CONTEXT AND BACKGROUND OF THE PROJECTVET schools has fulfilled most of its goals if students learn necessary skills and knowhow of particular profession, graduate on time and become employed after graduation. This task is not easy as alarming number of early leavers from VET education and decreasing number of employment rate of recent graduates show.Our aim was to find new pedagogical methods to tackle these challenges. We focused on develop of intrinsic motivation of students by collaborative knowledge creation culture, supporting atmosphere and constant feedback. This was done by studying larger multidisciplinary modules and with teachers who have a mindset of supporting coach. Finally learning framework for all this was a company – which students established, branded and run with coaching of well-branded companies and retailers, and use of advanced eLearning platform. OBJECTIVES OF THE PROJECT STUDENTS 1) Learn vocational and life-learning skills and STUDY PART OF VET DEGREE by a. establishing 6 companies as a mixed group (business & artisan students together) b. branding companies with coaching of well-branded company c. running the company as a mixed group and selling products in 3 countries and online webstore 2) Will be coached and supported in emotionally safe, helpful and permissive international learning environment 3) Support skilled and motivated students to make their dreams come true and learn VET degree in learning-by-doing way COMPANIES 4) Retailers support Young Talents and benefit from co-operation 5) Well-branded companies support students to create new successful brands TEACHERS 6) Learn new groundbreaking pedagogical model and mindset to work as supporting coach SCHOOLS 7) Participating students graduate on time and become employed with brilliant vocational and life-long learning skills. New alternative way of studying curriculum will be constructed (learning wise&economically competitive). VET EDUCATION IN GENERAL 8) Improve the brand of VET education in Europe RESULTS AND IMPACTS RESULTS 1. YOUNG TALENTS ENGAGING LEARNING MODEL TO LEARN LARGE PART OF VET DEGREE BY BEING INTERNATIONAL ENTREPRENEUR WAS CREATED 1.1. SIX INTERNATIONAL COMPANIES WITH STRONG BRAND WAS ESTABLISHED 1.2. LEARNING MATERIAL TO LEARN VOCATIONAL SKILLS AND ENTREPRENEURSHIP WAS PUBLISHED 1.3 RETAILERS GOT NEW PRODUCTS TO THEIR STORE 1.4. SCHOOLS GOT NEW DIGITAL PEDAGOGICAL TOOLS FOR THEIR USE IMPACTS: STUDENTS 48 students studied part of VET degree with multidisciplinary entrepreneurship studies and - Learning skills developed as they had to find themselves solutions to their company challenges - Super learned life learning skills including digital skills (incl. making of videos) - Are able to establish, brand and run a company in intl market - Have a real chance to become a fulltime or part-time entrepreneur after graduation with their company - Co-operation with retailers increased and possibility to get a job there improved - Were able to learn 24/7 TEACHERS got skills to change teaching from distributor of knowledge to supporting coach. WELL-BRANDED COMPANIES, RETAILERS AND JA FINLAND were able to participate in constructing content of VET studies. Can use Young Talents brand in company’s sustainable responsibility PR. Got new fresh ideas and new products to their company. SCHOOLS Change in pedagogical structure in VET schools makes it possible to re-allocate economical resources. Utilization of eLearning increased significantly. COORDINATORS’ Projects can be run more smoothly with user friendlier eKampus VET in general was polished by success stories of pedagogical model. RESULT 2. YOUNG TALENTS COACH ACADEMY MODEL FOR TEACHERS TO LEARN HOW TO WORK AS SUPPORTING COACH IMPACTS: STUDENTS are now better able to learn in emotionally safe, helpful and permissive learning environment. TEACHERS’ mindset changed from distributor of knowledge to supporting coach working with collaborative method WELL-BRANDED COMPANIES AND RETAILERS were able to participate collaboratively in developing VET education (in the learning process of students (and teachers)) SCHOOLS Teachers new competence makes it possible to re-allocate economical resources in new pedagogical focuses in VET schools LONGER TERM BENEFITS - Schools have opportunity to learn the improved learning and economically competitive features of the Young Talents Learning Model and the Young Talent Coach Academy model. For this reason, they may broaden the Young Talents Learning model to other studies in their school and coach new teachers with Young Talents Coach Academy model. Model was put in use also in other schools through good dissemination.See: - THE STORIES OF YOUNG TALENTS - INTRODUCTION TO YOUNG TALENTS LEARNING MODEL https://youtu.be/8Cn0nrAkNt0- YOUNG TALENTS COACH ACADEMY - New Learning Model https://youtu.be/QmcV1IRrixY- www.youngtalents.pro

The new-generation information technologies such as the Internet of Things, robotics, and smart connected objects open new horizons for industry and the energy markets. The experiences of the VET partners involved in the projects points to the fact that the VET providers have to get in line with the new technical competencies required by the smart energy sector and, specifically, the area of energy management. Furthermore, with the experience of homeschooling under the Pandemic, the need for developing high-quality digital learning tools and virtual mobility for VET learners became visible. MAIN OBJECTIVE: to enhance technological skills of VET students and their teachers about using digital tools in energy management SECONDARY OBJECTIVES: to train VET teachers/providers in ECVET principles; to improve problem solving behaviors of VET students through project based learning (PBL), their skills in using digital training material, to improve the competence of teachers in designing transnational online learning materialsPARTICIPANTS: 41 teachers and trainers out of: 3 VET schools (Spain, Sweden, Netherlands), 1 non-profit VET provider in the field of energy efficiency (Spain), 1 technical university experienced in training VET teachers (Germany), 1 web-based service provider specialized in implementing ECVET principles (Norway).; 260 students from 5 European countries; 21 experts from energy related companies. As associated partner was involved 1 NGO related to environmental education and 2 VET schools from Switzerland + 1 VET school from GermanyACTIVITIES in the project were: Training of VET teachers/providers in ECVET principles. Identification of training needs related to Smart Energy Management (SEM) through interviews with companies and experts. Both activities led to the definition of a “SEM-technician” on EQF level 4/5 and the related description of some learning outcomes. Partners worked collaboratively together in order to deliver a training Toolkit covering several LOs and to learn how to use and implement the training tools in a MOOC course based on PBL methodology. 4 partners implemented the training material in a piloting program with their students (partially under the Pandemic). All partners carried out the development of a teachers’ handbook for implementing PBL inside the classroom. Additionally, partners organized a virtual mobility through a competition among VET students that promoted transnational exchange. The tangible results of the project are: ECVET Online Training course for VET teachers in English and Smart Energy Manager qualification description (O1) TOOLKIT ON “SMART ENERGY MANAGEMENT” for VET students (EQF level 4), based on ECVET standards and delivered in a MOOC format in basic English. The Toolkit consists in different modules: introductory online module about digital transformation of the energy sector; smart thermal installations; smart lighting and user experience; Smart Energy Management Systems and energy mapping (O2)VET TEACHER’S HANDBOOK on implementation of PBL methodologies, addressing aspects like organizational arrangements (flexible time management, curricula agenda); adaption of classrooms and workshops; defining the new role of the teacher (trainer vs. assessor) and the student team; case study on implementing PBL; Handbook delivered in English and partner languages: DE, ES, NL, SE (O4)VET student competition among VET providers across Europe about ENERGY EFFICIENCY: During the competition, VET students worked in teams to find innovative solutions for improving the energy consumption of a school building. Access to all results through project webpage: www.energyducation.euIMPACT: Through the Toolkit, VET teachers and students enhanced their competence and knowledge of smart technologies and specially students their problem solving behaviors by working in student groups and resolving given challenges. VET providers gained competence in developing a new qualification description based on ECVET principles and VET teachers enhanced their implementation strategy of PBL. Industry partners/experts got involved in the definition of training needs relevant for smart energy management and the partnership laid the groundwork for developing future training curricula. Through the student competition, partners gained experience in organizing virtual mobilities that can be repeated even in a broader setting with more European VET schools involved. On a LONG TERM view, this project contributes to the European Green Deal by focusing on the necessary future skills of “smart” technicians, who are able to manage smart energy solutions that promote energy efficiency. Besides, the project provided a methodology on how VET providers can cooperate to develop a transnational qualification description and training materials in order to provide transnational learning opportunities for VET students.

TRACKTION focuses on improving VET graduate tracking at institutional level. Tracking is commonly understood here as all systematic approaches that VET institutions put in place to record information on graduates, with regard to their learning progress, skills acquired, perceptions, routes into employment, self-employment, or further training. VET graduate tracking is part of a broader system that requires: 1) Creating and/or reinforcing VET Alumni Culture bearing in mind that “the ability to communicate with graduates is a precondition for tracking” 2) Recording information on VET graduates destination. Both with regard to entry of graduates into the labour market and their progression within it, perceived relevance of acquired skills and entry and progression into other education programmes. 3) Using tracking for evidence-informed institutional decision-making. Tracking helps VET providers to understand the impact of study programmes, as well as their relevance for the labour market. General objective- To improve VET schools understanding of “VET-to-work transition systems” (eg. impact of learning on VET graduates’ careers, labour market relevance) Specific goals-To establish a more coordinated and appropriate set of VET Graduate Tracking measures at VET-provider level. -To increase institutional capacity to act on and use results for a variety of purposes, such as enhancing study programmes and alumni services -To strengthen Alumni Culture in VET SchoolsNumber and profile of participants; TRACKTION is a collective endeavour comprising 6 organisations from Spain (2), Estonia, Italy, Netherlands and the UK. In terms of expertise, the partnership shows a good balance including 3 VET Schools (Alfa College, PKHK, Cometa Formazione/Oliver Twist School), 2 intermediary organisations bridging policy and practice at regional level (VALNALON and TKNIKA) and a research-focused organisation (Education & Employers Tasforce). Description of activities; In exploring this interesting topic (Alumni relations + VET Graduate Tracking) , the project will address a number of interconnected themes:1. Contextual conditions (system-level requirements at regional/national/european level)2. Conceptual dimensions (employability, school-to-work transitions, employment and entrepreneurship)3. Operationalisation issues (methodology and instruments already in place)4. Quality issues (optimise the ways in which graduates’ feedback on their destination influences VET provision/systems and is mirrored back to enhance VET learners’ learning outcomes (“closing the loop” of the VET quality cycle ).The project will result in 2 tangible outputs: - A Tracking Protocol that simplifies data collection from Alumni (O1)- A How-To-Guide “Building and Sustaining Successful Alumni Relations Programs in VET Schools” (O2)methodology to be used in carrying out the project; YEAR 1 (Sept 2017-Aug 2018). Recording information on VET graduates destinationA survey will be circulated among partners to take stock of Initiatives and Tools currently in use, obstacles and challenges ahead. Results will be collated in a baseline study that will be presented in June-July 2018. Impact evaluation framework will be defined and the identification of data requirements will precede Protocol Development YEAR 2. (Sept 2018-Aug 2019) Creating and/or reinforcing VET Alumni Culture A first version of the Protocol will be ready in Sept 2018. VET Schools will define an action plan to improve existing.provision of alumni services.VET Schools will select graduate sample for a first pilot test of the Protocol (O1) at 2 different points in time (eg. 2 and 6 months after graduation). YEAR 3 (Sept 2019-2020). Using tracking for evidence-based decision-makingVET Schools will select graduate sample for second round of pilots. Quantitative and qualitative data on user perceptions will be collected for analysis. Release of final versions of protocol (O1) and How-to-Guide (O2). Evidence, learning insights and key policy messages disseminated in Project Website, Multiplier Events and Peer-Reviewed JournalsThe project is expected to bring a better and broader understanding of school-to-work transitions and hence, schools will be in a better position to match supply and demand. Quality Assurance will be positively impacted as the project will support VET schools in improving actions around 2 of 10 European Quality Assurance in VET (EQAVET) quality indicators: Indicator “5 Placement rate in VET Programmes” and Indicator 6 “Utilisation of acquired skills at the workplace”. Learning insights will be shared with the members of the soon to be launched EC- initiative on graduate tracking to improve information on how graduates progress.

The aim of this project was to develop a toolkit to be used with the ECVET documentation. This toolkit should be especially aimed at the IT sector since we looked for but didn’t find any documentation on the internet that could make our work with filling out the ECVET documentation easier.During Sweden's transnational mobilities for its students some questions arouse:Is the ICT market the same in different parts of Europe?Is the ICT vocational education similar in different parts in Europe or does it differ and if, in what way?Is it possible to make some templates or drafts that would make the filling out of the ECVET documentation easier and which would work in all of Europe?These were also questions we wanted to know the answers to and that's why this project was founded.The objectives were to compare our educational systems to find similarities and discrepancies and to establish the EQF levels of our different educational programs. We also wanted to know what the companies looked for to employ our students and if it differed in different places of Europe. From the information gathered we wanted to make learning outcomes to be used in the ECVET document system for some different work roles that our students could have during mobilities.number and type/profile of participants; The participants were from five different parts of Europe to maximize the geographical spread. There is a variation of sizes of the participating schools which also could give different perspectives on the project. The participants were Sweden (north), the Netherlands (middle), Estonia (east), the Republic of North Macedonia (south) and Portugal (west). All the participating countries have some sort of vocational ICT education on upper secondary level.Each country also contributed with different skills or experiences we thought valued for the project:The Swedish representative is included in a large consortium for Erasmus+ KA1 mobility which sends a lot of students on transnational internships every year (not during the pandemic, but before and will again).North Macedonia is specialised in special needs since their school is specialized for hearing impared and they also do some transnational mobilities. And had some eTwinning experience.The Netherlands have a lot of experience with international projects and they also work actively with including and integrating refugees and immigrants to the Dutch community.Portugal had experience of eTwinning and of international projects.Estonia also has experience of international projects and has a long experience of vocational education within ICT.During the project we had a transnational project meeting in all the participating countries. During these meetings we did study visits to different ICT companies and interviewed the employers about what skills and competencies they looked for when they recruited new employees.We also compared our different educational systems and curriculums to find similarities and discrepancies. Further more we also compared our different ECVET documents that we used for transnational mobility. The aim was to make some common ECVET documents to be used for transnational mobilities within IT and to learn from each other's different experiences and knowledges. All in purpose of making it easier to implement transnational mobilities and thus increase student mobility in Europe. We found that we all had an educational level equivalent to EQF level 4 and that our different end result of our IT related VET educational program didn’t differ that much. We also could conclude that there were no bigger differences in what the employers looked for with an eventual employee in our different countries. We also could conclude that the employers on the whole generally rated soft skills higher than pure technical skills which was a bit unexpected for us. We identified some different work roles within IT that our students could take in eventual transnational mobility and established which learning outcomes would be proper for the different roles.The information gathered is also used in the teaching at all the participating schools and thus increased the quality of teaching at these establishments with a wider and deeper international perspective.Hopefully this will help our organisations with the documentation during transnational mobility and also help others as well. One unexpected outcome was that one of the participants is now involved in writing new national curriculums within their educational system on secondary level, partially due to their involvement in this project!Experiences from this project is now also included in the teacher training program at the portuguese organisation.

Rationale: Regionalisation versus globalisation. In all of the regions involved in this project, unemployment rates are high due to a variety of reasons. When one takes into account that small and medium sized companies (SME's) in the areas involved produce about half of the nation's economic output but account for approximately 20% of exports, a lot can be done. Most SME's in these regions are struggling to survive yet are extremely hesitant to look across borders when in fact the world is at their doorstep. Experts state that in a globalised world, SME's need to be able to confront an increasing competition from developed and emerging economies and to plug into the new market opportunities. There is a direct link between internationalisation and increased SME's performance. International activities reinforce growth, enhance competitiveness and support the long term sustainability of companies. In turn, companies indicate that there is a considerable gap between education and the labour market/industry. VET students lack hands on compentencies. As VET centres, it is our responsibility to take this to heart because we are able to change the mindset of our students to thinking globally and acting locally. After all, our students will be the next generation of entrepreneurs. Both of the above-mentioned issues need to be addressed and dealt with in close cooperation with all parties involved. This is why this project involves schools, companies and local government (also referred to as the triple helix principle). In this project the focus lies on two departments; the Economics department and Tourism department.Why transnationally?The strengths and opportunities from one area could be of use to the other regions involved. Hence, we would not only like the students to become more familiarised with the concept of globalisation but the companies and municipalities as well. Ergo, students will become more responsible, pro active and show more initiative. It will increase their chances to enter the labour martket, not only within this region but also internationally because they will have become more flexible/adaptable and fluent in English. Companies will receive feedback from the market reserach about the current needs of the market and this might help them to adapt their martket strategies on an regional/national/international level. The companies might obtain new international partners. The teachers will also benefit because it might lead to transfer of knowledge regarding education programmes, curriculum and foreign companies. The need for a more international view in the current economic climate is paramount in order to regain a healthy economic climate. Objectives and target groups:Ergo, this project is not solely a result of schools working together, the key to successful international entrepreneurship revolves around the participation and cooperation with local businesses/local government and organisations as the Chamber of Commerce, Export Clubs and other Business clubs ( Rotary). The municipalities of each of these towns have agreed to sign the Letter of Support in order to emphasize that they are adament to join forces. Several chambers of commerce and/ or business clubs have agreed to sign this Letter of Support as well. Because of the expertise of all these parties involved, the students will learn from existing companies and obtain valuable knowledge and skills. They will be exposed to the cultural differences and entrepreneurial skills by means of presentations of Chambers of Commerce. With this information students have to conduct an International Market Research that will result in identification of the needs of the local entrepreneurs, which could lead to import/export of products but also of ideas and knowledge. Please note that the Tourism students will research, map out and promote the recreational opportunities in the countries involved and this might boost local economies as well. Hence, all students will gain (international) insights, allow students to enter the labourmarket better. Each partner will set up case studies of good trade practice in their country to be shared across the group. The findings; its benefits and challenges will be explored and analysed and presented in a Business Plan.