"The ECVET technical framework allows the recognition of learning outcomes in many and varied cases, particularly in the case of the European mobility of apprentices or dual system’s trainees. The CCCA BTP has been using it for several years and wishes to extend its scope of application in its European mobility actions. To this end, it wishes to conduct the Easy ECVET project transnationally in order to strengthen the formal recognition of learning outcomes in other European countries, and that it be integrated into the processes of validation of competences that can lead to national qualifications.Due to more or less well-founded reluctances and/or to various misunderstandings, we have been able to observe that the ECVET framework is only used by a limited number of the partners with whom the CCCA BTP has been cooperating for several years. Our objective is therefore to develop, even trivialise its use, in the course of mobility of apprentices’ actions. We wish to ensure that the ECVET framework is implemented as widely as possible until it can be taken into account in the certification of training path in the various countries concerned.Five vocational and educational training organisations or centers from five different countries (Belgium, Denmark, Finland, France and Spain) will be involved in this project. They have been chosen on the basis of their reliability, seriousness and motivation. Each of them has a particular interest in ECVET either because they have already implemented it and wish to go further, or because they wish to implement it and need the help from more experienced organisations.This mixture of experience and novitiate seems to us to be conducive to the quality of a common reflection. This project will be carried out over a period of three years and will be punctuated by the alternation of six transnational meetings (two per year) and two learning activities.- The transnational meetings are intended to be the ""think tank"" (analysis of practices, exploration of other contexts, training engineering) of the project and to support the steering committee, which will be responsible for producing technical guides and recommendations. Each country will mobilise two participants, for a total of ten people.- The learning activities will rather be ""exchange of practices and production workshops"" (pedagogical engineering, production of tools and protocols) in which two participants per country (pedagogical staff of the training institutions concerned) will collaborate. The 2 usual referents of each partner will also take part. That is to say 20 people for each activity.These two working groups will produce, in close collaboration and synergy, protocols and tools necessary for carrying out ECVET assessments.The aim is not to model a single procedure, but to facilitate the implementation of the ECVET framework, based on a common understanding and co-constructed arrangements.In a more operational phase that will follow, these supports will be tested during mobility actions that will be carried out during the last fifteen months of the Easy ECVET project, to test the reliability of these tools in the field and to improve them if necessary. Apprentices or trainees and company tutors will also ultimately benefit from the project.An ECVET expert will intervene at the very beginning of the project to give or give back to all the partners the same degree of information and answer their questions. He or she may be mobilised during the project if needed.Each partner will be responsible for relaying the decisions taken and the work to be carried out in its country. They will supervise the work, lead the educational teams mobilised and ensure the implementation of mobility actions which will allow the tools and protocols produced to be tested. Confrontations between participants from different countries will promote a mutual understanding of their different national contexts in order to facilitate collaboration.The production of appropriate guides, materials and recommendations, as well as their implementation in the field, should enhance the skills of the teaching teams in transnational evaluation issues and disinhibit the use of the ECVET framework in the context of apprentice mobility.Beyond the project, we aim to develop our partnership and our bilateral links with all our European partners, to contribute to the dissemination of the ECVET system and to set up or strengthen internationalisation strategies within our organisations.The state of mind of the project can be summarised as follows: ""confront in order to understand, compare in order to question, collaborate in order to co-construct, cooperate in order to implement""."

ContextWe expect our teachers to train their VET students to become resilient global citizens who can manifest themselves in an increasingly international working environment. The reality is that less than 10% of the students attend education regarding internationalization. The main reasons are limited financial resources (Erasmus+) and reluctance of many students to go abroad for a longer period of time. The vast majority of our students are therefore not or hardly immersed in the internationalization relevant to their work context. It is therefore necessary to link education to Agenda 2030 for sustainable development and specific 21st Century Skills. Up until now, internationalization education has often had an ad hoc character. An important reason for this is the lack of an accessible toolbox for structuring internationalization education in the curriculum. Due to COVID-19 or similar future crises, we expect the group of students who will exchange with another country to become smaller. The importance of internationalization @home education will increase in order to acquire international competences. The toolbox BUILD@HOME can meet this need.ObjectivesThe main objective is to develop an easy to use toolbox BUILD@HOME that enables teachers and students to create or follow education that closely matches the curriculum/learning objectives, learning needs, talents and core qualities of the student. All this in the context of the required international competences and Agenda 2030. The toolbox is designed for every type of education and for every type of student. We want to offer extra handles for new applications in Technical courses and Students with fewer opportunities in the broadest sense of the word.ConsortiumROC NIJMEGEN (coordinator, The Netherlands), DA VINCI COLLEGE (The Netherlands), LUOVI (Finland), HELSINKI VOCATIONAL COLLEGE (Finland), HETEL (Spain), UNISER (Italy) and ROSKILDE TECHNICAL COLLEGE (Denmark).Description of activities-01: Toolbox BUILD@HOME pilots Global Competences and new applications in Technical Courses.-02: Training program BUILD@HOME for teachers. ‘Cascaded’. Train the trainer short course.-03: Virtual classroom BUILD@HOME pilots Global Competences and new applications in Technical Courses-04: Students with fewer opportunities BUILD@HOMEMethodology to be usedThe methodology used is demand and purpose oriented. ROC NIJMEGEN works already according to this approach 'Verdraaide Organisaties' (Marius Buiting and Wouter Hart, 2012 ). This means that the content of the toolbox is not dictated beforehand and top down but will be designed by the teachers and students themselves.The expected impact is:-On partner organisations. The project results in an innovative way of working, shaping new contents and applying up to date methodology and by following a bottom-up approach where students and teachers co-design.-On VET teachers directly involved (35-50). They feel equiped in designing and implementing educational programmes internationalization.-On VET teachers not directly involved. At least 20 teachers from each school (140 in total) will be trained by their colleagues to apply the principles of BUILD@HOME in their own lessons, using the toolbox and virtual classroom BUILD@HOME. -On VET students directly involved (310-400), the project will offer them the opportunity to contribute to shape the education methodologies in their colleges, and to work in an international context, with the consequent development of global competences such as digital tools for on-line work, English, intercultural understanding and communication, self-management, adaptability.-On VET students not directly involved, they will still benefit from the increased knowledge and skills of their VET teachers and from the possibility offered by their colleges of having an international dimension in their education.Longer term benefitsThe desired impact on local and regional level is that every participating VET school has structurally incorporated the toolbox BUILD@HOME in education so that every student can gain international experience in regular lessons, without having to travel abroad. The toolbox BUILD@HOME is in line with the ECVET recognition. The aim is that the developed training BUILD@HOME is shared with the EfVET. It is expected after the project period that at least 100 teachers of VET schools will attend training every year. The teachers who followed the training will also provide training for about 10 teachers in their own VET school. As a result, approximately 1500 teachers have been trained to apply the principles of BUILD@HOME and will use the toolbox BUILD@HOME.

According to EU OSHA, there are over 3,6 million employed in cleaning in Europe. Added to the common hazards faced by cleaners (noise, vibration, slipping, musculoskeletal disorders, stress from long working hours) cleaners in healthcare facilities face additional hazards. There is possible exposure to micro-organisms, blood-borne pathogens, contact with animals and their waste, and infections from Salmonella or Campylobacter. Evidence given by the European Agency for Safety and Health shows an increase of infection from Noroviruses among cleaning staff and spreading of hospital inflicted diseases for lack of proper standardized training and risk awareness.The Cleaning in Healthcare Project (CIH) forms a consortium of 9 full partners: three (3) vocational schools; one (1) education formation and management authorities; three (3) hospitals, and two (2) cleaning companies together with two associate partners joining together for a 24 month process of upgrading stakeholder cooperation, professional standards, and qualifications in healthcare cleaning. All stakeholders of the CIH Project aim to insure highly qualified cleaning workers, a concerted effort on behalf of the healthcare community.Implementation of this project will make work safer for cleaners, colleagues and patients; create a higher regard and respect for proper hospital cleaning and attractiveness as vocation. Through implementation in national curricula this project produces a better foundation and secure development for the years to come. Efficient and effective cleaning saves money at any hospital - money that can be used for better treatment and curing of ailments. The heavy focus on updating and development via strong stakeholder cooperation will help to prepare cleaning for future ordeals such as medicine immunity and animal born micro organisms.Applying a process-learning approach, this project combines preparatory research, work sessions for in-depth discussions between stakeholders, drawing conclusions, and making expert recommendations. Topics examined include: 1. Comparing professional standards and training for VET in relation to stakeholder needs and expectations; and 2. Developing cooperation and exploring ICT pathways: VET, healthcare and cleaning industry. We strive to upgrade training standards and find clear paths for partnership within the industry for continual advancement and improvement within a rapidly changing health environment. The output of partner meetings will be a mapping of competencies in hospital cleaning and a mapping template applicable to other fields. This process inspects the required competencies of hospital cleaning staff in relation to hospitals' need to prevent spreading and contagion of diseases. Mapping results will feed into the final output of developing a Competency Framework specific to cleaning in healthcare. Other outputs are the development of a recommended European Professional Standard for Cleaning in Healthcare based upon research and mapping results. This has strong utility under the ECVET system for mobility in healthcare cleaning between consortium partners. This European Professional Standard will be proposed to the Estonian Ministry of Education and Sciences as nation's first Professional Standard for Cleaning in Healthcare together with a new State curriculum developed by Järva County Vocational Training Centre in time to launch the new training program based on our best practices by September 2016.

<< Objectives >>Our objectives for our contribution to the European strategic priorities:* Increase the knowledge of how to create a hydroponic lab at the basic level * Increase knowledge of what digital tools to use teaching hydroponic cultivation, cooperative projects & smart remote working* Establish a long term European partnership in hydroponics* Increase experience of & readiness for transnational partnership cooperation * Dissemination of project results at local, regional, national & European level<< Implementation >>Conduct Learning activity 1 - Buidling a hydroponic lab Cond. Learn activ. 2 - Hydroponic gardeningCond. Learn. activ. 3 - Hydroponic farming & entrepreneurshipCond. Learn. activ. 4 - Scientific & digital components in hydroponicsCond. the digital workshop for learnersCond. Digital Forums 1-4 Cond. the digital Final Conf.Publish 4 web articles/partner Cond. digital project meetingsProj coord.Proj progress & evaluationWriting proj. final report<< Results >>- Knowhow about how to build a basic hydroponics lab - Increased knowhow about the Global goals, hydroponics, digital tools for teaching hydroponics and for remote working and collaboration- Increased readiness to conduct KA1 and KA2 Erasmus mobility and partnerships- Needs & idea for a new Erasmus Collaboration Partnerhsip in hydroponics and digitalisation- An established long term European partnership in hydroponic

“Energy transition,” the transformation of how energy is produced and consumed, has emerged in Europe from the conviction that in order to address existing climate challenges we must both reduce energy consumption and replace fossil fuels with renewable energies. Challenges in engineering and ICT are increasingly entering the domain of energy transition. The primary challenge is to accommodate energy transition in the existing electrical power system. Available technologies are e.g. nuclear fuel (uranium) and the renewable energy sources wind, hydropower, solar power, geothermal, and hydro energy. Energy transition requires innovation in business and industry, developing new technologies and products. This will have an impact on companies involved as producers, but also on consumers of energy, both private and public. New technologies require new knowledge and production methods, thus having a great impact on vocational education. VET students and teachers will not only have to be aware of developments and know about technical innovations, but they will also have to be able to use and innovate them. In this project, we will further develop the concept of hybrid education in close cooperation of VET institutions and companies. Educational content and the curriculum will be developed in co-creation. The project will deliver a general teacher’s handbook on implementing energy transition issues into the curriculum. Partners will develop prototypes for 14 didactic technical models with accompanying learning materials in the shape of introductory, specific and collaborative modules. These models will be usable for levels 2, 3 and 4, and where feasible level 5. Partners will provide each model with didactic instructions. Subsequently, teachers and students will build the models according to specifications and use them in actual practice. Another deliverable is didactic training of VET teachers on how to use these models and training materials efficiently and effectively. The handbook will also set out ways of transferring the outputs of the project to other VET providers and guarantee sustainability. Partners will involve students in piloting the products, in international exchange and virtually in between project activities. The enormous impact of energy transition will mean that the traditional group of VET students will no longer be sufficient to cover all the industry’s needs for trained staff. Additionally, we shall be targeting new target groups through upskilling and re-skilling, thus investing in life long development for those who are already working, but also for those with a distance to the labour market. This inclusive concept means that the materials developed in the project will be used both in regular VET and in in-company and commercial training. In contrast to many other projects, we shall also take along level 2 students, since they are the most vulnerable on the labour market. The project will involve developing innovative pedagogies and methods for learning and teaching in the field of energy transition. Hybrid education as it is developing requires different forms of project-based learning. Most partners have already been experimenting with these. The added international dimension will give a boost to this, since partners will be able to use each other’s inventions and innovations. We’ll be building on concepts already developed, such as Energy Transition Houses, forms of hybrid education and project based learning, involving co-creation of education and industry. The networks already in place will be informed about the project and asked to contribute actively. VET teachers will be better equipped to train future students, companies will benefit from innovative approaches of training and upskilling staff for rapid developments in energy transition. It is inevitable that education should take steps to train the work force of the future in an innovative manner, contribute to public awareness of energy issues and contribute to upskilling and reskilling of employees and the unemployed. In this project we shall be doing just that in a European dimension. Seven VET partners from four European countries (The Netherlands, Germany, Denmark and Spain, Basque Country included) will cooperate closely to move this topic forward by educating teachers, students and the general public about energy transition, using modern didactic methods in a hybrid educational environment, joining forces of education and business to contribute to upskilling, reskilling and innovation. Levels 2 through 5 of VET / HVET will benefit from this.