"LEARN-EER, “Mutual Learning for Energy Efficient Retrofitting” is a project addressed to the training of professionals of the building sector. Competences and skills required in new employment opportunities related to Energy Efficient Retrofitting of existing buildings (EER) are relatively new, and were not required 10 years ago, neither included in curricula from last 30 years. Therefore EER is not an already acquired knowledge and skills among professionals (including architects, engineers, installers, building managers among others). That’s why innovative and professional training around EER is needed. But a different approach is needed to train EER workforce, more dynamic and able to integrate good practices and new methods into daily activities, based on participatory approaches and ICT-based. In this sense the Peer to Peer(P2P) learning approach is a wise solution to develop a more flexible and open environment for accessing to this training needs. The main objective is the development of an active learning platform for the building, energy and retrofitting sector’s professionals, aiming to improve Energy Efficiency in the Retrofitting of buildings (EER). The operating philosophy of the platform is based on the ""peer to peer"" or mutual learning methodology, i.e. the target groups may act as learners and trainers, sharing specific content through the platform. The platform is addressed to professionals and final-course students (future professionals) of the building, energy and retrofitting sector. In order to properly reach target agents, the necessities these groups manifest will be identified, as well as hindered barriers regarding the peer learning approach and the knowledge shared itself. The project has been developed and implemented by a strong mix of 6 complementary institutional profiles including VET providers, experts on energy efficient retrofitting and development of ICT learning solutions. The blend of institutional skills and experiences across the partnership has ensured that each of the identified IOs have key, experienced organisations driving project activity forward. Report Form Convocatoria: 2016 KA2 - Cooperación para la Innovación y el intercambio de buenas prácticas ES The project developed 3 distinct outputs:- O1: Output Title Skills Framework for Energy Efficiency Building Retrofitting, which aimed to support the implementation of the LEARN-EER platform and guarantee itsimpact by developing a framework addressed to the Energy Efficiency building Retrofitting (EER) sector barriers and its value chain agents.- O2: EER Peer-Learning Platform development, this output focused on the development of the platform, including the definition of the requirements on functional level of theplatform, the learning objectives and the methodology to build up and optimize the platform.- O3 Guidelines and User Support, developed targeted guides, manuals, recommendations and supporting material for the stakeholders: Guidelines for Peer-Learning,Guidelines for Expert Moderation, Guidelines for VET Organizations and a Policy Brief.A total of 10 Multiplier events took place, with over 275 participants.The activities were supported horizontally by project management and quality management. A dissemination strategy was developed with its related materials, and activities executed. An exploitation plan underpins the steps for sustainability and exploitation of results. A management handbook, quality plan, 2 quality reports, an exploitation plan and an impact evaluation are related results. Also a dissemination strategy with an extensive set of dissemination materials and a dedicated website were developed. With regards to the impact, the impact evaluation demonstrates that the expected impacts on participating organisations, direct and indirect target groups and other relevantstakeholders have been reached."

<< Background >>EntreComp the EC common reference framework has 3 interrelated and interconnected competence areas made up of 5 competences, which constitute the building blocks of entrepreneurship. Financial literacy is one of these essential skills. Extant literature indicates that many people worldwide lack adequate financial literacy skills, and suggests that the financial crisis is a result of poor financial management and decisions (Atkinson & Messy, Carroll, 2012; 2012; Lusardi and Mitchell, 2014; OECD, 2008). For this reason, calls have been made for including financial literacy in the compulsory education curriculum. OECD PISA surveys ( measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges) conducted in 2015 and 2018 assess the extent to which 15-year-old students, have acquired key knowledge and skills essential for full participation in modern societies. The surveys highlight students aware of financial concepts are taught by parents not schools .Partners conducted preliminary analysis to identify national needs and priorities with regards basic entrepreneurship. Not all schools have a curriculum related to building entrepreneurship skill basics yet all are equipped with devices allowing them to access a wide range of support materials and to aid delivery in the classroom. Education has been indicated as a solution in building tomorrow’s entrepreneurships skills with EntreComp implemented as the educational guideline. The overall aim of the chosen partner mix is to build outcomes that will support the modernisation of Europe's education systems and contribute to the building of tomorrow’s entrepreneurs.Pre-COVID discussions between partners relate to the framework of the current proposal -partners have always believed in the OECD's Principles and Good Practices recommendations . During COVID, the need for the BUILDENT was highly accentuated as schools fell back on their standard curriculum hence non-academic subjects such as basic entrepreneurship skills were/arebeing left on the back-burner. Furthermore, partner schools realise the importance of animating these basic core skills so by liaising with professional entities related to entrepreneurship .While some countries have introduced financial education into the curriculum, the degree to which students are actually exposed to this element of entrepreneurship differs from what the curriculum provides. Indeed, the OECD recommends the development of skills to manage discretionary funds which BUILTENT will seek to address through its gamificationBUILDENT will support and reinforce the development of key competences for individuals throughout life and follows the Entrepreneurship Competence Framework which supports competence development to grow entrepreneurial capacity, one of the key policy objectives for the EU and Member States. It will strengthen the learning impact by promoting remote learning contexts which has become a reality in today’s world It will build practical skills for tomorrow’s generation by giving basic entrepreneurial concepts and financial knowledge skills and the ability to manage economically, stay within a budget, the ability to be responsible and taking responsibility. Through its gamification and animated videos ,BUILDENT will give students a visionary explanation , promote flexible thinking in a realistic scenario and build the desire to learn and develop their self-esteem.By supporting the young generation in their financial and investment choices, BUILDENT is in line with recent European recovery efforts in buildings skills to support the COVID-19 recovery and support the integration of young people into the labour market.. BUILDENT aims to improve the quality, supply and accessibility of entrepreneurship skills by providing a low barrier learning programme with a set of key competences vital for business survival.<< Objectives >>BUILDENT seeks to develop key competences, by establishing good practices for better support of educational staff in their tasks and improving their education, for updating assessment and validation methods and tools, and for introducing new and innovative forms of teaching and learning needed for personal fulfilment, employability ,socio-educational and personal development, as well as participation in civic and social life. As a tool, it seeks to improve both digital and entrepreneurial competences motivating more young people and their teachers. BUILDENT will support the development of a high-performing digital education ecosystem, by exploiting the opportunities for both teachers and learners through digital to implement a teaching model that offers interactive dynamic educational resources with focus on entrepreneurship and be able to turn the obtained knowledge into practice and transfer to daily life and use. It will provide high quality instruments and tools for education for entrepreneurship development and increase the collaboration between teachers and school staff, following teaching methods, planning and implementing different activities, in order to offer the framework in teaching activities It will support the Entrepreneurship Competence Framework supporting competence development to grow entrepreneurial capacity, one of the key policy objectives for the EU and Member States. As a learning programme in the field of school education and learning with emphasis on continuous student development, it will focus sustained collaboration between entrepreneurship experts and schools for the development of an entrepreneurship -based toolkit. Accessible at any time it aims at providing a flexibility to teachers by preparing a curriculum, PowerPoints and a toolbox of information and ideas and their students that can follow online.BUILDENT will provide on-line learning for those who are active as teachers, trainers and mentors, for the acquisition of entrepreneurial -related skills , an essential element of the BUILDENT project. Working with the stakeholders is crucial to develop the project toolkit. To ensure that BUILDENT follows the EU priorities related to the development of key competences, partners have already established commitments and support from social partners, companies, chambers and VET providers, in line with the objectives of the project. The partnership includes actions of cooperation with players in the research and innovation sector, civil society as well as in the private and public sector. BUILDENT will also address the challenge of giving the required tools and change the Instructor–led classroom teaching model from a‘one–way teaching model’to a computational driven teaching model that offers learners different interactive dynamic educational resources. The project will be addressing the needs of secondary school students empowering their awareness and action as responsible citizens. Besides addressing a topic necessary ‘citizen’ growth development , students will develop skills in practical mathematics Through its gamification and animated videos ,BUILDENT will give students a visionary explanation , promote flexible thinking in a realistic scenario and build the desire to learn and develop their self-esteem.Students will acquire the knowledge and skills to build responsible financial behaviour throughout each stage of their education. Through the project, educators and professionals will be given the tools to teaching students the value of financial planning and entrepreneurship skills. It will also address the challenge of making teachers digitally ‘literate’as it will help teachers realise that they can contribute to content in their respective fields by accessing new teaching materials , pedagogical methods and improving skills and competences through practice using the gamification in order to develop didactical approach.<< Implementation >>The overall results of the project will be achieved through the project activities through the development of the four project results,interconnected, as the results of intermediate activities will lay the foundation for the consecutive steps, the organisation of 9 Multiplier events , the dissemination, exploitation, impact and sustainability activities, project quality and risk management and proper implementation and feedback. The project outputs will be better defined further in this application . Project activities are all aimed to shape relevant and transferrable Project results, toward the dissemination of entrepreneurial thinking and competence . The work plan is organised on a 24 months basis, tasks and roles have been agreed among partners already at application stage in order to enhance each organization experiences and knowhow, as well ensure that all project objectives will be achieved at a high quality standard. All partner roles & tasks have been distributed logically according to their specific expertise and experience. All partners will support PR leaders, perform assigned tasks, conduct multiplier events, disseminate actively project and outcomes. All partners will host a multiplier event and support P1 in its additional online European-wide final event. All partners will be responsible to conduct high quality activities and maximise impact towards the target groups and stakeholders.. The project will kick off with an in-depth assessment activity to analyse the existing situation and training needs, as well as the potential effectiveness of e-learning and online tools used for the training path. Once the content in finalised partners will ensure that these are effectively translated into their own language for pilot testing that will be organized at a latter project stage, i.e., after the development of the training contents. They will test the developed outcomes assess through evaluation questionnaires to have evidence of potential problems detected, as well main positive points of the material created. The project will undertake dissemination and exploitation actions to answer student needs. PR 3 also includes the preparation of animated videos that will be built on the learning programme .. At least 8 videos will be prepared and available for viewing and as a tool to teachers with professional voiceover in the 7 languages . A game built that aims to ensure students have understood the learning content and that will elaborate their ‘entrepreneur skills’ in their everyday life realistically looking into an investment in their studies, and calculating ROI.The realisation of the training course is based on the results of preliminary studies carried out by partners at the proposal stage. Therefore, during the first project steps, partners will conduct an in-depth assessment that will establish a first contact with the target group and re-organize the results of needs analysis already collected. The course will contain materials for e-learning training (manual, modules and units) and educational games and supporting tools for the e-learning part which will be developed during the second output. The training contents will be available in all the study languages of the consortium to allow the highest number of people to benefit. This will also help further exploitation of the contents tested during the assessment Several additional results are expected to be developed during the lifespan of the project. to enhance project progress to secure quality and external purposes<< Results >>BUILDENT is organized in 4 PRs Pr1 The training course will be achieved through 2 main steps characterized by research aimed at improving the analysis already carried out by the partners and focused on defining competence and training units necessary to develop the profile. The training modules twill be based on the results .Partners will conduct an in-depth assessment that will establish a first contact with the target group and re-organize the results of needs analysis already collected. The course will contain materials for e-learning training and educational games Supporting tools for the e-learning part which will be developed during the other 3 Project Results PR 2 A game will be created as practise with the scope to clearly move away from theorical approaches .. Moreover, teachers and staff guidelines will be created on how to use the game so that teacher can guide and support pupils in a ‘learning-by-playing’ scheme.PR3 Animated videos will be used as support tool. They will complement the eLearning tool to facilitate a deeper understanding of the topics. Partners believe that these will impact motivation in the learners As a visual tool they will help overcome the difficulty to engage students and are a easy tool for dissemination purposes.PR4 will start with the construction of the Smart Learning Environment space This task will include learning objectives, subject matter analysis and content and will address assessment instruments, exercises, lesson planning and multimedia resources selection. Once the materials will be ready all the information will be transcribed on the platform. The platform will also host two main learning features- A quiz and a training path . Through the piloting of the project , teachers will acquire new educational, pedagogical and technological competences, learning how to plan an e-learning course for their students. The expected results for the BUILDENT project are-An understanding of the skills required by students in relation to financial tools in order to improve their understanding through methodologies, techniques, practices and tools-A learning outcome-based approach with particular reference to ongoing competence assessment processes-To implement remote learning contexts through- a training model and contents targeted to teachers online in languages, English, Dutch, Portuguese, Spanish, Italian, Turkish, Lithuanian free to use-Dissemination and Exploitation strategy and events to raise awareness of how attaining skills in financial tools is essential to building entrepreneurial skills and omitting this knowledge can lead to entrepreneurial failure to reach stakeholders across Europe.This will be achieved by the joint efforts of all partners, third parties and stakeholders, through the development of specific tools addressing the needs by:1.An in-depth assessment to highlight difficulties of the target group2.A training path covering all the main and common aspects of digital tools for the recognition and transparency of the learning outcomes achieved 3. Guidelines for teachers towards the implementation of the skills learnt and exploitation of products, towards more entrepreneurial growth 4. e learning quality digital content using infographics, presentations and animated videos developed under the SCORM loaded into a Moodle Learning Management System wherein a user name and password can also be available on request and accessible at any time so that learners can progress through the coursework as required and schools can follow up on their progress. 5. Animated Videos for Innovative teaching practices and Learning Management systems (all languages ).6. Gamification targeting students to relate what they have learnt in real life practice (all languages)

<< Objectives >>SUSE wants to fight youth unemployment and socially include youth in the community. Through innovative entrepreneurship learning we will inspire youth and youth workers to focus on entrepreneurial elements of future employment, since it will activate intrinsic motivation, critical thinking and voluntary participation. SUSE will bridge the gap between businesses and youth and focus on the SDGs. SUSE will inspire youth workers to use digital skills in their current teaching methodology.<< Implementation >>The activities are described in the WPs and are the tangible outcomes of the project. WP2 is the development of a practical curriculum for youth, focussing on social entrepreneurship, the importance of the SDGs & a business model. WP3 is the development and implementation of a digital coaching manual for youth workers, focussing on how digital skills can be helpful in teaching. WP4 is the development of a handbook on pitching competitions & also the organisation of such a pitching competition.<< Results >>We envisage an impact among the youth who will be re-connected again with peers & the local community, using social entrepreneurship skills & motivate them by receiving qualitative education. Besides the previous mentioned results there are additional outcomes; - Stronger network among the target groups. - Increased usage of digital tools to educate youth about the chances of entrepreneurship, related to the SDGs. - Local awareness of the project and increased involvement of local stakeholder

Engineering education is a combination of theory and practice. The practical education is mostly given to students by engineering laboratory hours, by projects and rarely by ICT tools. Engineering laboratories may be hands-on labs with real instruments, simulated or virtual labs; remote or distributed learning labs or a mixture of all above.The need to increase the integration of digital interactive learning resources to pedagogic strategy has been clearly established at European level: the EU-wide framework for education and training includes the priority, “improving the quality and efficiency of education and training”, and the HEI Modernization Agenda, recommendation 11 states, “HEIs should support their teachers so they develop the skills for online and other forms of teaching and learning opened up by the digital era”. There are wide benefits for investments in the uptake of technology in education, on the student side. By engaging with more complex digital learning platforms in the classroom and beyond, students will be better placed to become productive, innovative employees or entrepreneurs. The aim of ESCOLA is to develop a new supportive digital learning environment for engineering laboratory classes to help students to understand and evaluate engineering applications in practice. This learning environment is designed and introduced for engineering teachers who use laboratories for their courses, so that they can efficiently improve the quality of learning experience for students with the help of visual and interactive tools. The environment is based on an extensive desk study and research based on available sources, assessment of them from pedagogical and technological viewpoints, a needs/capacity analysis to understand the background and needs of the users and a well-defined methodology constructed by the framework. The designed and launched learning environment is presented by learning activities, multiplier events and piloting sessions, the feedback driven from the end-users and beneficiaries were considered and necessary updates were made on the beta version. The project is carried out by a balanced consortium of 7 partners from Turkey, Bulgaria, Denmark, Ireland, Poland, The Netherlands, and Spain including universities, research institutions, SMEs and foundations. All partners have valuable networks, access to dissemination platforms and relations with higher education institutes in their region so that the realisation and dissemination of project results were facilitated. In the long term, the ESCOLA learning environment will be more adopted as a strategy for course development by the lecturers, laboratory experts and university administrations. It is obvious that in the future the outcomes of this project may also be extended to other subjects, education levels or to other target groups such as VET or other technical education training programmes.

Digital technologies are quickly changing education and is bringing many opportunities for schools & training organisations, impacting what, where & how education is delivered. However, the adoption of these technologies remain slower than seen in other industries. One study by the European Commission (Survey of Schools: ICT in Education) found that only 25% of students in the European Union are taught by digitally confident and supportive teachers, while another study by the OECD found that 56% of teachers report that they have “moderate to high development needs” when it comes to using technology at work. In addition, teachers fail to appreciate the digital opportunities which exist and those which are due to open up in the near future. Building the digital skills of teachers & students is a vital step in actually benefiting from technology in education. Various teachers are ready to accept the wave of digitization but more effort still need to be exercised when it comes to teacher training. Outmoded teaching and training methods need to meet with 21st century teaching & learning trends. The IDEAL project aims to help educators, teachers & trainers in (in)formal adult education to understand & put digital education into practice. IDEAL will promote modern pedagogies, training methods & teaching practices, and develop learning materials and tools that support the effective use of Information and Communication Technologies (ICTs) in education & training. As a result, the project will promote digital literacy, skills & inclusion for both teachers & learners. The IDEAL project will be executed by a partnership of seven organisation from 6 different EU countries: - Enseña (ES), a training center for employment providing training services to contribute to the development and qualification of both workers & companies. - Eolas (ES), provides services & support to all enterprises, organisations & entities with demands in the field of the design & management of projects. - Inqubator Leeuwarden (NL), provides training & coaching to starting companies to firmly establish their business and to help them maximise their personal growth. - Expontential Training & Assessment (UK), is working with learners in over 50 countries undertaking professional development & qualifications in management & leadership, coaching & mentoring, business support & management consulting. - CrystalClearSoft (EL), expert in e-learning, develops its own learning tools ranging from e-learning platforms offering personalised learning environments, serious games, simulations, immersive environments etc. - North-East Regional Development Agency is authorized as provider of training & education by the National Authority for Qualification and carries out this activity under their North-East Regional Studies Center (CRS). - Eurocrea Merchant (IT) is a consulting & training company that aims to improve the competitiveness of the European society through business development, training & creation of transnational partnership. The project uses a clear, complete & high quality methodology, including the 3 phases: 1. Strategy (activities Preparation & Research) 2. Development, Implementation & Testing (activities Development & Alpha testing, and Implementation & Beta testing) 3. Review, Finalisation and Dissemination (activities Review & Finalisation, and Dissemination) What makes this project innovative is that the IDEAL project aims to provide a complete package of materials and tools which has been divided into steps that are built on a very logical succession and therefore form a whole. The following results will be developed in the IDEAL project: - IDEAL Campaign (IO1) to inform and convince educators, teachers and trainers involved in adult education about the opportunities and benefits of digital education - IDEAL Teacher Manual (IO2) describing step-by-step HOW digital tools and ICT can be implemented in their teaching practices and strategies - IDEAL Toolkit (IO3) that provides teachers, trainers and educators with a comprehensive toolkit that offers the best digital & modern tools to use and easily, quickly and directly implement in their course or training - IDEAL online platform (IO4) to make the materials easily accessible & free of charge The IDEAL project expects to have an impact on: - Teachers & learners in adult education as IDEAL will lead to professional development - Organisations involved in adult education (including the project partners), as through the project, organisations look at how digital technology can support the development of new training and teaching methods and improve the effectiveness and impact of courses. In addition, IDEAL will contribute to the development of modern & digital education focused on 21st century skills. It will also change the perceptions of the importance of digital skills. Finally it will also fight EU’s crisis of shortage of employees with digital skills.