Industry 4.0 is completely transforming the manufacturing sector in EU imposing its principle of digitalization of industrial processes. As a result, the new cyber-physical production systems have a high impact on the labour force, especially on technicians and engineers. They require new hybrid “humans-machines” teams, where technicians and engineers should analyze big data, simulate production lines, coordinate robots, diagnose/repair complex automated systems. However, data show that industry employees are not ready to face the above new realities since they lack the “right” knowledge/skills demanded by the new industrial environment, i.e. appear underskilled, thus limiting their employability prospects and access to quality jobs. The Skills and Jobs Survey highlights that 43% of adult employees have recently experienced changes in technology they use at work and 47% have seen changes in their working methods. About 1 in 5 considers it very likely that several of their skills will become outdated in the next years.Taking into account the above needs, their relevance at European level and emergency at regional level, as well as the high demand of flexible continuous TVET on behalf of companies within the partner regions, a consortium of 4 universities, 4 Chambers of Commerce and Industry and a VET provider from BG, GR, PL and RS was established so as to develop an Active Learning Community for Upskilling Technicians and Engineers in the sector of Machine Building and Mechatronics.INTELLECTUAL OUTPUTS1.Elaboration of an on-line questionnaire and conducting a survey on the skills deficit of technical and engineering staff in the sector of Machine Building and Mechatronics 2.A Partnership Report based on the findings of the skills deficit survey 3.An Active Learning Community Platform and its mobile application as an Open educational resources database:•Course curriculum, course materials in the form of PP presentations, additional internet resources, industry-related problems to be used by both VET teachers and learners•Problem-based platform – industry-relevant problems to be used by VET teachers and learners as assignments for practicing in the Learning Factory•Tutor and peer-to-peer support in the form of a discussion forum•Assessment area for assessing the gained knowledge•Questionnaires to measure impact on target groups4.Curriculum for upskilling technicians and engineers in the sector of Machine Building and Mechatronics. 5.14 course materials (PP presentations, industry-related problems, additional internet resources and teacher’s guidelines for each course) as open educational resources for technical and engineering staff employed in the sector of Machine Building and Mechatronics, based on blended and active learning.6.A Partnership Report based on the findings after the pilot testing 7.Webinar on Active Learning for VET purposes so as to boost VET teachers’ competenceMETHODOLOGY- Follow the PMBOK (Project Management Body of Knowledge) guide, in particular the management loop “initiate and plan, execute, control and close”- Quality planned, incl monitoring and evaluation- Pilot testing for validating IOs- Sharing experience and responsibilities within partnership- Joint development of IOs based on teamworkIMPACTTechnicians and engineers•Upskilled STEM, in particular in particular technology and engineering skills •Improved generic skills such as analytical/critical thinking, problem-solving, communication•Easier access to TVET learning platforms (Internet-based and mobile) that best match their learning styles•Easier access to educational resources to be used for upskilling•Ability to quickly and adequately respond to Industry 4.0 fast technological changes in the respective industrial sector •Opportunity for securing their positions within the company and future career development •Opportunity for building a “culture of learnability” in the long runVET trainers•Improved teaching competence by mastering active learning techniques and strategically using ICT •Ability to better motivate learners•Easier access to TVET resourcesCompanies in the sector •Better awareness of the specific TVET needs of their engineer•Upskilled technicians and engineers ready to respond to the fast technological changes in the sector•Opportunity to adequately meet the demands of Industry 4.0 in the long run•Potential of higher economic growth in the long runVET providers, including universities and Chambers•Better awareness of the specific TVET needs of the engineering and technical staff employed in the sector •Access to TVET learning platforms that best match learning styles of end-users•Access to educational resources to be used for upskilling•Opportunity to train their VET teachers on active learning tools•Opportunity to provide TVET to companies that matches the demands of Industry 4.0 and the specific learning needs of their employees.

<< Background >>According to UNESCO-UNEVOC, the introduction of entrepreneurial learning in VET institutions is an effective and practical means of cultivating transferable skills, that are essential and in high-demand, in a constantly changing world. In this context, the European Commission has published the “Entrepreneurship Competence Framework” and has highlighted the value of entrepreneurial competences in the Skills Agenda, so as to raise consensus about entrepreneurship education. Nevertheless, the VET system is yet to adapt, so as to promote the competences that graduates will need to be equally integrated in the labour market. In addition, the competence of entrepreneurship, as well as the entrepreneurial readiness among VET graduates is low, as only an average of 32,6% of VET students participate in entrepreneurial learning programmes, that in most cases are not a compulsory part of their studies. Based on the above and in a logic of lifelong learning, the following needs (Ns) are created:N1: Upskilling of VET graduates so as to be capable to launch their own business, and to ensure their equal and seamless access to the labour marketN2: Transformation of the training system, in terms of entrepreneurial capacities N3: Design and development of resources and good practices for the active support of VET students in entrepreneurial initiatives (entrepreneurial methodology tools, networking opportunities, hackathons ect.)N4: Inclusion of the fostering of the entrepreneurial spirit in VET, in mainstream policies.<< Objectives >>This project is focused on the fostering of the entrepreneurial spirit among VET students, so as to improve their integration in the labour market. This will be achieved through the:•Upskilling VET staff and teachers on key entrepreneurial skills and competences (Result 2)•Improvement and update of the operations, procedures and practices of VET institutions, in terms of entrepreneurship, based on the Model Institution, to be developed in EntreVET (Result 1). On this basis, the main objective of the EntreVET project is to create an open and entrepreneurship-friendly environment in VET institutions, which will enable VET students to start new business ventures and start-ups and improve their employment opportunities, within the EU labour market.In order for this objective to be achieved, two specific objectives are set, that cover the two levels of action to be undertaken, during the EntreVET project. In detail, the first specific objective is to boost the entrepreneurial skills and competences of VET students, so as for them to be capable to engage in entrepreneurial initiatives. The second one, is to upskill the VET staff and teachers with key entrepreneurial capacities and competences, so as for them to transfer their entrepreneurial skillset to VET students, through their practices and working culture.<< Implementation >>A number of activities, procedures and steps have been planned to be implemented, under the EntreVET project. In detail, the partnership is going to:•Implement 3 Results, comprised by 13 Activities, where we are to develop1.One Assessment Tool, which will be comprised by an assessment and evaluation methodology of the entrepreneurial practices of VET institutions, as well as a certification scheme for the award of a label of entrepreneurship. The award will be received after both the evaluation of the VET institution in question and the upskilling of the VET staff and teachers, via the OER developed (see next point)2.One OER tailored to the entrepreneurial needs of the VET staff and Teachers, comprised by one core curriculum and two specializations (one for each type of learner, VET Staff/Teacher)3.One Policy Recommendations Report, which will be communicated with both stakeholders and policy makers. •Organise 4 Transnational Project Meetings, the first two (kick-off meeting and TP2) are to be held online, due to the restrictions of the Covid-19 pandemic, while the TP3 and TP4 are to be face-to-face meetings. •Implement a total of 4 Multiplier Events, to present and disseminate the project results to relevant beneficiaries and stakeholders, the forth one being a Final Conference in Brussels (organised by EVBB), so as to reach more policy makers at an EU level.<< Results >>The following results are being expected, during and after the implementation of the EntreVET project:R1: Boosting of the employability of VET students, via their upskilling on the entrepreneurial competences needed to become self-employedR2: Enhancement of the attractiveness of VET education, due to the improvement of the employability of VET graduates and the adoption of innovative practicesR3: Increase of the position of VET institutions in ranking systems, due to the adoption of entrepreneurial practices, through the evaluation and award of a label of entrepreneurial competencesR4: Upskilling of VET staff and teachers, through the use of innovative, e-learning material in the form of Modules, leading to better understanding of the entrepreneurial skills and behaviour R5: Increase of the entrepreneurial spirit among VET students, through their exposure to the entrepreneurial practices and support implemented by their institutionR6: Mainstreaming of the good practices of the project, at an EU level, through the reaching out to respective stakeholders and policy makers. Based on the above qualitative results the following tangible results are to be achieved:•One (1) Model Institution (available online as an interactive resource) of entrepreneurial capacities, covering the design, development and updating of Offices of Entrepreneurship of VET institutions (see R1/A1)•One (1) Assessment Tool comprised by an assessment methodology of the entrepreneurial capacities and a certification scheme for the award of a label of entrepreneurial capacity in VET institutions (see (R1/A2-5))•One (1) Core training curriculum addressed at VET staff and teachers on the topic of entrepreneurial behaviour and competences (see R2/A2)•Two (2) specialized training modules, based on a 2-dimensional approach, each one addressed to VET staff and teachers respectively (see R2/A3)•One (1) MooC platform, for the publishing of the developed OER (see R2/A4)•Ten (10) policy recommendations on the current entrepreneurial practices and needs of VET institutions based on the data of the Assessment tool (see R3/A1)•One (1) Final Policy Recommendations report, after consultation with stakeholders and policy makers (see R3/A2-4)

<< Background >>The whole fashion industry employs 4,7 million people, in over 797,100 companies, with a turnover of EUR 5,7 million (Source: COSME). Fashion is one of the most polluting industries on a global level. In the last 15 years, clothing production has approximately doubled. Large amounts of non-renewable resources are extracted to produce clothes that are often used for only a short period, after which the materials are largely lost in landfills or incineration (1). Several problems are identified, starting with the production of raw materials, which are sources of contamination, but also the production processes, with the use of chemicals and dyes, the transport, the use of clothes themselves, and washing, which is also source of contamination, as toxic fibres end in the seas, and finally, the end of products life. The currently existing linear system does not allow to take benefit of any type of economic advantage, it stresses the reserves of natural resources, pollutes and degrades the environment and ecosystems and promotes significant negative social impacts at the local, regional and global scale. The entire model of this industry must be transformed.The current trends toward sustainability in the textile industry consist in the gradual elimination of hazardous raw materials, the transformation of the way clothes is designed, the improvement of recycling, or the effective use of resources and the use of renewable textiles (not synthetic). However, those trends are still marginal, and considered “best practices” in a market largely dominated by the fast fashion and massive industry. Our partnership could observe among his public, made of entrepreneurs and workers from local textile small companies, the lack resources to face those challenges in an extremely competitive context. New skills are needed to follow forward and accelerate this transformation, also giving the new generation opportunities to integrate this ageing industry. More sustainable and resource-efficient business models not only helps protect the environment, but also provides competitive advantage by creating important cost savings and boosting innovation for sustainability. Indeed, while consumers are themselves asking for more environmentally friendly fashion products, the growth of online trading is changing the way businesses operate and consumers interact, generating new challenges and opportunities. Technological progress and consumer behaviour are at the heart of a profound transformation within the fashion industry, which needs to be encouraged with proper training. For SMEs from the fashion sector, this is to be translated in the following concrete needs observed: -Training to update the skills: education has an important role in the transition and response.-Business model: Entrepreneurs need to find sustainable and innovative ways of delivering and capturing value in order to meet existing challenges and emerging opportunities, with a particular focus on circular economy and digital economy.-Human resources: Attract new talents in a context of ageing workforce-Need for collaborationCovering those needs will bring small businesses of the sector major efficiency to transform management practices and their business environment, stimulating new business models and trading formats, but will also create new jobs with new skills requirements. (1) A New Textiles Economy: Redesigning fashion’s future Ellen Macarthur foundation – 2017<< Objectives >>The main objective of TECOFASH is to support a performant, competitive and sustainable European fashion industry, focusing on increasing the capacity of professionals from SMEs and start-up to turn their business toward circular business models and environmental and sustainable innovation thanks to transnational and intergenerational cooperation and training. Our training will consider the triple bottom line of Elkington theory: the economic, the social and the environmental as the three keys for sustainability. In detail, TECOFASH is presented as a proposal addressing 3 Specific Objectives (SO): Specific Objective 1: Awareness rising of experienced fashion entrepreneurs about their need for adaptation and innovation to make a transition toward new sustainable business models.Specific Objective 2: Development of new competences for youth and unemployed to apply innovation circular and digital schemes to the fashion sector.SO3: Intergenerational collaboration and peer learning among those two target groups so they can benefit from higher levels of knowledge, also contributing to attract a new generation of workforce in the sector. TECOFASH will be based on knowledge sharing and peer-learning for working fashion stakeholders’ up-skill in terms of business model innovation, circular economy, integrating channels and process innovation, cooperation and networking, digital improvement, sustainability and CSR, personal development, creativity, and entrepreneurial spirit, among others. To answer this challenge, our training proposal will focus on two pillars:-Sustainable and digital production processes, addressing the technical and operational aspects linked to the design, production, and distribution of fashion products, for instance how to reduce water consumption or taking care of the raw materials used. -Sustainable and digital management of a fashion company, that will explore how to turn the entire management system in a circular and responsible loop, including for instance cooperative management systems based on human and social responsibility.<< Implementation >>TECOFAH project brings together 7 partners from 5 countries and regions that are particularly concerned by the fashion industry: Poland, Italy, Spain, Lithuania and Greece while meeting the required skills to implement such action, with partners being business support organisation and representative of the textile, sustainable or digital fields. Together, they will address: -Experienced fashion entrepreneurs, needing to renew their skills and up-skills to develop further their SMEs toward long term sustainable practices, integrating digital, social, environmental and economic factors.-Youth, especially low-skilled youth or unemployed, providing them new knowledge, skills and competence in business management and business models in the fashion sector as a career opportunity. This group has informal high-level digital competences that might be used by the first group. -Supporting stakeholders for the exploitation and mainstreaming of the training to be developed. During this project, partners will implement the following activities: -Development of 3 training packages addressed to the experienced entrepreneurs, the youth and both together. They will also develop an e-learning platform to provide wide free access to the materials. At least 220 individuals will be trained during the projet life. -Piloting activities will be implemented where the two first target group will meet and increase their respective skills based on peer-learning and work-based approaches, being the method chosen for this project highly relying on interactivity and dialogue. At least 20 pairs will be created to test this method. -Sustainable events, that will be organized in each country at the end of the project as a way to promote the results achieved in a sustainable way. -ICT will be used as a catalyst for the project activities impact. -Our activities will be transnational, being in line with an international scenario for smart growth and sustainable development goals, from local individual actions to global impact.-And of course, all those activities will be supported by an efficient management system that will itself be designed with the idea of reducing the impact to the minimum, meaning fewer transnational meetings, more virtual meetings, a no-papers dissemination strategy, the optimization of online management tools, and a continuous reporting effort to spread our achievements.<< Results >>As a main result, experienced entrepreneurs are expected to raise awareness about the need for digital and environmental transformation while increasing their capacity of innovation. The youth and unemployed are expected to increase their practical knowledge about this key industrial sector, being able to develop new ventures/ find new job opportunities in this field, benefitting in the long term to the entire sector competitiveness. TECOFASH project intends, with the previously exposed objective, to present a training programme oriented towards the following outcomes:-Connect the companies from the sector with the younger generation, and attract new talented workforce towards this industry-Link representatives from the sector with training experts,-Be clear and open based, without conditions and free from constrains,-Focused on the main skills gap identified, being the production processes, the digital and green skills. -Make full use of the digital technologies and virtual collaboration to contribute to the up/reskilling of the sectorThis will be achieved through the production of 3 main results:R1 Sustainable and digital production processes The first output will be dedicated to the development of a training package addressed to both experienced entrepreneurs and youth targets with different level of complexity to address each one specific needs under a technical perspective, with a focus on products, sources of contamination and production. R2. Sustainable and digital management of a fashion companyThe second output will be dedicated to the development of a training package addressed to both experienced entrepreneurs and youth targets with different level of complexity to address each one specific needs. It will focus on managerial and transversal aspects related to the business models and digital and lean managementR3. Online cooperative platform:This result will create the expected dialogue between the two target groups and their collaboration toward sector innovation, with the final aim of attracting the younger generation in this sector. It will be dedicated to the development the training platform hosting the different training packages and the social modules for the implementation of the training and collaboration activities.Thanks to this, partners expect to achieve a significant impact at local, and further, national and European levels, supporting fashion SMEs to continue their effort to answer environmental and societal challenges and reach competitiveness and sustainability.

<< Background >>The circular economy is a socio-economic change, it is a change in the philosophy of functioning. In order to be fuel to the change, it is key to educate residents so that they are more aware that effective segregation or recycling depends on them, and consequently - care for the environment. Within the circular economy there are different areas of focus, all of equal importance and requiring the ability to take responsibility over decisions made, but with difference steps to follow. Looking at it from the biological point of view, the focus can be from bio-based through biodegradable to compostable. From the technological point of view the focus can start at maintenance through recycling and stop at re-using. This project will focus on the second point of view, dwelling into the issue of smart handling of waste. Ministries of Investment, Development or Entrepreneurship, depending on the country of interest, are responsible for the economy and its sustainable development, for SMEs and entrepreneurship innovation, especially technological innovation.The Consortium will work towards introducing solutions for continuous professional development, focusing on the concepts of waste management and smart use of resources. Through the analysis of current practices implemented by SMEs regarding circular economy, a guide will be written to support initial and continuous professional development of VET teachers, trainers and mentors in both school and work-based settings. Understanding the impact of decisions made and solutions already applied, will foster teaching others on the measures that should be taken. Employees of chambers of commerce, regional development agencies, local authoritiesand centres for entrepreneurship development, as well as VET teachers and trainers will take the role of supporting SMEs, entrepreneurs and start uppers to adopt circular assumptions as a priority. The latter will be induced to implement circular economy assumptions as a priority, taking responsibility over own actions, aware that they have an impact over the environment and the future.<< Objectives >>ObjectivesThe aim of the project is to raise awareness on effective waste management among employees of chambers of commerce, regional development agencies, local authorities and centres for entrepreneurship development, but also VET teachers, trainers and mentors. RAW will foster symbiosis and cooperation between municipalities and entrepreneurs disrupting stereotypical behaviours on handling waste. Inevitable is the fact that solutions should be introduced, on the one hand, forcing, on the other, encouraging businesses and entrepreneurs to increasingly implement eco-design in order to facilitate it and create conditions in which recycling will pay off. However, required are more conscious decisions, taking action from the early stage of a product’s life, starting from the design process, considering what will happen next, how the product will be exploited and whether any of its elements can be re-used in the future. Only then the circular economy strategy has a meaningful impact and isn’t targeted at an action that has already completed its life cycle – which is still usually the case in the realization of the issue among the society.The competitiveness aspect is also valid at the regional level. The regional level connected with circular economy solutions can result in either new or more business connections with other entities, increased turnover, faster and more ecological friendly execution of the supply chain, and being always ready even in the case of unexpected events (for example the request to fulfil a big order). More economically active business entities means richer regions, which can be seen in increased business operations<< Implementation >>The methodology to be applied in the RAW project is based on the ‘’Project cycle management” approach. This consists in implementing work in a number of phases so that the overall activities can be planned, organised, coordinated and controlled effectively and efficiently, to produce the required Project Results (PRs) at the right time, cost and quality. The project activities have already started with preparation to writing this proposal. The phases (PH) involved in our RAW implementation methodology are as outlined below:PH1: Planning Phase (already done)-State-of-the-Art-Review on circular economy, waste management and their use in SMEs;-dentification of target group representatives in each partner country to be invited to contribute via focused groups etc.- Identification of associated partners willing to support the project- Planning roles and preparation of drafts of project working papers, etc.PH2: Solution Development Phase-Design of Guide on circular economy strategies in business environment-Design of Circular economy awareness app media packPH3: Solution Implementation and Testing phase-Development of original RAW chapters training -Development of the RAW digital crash course - Testing of the ROW digital crash coursePH4: Solution Exploitation and Promotion phase- Setting up of RAW project website with preferably an '.eu' domain name- Setting up of RAW channels on social media- Design of Project Logo, leaflet & Multimedia Presentation- Design and development of RAW Digital Newsletters-Approaching European online communities like EPALE to explore using this for promoting project information to relevant stakeholders- Organisation of Multiplier Events in all partner countries;<< Results >>RAW will deliver two main results. However, with the division of results into a few activities, in fact the project expects to deliver more than two results. PR1: Guide on circular economy strategies in business environment The tangible result one (PR1) will be a methodological guide and digital crash course. PR1 will take the form of case studies by professionals already demonstrating a sustainable approach in their business activities and straightforward methodology tackling efficient waste management included in a guide on circularity. As whole, it will be the fundamental material for the implementation of the digital crash course. PR2: Circular economy awareness app This app will be a direct response for the needs of the target groups as specified earlier in this proposal. The target groups will also be in line with the overall description in the previous sections.The Circular Economy Awareness App will be composed of three main parts: learning pills, strategy maker and footprint tracker. The first part, learning pills, will be an extract of the entire course developed in the first result as an OER. In the app only the most important aspects will be included, highlighting the key messages and concepts. This part will be linked with seven topics of the OER, inviting users to access the full course online. Apart from the learning pills, each of the seven topics will have a short quiz that will enable users to check their knowledge of the specific aspects of circular economy.In work-based learning opportunities learners spend a large part of their training path at the workplace. It is therefore crucial that it offers learning opportunities enabling learners to develop skills, knowledge and competences effectively matching labor market needs.The innovative character of the RAW can also be seen in its structure and content. Instead of preparing a lengthy and heavy publication, the manual will rather serve as a trigger, “call to action” and eye-opener micro book.

H2Excellence aims to establish a platform of centres of vocational excellence (CoVEs) in the field of fuel cells and green hydrogen technologies that will forge a collaborative educational, training and development program designed to close the existing industry skills gaps. The CoVEs will bring together all key stakeholders such as universities, VET schools, industrial partners, and governmental bodies, forming strong links at European, national, and regional level. It is envisaged that different local clusters will be set up across countries with strong potential in the industry (e.g., PT, ES, FR, FI, PL, and IT), with foreseen extension across Europe and a joint focus on different aspects of the hydrogen value chain, from production to applications and cross-cutting issues. H2Excellence will create world-class reference points for training in green hydrogen technologies for both initial training of young people, engineers as well as for up-skilling and res-killing of adults, through flexible and timely offer of training for the skills needs of companies in the green hydrogen sector. The VET clusters will undertake activities such as developing transnational, joint curricula, and lifelong trainings; interaction with universities to understand the current state-of-the-art technologies; exchange of VET teachers, students, and staff; partnerships between companies and professionals; regional ecosystems mapping and integration within the national/regional economic and innovation ecosystems. H2Excellence brings together 24 partners from 8 different Erasmus+ EU countries (+ 1 international partner). Fully in line with the EU Green Deal goals and energy transition targets, the project intends to create the infrastructure necessary to embed vocational excellence in the European hydrogen sector, as well as to contribute to transforming the sector towards quality employment and career-long opportunities.