The construction industry is experiencing an unprecedented period of rapid change across Europe, wrought by technological advances and socio-economic drivers. As the industry responds to emergent challenges including labour skills gaps, improving energy consumption and resource efficiency, digitising and modernising processes, and improving productivity; the need for a paradigm shift from traditional to modern methods of construction has been never been greater. Offsite and modular methods of construction (OSM) have been utilised in different ways across Europe and have proven to be cleaner, safer and more productive than traditional building methodologies. Recent advances in technological processes have brought offsite methodologies into the mainstream, with the associated benefits of addressing the key issues identified above as well as providing a route to lower cost, affordable housing stock. Investment in a transnational collaboration presents an opportunity to accelerate the pan-European response to the education and skilling needs of the construction industry. The proposal is predicated on the sharing of best practice, commonality in benchmarking and standardising educator training, sharing of effective pedagogical approaches and resources, and the development of a European network of professionals working and teaching within the field of OSM education. The proposal is positioned within the field of higher education with a focus on developing advanced-level technical skills, thus our references to advanced vocational education and training (AVET) is synonymous with higher education.The project aims to modernise the delivery of off-site and modular (OSM) construction advanced vocational education & training (AVET) by developing an innovative training model and joint curriculum that provides a framework to benchmark the quality of delivery within the partner nations. Specific emphasis will be placed upon the digitisation of key processes as well as key agendas including decarbonising activity and improving energy efficiency, workplace safety practices and supporting a diverse and equal workforce.The objectives of this project are:1.Design and implement an innovative training model and competency framework that modernises the delivery of off-site and modular construction AVET by Feb 2022.2.Engage learners across the EU in innovative courses in the area of off-site and modular construction by Feb 2022. (2000 individual engagements through our platform)3.Develop and disseminate a suite of open online educational resources to support AVET practitioners in the delivery of industry standard and emerging off-site and modular construction practices by Feb 2022. (8 modules with 40 hours of learning content each; webinars and joint teacher training)4.Support local businesses, particularly small and micro businesses, to improve awareness and adoption of offsite and modular construction practices within their construction activity. (60 businesses engaged throughout project)Seven partners from five different countries (Spain, UK, Germany, Austria and Slovenia) across the European Union have joined this project. Our partners include AVET institutions in all countries as well as a European institute settled in Germany. Many of these partners have extensive links to the construction industry in our partner countries and an enormous amount of relevant experience. Most institutes have a long history of working on European projects.After initially reviewing the European landscape in off-site and modular (OSM) construction we will create a new course model and competency framework based on our research. This model will then be used to create course content that will be distributed online. We will disseminate this content on a dedicated platform and will host specific teacher training, industry engagement and multiplier events. The project proposes the development of open education resources, co-designed and co-delivered by the partners, which incorporate innovative teaching practices, high quality learning resources and a wide range of digital assets. The products of all intellectual outputs outlined within this application will be free at the point of access, open source, compliant with interoperability standards and available in the languages of the represented partner nations (English, German, Spanish and Slovenian). All digital content will be available on our platform EMIC-GEM.eu and will be optimised for transfer to other common digital platforms.The project will have a large impact on a number of construction AVET teachers, AVET institutions, construction companies and learners by offering new material, upskilling teachers, modernising course delivery and engaging businesses throughout the process.

"VITEA educative project (2015-2017) focused on vine pruning : core business activity of wine grower's job. The competent vine pruner is able to realise the whole jobs in the vineyard. European employers are short of competent vine pruners because workers sulk a saisonnal and bad-paied job. The goal of VITEA is to improve vine pruners' competences to satisfy employers and to ensure to workers a stabilized employement and a better income.VITEA gathered 7 wine-growing European countries : European service providers in vine pruning of 2 countries (IT, FR) , vocational training organizations of 8 countries (AT, ESP, FR,2 HU,PT, IT, SLO) and a regional certificative institution (ESP).Partners of the project have applied ECVET approach of permanent progress to validate acquired skills whatever is the training followed. ECVET allowed them :- To define the tasks of 2 types of vine pruners corresponding to levels 3 and 4 of the ""European Qualification Framework"" for Vine Pruner and Advanced pruner,- To determinate skills to implement based on abilities to master from knowledges component the 2 units of learning outcomes,- To build the 2 assessment grids of competences with criterias and indicators,- To experiment the 2 repositories of assessment during 2 vine pruning sessions- To make the operational guide of the project.The 5 transnational meetings aimed at approving works realised, to forecast and trigger the work to be done for the next deadline.The 3 training activities allowed to the partners to get trained in ECVET and to test and practise the learners' assessments by using the tools created. Those tools constitue the results O of the poject and are composed of :ECVET assessment repositories (O1) for the 2 levels of vine prunersThe implementation of ECVET in the vine-pruning training (O2)The VITEA operational guide (O4).To which is added the reflection on the experiemental process of professional and institutional recognition of vine-pruning training (O3) to continue with ECVET on the road to professional certification.Those 4 results have been disseminated during 4 multiplier events E of VITEA project to target audiences :- E1 promoted O1 to the local and regional educational community- E2 presented O2 during the « Seminar of the network of European wine schools” - E3 took advantage of the « Congress of Innovation in Vocational Training FP Innova” to present O3 to the vocational training partners and professionals in the wine sector and the green sector- E4 took advantage of the ""VINEXPO International Show"" to present its ""VITEA Project Operational Guide"" O4 to winemakers and their organizations. Other dissemination of the results targeted the green sector (EUROPEA associations), the educational administrations and the Erasmus + Agency of the coordinating country. The communication mainly used internet (project websites, partners, international EUROPEA, our central administration ...), press conferences and newspaper articles. The use of VITEA results is planned and sometimes started in partner schools and adapted sector companies. It is also expected soon in other wine schools thanks to the dissemination and direct training started by some of the partners and in the green sector thanks to the relay provided by the association EUROPEA International. This is the best guarantee of the sustainability of VITEA's results in the immediate future. The receptivity to our results of wine organizations and certification insitutions inclines us to think that their inescapable involvement to go towards the professional certification of the vine pruning activity should not pose a problem and to perpetuate in the long term the results of VITEA. The motivation of companies in the adapted sector opens up a perspective on the use and sustainability of the VITEA results initially unconsidered, and confirms ECVET's logic of continuous progress for all types of learners throughout life."

Living in the era of digital technologies rapid development and taking over the traditional ways of teaching and learning the best approach for a modern VET school is to adapt quickly and create corresponding educational environment equipped with digital resources. This Erasmus+ Strategic Partnership for Innovation objective is to create an in depth and thorough Online picture dictionary for the EU car mechanics (Clipping: Car Mechanic's Pictionary). The Car Mechanics' Pictionary will contribute to car mechanics' skills upscaling and professional English language fluency fostering and will be reachable on a laptop, smartphone or any other digital device that is connected to the Internet. There are 6 European educational organizations from 5 countries in the creators’ team: 5 of VET sector and 1 of HE sector. The chosen language of the Car Mechanics' Pictionary is lingua franca - the English language. The Resource will correspond with the current needs of the EU Car mechanics sector community for easily accessible speciality's database of English terms, car mechanics' tool names, car part names and systems names which are supported with a real life photo. Such a free of charge Online picture dictionary for car mechanics containing a large and systematically grouped amount of information in one place is a unique endeavor in the sector as it will cover a vast number of vocabulary items. This will create added value for professionalism increase in a wide range of VET educational establishments and among individuals. The professional community of car mechanics VET sector and transport sector as a whole is now lacking digital up-to-date material of such wide scope that would be appealing (visual, user friendly, free) and professional at the same time. The Online picture dictionary for car mechanics will fill in the current gap of similar tools within the sector. It is given, that a feature of a highly trained car mechanic in a modern day Europe is ability to read and use diagnostic equipment and its data, use other professional resources in foreign languages -statistically most often - English. Fundamental knowledge for a professional car mechanic is - knowing the terms, tools and mechanical parts in their native, but not less importantly - in the English language. The best approach to answer the need of such primary goal of every car mechanic is a professional picture (photograph) dictionary. A Car Mechanics' Pictionary that will be created as a joint effort of the multinational team of European car mechanics teachers and professors will be clear, precise and giving a user an adequate answer to their search in the provided visualized database. The created Car Mechanics' Pictionary will contribute to open and distance learning as well, since it will not be limited to certain location or institutions. This feature of a material proves vital in many modern life situations and 2020 events with COVID-19 pandemic and subsequent distance learning is one such proof. The Car Mechanics' Pictionary will be used for purposes of learning, knowledge updating and verification both in the process of learning in VET, often in HE, preparing for labour market and in a routine process of work within the transport sector. In addition, the Resource will be suitable for continuous learning of learners of all ages. The Online picture dictionary will contain photos of objects instead of animated version of them. This approach will be more practical, focused on hands-on work of car mechanics with diagnostics, changing car parts and repairing cars. Each vocabulary item will be supported by 1 or more photos depending on the practical need in every case. The Resource will have an enabled search engine by the term and by the letter of alphabet. The Car Mechanics' Pictionary will include such major content parts: Engine, Car Electronics, Transmission, Cassis, Brakes system + ABS, Tools for car mechanics, Hybrid and Electric cars specific terms and vocabulary, Car body types, Car interior, Car exterior, Automobile comfort. The whole capacity of the Online picture dictionary for EU car mechanics will be within the range of 7200 - 7800 vocabulary items - an unprecedented capacity of any Dictionary for car mechanics.The international aspect of this Resource creation will provide extra value as it gives the outlook of various national experiences and the wider European context avoiding the risks of being too one nation specific. Online picture dictionary for the EU car mechanics will come into being through a number of face to face transnational meetings of creators' teams, discussions, continuous peer-reviewing and monitoring to achieve the highest standard of the educational-professional Material for wide public of Europeans in the Transport sector. As a result of its quality and professionalism, Car Mechanic's Pictionary strives to become a must-have for every car mechanic in Europe.

The tourism/wellness sector (one of Europe’s biggest markets) becomes more complex - it employs people with various educational backgrounds (from 1 to 3 years of training) and different qualifications (e.g. beauticians, therapists, hairdressers etc.). Keeping up with current developments requires increased levels of skills for people who are/will be working in the sector. The project Skills for Wellness aims at designing transnational sector-wide occupational standards for these professions and developing and assessing competences of employees. To manage this, it is necessary to cooperate with experienced partners to translate a sectoral growth strategy into an approach that adequately addresses skills needs. This project consists of VET providers, including further education and sector representatives from Finland, Germany, Italy, Spain and Cyprus working together to share experiences and identify occupational profile standards (in line with ECVET, EQF) to respond to sector’s needs. The standards will be described as learning outcomes to facilitate transparency and comparability, as well as to increase the recognition of qualifications at European and national level within the sector. It is planned to create training resources focusing on work-based learning activities in line with common profile standards to better equip (future) employees. The training resources will have a modular structure covering all relevant professional skills combined with transversal skills (e.g. communication, ICT, green skills). They will be available in all partner languages plus English.The project addresses the following target groups: (1) VET providers, managers and curriculum designers; (2) Tourism/Wellness sector employers; (3) Tourism/Wellness sector employees (or persons willing to work in this area). The envisaged total amount of participants will exceed 2600 people. Additionally, an assessment procedure with tools for the validation of competences defined in the professional profile will be created. The assessment will be two-fold: first, the (future) employee is tested on their basic theoretical knowledge of the sector. Second, there are work-based learning activities (e.g. simulation, job shadowing) relating to all modules covered within the training resources. To sum up, the project focuses on designing and delivering common occupational standards and training resources (with assessment) in all partner languages plus English.These activities will contribute to the achievement of the following results:- the occupational standards universal for the wellness sector contributing to more synergies and unified approach towards assessment of the skills of employees not only in participating countries but throughout Europe also. - improvement of vocational educational training paths in the context of skill demands on the wellness sector's labour market and matching with new trends/developments through implementation of common occupational standards;- improvement of the quality and achievement of vocational education trainings paths through more effective ways to train, re-train and upskill current and future employees of the wellness;- facilitation and promotion of assessment measures and recognition of professionals and transversal skills and competences to support mobility for work and learning;- strengthening cooperation between VET providers and representatives of the wellness sector (employers) including relevant stakeholders (associations, organisations working on promotion and sectoral development) through involvement in developing and achieving common results, including piloting activities. - increased capacities of employers in the wellness sector to extend their offers to the global market, which will contribute to increased workers’ skills and therefore extend their employability and key competences; - better understanding and recognition of skills and qualifications in Europe and beyond among respective target groups due to the use of common European transparency instruments (ECVET, EQF).- increased quality of wellness services with focus on clients' needs, expectations and current trends of the wellness.

After analyzing for several years that our students encountered serious difficulties when entering the world of work, because there was no direct relationship between what was studied in the training cycles and what was demanded by the labor market of the different professional families, the association formed by the CIFP centers To Xunqueira (Pontevedra-Spain); I.E.S. To Paralaia (Moaña- Pontevedra-Spain); I.E.S Francisco Daviña Rey (Monforte de Lemos - Lugo-Spain); C.I.F.P. Rodriguez Casado (Huelva-Spain); Lycée Louis Ghilloux (Rennes- France), Stredni Skola Polytechnicka (Olomouc- Czech Republic); ETAP-Escola Profissional Caminha- ​​Portugal); D.Sancho, Ensino, Lda-Escola Profissional do Infante (Vilanova de Gaia- Portugal) present as a common denominator an interest in analyzing and studying the adequacy of the training programs, included in the degrees, to the labor needs of the different sectors as well as well as the involvement of the companies of the different countries that make up the association, both in the reception of the students for internships and in the contribution of resources for their training. The focus of this analysis will be carried out as a backbone vehicle from four perspectives The objectives that were intended to be covered with this project are: 1º) Analyze the curricular content of the diplomas given in the different centers: General Competence of the degree; Modules that compose it with their respective Learning Results and hourly loads; Professional qualifications acquired, both in each region or autonomous community and in each country. 2nd) Assess the adequacy of the degrees to the current moment and in the local, regional, and national professional environment, from the perspective of the company, the students and the teaching staff through surveys designed for this purpose. 3º) Involvement of the company in the training process of the students and in providing the centers with material resources such as those that the future worker will find in the company. 4º) Transfer tables of the various titles in the different countries analyzed: Czech Republic, Portugal, France and Spain (Andalusia and Galicia).To do this, five meetings were scheduled, distributed as follows: The first meeting took place in Huelva, where the tasks detailed below were developed: - Presentation of all the members that make up the association. - Preparation of the action calendar. - Preparation of the survey for entrepreneurs. - Choice of a logo of the association. The proposal presented by the CPIFP José Luis Graíño with the drawing of a caravel is approved. - Decision of the date of the next meeting. - Cultural visit.- Two professors from each participating center attend this meeting, except from CIFP A Xunqueira, who attend three because they are the coordinating center and, as they lack experience in this type of project, each member is in charge of a section. The second meeting took place in Olomouc, in order to carry out the tasks detailed below: - Presentation of the results of the employers' surveys. - Preparation of a report of the results. - Preparation of the survey for the students. - Decision of the date of the next meeting. - Cultural visit.- Two professors from each participating center attend this meeting, except from CIFP A Xunqueira, who attend three. The third meeting was held in Vila Praia de Áncora (Portugal), in order to carry out the tasks detailed below: - Presentation of the results of the student surveys. - Preparation of reports. - Preparation of the survey for entrepreneurs. - Decision on the date of the next meeting. - Cultural visit- Two professors from each participating center attend this meeting, except from CIFP A Xunqueira, who attend three.The fourth meeting should have been held in Rennes (France), but due to Covid-19, the meeting was suspended and held online, with the following agenda: c - Presentation of the results of the survey of employers. - Preparation of reports. - Sharing of the results obtained. - Decision of the date of the next meeting. The fifth meeting, which is the end of the project, was held in Moaña (Pontevedra), in order to carry out the tasks that are detailed below: - Present conclusions and results derived from the final report. - Pooling. - Results. - Preparation of final report. - Cultural visit. - End of project.Due to the lack of space, both the description of the activities and the results can be verified in annexes V, VI, VII, VIII and IX, corresponding to the agenda and minutes of agreements of the five transnational meetings.