<< Background >>The European Skills Agenda puts a particular focus on the importance of transversal and entrepreneurial skills as well as skills to accompany the digital and green transitions. Beyond technical skills, the labour market increasingly needs transversal skills like working together, critical thinking, and creative problem solving. While formal education and VET schools have a role to play, transversal skills are often developed outside formal learning, at work and throughout life. It can be difficult to identify, recognise and communicate these transversal skills, this is why we have chosen this area to address as part of the INTERFACE project. The INTERFACE project, will focus on supporting VET teachers and trainers together with in-company trainers and coaches, to identify the skills gaps amongst their students, trainees and employees, use our compendium on innovation CVET resources to build transversal skills and then use micro credentials to recognise these skills in the work-place. The model we are proposing as part of the INTERFACE project will contribute innovation in VET, particularly CVET ensuring that it is adapting and responsive to labour market needs. Continuing vocational education and training (CVET), particularly its work-based forms, are important in the current European economic and social context, especially as Europe prepares to rebuild and renew in a post-pandemic era. Trends towards an ageing society, longer working lives, greater generational diversity and increasing globalised competition make it necessary for workers at all levels to update and broaden their skills regularly through CVET, and work-based learning (WBL) is a powerful way to support CVET. Work-based CVET has the potential to promote inclusion and social cohesion, to tackle unemployment and underemployment, and to support company and country policies and strategies for innovation, competitiveness and growth. Interactive Infographics are a new type of learning environment that are attractive and engaging for learners and one that can be used in formal and non-formal settings, in classrooms, online and at places of work. CVET is delivered by a wide range of stakeholders and institutions and is intrinsically linked to the labour market and the way it is structured. VET teachers, trainers and work-based instructors in a wide variety of settings, play a central role in WBL in CVET. INTERFACE proposes a comprehensive educational intervention where the needs of front-line CVET teachers and tutors and in-company trainers as key intermediaries in work-based learning are considered to be just as important as the needs of low-skilled workers and WBL trainees. The proposed in-service training to support CVET tutors to maximize the potential of the new dynamic, media-rich curriculum resources represents an innovation in CVET for work-based learning. It will also provide teachers, trainers and tutors with the tools to identify, recognise and communicate transversal skills amongst the learner groups (low-skilled workers and WBL trainees).The INTERFACE project will create a compendium of interactive learning resources for the development of key transversal skills of support low-skilled workers and trainees to retain and sustain employment in the months and years ahead. It will deliver a range of progressive learning resources designed to achieve specific and agreed learning outcomes for 10 of the most sought after transversal skills by employers namely; digital literacy, entrepreneurial spirit, - critical and creative thinking, leadership, innovation, problem solving, teamwork, work ethic, communication and inter-generational relationships. Partners are aware of difference in levels of prior knowledge within each workforce, learning materials will be provided at introductory, intermediate, advanced and expert levels to support a clear learning progression and ensure that no potential learner is excluded.<< Objectives >>Developing the competences of VET teachers and in-company trainers throughout the VET landscape in Germany, Ireland, Austria, Poland, Cyprus, Greece, Latvia and Portugal to support the development of transversal skills amongst learners, low-skilled workers and WBL trainees is a primary aim of the INTERFACE Project. We will achieve this aim, through the following project objectives: 1.) Promote the acquisition of key transversal skills through the use of alternative pedagogical resources in work-based learning settings2.) Support VET professionals from within education and work to develop their own digital and pedagogic skills to create challenge-based learning resources in an interdisciplinary way3.) Develop an accreditation model for the validation and recognition of transversal skills through the use of micro credentials and digital badges4.) Create a system for the communication of transversal skills through a peer-led Community of PracticeINTERFACE will provide a comprehensive in-service training programme for VET teachers and tutors and in-company trainers comprising 2 distinct parts as follows: Developed by UPB and EEO, part A of the training will focus on building the digital pedagogy of CVET tutors to work successfully in online environments and introducing constructivist approaches to teaching which are ideally suited to a WBL environment. Part B will be developed by Mindshift and UniLAT and focus on models for the identification, recognition and communication of transversal skills within the workplace and labour market. Re-skilling and up-skilling low-skilled workers is essential to ensure that they can participate fully in society and economy as Europe recovers from the devastating impact of Covid-19. CVET will be a crucial factor in this recovery as it can impact on individuals and companies. For individuals it contributes to their employability and helps them to prepare for change and transition in their work as well as between jobs. It is also a main pillar of their lifelong learning; for companies in terms of updating and renewing knowledge, skills and competences of their workforce, CVET is an essential tool in responding to increasing global competition and to changing technological and socioeconomic requirements. The urgent need to focus on transversal competencies is vividly apparent in a world where organisations, workforces and individuals are continuously subject to unprecedented complex change: rapid and radical technological advancements, the transformational forces and challenges of globalisation, environmental sustainability, demographic shifts and migration, and political uncertainty. We are required to operate with clarity, accountability and good judgement, and make difficult decisions, despite the vortex of uncertainty, ambiguity and volatility surrounding us. For organisations, workforces and citizens, learning to adapt to these momentous changes, which are coinciding to create an unprecedented impact on humanity (e.g. globalisation and AI), represents a significant challenge, but is essential if they are to avoid becoming marginalised. To survive and to thrive in this competitive, hyper-connected, technology-driven global economy, organisations, workers and citizens need to develop and deploy a core set of transversal competencies as the cornerstone for all their endeavours. These transversal competencies are the currency that will enable the INTERFACE target groups to make sense of the complex changes and to participate as change agents and innovators, rather than merely as passengers.<< Implementation >>The INTERFACE project team, led by the University of Paderborn, will implement the following activities and deliver the proposed project results with the support of the Erasmus+ Programme: 1) Project partners will establish local stakeholder fora to ensure that the input and perspectives of key local stakeholders and associate partners are integral to the project workplan and development approach and that these organisations and individuals are networked transnationally via the proposed Community of Practice incorporating a European dimension into our project results; 2) Project partners will design and develop a new In-service Training for VET professionals that will be piloted in Latvia and Poland at two distinct yet complementary European training activities that will bring together 16 VET teachers from 8 EU countries to validate the training materials, share best practice and undertake a peer-learning activity to investigate and develop a Toolkit for the Validation of Transversal Skills at practitioner level in WBL settings; 3) Project partners will host local continuous professional development training workshops, using a cascade model, to further engage 10 CVET teachers, tutors and in-company trainers delivering the training in a blended learning format supported by the INTERFACE MOOC; 4) Create, test and implement a suite of INTERFACE interactive infographics with low-skilled workers and WBL trainees to support the development of transversal skills; 5) Design and share a Toolkit for the Validation of Transversal Skills through the main promotional channels of the project i.e. project website, social media groups and the Community of Practice; 6) Develop the INTERFACE MOOC with an integrated online Community of Practice that will be actively managed, facilitated and promoted throughout the second year of the project; 7) Dynamic and proactive promotional campaigns to support the transfer, sharing and sustainability actions of the project, undertaken by all partners throughout the project life-cycle with a significant emphasis placed on establishing and managing the local stakeholders forums and creating a robust and vibrant CoP; 8) The University of Paderborn, with the support of all project partners, will host an inspiring and forward-looking Transnational Conference in Germany attracting an international audience with a minimum of 100 stakeholders present; 9) INTERFACE Multiplier Events will be held to present the results and outcome of the project to CVET professionals and trainers, senior managers and policy makers from VET and Business. This event will be attended by a minimum of 25 key stakeholders in Ireland, Austria, Poland, Cyprus, Greece, Latvia and Portugal.<< Results >>The INTERFACE Project will deliver the following 3 project results 1.)In-Service Training Programme and Toolkit for Validation of Skills 2.) INTERFACE Compendium of Interactive Infographics for Transversal Skills Development 3.) INTERFACE MOOC and Community of Practice. In addition, we will achieve the following KPI over the lifetime of the project: - 96 CVET teachers, tutors and in-company trainers completing the in-service training and integrating the new resources into their WBL practice; - 40 Interactive Infographics addressing the 10 most sought after transversal skills will be developed and implemented in work-based settings in the eight partner countries.- 175 VET professionals, business owners, in-company trainers, business support organisations, chambers of commerce and policy makers from the CVET sectors will attend multiplier events in IE, DE, PT, ES, CY, AT and CZ - 100 VET managers, business development organisations, academics, policy makers, etc., attending the Final Conference in Germany in Month 20 when the INTERFACE project and all its results will be presented and when all partners will present their experiences in their local setting - 150 registered members of the Community of Practice and 400 registered users/followers on the social media channels developed.

"<< Background >>The concept of green skills, defined by Cedefop (2012), as ""the knowledge, abilities, values, and attitudes needed to live in, develop and support a sustainable resource-efficient society"", and recently recognized further as two complementary areas, skills for the green economy (as a results of sector transformation) and general green skills for all citizens (transversal), has recently been high on the EU agenda.As recognized in the European Skills Agenda, developing a set of core green skills to support the twin transition, as well as taking a fresh approach to make VET more modern, attractive for all learners, flexible and fit for the digital age and green transition, are among the flagship actions to both ensure recovery from the impact of the pandemic and help drive the twin transition. Finally, Osnabrück Declaration (2020) on vocational education and training as an enabler of recovery and just transitions to digital and green economies, recognizes the need for cooperation, knowledge-sharing and exchange of practices among VET institutions, teachers and trainers, and companies, social partners and other stakeholders, as ""sustainability is a transversal concern that intersects with labour demand, education, skills, occupations and the geographical distribution of jobs and workers.""Developing green competencies has become and will be in the foreseeable future the key to maintaining added value in sustainable economy EU thrives to create. It has become clear that VET and businesses alike must adapt to the uncertainties the future brings and simultaneously contribute to sustainable society. The importance that green skills are gaining in these unpredictable times, when demands for more sustainable operating and functioning are more pressing and changing, translates also into the world of education, if not into the world of vocational education and training even more naturally, being the education sector the most closely linked to the industry.Green skills and sustainable economy require the development of a high-value, high quality skill sets within the VET and SME sector. Agile mindset and readiness for change are immensely important, more than ever, to foster and enable change toward sustainable and green economy. Raising awareness about environmental and climate-change challenges of decision-makers in both educational and economy sector is pivotal to change behaviour and guide shift toward greening the existing curricula resulting in and developing new green competencies. As the EC is aware that “new measures on their own will not be enough to achieve the EGD’s objective” and that “the EU has the collective ability to transform its economy and society to put it on a more sustainable path” (COM, 2019), Green Collider project’s main aim is to explore and contribute to the readiness of European VET providers and SMEs to introduce changes and measures set in the EGD.<< Objectives >>VET has a key role to play as an intermediary in building sustainable relationships and mutually beneficial partnerships between education and the business community. Bringing the worlds of VET and business closer together is one of the main aims of the Green Collider project. Building the capacity of VET providers through the provision of appropriate masterclass-format content and appropriate cooperation model is one of the first challenges to be addressed if VET provision is to be more responsive to the needs of the wider business community in regard of sustainable economy. The main objectives of the Green Collider project are: 1) to raise awareness on the importance of introduction of the changes brought by the EGD in both VET and business sector; 2) to raise readiness for change level in VET and business sector (with special focus on SMEs); 3) to contribute to bridging the gap between labour market needs and vocational education and training programmes in the field of sustainable thinking and circular economy, by establishing and further strengthening the cooperation between VET providers and business sector through the VET-Business Green Cooperation Collider; 4) to facilitate transnational knowledge and know-how exchange and knowledge co-creation; 5) by developing innovative tools and frameworks for the training of VET professionals, in-company mentors and facilitating organisations, to implement sustainable thinking and to consequently prepare VET students for future needs of the labour market, i.e. provide them skills needed to be competitively advantaged after completing their VET programmes; 6) to develop sustainable and transferable tools for implementing sustainable thinking and developing green skills in both formal and in-formal VET; 7) to develop sustainable thinking competencies and green skills of all particpating organisations; 8) to empower VET teacher, learners, SMEs and facilitating organisations with sustainable thining competencies and green skills through the VET-Business Green Cooperation Collider.<< Implementation >>The following activities oriented toward achieving the key project results will be implemented in the Green Collider project:1) Development of the Green Collider Masterclass consists of the following processes: setting up the methodological framework and supporting tools and templates, development of modules and webinars, assessment and validation by local stakeholders, implementation in national contexts.2) Development of the VET-Business Green Cooperation Collider consists of the following processes: development of methodological guidelines, assessment and validation, identification and selection of participants and authentic task challenges (using webinars as a communication tool), conceptualisation of the online tool - an interactive self-reflecting game, assessment and validation of the concept, programming of the game, beta-testing of the tool, planning of pilot activities, pilot testing in partner countries, revision, finalisation, translation and provision of national and transnational reports.3) Development of the Green Collider Policy Paper consists of the following processes: conceptualisation and validation of questionnaire, data collection and analysis, drafting, designing and finalizing the policy paper.Harnessing the potential of sustainable thinking in VET can have a major impact on the adaptability and viability of VET provision. Ensuring that VET professionals and learners are confident introducing sustainable thinking in VET can have an ongoing impact in reaching sustainable development goals. Green skills development and the collaboration between VET and SMEs has considerable potential in all EU Member States and the initial training to accompany the authentic task challenge will be transferable to VET providers throughout the participating countries and beyond.The Green Collider project is further exploring the possibilites of development both sector-specific green skills (as it will involve different sector through the authentic task challenges) and transversal green skills (through the development of modules that will deepen the understanding of the competence of sustainable thinking among the target groups). In this sense, it will provide an evidence-base for a novel policy paper focusing on the potential VET-business cooperation has in reaching the sustainable development goals and identify potential obstacles, as well as propose solutions to tackle them.The content oriented project activities will be complemented with the activities oriented toward management, quality and dissemination, in order to ensure the project impact and sustainability.<< Results >>Both VET sector and businesses are also facing challenges with green-skilling the management, employees and potential future employees. To address these concerns, the Green Collider project delivers the following key results:1) Green Collider Masterclass, consisting of 4 tailor-made modules covering the theoretical and practical knowledge on the sustainable thinking and green competencies development, enrinched with series of short webinars.The Green Collider Masterclass will give a variety of elementary knowledge and practical uses so that VET teachers and learners can implement them in the next step of solving a real-life authentic task provided by the SMEs.2) VET-Business Green Cooperation Collider, a conceptual framework covering different methodologies for VET-business cooperation, such as authentic task challenge from the real work environment and accompanying self-reflecting tool in a format of an online interactive game, which can also be used independently. There are some challenges that VET is facing in keeping up pace with the needs of the labour market and appropriate initial training forunderstanding the sustainable thinking is not provided. This PR proposes a comprehensive experience for VET teachers and learners in collaboration with SMEs; it supports them to maximize the potential of the introducing sustainable thinking in learning environment and thus representing an innovation in the VET arena.3) Green Collider Policy Paper, which summarizes thoroughly designed bottom-up policy learing and making process and considers two key issues - a) the role of VET teachers in developing green competencies and sustainable thinking through VET-business cooperation and WBL/apprenticeship activities - what policy changes need to take place in order to ensure VET teachers to follow the more than ever evolving teaching environment and to reach a satisfactory level of sustainable thinking, i.e. what actions need to be undertaken to improve policies in a way that VET teachers and training systems become equipped to face the challenges emerging from the EGD; 2) how can the proliferation of competence driven curriculum and using of sustainable thinking and green skills within the VET sector close the skills-needs gap and what is the role of VET in this process; empowering VET teachers and learners to be confident when introducing sustainable thinking in teaching environment through policy actions. These key results will assist the VET sector to more flexibly and responsively meet the green skills and innovative capability requirements for a transition to Education 4.0, leading to a green economy where needs of industry, individuals and communities are met. This will be achieved by ensuring the right mix of methodology and tools, curriculum, appropriate training delivery, online tools and the support of local, national and European stakeholders. On a transnational level, the key results will be open, user-friendly and transferable to both different learning and teaching environments and industry sectors. The consortium consists of seven partner organisations from six EU member states (GR, SI, ES, IT, AT, HU) covering a wide range of expertise and experience related to the scope and aims of the Green Collider. The partnership represents a variety of different geographical, social, cultural and educationalbackgrounds, pedagogical and didactic knowhow, and business consulting and coaching competencies to implement the project activities and produce comprehensive quality results, applicable to both VET and business sector, and overcoming the ""language barrier"" between the two hence leading to the achievement of the sustainable development goals."

<< Background >>The idea for the project is based on observations and analysis within projects already carried out and strategies and analysis on a EU level. Even before the covid-19 pandemic took place, the need for an upgraded, personalised approach through Work based Learning (WBL) and simplification of WBL by innovative use of digitalisation of activities, has been revealed as a logical step forward in the modernisation of the process. Now however this need is becoming more and more evident and essential for facing nowadays challenges, as we believe that innovation is the best way to manage the new era WBL process.<< Objectives >>The project focuses on developing and building/upgrading a digital platform, on the promotion of innovative approaches to WBL, inclusion and consideration of the needs of all key players involved in the WBL process (VET students, schools and companies), use of digital technologies for pedagogical, administrative, technical and organisational change, accessibility of information, enabling learning opportunities, skills development and recognition of learning outcomes. STRATEGIC OBJECTIVE: To provide the key players involved in the WBL process innovative online tools, resources and methodologies to establish it effectively in a transnational context of school-business cooperation as well as intergenerational peer learning between teachers/trainers and pupils. OPERATIONAL OBJECTIVES:1. Supporting VET teachers and in-company trainers in managing the collaborative WBL process starting from their active participation in the development of proper digital online solutions.2. Develop and use high quality digital content to facilitate the WBL process for the benefit of all users involved (VET students and teachers, in-company trainers), in particular by bringing it closer to generations of digital natives.3. To propose forms of joint, innovative and collaborative intergenerational training.<< Implementation >>In order to reach the objectives and successfully carry out the project activities, the strategic partnership consists of 10 partners from the educational and business sphere, to which 14 associated partners have acceded.The project is designed in a step-by step project activity development using in the first stages mostly Design Thinking methodology, which is an iterative process in which we seek to understand the user, challenge assumptions, and redefine problems in an attempt to identify alternative strategies and solutions that might not be instantly apparent with our initial level of understanding. The gamification approach will also be used, which is adding game mechanics into nongame environments. The project activities foresee the inclusion of target groups such as VET students, VET teachers, in-company trainers, companies and businesses that are part of the network of VET schools, new era sectors companies in all partner countries, companies connected within smart specialization industry chains.The first step and activity (R1 - WBL DIGITAL APPROACH) aims to research the target users, by using the Design Thinking approach methodology and digital personalised and user oriented approach to WBL process to develop a digital platform. This will lead to development of digital support for VET students additional to matchmaking phase. Tasks:- in-company trainer content- tutoring & monitoring the WBL process- student's portfolio & awarding badges- feedback & exchange of experiencesThe platform will consist of a new approach to the WBL process that will introduce digitalization of supporting tasks inside WBL. The goal is to engage with all involved end users of the WBL process to inspire, collaborate, share and interact. The following activity in the digital platform spectrum is TUTORIALS THROUGH CBL APPROACH, where the training of trainers and teachers to be able to develop video materials and podcasts that are attractive enough for VET students to use them, will be developed.In the context of Multiplier events, there are seven Companies seminars planned, seven VET seminars and the Final event. The seminars will take place in Italy, Slovenia, Hungary, Spain, Austria, Ireland and Serbia. The main goals are to raise the level of awareness between companies and enterprises about the digital platform, impact and provide guidance on the practices of local stakeholders, to disseminate project results and to encourage employers to provide WBL and adopt the usage of the digital platform. The VET seminars will provide students and schools with an useful tool and will raise the level of awareness between VET students and teachers about the digital platform, impact the organisation of WBL, disseminate project results and encourage schools to adopt and promote the use of the digital platform.<< Results >>The platform will consist of a new approach to the WBL process that will introduce digitalization of supporting tasks inside WBL. The goal is to engage with all involved end users of the WBL process to inspire, collaborate, share and interact. INTERMEDIATE OUTCOMES after the conclusion of the project forsee the enlargement of the network to include both new VET schools and representatives of the productive world, both from already included countries and from new ones. Besides contributing to the internationalisation strategies of the participating organisations, newly established transnational networks with the partner business organisations will reinforce the positive socio-economic impact in the territories to which they belong. FINAL OUTCOMES are services that indirect beneficiaries (stakeholders and end users) will receive as a result of the activities carried out: a) STUDENTS- list of apprenticeship paths available on platform according to personal settings of each- direct in advance access (before the WBL starts) to the in-company trainer through the platform- proposing the chosen apprenticeship path to their teacher through the same platform- digital support for all activities during and after the internship b) BUSINESSES- request by the student to activate the internship through the platform- possible selection of requests received through the platform by the in-company trainer- digital support for all activities during and after the internship c) VET SCHOOLS- request for activation of the internship by the student through the platform- digital support for the activation of the internship- digital support for all activities during and after the internship By extensive dissemination activities and successful involvement of target groups, audiences and stakeholders the project will reach the expected results and impacts. The long-term benefit envisioned is to enhance interest of end users by ensuring a good user experience (digital platform), maintaining a lasting stakeholder cooperation network and providing additional opportunities for training key players. The project has a high transferability potential to all EU countries, as for adult learners, for job placements in own countries, as well as for Erasmus mobilities and other parts of the curriculum that is not the WBL process like for example non formal learning.

<< Background >>Bereits seit 2014 ermöglicht der Verein Auxilium Lehrlingen im Raum Steiermark ein kurzzeitiges Auslandspraktikum im Rahmen der Projektserie 4x4 (4x4 Mobility 2014; 4x4 reloaded 2016; 4x4 advanced 2018; 4x4 professional 2020). Um dieses Angebot weiter erhalten zu können, wurde 2020 erneut ein KA1 Antrag gestellt.Für uns und unsere Zielgruppe (Klein-/Mittelgroße Betriebe sowie größere Betriebe in der Steiermark und im Raum Graz) sind berufliche Praktika im europäischen Ausland ein wichtiges Element der Ausbildung, aber auch der persönlichen und sozialen Entwicklung der Lehrlinge. Die Aneignung von zentralen fachlichen, sozialen und persönlichen Kompetenzen im Rahmen von Auslandsaufenthalten und Praktika dient vor allem der Verbesserung der beruflichen Chancen und des Werts am Arbeitsmarkt von jungen Menschen im Berufseinstieg. Mobilität und Auslandserfahrungen werden auch als zentrales Mittel zur Bekämpfung der europaweiten Jugendarbeitslosigkeit angesehen. Es ist unerlässlich, dass Inhalte der Praktikumsaufenthalte und erlernte Kompetenzen im Entsendeland transparent, anerkennbar und damit für die Teilnehmerinnen und Teilnehmer nachhaltig besser nutzbar gemacht werden.<< Objectives >>Als der 4x4 professional Antrag im Frühjahr 2020 verfasst wurde, war es uns ein zentrales Anliegen, den Benchmark von 6% für die Teilnahme von jungen Menschen an einer Mobilität im Rahmen ihrer beruflichen Erstausbildung beizutragen. Dieser Benchmark wurde von der Europäischen Kommission in der ET 2020 Strategie gesetzt und hätte bis Ende 2020 erreicht werden sollen. Zu diesem Zeitpunkt war allerdings die COVID-19 Pandemie noch nicht in Sicht, und aufgrund des Ausbruchs und der Verschärfung der Situation, wurde der Projektstart des Projekts 4x4 professional auf den 31.12.2020 verschoben, weshalb wir zu diesem ersten konkreten Ziel nicht im geplanten Zeitraum betragen konnten. Nichtsdestotrotz konnten wir in den herausfordernden Zeiten der letzten 2 Jahre einigen Lehrlingen ein Auslandspraktika ermöglichen und so im weiteren Sinne zu der Erreichung des Zieles beitragen.Ein zweites zentrales Ziel war es auch, auf Basis der von der Europäischen Kommission zur Verfügung gestellten Transparenzinstrumente wie ECVET und Europass zur zur Qualitätssteigerung und -sicherung von Mobilitäten in der beruflichen Erstausbildung beizutragen (u.a.: Lernvereinbarungen, Mobilitätszertifikate).<< Implementation >>Das Projekt 4x4 professional umfasste zwei Aktivitätstypen:(1) Mobility of VET learners (2weeks up to 3 months) (2) Staff Training AbroadAufgrund der hohen und steigenden Nachfrage für Lehrlingsmobilitäten im Vorgängerprojekt 4x4 advanced bzw. im Jahr 2019, beantragten wir Budget für insgesamt 100 Teilnehmende (Lehrlinge). Die Lerndenen konnten ihre Auslandspraktika in Kleingruppen (ca. 6-10 Personen) in Irland und Malta absolvieren; zwei Personen in Deutschland.Zusätzlich beantragten wir eine Staff Mobility für 12 Personen. Diese fand im November 2022 mit 5 Teilnehmenden in Deutschland statt.Neben diesen Hauptaktivitäten hielten wir mehrere Infoveranstaltungen, um auf die Erasmus+ Auslandspraktika aufmerksam zu machen und die Vorteile an Lehrlingsausbilderinnen und -ausbilder, Lehrlinge aber auch Eltern und Vorgesetzte zu vermitteln. Zudem gab es mit jeder Gruppe einen Briefingtermin vor Abreise, bei dem die Jugendlichen konkret auf ihre Reise und ihr Praktikum vorbereitet wurden.<< Results >>Obwohl es aufgrund der COVID-19 Pandemie nicht möglich war, wie geplant 100 Lehrlingen ein Auslandspraktikum zu ermöglichen, so gelang es uns, das Ziel zu einem Viertel zu erreichen. 25 junge Menschen konnten berufliche Erfahrung im EU-Ausland (Malta, Irland, Deutschland). Die Staff Mobility fand ebenso in kleinerem Rahmen statt, nämlich mit 5 Personen anstelle von 12 Personen. Hier war dann jedoch sehr positiv, dass durch die kleine Gruppengröße ein besonderer Fokus auf den beruflichen Sektor der Teilnehmenden gelegt werden konnte, weshalb der Mehrwert enorm war.

<< Background >>Climate change concerns everyone and is a very real threat to global society, affecting millions of people and causing natural disasters all over the world. The European Union is taking a stand against climate change and for a greener future, launching several initiatives such as the European Green Deal in early 2020 and the European Climate Law which has reached provisional agreement in April 2021. Objects of the Paris Agreement and the goal to become a role model by achieving a climate-neutral economy by 2050 highlight the important position that environmental protection occupies in the EU.The Green VET Choices project joins this fight for a healthier planet by developing and implementing an innovative learning methodology to increase green skills and raise interest in green vocational education and training. VET professions offer rich opportunities for individuals interested in green technologies, green entrepreneurship, green social business and related environmentally-conscious industries. These professions and career paths play a key role in the pursuit of a healthier environment and green growth in European economies. The Green VET Choices project sees its central objective in developing a way to combine green VET with the fight against climate change by increasing the attractiveness and awareness of environmentally-friendly VET career options and fostering required green & digital skills and competences.A consortium of eight partner organisations from six European countries (Italy, Austria, Ireland, Cyprus, Portugal, and Slovenia) will work together to create and implement an innovative learning methodology based on three main project results:R1: Green VET Choices Survey ReportR2: Green VET Choices Virtual PortalR3: Green VET Choices Digital ModelUnder the lead of P1/Co&So from Italy, two groups of partners will work together to develop the project results and achieve a positive, sustainable and fruitful project outcome. The specific composition of partners ensures not only expertise and technical know-how on many levels, but also hands-on experience and professional input for all results produced in the project:+ Expert partners from the sectors of social and civic engagement, training, community development and research: applicant and leading organisation P1/Co&So (IT), P2/Auxilium (AT), P3/Rural Hub (IE), P4/CARDET (CY)+ VET institution partners: P5/Reattiva (IT), P6/Leonardo da Vinci (IT), P7/eFuturo (PT), P8/CPU (SI)The project brings essential benefits to following target groups:Beneficiaries:+ VET learners during and at the end of their VET training+ Potential and future VET learners such as post-secondary studentsProfessionals: + VET trainers and teachers+ Persons working in green industries and VET professions+ Mentors for work-based learning in companiesWider stakeholders include green NGOs and entrepreneurs, representatives of green careers, experts in the field of environmental education, and the general public.The Green VET Choices project addresses the global need for more awareness of sustainable and eco-conscious options and a practical implementation and realisation of available possibilities. It fosters engagement and empowerment among current and future VET learners as well as VET staff to endeavour to a professional take on incorporating green options in daily life.<< Objectives >>The Green VET Choices project wants to raise awareness for urgent environmental challenges and, at the same time, foster interest in green VET careers. There are many innovative green professions and VET offers related to environmental issues; however, the awareness of these possible and attractive career paths needs to be raised among current and potential VET learners in order to satisfy the labour market and societal demand of these specific professionals in the future. Through an innovative learning and teaching approach combining environmental topics and green VET, the project fosters excitement and a sense of participation and thus enables important contributions to a more powerful fight against climate change. The project will concentrate on increasing competences necessary for these professions such as green and digital skills and will also offer a career guidance system as a comprehensive overview of possibilities and options in green VET.The project will achieve its goals through:+ creating an innovative learning methodology by combining proven didactic approaches+ creating low-threshold, easy to access, non-formal learning opportunities+ increasing the interest in green VET professions+ raising environmental consciousness+ empowering learners through their personal choices+ increasing the disposition for environmentally friendly lifestylesThe Green VET Choices project promotes these aims and accelerates the awareness of the green sector among current and future VET learners. The methodology applied and results produced in the project will be Open Educational Resources (OER) that can be utilised by VET professionals across Europe and benefit current and potential VET learners as they are made aware of new and interesting green career options and can educate themselves on greener choices in their professions and future careers.The following three central themes are addressed in the Green VET Choices project:1) Environment and fight against climate change as the central theme of the project, permeating all project activities as a guiding thread.2) Increasing attractiveness of VET by showing promising, meaningful and future-oriented possibilities to current and future VET learners.3) Contributing to innovation in vocational education and training by introducing new and exciting learning and teaching approaches through the projects’ Virtual Portal and Digital Model, which are all available online as OER.<< Implementation >>The Green VET Choices project is implemented by eight partner organisations from across the European continent: Italy, Austria, Ireland, Cyprus, Portugal, and Slovenia. Under the experienced lead of P1/Co&So, the partnership will implement a number of project activities, directly involving more than 600 target group members actively in the project. Overall, the project is estimated to reach 150.000 persons through extensive promotion and exploitation of the three main project results (R1 Survey Report, R2 Virtual Portal, R3 Digital Model) and further project activities. In detail, the following activities will be implemented:1) Direct involvement in project result production (R1, R2, R3)Target group members will be involved for field survey, external feedback, story development, and pilot testing2) The Green VET Choices Team TeachingThe project partners will train each other in this short-term staff event focussing on necessary knowledge, skills and competences needed to develop all further project results. Min. 16 project partners will participate.3) The Green VET Choices R2 Pilot PhaseThe Green VET Choices Virtual Portal (including an app version) will be tested in a 6-month period in all partner countries to generate valuable feedback about the improvement potential of this result. Min. 300 persons will participate in the pilot phase.4) Experience Green VET Multiplier Events in all partner countriesEight Multiplier events are implemented at the end of the project’s lifetime to ensure a sustainable use of the project results in all partner countries, as they will be presented to target groups and stakeholders. Min. 240 persons will participate in these events.5) Project management activitiesThe project coordinator P1/Co&So has many years of experience in EU project work and will be a reliable leader and source of inspiration. Many project management activities such as financial management, reporting, risk analysis, steering processes will be covered by P1.In addition to this, P1 will use their professional experience in working directly with target group members to support all other partners in their tasks and duties of the project. Three face-to-face and two online partner meetings will be held to discuss project progress.6) Quality Management activitiesP2/Auxilium has thorough expertise in quality management and will duly implement all quality management activities in the project with the help of tested and proven tools to support the project coordinator. Several assessments of process, meeting, and result quality are planned internally among the partnership, externally among target group members and by a professional external evaluator. P2 will compile a Quality Management Handbook containing quality and success indicators.7) Promotion activitiesIn order to reach a wide audience and share information about the project, a variety of promotion, sharing and exploitation activities are planned such as a custom-made corporate identity, a project website, social media channels, newsletters, EPALE news, flyers, brochures, gadgets. P4/CARDET leads the promotion activities, using their vast experience in this field and taking care to involve all project partners equally. A Promotion and Sharing Strategy will be established by P4 at the project beginning and an Exploitation and Sustainability Strategy will be developed by P5/Reattiva towards the project end.<< Results >>The Green VET project develops three main results and a number of additional outcomes in order to achieve its objectives. These results are interconnected and complementary of each other, allowing for a comprehensive and successful approach. The partnership takes care to make all its resources openly and easily available so that they can be used far beyond the partnership and partner countries. During its runtime, the project is expected to involve more than 600 persons directly and reach over 150.000 persons through all its activities and results. This will create a lasting, sustainable effect and will reinforce the project's main priorities of engaging in the fight against climate change and increasing the attractiveness and innovation of vocational education and training.Overview of the Green VET Choices project results:The Green VET Choices Survey Report (R1) Prepares the ground in a transnational document focusing on all six partner countries. Project beneficiaries (current and future VET learners) as well as VET professionals are directly engaged through surveys and their input will contribute to the thorough desk research conducted by partners. All findings combined result in an informative report bringing significant insights and a reliable base for the following two project results. An executive summary is available in all partner languages and as a video version.The Green VET Choices Virtual Portal (R2) An open and participative learning environment that uses a motivating storytelling approach to empower users to make their own decisions and find out more about green careers. Digital skills and competences are fostered through challenge-based scenario technique stories which bring users to individual story endings and provide them with appropriate learning outcomes, a badge validation framework and a career guidance system with a compilation of possibilities and options in green VET professions. The Visual Portal is also available as an app version.The Green VET Choices Digital Model (R3)Encompasses a professional magazine and a key segment video anthology introducing the innovative methodologies and didactical concepts applied in the project and presenting keynote articles by experts. The Digital Model also supports the career guidance system by presenting green VET job profiles and relevant soft, green and digital skills.Project Management ProductsPreparatory and contractual arrangements, regular budgetary and progress reports of project partners, progress monitoring tool, agendas and minutes of partner meetings, steering documents, interim and final project reportQuality Management ProductsQuality Management Handbook, quality assessment instruments such as questionnaires and surveys, quality evaluations of partner meetings and of project results at key moments through feedback loops, regular evaluations of progress, product and impact quality, professional external evaluationPromotion and Sharing ProductsGreen VET Choices website and social media channels, Promotion and Sharing Strategy, several promotion materials such as flyers and newsletters, regular promotion reports of partners, EPALE news, Exploitation and Sustainability Strategy