See above.

"ReOPEN project addressed the problem of recognition of non-formal learning results in formal education and by employer organizations in the new context - online open learning (OOL). Education institutions and employers are often reluctant to recognise OOL and question its validation, credentialization and proctoring. ReOPEN project directly addressed the recommendations published in the study of the European Commission ""Validation of Non-formal MOOC-based Learning"" (2016) (http://publications.jrc.ec.europa.eu/repository/bitstream/JRC96968/lfna27660enn.pdf), by the project aim - to create instruments to develop validated OOL for recognition of prior and non-formal learning. ReOPEN project achieved the following objectives: 1. Designed the platform for non-formal OOL curriculum development with learning validation and recognition instruments in place. 2. Trained teachers and trainers (T&T) at C-VET organizations, companies, higher education (HE) institutions and adult learning organizations to design validated non-formal OOL curriculum, to apply digital badges as a new form of digital credentialisation and tracking one’s learning path in non-formal OOL and to recognize non-formal OOL results in formal curricular. 3. Designed 5 non-formal OOL courses for continuous professional staff developing (CPD) applying learning recognition instruments for validated non-formal OOL. 4. Established partnership for future collaboration for non-formal OOL recognition. The project target groups involved C-VET, LLL, HE institutions and companies, establishing their collaboration to enhance access to OOL and qualifications for all through C-VET. The project results reached 123574 people (instead of 3820 planned) through multiplier events (ME), dissemination and thematic events, including 213 participants (instead of 59 planned) (see Annex 4) with fewer opportunities facing economic, social and disability obstacles. They benefited from awareness of what non-formal OOL is, on new learning and teaching possibilities and innovative solutions for teaching and learning. 6 Intellectual outputs (IO) were developed for them: IO1. ICT platform. IO2. Training material (TM) on non-formal OOL curriculum designing.IO3. TM on application of digital badges. IO4. TM on recognition of non-formal OOL results in formal curricular. IO5. 5 non-formal OOL CPD courses.IO6. Case - scenario collection on recognition of validated non-formal OOL course. Continuous feedback was requested from HE, VET, adult learning and school representatives, which proved high interest from project target groups for ReOPEN platform solutions at user institutions, and rated IO with strong positive statements. More than 120 organizations were involved in ME and dissemination events. 6 agreements have been signed with the third - party organizations for product exploitation (see Annex 6). ReOPEN results will have long-term impact to these organizations, as responses from events’ participants proved that organizations need to prepare and create non-formal OOL possibilities and that TM, ICT platform and methodological and technological help is most useful to them. Project partnership consisted of 3 HE institutions (VMU, ESCP Europe and SRCE), 2 companies (ONECO and Q21) providing training services for adults, VET and company employees, as well as 1 European association (EDEN). Consortium directly benefited from the results in adapting ICT portal for their use, using TM for their training programs for all project target groups in their countries, creating open non-formal OOL courses, application of digital badges in their institutional online platforms, tracking learning paths of their learners. ReOPEN project results already increased the sense of initiative, entrepreneurship, and professional collaboration among partner organizations and their collaboration channels with networks of education providers and employers by involvement of all stakeholders (teachers, administration, employer organizations and HE institutions) to work on CPD courses (IO5). The project increased the level of digital and other competences of T&T and better understanding of practices, policies and systems in education and training. ReOPEN contributed to better understanding and recognition of skills and qualifications in European and beyond, as well as interconnections between formal, formal education, vocational training and other forms of learning and labor market respectively by establishing three – party engagement case scenarios (IO6) on recognition of learning results and credits in formal curriculum (IO5), linking non-formal and formal curricular and employer needs. ReOPEN improves the use of EU reference tools for recognition, validation and transparency of competences and qualifications through description of parts of competences, qualifications and curricular, supporting teaching and learning progress and assessment in the new form of digital OOL."

The project THREE C has aimed at integrating the concept of the Circular Economy as an attractive new learning field in European school education.The “Circular Economy” refers to the concept of saving natural resources and to reuse and recycle them. It is a more profound approach than the solely technical (end-of pipe) concepts of waste management sector (like the German Kreislaufwirtschaft) and focuses on the active participation and capacity building of citizens.It is an increasingly relevant, popular and attractive theme that is being boosted by major economic, ecological and political stakeholders worldwide. Young people need to acquire skills to be able to contribute to and work in a circular economy.In the THREE C project 8 project partners from 7 EU member states collaborated in a multi-stakeholder partnership:The lead partner, Landkreis Kassel(1) is a regional authority which has been active in environmental protection, climate change mitigation and adaptation and in the circular economy since several decades.Q21 (2) has been developing full time qualifications in environmental and climate change management. It is member of REVEAL, the European network for promoting and validating informal learning and it’s unique competence oriented learning and validation system Tallinn University(3). Centre for Educational Technology (CET, established in 1998) is a department within TLU’s Institute of Informatics, being one of the leading R&D centres in the field of eLearning within Baltic countries. It is part of the EMMA (European Multiple MOOC Aggregator )project.Euneos (4)has been involved in European projects, organisation of KA1 courses and international networking since 2005.Fontys(5) is one of the leading teachers’ training institutes in the Netherlands and developed, together with Q21 the holistic didactic and validation approach Sint-Lambertus 4 (6) has experience with European projects since 2000: LLP Comenius and Vetpro. The school has general education, technical and vocational training.IES Las Indias (7)is very much oriented to international projects since 2010. The school has an extented network of companies for internships.Universidade portucalense infante d. henrique porto (8). This institution has a network of schools and companies and promoted the THREE C MOOC and post graduate course.Results and impact attainedTHREE C achieved the following results:•A framework of competences related to circular economy was set up. The competences were thoroughly described and converted in so called reference systems (3 competence dimensions (knowledge, skills and attitudes and 5 competence levels), based on the LEVEL5 holistic competence oriented learning and validation approach.•A didactical approach with teaching and assessment strategies was developed to enable teachers to teach their pupils skills in the context of a circular economy and to equip this approach with a inventories (growing catalogues) for informal learning and assessment methods)•A competence oriented assessment and validation approach was set up including a catalogue of suitable assessment methods and a link to a THREE C-validation tool.•An interactive and holistic learning environment for teachers that receive training on THREE C (on how to teach Circular Economy) was developed including practical projects on competence based learning in internships (guidelines) and links to the validation environment•Diverse learning resources for teachers and educational staff were developed includingoA MOOC on how to teach Circular Economy oA Training module for teachers (blended learning), which was piloted with 20 teachersoA KA1 Erasmus course concept was derived from the pilot course•An active conferencing format programme for teachers on circular economy was developed and delivered during the multiplier event.•A proposal of a post-graduation course with an academic degree (ECTS) on competences for a circular economy degree with teachers as target group was developed, approved by the scientific board of the PT UniversityLong term benefitsThe project team intensively disseminated and valorised the THREE C concept. The course has been officially accredited in the German state of Hesse which makes it an official CPD for teachers. The THREE approach has been introduced as officially accepted concept in 3 teacher training centres in the Netherlands. A master course will be developed in the FONTYS University in 2017. The THREE C community has become part of the European REVEAL network which cares for the maintenance of the connected learning technologies and supports the marketing and distribution of the project products such as the KA1 course and the Post Graduate Course.The availability of the project's materials beyond the project lifetime and the visibility for policy makers, other teachers and school managers is secured both by the project website (www.threec.eu) and the e-Learning platform (threec.my-VITA.eu).

Nowadays data literacy is widely considered a critical skill to have in the 21st century. Employees with data literacy skills have become highly valuable in today’s economy and labour market: more than ever before, employers demand some degree of data literacy from all employees, regardless of the professional role.Since data are used in a multitude of domains, data literacy is today an essential skill also for professionals like journalists, policy makers, etc. It is also a powerful enabler of civic engagement, as it empowers individuals and communities to keep governments transparent and accountable.The project DATALIT aims at:- offering to university students across different Faculties, the opportunity to reach a suitable level of data knowledge that they can use and apply appropriately and diversely throughout their personal and professional lives,- Narrowing the gap between business and academia and putting EU enterprises in direct contact with potential future employees or business partners properly trained to exploit data effectivelyTo meet this challenge, DATALIT will develop and pilot an approach based on a long-term partnership of academia, business and educational partners. After an in-depth research phase, aimed at identifying best practices and experiences of data literacy inclusion in EU higher education and to better understand the needs and expectations of the target groups (students, HE professionals, employers), the partners will define a common understanding of data literacy as competence and design a syllabus to orient the creation of data courses. In parallel, the partners will develop a digital learning environment to integrate the class-based courses and a sound validation and certification system connected to the EQF, ECTS and Europass systems. The outputs developed will be piloted by the Universities involved and by students that will have the opportunity to apply their data skills through internship experiences in EU enterprises.

<< Background >>The CIM project dealt with the acquisition and validation of competences related to Creativity and Innovation in Higher Education Institutes and Business. The acquisition of these 21st century skills affords not only new learning concepts but also a new way of facilitation. Both approaches (learning and facilitating innovation) have been combined by the CIM consortium of 16 partners from 9 member states.<< Objectives >>The project aimed at developing innovative teaching and learning approaches to include Creativity and Innovation Management (CIM), using a competence-oriented and constructive learning and developing approach that leads to concrete product and service prototypes.Educational professionals in HEI and in businesses have been qualified to facilitate CIM learning projects in a learner-centred way and also validate the competence development therein.<< Implementation >>The project started with a comprehensive survey designed to understand the needs of the different targets groups and educational sectors in terms of Creativity and Innovation Management. Subsequently, the project designed competence frameworks for future innovators and their facilitators. These formed the basis for a 5-day training mobility in which 66 educators learned how to facilitate practical learning projects on Creativity and Innovation in Higher Education and Business contexts.<< Results >>Based on the developed learning and facilitation instruments and approaches for “Design Based Collaborative Learning” the training and counselling concept was delivered to 66 professionals. They facilitated 66 learning projects in 9 partner countries with 90 learners and validated their development in terms of competence in spotting ideas and opportunities.CIM organised three large-scale conferencing events with more than 250 participants to largely disseminate and valorise its outcomes.