BACKGROUND: Starting point for our project “Learning e-Mobility Plus” were the increasing requirements on vocational training in handling new technologies. The digital change and the entry of innovative technologies like electromobility (e-mobility) require new competences from the professionals, which now go clearly beyond the traditional content of VET professions - such as diagnosis and repairing of computer-aided integrated motor vehicle technology. At the same time, vocational training should become more appealing for young people. Thus, vocational schools must respond with new ways of learning and learning content. Main PROJECT GOAL was to show, how innovative technologies could be included in vocational education and how to build up practicable learning environments, by using the example of e-mobility. Further, the project shall show, how to interlock vocational training more closely with higher education/research, to promote mutual learning, to strengthen cooperation of vocational training schools, academia and entrepreneurial practice and to bring forward internationalization - as a contribution to strengthen quality, job market orientation and future viability of vocational education (“new skills for new jobs”).Our project had three TARGET GROUPS:* Trainees (but also students) as learners - they shall use the newly acquired competences in their future working life * Teachers and trainers that shall pass on the new contents* Companies as future employers, decision-makers from politics and economy as well as social partners as supporters for strengthening of innovations and permeability in the education systems9 partners from Germany, Poland and Italy cooperate in our STRATEGIC PARTNERSHIP - vocational training institutions, higher education institutions and business associations. With the “knowledge partnership” vocational training-higher education-companies, the central actors were represented in the project, in order to develop and implement a practicable learning environment for vocational training schools and EU-wide applicable cooperation models for the future technology e-mobility.PROJECT ACTIVITIES Key element of the joint work was the development, testing and use of an innovative learning environment for vocational schools. For this, we developed the following products: * Concept and quality indicators for innovative teaching systems and learning environments in the technology sector* Learning models for 3 topics: “Power split in hybrid drives” (Berlin), “Switching from the conventional to electro drives” (Poznan), “Gears in hybrid and differences in technical performance” (Vicenza) - with functional requirement sheets, product specification sheets, multimedia documentations and operable prototypes (e-karts)* Guidelines for using the models in the education* Recommendations for actors from politics, education and economy with regard to the integration of the learning environments as well as their EU-wide transfer and use The development and the testing of the learning environments took place in joint working groups with active participation of the learners.Intensive networking with stakeholders and PR/dissemination accompanied the work on the products. Further, we executed 12 multiplier events in order to make available the project results to a larger group of users and to gain supporters for transfer and implementation. By this, we reached 500 people.With a view on a sustainable anchorage in vocational education practice, stable networks were build up in all three countries. As a RESULT, there is a tested innovative learning environment for vocational training in the area of high-technology that brings together the needs of learners, job market demands and academic know-how and at the same time strengthens permeability between vocational training and academic education. This covers the practical use of new learning models for technology issues in vocational schools that are easy to transfer and to use, qualified teachers, a greatly strengthened cooperation between vocational training schools, higher education and companies as well as an improved transfer of knowledge in the international context. The trainees as end users own new competences in the innovative technology area e-mobility. OUTCOMES: Our project has an effect beyond these results. The inclusion of new technology, praxis-oriented learning models and participative learning forms make vocational education more attractive. The international cooperation with higher education institutions strengthens vocational schools in handling technologic innovations. The new competences improve the employability for young professionals. At the same time they strengthen the competitiveness of SMEs. With these offers, vocational education is enhanced by educational policy-makers. In the medium-term we further expect effects on the job market and in economy (improved service quality for and demand for E-vehicles).