"The project aims at:- socializing (with case studies reconstructed for educational purposes) pupils and teachers of VET schools with drone technology, designing its integration with curricular STEM programs as teacher-led approach- co-designing with companies innovative working environments, developing the necessary resources for an open and transferable WBL for the realization of a project work “pupil-led”, in response to the challenges of application of drone technology- promoting among students, with a logic of gamification to develop entrepreneurship, a competition of ideas for design, development and implementation of new applications / uses of dronesToday, 90% of the EU working positions require technical skills: by 2018 the demand for STEM resources will grow by 8% while the average of jobs will grow only by 3%; by 2020 there will be a deficit of 825.000 resources with technological skills; by 2025, due to turnover, 7 million jobs requiring STEM skills will be available.If the realization of the ET 2020 strategy hopes that benchmark doesn’t exceed 15% of students below the age of 15 with low achievements in math and science, data reveal 22% in 2015 (36.6% for students in unfavorable socio-economic conditions). Besides, there is a strong gender-gap: only 32.1% of EU-27 graduates in STEM disciplines is females.Drones are suitable to promote vocational learning experiences based on experiential practice, in an interdisciplinary approach, in response to the needs of vocational skills development related to key technologies of the digital era and STEM disciplinary skills: engineering for the resolution of design issues, production and maintenance of light aircraft, built with advanced materials that allow the flight in accordance with applicable regulations; mathematics (from trigonometry to set the flight plan, to 3D modeling through the cloud of points for volumetric calculations and remote sensing); the physical and natural sciences to fully understand the application fields of technology.The project involves a VET secondary school and a business / technology oriented institution in each country, considering countries with similar urgency to address a problem of under-performance and disaffection with the STEM subjects (cfr. Eurydice 2013) and with homogeneous conditions / prospects of development of drone technology (see. ""Innovation Union Scoreboard 2015"").The expected results follow, in the realization of IOs, a logical sequence of industrialization passing from the enabling conditions for the activation of the drones (1- design / assembly of the UAV, 2- study of how to use the data on the ground 3- making of the devices to be installed on board), to real activation of technology (4- study of flight plans) and, finally, to the examination of application problems (5- enhancement of marketability fields).The realization of each of the first 5 IO is divided into the following three macro activities:1) DESIGN 2) TESTING 3) RELEASEThe competition of ideas (IO 6) allows students / teachers / business experts to explore innovative fields of application, using the methodology of ""gamification"" to stimulate the engagement. The WBL methodology to be adopted for the implementation of the IO intends to be an active testing of subject content, referring to a type of ""learning by doing"" according to the model called “Ambito di attività”, whereby students are given: a labour process, tools - both materials (technology) and intangible (information, procedures), an OBJECT of application and a RESULT to get, being placed in RELATIONS specifically defined.VET secondary school will be able to expand the supply of training and increase interest between the ""digital generation"" to the STEM disciplines; the learners will be able to increase motivation for further education, particularly scientific (even overcoming the gender gap) and increase their employability; the business / technology oriented institutions can take advantage of connecting with new generations of workers and exploring the potential of the innovative application uses of drones.Impacts: increase awareness of VET teachers about the pedagogical potential of WBL; develop in VET students (especially low achievers and / or female students) motivation to study STEM disciplines and encouraging employability, even in an entrepreneurial way; seize the enormous potential of the drone market development: EU sources says of a market of about 15 billion euro within the next 10 years in our continent and, globally, of 130 billion dollars.All IO project will be released as OER."

<< Background >>CONTEXT OF THE PROJECTThe pace of technological & digital change is having a deep impact on the job market, therefore it is no longer enough for secondary VET systems to equip learners with technical and professional skills&knowledge. The digital transformation of workplaces requires new generations to develop interdisciplinary skills related to:- new digital technologies-transversal skills, such as: research, analysis & interpretation of data; teamwork & communication; problem solving &critical thinking.A further factor of complexity emerges from the increasing urge that EU industry receives from the sustainable production policies, as described by the UN Agenda 2030 Goals and by the European Green Deal. As the VET sector is the main source for the recruitment of the future workforce, there’s an urgent need to train green skills in VET as well, so that VET providers can support & pair the transition towards a greener industrial & manufacturing process.BEACON project addresses such challenges by promoting work-based, digital & green innovation in the curricula of VET systems, which more than other education systems train professionals to be immediately integrated into the labour market.The project envisages the experimentation of new training programs that enhance:- work-based learning, exploiting learning environments that reproduce the work processes- Incidental Learning, according to the informal learning model (Marsick-Watkins,1990) as well as to the problem-based & context-based learning approaches, which address the dynamic and everyday problems of the workplace- new digital technologies, using Beacon BLE technology as low-cost, low power & low maintenance HW devices integrated with a digital platform, a content management system (CMS) hosted on a server, and a smartphone/or tablet app to be downloaded for free by students & teachers, triggering Incidental Learning Paths.- simulation of green production & manufacturing processes in the learning environment, helping VET learners prepare for that sustainability mindset that’s needed for the EU economic growth & a smooth transition to the job marketWBL is meant according to the EU “Council Recommendations on VET” as well as to the EU ToolKit (www.wbl-toolkit.eu):-WBL means acquisition of knowledge & skills through action in a vocational or business context-WBL can take place in a company, or within a school classroom, targeting vocational or job-related learning meeting the needs of EU industry-WBL involves a variety of actors, from schools & training centres to managers and technicians in the workplace.TARGET GROUPS-VET learners in need to gain skills to support the twin digital & green transition of the job market, as well as transversal skills to drive innovation, while also preparing for a smooth entry in the job market-VET Teachers wishing to develop skills to design, test &validate for reuse new work-based & location-based training programs based on Incidental Learning in the workplace using Beacon technology.-VET School's courses of study offering work-based learning paths, to be involved in the experimentation of new training programs<< Objectives >>OBJECTIVES OF THE PROJECTThe project aims at supporting VET systems in the development (design, testing &release of transferable OERs) of innovative Incidental Learning programs thanks to Beacon BLE technology.According to the WBL approach, the learning environment will be the work context, i.e. an area of activity with processes, technologies, products&organizational methods, which can be simulated (e.g. laboratories in VET schools), or real workplaces (companies).The training programs envisage that the students, inside a workplace specifically equipped with Beacon BLE facilities, face the solution of critical incidents, suitably prepared, occurring to them unexpectedly. Incidental Learning requires students to tackle problematic situations demanding the activation of critical thinking skills to find a solution.The project envisages the experimentation of innovative training programs based on Incidental Learning in VET supported by the BEACON BLE (Bluetooth Low Energy) technology, deemed as “technology in use” able to combine digital technologies & work-based learning methodology as didactic tools for training and learning, aimed at achieving the following objectives:1)promoting WBL in VET through the implementation of situated learning environments simulating the actual workplace of industrial sectors relevant for the national economy of each country involved2) developing in EQF3-EQF4 secondary VET learners (digital natives), crucial skills in high demand by the current labour market, characterized by Digital Transformation and by recruitment policies looking for both digital and transversal skills, which relate to higher order skills in the digital age (research, analysis and interpretation of information) and to skills enhancing the entry into the job market (teamwork, communication, problem solving) – as the need for transversal skills, critical thinking & creative problem solving is also highlighted by the 2020 EU Skills Agenda, 2.5 “Skills to accompany the green & digital transitions in jobs”.3) enabling the VET sector to align itself to the Green Driver of Innovation, supporting EU business & manufacturing companies in their transition towards carbon neutrality by 2050, through low-energy & emission-free production models & circular economy, thanks to workplace Beacon-based simulation of sustainable production models – as promoted by the 2020 EU Green Deal, setting sustainability goals for all manufacturing sectors, with particular stress onto the energy-intensive ones (textile, electronics, building, mechanics & plastics), in line with the Sustainable Development Goals of UN Agenda 2030.<< Implementation >>Suitable pairs composed of VET providers and companies from the same industrial sector were intentionally involved, looking for country specific industrial sectors, as below:- Italy: FOOD production/ FOOD technology- Romania: ICT & digital services- Spain: Mechanical/Mechatronics/Automotive Manufacturing- Portugal: Textile/Clothes/Fashion ManufacturingIn addition to the 4 school-business pairs, the partnership counts on:- 1 Methodological Partner (Cisita Parma – P2, Italy), expert in the design, experimentation & validation of innovative training methodologies & learning program. Responsible for the design, monitoring & validation of the Incidental Learning Cycle as well as for the Quality Control & Dissemination Plans.- 1 Technology Partner (Baldaque & Alves, P5, Portugal), expert for the development, configuration and customization of Beacon Digital Integrated System.The Project will develop:-Result 1. Development of the full Beacon Digital Integrated System (responsible P5), consisting of:a. Beacon HWb. a digital platform for storage & transmission of sector-specific learning contents (CMS)c. an application for mobile devices (smartphones/tablets/pads) able to receive push notifications from nearby Beacons, downloading multimedia information related to the work-based, context-based Incidental Learning PathPR1 will also design the Incidental Learning Cycle, meant as a training program triggered by an unpredictable event/problem (artificially caused for learning purposes) requiring learners to face different Beacon-guided phases: 1) troubleshooting 2) analysis of the possible causes and search for clues 2) problem solving & testing of possible solutions; 3) validating or looking for alternative solutions 4) discussing the outcomes-Results 2-3-4-5Beacon-triggered, context-based & location-based Incidental Learning Programs. Each one will focus on sector & country specific Industrial Sectors (PR2 Food-ITA, PR3 ICT-RO, PR4 Mech – Spain, PR5 Textile PT), taking place in the school labs, training facilities or company’s workplace. Training activities of each PR will start from the Beacon signals triggering the Incidental Learning Cycle, and will focus on how make more GREEN & DIGITAL (drivers of innovation) any aspect related to PRODUCT / PROCESS / ORGANIZATION (meant as manufacturing context variables, also relevant for the VET sector).<< Results >>BEACON project's results & outcomes will boost the capacity of the whole partnerhip, especially of VET and sector-specific industrial sector, to attain goals set by EU Development Plan 2021-2027 with particular reference to: -WBL training approach, requiring learners to get familiar with the workplace processes, organizational logic & everyday problem solving. The development of work-based skills will benefit: Learners, being able to smoothly transition to the labour market after graduation; VET systems, which will be able to better match the job market demand offering more up-to-date training programs; Business&Industrial Sectors, able to co-design high-demand WBL training paths together with VET providers- Digital Skills integrated with the work-based learning environment, benefitting: Learners, being able to gain high-demand skills relevant for the job market; Trainers & Teachers, being able to upgrade their professional skills gaining up-to-date skills & teaching/learning methodologies; VET systems, which will be able to better match the job market demand offering more up-to-date training programs;- Green Skills integrated with the work-based learning environment, benefitting: Learners, being able to gain high-demand skills relevant for the job market; Trainers & Teachers, being able to upgrade their professional skills gaining up-to-date skills & teaching/learning methodologies; VET systems, which will be able to better match the job market demand offering more up-to-date training programs; Business & Industrial Sector, who will hire well-prepared workforce able to drive the transition to a more sustainable production model.

CONTEXT AND BACKGROUNDFirefighters and firefighting service volunteers face great challenges due to the complexity of the actions and the demands of the service. In these circumstances, firefighters need to assess critical problems under complex conditions and be able to make quick and practical judgments that reflect well-developed scientific knowledge and experience to reduce the possibility of error. It is important to provide a varied training course based on available technology and to find new and improved ways of acquiring knowledge, developing and transmitting individual and group experience, as well as training firefighters to optimize the real performance of the task, minimizing the physical danger, making the most of available resources. OBJECTIVES The SAFED project aims to facilitate and improve the training of firefighters, civil protection services and volunteers, through the development of an innovative online training model, tested during the project and based on a comprehensive needs analysis. This model has been successfully implemented in services and volunteers in three countries (Spain, Greece, Cyprus).More specifically: • Provide high-quality training to firefighters to increase preparedness and abilities. • Facilitate and support professionals in validating procedures acquired from practice. • Develop an electronic platform, accessible from any portable device to host the educational modules while building a research and development community. • Mitigate the problem of availability of resources, sharing the use of existing facilities among project participants. • 2 joint training events (5 days each) in Zaragoza and 1 joint training event (2 days) organized on-line by Cyprus Fire Service. • Develop an e-training model promoting cooperation between institutions that provide education and VET training services for firefighters, volunteers and companies. • Gather and use the individual and collective experience of mobility as part of the training processes. • Encourage the cooperation of firefighters and experienced volunteers from different countries and the creation of stable networks of contacts around the different areas of action. NUMBER AND PROFILE OF PARTICIPANTS The consortium consists of 8 partners from 3 countries: four universities and training organizations, three fire services and voluntary civil protection organizations, as well as a non-profit research organization. Each fire service has appointed two instructors who in turn have developed training for more than 70 professional firefighters, in practice or in training; as well as involved more than 200 voluntary associations. ACTIVITIES CARRIED OUT • Comprehensive analysis of training needs. • Validate the needs of professional partners of knowledge and skills gaps. • Develop a training methodology: design of a collaborative curriculum, based on evidence and simulation scenarios, integrate contemporary learning theories and practices and modern resources, develop educational scenarios. • Design, develop and evaluate the digital platform for electronic training. • Convert training material into e-training (8 complete modules), hosted on the digital platform, in three languages ​​each (Greek, English and Spanish). • Train various professional instructors/trainers in the methodology, course and implementation tools. • Validate the usability and efficiency of the e-learning process through pilot tests in the 3 partner countries. • Document pilot training and adjust project results. METHODOLOGYThe project has followed a systematic approach to the development of results: design, development, testing and evaluation cycles to evaluate usability and functionality, based on a quality plan and with a clear distribution of tasks and responsibilities. RESULTS Using simulation facilities and online technologies, the SAFED project has developed the following products: • educational platform for e-learning. • e-learning modules and complementary material. • documentation of Pilot-training experience. • methodological, technical documentation and manuals. LONG-TERM IMPACT AND BENEFITS • Provide high quality, innovative, flexible and affordable training for firefighters. Documentation and long-term fixation of 'know-how' through the platform. • SAFED will increase the level of qualification and contribute to remote access to training. • Improve collaboration between partners and the exchange of good practices and resources. • Gives visibility to innovative and effective EU fire fighting and rescue practices and techniques.