VIPSKILLS project responds to an increasing need for changes in the higher education system due to developments in the construction sector, availability of ICT technologies, need for higher mobility and employers’ expectations.Preliminary research about the competences of graduates of technical universities showed inability to conduct comprehensive analysis taking into account different aspects: technical, economic ecological, social, climatic and legal to choose the best energy effective solution. Nowadays, creative thinking, language skills and ability to cooperate are indispensable to work in the international labour market. Engineers working in the area of construction and energy systems are expected to be not only designers solving their own tasks but also energy advisors, who share their knowledge with investors to decrease energy consumption.To achieve the aim of the project a cohesive consortium with active involvement of 3 HEIs and one association of engineers was established. All partners understand inevitability of changes in the study programmes and have wide experience in different areas related to the high-efficiency suitable buildings and energy resources. Joint work and participation in 2 short trainings, each for 16-20 teachers from the partnership, enabled the exchange of knowledge about constructions, energy resources and innovative heating, ventilation and air-conditioning systems. It also contributed to the creation of a long-lasting network of cooperation in the field of teaching and research, judging from results (common papers, projects etc.). We created an innovative learning module including two segments of a face-to-face course (2 weeks in Poland and 2 weeks in Spain) separated by a 2-week-long e-learning part. Our ideas, tools and methods were tested on two groups of 24 students each (8 students from each HEI, from faculties connected with civil, environmental, energy engineering) in summer 2017 and 2018 to verify and evaluate them after each edition of the course. VIPSKILLS project focused on the necessity to exploit benefits of ICTs. We used modern software during classes and a distance learning module. We will developed 6 e-labs (instead of planned 4) that allow to simulate operation of systems depending on external variables. The project supports personalized learning by providing additional e-materials for individual use as well as cooperation in international, multidisciplinary teams on joint projects. All products verified during the courses (syllabus of the course, didactic and e-learning materials, e-labs, e-dictionary, results of analyses conducted within the project in 4 languages) were delivered and they are available for free on the VIPSKILLS web page. We also provided 2 parts of the book in printed version (to be sent free of charge to libraries of 30 HEIs) and as an e-book available on the web pages. The innovative VIPSKILLS module was included in our HEIs programmes and is offered to students from various universities as a facultative subject (6 ECTS). The implementation of this module allows to enhance the attractiveness of technical studies, complement the programme with modern ICT technology achievements and make the teaching content more consistent with the practical aspects to prepare graduates to work in the demanding international labour market. Participants of VIPSKILLS project (students, teachers) improved their language, computer and interpersonal skills, raised their multicultural awareness and specialist knowledge. Employers taking part in joint meetings found HEIs as opened for cooperation with business and industry in many fields (joint case-studies, trainings etc.) We intend to improve VIPSKILLS module every year by new technologies and flexible to information from the labour market to be au courant and prepare students for future tasks. We organized at least 6 multiplied events in 3 partner countries, to promote results of VIPSKILLS project and ERASMUS+ ideas at various levels. We encouraged high school students to apply for technical studies that guarantee good preparation for future work. We will also disseminate the results among students, teachers and scientists – we shared our outputs, facilitated access to materials that could be helpful in different disciplines and courses. The results of the project were presented to the executives of HEIs to inspire them to further improvements in educational process and show possibility to adopt the syllabus of VIPSKILL course to their requirements and capabilities. Moreover, we disseminated the results of our analysis among citizens to improve their technical knowledge about highly-efficient systems and materials in buildings etc. to make them more environmentally conscious, which hopefully could result in larger use of modern innovative solutions, reduction in energy consumption and decrease of greenhouse gasses emission.

"As a result of the global dynamics and urgencies we are facing today, universities are prompted to interact more closely with their immediate surroundings and take more targeted and responsible actions for tackling the so-called ‘grand societal challenges’. However, HEIs research and education still responds primarily to the concerns of academic disciplines rather than civil society needs. On the other hand, Civil Society Organizations (CSOs) play a growing role in economic, social and environmental issues and have an increasing influence on global governance issues. But most of these organizations face scarcities in terms of financial and/or human resources that are critical to their ability to expand and improve their actions. Providing research support to local communities strengthens the capacities of CSOs to expand their developmental impacts. Community Engaged Research and Learning (CERL), e.g. via Science Shops, is proven to be an effective mechanism to strengthen higher education institutions' social responsibility, to strengthen civil society and to develop active citizenship in the scientific and student community. The ENtRANCE project (2018-2021) increased and improved collaboration between CSOs and teachers/researchers/students, by developing and disseminating a training programme for teachers (and their students) on what CERL entails and how to put it into practice in courses and on institutional level.ENgaged ReseArch coNnecting Community with higher Education, that’s what ENtRANCE stands for and has been working towards, resulting in the achievement of its objectives: (1) increase skills/competencies of higher education students (and staff) to solve actual problems faced by civil society(2) boost participation of CSOs in collaborative research projects and bringing those issues on research agendas(3) embed scientific research results into local community actions, contributing to knowledge transfer(4) design, assess and recognize a flexible and multidisciplinary learning approach that can lay the foundation for effective partnerships between HEIs and civil society(5) share successful factors and challenges for supporting public engagement and transfer educational strategies and participatory methods to geographical contexts with scarce experience in the fieldThe ENtRANCE project started with a large-scale study of research needs in CSOs and an impact study of Science Shop research on CSOs (345 CSOs took part in the studies). This work allows stakeholders to better address and adjust their solutions towards civil society development, enriching the research agendas with societal topics. Based on the results of the studies, the ENtRANCE team developed an open, flexible and multidisciplinary CERL learning approach and training materials, incorporated in a training programme for teachers on how to design and execute a quality Community Engaged Research and Learning (CERL) project, increasing the civic and social skills of students and staff while answering the societal issues raised by the CSOs. In the context of the trainings, all institutions conducted CERL pilot projects with multidisciplinary team of students, staff and CSOs. In total, 62 staff, 400 students and 81 CSOs were involved in those pilots, that were described in case studies documenting the collaborative research and knowledge transfer process. As a result of the CERL collaborations, the CSOs embedded new products, services or processes in their operation and spread their new knowledge to their local and international networks facing the same societal challenges. Because the CERL approach ENtRANCE developed put an emphasis on the equality between all partners (all learn from each other), CSOs were not 'helped' but 'empowered'. The training programme was assessed per institution: participants were overall positive and brought up areas of improvement, that will be applied in the future versions, as the programme will keep on running after the end of ENtRANCE. All ENtRANCE results were collected in an e-handbook for teachers and policy advisors who want to introduce community engaged research and learning into their modules, curricula and higher education institutions, titled ""How to embed CERL into your institution"", freely downloadable on the project website entrance-project.eu (and 8 other websites). On an institutional level, CERL was embedded in curricula and awareness of science and education decisionmakers increased, leading to institution-wide follow-up projects on CERL. Also, teachers and researchers’ networks of societal partners was expanded, leading to new collaborations also after the end of ENtRANCE. On a national level, other HEIs were inspired by the CERL training material and some proposed a similar approach to their staff/students. Dissemination also led to new collaborations between HEIs and, internationally, to much interest and fruitful discussions, and to two new approved Erasmus+ projects on CERL."

Mechanical engineering and metalworking sector is one of the leading industrial sectors in the Baltics. The studies of industry indicate that mechanical engineering and metalworking sector companies in the region are not satisfied with the level of training of CNC machine tools operators. The project Competitiveness through Engineering CNC EURO vocational certificate (CNCert) aims were to contribute to a reduction in the number of low-skilled adults and to develop short-cycle post-secondary qualifications. The project aims were to bring the CNC machine tools operators training competence to the European level in the whole Baltic region by creating new innovative CNC machine tools operators training curriculum for the Baltic countries based on DEKRA Akademie GmbH CNC unique training concept and to work out 5 new study materials for CNC machine tools operators training. Furthermore the project aims were to increase the readiness of the Baltic project partners for applying for the right to issue to the trained CNC machine tools operators certificate that would be recognized in European level by working out related study environment development plans for Baltic partners’ and analyze study environment certification procedures according to the CNC machine tools operators certification requirements.The project was carried out by 5 partners who have extensive experience with CNC machine tools operator training's. The project partners were:TTK University of Applied Sciences Tallinn Industrial Education CentreVilnius College of Technologies and Design Professional Education Competence Centre “Riga Technical College” DEKRA Akademie GmbHThe project results have significant positive impact on the level of knowledge and skills of the workforce of mechanical engineering and metalworking sector in all Baltic countries and thus supports the development of the Baltic economy as a whole. The project has positive impact on the development of the national qualification system, by raising the training quality, encouraging training development as well as lowering barrier between Baltic countries and Europe. The project facilitates unification of occupational qualification certificates awarding for CNC machine tools operators in the whole Baltic region.

Digitalization is going to change future work fundamentally. Especially in times of COVID-19 crisis and social distancing. Thus, vocatinal and educational training needs to adapt to these circumstances. New technologies have to be learned and applied. The Gewerbliche und Hauswirtschaftliche Schule Horb (BS Horb) is in the process of establishing a ‘learning factory’ in which students get to know new technologies and experience “Industrie 4.0”. In order to master the demanding tasks in a “smart factory”, skilled employees of the future need to be trained. One part of the training will be transferred to the virtual world before dealing with the real work environment. Virtual reality (VR) and augmented reality (AR) will therefore take a major part in our future professional life.For the intended ERASMUS+ project an exemplaric tooling process of a milling macine was chosen. In order to manufacture components with a modern milling machine, the engine has to be prepared (set-up). Therefore, tools have to be chosen, jigs installed, zero points determined and CNC programmes have to be written and tested. It ist he ambition to create a digital world in which all these tasks can be practiced before working with the real machines.

<< Background >>The pandemic has forced various educational institutions to adopt an online teaching format quickly. From a technological point of view, this was not hard. A major challenge is the teaching methodology: learning online makes it more challenging to keep the student at the computer for a long time, as well as to involve the student in the lecture and help him/her avoid ‘distraction syndrome’. Months of lockdown, when teachers and students had to work in the format of distant learning, demonstrated that traditional methods are not optimal, it is necessary to change the approach and help lecturers to overcome the challenges posed by online teaching.Moreover, the pandemic has become a real challenge in organizing Erasmus+ studies. The onset of the pandemic, when the situation changed in a flash, the countries were closing their borders and the transport system completely disrupted, created a great sense of uncertainty for students and their parents; many families feel reluctant to let their children study abroad. A possible response to this situation is to offer students the opportunity of Erasmus+ blended mobility in order to recover trust and create international experiences taking full advantage of virtual mobility. However, the last few months have shown that students do not see the value of starting Erasmus+ studies online – if they refuse physical mobility, they do not choose to study online either and do not participate in the Erasmus+ programme at all. It would be very important to show students that even without physical mobility, studying online in the international environment could create value for them – working in an international online team can help students to develop important professional and transferable competencies, to expand their network and still, can create cultural experiences for them.<< Objectives >>The CityGo project aims to develop methodology and materials that enable higher education institutions (HEIs) to perform quality and engaging problem-based learning in a digital environment.This will be achieved through applying at HEIs a model of collaborative online communities focused around a particular topic. In business this practice already proved to be a successful one: in our info-age people feel overwhelmed with information and they wish to have a ‘guide’ who would orient them, connect with high-quality info-pieces or relevant expertise. The active community also provides peer-to-peer learning, which creates common experiences, gives a sense of belonging, and increases participants’ engagement. So during this project consortium will develop a methodology of efficient teaching/learning in collaborative online communities, where students will solve particular societal challenges on Sustainable City. The community will offer to their members (students and lecturers) a digital content library on relevant topics and a collaborative online platform, where members will meet each other and solve various issues.Project objectives:1) to improve HEIs lecturers competence in creating an engaging and efficient online learning environment;2) to advance competencies of higher education students to learn efficiently in international online communities addressing real-world challenges;3) to create an open-access content library for the modules in the field of Sustainable City that can lay the foundation for effective partnerships between HEIs for Erasmus+ blended mobility;4) to collect findings and best practice and share success factors and challenges of engaging digital problem-based learning in the various cultural and institutional contexts.<< Implementation >>The project will start with students' and teachers' survey in order to develop tools for efficient online communities – in Month 6 the work package will result in Procedures and strategies for setting up effective challenge-oriented online communities (facilitator’s rules and participants’ policies).Along with that, the consortium will start working on a platform with digital learning materials, which will be used by the participants of collaborative online communities. At least 6 modules will be adopted for online learning (3-6 ECTS each). After completion of the digital content library, at least 6 collaborative communities for students and 1 community for facilitators will be created in Moodle, Facebook (or other) environment. 180 students from 6 HEIs will be working on real-world challenges in the online communities. In order to consistently gather information and analyze the resulting experience from the perspective of students, lecturers, and institutions, a participatory-made framework will be developed. Partners will analyze adaptation of participants, interaction rules and work process, facilitation of communication, acting as a team, peer-to-peer learning, reaching the goals, transdisciplinarity, working in international teams. After analyzing and compiling all the experiences PR3 will result in Guidelines for HEIs, which would address the following concerns: choosing a platform that matches institutional/consortium needs, preparing community facilitators, developing guidelines and governance to fit the organization, creating awareness for the community, intercultural aspect (what to take into account running international communities). In order to multiply created knowledge and lessons learned, each partner will organize 3 multiplier events (webinar M9, webinar M15, offline event M24) inviting higher education lecturerers, local authorities, NGOs, business representatives from their region/country.<< Results >>The main results and outcomes reached by the consortium evolve from the project objectives:RESULTS1) Procedures and strategies for setting up effective challenge-oriented online communities (facilitator’s rules and participants’ policies) 2) An open-access digital content library on Sustainable City consisting of at least of 6 modules and laying a solid foundation for quality Erasmus+ blended mobility will be developed;3) Guidelines for HEIs on setting up collaborative online communities will be prepared.4) At least 30 lecturers will increase their competence in the facilitation of challenge-oriented collaborative online communities at 6 HEIs (LT, DE, GR, CZ, PT, PL);5) At least 180 students (including both local and international) from 6 HEIs (LT, DE, PL, CZ, PT, GR) will increase their competence of working on interdisciplinary real-world challenges in the virtual environment of collaborative online communities;6) At least 360 persons from outside the partner institutions will take part in the webinars/workshops (through multiplier events) where they will learn about created results and lessons learned.OUTCOMES1) Advanced HE lecturers’ competence for interdisciplinary engaging problem-based teaching in an online environment;2) Improved student competence and engagement for collaborative online learning;3) Created institutional know-how regarding quality challenge-oriented teaching/learning in the digital environment at 6 HEIs (LT, DE, GR, CZ, PT, PL);4) Laid a solid foundation for quality Erasmus+ blended mobility in the field of Sustainable City;5) Created new partnerships and strengthened existing cooperation within 6 consortium members (LT, DE, GR, CZ, PT, PL).6) Developed a learning approach in a digital environment easy transferable and applicable in HEIs across Europe.