"Aim of the project is to develop in VET teachers functional skills to integrate systematically in the curricula entrepreneurship education to develop active citizenship and employability, supporting person-centered and experiential learning, through the creation of OER of ""Digital storytelling "".Context: the project aims to involve multi-disciplinary teams of teachers, as ""agents of change"", and students, as a new generation of potential entrepreneurs but also as workers with an “entrepreneurial approach"", of VET schools of secondary level of IT, PT, RO and BG, similar among themselves because of the lack of a systematic training-for-trainers in relation to entrepreneurship, with consequences of absence of entrepreneurship as a field of learning in the regular curricula. The focus is on schools and companies related to the agro-industrial sector, in all countries, that needs an injection of new businesses to emerge from a state of heightened shortage of skilled professionals and young people in working cohorts.Activities and methodology: creation of 1) action-research that prefigures: terms of educational value of storytelling for the development of an entrepreneurial mind-set; didactical sustainability of practices of digital manipulation in the development of educational programs for the development of entrepreneurial skills; new skills required by teachers for the effective use of the methodology to support the acquisition of entrepreneurial skills; 2) multilingual hypervideos (pupil-led experimentations); 3) Training Programmes for the blended use of hypervideos revised by teachers (teacher-led experimentations); 4) Methodological guidelines for the effective use of digital storytelling for learning entrepreneurial skills in school context - systematization of experimentations for their release as OERs.Number and profile of participants: they will be directly involved in the project activities: 12 teachers/school principals - in interdisciplinary teams and transnational learning/teaching/training activities; 12 ICT experts and 16 representatives of business sector for O1; 40 teachers in 8 focus groups for O1; min. 8 entrepreneurs of FDMP sector for O2; 160 students for O2 and other 160 students for O3; at least 160 ""local participants"" in the 4 multiplier events.In terms of expected results, the use of hypervideos as OERs will allow direct knowledge of the related production chain; their creation will enable a ""learning by doing"", with a direct experience of the entrepreneurial skills necessary for the realization of a complex project (experimental meta-learning). It is expected an increase of the dialogue between schools and businesses, able to prevent, in the long term, any gap in the professional knowledge necessary to the efforts of innovation required in an evolving industrial sector.Impacts for VET: spread / enhance different learning styles (innovative teaching); expand the provision of curricular training; increase motivation among the ""digital generation""; open to contributions from experts in the business sector; create a more fluid and productive dialogue between formal and informal knowledge - take informal knowledge and transform it into digital resources. Benefits: the VET system will increase its attractiveness, expand its training offer and modernize its teaching approaches, reduce cases of ESL, qualify its staff members (refer to either digital and entrepreneurial skills), root further in the territory by consolidating relations with the socio-economic context.Impacts for learners: increase of entrepreneurial skills applied in life and school paths; increase of motivation for further education; stimulus to entrepreneurship as a realistic professional opportunity after school; increase of digital skills through the ""generative"" choice to produce Learning Objects (benefits: spread of technical-scientific culture and reducing of digital divide).Impacts for business/FDMP sector: connecting with local educational institutions and new generations of workers (role of ""virtual business angel""); reflection on entrepreneurial mind-set skills on a personal and a corporate level; study of the potential of digital storytelling to tell / sell a company, for information, marketing or training purposes. Benefits: increased level of entrepreneurship / entrepreneurial spirit in FDMP."

"The INCLUMAP project involves 4 secondary schools (general education and VET) with a percentage of foreign students, first or second generation migrants, between 10% and 30%, distributed between Italy, Spain, Portugal, southern countries Europe for centuries exposed to migrations and cultural contamination thanks to contacts with Mediterranean populations, to which were added, in particular in the last 10 years, migratory flows coming from the former colonies or by sea, making these countries an objective for many migrants seeking access to EU.The general objective of the project is to develop competences of active citizenship and intercultural dialogue in 320 secondary school students, to allow everyone, natives and migrants, to contribute to the formation of communities inspired by the values of respect, mutual knowledge and appreciation, and to democracy, starting from school life, thanks to the creation of multicultural and stratified learning communities.The objective will be achieved through the design and experimentation of 4 interdisciplinary educational programs, aimed at the reconstruction, recovery and enhancement of the traditional heritage related to the material culture of all students, native and migrant, which make up the multicultural and stratified learning neo-communities; each program will be dedicated to an indicator relating to the Framework of Civilization, according to the historiographical approach of Fernand Braudel: IO1 Food; IO2 Clothing; IO3 Work Items; IO4 Housing and objects of everyday life. Specific objectives of each of the 4 Outputs will be:- collection, analysis and documentation of the specific indicator within the framework of civilization, to be achieved through the historical-philosophical, linguistic, humanistic and religious curricular disciplines- reconstruction of the civilization framework thus obtained in relation to the specific indicator, reconstructed on the basis of multi-ethnic indicators relating to the civilization framework, operated within the curriculum of the STEM disciplines, through the use of digital holographic projection technology, with a view to pupil-led project work, aimed at the reproduction, piloted by the students, of the ""thick description"" of the multicultural neo-community and stratified in which they learn and live.The methodological approach is Service Learning, which allows to combine the learning of curricular disciplines such as history / philosophy, linguistics on the one hand, and STEM on the other, with the service approach to one's reference community, of which the students detect needs and together, collaboratively, work to offer a solution to the common problem of the entire social / civil group.The reconstruction of the 4 indicators of material culture relative to the civilization framework by schools will be methodologically assisted on one side by 4 ethnographic / historical / material civilization museums, while from the technological point of view it will be supported by an expert partner in holographic technologies applied to teaching.The target groups and related medium-long term impacts will be:- 320 secondary school students, of whom one-third are migrants or of foreign origin, whose intention is to develop competences of intercultural dialogue and education for active citizenship, in order to combat prejudice and hostility towards ""the other"", to fight against social and cultural segregation, promoting values of respect and mutual understanding within multicultural and layered learning communities- 20 secondary school teachers, both in STEM and humanistic subjects (ARTS), whose aim is to develop new skills in managing groups of multicultural students, with a view to combating discrimination, racism at school, promoting inclusive teaching also to ensure equal opportunities for access to the highest levels of education to all students, native and migrant- 16 operators of museum and cultural institutions, who will be able to benefit from new skills for the promotion of European cultural heritage, with a view to enhancing the components of the material culture of today's multicultural and stratified society, and proposing new multimedia and interactive learning paths digital thanks to the use of holographic technology"

<< Background >>CONTEXT OF THE PROJECTThe pace of technological & digital change is having a deep impact on the job market, therefore it is no longer enough for secondary VET systems to equip learners with technical and professional skills&knowledge. The digital transformation of workplaces requires new generations to develop interdisciplinary skills related to:- new digital technologies-transversal skills, such as: research, analysis & interpretation of data; teamwork & communication; problem solving &critical thinking.A further factor of complexity emerges from the increasing urge that EU industry receives from the sustainable production policies, as described by the UN Agenda 2030 Goals and by the European Green Deal. As the VET sector is the main source for the recruitment of the future workforce, there’s an urgent need to train green skills in VET as well, so that VET providers can support & pair the transition towards a greener industrial & manufacturing process.BEACON project addresses such challenges by promoting work-based, digital & green innovation in the curricula of VET systems, which more than other education systems train professionals to be immediately integrated into the labour market.The project envisages the experimentation of new training programs that enhance:- work-based learning, exploiting learning environments that reproduce the work processes- Incidental Learning, according to the informal learning model (Marsick-Watkins,1990) as well as to the problem-based & context-based learning approaches, which address the dynamic and everyday problems of the workplace- new digital technologies, using Beacon BLE technology as low-cost, low power & low maintenance HW devices integrated with a digital platform, a content management system (CMS) hosted on a server, and a smartphone/or tablet app to be downloaded for free by students & teachers, triggering Incidental Learning Paths.- simulation of green production & manufacturing processes in the learning environment, helping VET learners prepare for that sustainability mindset that’s needed for the EU economic growth & a smooth transition to the job marketWBL is meant according to the EU “Council Recommendations on VET” as well as to the EU ToolKit (www.wbl-toolkit.eu):-WBL means acquisition of knowledge & skills through action in a vocational or business context-WBL can take place in a company, or within a school classroom, targeting vocational or job-related learning meeting the needs of EU industry-WBL involves a variety of actors, from schools & training centres to managers and technicians in the workplace.TARGET GROUPS-VET learners in need to gain skills to support the twin digital & green transition of the job market, as well as transversal skills to drive innovation, while also preparing for a smooth entry in the job market-VET Teachers wishing to develop skills to design, test &validate for reuse new work-based & location-based training programs based on Incidental Learning in the workplace using Beacon technology.-VET School's courses of study offering work-based learning paths, to be involved in the experimentation of new training programs<< Objectives >>OBJECTIVES OF THE PROJECTThe project aims at supporting VET systems in the development (design, testing &release of transferable OERs) of innovative Incidental Learning programs thanks to Beacon BLE technology.According to the WBL approach, the learning environment will be the work context, i.e. an area of activity with processes, technologies, products&organizational methods, which can be simulated (e.g. laboratories in VET schools), or real workplaces (companies).The training programs envisage that the students, inside a workplace specifically equipped with Beacon BLE facilities, face the solution of critical incidents, suitably prepared, occurring to them unexpectedly. Incidental Learning requires students to tackle problematic situations demanding the activation of critical thinking skills to find a solution.The project envisages the experimentation of innovative training programs based on Incidental Learning in VET supported by the BEACON BLE (Bluetooth Low Energy) technology, deemed as “technology in use” able to combine digital technologies & work-based learning methodology as didactic tools for training and learning, aimed at achieving the following objectives:1)promoting WBL in VET through the implementation of situated learning environments simulating the actual workplace of industrial sectors relevant for the national economy of each country involved2) developing in EQF3-EQF4 secondary VET learners (digital natives), crucial skills in high demand by the current labour market, characterized by Digital Transformation and by recruitment policies looking for both digital and transversal skills, which relate to higher order skills in the digital age (research, analysis and interpretation of information) and to skills enhancing the entry into the job market (teamwork, communication, problem solving) – as the need for transversal skills, critical thinking & creative problem solving is also highlighted by the 2020 EU Skills Agenda, 2.5 “Skills to accompany the green & digital transitions in jobs”.3) enabling the VET sector to align itself to the Green Driver of Innovation, supporting EU business & manufacturing companies in their transition towards carbon neutrality by 2050, through low-energy & emission-free production models & circular economy, thanks to workplace Beacon-based simulation of sustainable production models – as promoted by the 2020 EU Green Deal, setting sustainability goals for all manufacturing sectors, with particular stress onto the energy-intensive ones (textile, electronics, building, mechanics & plastics), in line with the Sustainable Development Goals of UN Agenda 2030.<< Implementation >>Suitable pairs composed of VET providers and companies from the same industrial sector were intentionally involved, looking for country specific industrial sectors, as below:- Italy: FOOD production/ FOOD technology- Romania: ICT & digital services- Spain: Mechanical/Mechatronics/Automotive Manufacturing- Portugal: Textile/Clothes/Fashion ManufacturingIn addition to the 4 school-business pairs, the partnership counts on:- 1 Methodological Partner (Cisita Parma – P2, Italy), expert in the design, experimentation & validation of innovative training methodologies & learning program. Responsible for the design, monitoring & validation of the Incidental Learning Cycle as well as for the Quality Control & Dissemination Plans.- 1 Technology Partner (Baldaque & Alves, P5, Portugal), expert for the development, configuration and customization of Beacon Digital Integrated System.The Project will develop:-Result 1. Development of the full Beacon Digital Integrated System (responsible P5), consisting of:a. Beacon HWb. a digital platform for storage & transmission of sector-specific learning contents (CMS)c. an application for mobile devices (smartphones/tablets/pads) able to receive push notifications from nearby Beacons, downloading multimedia information related to the work-based, context-based Incidental Learning PathPR1 will also design the Incidental Learning Cycle, meant as a training program triggered by an unpredictable event/problem (artificially caused for learning purposes) requiring learners to face different Beacon-guided phases: 1) troubleshooting 2) analysis of the possible causes and search for clues 2) problem solving & testing of possible solutions; 3) validating or looking for alternative solutions 4) discussing the outcomes-Results 2-3-4-5Beacon-triggered, context-based & location-based Incidental Learning Programs. Each one will focus on sector & country specific Industrial Sectors (PR2 Food-ITA, PR3 ICT-RO, PR4 Mech – Spain, PR5 Textile PT), taking place in the school labs, training facilities or company’s workplace. Training activities of each PR will start from the Beacon signals triggering the Incidental Learning Cycle, and will focus on how make more GREEN & DIGITAL (drivers of innovation) any aspect related to PRODUCT / PROCESS / ORGANIZATION (meant as manufacturing context variables, also relevant for the VET sector).<< Results >>BEACON project's results & outcomes will boost the capacity of the whole partnerhip, especially of VET and sector-specific industrial sector, to attain goals set by EU Development Plan 2021-2027 with particular reference to: -WBL training approach, requiring learners to get familiar with the workplace processes, organizational logic & everyday problem solving. The development of work-based skills will benefit: Learners, being able to smoothly transition to the labour market after graduation; VET systems, which will be able to better match the job market demand offering more up-to-date training programs; Business&Industrial Sectors, able to co-design high-demand WBL training paths together with VET providers- Digital Skills integrated with the work-based learning environment, benefitting: Learners, being able to gain high-demand skills relevant for the job market; Trainers & Teachers, being able to upgrade their professional skills gaining up-to-date skills & teaching/learning methodologies; VET systems, which will be able to better match the job market demand offering more up-to-date training programs;- Green Skills integrated with the work-based learning environment, benefitting: Learners, being able to gain high-demand skills relevant for the job market; Trainers & Teachers, being able to upgrade their professional skills gaining up-to-date skills & teaching/learning methodologies; VET systems, which will be able to better match the job market demand offering more up-to-date training programs; Business & Industrial Sector, who will hire well-prepared workforce able to drive the transition to a more sustainable production model.

The idea of SUSMILE (Successful online learning for sustainable last mile logistics) is grounded on the recognition that there is a lack of training materials and tools for distance VET teaching of topics covering sustainable last mile logistics.VET teachers and trainers are facing many challenges in their efforts to respond to the current COVID-19 crisis. This period of distance learning, has surfaced a lack of adapted means, training materials and tools throughout Europe and across all VET qualifications. The transport and logistics sector is also sensitive to these challenges of the VET system that have arisen with the pandemic. In France, for example, a Carif-Oref survey on training during lockdown shows that 75% of transport and logistics training was cancelled, one of the highest rates compared to other economic sectors.The SUSMILE project will contribute to building digital education readiness by addressing this challenge through the provision of effective and inclusive teaching tools, materials, resources and methods to ensure distance learning in the area of sustainable last mile logistics.The environmental impact and high costs associated to the last mile delivery are but only increasing, especially since the uptake of ecommerce driven by the pandemic. The new habits together with the social and environmental concerns require innovative training practices for the digital era, which help train logistic professionals to reduce the negative impacts of the digital era itself.The aim of the SUSMILE project is to develop a MOOC (Massive Open Online Course) and related high quality digital elearning resources for VET providers to be able to train their students online on fresh, practical and innovative concepts related to sustainable last mile logistics. The SUSMILE open educational resource will contain the following innovative online resources and tools:• elearning modules to address initial and continuing education, including theory and evaluation materials, to help the user acquire key knowledge in areas such as routing systems, technologies, marketing, warehouse/ consolidation centres/ picking stations, environmental impact and processes and product care.• A serious game that through the aerial/isometric visualization of a city, the player will apply the knowledge gained through the elearning and put into practice the acquired skills.• An adaptive learning kit to provide varied learning materials for the students and help them understand last mile logistics in a dynamic way, with verbal and interpersonal sessions.The target group is represented mainly by VET providers (teachers and trainers) and their students (EQF level 4, 5 or 6), as well as logistics companies, professional organisations, social partners, public authorities, and other institutions.The most relevant expected impact is on the SUSMILE users themselves, logistics VET teachers and trainers will have at their disposal brand new learning resources that will support them on their online teaching processes. These teaching materials will not only be innovative for their online accessibility nature but also for the subject they are based on, sustainable last mile logistics, a topic for which teachers and trainers did not have contents about until now. SUSMILE will support the VET provider in the process of recovery from the COVID-19 pandemic and will help strengthen their ability to provide high quality and inclusive digital education.Learners will be able to access cutting-edge learning from anywhere they like, from their PC’s, laptops, tablets and mobile phones. Furthermore, they will gain focused and market and environmental oriented knowledge and expertise in the last mile logistics field, increasing their future employability in green professions. In the long term, logistics companies or industrial companies in need of logistic professionals will be able to hire eco-friendly and high skilled professionals who have been trained on the basis of sustainability.The consortium covers a wide geographical area including Spain, France, Italy and the Czech Republic, it takes advantage of a range of expertise and it has a close relation with the logistic industry. Eight partners are formally involved in SUSMILE: AFT (FR) and NVF (CZ) are organisations for the development of VET; CISITA (IT) is a VET provider, MLC (ES), ITL(IT) and ČLA (CZ), are transport and logistics associations, IKASPLAY (ES) is a serious game developer and Prospektiker (ES) is a research organisation with environmental expertise. There are also 9 associated partners, not formally participating in the project, but contributing to the success of the project. These are vocational training providers and institutional bodies from the 4 partner countries who have agreed to collaborate with the consortium especially in the piloting and in the dissemination activities.

"The project aims at:- socializing (with case studies reconstructed for educational purposes) pupils and teachers of VET schools with drone technology, designing its integration with curricular STEM programs as teacher-led approach- co-designing with companies innovative working environments, developing the necessary resources for an open and transferable WBL for the realization of a project work “pupil-led”, in response to the challenges of application of drone technology- promoting among students, with a logic of gamification to develop entrepreneurship, a competition of ideas for design, development and implementation of new applications / uses of dronesToday, 90% of the EU working positions require technical skills: by 2018 the demand for STEM resources will grow by 8% while the average of jobs will grow only by 3%; by 2020 there will be a deficit of 825.000 resources with technological skills; by 2025, due to turnover, 7 million jobs requiring STEM skills will be available.If the realization of the ET 2020 strategy hopes that benchmark doesn’t exceed 15% of students below the age of 15 with low achievements in math and science, data reveal 22% in 2015 (36.6% for students in unfavorable socio-economic conditions). Besides, there is a strong gender-gap: only 32.1% of EU-27 graduates in STEM disciplines is females.Drones are suitable to promote vocational learning experiences based on experiential practice, in an interdisciplinary approach, in response to the needs of vocational skills development related to key technologies of the digital era and STEM disciplinary skills: engineering for the resolution of design issues, production and maintenance of light aircraft, built with advanced materials that allow the flight in accordance with applicable regulations; mathematics (from trigonometry to set the flight plan, to 3D modeling through the cloud of points for volumetric calculations and remote sensing); the physical and natural sciences to fully understand the application fields of technology.The project involves a VET secondary school and a business / technology oriented institution in each country, considering countries with similar urgency to address a problem of under-performance and disaffection with the STEM subjects (cfr. Eurydice 2013) and with homogeneous conditions / prospects of development of drone technology (see. ""Innovation Union Scoreboard 2015"").The expected results follow, in the realization of IOs, a logical sequence of industrialization passing from the enabling conditions for the activation of the drones (1- design / assembly of the UAV, 2- study of how to use the data on the ground 3- making of the devices to be installed on board), to real activation of technology (4- study of flight plans) and, finally, to the examination of application problems (5- enhancement of marketability fields).The realization of each of the first 5 IO is divided into the following three macro activities:1) DESIGN 2) TESTING 3) RELEASEThe competition of ideas (IO 6) allows students / teachers / business experts to explore innovative fields of application, using the methodology of ""gamification"" to stimulate the engagement. The WBL methodology to be adopted for the implementation of the IO intends to be an active testing of subject content, referring to a type of ""learning by doing"" according to the model called “Ambito di attività”, whereby students are given: a labour process, tools - both materials (technology) and intangible (information, procedures), an OBJECT of application and a RESULT to get, being placed in RELATIONS specifically defined.VET secondary school will be able to expand the supply of training and increase interest between the ""digital generation"" to the STEM disciplines; the learners will be able to increase motivation for further education, particularly scientific (even overcoming the gender gap) and increase their employability; the business / technology oriented institutions can take advantage of connecting with new generations of workers and exploring the potential of the innovative application uses of drones.Impacts: increase awareness of VET teachers about the pedagogical potential of WBL; develop in VET students (especially low achievers and / or female students) motivation to study STEM disciplines and encouraging employability, even in an entrepreneurial way; seize the enormous potential of the drone market development: EU sources says of a market of about 15 billion euro within the next 10 years in our continent and, globally, of 130 billion dollars.All IO project will be released as OER."