"<< Background >>Imagine a world in which engineers can interact with 3D models in an immersive environment, where doctors use artificial intelligence to create individually customized treatment plans, and where products wend their way independently through the production process. This is Industry 4.0, the Fourth Industrial Revolution, defined as the convergence of digital, biological and physical technologies disrupting manufacturing, agriculture, healthcare and all industries across the globe. Currently, education and training views Industry 4.0 technologies in segregated silos. Few programs, if any, align the interacting segments. Teaching is still aligned with the traditional engineering disciplines (mechanical, electrical, chemical, etc.) associated with Industry 2.0. To succeed in Industry 4.0, educators will be required to radically rethink their models, methods and offerings to meet the needs of industry and a rapidly changing society. Robotics, big data analysis and artificial intelligence are growing and ongoing changes in technology used in companies. This development is accelerating and these changes are challenging the skills and competences of young students but also those people who already are working in companies. The main goal of vocational education and training is to provide competent workers for companies and support individual opportunities to learn, study and develop personal path in life long continuous learning, reaching to career in working life. This includes new, innovative and flexible opportunities for students of all ages.Development of technology is also a opportunity for vocational education and training. New technology via remote and digital learning facilities offers larger possibilities to learn and study when studying is not bounded to location or time. This is one of the priorities in this project. The aim is to organize learning opportunities for students in vocational education and training by utilizing physical, modern learning equipment in partner organisations and creating virtual learning modules for students and teachers in VET. Thus every partner can provide larger selection of studies but do not have to own or invest on expensive and rapidly out of dating facilities.<< Objectives >>The concrete objective of the project is to create joint on-line learning course "" Sustainable smart manufacturing and solutions"". The course is consisted in 5 modules and every module has a special quality of the whole course.The course presents a new, innovative education model which is implemented as a flexible online course and can rapidly adopt immersive training using augmented and virtual reality. It is combining physical and virtual learning facilities so it broadly increase student access to emerging technologies via smart factories and other real-world settings. The bases of the course is collaboration with industry so it will help industry and education to create case studies and best practices for quick action and to prepare the workforce of the future.This project supports life long continues learning and provides upskilling support. Teachers and student are supported to become Industry 4.0 leaders and knowledge creators. Workers have an opportunity to transform from single-task traditional careers (mechanical engineer) to multi-track careers (engineer, data analyst, network administrator). Transnational collaboration; working in international teams and in the same virtual learning environment, will strengthen multicultural and language skills of students and teachers. New innovative on line course will also embrace the physical/digital duality and overlay a digital mindset on physical businesses. Workers will need specific technical digital skills contextualized and applied in physical environments. Companies will need to integrate physical and digital disciplines in the creation and scaling of new processes and products, and this project support cultural change at the executive level at companies of all sizes. This way the project helps small and medium enterprises change their cultures into learning organizations that are resilient to digital disruption.<< Implementation >>The project will be implemented by creating five learning modules combining real-life and virtual learning environment. All partners participate in developing these modules, bringing the needs and requirements of local, regional and national aspects. All the modules will be evaluated during the development process and together these modules unify a new, innovative on-line learning course "" Sustainable smart manufacturing and solutions"". Students of vocational education and in higher education will pilot these modules by case studies/worked- based project in transnational and multicultural teams leaded by student of higher education. There will be three transnational learning and teaching activities and the aim of those activities is to familiarize with partner organisations learning facilities while using them in virtual environment, evaluate and asses own pedagogical and didactic teaching and training methods and create new ways to utilize new virtual course. Students will participate training in partner organisations and teachers will be involved in teaching in the same organisation. Project is supported by local and global enterprises and they will be invited to dissemination events.<< Results >>As the results of this project there will be 5 new innovative learning modules in Industry 4.0 unifying the course """" Sustainable smart manufacturing and solutions"". This flexible online course is combining physical and virtual learning facilities, rapidly adopt immersive training using augmented and virtual reality. Thus this project supports accessibility for students to emerging technologies and specific technical digital skills. The project will also support life long continuous learning skills and attitude, enabling transition from single-task traditional careers (mechanical engineer) to multi-track careers (engineer, data analyst, network administrator). Student will also develop multicultural team work and language skills during their case studies/worked- based projects.Teachers involved will create new teaching model combining virtual learning in real-world environment. Teacher will have access to modern technologies and this will support teachers to become Industry 4.0 leaders and knowledge creators. Working in transnational project and teams will develop as well teachers' multicultural team work and language skills, supporting life-long learning skills and attitude in pedagogical methods. Companies in technology sector will connect industry and VET/HE to create case studies and best practices for quick action and to prepare the workforce of the future. This project will support small and medium enterprises change their cultures into learning organizations that are resilient to digital disruption, embrace the physical/digital duality, integrate physical and digital disciplines in the creation and scaling of new processes and products.The project engage learners, educators and organisations in the path to digital transformation. The project will support digital technologies for teaching and learning and to develop digital skills for all. Project is aiming at enhancing digital skills and competence development at all levels of society and for students, job seekers and workers as well as enterprises."

already in english

<< Background >>The idea for the project came from an evaluation meeting with teachers from Mercatec Technology department. The managers and teacher requested at follow up on experiences with distance Learning. The discussion took place on the finding of the EVA report on COVID-19 lockdown (EVA - Danish Evaluation Instutute). There were both good and not so good experiences and there was a wish to capitalize on all the experiences. The international department was present at the meeting and introduced the idea of sharing these experiences across boarders in Europe since all countries had been effected by lockdown and had to have inputs and similar/other experiences.The international department searched for partners within the Xarxa network and other assosiated partners. The partnership had to be from across Europe and with different teaching traditions in order to secure a variaty of views on online distance learning.The COVID-19 has provided the VET sector a unique oppotunity to rethink the way we conduct classes. The VET school are at times pressure for space and distance learning could be a means of dealing with this obstacle. It should however not be at the expence of the student learning. This is where this project will try to deliver solutions to go forward with blended learning by the help of the input and experiences of teachers and students.Another issue we want to adress is that the VET scholls have experienced an increased number of students who have droped out of school during The COVID-19 lockdown. We think that the lack of social inclusion and the difficulties with distance learning has been contributing factor to the increase.<< Objectives >>The main objective of the project is to collect the experiences from digital distance learning and thereby build capacity for digital readiness among teachers and students in the VET sector in Europe. Furthermore the project wants to address key issues which all VET schools has to consider when moving forward with digital distance learning. These issues could lead the way for more innovative practices and a digital transformation for the VET sector.The project partners wish to learn from other teaching cultures as well as inspire other to go forward in transforming the VET sector.<< Implementation >>This project consists of 5 partners from 5 European countries who will examine questions and develop an outline for a didactic for digital readiness. The project consist of:5 work packages:- WP1 - Good Practices Pooling.- WP2 - Social Inclusion for students online.- WP3 - Inclusion (Mapping student experiences)- WP3.1 Inclusion (Didactics and Paedagogy)- WP4 Creating Digital Learning Space 5 transnational meetings in each partner country (Italy, Spain, Estonia and Denmark). The meetings will be used for monitoring the progress and quality of the project aswell as planning future aktivities in order to keep the deliverance of the project on track.5 Learning-Teaching-Training Events connected to each of the work packages. This project focuses on exchange of good practices and capasity building of teachers to strengthen the compenteces of the instutions involved in the project. Furthermore to share findings with the VET sector.<< Results >>The outcomes of the project will be:- a booklet of the good digital practices during the COVID-19 lockdown.- Digital code of conduct for students- Recommandations for future distance learning lesson..- recommendations for teachers on digital didactics and paedagogy aproaches - do's and don'ts.- describe recommendations on how to establish digital learning environments.The outcomes will be published as text and/or podcasts to be circulated to the VET sector.

<< Objectives >>The objective is to involve European VET learners and trainers in the first international VET competition to explore innovative Nature-based Solutions (NbS) in order to solve a real-world challenge through VET education. The challenge is launched by the company Agbar, as how to mitigate the effects of floods & improve the retention of water within the invented imaginary city 'Metropolis', which combines features of a typical city like Viborg (Denmark), Leuven (Belgium) and Barcelona (Spain).<< Implementation >>Once Agbar launches the challenge, VET learners and tutors will gather in 3 mixed international groups of students to work together to generate creative ideas to address the challenge (Creative VET Lab in Leuven), to come up with a prototype (Protoype VET Lab in Viborg), to elaborate a business plan (Accelerator VET Lab, virtual) and to present their final innovative NbS in an Awards Ceremony in Barcelona before an international jury who will recognise and prize the most innovative NbS prototype<< Results >>The expected results will be (1) to increase interest of VET learners in the future of water management in European urban areas, (2) to train and develop transversal/21st century skills during the process of generation of NbS, (3) to increase visibility of talented VET students for the water companies as pools of future employees capable to respond to real challenges and (4) to contribute to integrate NbS in the VET curricula of European VET providers.

"The purpose of STEM project is to develop an innovative approach in science lessons. By doing this, our primary aim is to stimulate students' creativity, help them gain critical thinking, questioning ability towards natural events and make them aware of their environment and energy sources. In other words our initial aim is to educate the future generations as questioning, criticising, creating individuals in physics lessons and expect them to be aware of renewable energy via STEM. It is our project priority to create innovative learning environments where to exploit the same technological tools our students are so fond of once caught their attention, it will become easier to help them develop transversal skills such as critical thinking, ICT. International cooperation will focus on the creation of a blended learning environment based on student-centered methodologies: through face to face activities. At least 2 English teachers, 2 science teachers, 2 teachers within each school field of study; selection will be based on personal curricula and an interview, and selection parameters will be: ICT/language competences, personal motivation, involvement in school projects and previous LLP activities. 50 students from each school according to the following parameters to be detected through a written test and an interview: ICT/language competences, STEM skills, renewable energy awareness, creative skills, special education needs, personal motivation and willingness to be involved in school projects. This project will provide an innovative approach ""STEM"" which will stimulate pupils' creativity and questioning ability. In particular, the technology will be the main learning space where students will be stimulated to develop creative skills and learn the sustainable energy sources and be aware of resources within the following fields of study: Turkey (geothermal energy), Hungary (biomass energy), Portugal (hydro energy), Slovenia (photovoltaic), Denmark (wind), and Italy (solar). In other words , our STEM project will help students gain awareness about sustainable energy and sensitiveness towards green environment through searching, observing and experimenting the production of renewable energy like solar, wind, hydro, geothermal, biomass . Teachers and students from project schools and schools in the neighbourhood, sister schools, parents, local communities will be involved in the project both directly and indirecty. During the mobilities in each host county a culture fest will be organized in the hall or corridors of the host partner school for the involvement of all the students and the school staff. The host school will hold an exhibition which will be open all the schools in neighbourhood, the staff of sister schools, parents and local communities as well. The outcomes of our project will be exhibited and shared online and accessible to the public. By means of these dissemination activities lots of students will be actively inside the project. In certain aspects of the project eg. by voting the most productive power plant, the best picture, advertising, short film, logo etc..other stakeholders will take part in this project through e-Twinning, facebook, project website and youtube channel. We will share the outcomes of our works on e-Twinning project where we will carry out collaboratively as well. The involved students will be furnished the right skills and knowledge to become future generations aware of one’s own capabilities, able of critical thinking, problem solving and making significant committments to create something new. With the help of our STEM project we will not only inspire the future generations by using STEM (Science, Technology, Engineering, Mathematics) approach but we also aim to educate them from their stem to branch so as to make them more facultative towards environment and alternative resources. All the 2 years project experiences, both the virtual and the real ones, will be displayed in Erasmus Wall as well as on the STEM Project website and e-Twinning portal. All ""STEM"" project outcomes will be spread through a detailed dissemination plan and supervised by the partner school leaders, through an agenda of events monitoring to what extent project activities will be implemeted compared with what initially planned. After two years practicing and discovering new energy sources via STEM, Science Teaching will Energize Modernisation, students will be more equiped with technology, more open to innovations, will believe in themselves and get the stimulation to create more and more. With the help of our STEM project we will not only inspire the future generations by using STEM (Science, Technology, Engineering, Mathematics) approach but we also aim to educate them from their stem to branch so as to make them more facultative towards environmant and alternative resources."