path;- SMEs and Entrepreneurs (people who are running a business or have an intrapreneur attitude inside an organisation),- Innovation hubs, accelerators and incubators- Entrepreneurship education networks- VET and Adult Education providers who wish to deliver training in Innovation Management System<< Implementation >>TIMS project predicts the following activities: 1) Two Learning, Teaching, Training Activities, for extending and developing the competences of TIMS trainers, from the consortium staff members - who will support VET learners in their upskilling pathway for Innovation Management - 28 participants in total;2) National Multiplier events, for project promotion, sharing, validation of outcomes and contribution for the fine-tunning of project results - 150 participants in total;3) National ""Innovation Labs"", for TIMS COURSE testing with Innovation Managers, R+Di staff, team leaders, entrepreneurs, etc.- 84 end-users in total ;4) Final TIMS ME to promote and find future opportunities for the use of the Project's Results among national and European networks, SMEs, business associations and entrepreneurs’ networks within the innovation sector; and other target groups predicted on the ME description. At the non-European level, throughout the Nigerian partner broadcasting the event from and to Nigeria, helping to boost the impact of the project results beyond Europe, not only in Nigeria but also in all the English and Portuguese speakers African countries (project languages). This will also be the time to the official launching of the TIMS Self-Assessment tool for Innovation (PR1) and the TIMS Innovation handbook for Innovation Agents (PR4) - 50 participants+100 online.<< Results >>It is expected an Innovative training package for VET consisting of:1) a Tailored Sell-Assessment Tool for Innovation Management (IM), dedicated to CEN/TS 16555 series (PR1);2) a Competence Matrix based on Innovation Management CEN/TS series, using the EQF approach and a EU micro-credentials approach (PR2);3) a Training in Innovation Management System - TIMS COURSE - composed of a set of innovative learning-centred materials and methodologies, adapted to f2f and online modalities (PR3);4) a conceptual Handbook for ""Innovation Managers"" with i) State Analysis Assessment regarding the ability of companies to adapt Innovation Processes; ii) inspirational case studies and ""to-be-solved-case-studies"", iii) Risk and Change theories (ISO 31000; iv) a collection of existent Innovation Assessment tools; v) an ""Innovation Strategy"" to help ""Innovation Agents"" in SMEs&micro-enterprises.TIMS project expects to:1) Involve Education&VET providers, SMEs, entrepreneurs, R&Di staff, associated partners and EU networks; 2) Become project results available to VET providers & SMEs to guarantee results exploitation; 3 Increase learners achievements; 4)Increase SMEs value proposition;5) Increase the skills of the local/regional workforce; 6) Increase the skills of educators/mentors - ""Innovation Agents"" - within companies and E&T institutions; 7) Contribute to SDG, in particular: SG4 Quality Education; SG8 Decent work and economic growth; SG9 Industry innovation & infrastructure; SG10 Sustainable cities & communities; G17 Partnerships; 8) Raise awareness of E&T opportunities within the Erasmus+ Programme, at European and non-European levels (by involving a Nigerian organisation), with a special emphasis for Lifelong Learning in the field of VET & Innovation Management CEN/TS; 9) Encourage organisations to self-assess their Innovation maturity, with a tailor-made approach which will, in time, reflect on the skills & competences of the workforce and, consequently, on the organisation economic performance;10) Encourage the adoption of the project results in Europe and in African countries native in English and Portuguese (project languages); 11) Promote educators & trainers competences with learner-centred approaches at the digital level and the newest face2face training methodologies for Innovation training at the business level; 12) Encourage self-development & LLL opportunities for all; 13) Increase the opportunities for sustainable growth within EU SMEs and Nigerian SMEs 14) Contribute for EU and Nigerian Economic recovery from coronavirus outbreak through E 15) Promote EU Cooperation among different organisations and a non-European organisation;16) Position EU SMEs as leaders on the pathway for sustainable growth and help Nigerian SMEs to evolve in its innovation index;Long term benefits include a better prepared EU/Nigerian workforce & SMEs to deal with the uncertain scenarios in Europe (and Nigeria); and the kind of Innovation Management skills that EU and non-EU citizens need - in a Global Economy - to create value inside SMEs."

Serious shortages of highly-skilled and qualified professionals for engineering jobs are hampering Europe’s sustainable growth objectives. Europe is mainly confronted with qualitative shortages on the labour markets, linked to specific regions, skills or occupations. To improve the current situation on the European labour market ELIC seeks to make a change on engineering literacy among secondary natural sciences teachers. Therefore, it supports an increases the number of qualified professionals with specific technical job-specific skills in the future due to higher involvement of pupils on engineering topics already from secondary school level on. Further, ELIC supports in the achievement of Europe´s five sustainable growth objectives and the international competitiveness of European engineering companies. This project aims to ensure the availability of the right skills – and supports thereby a major concern of the European Commission and the Parliament (Strategy 2020 – Agenda for new skills and jobs).ELIC is represented by 8 partners from 4 different European countries (AT, CZ, DE, IT) each facing the need to increase highly skilled engineering employees in the future. The consortium is represented by technical universities, training providers, social development agencies and by secondary schools and combined with the associated partners (school authorities, counselling providers) the partnership is very powerful in terms of expertise and international network which supported ELIC in its implementation.The ELIC project identified secondary natural sciences teachers as the primary target group and aimed to educate them on engineering literacy and technical didactics. This leads to the following advantages: secondary natural sciences school teachers can update their skills on these two topics which is an identified need of the target group and second, the primary target group can act as multipliers to pupils to increase their interest on engineering. The main output of the ELIC project is a highly innovative massive open online course (MOOC) for secondary natural sciences teachers in order to increase their competences and skills on technical didactics and engineering literacy (www.elic-mooc.com).The basis for the MOOC was an intensive analysis on training needs and a GAP analysis, followed by the development of a skill card and a detailed training curriculum for the MOOC. The MOOC was implemented in the four participating partner countries to make a difference in teachers´ education and to foster engineering skills in secondary schools. The ELIC MOOC was taking place for six weeks (~30 hours in total) and covers topics such as basics of engineering, current trends in automotive engineering and hot topics in engineering and how to implement technical cases on the basis of practical examples. In total, 120 participants coming from secondary school, university and pupils from 6 countries registered to the MOOC and jointly learned on the platform to increase their engineering literacy skills, which enables the teachers to include more technical aspects in their classes. The ELIC Toolbox further provides examples on how to use MOOC material in classroom.Further, as the knowledge on engineering and technical didactics among secondary school teachers is not only lacking in the project countries, the ELIC consortium developed a Transferability & Evaluation Handbook which on the one hand describes the evaluation process of the MOOC and on the other hand gives advice and instructions on how to multiply and repeat the trainings in other countries and/or by other institutions, taking into consideration the outcomes of the MOOC evaluation on several levels. Therefore, the ELIC project aimed to ensure sustainability of the outputs created which can be reached through the transfer of the ELIC concept to other countries in need.With the dissemination efforts taken by the whole consortium on an international basis, ELIC can definitely make a difference in terms of the engineering literacy of secondary school teachers on a short-term basis. Furthermore, the availability of highly skilled engineering employees, the interest among pupils on engineering topics as well as the number of engineering university graduates will increase like a spiral in the future in the long-run.