<< Background >>Having reviewed currently used teaching materials in vocational education (both digital and traditional textbooks), we discovered that●the content is often too academic, the wording is not fit for students entering VET schools (their reading comprehension competencies are relatively low)●content is not always motivating, few examples are practical or real-life●the learning content has gaps - it does not always correspond to the needs of the labour market (new technologies are not reflected in the curriculum)●the interdisciplinary approach in VET schools is still lacking, there is no real cross-curricular collaboration - subjects are taught in 45-minute lessons, despite the fact that in real life, when solving a problem, students will need to select and put together and apply knowledge and skills from various subject areas●at the exams students are required to work on project tasks with their peers, however the project method and related working forms are not common during their training●most VET teachers do not have the skills necessary for project-based teaching, the evaluation methods they apply are mostly traditional (grading of tests)●repositories that are available for VET teachers often contain scanned textbook pages, real digital interactive learning content is not widely available●specific to Hungary: the whole system of vocational education has changed – as result, if there are textbooks existing, they were not prepared for the new professions, they are not up-to-date, not fit for the learning-outcome oriented approach; methodologically they are not suitable for active learning and the development of soft skills.We performed a preliminary needs analysis in Hungary. We received 60 responses from teachers in the Agriculture and forestry and IT and telecommunications sectors, and the results justify our initial hypothesis. (The analysis is uploaded as an attachment).We strongly felt that there is a need for a new model of collaborative learning content development, so we formulated our proposal, targeting the initial training (before specialization) of two selected sectors – one of them is IT and telecommunication which can be connected to any other sectors because of the importance of new technologies.<< Objectives >>We want to collaboratively develop real-life projects tasks and related interdisciplinary, project-based digital learning content for the initial/basic training of 1st and 2nd year VET students (incl. grade 13) in specific topics that belong to Agriculture and forestry and/or IT and telecommunications sectors.The project will support:•development of digital competencies to a higher level•wider application of the project method •soft skills development matching the needs of the labour marketThe project’s objectives are:●Review the curriculum, learning materials and teaching methods currently used in the initial training of the two sectors in the partner countries to identify needs in terms of digital learning content development●Train VET teachers of the selected sectors specifically about the project method, related digital tools, innovative assessment practices and digital content creation. ●Assign real-life project tasks for VET students, in close collaboration of teachers and labour market representatives.●Create project-based, re-usable, high-quality, motivating digital learning content in an interdisciplinary approach, using Open Educational Resources as well as own development, with substantial support from the educational expert partner. Implement the created content in an open repository.●Support students in completing their project tasks by designing and delivering mini-courses for them. using the previously created learning content, and applying methods mastered at the teachers’ training. ●Evaluate and document the process, creating a model that is published as a guide to be followed by selected teachers of other VET institutes and educational experts who deal with digital learning content development.<< Implementation >>We are going to analyse curricula and learning materials used in the initial training of the selected sectors. Besides a desktop survey we are going to have focus groups (involving students, teachers, employers) to better understand the needs in the partner countries.We will design a blended course for VET teachers focusing on project-based learning and we will invite participants who teach in the initial training years of the selected sectors (IT and telecommunication, Agriculture and forestry).Real-life project tasks will be designed by companies for students to solve. Teachers with support from the educational expert partner and the company will prepare mini-courses that cover the knowledge and skills necessary for the successful completion of the project task. Throughout the process we will apply an interdisciplinary approach and will encourage the usage of innovative assessment methods.We will develop motivating digital learning content for the mini-courses, for the vocational initial/basic training of the two selected sectors in collaboration of VET institutes, employers and educational experts. Learning content will not be created by individual teachers, but rather a group of specialists to ensure outstanding quality and wide usability.The created digital learning content of the mini-courses as well as the student projects will be shared in open repositories so it can be widely used, not only in VET education but in a wider context as well.Students will participate in their dedicated mini-course and in parallel will start working on the assigned project task in groups. Their performance and presentation of the results will be evaluated by the company assigning the task, as well as teachers and peers.Finally, we will document the process, including reflections from various participants (company, students, teachers, etc.) to create a model that can be used by other VET schools.<< Results >>We plan to produce the following results:1.A comparative study will be written on the 21st century relevance of textbooks and learning content based on thorough analysis of curricula and learning materials in Agriculture and forestry, and IT and telecommunications sectors. The initial training offering of these sectors will be reviewed, involving teachers, students and employers in the partner countries (Italy, Germany and Hungary). This will identify the needs of the partner countries in terms of digital content development for VET initial training in the selected two sectors.2.A blended course is designed and delivered in 4 languages (EN, DE, IT, HU) for VET teachers focusing on project-based learning in an interdisciplinary approach. There will be 4 online modules in the course covering the following topics: 1. Project-based learning2. Digital Tools for VET project management3. Innovative assessment practices for VET4. Creation and innovative use of digital content for VET.The online part will be followed by a practical session in project management where teachers will have to work as a project team themselves, applying knowledge and skills mastered in the online modules.3.9 labour-market oriented project tasks are designed and assigned to VET students by companies, using a standard template to ensure that they can be re-used and implemented by other VET teachers as well in the future. Having the project tasks defined, project plans will be created and mini-courses will be designed in collaboration of teachers and company representatives, aiming at preparing students for the successful completion of the project tasks. 4.A web-based application, a repository of re-usable digital micro-learning content will be developed for sharing digital learning content elements that are created in collaboration of teachers, employers, educational experts. Schools will be able to download and use the application within their school for managing digital learning content.High quality, motivating, up-to-date digital micro-learning contents will be created in an interdisciplinary approach to help students prepare for solving the project task. The content will be project-based rather than subject based. 5.Student projects will be implemented, evaluated and presented parallel to the delivery of mini-courses by the teachers. 6.A guide will be prepared for VET expert teachers in 4 languages in the form of a downloadable e-book. The guide will present the methodology we piloted – from analysing curricula, through developing, publishing and re-using digital micro-learning content to the final assessment of student projects..

The proposed project: Initiative of Fostering cross-border knowledge exchange and co-creation on sustainable soil and farm management (Soil-X-Change) will help to connect farmers, actors, policy makers, projects, and initiatives to speed up innovation and promote faster, wider co-creation and transposition of innovative solutions into practice. It will contribute to effective AKIS by intensifying thematic cooperation between researchers, farmers, and other stakeholders in the EU. Soil-X-Change will also contribute to the green transition, smart agriculture, climate-neutrality, and sustainability areas, as well as enhancing and exchanging the knowledge of the main actors. Soil-X-Change, initiated by EIP-AGRI Operational Group practitioners (OGs), reflects the needs of 151 direct partners. It will collect, combine, harmonise, analyse and integrate the results and data product developed by the different EIP-AGRI OGs and the project partners. Soil-X-Change will disseminate and share innovative practices across 9 member countries. Furthermore, the Soil-X-Change project will bring together EIP OGs and key stakeholders working on sustainable soil and farm management to create an EU-wide network, share knowledge, and introduce ready-to-use practices that will enable farmers to make the right decisions related to agricultural production practices. At the end of the project the extended knowledge and innovative ideas of member and non-member OGs will widen the scope of their activities and showcasing their result to an increased number of stakeholders and farmers in an international environment and network across EU countries. Soil-X-Change will use a bottom-up approach (farmers to OGs) and will reinforce and share practical knowledge using the main dissemination channels suitable for farmers and practitioners.

The challenging EU socio-economic context for the near future (land abandonment, population aging, young farmers, rural low technology access, and entrepreneurs´ migration) imposes the need for developing new Rural Communities Business models (RCBM). These models will improve current rural business allowing to overcome the current situation and adopt innovative and cost-effective agroecological and digital solutions while increasing the environmental ecosystem services delivery, farmers’ quality of life and rural areas revitalization. The GREENCOOP overall objective is to develop a set of 15 (EU) and 2 (China) LL communities to co-create agroecological and digital innovations (ADIs) as 12 demos to promote social economy, enhancing farmers prosperity and rural entrepreneurs by optimizing the use of in-farm resources, reducing environmental damage, improving working conditions, and inclusion (i.e. youth, women.), fostering bioeconomy and circular economy, and increasing the number of high-quality jobs and competences. ADIs will be integrated into relevant types of farming systems (farm ideotypes) selected by GREENCOOP Living Labs (LLs) and the basis for the RCBM by promoting the farmers and rural entrepreneurs’ participation in the food systems. This will contribute to increase ecosystem services delivery and valorisation, improve food security, and mitigate and adapt farming systems to climate change increasing market resilience. GREENCOOP is a 4-year project that aspires to (i) create and evaluate, through a multimodal and multidisciplinary approach, a set of 12 ADIs (ii) analyse the integration of ADIs and industries interactions in EU relevant among rural business by developing RCBM and (iii) benchmark the current business models with the RCBM by assessing their economic, environment and social impacts and (iv) optimize the RCBM to enhance farming systems sustainability , productivity, rural/urban connectivity, and resilience against climate and market.