WIT is a highly competitive, merit-based, International Fellowship Programme aimed at attracting 16 Early-Stage Researchers (ESR) to develop a total of 60-month stay through 2 open calls at international level (8 fellowships per call, 36-months of stay duration per fellow), in order to develop innovative projects in the fields of a) Health, b) Automotive-Mechatronics & Advanced Manufacturing and c) Energy in order to generate a positive impact in terms of excellent science, innovation, and talent attraction and retention, particularly at a regional level, strengthening the regional economy and promoting international networking.

As stated in the application, the project is contextualized in some evidence, reflected in figures, of school dropout and failure on the part of the school-age population from the different countries of the consortium. Although the causes of school dropout and failure are varied, the approach from educational centers requires effective strategies in an unavoidable way. The figures reflect the difficulty that the centers manifest in giving an inclusive response to the diversity of all students. The 3 countries of the 4 partner centers share and reflect causes and consequences of different crises such as socioeconomic and migration, which influence these figures to be high. The partner teams do not have the capacity to intervene directly in solving these crises, but they do have the capacity to promote and manage organizational structures and concrete proposals that help ensure that the consequences in the school population do not lead directly to failure and early school leaving.The main objective, in line with the request, has been to create 2 intellectual products that help teachers and schools to develop global, creative and effective educational transformations to organize resources, student groups, methodology, evaluation and participation of families and community. The decrease in the figures would be a sign that social inclusion is improving and that teaching competence is strengthened and advances towards educational equity.The diversity of students is inherent in the learning process and the concept of diversity is very broad. Therefore, it is necessary to modify the current responses that are not giving the desired results and promote those that favor the efficient development of the students' skills so that they can participate as citizens of the 21st century. Scientific evidence and experience establish and guide successful actions. Likewise, different transnational reports converge in their conclusions on what factors favor or hinder educational success, which is why, since this proposal, progress has been made integrating the different knowledge at a transnational level to converge in a more inclusive education, understood as enabling equity of access and educational success of students, especially those in disadvantaged situations.The project proposes two lines of action.1- Creation of 2 intellectual products that serve as support to the centers to initiate and develop global educational transformations, facilitating the work of teachers and promoting family and community participation. 2- Training action between partners, linked to observation visits taking advantage of the opportunities of transnational meetings. The 4 partner teams belong to 3 different countries: Spain, Italy and Portugal. The profile of the partners reflects the intention of this project; It gathers the conditions of variety of age, geographical area, ownership, large-volume groupings of centers as well as official organizations dedicated to training and educational advice.Unfunded but necessary training activities have been carried out: cooperative work, process documentation, inclusive experiences and shared leadership as well as qualitative and quantitative evaluation of the realities of the centers in the sample. Also unfunded permanent training, throughout the project based on the training competence provided by each partner and visits to educational centers in different countries. In addition, action research derived from a common project that has been implemented in the different educational centers. Throughout the project, 4 transnational meetings have been held, the last one in Brussels together with an international multiplier event.

This strategic partnership project aims to help move VET schools and colleges to the next level with respect to internationalisation. The partners in this project strongly believe that a successful and innovative strategic partnership will play a central role in positioning our activities nationally and internationally. There are a number of ad hoc partnerships that participate in mobility and innovative projects within EU funded programmes. However, the disadvantages that present themselves with year to year funding are significant to hinder and prevent the development of alliances between institutions that could provide real added value and benefits to students, staff and the local economy.This project aims to forge a formal strategic partnership between four large organisations. It will explore the breadth and depth to which this partnership can stretch to bring benefit to their vision and priorities as well as those of their locality and region. Each partner will identify their institutional goals, taking full account of their regional economies, and a process of sharing and agreeing a common agenda for collaboration will be undertaken. Local and regional stakeholders will be consulted on this draft partnership agreement and measures will be put in place to ensure the sustainability of the strategic alliance and its activities. A log will record the development and unfolding of the partnership process, its scope and nature, the barriers and the best and worst bits that do or don't work. Partnership will help to develop quality placements based on partners' experience and knowledge of the productive or service sectors.The previous cooperation with companies in their areaswill be crcucial to provide work placements for teachers and students: - On one hand, because every partner would know the companies activities and would know how they fit on participants' profiles,- An on the other hand because every partner will be able to facilitate agreements and suitable conditions.Out of this experience the partnership will produce a manual that would assist other potential strategic partnerships in the VET sector. The project will enhance the aims of the Mobility Charter by aligning strategic policies between institutions and by sharing common ambitions and objectives.

In all EU countries, the implementation of vocational orientation (VO) at the school-work Interface have a great importance, on the one hand to reduce the drop-out rate (about 20% of all started trainings/apprenticeships) due to false professional ideas, and on the other hand to occupy increasingly free training places with potential apprentices. The young people mostly don't know the jobs of the future and what changes due to digitization are acting in the different professions. As a result, job profiles in some professions are shifting massively, or completely new professions such as e.g. merchants in e-commerce - a cross-industry apprenticeship for the growing online retail trade, e.g. in Germany are arising. In addition, apprenticeship professions, which are apparently unattractive for potential trainees due to the lack of information on digital changes, are becoming more in the focus of the vocational orientation. In many cases, the advising and supporting specialists for vocational orientation (such as e.g. teachers, social education workers, vocational consultants in chambers) lack the necessary knowledge regarding the changes in the working /professional world, which is attended by the increasing digitization. The many changed challenges and requirements for trainees are often not sufficiently well-known and thus cannot be passed on to the direct beneficiaries of the vocational orientation (the young people). Numerous apprenticeship professions, especially in the industrial-technical and craft occupational field, but also in other fields such as the health sector and the commercial occupational field, are at first glance unattractive to young people. Often, digitization creates new challenges, that mix craft skills with informationtechnology skills, so that the requirements profile completely is changing. The reason for this often lies in the lack of information about the changed challenges. Here, vocational orientation concepts or measures must be implemented that focus on the practical testing of these changed professions. In order to achieve this, will be develop in the project targeted and needs-oriented training modules (IO1) for the specialists for VO, which will focus on the changes and new requirements of digitalization and empower the specialists to covey the professional changes due to digitization in the professions qualitatively better to the young people. The modules will be tested during the project in each partner country in order to optimize them and to train multipliers for the sustainable use. For the sustainable implementation of the qualification modules, will be developed a guideline for Europe (IO6).Furthermore, should be developed for specialist for VO five new occupational field-specific VO measures (IO2) especially in terms of the aspect of digitization and which specifically take into account the new challenges and requirements in the professional world because of digitization. This includes overarching topics such as questions about data security and protection, cloud computing and digital learning, but also domain-specific changes such as digitization trends in craft and industrial-technical professions or in the commercial professions and nursing and health professions.Furthermore an overview of all training professions (IO 3) should be worked out, which provides information on the new requirements with regard to digitized work processes per core training profession and that can be used as a basis for consultation and career choices of young people. Here we want to work together very closely with national authorities of VET in order to develop not duplicate structures. In order to ensure an EU-wide comparability of the VO measures, it is necessary to develop quality standards for VO measures (IO4). The basis for this are the quality standards from the BOQua project. These should be further developed and adapted to VO measures. Furthermore, for the actors who carry out the VO measures the success of the VO measures should be made verifiable and transparent by means of an assessment instrument. Thus, in case of non-success, adaptations in the VO process of the individual adolescent can be promptly initiated or the measures, e.g. against the background of regional peculiarities, can be optimized or adapted.The aim of the project is to prepare the specialists of vocational orientation for the changes in the world of work and professions through digitization. Due to the changes in digitalization (or new digital technologies), the image of some professions can be change a lot. Recognizing this and preparing it for the target group of young people can lead to shifts in the career choices of the young people.

Navarra is a region with more than 272 municipalities, 640,000 inhabitants and it is member of the Euroregion Aquitaine- Basque Country - Navarra. Navarra has made a great effort to advance in the development of renewable energy in recent years: 20 percent of the energy currently consumed in Navarra comes from renewables. And now Navarra has developed a very ambitious energy plan for the region "Navarra for 2030" which integrates 4 objectives linked with the reduction of CO2 emissions, the increase in percentage of renewables, maintaining security in energy supply and reducing energy poverty. Such objectives are to be achieved through technological innovation, management innovation and innovation in financial models. Our project SustaiNAVility intends to work as a promoter of this plan in the area of energy efficiency, in particular supporting the goal of the plan of "Reducing 30% consumption of primary energy with respect to the figures projected by the EU for 2020 in energy efficiency". This 3-year project has the general objective to promote under the umbrella of the energy plan of Navarra, energy efficiency in the region of Navarra in 3 target groups: public entities (municipalities and public buildings), private buildings (citizens) and enterprises, promoting an investment of 16.3 million euros in renewable and energy efficiency. The concept of SustaiNAVility is the utilisation of the regional grants as boosters or drivers of the energy efficiency related investments, in projects incorporating the state of the art in technology and new funding schemes. The current project will have to face the following four challenges: - Technological innovation. - New services and funding schemes. - Business opportunities. - Citizenship involvement.