Europe has clearly defined its aims and ambitions in learning mobility for 2020. There is a strong focus on creating opportunities for young persons between 16-29 years old to gain accredited skills to become competitive on an increasingly international job market. The EMEU4ALL project addresses all Erasmusplus program objectives (2014-3020) which prioritize the expansion of learning mobility opportunities, the creation of strategic partnerships for VET education and the accreditation of learning mobility achievements through the use of the European ECVET Toolkit instruments. Access for young VET students to teaching and training methods and work experiences in other countries will help to improve their employability in a global economy: work-based learning is critical for employability at all education levels, particularly in the current context of extremely high youth unemployment. Student numbers have dropped dramatically in the last 10 years and therefore there is a clearly defined need to increase the quality and attractiveness of VET education in many European countries. The EMEU4ALL project therefore focusses on Learning Mobility which comprises both physical mobility and virtual activities, because current opportunities for physical mobility in VET education are low: in The Netherlands e.g. the number of secondary VET students involved in mobility programmes is just between 1-2 % . Internationalization@home (IaH) or Virtual mobility activities where staff and students work together at a distance are stable in HE and Universities, but very underdeveloped in VET; if activities are offered in VET, they are most likely not embedded in the curricula of VET colleges and therefore not validated. IaH, however, may be the only affordable key to mobilize the majority of non-mobile students. With the predecessors of the EMEU4ALL project, i.e. the Automobility project, the Automovet project and Engineering Mobility across Europe (EMEU) project (2014-2016) the partnership has actively supported and addressed the EU aims described above by creating an open and sustainable network for learning, working opportunities and validation through ECVET thereof for Engineering students in VET education. The attention and nominations the EMEU project has received since its inception has strengthened our belief that the project formula will work in all VET sectors as practice has attracted new partners to the project. Thus, the EMEU4ALL project aims to transfer the EMEU products, procedures and website for Engineering/ICT to Health Care, Social Care, Business Studies (Marketing), Sports, International Trade and Service (Retail and Catering). The existing and tested EMEU products and procedures (see: http://em-eu.eu) will ensure a transfer to the new EMEU4ALL VET sectors with which we aim to: 1. create and test a minimum 40 virtual mobility activities; 2. create and test 40 modules; 3. Create vocational blood groups of 5 partners; 4. promote and execute longer-term work placements for students after finishing the modules. (This means that after the EMEU and EMEU4ALL project, the partners will have developed and tested 80 copy-left modules and virtual assignments. 5. adapt the existing EMEU website for engineering/ICT to the new VET sectors involved. 6. adapt the existing ECVET for ENGINEERING manual to an ECVET4ALL manual. The experience gained with understanding and applying ECVET will help to embed the modules in their own educational programs to become part of the partner’s primary process; 6. Further develop teachers' professional skills in other VET areas regarding intercultural diversity, foreign languages and learning about the other VET programs in Europe. An extra focus for teachers will be on learning about and actively using social media, particularly through virtual learning mobility activities: If students are to be competitive on an international labour market, then it's necessary to gain the knowledge, skills and attitudes necessary in an international context and to assess and validate their achievements. 7. Promote an active relationship between Education and Industry: during and/or after the modules the students will visit local/regional companies to experience educational theory applied in practical situations. Local and or regional industry will also contribute to the project by helping to develop the contents of the modules and by offering work experience opportunities to the transnational students. In a nutshell, through virtually and physically participating in and, more important, after this project, many more VET students will benefit from an international experience which will enhance their chances on an international labour market. It will also develop the teachers’ knowledge and skills, create an sustainable, attractive and modern VET environment and actively address an active relationship between Industry and VET Education.

INNOVATIVE & OPEN FOR JOB-RELATED LEARNINGHow do you bring together what does not fit together?The shift in ICT technology is fundamentally changing the economy and society. Software has become the primary driver of the economy’s growth. In the automotive sector, both the entire industry and individual automotive companies are affected. Autonomous driving, alternative drive systems and connected cars characterise the sector. A trend leading to an increasing demand for skilled workers and engineers with ICT skills. The EU education systems (VET & HE) are expected to offer training in new technologies and impart practical digital competences for new technology fields.The aim of Car2Lab was to demonstrate (the automotive sector as use case) how to close gaps in training that emerged with the rapid technological development, and how to enhance vocational training and their orientation towards the future in Europe. The project’s target groups were trainees in automotive professions as users of the new learning models, teachers from VET & HE as well as authorities and regulatory bodies as users of our conclusions and recommendations. An important feature was the particularly close cooperation between VET with science and industry. To achieve this goal, BGZ bundled the expertise of ten partners: scientific institutes, VET schools and companies from four EU countries.They have implemented a set of consecutive activities forming working groups, involving learners in the implementation of the project, development of a digital learning tool for vehicle telematics with a modular curriculum and learning units for use in VET & HE, testing the model with learners, development of recommendations and a concept for permeability between VET & HE. These activities were accompanied by workshops with multipliers & PR actions with the aim to attract supporters (chambers, administrations, companies) in each country and engage with them in regular discussions.A great success of the close collaboration is a learning model for telematics applications in motor vehicles. With innovative teaching and learning tools such as the unique Telematics Box, the project successfully exemplified how a transition from hardware to software could work. We demonstrated how to communicate the basic knowledge areas in telematics and how to design modern capacity building measures. As a parallel outcome, the actions provided instructions for practical implementation. They offer a high applicability since both practical & theoretical aspects have been taken into consideration.The learning model enables practical learning for both trainees & bachelor students. At the same time, the teaching materials ensure the practical application of the technical and didactic instruments for teaching digital competences in VET & continuing education.Car2Lab unfolds its sustainable impact. The project partnership benefitted in particular from the innovative thrust that enhanced the performance of the instructors/specialist teachers as well as the structures and technical equipment of the educational institutions. Since 09/2017 ZSS Poznan has been operating as an industry school; the PSSG vocational school in Vicenza has widely modernised its structures; the automotive engineering bachelor's programme at HTW will place a stronger focus on electrical, electronic and programmable systems in the near future. Car2lab made it possible for learners to discover automotive systems & digitisation for themselves. The demand for training and study courses in the field of new technologies is growing continuously.Car2Lab clearly proves that with the right technical solutions and teaching strategy, good learning performances can be achieved even in the field of complex technologies, without overburdening learners.The teaching tools & the new competencies of the teaching staff proved that teaching digital skills to the learners of the automotive sector is a feasible approach. The Telematics Kit and other project results are in great demand and are already being used at national level (DE; DK; IT; PL) both in training and at university level. They are highly suitable instruments to improving the quality of VET.All outputs are practical & easily adaptable to the EU level (also for related professions). The intensive collaboration between VET, HE and industry has had a positive effect on the improvement of the professional competencies of all participants.Digital change in economy and work environments have a substantial impact on the modernisation of European VET systems. As a result, the demand for innovative learning concepts, such as Car2Lab, is continuously increasing.The longterm benefits are: increased competitiveness of the automotive industry, attractive employment opportunities for young skilled workers, better service quality for consumers, and widespread application of digital solutions, for example to strengthen environmental protection (optimised transport).

CONTEXT Europe has clearly defined its ambitions in learning mobility for 202 There is a strong focus on creating opportunities for young persons between 16-29 years old to be employable on an increasingly international job market. The new Erasmus for All program (2014-3020) objectives prioritize the expansion of learning mobility opportunities, the creation of strategic partnerships for VET education and the accreditation of learning mobility achievements, also through the use of the European ECVET Toolkit instruments. AIMS and PROFILES: VET education faces two challenges: 1. Engineering education in EU is not popular; there’s a clear need to increase the quality and attractiveness of this sector in European countries as there are many job opportunities for engineering students. Learning mobility in an international context will help to provide such opportunities. And challenge 2. opportunities for physical mobilities, i.e. working abroad are limited due to limited funds. Numbers of students participating in physical work placement initiatives are still quite low; in The Netherlands for example the number of VET students involved in mobility programmes is around 1% of the secondary VET population, i.e. 16-19 year olds. By focusing on both virtual and physical mobility a much higher number of students can gain access to knowledge, skills and competences gained in an international context. Access for young VET students to methods, practices and technologies used in other countries will help to improve their employability in a global economy: work-based learning is critical for employability at all education levels, particularly in the current context of extremely high youth unemployment. The Engineering Mobility across Europe (EMEU) partnership project supports these aims by creating an open network for sustainable (virtual) learning and working opportunities for Engineering students in VET education. NUMBERS: To boost learning mobility the network partners will create a minimum of 40 modules based on the format transferred from the Automotive project (www.automobility-in.eu) to suit their national and EU partner students. The latter group will come from 10 partners in 6 EU countries. The EU students will be offered a work placement experience period during or after the modules. ACTIVITIES and RESULTS: the 10 partners create at least 2 modules per vocational area involved, in all a minimum of 40 modules. The vocational areas are Electrical and Electronic Engineering (6 teams), Mechanical Engineering (4 teams), ICT (3 teams), Civil Engineering (Construction, 6 teams) and Cabinet/furniture makers (3 teams). The partners will also create a manual on virtual communication activities to be done between students prior to, during and after the project. Local and regional industry will play an active part in deciding the contents of the modules and in offering work placement opportunities to the EMEU partner students. All modules will be placed on the project website calendar, freely accessible (copy-left) by interested parties and they will be embedded in the partner’s engineering curricula to ensure quality and sustainability of this type of education which EMEU calls “Education in an International Context or EIC”. The modules will be will thus need to comply with criteria in the area of inspection, legal and quality assurance. Embedment strategies and procedures will be described in full for new EMEU partners. The EU ECVET Toolkit documents, to create transparancy and mutual trust amongst partners will be used alongside national, legal documents and procedures. IMPACT The project will have impact on various levels. The most important desired impacts are creating 1. high quality and sustainable mobility networks, 2. increased opportunities for staff and students to be internationally active.; 3. better relationships between education and industry on a local and/or regional level and to create a better understanding with both parties of demand (industry) and supply (education); on 4. opportunities to embed international activities in an educational context; no longer will we talk about Education ánd International project but about Education in an international context which will induce more VET colleges to becoming intrinsically motivated to be internationally active. LONG TERM BENEFITS The EMEU project creates an open network. All partners have been involved in mobility programmes for many years. As proven by the success of the Automobility project this EMEU project will 1. guarantee the commitment of partners to create sustainable mobility networks; 2. create opportunities to embed and valorise virtual and physical learning mobility opportunities for EU students; 3. reduce the workload of staff and students to find new work placement opportunities in the EU. In anticipation of the evaluators' reports regarding this project's submission, the network has already started the project unfunded.

<< Background >>In our global society anything and everything is connected which is reflected in a growing need for innovative products, services and social innovation. E.g. an app monitors our heart rate, tracks and traces post parcels, offers online fitness services to elderly people, and very apt, monitors COVID-19 infections. Many online sources support our belief that education and industry have entered a new era in which teaching and gaining practical experience are the result of a much more comprehensive approach to what society needs and thus to what students need to learn. In the Human Capital Agenda e.g., top sectors in industry conclude that they are anxious to collaborate with education on creating crossover areas so that students may become water-architect, energy grower or garden technician. PISA states in their Handbook on Global Competence “that every school should encourage its students to try and make sense of the most pressing issues defining our times. The high demands placed on schools to help their students cope and succeed in an increasingly interconnected environment, can only be met if education systems define new learning objectives based on a solid framework, and use different types of assessment to reflect on the effectiveness of their initiatives and teaching practices.” The current relationship between VET education at secondary level and industry has been one of supplier (education) and provider (industry). It’s during their work placements that students witness the needs of industry for the first time. Industry’s influence on the aims of practical training is so strong that students may feel inept to meet the specific needs of their working place; the students’ expectations are often limited to whether they are able to apply the theory taught at school. However, the economy and society are changing rapidly, and the collaboration between education and industry needs to change accordingly. In EMEU4crossovers we will address 2 specific needs. A. The impact, partly due to this project, is to raise awareness of staff, students and industry regarding the need for and benefits of crossover cooperation between education and industry. The outcome will be that 1 staff and industry are able to create, test and offer crossover experiences in theory and practice; 2 students are able to offer solutions for observations out of their vocational area (flexible mindset). The output will be an array of developed and tested virtual activities and study modules to raise the students’ awareness. We will also address B. the need for all partners to help break down the walls between different vocational educations in their own colleges by developing the project results together and by implementing fixed crossover modules in their respective curricula, e.g. both in ICT and Health Care. These modules will also include a strong focus on a continuing contribution of the industrial project partners after this project. The EMEU network has experienced a long-lasting commitment from industry if they are involved in the project process from the inception-stage.The EMEU network has received 3 European Project Awards: for Best Practice (2016), for European Success Story (2018) and for European Innovative Teaching (2021) and actively shares results with vocational teams in their colleges, and amongst (inter-) national school-partners and industrial partners. As such the EMEU4Crossovers will be a logical continuation of the network’s activities and will therefore be able to guarantee the expected project results.<< Objectives >>The EMEU4Crossovers project aims to achieve the following results by implementing the project: firstly, we aim to be able to offer opportunities for students to become (more) aware of the challenges on the work floor in a fast-changing society and industry and, secondly, to be able to act upon them. Here important questions are: 1. How does VET-education ‘track and trace’ the required knowledge and skills our teachers need to prepare students for handling the aforementioned challenges? 2. What do teachers need to learn from Industry before they’re able to train our students as part of the educational programs? 3. What do we need to be able to realize a structural cooperation between vocational sectors in order to help develop more flexible mindsets of our students? 4. What opportunities in terms of virtual and physical activities can we offer to students to: a. become (more) aware of the need to study and prepare for the needs of a fast-changing labour market? And to b. experience themselves examples of a crossover work floor<< Implementation >>Implementation involves a number of important stages. It’s vital these stages are recognized and applied to ensure the project’s sustainability. These stages are: introduction, acceptance, embedment and ownership. 1. Introduction. The introduction should give a clear overview of all aspects of a KA2 project. The project manager and his steering group will therefore cover all elements of the project, including roles, tasks, budget, management, expected impact, outcomes, outputs, activities and facilities. 2. Acceptance. a. participating teams need to know that their course team manager and team colleagues are in full support of this project, e.g. it’s important that SG and staff members can attend the project meetings without worrying about substitution of lessons. Creating a sense of team spirit is a prerequisite from the start of a project. The vast experience we have gained over the years will help to create this sense amongst the new partners. b. We allocate old core partners to new EMEU partners. New partners will be supported by experienced partners. c. The EMEU website (https://em-eu.eu) will be used to show the format and examples of the virtual activities and study modules we aim to develop. d. Work arising from hosting students is also a shared responsibility, but most partners in the project have much experience in hosting students for Erasmus+ work placements. 3. Embedment. Besides embedding the developed virtual activities and physical study modules in the educational programs involved, it’s also our aim to have discussed at management level within the partner colleges how crossover modules can be embedded in the programs. Almost all partners are at an advantage here as in the previous two projects the virtual activities and study modules have already been successfully embedded.4. Promoting ownership. From experience we know that a successful project, after all products have been made, offered and tested, new partners have been attracted and everything can be viewed and shown on the website, staff feel great pride in what they have achieved. The project activities, which are going to be implemented, are: 1. December 2021: Kick-off conference (AARHUS TECH, Aarhus, Denmark); 2. March 2022: Work conference 1 (SAVO/Sakky, Kuopio, Finland); 3. October 2022: Work conference 2 (Uni-EIBAR, Eibar, Spain); 4. March 2023: Work conference 3 (GRADIA, Jyvaaskyla, Finland); 5. October 2023 Work conference 4 (Kerschensteiner Schulzentrum , Munich, Germany) 6. Final conference and multiplier event, April 2024 (Horizon College, The Netherlands).<< Results >>All results in the EMEU4CROSSOVERS will be made available on the EMEU website, copy-left as follows: 1. A listing of recommendations for creating crossover programs based on discussions, questionnaires and feedback (Manual 1);2. A listing of recommendations for teacher training based on discussions, questionnaires and feedback (Manual 2); 3. 20 Virtual Mobility activities;4. 20 Study Modules;5. Updated version of the existing ECVET/National VET-Teams manual 6. Updated version of the existing EMEU-Website https://www.em-eu.eu/ All outputs are aimed to raise the awareness of industry, staff and students towards the need for and benefits of cooperation between industry and different educational areas in order for students to develop a more flexible mindsets and to be able to provide suggestions for opportunities and obstacles on the work floor. Furthermore, teaching practices, implementation and the embedment of the tangible results of the project are of utmost importance.

“Energy transition,” the transformation of how energy is produced and consumed, has emerged in Europe from the conviction that in order to address existing climate challenges we must both reduce energy consumption and replace fossil fuels with renewable energies. Challenges in engineering and ICT are increasingly entering the domain of energy transition. The primary challenge is to accommodate energy transition in the existing electrical power system. Available technologies are e.g. nuclear fuel (uranium) and the renewable energy sources wind, hydropower, solar power, geothermal, and hydro energy. Energy transition requires innovation in business and industry, developing new technologies and products. This will have an impact on companies involved as producers, but also on consumers of energy, both private and public. New technologies require new knowledge and production methods, thus having a great impact on vocational education. VET students and teachers will not only have to be aware of developments and know about technical innovations, but they will also have to be able to use and innovate them. In this project, we will further develop the concept of hybrid education in close cooperation of VET institutions and companies. Educational content and the curriculum will be developed in co-creation. The project will deliver a general teacher’s handbook on implementing energy transition issues into the curriculum. Partners will develop prototypes for 14 didactic technical models with accompanying learning materials in the shape of introductory, specific and collaborative modules. These models will be usable for levels 2, 3 and 4, and where feasible level 5. Partners will provide each model with didactic instructions. Subsequently, teachers and students will build the models according to specifications and use them in actual practice. Another deliverable is didactic training of VET teachers on how to use these models and training materials efficiently and effectively. The handbook will also set out ways of transferring the outputs of the project to other VET providers and guarantee sustainability. Partners will involve students in piloting the products, in international exchange and virtually in between project activities. The enormous impact of energy transition will mean that the traditional group of VET students will no longer be sufficient to cover all the industry’s needs for trained staff. Additionally, we shall be targeting new target groups through upskilling and re-skilling, thus investing in life long development for those who are already working, but also for those with a distance to the labour market. This inclusive concept means that the materials developed in the project will be used both in regular VET and in in-company and commercial training. In contrast to many other projects, we shall also take along level 2 students, since they are the most vulnerable on the labour market. The project will involve developing innovative pedagogies and methods for learning and teaching in the field of energy transition. Hybrid education as it is developing requires different forms of project-based learning. Most partners have already been experimenting with these. The added international dimension will give a boost to this, since partners will be able to use each other’s inventions and innovations. We’ll be building on concepts already developed, such as Energy Transition Houses, forms of hybrid education and project based learning, involving co-creation of education and industry. The networks already in place will be informed about the project and asked to contribute actively. VET teachers will be better equipped to train future students, companies will benefit from innovative approaches of training and upskilling staff for rapid developments in energy transition. It is inevitable that education should take steps to train the work force of the future in an innovative manner, contribute to public awareness of energy issues and contribute to upskilling and reskilling of employees and the unemployed. In this project we shall be doing just that in a European dimension. Seven VET partners from four European countries (The Netherlands, Germany, Denmark and Spain, Basque Country included) will cooperate closely to move this topic forward by educating teachers, students and the general public about energy transition, using modern didactic methods in a hybrid educational environment, joining forces of education and business to contribute to upskilling, reskilling and innovation. Levels 2 through 5 of VET / HVET will benefit from this.