"During the last years, the project based learning methodology has been extensively applied in many VET Colleges. Some examples can be found in Spain, as the ETHAZI methodology created by the TKNIKA innovation center of Basque Country or the ProjectX methodology created by the Xabec Vocational Training Center in Valencia, which has been recognized by the European Commision with the educative innovation award in the edition of the ""Skills Week"" celebrated in 2018.The ProjectX methodology consists of transferring a work process that is carried out in the professional context to the educational context. Each work process has been called “ProjectX”, because it is the combination of the words Project and work eXperiencie (ProjectX). The ProjectX’s are defined on the basis of learning outcomes (LO’S), so the tasks carried out in a project are associated with a set of learning outcomes, that are the minimum unit that can be recognized in the European Credit System for VET. Consequently, a set of ProjectX can be always recognized and accredited from the minimum unit until a complete professional qualification. This aspect is very interesting for the learning management: a ProjectX can be easily used for the mobility of students because the assessment and recognition of learning outcomes are defined, and also a set of ProjectX's can be used for the implementation of a professional qualification based on a set of learning outcomes. Xabec was the leader of the project One2One (http://projectxone2one.eu/) in which the methodology was created and also was the leader of the TOPMOST (http://www.topmost.es/) project in which a database of Common Learning Outcomes was created to enable the recognition of learning outcomes during the mobility of VET students. Nowadays, the ProjectX methodology is used in the mobility of students of the INNMAIN network and in the regular lessons of Xabec.The experience has been very positive, but the implementation of the e-learning in the VET national systems requires an upgrade of the ProjectX methodology and the creation of new teaching resources. This is the motivation of this project: the digital transformation of the ProjectX created in One2One to Virtual Reality modules, that are called VR ProjectX, and the integration in an e-learning platform. The VR ProjectX can be implemented during the mobility of students and/or in VET blended learning.The participants of the project have been selected on the basis of the experience in the application of the ProjectX methodology, in the creation of Virtual Reality modules and in e-learning platforms. Xabec and Valdorio participated in the One2One project and both have applied the methodology to the mobility of students, DYPSELA is a start-up specialized in Virtual Reality, and TAW and UPV are institutions with a wide experience in e-learning and in 3D design, because they are partners of the international FABLAB network. Finally, IBW is a swiss Vocational Training Center that is interested in creating new ProjectX’s and new Common Learning Outcomes.The activities have been scheduled in a Gantt Diagram in four steps. During the first step, Xabec, GUIA, IBW and Valdorio are in charge of developing a handbook with the instructions to design a VR ProjectX and a booklet of four VR ProjectX. The second step is focused on designing the VR ProjectX. The partners experienced in 3D design –UPV, TAW and VALDORIO- are in charge of carrying out the 3D and 2D models of the VR ProjectX, DYPSELA take the responsibility of selecting the devices and the interface to the virtual reality, and Valdorio, GUIA, IBW and Xabec are responsible of making the script. Third step consists of programming the virtual reality module. The responsible of this step are the technicians of DYPSELA under the supervision of the other partners. Finally, during the fourth step, UPV-TAW will implement the VR Projects in the e-learning platform for the learning management according to the ECVET system and on the basis of common learning outcomes. A meeting have been programmed at the end of each step, in order to validate the tasks done during the previous step and to coordinate the tasks of the next step. Moreover, some tests have been scheduled to get feedback from VET students and adult education. Finally, some multiplier events have been organized for the dissemination of the VR ProjectX to advertise the product to the target groups: student of secondary school that are interested in apply for a VET qualification, VET students that are interested in apply for mobility, and workers interested in getting an accreditation by e-learning.VR ProjectX is the new step of the previous projects TOPMOST and One2One to update the ProjectX methodology to the digital era by the application of virtual reality. The new tool will be available to the INNMAIN partnership for the mobility of students and teachers, and can be enriched in the future with new VR ProjectX's in the e-learning platform."

"""Green entrepreneurships for the present and future of Europe and Latin America"" (GreEn) seeks to: 1. Promote social, green and digital competences among educators, professors, facilitators, students and young people in Europe and Latin America, specially in VET, both for teaching this competences and for implementing sustainable entrepreneurship's. 2. Create a European and Ibero-American partnership to promote transnational cooperation in the fields of vocational education, university education and third sector (NGO and Businesses). 3. To develop a ""ToolKit of Resources"" and a ""Digital (gamification) Game"" for the acquisition of social, green and digital competences for sustainable entrepreneurship's."

"Background and context The European VET schools play an important role when it comes to shaping the future work force within a wide range of sectors, for instance Transportation and Logistics. Many of the schools work at a sporadically level with sustainability, but do not have an explicit sustainability agenda or vision at a strategic level. This we believe is not out of unwillingness or lack of interest, since the VET schools and educations consist of highly innovative professionals dedicated to finding practical and smart solutions to everyday problems, which have great impact on all of us, and add value to the sectors as such. Nevertheless we see a great potential to embrace the explicit agenda of UN World Goals for 2030 Agenda as a common strategic aim and clue of how to communicate about and set forth concrete ambitions to work innovatively and systematically to improve practices and processes within the VET schools - and in close collaboration with surrounding stakeholders. Besides from adding value in the sense of seeking new solutions through partnerships inside and outside the VET field, we believe that a heigthened focus on UN Goals 2030 will indirectly attract more young people to seeking skills from within the VET sector. The 5 partner schools and associated partners behind ""Click on Climate"" will be involved at 3 organisational levels into the innovative design process, leading to heightened awareness and competences to act for change: A: Management level, B: teaching level and C: stakeholder level. For each of the activities involved, we will be inspired by methodologies from within: Change theory, Didactics of Innovation and entrepreneurship, (like eg. CIE Model, Design Thinking etc), ICT and digital learning, Qualitative research methods. Description of activitiesFirst we do a ""Mapping of practices"" (IO1) and produce an analysis of ""Sustainability matureness"" of the stakeholders and industries that work together with the 5 different partner schools.The result is a baseline report, which includes also concrete challenges and cases to be incorporated directly into the teaching of students. Together the partner schools will analyse the implications of the data collection to their specific school. From the mapping of stakeholder and school perspectives, we move to the management level by developing a tool for implementing Climate goals and sustainability issues into the specific strategies of each partner school, and start to implement it locally at each school (IO2). We believe that in order to actually change the agenda and move forward at the 5 schools, it is necessary to offer the teachers and trainers a concrete Online course that provides them with an introduction to the UN World Goals goals - both at a holistic level, but also at a more sector specific level. The 3. activity (IO3) is therefore dedicated to produce 2 courses for students and staff at VET in general and specifically in departments offering VET programs within Transportation and Logistics. When the two courses are developed and have been tested, they will be used to develop add on curriculum activities, hitting different spot in the life time of a whole VET education within Transport and Logistics as well as kick off the Learning activity we call ""Sustainabilty Camp"" At this camp all partner schools (students and trainers) meet and work together with real climate challenges that have been collected during the mapping of practice. At the camp the students will be working in cross-cultural groups to find the best solutions to the existing problems from the 5 different countries, and their trainers will be trained by their fellow trainers to go back to their own schools and make their own ""sustainability events"" - in the form of camps or other activities in relation with the online courses. The camps are created to give the students systematic innovation competencies and have proven to be succesfull when it comes to strenghening: Motivation, cross-sectorial skills and entrepreneurship (with a focus on social and economical sustainability).Several innovative multiplier events will take place, representing the numbers of partners involved.What are the main objectives and results- Heighten awareness and competences to act in accordance with the UN Goals 2030 at both management, teaching and stakeholder levels within the partner schools by creating and testing new tools and innovation activities at all schools.- By focusing on the one specific sector of Transportation and Logistic we wish to: 1: Secure co-ownership, relevance and results. 2: Facilitate cross sectorial inspiration and dissemination into other VET sectors. 3: Prepare students for international work lives by providing them with skills to work cross culturally on the sustainability agenda."

<< Objectives >>MAIN OBJECTIVEThe main objective of the partnership is mutual learning and the exchange of knowledge and experience in the organisation of apprenticeships and cooperation with employers, as well as methods of training vocational skills, taking into account the needs of pupils in particular with fewer opportunities.SPECIFIC OBJECTIVES m.in.- inclusion of new participants in the Erasmus+ KA2 programme - exchange of knowledge, experience. and know-how in apprenticeships and vocational training<< Implementation >>1. Preparation and study visit to Valencia2. Examination of needs and expectations3. Preparation and study visit to Krakow4. Preparation of recommendations and study visit to Krakow 5. Dissemination of project results<< Results >>- increasing the competences of staff in the field of apprenticeships and cooperation with employers, in particular for young people with fewer opportunities - increasing the competence of staff in the field of vocational training methods, in particular for young people with fewer opportunities

The adoption of energy efficiency measures for buildings has created a strong demand for digital and green skills for smart metering and home automation technologies. Electricians, apart from technical proficiency, require a combination of digital and environmental skills to respond to the installation, maintenance, and programming of smart metering and energy efficiency home automation systems. SMARTEL aimed to tackle this challenge by delivering a modular VET course and OERs on smart metering and home automation to empower electricians across the member countries of the consortium with modern digital and environmental knowledge, skills and competences. In particular, project objectives involved 1) Enhancing the labour market relevance of VET for electricians, to address smart metering and home automation skill needs, 2) Introducing modern training delivery methods and open access innovative pedagogical resources, enabling learners to acquire and self-assess relevant skills,3) Facilitate mutual recognition of the developed learning outcomes across the EU.The partnership comprised 6 organisations from 5 countries, from the world of VET, the electrical installation sector, energy efficiency research, as well as learning innovation experts. The Panevezys College (PANKO), VSRC and XABEC brought the expertise in the design and delivery of engineering and electricians VET programs and courses; the European Association of Electrical Contractors (AIE) represented the needs and workplace realities of the electrical sector at EU-level; EXELIA contributed as an expert in R&D and delivery of innovative ICT-based methodologies for VET and Sofia Energy Agency (SOFENA) brought experience from the area of energy efficiency.Main project activities involved: analysis of current and future workforce training needs to develop updated and tailored to sectoral needs smart metering and home automation learning outcomes, development of modular learning units for a comprehensive VET programme in smart metering and home automation, development of pedagogical resources and assessment tools to be offered as Open Education Resources, development, testing, and delivery of a Massive Open Online Course (MOOC) on smart metering and home automation, promoting the adoption of innovative practices in vocational training, involvement of authorities and stakeholders for the endorsement and mutual recognition of SMARTEL units of learning outcomes and sharing and validation of outputs with multiplier events, inviting target groups to uptake SMARTEL results and to act as further disseminators.The SMARTEL project led to the following results and impact: - VET world and sector validated learning outcomes for training provision in smart metering and home automation technologies for electricians in the building installation sector.- Formal VET learning units on smart metering and home automation and VET integration guidelines.- Pedagogical resources and assessment tools for smart metering and home automation technologies, offered as OERs.- SMARTEL Massive Open Online Course on smart metering and home automation for electricians.- A signed agreement on the validation, endorsement, and mutual recognition of the SMARTEL units of learning outcomes.- A sectoral recommendations paper to support decision-making and pave the way for future developments in VET and skill development policies.- Two demonstration workshops and three national information days to promote project results and validate all developed educational resources.Finally, long term benefits of the project involve: the uptake of project materials and open educational resources from relevant VET providers across the EU, participation of a growing number of initial and continuous VET learners in courses based on project outputs, expansion of the strategic partnership towards a network of collaborating VET and sector stakeholders, including electrical enterprises, in-house training centres, and large VET providers, and further maturing and development of national and European VET policies targeted to the construction sector influenced by SMARTEL recommendations paper.