"<< Background >>The project is carried by partners experienced in European projects and very close to the companies. It is also fully anchored in the regional innovation strategy with a view to specialization smart technology in the AURA region, including the areas of activity: intelligent and efficient systems,digital and benevolent systems, to which mechatronics belongs.We have developed a great interest with our previous European projects (Woodigital, EQ-wood and Cookleeco) and the agility provided by digital modular training. This dual learning system is a source of innovation, and facilitates the skills development of trainers to help them catch the opportunities offered to mechatronics with Industry 4.0 (big data and IoT, new and advanced materials, circular economy, between other).Our project also creates a virtuous circle with a project led by our Italian partner Confindustria concerning the up-skilling of technicians in mechatronics.Known as an actor of change, the IPRA / MEDEF AURA is very attentive to strategic sectors and we are doing our best as a professional organization to offer new approaches and experimentation in order to facilitate the activities of companies in the Auvergne Rhône region. -Alps. By offering businesses and vocational training organizations in the Auvergne Rhône-Alpes region, the opportunity to participate in European projects is to enable them to- Gain height by devoting time to a collective project- Open up to new partners- Benefit from an enriching professional and personal experience.Cooperation projects, which affect a more limited number of companies, are most often attractive to structures particularly oriented towards innovation and experimentation, which wish to feed their reflection on their own practices, in particular on HR topics. (recruitment, training…). These are generally companies which are already particularly invested in the field of education, training or research, and for which cooperation projects constitute an opportunity to ""widen their center of interest"".Industry, which has become 4.0, accompanied by strong expectations in terms of digital and green transformations, requires a constant review of teaching methods, such as training techniques in mechatronics. This context disrupts the expectations in terms of skills expected of professional trainers. We have chosen to work in the application context of mechatronics, because it represents an essential discipline of modern industry. It shakes up professional training and leaves companies with no solution to their recruitment problems.However, the shift to online learning in the local or distance STEM environment is forcing teachers to adapt their practices and get creative to keep students engaged, as home and its many distractions have become. a classroom - most often - without an environment conducive to learning (silence, collective work ...). - the pandemic has recalibrated the way teachers divide their time between teaching, engaging with students and administrative tasks.The training modules, accompanied by our guide to good practice, will aim to progressively capitalize on skills:- allow individual, social and salary recognition, with the short-term acquisition of skills that strengthen employability;- combine both professional experience anticipation and reactivity- Offer new training opportunities for VET institutions.<< Objectives >>In order to achieve our ambitious objectives in the complex and rapidly growing environment of mechatronics, we will create 2 tools to support trainers in following the needs of companies in terms of innovation in this rapidly advancing technical field. After having collectively developed the professional skills profile of trainers in mechatronics, we are going to develop a guide of good practices to help them to develop agile and innovative training courses close to the company's expectations. Finally, we will develop training modules to support the development of the skills of trainers.For all stakeholders in the mechatronics environment, our project will open up new opportunities to “get out of everyday life” and provide interesting perspectives, from both a professional point of view (work on themes relating to their activity, business development) and personal (meeting with European partners from a different culture, trips abroad, etc.).<< Implementation >>The stakeholders in our project have very varied profiles and functions, and companies are able to provide added value such as:• Operational knowledge of their sector of activity enabling them to take a look at the relevance of the content and methods of the projects;• A direct link with certain target audiences of the projects (employees in their sector of activity), which can, in particular, allow them to test the tools developed;• The ability to develop technical solutions (eg: development of an online platform, mobile application, a virtual reality module, a website, etc.).• The development of knowledge, skills, and tools that impact business practices over the long term.For trainers and member of our consortium, participation in the development of content brings different types of benefits, such as:• Acquisition of practical skills: Creative work is an opportunity to develop practices, and to use techniques and approaches that would not necessarily have been used otherwise (videos, interactive platforms, educational approach via storytelling, etc.);• Knowledge acquisition: the research and discussions between partners that are carried out in the context of content development are enriching for stakeholders, and allow them to gather knowledge on a variety of topics related to their sector;• New internal tools: development of training tools and materials intended to be concretely integrated into the practices of trainers and companies. Their participation is therefore a source of development in terms of representations, practices, skills, and knowledge.In the end, the impacts of these projects are generally perceived over the long term.<< Results >>At the heart of the project is strategic knowledge management by:- by organizing a feedback loop, the consortium is committed to maintaining strategic links to further strengthen synergies between the scientific universes of mechatronics;- being involved in a lasting cooperation, the partners have produced new knowledge that needs to be studied thanks to additional resources, facilitating a process of knowledge transfer between education and companies for mutual improvements.- the agility of the development of learning modules by trainers, Digitronics strives to indirectly strengthen the employability and key skills of young people. In addition, our modules are intended to be digital in order to be available to SMEs and to strengthen the effectiveness of training systems that are more useful for the market;"

"Building bridges between the worlds of education and business is a priority for Europe. While teachers are not sufficiently ""equipped"" regarding their knowledge of the economic, financial and organizational issues that structure companies and their role in economic development, these actors often have a biased representation of the school institution and its operation.The objective of Cokleeco is to promote a better mutual understanding between these two spheres, to update their mutual representation and to develop cooperation through the development of a training program corresponding to the realities of different organizations in the territories of project partners.9 partners, from 5 countries, from both the world of education and the company were involved in this project:Freref, a European network active on the issues of lifelong learning, based in France, managed it.In Auvergne-Rhône-Alpes (France), the project was carried by the regional MEDEF and the rectorate of the academy of Grenoble.In Emilia-Romagna (Italy), the project involved the Regional Confindustria and the University of Modena-Reggio (Unimore).In French-speaking Belgium, the Foundation for Education (FPE) for the promotion of the school-companies relationship as well as the General Directorate of Compulsory Education (DGEO) of the Wallonia-Brussels Federation contributed with their respective expertise.In Catalonia (Spain), the education department of the Regional Government of Catalonia participated in the project.Finally, in Poland, the MCDN, a continuing training center for teachers in the province of Malopolska (Krakow) gave their inputs on the question of the school-enterprise relationship.The Cokleeco project was dedicated to 3 categories of target audience.-The world of education with teachers, but also the actors of guidance and school heads;-The economic world with entrepreneurs, HR managers, business tutors ...;- young people in school (high school students, middle school students, apprentices, students ...).As a first step, the project collected innovative practices existing in the territories. These practices were then clustered with the aim of constructing a prototype of a training pathway using a decontextualization / recontextualization approach.On the basis of this prototype, the partners have developed pathways for each of their territory, in order to meet the expectations of local stakeholders. These courses were tested locally and during a week of mobility in Italy, the participants were able to share the comments and suggestions obtained in order to build a European training pathway. This pathway, common to the ""business"" and ""education"" people was then tested during a second mobility that took place in Grenoble (France) during which about thirty European participants from the world of education and companies were able to deconstruct their a-priori during exchange sessions and a day of immersion. The participants were then accompanied to build new actions, in a transnational way so that this better knowledge of the respective environments will benefit the final target audience: the students.This step was carried out during pilot actions involving the different target groups of the project, which made it possible to obtain the opinion of external participants and different audiences.Project partners have formulated lessons learned and recommendations so that they can share their experience with new actors wishing to become involved in this process.The impacts obtained by the Cokleeco project are numerous:In Spain, Italy and France the partners involved in the project are planning to renew the European training course on their territory with for example a ""teacher summer camp"" initiated in Italy in September 2019, which should take place in 2020.In Poland, some training content has been incorporated into MCDN teacher training.In Catalonia, the project was presented within the entrepreneurship network of the Ministry of Education of Catalonia with the aim of implementing the training pathway for VET teachers.In Belgium, the results of the project have been integrated in the reflections around the realization of the Pact4Youth currently led by the government of the Federation Wallonia Brussels.In Auvergne-Rhône-Alpes, the project has made it possible to identify previously isolated practices and to recruit new players for future initiatives.At least 5 new European projects have sprouted through the Cokleeco project, one of these being already funded by the Italian Erasmus+ agency."