Industry 4.0. is based on new ways of interaction among people, machines and data, combining the physical and cybernetical world in a manufacturing environment. In order to establish industry 4.0. in a company, it is necessary to count with workers with the skills to meet the requirements of this new approach. Industry 4.0. is more demanding in both technological and organisational terms and interdisciplinary competences are essential.In this context, the VET system should seek to provide a broader set of skills and job specific capabilities and close the existing IT skills gap. Vocational training needs to be structured in a different way and integrated in the industry 4.0. by cooperating with technological centres and companies, completing the triangle innovation-education-business. According to the Federal Institute for Vocational Education and Training (BIBB), “companies are cooperating more with partners in the higher education sector to train the next generation of skilled workers. But vocational education and training must not leave this field to the higher education establishments alone, particularly as no uniform standards exist as yet. On the contrary, it must develop its own concepts for Vocational Education & Training 4.0.”Given this background, with LAIT 4.0. the partners wanted to achieve various aims:- Provide VET teachers with knowledge on industry 4.0. technologies and with the skills to transfer this knowledge to VET learners and to SMEs.- Develop the technological and organizational skills of VET learners in order to give a better answer to the current demands of industrial companies.- Improve the access of companies, specially SMEs, to the knowledge of research and innovation centres.- Increase cooperation between VET centres, R&D centres and companies, enhancing the triangle education-innovation-business.- Facilitate transparency among the different VET systems in the EU by the design of a course addressed to reduce the skills shortage related to industry 4.0. and the development of a memorandum of understanding among project partners to enhance their cooperation beyond this project.To accomplish these aims, during the project:- 19 VET teachers attended a course on industry 4.0 (O1) and the key related technologies, provided by our project partner IK4 Tekniker.- These 19 teachers transferred this knowledge to other 88 teachers during a short course, focusing on those aspects more relevant to each VET school. The materials developed for each short course are available under O2.- 17 technological check-ups were carried out by VET teachers. To do that, a methodology was developed to determine in the first place, the digital maturity level of the companies and secondly, to identify (if applicable) any possible improvement. The experience obtained enabled us to develop a guide (O5) to carry out technological check-ups in companies, which includes the methodology used as well as some guidance regarding the organization in VET schools and the technological check-ups carried out in each country in the respective language version of the guide.These activities brought an important impact:-19 VET teachers got a deeper understanding on industry 4.0 and got the knowledge and the experience to carry out technological check-ups in companies, which enhanced enormously their self-confidence when dealing with companies and of course their professional skills.- Accounting the number of teachers who upgraded their skills and the new materials developed for the short courses, which are being already used in class in many VET programmes, we estimate that around 1700-1800 students at least benefit now from better prepared teachers and from the integration of new contents in the curriculums delivered.- 17 Companies participated in the technological check-ups, some very advanced in the implementation of industry 4.0, some with almost no experience at all. In both cases, they discovered a powerful tool for analysis or self-analysis of their readiness for industry 4.0 and in some cases even projects to be carried out together with the VET schools who carried out the check-ups. This empowered the triangle innovation-business-education.- As consequence, the main impact for all project partners is that they have better prepared teachers now and their curriculum is updated and more aligned to the companies´ needs, besides, the realization of technological check-ups is now a new service offered by some of the partners and/or an activity integrated in their lessons to be done by VET students.In the long term, the benefits of the project refer to a better alignment between VET and the needs of companies, which will improve the professional perspectives of VET learners and the definition of new ways of cooperation between VET centres, companies and technological centres, contributing to a higher relevance and prestige of VET, being a bridge between technological centres and companies.

"The ""CLI.C.K FOR SCHOOLS"" (""Climate Change Kit for Secondary schools"") project is based on a Euro-Mediterranean partnership from 4 countries (France, Italy, Greece, Croatia). It aims to respond to these challenges by offering an educational kit dedicated to climate change in the Euro-Mediterranean region intended for 11-15 year-olds and their teachers. The approach is multidisciplinary and multicultural, it is based on a partnership mobilizing schools (Collège Jean-Garcin, Apro-formazinone, ACEE, Puscica) and organizations specializing in environmental education (UAC, MPK, Udruga Brac, ERICA) to facilitate direct and free access to educational resources.In order to reach these objectives, the project has implemented a series of complementary actions:- Development of a diagnostic of existing educational practices and references online for students aged 11 to 15.- Capitalization of knowledge sheets to provide elements of understanding of climate change to teachers and stakeholders in colleges or educational structures.- Creation of 24 activity sheets for teachers to facilitate understanding of the challenges of climate change in the Mediterranean region- Creation of 17 project sheets for teachers and students to adapt and act on a daily basis in the living area of ​​young people. - Development of 6 thematic educational programs (water, biodiversity, eco-mobility, energy, major natural risks, climate change) which highlight the link between knowledge, activities and projects- Creation of a digital and interactive game for young people to make them aware, to make them aware of their actions and decisions that could impact the climate and their environment. This educational kit aims:- to provide teachers with resources geared towards understanding climate phenomena and challenges in the Mediterranean region,- to encourage local engagement of students and their international openness- to provide interactive resources.The ""PLUS"" of CLICK FOR SCHOOLS• Educational resources that identify the effects of climate change on the students' living space• The concrete enhancement of the students' ability to act on their environment• Free educational resources based on the achievements of New Information and Communication Technologies• Highlighting the diversity of geographic contexts: coastal, urban and rural challenges characteristic of Mediterranean regionsThe Click for schools website which promotes and capitalizes on educational resources is available in 5 languages ​​(Cr, Eng, Fr, Gr, It): https://www.clickforschools.eu"

Entrepreneurship education has been on the agenda of pedagogical development in all levels of education for years. Student companies has been one common form of entrepreneurship education. Nevertheless, it seems that sustainability is not so often included in student companies or other entrepreneurship initiatives applied at educational institutions. It would be important that those who are considering starting a business also understand the importance and potential of sustainability. Sustainability – from cultural, social, ecological and economical points of view – offers an opportunity to equip students with more positive expectations and images for the future. From ecological and economical point of view, resource saving in business is necessity.The core idea of the project matches the international and European need to reverse and lessen the effects of the climate change. The recent strikes with 1.3 million people on climate change is just one evidence that the younger generation is concerned about the future and the sustainability of the mother earth. Therefore the consortium partners, monitored by external stakeholders, will develop the concept, the content, and pedagogical methods for the Sustainability-driven Entrepreneurship study unit. This will be done by gathering and analysing learning outcomes from local curriculums and developing new ones to match stakeholders’ needs for creating the concept for the study unit. Learning and teaching material will be produced including case examples from local companies highlighting their current sustainability-driven practices in partner countries. Sustainability-driven Entrepreneurship -project aims to •improve and increase entrepreneurial competence among students, teachers and trainers •increase background knowledge on sustainability and sustainability-driven entrepreneurship•produce learning and teaching material and related pedagogical methods to support the students when acquiring these skills and competences•create and pilot a competition at local and European level, where multi-sectoral student teams solve challenges given by companies. The project partnership consists of four vocational schools (VET), two higher education institutions (HEI), one high school, one enterprise and one regional ministry of education in all seven countries (FI, IT, DE, NL, BE, UK and ES). Each partner has its own network for monitoring and dissemination purposes of the project. These networks will be involved in arranging local competitions and other project activities. In average, five staff members and 20-30 students from each partner will be involved. The key target groups of the project are students, teachers, trainers and local small and medium sized companies. Partners will develop the concept, content and pedagogical methods for the Sustainability-driven Entrepreneurship study unit in close cooperation with local working life representatives. Surveys will be used for situation analysis and evaluating the impact of the training the trainers and the pilot.The activities can be grouped in the following thematic areas:•situation analysis survey•development of learning and teaching material including compilation of best innovative practices in companies in seven countries; innovation with sustainable approach; and service design•development of train-the-trainers material and building-up the capacity of trainers•pilots including local competitions and European level final competition in implementing the sustainability-driven entrepreneurship study unit•quality assurance by the local project group including key stakeholders and representatives of enterprises•impact evaluation to verify the impacts of the implemented study unit among the students and teachers•dissemination activities including website, social media campaigns, joint articles and publications, conference presentations and the multiplier event•project management and coordination including transnational meetings.The project will produce International Sustainability-driven entrepreneurship study unit (15 competence points/ECVET points) with a practical plan with learning outcomes as well as a handbook for trainers including the learning material. Local and international competitions will bring the learning close to practice. Students in multi-sectoral and international teams will strengthen the key competences/transversal skills, which should match the requirements of their future employees better. The partner organizations will include the study unit in their current/future curricula to sustain the results after the project. National level education authorities will be sensitized on the results in order to present the sustainability-driven entrepreneurship unit as a vital option for educational institutions at all levels. European citizens and entrepreneurs should do their best to improve their actions towards long-term sustainability.

"Looking for a flexible, interactive and, above all, a practical training course that will make it easier to plan classes and interact with your students using digital instruments and tools? E-trainers.eu is a great opportunity for you to become a more competent digital teacher.Apro Formazione has developed the E-TRAINERS distance-learning platform in cooperation with training institutions and teachers from 5 European countries: the Netherlands, Spain, Latvia, Croatia, and Slovenia. The ""E-TRAINERS: new skills and tools for vet"" project is co-funded by the EU Erasmus+ program and its main objective is to bridge the digital divide between young people and teachers. The E-TRAINERS platform is ready and available in 9 European languages. It is an online training course on three methods that help teachers and operators who, in various fields, work with young people to better prepare them and to develop their educational activities using digital technologies. A coaching service is available to support users in the use of the methods and tools learned during the course.The course features 3 modules on:• using videos as a didactic method (GUIDE STUDENTS IN CREATING DIGITAL CONTENT)• teaching methods for key transversal competences (DEVELOP LIFE AND CAREER SKILLS OF YOUR STUDENTS)• critical use of the Internet (BECOME A DIGITALLY CONFIDENT TEACHER)To start, just register on the website www.e-trainers.eu, follow the short introductory course '' How to use E-trainers '', take the entrance test and choose the module to start training with. At the end of each module, a test is available, exceeding which a certificate is obtained. At the end of the three modules, a final test is available for passing the complete course. You can check the usefulness and quality of this professional updating tool on digital teaching and work methods by visiting www.e-trainers.euGood surfing.Apro Formazione"

When this project finishes in 2017 we hope to have acheived the following:Four partner VET schools from Italy, Spain, Denmark and Sweden will produce an online CBT based course in pneumatics for Upper secondary students. We aim to make a standardized course that could be used all over Europe. To do so we will use ECVET terminology to describe learning outcomes, skills and required knowledge. Pneumatics is a suitable field of knowledge for this kind of project since it isn't tied to a certain brand, factory or country. The working language of the project and the course will be English. Thus we hope to teach our students a vocabulary useful in this specific field of knowledge. The mobility experience will also give both students and teachers the opportunity to know new cultures, countries, school systems and make new valuable connections. On line studying is the future of education and it will make life long learning possible and accessible to many more target groups than before. The course material will be presentetd on a platform and a web page which the project partners will produce and the project manager will update and maintain. The course material will be free and accessible to anyone wishing to give the course in the future. This course may serve as a standard model for other CBT on line courses in various fields of knowledge in the future.The project will be disseminated to all students and staff at the participating partner schools and at various other local, national and international occasions.