The Data Driven Dairy Decisions for Farmers (4D4F) thematic network will focus on the role which dairy animal and environmental sensors can play in collecting real time information to help make more informed decisions in dairy farming. The network will develop a Community of Practice comprised of farmers, farm advisors, technology suppliers, knowledge exchange professionals and researchers who will work together to debate, collect and communicate best practice drawn from innovative farmers, industry and the research community to facilitate the co-creation of best practice. The results will be communicated to farmers using best practice guides on the use of sensors and data analysis tools supported by videos, infographics and an online virtual warehouse of dairy sensor technologies. The network will include the development of Standard Operating Procedures (SOPs) which can be tailored to individual farms to help farmers and farm advisors adopt dairy sensor and data analysis technology. The SOPs will be developed by working groups of the Community of Practice including farmers, farm advisors, technology suppliers, knowledge exchange professionals and researchers, who will work together to develop farmer friendly SOPs. The on line Community of Practice and published communication tools will be complimented by on farm events and workshops to help farmers and farm advisors implement innovative sensor and data analysis technologies. The workshops and events will promote discussion between farmers and their peers on how best to use sensors and data analysis in their own businesses. This will lead to local peer to peer support to facilitate the adoption of data driven dairy decision making. The network will work closely with EIP Agri and at member state level it will work with existing EIP Operational Groups working on dairy data and sensors and, where suitable Operational Groups do not exist, it will work with local partners to develop new Operational Groups.

"Project'Context/historical :Pierre Doriole Vocational school has been involved for fourteen years in European mobility projects in accordance with the general school project. The mobilities have been realised thanks to the projects Léonardo, now ERASMUS + and as part of our European sections existing since the beginning of these mobilities. This project has enabled us to perpetuate and widen the European opening of our school.The aimsFor our school :This project has been realized to perpetuate and widen the European opening of our school. We offer the possibility to our students, coming more than often from unprivileged backgrounds, to open their minds towards Europe through different European projects, with as a main directive line the theme number 3 of our school project: "" developing the European culture "". This project also allows our school to stand out at the academic level by valuing and revitalizing the vocational training and the European opening. The teachers have increased their professional skills thanks to the training abroad and consequently they are able to adapt their teaching skills as a real guarantee of seriousness for future projects.For our participants :This project 'pros are: the improvement of their qualification, the adding value to their professional skills and know-hows, the perspective for them for a better inclusion on the work market especially considering transnational professional prospects, the gradual awareness of their European citizenship, the development of their languages skills operational in companies, the fact they get a recognized qualification such as the Europass mobility, Europass language, EuroMobipro, certifications, letters of business and language training certificates.For the teacher who did the mobility The language immersion of the Non Linguistic Subject teacher ( DNL) in Malta for 2 weeks has enabled her to :see and experiment working methods, recover professional documents. The target is then to realize professional cases with real documents and better prepare students for their mobility and further examinations.strengthen and improve professional vocabulary. This mobility phase is a true asset for teacher and students, and give credibility to our European sections which Erasmus+ mobilities are realized for.widen the European aspects of the lessons, with information regarding this new Erasmus partner (culture, policy, geography and economy...)For our partnershipWe put forward quality cooperation with our existing European partners. As a consequence, cooperation with our contacts in Ireland and Spain are strengthened and perpetuated. And we have widened our project to a new partner situated in Malta who in addition proposes an immersion internship for the teacher.Number and participants'profilsThe participants are students between 16 and 18 years old, from 2nd year of BTEC National in commerce (sales principles) and office administration, motivated to experiment an internship abroad, and attending lessons in the European section – English or Spanish - since their first year. These classrooms are composed with 15 students, and 2/3 are female, as most of them come from a disadvantage background.Description of the activitiesThe mobility lasts 4 weeks. This project needs a great preliminary work as well as an exploitation and promotion of the acquired skills at the end of the mobility. The period of mobility of our students takes place over their period of compulsory internship during their curriculum. It is then done in the 2nd year of their school training. The first year is dedicated to the in-depth study of language in a supplementary lesson and to the European opening. The 2nd is devoted to the in depth study of professional vocabulary in real professional scenarii; and then the final year allows the use of the mobility, the preparation for the High National Diploma and the specific professional test of European section. Thus the second year is the most sensible period in terms of linguistic, cultural and professional preparation.Results and incidence reachedFor the students: increasing language, professional and know-how skills, discovering European countries, gaining a better motivation and involving in their studies, having a better preparation for their diploma language tests and adopting a greater reflection regarding their future studies.For our school : the promotion for our training and for our students, development of our project culture and specifically projects with international opening, school energy enhancement, better teaching work."

The EPB school is a modern institution, with 26 years of experience and know-how accumulated in the field of education and vocational training, which matches with the requests of the economic and social structure of a region in full vitality and in constant growth, and integrates currently 621 trainees (professional courses of level IV) and 50 trainers.Through this project of transnational mobility, which also included in its programs, in addition to the development of technical and scientific skills, foreign language courses (20 hours), in accordance to the host country, as well as historical-cultural visits to main places of the region, it is intended to enhance the learning, seeking to respond to the needs of training of young students regarding the acquisition of new knowledge, work methods and development of technical, scientific, linguistic and cultural skills that help their integration within the European labour market.This project put 20 trainees of the EPB to carry out transnational placements in three European countries, during one mouth, from 29th June to 28th July 2016, intermediary institutions, distributed by the following framework for cooperation: Paragon Europe (in Mosta/Malta), considered na expert in mobility programs, hosted 6 trainees (Graphic Design, Management and Programming of Computer Systems and Marketing courses); Instituto Europeo de Lenguas Modern (in Granada/Spain), an institution of languages, of small size, whose activity is focused in the field of vocational training and placement of students and trainees from several European countries, hosted 6 trainees of the EPB (Health Assistant, Management and Secretariat courses); Vitalis, a company that provides educational support activities and also a partner in the pilot Project, Transnational Networks and Joint Actions, hosted 8 trainees (Electronics, Autommation and Control, Mechatronics, Cold and Acclimatization and Civil Construction courses). In any case it is intended that the trainees are placed in the context of work within their areas, with professional challenges and own technical means of markets they will integrate in the future. The initiative, autonomy and problem-solving ability has constituted transversal aspects always present in the definition of every work plans.In the project development, EPB has planned the following activities: dissemination initiatives of the program and its main characteristics; dynamic sharing of experiences by students who have already participated in transnational projects; selection of trainees candidates in accordance with certain criteria in regulation writing; Meetings of clarification to the selected candidates and parents about the cultural, social, economic aspects of the host countries, as well as firms; as well as of important documents to bring to the countries of destination and reports; reinforcement activities of linguistic competence according to the countries of destination; meetings with the accompanying teachers.The intended impact was, in general, to contribute to the development of professionals more prepared for the demands and challenges of the local, regional and global market, determinant aspect in the current context, enhancing knowledge and skills.

"In the present pool project, individual mobility was implemented by apprentices in the dual system, especially in the craft trades.Background for the project is the comparatively low mobility of young people in the dual, training in the craft so far. It is currently only about five percent of all trainees. In addition, conventional mobility measures for trainees in the craft trades are usually carried out as group measures that are too inflexible for one-on-one or that are not suitable for them because of their specialist, spatial or temporal orientation.The aim of the present pool project was therefore to give the trainees a supplementary opportunity by acquiring individual internships abroad, which could be used flexibly in terms of time and with regard to the destination country, in order to acquire additional skills within the framework of mobility. The offer was open to all apprenticeship trades in the craft trades nationwide. This approach was also supported by the fact that numerous Mobility Counseling Centers of Chambers of Crafts and Chambers of Commerce and Industry (in the case of IHK trainees) acted as ""Regional Support Partners"" in the project. Through a large number of foreign partners, various target countries for the individual internships were offered.As part of the project, 79 trainees - 48% of them female and 52% male - from 26 different dual training occupations completed individual mobility, in a total of 18 target countries. The subject of the internships abroad was regularly the country-specific working methods of the respective occupations in the internship country. The trainees came from a total of eight federal states, which again makes clear the nationwide scope of the approach. The duration of the individual activities averaged three weeks. This manageable time span was on the one hand the highest acceptance among the domestic training companies and on the other hand it already enabled very good learning successes: For example, 77.2% of the participants stated that they had improved their technical and professional skills during their internship abroad. The effects in the field of soft skills are even clearer: 86.1% of the graduates and 82.3% of the apprentices agreed to be able to better adapt to new situations and master them better the internship abroad to work better with people from other cultures.As a result of the project a positive conclusion can be drawn: 94.9% of the participants were ""very satisfied"" or ""more satisfied"" with their Erasmus + stay abroad and about 90% would recommend the institution in which they completed their stay abroad. With regard to the objectives of the Erasmus + program and the long-term effects of the project, it is particularly pleasing that a high proportion of young graduates can imagine working later in other European countries (77.2%, compared to only 5.1% for which the ""not at all"" is foreseeable)."

VET schools involved in project „Compass for Progress and Excellence“ have for many years recognized that only joint cooperation and innovative approach to existing programs can stimulate the necessary changes in vocational education. To this end, National consortium (hereafter NC) members agree to design a strategy for the development of new and effective VET curricula for vocational schools to post imperative of quality in the education system and the labor and education market of the EU. NC schools found that these needs are not achievable in existing vocational education plans and programs in Croatia because they do not encourage the development of entrepreneurship, innovation and sustainable development through a regular system. Solving these needs is possible through the introduction / modernization of content or activities that would encourage students to develop exactly those skills that are essential for active and competitive participation in the labor market. With the Compass project, within the framework of training of NC's teaching and non-teaching staff, we want to stimulate change and devise new innovative curricula that meet the needs of the labor market. Teaching and non-teaching staff are the initiators and motivators of change, which by turning their competences and promoting lifelong learning can create the basis for necessary changes. With the Compass project within the mobility of staff, we provide NC teachers training with partners in vocational education and training overseas in the field of electropneumatic and robotics, in response to their expressed needs. With the Compass project, we want to improve the key competences and skills of our students in relation to their importance for the labor market in terms of professional practice in vocational schools and companies in the EU. NC schools are equipped with weak technical capacities in some areas that are very important for entering the labor market. This creates a barrier to professional practice in an appropriate way and thereby achieving the full potential of the student. Main objectives: 1. Improve change and design new innovative curricula that meet the needs of the labor market through training / teaching of teaching and non-teaching staff 2. By acquiring professional practice abroad, it contributes to increasing student employability, acquisition and recognition of competences. Students will increase their knowledge in the field of pneumatics, sustainable construction, road transport, logistics and forwarding, mechanical engineering, electrical engineering, robotics, ind. automatic where they will have the opportunity to develop their innovativeness and skills that will be the basis for continuing their education or employment. 3. Increase Language Competence. Mobility Students will increase their language skills through English communication with mentors / peers / colleagues in schools and businesses. Increasing the language competences of all participants contributes to greater confidence and confidence in future professional and personal development. 4. Encourage the elimination of cultural barriers and the strengthening of the feeling of belonging to the EU by learning about the customs and tradition in partner countries, contributing to the development of interculturality and internationality 5. Associate members of NC with foreign partners, to promote their schools, culture and country in general and in accordance with the European Development Plan Technical School plans to achieve cooperation where she will act as a receiving organization. 6. Developing the School Curricula member of NC will act on policy changes in order to support innovative and sustainable development of vocational education. The dissemination and exploitation of project results will be realized at local, regional, national and European level.