<< Objectives >>-Build the capacity of HE educators to implement hands-on STEAM activities following gender equality approaches-Develop learning material, resources and OERs for HE educators and Industry leaders to promote women’s empowerment and engagement in STEAM-Enhance women’s confidence towards STEAM, motivating them to consider a relevant career-Increase and nurture women’s interest in the digital sector through the development of a mentoring program, gender inclusive teaching activities and OER<< Implementation >>The STEAM4LIFE partnership will develop the STEAM4LIFE Guide and Mentoring programme as well as all the activities and resources to implement the methodology. In addition, the partnership will facilitate evaluation and testing activities of the OERs, the learning modules and e-learning courses along with the piloting of the mentoring methodology. Finally, promotional activities and events will be organised to further disseminate the project and its results.<< Results >>The main results and outcomes are:-Guidance and Mentoring Program for women in STEAM-STEAM4LIFE E-Learning environment and Open Educational Resources (OERs)-Educational e-courses for HE educators/Industry leaders-At least 500 students and 200 HE educators and Industry leaders participating in the implementation activities-More than 10,000 stakeholders informed about the project and its objectives.

"<< 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."

The EC has within its Survey of 2011, carried out on request of DG Enterprise and Industry (DG EI), realized that the main barriers of innovation in the eyes of the SMEs, are lack of financial resources and inability to manage innovation process. Since different understandings of the term "Innovation Management System" (IMS) have been noted the EC has supported European Committee for Standardization to provide the stakeholders with a unified definition of relevant parts in the IMS. According to this definition the most important parts of IMS include company's innovation processes from idea generation to innovation result, but also leadership, management skills and other enabling factors, like the ability to cooperate with third parties like RD partners, clients, and suppliers. The objective of this project in Slovenia is to enable SMEs to bridge the knowledge gap in innovation management, get aware of shortages and improve their internal innovation management system and/or focus on achieving market value with their inventions. The consortium will achieve this objectives with providing: 1.) Enhancing the Innovation Management Capacity of SMEs. The beneficiaries will receive diagnostic of their innovation system based on the standardized IMP³rove tool. This will lead to the formation of tailored action plan to improve the SME’s capacity to better manage innovation. 2.) Key Account Managers – Facilitators for the H2020 SME Instrument. Key Account Managers will identify and source appropriate lead coaches (from predefined pool of coaches), facilitate linking the SMEs to innovation support services and to support the lead coach in delivering services to the SME. The SME Instrument participants will receive the most appropriate services and support to enhance the probability of successful exploitation of the innovation project and to leave a footprint for the future sustainable growth of these beneficiaries.

<< 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.

Digitalization nowadays is not an option. The construction sector is among the most reticent to invest on innovation and digitalization, despite much of its players agree that digitalization will soon affect every process and despite a reduction of the productivity in these last years, also driven by the heavy economic crisis. However, this sector creates new jobs, drives economic growth, and provides solutions for social, climate and energy challenges. Investing on digitalization is a must to increase the productivity, reduce the public expenditures, whilst increasing the efficiency of the sector, both in terms of productivity and of attractiveness of private and public risk and debt capitals. The EU strongly addresses such challenges, by supporting among other things the introduction of the Building Information Modelling (BIM) as a key tool to help the construction sector and its SMEs digitalize.The project responds to the gap in skills between professionals and non-professionals involved in the operationalization of the BIM. Its specific objective is to improve the job quality of workers through increasing their digital skills, and consequently help promoting productivity and sustainability of the construction sector in Europe. In this sense, the project copes with the objectives of EUROPE2020 strategy and has a clear transnational vocation. It involves 2 types of direct participants:-VET Providers. 12 trainers will attend the Training of Trainers, representing partner organizations and other associated VET providers which are part of their networks. The aim is for them to learn how to transfer contents and methods embedded in the training modules to students and blue collar workers in the field of construction.-End users - students enrolled in VET training courses in the construction field and blue-collar workers. VET providers engaged in the project will involve the end users in the training and the testing of the app. Around 10 participants per country will be involved (tot: 50).The project revolves around the elaboration of three intellectual outputs:- Training modules aimed at supporting the introduction of a BIM – oriented mindset as well as technical skills on the building sites, to allow workers to cope with the compliant - BIM models.- An APP collecting the contents of training modules as a pedagogical tool - a sort of intuitive manual, with clear and ready – to – go instructions for simple and key actions that the worker might need to do on the building site.- An e-Guide including contents of the previous intellectual outputs, as well as the main indications on how to use the app. It will encompass the adjustments collected in the trial phase and be uploaded on the websites of the partners.All contents will be developed in the 5 languages of the project (IT, DE, EN, ES, SI), to facilitate the diffusion at European scale. A training of trainers (ToT) will be held, for VET trainers to learn contents and methods of courses they will hold once back.Both training modules and the APP will be tested in the countries covered by the project, in order to adjust them on the basis of the empirical evidence and feedbacks from users.METHODOLOGY- training modules will be elaborated based on need analysis carried out by project partners, their practical experience with students and blue collar workers on spot and the latter’s skills. This requires an attentive selection of theoretical concepts that will be conveyed to target groups as for what they do need in practical terms. - the core of ToT will be how to convey selected topics for an easy and functional understanding of BIM to non-specialized blue collar workers and students.- the drafting of the e-Guide will be pursued through a logical description of all phases of training modules’ elaboration, in order to make it easy for other European stakeholders to replicate their contents.- foreseeing a testing period to measure the impact of outputs on daily work will help the sharing of results on empirical grounds as well as adjustments before the project itself comes to an end, in order to introduce robust innovation in learning and working methods in construction Europe-wide.SHORT TERM RESULTS-a specific training course for the blue-collar workers of the building sector.-an app summarizing contents of the training, available on spot.-an e-guide collecting contents, methods and recommendations developed in response to feedback received from the workers after the testing.-Increased knowledge on key information regarding the construction life cycle.LONG TERM RESULTS-Better coordination and communication between actors involved in the design of the building and those working for its realization and mantainance.-Increased productivity and competitiveness of the construction sector.-Reduced digital skills gap between the actors in the field of construction.-Improved job opportunities for blue collar workers.