"Background in Austria: a catalogue of competencies for VET schools was created and offered to schools; this was not specifically designed for internships though. Therefore in 2016 there was a working group at the Ministry of Education whose task it was to work out a further catalogue of competencies for various internships at VET schools. However, there has never been any obligation for schools to make use of this catalogue; it should be handled as a mere suggestion. Furthermore, it was also unknow to what extend such tools exist in other European countries.That's what ""Qualiship"" was founded for; it's main goal is to collect information on all kinds of evaluation tools and practices that exist on a European level, then compare them and, as a final step, collect best practice examples.These comparisons could lead to a follow-up KA1 project focusing on a document suggesting how to/ which criteria to standardize for internships; There were 4 partner countries that participated in ""Qualiship"": Austria acted as coordinator, the four partners are all related to VET institutions, some of them are even public schools.1. LMC: this college in Lancaster offers all different kinds of formation for approximately 5000 students. They have their own department for evalution of internships.2. COMUNIDAD DE MADRID: could be compared partly to Austria's ""BHS"" (secondary school type), partly to ""Lehre"" (apprenticeship). There are 5 big school clusters with a large variety of offers. The CEO of one of these clusters was our contact person. The organization and planning of the project included all CEOs, however, they could not all participate in the meetings. 3. MEDATLANTIA: is a consulting company in La Coruña, Spain, working on projects with education centers, also focusing on the topic of evalution, support and management of internships.4. CONFARTIGIANATO VICENZA: is an umbrella organization for employers in this region of Italy, providing various education and further training service for them.Probably the most interesting and inspiring part of this constellation was the diversity. Each partner provided the project with different angles and aspects; partly based on the differences in the countries' education systems. This also meant though that quite an amount of time had to be invested in getting everybody up to date and familiarizing them with these different systems and approaches. Phases and activities: the project started in the autumn of 2017; the ""Kick-Off Meeting took place in Austria (HLW Bad Ischl) in November 2017. The second meeting was set in Lancaster in April of 2018. Partners met in October 2018 for the LTTA in Madrid. The final meeting, focusing on evaluation and completion of the project took place in May 2019 in Vicenza.The meetings in more detail: At the first meeting in Bad Ischl*the project design was discussed once more in more detail*questions up for discussion concerning the comparison of the different systems for determining and managing the quality of internships were collected*tasks for the next meeting as well as for the project in general were distributed among the participants Until the 2nd meeting in Lancaster the partners were asked to work through the posed questions and unanswered questions were discussed again. In the second meeting the partners got familiarized with the educational system in the UK as well as with different tools used in supporting and managing internships (Who uses which instruments? How are results evaluated? Which criteria for support are of particular importance? How can we reduce the complexity of experience gained during internships?) Furthermore, the LTTA in Madrid was prepared.The 3rd meeting - LTTA - took place in Madrid. It was about evaluating all the tools shared and getting some concrete results, as well as the work on the final report. The 4th and final meeting in Vicenza focused once more on the research results.Results and effects: Spain -: Comparable evaluation tools (questionnaires) have been compiled - this did not exist before. 4 national and 6 regional meetings/events were held to present both the Erasmus project. 20 publications on social media. In Italy, the experience of the European partner organizations has been incorporated: in concrete terms, the evaluability and comparability of competence levels and skills as a whole have been adopted. There were no questionnaires on this either. – as the Italian partners were only fixated on technical professions. For the UK, the evaluation steps were followed by the exchange and comparison of the competence profiles for the trainee ships. Essential skills could thus be captured. In particular, the distinction between qualitative and quantitative content has greatly improved comparability and elaboration possibilities. The results are relevant in 184 courses with 2,840 students. For Austria, there was an evaluation of the competence grid by the additions of the partners."

<< Background >>It is true that technology contributes to reduce the carbon footprint of other industries, making them more efficient, but the global carbon footprint of the overall Information and Communication Industry (ICT), including main consumer devices, the data centres and communication networks, could exceed 14% of the 2016-level worldwide Greenhouse Gas Emissions (GHGE) by 2040. Electricity used by computer centres will increase to account for more than 14% of all emissions globally, and nowadays, only a small portion of the energy currently being consumed is generated sustainably. As a result, the environment would be more polluted by the Information Technology Industry than by cars or motorcycles, contributing significantly to greenhouse gas emissions.Now the most damaging devices to the environment are smartphones as 85% of their emissions impact comes from production: natural resources consumed, energy consumption and the transport of materials to the factories as well as the finished devices to the points of sale. According to a study by the Faculty of Engineering and Physical Sciences of the University of Surrey (2015), a single smartphone produces 95 kilos of CO2 in its useful life, which is estimated to be two years. For every text message, for every phone call, every video you upload or download, there’s a data centres making this happen. Telecommunications networks and data centres consume a lot of energy to serve you and most data centres continue to be powered by electricity generated by fossil fuels. It’s the energy consumption we are not aware.It is expected that in the next twenty years the carbon footprint of these devices in the world will represent 14% of the total. A worrying figure since it represents half of the entire transport industry emission today, which is one of the main responsible for the CO2 emission into the atmosphere.In this context, the project seeks to provide an educational and awareness-raising response to the problem identified, which is becoming increasingly pressing and for which we have not dealt with until now. The project will seek to propose beneficial habits, especially in relation to young people, who are the ones who usually consume the most data.<< Objectives >>Specifically, the project seeks to achieve the following three fundamental objectives:- Awareness-raising of digital pollution: In contrast to physical and visible pollution, on which much remains to be done but where we are making progress at an increasing pace, digital pollution is virtually invisible. It is not visible to the naked eye and, moreover, there are very few news items about it. One of the aims of the project is to raise awareness of the environmental impact of excessive data consumption and propose simple and accessible measures to reduce it.- Self-assess knowledge about digital pollution: Closely related to the previous objective, once one is aware of the existence and impact of digital pollution, the following question can be raided: how much am I contributing right now? How badly am I doing? The project, essentially through the App, will provide a gamified self-assessment experience to encourage the participation of the younger audience.- Online training of users for responsible use of technology: the next step up the ladder would be, after raising awareness of the problem and assessing it, the proposal of measures aimed at tackling it. To this purpose, the GreenCo project will develop a MOOC on digital pollution that provides young people with training in sustainable practices that can be incorporated into their daily habits.<< Implementation >>Two fundamental kinds of activities are foreseen within the GreenCo project:A) Key implementation activities (Project results): GreenCo envisages the production of four project results:- PR1: E-Book as an information compilation on green computing developed in four topics- PR2: A Mockup which contains the definition of app features based on background and objectives, and establish gamification processes. - PR3: Green Computing App development. Its aim is to inform and give knowledge on digital pollution to raise awareness on it, to promote efficient energy consumption and e-waste recycling. - PR4: Multilingual training Mooc, an online training on how to reduce digital pollution, for final users of the app – students from 15 to 29 years old, but also open to general public. B) Transversal activities (communication, management and multplier events) :- Communication will be adapted to the main target group and will comprise the creation of a website, social networks, press releases and networking with intermediate organizations. Project partners have agreed in keeping communication activities as green as possible, so physical materials will be produces in a very limited scale and only when necessary.- Multiplier events: GreenCo envisages the organization of 4 multiplier events (one per country) aiming at presenting the project, its objectives, its activities and the main results produced, specially, the Green Computing App and the multilingual training MOOC. These events will be oriented towards the sustainability of the results.- Management: GreenCo foresees the organization of regular follow-up meetings (virtual) and 5 transnational project meetings (one per partner). In addition, the project will prepare an online repository of documents and materials for financial and activities monitoring.<< Results >>The main expected result is an application which helps to increase the awareness on digital pollution in users between 15 to 29 years old. In that framework, the project will produce the following project results:- An E-Book as an information compilation on green computing developed in four topics: Energy consumption, e-waste recycling, initiatives and legislation.- A Mockup which contains the definition of app features based on background and objectives, and establish gamification processes. - Green Computing App development. Its aim is a self-assessment of awareness on digital pollution, inform and give knowledge on it, and promote efficient energy consumption and e-waste recycling. - Multilingual training Mooc, an online training on how to reduce digital pollution, for final users of the app – students from 15 to 29 years old, but also open to general public.In addition, communication activities adapted to the project's target audience are foreseen, such as the development of a website, social media campaigns, press impacts, multiplier events, etc.Finally, project management activities are also foreseen, with the aim of complying with the programme rules and ensuring adequate internal communication.

"<< Background >>RE-MAIN project partners have arrived at the conclusion that digital transition has determined (and made it possible) that industrial plants of all kinds need to implement several changes to survive in the medium and long term, among which remote maintenance of the equipment is a major one. Thus, the application of the principles of the so-called Industry 4.0 is a strategic tool that increases the competitiveness of companies and, to an increasing extent, determines their very survival in a context of highly competitive markets.Part of this digital transformation implies the need for technicians to be able to carry out remote monitoring and maintenance with adequate safety guarantees for industrial installations, as well as to be able to remotely interact with other technicians located in other parts of Europe or the world. The main advantages of having remote control of production processes are: 1.Immediate and efficient responseThe need for highly specialised technicians to repair industrial installations and the remote control of production systems allows for immediate responses.2.Reduced time and costsIncidents and anomalies can be resolved quickly, minimising production downtime without the need for costly travel and subsistence. Downtime increases losses to the company, decreasing its productivity and causing supply problems for its customers.3.Operational improvements to the facilityRemote updating of the software makes it possible to improve and upgrade the operational aspects of the installations. This enables a swift reaction to market needs.4.Increase in the operational efficiency of the companyManaging the acquisition, supervision and diagnosis of data remotely, guarantees meeting the demand and making immediate changes. This translates into increased efficiency and productivity for the company. It also enables production to be flexible and scalable, depending on the needs of the market at any given time.5.Reduced environmental impactThe environmental cost is reduced both by avoiding unnecessary journeys by technicians to the installation, and by reducing unscheduled production downtime, which causes avoidable energy costsTo date, existing training programmes in the field of industrial plant maintenance have been characterised by an eminently classroom-based approach. Although this kind of maintenance is still necessary to some extent, the reality is that the industrial sector is rapidly shifting towards models of remote maintenance thanks to the aforementioned new technologies. The advent of the information society, improved telecommunications and the wide possibilities opened up by digital technologies have made it possible to move away from the conventional reaction-based, on-site maintenance model to new approaches based on remote, early warning and prevention.In this context, the entities participating in the project have detected a growing and increasingly pressing need for personnel trained in this new trend of the sector, which is not being adequately addressed at the European level. In the Study for the Detection of New Training Needs carried out by CRN Leganés, as well as in ""From jobs to superjobs"" (Volini et al 2019), it is pointed out that the emerging employment will prioritise workers with analytical and problem-solving skills, efficient in teamwork in a framework of open relationships, with a mastery of advanced technological tools and the ability to translate experience into innovation.The RE-MAIN project provides students with the knowledge and competences necessary to install and implement tools, both software and hardware, to create the necessary infrastructure to remotely access the controlling equipment to be able to monitor and maintain the automated industrial models installed in the different training centres of the partners. The project therefore contributes to filling existing gaps in training, to guarantee a successful entry into the labour market.<< Objectives >>As previously noted, the project is addressing fundamental new changes in the delivery of training for industrial maintenance personnel, offering them a set of skills that are crucial for the development of a career in the modern industrial sector.In particular, RE-MAIN is intended to address a clear lack of skills in relation to remote maintenance of industrial installations and, more concretely, to provide training in variable monitoring, secure remote connection (cybersecurity), remote corrective maintenance, remote update of programs/functionalities and remote acquisition of data and parameters, especially for the unemployed, people with disabilities or other vulnerable groups.Based on the abovementioned and taking into consideration the needs of the sector, the general objectives of the project are: • To connect students with the tools, competences and current opportunities in the sector. • To design and implement a pilot course that takes into consideration the set of skills that companies currently demand. • To create and lay the foundations for the sustainability of the course through initiatives of other training entities in Europe.On the other hand, the project will also contribute to the improvement of the competences of the participating organisations, which will have the opportunity to cooperate with counterparts at European level and to acquire new and better methodologies, approaches or know-how. The project contributes to the improvement of competences of teachers and other external agents as well as companies. In this sense, as digital technologies change at such a rapid pace, teachers are often unable to keep up to date with the latest developments. For this reason, the RE-MAIN project, on behalf of its partner FESTO, envisages to provide teachers with regular training sessions, aimed both at the efficient use of the models and at ensuring the appropriate technical support for them. In this sense, the project also foresees the development of a set of ""guidelines for educators"" containing all the relevant information for the proper delivery of the pilot course, so that educators can maximise the usefulness of the materials developed, during the project or after its completion. This toolkit will be prepared prior to the delivery of the pilot course and will be appropriately fine-tuned after the evaluation of this pilot course, so it is intended to be a tool under continuous improvement.<< Implementation >>Project actions will produce the following results, aimed at the achievement of the planned objectives:Result 1: RE-MAIN eBook The first output to be produced will consist of an eBook that will provide an overview of the state-of-the-art situation of relevant topics in participating countries consisting of four different chapters, one chapter per participating partner, compiled in pdf, epub format and freely provided to the authorities and all interested stakeholders and target groups.This eBook will include literature, publications, methodology and tools overview about common practices in remote maintenance conducted in the participating partner countries. To increase the visibility of project results, this eBook will be published and promoted through publishing platforms such as Leanpub and relevant portals as eTwinning, School Education Gateway and similar platforms.The objectives of this project result are to deliver necessarily information fundament to design and creation of the intended trainings und to raise the awareness of the significance of remote maintenance as part of digital transformation.Result 2: RE-MAIN Transnational training programmeThis second project result will take into consideration the information extracted from the above-mentioned eBook to develop a highly specialised training programme, oriented towards the current and future employability of its participants. All partners will collaborate in its development, which will be led by MTU. In this sense, FESTO will provide valuable information to guide the planned training modules, according to its experience in the sector. The training programme will be available for unlimited time on the open training platform iMooX, facilitated by the associated partner Technical University of Graz.After its design, RE-MAIN envisages the pilot implementation of the training programme, applying the laboratory equipment developed by FESTO in accordance with the contents of the training. Although each centre is responsible for one module, its students will have access to all the modules developed by the rest of the centres through remote connection systems.Result 3: RE-MAIN technical guidelinesIn contrast to result 2, in this third result, the project will focus on the educators' perspective. Firstly, the pilot implementation of the courses will be evaluated by the beneficiaries, who will assess their experience and participate in in-depth interviews in the participating countries. The results obtained will be used to fine-tune and improve the training contents developed and the implementation of the courses.The partner responsible for this result, ENAIP, will develop a detailed guide for educators, which will contain technical and theoretical aspects of the programme as well as good practices for the implementation of the course. This guide will be available before the pilot implementation and will be updated according to the experience gathered.In terms of communication, the project foresees the creation of a website and a promotional video. In addition, it intends to have a presence in the media and to carry out dissemination actions on social networks.At the management level, an efficient internal coordination and communication system will be maintained, and adequate monitoring of the project will be carried out in order to comply with the programme regulations and to ensure the overall smooth running of the project.Finally, the multiplier events will take place during the last three months of the project (between August and October 2024), with 20 expected attendants each one and will aim to present all the results of the project and facilitate their transfer to other interested entities.<< Results >>The RE-MAIN will jointly develop three main project results:1. RE-MAIN eBook, that will provide an overview of the state-of-the-art situation of relevant topics in participating countries consisting of four different chapters, one chapter per participating partner, compiled in pdf, epub format and freely provided to the authorities and all interested stakeholders and target groups.2. RE-MAIN Transnational Training Programme, aimed at industry VET students, characterized by its transnationality, practicality, actuality, employability and the active participation and interaction of its final beneficiaries and stakeholders since its inception. The Training Programme will be tested by the implementation of 4 pilot training courses where 80 VET students will be trained in its different modules that make it up. 3. RE-MAIN Guidelines for educators: A handbook for educators that will include recommendations and tools on “how to implement the different modules of the training programme”, as well as guidelines for the follow-up and tutorship of the students participating in the programme. The handbook will include recommendations, tools, examples, tips and links co-related to the different modules to be taught and developed, including the profile of the trainers needed. It will be edited online, in order to easily update and improve it with new contents (tips, tools, links to downloadable gadgets).In addition, RE-MAIN project shall also work on the communication activities (website, promotional video, social networks, media relations and participation in events), organise 5 multiplier events (one per country + one final event organised by FESTO with a focus on establishing links with the industrial environment), and produce all relevant documents for the correct management of the project."