DEMETRA (Development of a Methodological Training for Company Instructors Providing Work-Based Trainings in the Plastics and Related Industrial Sectors) reflects on the emerging needs of companies in the plastics and related industries for employing young generations graduated at VET schools that are technically prepared and also motivated in working in the sector. Work-based trainings carried out by corporate mentors using a methodology suitable for generation Z could ensure better match between training and labour market needs and ease transitions to employment and hence also decrease youth unemployment in the field. To meet this end, the project partners carried out a work-based training for corporate mentors in the plastics and related industry to support them - on the one hand - to technically be able to adapt to the rapidly changing challenges in this industrial sector, and on the other, to motivate Generation Z’s commitment in the given profession and to make work-based training more popular by means of game-based learning tools. Therefore, our project’s main target groups were corporate mentors providing work-based trainings, younger generations graduated in vocational schools, entering the field of work – mainly in plastics and related industrial sectors, and VET providers and companies already providing work-based trainings or willing to introduce these. It was inevitable to involve VET providers’ leaders, trainers and teachers, trainees and students, companies and decision makers of the industry from more than one country to achieve a measurable improvement of the above mentioned situation at an EU level. The six members of the consortium have been selected in a way that all roles were represented in the consortium, supported by their professional networks: P1- TREBAG Ltd. (coordinator, Hungary) has significant practice in EU project coordination, development of training materials, and providing trainings and business consultancy activities; P2 - PEMÜ Plc. is a front-rank company in Hungarian plastic processing industry, carrying out work-based trainings for students as a daily routine; P3 - Hungarian Plastics Association is the co-partner of PlasticsEurope and also takes part in the work of Council of International Plastics Association Directors, assures the involvement of decision makers of the industry in the project activities; P4 - Babes-Bolyai University is the largest university in Romania with extended network of educational institutions and great experiences in carrying out surveys, elaborating competence profiles; P5 - IDEC (Greece) has an accredited lifelong learning centre and organises in-service training courses for teachers and trainers as well for students in vocational training and people in labour market, also an expert on ECVET and EQF and quality management. They also involve several associated partners that can utilise the results; P6 - Energom Ltd. (Romania) apply WBL, and this project supported this intention from the very beginning. P7 - A-OMEGA Ltd. represents the Slovak Plastic Cluster (as a main founder of it) having direct connections to large companies of plastics processing which carry out work-based training. Main results of DEMETRA: 1) Competence catalogue for corporate mentors/instructors based on a generation Z desk research and focus group interviews with students experiencing WBL methodology, with corporate mentors/instructors and with company leaders/executives of industry or education. 2) Training material consisting of a Guidebook, a Methodology with DEMETRA model, and a Case study collection which contains the best WBL practices in the plastics industry. 3) Training of corporate mentors/instructors was carried out in Hungary, Romania and Slovakia focusing on how to create and adapt gamification methodology as well as situational games methodology in WBL practices. 4) Pilot training, at which corporate mentors applied the new methods acquired in WBL in Hungary, Romania and Slovakia, supported by supervision process in Hungary. Moreover, two Joint staff events were organized – the first focused on the application of ECVET criteria in harmony with WBL and the second on gamification methodology and Z generation - where the obtained experience was organically integrated in the knowledge of DEMETRA modell of the staff of the partnership, moreover, the empirical results appeared in the second and third Intellectual Outputs as well.Additionally, six multiplier events and six transnational project meetings were organised for the demonstration of the project and its results. The partners also participated in several workshops, conferences and meetings. To ensure smooth project implementation, and the quality of the Intellectual Outputs, the project followed the PDCA method (Plan-do-check-act). Each result is available at the projects’ web page. The project needed to be extended by 4 months due to the COVID-19 epidemic.

"<< Background >>The RETOURN (REcovery TOURrism after Natural disaster) project, positioned in the field of pvocational training, was conceived in response to the lack of preparation and adequate knowledge by the figures operating in the tourism sector on risk management and the recovery of damage resulting from natural disasters such as earthquakes, floods, hurricanes and pandemics such as the one caused by COVID-19.Through the involvement of a heterogeneous and representative partnership of different categories such as the Chamber of Commerce, VET, University, Association, belonging to 5 Member States (Italy, Greece, Slovenia, Hungary, and Germany) the project aims to modernize the training offer for the education and professional training by developing a path of development of the skills and abilities necessary to facilitate and recover the touristic development more quickly in areas affected by natural disasters, thus creating the figure of the Tourism Recovery Expert.In the PHASE PREVIOUS TO THE SUBMISSION, 50 representatives of the tourism industry from all the involved Partner Countries were invited to respond to a questionnaire designed to understand the actual need for this training course (https://forms.gle/LuGvvTrtH8AGFBrS7). It is particulary significant that to the question ""in which measure do you believe that a natural disaster (from earthquakes, floods, to the current health emergency caused by covid 19) requires new professional skills in the tourism sector ""33% replied that it is absolutely necessary (5, on a scale of values ​​from 1 to 5), over 46% replied to be necessary (4) and 21% replied to be quite necessary (3); no value below 3 was recorded; concluding that for operators in the tourism sector it is necessary. In the same way, they were asked to evaluate which areas need to be re-skilled and the following were indicated: Tourism Risk & Crisis Management, Tourism revival & digital marketing strategies and Ethics of Tourism.<< Objectives >>The aim of the project is to structure, implement, test and disseminate the ""Recovery Tourism after Natural Disaster"" training program centered on tourism disaster management and the restoration of the tourist image after the advent of a natural disaster. This path will consist of:• Face-to-face teaching sessions,• Open Educational Resources,• laboratory activities provided according to the alternative didactic method of serious play, aimed at learning techniques and practices of emerging strategy making in complex, uncertain and ""disruptive"" contexts such as those that have suffered natural disasters.The beneficiaries of the training course will be 65 (20 IT, 15 GR, 15 SLO, 15 HU) individuals who operate in the tourism sector or who guide companies and associations in the tourism professions, such as tour operators and managers, tour guides and tour leaders; graduates and undergraduates in economic-tourism disciplines, unemployed and unemployed with a background in tourism-economic disciplines who need to acquire new skills to actively relocate on the market as the path is also aimed at those who have lost their jobs after a natural disaster.<< Implementation >>RETOURN provides for the creation of a short-term mobility activity for trainers that can contribute to the qualification of VET trainers and the production in a transnational cooperation perspective of four Project Results such as:• Creation of the Competence Framework for the Tourism Recovery Expert• Design of the structure of the new interdisciplinary teaching in Recovery Tourism after Natural Disaster and Processing of the contents of the Open Educational Resources• realization of the online platform for the project and realization of the Open Educational Resource • Piloting of the new training program and SWOT analysis post-natural disasters<< Results >>By carrying out these activities, mentioned above, it will be possible to:• promote the adoption of a European experiential teaching models• create stable links between training institutions, businesses, territories,• develop forms and opportunities for collaboration for tourism businesses at European level, also in order to develop the attitude to co-create value;• promote a participatory approach in the planning of the conversion/restructuring after the natural disaster;• increase the number of staff employed in the areas affected by the disaster through employment or re-employment in the training path;• helping tourism businesses to cope with and survive the recovery period;• raise awareness of the importance of the impact of natural disasters and the importance of prevention in all areas of human life and in the tourism sector in particular; • contribute to the conversion of the tourist image of the affected areas;• encourage greater use of risk management plans in the tourism sector."

It is true that Europe had to quickly adjust to the new reality in education, that the COVID-19 pandemic brought. To cope with this situation, schools had to quickly adapt and deliver courses and training remotely, something that was not always executed successfully, since neither teachers nor students were prepared for the transition.The main reason why Carcraft project was formed was to provide a response to the COVID-19 situation, which has affected VET education mostly. VET education relies more on hands on experience and WBL than theoretical education. COVID-19 has caused temporary lock downs in March, for the majority of European countries, which meant that schools had to be closed and student’s had to rely on digital resources to follow classes. The project CarCraft comes to fulfill the above identified needs, by assisting the modernisation and digital transformation of VET education, through the creation of a virtual game based on the minecraft world, especially designed for automotive mechanics VET courses.The specific objectives of the project are:-To increase the digital education readiness of the VET schools involved in the project-To train the trainers on how to utilize simulation games to enhance their teaching-To help VET students, who can not attend face to face classes (eg. due to COVID 19 infection), continue with their education, so that they do not feel excluded or left behind-To raise awareness about the future of digital education The target groups of the project are VET organisations, VET students and VET educators. CarCraft project will be implemented by 6 organisations, from 5 different countries: UK, Greece, Netherlands, Cyprus and Hungary. Partners participating in this project, wanted to equip their education institutions and training systems, in order to face challenges presented by COVID and the sudden shift to online and distance learning. Our goal thus, is to modernise the education provided in VET education, by providing high quality, engaging and inclusive digital education. The means to do so, will be by providing an online simulation game, for car mechanics, based on the popular game Minecraft. The CarCraft project will produce a simulation game for VET learners. The game will be based on the minecraft world (education edition), an already existing and popular online game. The Carcraft simulation game will be enhanced with car tuning challenges, especially designed for the students who follow automotive mechanics classes. The students will have to identify problems, build their own cars and implement corrective measures. To achieve this, a learning methodology will be created and learning outcomes will be applied in the car tuning challenges that will be described and transferred into the simulation game. Resource packs and modifications software programmes will be created, which will be then uploaded on the minecraft game. Furthermore, a manual and lesson plans will be created, addressed to VET teachers, on how to integrate the game into their classes. General results of the project are:Capacity building of VET teachers on using innovative digital tools in their classrooms, to teach classes that usually require practical exercises. Awareness raising on the benefits of utilising digital education tools, to engage the students and provide alternative solutions for teaching and learning, in crisis situations like COVID. Contribution to the digital education readiness of VET schools, which are going to be equipped with alternative solutions in case of a new lock down. Contribution to the general development of digital skills of students and teachers.Engagement of students to continue their education and training through digital tools even in periods of lockdown. The project is expected to have major impact on participants, the target group, participating organisation, stakeholders as well as impact at local, regional, national and European level. The project will facilitate the implementation of the digital education action plan (2021-2027), for the provision of high quality, inclusive and accessible digital education in Europe, since it will support the digital transformation plans at VET education and training through an Erasmus cooperation project. In particular, it will facilitate the 1st priority (Fostering the development a high-performing digital education ecosystem) by creating digitally by creating competent and confident teachers and education and training staff offering high-quality learning content, user-friendly tools and secure platforms which respect privacy and ethical standards. It will also support eh 2nd priority (Enhancing digital skills and competences for the digital transformation) by building basic and advanced digital skills to participants, which also ensures that girls and young women are equally presented.

During the last years particular focus has been placed on European vocational educational (VET) schools and training centres as the current economical crisis is forcing them to respond to the demands of increasing attractiveness, embedding stronger work based learning, enhancing labour market relevance, implementing teachers and trainers professional development. To help to overcome these challenges the implementation of national level quality assurance (QA) systems in the VET is highly recommended; aligned with EQAVET, the European Reference Framework.The implementation started several years ago in almost all European countries, but reports and relevant studies reveal several difficulties (the reluctance of the staff, the lack of human resources are commonly quoted) and confirm that improved methods and approaches are needed to speed up the process. These difficulties hinder the implementation of a Quality Assurance System (QAS) at all levels of education. Open QAsS project offers a number of small, but effective, steps towards satisfying this need for overall improvement. The main concept behind the project vision is to utilise the practical potential of today’s networking technology in all areas of the implementation of the EQAVET Reference Framework principles, and so to make the resulting tools part of the daily practice of institutional Quality Assurance in our VET schools.The consortium intended to develop a complex, open package of QA tools for actors in vocational education, made freely available in four European languages. The results are aimed to strengthen the quality culture by convincing and motivating VET teachers, trainers and headmasters of the need, and helping them to recognise the potential of quality assurance tools and methods for improving the effectiveness of their pedagogical work.In the consortium eight partners collaborated from five European countries; from Hungary, Italy, Spain, Ireland and from the UK - representing all types of organisations working in the VET sector. The consortium had all the theoretical background (research capacity) and the practical experience (creating online knowledge sharing communities, Web 2.0 based online content development, software design and development, many years experiences in operating and managing educational Quality Management Systems) needed for the successful implementation of the planned objectives.One of the main strengths of the consortium was the effective project and quality management methodology – based on IT tools –used previously with success in several national and European projects. Project management and the related QM activities (breakdown and mastering schedules, using standards for documentation, planning the risk and change management, controlling and evaluating outcomes) contributed to a harmonious collaboration and effective communication among the partners; created a productive environment for project development; ensured the appropriate quality of project outcomes.To ensure the successful development strategy we used PDCA-SDCA (Plan, Do, Control, Act, Standardise) methods. The detailed timeline for the project implementation was created in a Gantt-chart. The main activities are: research to define the precise needs; software design and implementation; curriculum and content development; pilot testing for feedback from the users at every phase of the implementation.The main outcomes of the project are highly focused and planned to successfully provide a complex package,including a knowledge base,an interactive manual on educational quality assurance systems published online,a software toolkit for managing institutional QAs. The aim is to ensure that traditional bureaucratic processes can be transformed by use of practical ICT tools to show a transformational improvement in the effectiveness of the pedagogical work of teachers and schools. The project impelementation involved a significant number of VET teachers and trainers. This community was intensively involved in the effective dissemination of developments.As a final result (07) Open QAaS toolkit is available as a free software product supported by the project team and its developers, guided by an evolving user community. The online community website will encourage debate, but will also invite constructive criticism. The users will be free to modify and distribute the software under the terms of the GNU General Public License. Its development will be centrally managed within the project (e.g. through the use of a Github repository), with changes managed and introduced to the repository by the project team.

<< Objectives >>The project intends to create a coherent set of activities, on how students in secondary education can reach out to the environmental treasure outside of their schools and develop inner skills allowing them to analyse and communicate the aforementioned treasure.In so doing, students will be able to analyse any form of the environmental situation presented before them, grasping its needs, unique qualities, and threats even beyond those taught by the school curricula.<< Implementation >>The partners will implement 5 work packages:WP1 Project Management and CoordinationWP2 Capacity building workshops for teachersWP3 Creating environmental experiencesWP4 Learning through the local environment WP5 Promotion and Awareness Raising<< Results >>The project will support the education of students in one of the most sensitive areas for the current status of our societies - sustainability and climate change. The participants, teachers and students, will be able to benefit from a deeper connection to the environment and become enlightened regarding the most recent principles of sustainability, through innovative digital technologies to make this message relevant and modern.