Over the years, Education for Sustainable Development (ESD) has been evolving and been adopted across all levels of formal education while gaining the interest of non-formal education. However, in most cases the approach is sporadic and disjoint; that is, the curricula promoting ESD do not reflect the way various educational institutions are run, while the connection with the surrounding community is not prominent. What is needed is an approach that brings together all these different components into a holistic functional unit that is more in line with the systems thinking promoted by ESD. This approach was formerly referred to as a Whole School Approach, but with the need to extend ESD beyond schooling, the term has changed to Whole Institution Approach (WIA). SUSEDI targets all Educational Institutions (EIs) and aims to transform them by supporting them to adopt the WIA. The term EIs refers to any institution offering formal or non-formal learning, independently of the level.The aim of SUSEDI is to support EIs to adopt the WIA through a series of transformational steps, and to certify them on achieving milestones. Additionally, SUSEDI aims to develop the sustainability competence of educators/leaders/administrative staff as their role is critical for institutions in terms of adopting WIA. The main deliverables of the project are an open educational resource for the development of the sustainability competence of EIs personnel, the methodology guide “Route map for the transformation of Educational Institutions into WIA to sustainability” that will include steps to transformation and proposed activities in the pillars and domains of the systemic framework for WIA to sustainability, as well as a certification standard aligned with ISO for EIs to certify their transformation into the WIA to sustainability in three different levels: Awareness, Into Action and WIA to Sustainability. SUSEDI will produce 15 deliverables and will benefit directly 240 educators and 52 EIs.

The HABITABLE project aims to respond to the challenges and needs of the Habitat sector in terms of skills shortage and mismatches derived from the digital and green transition, improving the responsiveness of the VET systems to these changes while promoting inclusion and equity in education. To this aim the project will co-create a Platform of Centres of Vocational Excellence for Sustainable Habitat, building a 'skills ecosystem' together with a wide range of other local and regional partners, working also with centres of professional excellence in other countries through networks of international collaboration. GENERAL OBJECTIVES:1.Lead the green and digital transition of the Habitat sector by developing a transnational cooperation platform of CoVEs and a Skills Strategy, aligned with the SDGs.2. Implement Skills Intelligence for the Habitat sector3. Boost quality, digital, green and inclusive Dual VET, WBL and apprenticeship4. Support the creation of business-education cooperation partnerships5. Provide labour market relevant skills including those necessary for the green and digital transitions6. Design innovative learner-centred teaching methods supported by digital tools and XR technologies7. Provide access to innovative curricula that focus both on technical skills and key competences8. Support upskill and reskill of adult learners and SME employees for the green and digital transition 9. Implement a system for certification of Micro-credentials 10. Support career guidance and promote social inclusion, equity, and equity in education11. Foster transnational mobility for VET educators and learners.12. Create new spaces for international cooperation and innovation13. Provide policy recommendations to implement regional and local strategies to raise upward convergence of CoVEs.14. Maximise the impact of the project, further use of its products and mainstreaming of its results.

NEARVET produces an innovative mechanism of systematic inquiry and development of Applied Research in VET, by drawing upon state of the art methods in the co-creation and validation of applied research local innovation eco-systems. It addresses a question that is often left unaddressed - 'if applied research in VET is critical - who are the applied researchers?', therefore defining its target group within the European community of VET practitioners and companies. NEARVET will reach out directly to +200 among VET practitioners, local companies and academic staff and +500 through the Community of practice.NEARVET will realise its ambitions through an interdependent, highly participative work programme, that will:(a) elaborate a methodology concept, within which it will draw upon state of the art methods in the co-creation and validation of applied research methods in VET through andragogical philosophies and user-led and user-validated methods and techniques (b) identify, define and specify the competences required to act effectively in the performance of applied research in VET, including the elaboration of standards and the performance criteria and attainment levels in relation to knowledge and skills to conduct effective applied research in VET (c) provide and nurture a community of practice rooted in a wide and relevant network, fostering exchange of knowledge and innovation through applied research and collaboration between VET practitioners, stakeholders, employers, enhancing VET’s role in innovation, research and development across the EU(d) co-create and validate a set of practical resources and methods, through the establishment and facilitation of a digitally-enabled transnational platform and Hub(e) a comprehensive legacy framework, supporting transferability and sustainability in a long-term perspective, including the exploitation of its results in 5 additional countries in addition to the 6 involved in the proposal.

The project aims to develop an eco-system supported by a digital platform for the Acquisition and Assessment of Digital Competence with the use of micro-credentials on the 5 digital competence areas as per the DigiComp framework. The platform will be open to the community and will be sustained by the community. Central to the project, is the analysis into LOs of the descriptors for the 5 competences which will be the building blocks for micro-credentials. The platform allows educators to contribute with learning content and assessment questions to the platform, where both (content and assessment questions) are linked to micro-credentials. The system will assess the quality of the contributions using a peer review methodology, statistics gathered by the system and users’ feedback. Learners wishing the issuance of micro-credentials, will be able to take a personalized assessment for a Digital competence area (1 to 5) they wish to assess and they will be able to state their preferred technologies (software, apps, Operating Systems they use daily). The system will deliver a Micro-credentials Transcript for the assessed competence, a learning path along with suggested short courses that deliver those LOs still pending (micro-credentials not issued). The user will have the option to save the issued MCs in a Digital Skills Wallet. The learner can take the assessment on multiple occasions. The system will check the user’s Digital Skills Wallet, where micro-credentials already issued are stored. and will provide those questions aiming to assess credentials not issued yet. Main Deliverables: 1)The Digital Skills Wallet platform2)A Guide for developing questions and courses with micro-credentials3)A framework for the development of an eco-system for the Acquisition and Assessment of Digital Competence with the use of micro-credentials4)Large Scale Pilot test of the DSW platformNumber of Deliverables: 12

EMSA supports three VET providers from third countries not associated to the Programme in the development of programmes (including their validation) to be offered to their learners on Key competences (as stated by European Reference Framework 2018) and Entrepreneurial Mindset (as presented in ENTRECOMP framework). As far as the ERF is concerned, through EMSA, 6 out of the 8 competences will be developed. The main objectives of EMSA are: 1. Develop cooperation between six vet providers in the areas of ERF and ENTRECOMP but also in the area of development and validation of key competences 2. Iimplement together the whole cycle of 2 VET programmes (from the design, to the evaluation and validation) 3. Co-design, co-develop VET curricula and materials for the 6 (out of the 8 competences) of the ERF and the 15 competences of ENTRECOMP and to align them with a specific EQF Level (level 5) 4. Develop the competences of VET providers of third countries (not associated to the Programme) on the design of curricula and materials as well as the specific frameworks (ERF and ENTRECOMP) 5. Co-develop assessment tools for ENTRECOMP and ERF curricula to be used for the validation of the non formal learning provided to the learners 6. Develop and validate the competences of the learners 7. To empower the VET providers in the third countries (not associated to the Program) through the implementation of capacity building activities such as workshops, training of master trainers etc. and 8. To promote this capacity building results to other VET providers in the countries of the consortium as well as outside the countries of the consortium. The above objectives are achieved through a process of co-design, co-development and co-delivery of the training programmes on ERF and ENTRECOMP as well as co-development of assessment and implementation of the validation process. Partners participate in joint workshops as well as joined learning activities that also promote the capacity building.