<< Objectives >>This project aims to advance digitalization in the field of vocational training. The project is specifically about responding to the changes brought about by the pandemic in the three following areas: technology, soft skills and administrative organization with concrete solutions. Digital competences are one of the key factors, which are particularly important for a successful integration into the labour market. Thus, we intend to support citizens in their personal and professional development.<< Implementation >>A total of four WP were created, three of which include specific activities: Among them: Activities for surveys among VET actors, analysis of results and processing of data, writing of reports as a guideline and assistance in the technical and administrative field, development of training in the field of soft skills, as well as activities for the development of an open source tool.<< Results >>1.Report on which technology has been the most useful in the past years 2.Report as a resource and guide for using technology tools to better digitize learning content 3.Designed preparatory courses for VET Actors to prepare and train them for digitalization in the Vet field regarding soft skills 4.Developed solutions and green practices for the administrative field of digitalization and establish an open source tool to deposit the results and to discuss further digitalization in the VET field.

"In their daily work, teachers in general education and vocational training are faced with the challenge of conveying teaching content to their students in a way that is appropriate for the target group. Classical teaching methods such as frontal teaching, self-learning and group work are increasingly being supplemented in educational pedagogy by innovative, modern methods in order to make learning more efficient for pupils of different age groups. It is not unusual for playful elements to find their way into the classroom, which can significantly increase the attractiveness of the lessons and thus the learning success.The project is developing an innovative teaching method which, with appropriate professional preparation, can be applied universally in many teaching subjects, initially in an exemplary manner in vocational training. This teaching method is based on the method of station learning and is very closely oriented to the play principle of the real escape room. Real Escape Rooms are about the playing group becoming part of a fictional story, at the end of which there is a disaster scenario if the group does not succeed in averting this scenario. The actors have a limited time window of about 1 hour in which they have to solve different, usually complementary puzzles in an appropriately equipped room in order to successfully complete the game. The actors do not only play to solve the puzzle, but also against the clock and are thus in competition with other groups, so that it is not only important to solve the puzzles, but also to complete these tasks in the shortest possible time. These game principles are applied to the mobile real escape rooms for use in vocational training that are being developed in this project.Since the development of a real Escape Room suitable for mobile use would be a complex and time-consuming task for teachers without subject-specific knowledge, the participating project partners support the dissemination of this innovative teaching method with the following project results:IO1: Digital Tool-Kit as a teaching concept for teachers for the use of mobile real Escape Rooms in vocational education and training with didactic anchoringIO2: Digital tool kit as technical manual for the production of 12 high-quality, technically appealing escape puzzle games. The manual contains material lists and detailed, illustrated building instructions, so that teachers can also reproduce these puzzle games. IO3: Web-App as a toolbox for mobile real Escape Rooms in educational workKey innovative features of this project:Mobile use: When we talk about ""real escape rooms"", we mean physical rooms within buildings with permanently installed puzzle games. However, a fixed installation is hardly suitable for use in classrooms or even outdoors. The preparation of the topic and the puzzle games for the mobile real Escape Room, which is used in the classroom, can already be done elsewhere, such as in the teachers' room or at home, due to the mobile basic concept. The mobile real Escape Room can then be set up in a relatively short time at any location, such as a classroom or demarcated forest. Technical diversity: In order to ensure the mobility of the Escape Room, technically mature, stable puzzle games are developed that are independent of the wired power supply and are in no way inferior in attractiveness to the permanently installed puzzle games in real Escape Rooms. Low effort: Teachers receive detailed guidelines and manuals with the results of the project, so that after studying the documents they are able to create their own mobile real escape rooms with little effort. Once the puzzle games have been constructed or replicated, they can be used variably for several topics within a subject area or even across different subjects or independent of them.Infection prevention and hygiene: When drawing up the room plan, the project partners take into account that all puzzle games can be solved with a minimum distance of 1.5 m between the players (the teacher as game master/operator observes outside the room anyway) and with mouth protection. All puzzle games can be disinfected with surface disinfectants. The group size is limited to a maximum of 6 persons during the game.The project will conclude with an intensive training for project staff and multiplier events in all participating partner countries in order to make the teaching method accessible to as many teachers from different fields as possible."

The aim of Step into BIM (Si!BIM) project is demonstrable innovation and added value in vocational education training specifically focusing on improving digital skills and awareness with the focus on use and relevance of BIM within the construction sector. Good digital skills are paramount within a modern industry and an area which most workforces are critically lacking. The UK has already passed into the mandatory adoption of Building Information Modelling (BIM) for Government funding construction projects. Likewise Europe is progressing forward with BIM adoption continuing on from the European Union Public Procurement Directive (EUPPD) which outlined that all 28 European Member States should encourage, specify or mandate the use of BIM and other suitable digital tools for publicly funded construction and building projects in the European Union by 2016 (OJEU, 2014) however despite Government mandates the provisions on how to up-skill the industry has not yet been fully realised, hence why research such as this is critical. This project would help employers and employees tackle the challenges in BIM digital skills training by creating an accessible learning portal which enhances the knowledge and awareness of digital skills for existing and new entrants into the industry. Innovative and modern technologies will be utilised to support digital training providing participants with greater career opportunities and improved career mobility in VET areas within the construction industry. The project will explore and evaluate key areas of innovation and best practice in digital skills in Building Information Modelling (BIM), cloud based data handling, innovations in Virtual reality (VR) and Augmented reality (AR) technologies and its use within VET training and utilising the 3D model and 'virtual build' in construction. Additionally efficiency improving digital tools such as 4D (time) and 5D (cost) simulation tools will be integrated into the training materials. Digital skills are currently lacking within the construction sector and action is required in the short and long term to try and prepare the current and future workforce for the evaluations the industry is facing. By creating an easily accessible web platform to reach output training materials project not only aims to support potential and new entrants to the industry but also provide existing workforce with the opportunity to improve their lifelong learning potential enabling them greater work mobility and improving career progression.Learning objectives of the project will evaluate key areas of innovation and best practice in digital skills and in response create training materials to help build skills and awareness in BIM. The materials will be quality tested as part of the project and disseminated through the project website and partners organizations. The participants of the project is made up from a consortium of 6 partners from 6 differing European countries, UK (higher education institute) Germany(VET),Slovenia(Chamber of Commerce) , Belgium (VET), Spain (VET) and Lithuania(VET). The project methodology is structured within 24 months and has 6 IO .One of the IO is the pilot workshop held in Coventry with participation of all partners' key target groups representatives. Each IO is led by one of the partners.Each IO leader will be responsible for the implementation of the activities and the achievement of the planned outcomes, whilst adhering to deadlines and budget, providing information about the activities (structure, methods, time schedule, results to be reached) to all partners involved and assuring the quality of work and products.The results from the testing will evaluate the learning taking place through the training material and where it can be used by the apprentice in their current or future employment. The initial impact will concentrate on the apprentices who take part in the testing process to ensure that the final material are reiteratively improved. Post testing impact and sustainability will be achieved through the final straining material being made available through the project web-site for all construction apprentices in the partner countries to use.

"The ECVET technical framework allows the recognition of learning outcomes in many and varied cases, particularly in the case of the European mobility of apprentices or dual system’s trainees. The CCCA BTP has been using it for several years and wishes to extend its scope of application in its European mobility actions. To this end, it wishes to conduct the Easy ECVET project transnationally in order to strengthen the formal recognition of learning outcomes in other European countries, and that it be integrated into the processes of validation of competences that can lead to national qualifications.Due to more or less well-founded reluctances and/or to various misunderstandings, we have been able to observe that the ECVET framework is only used by a limited number of the partners with whom the CCCA BTP has been cooperating for several years. Our objective is therefore to develop, even trivialise its use, in the course of mobility of apprentices’ actions. We wish to ensure that the ECVET framework is implemented as widely as possible until it can be taken into account in the certification of training path in the various countries concerned.Five vocational and educational training organisations or centers from five different countries (Belgium, Denmark, Finland, France and Spain) will be involved in this project. They have been chosen on the basis of their reliability, seriousness and motivation. Each of them has a particular interest in ECVET either because they have already implemented it and wish to go further, or because they wish to implement it and need the help from more experienced organisations.This mixture of experience and novitiate seems to us to be conducive to the quality of a common reflection. This project will be carried out over a period of three years and will be punctuated by the alternation of six transnational meetings (two per year) and two learning activities.- The transnational meetings are intended to be the ""think tank"" (analysis of practices, exploration of other contexts, training engineering) of the project and to support the steering committee, which will be responsible for producing technical guides and recommendations. Each country will mobilise two participants, for a total of ten people.- The learning activities will rather be ""exchange of practices and production workshops"" (pedagogical engineering, production of tools and protocols) in which two participants per country (pedagogical staff of the training institutions concerned) will collaborate. The 2 usual referents of each partner will also take part. That is to say 20 people for each activity.These two working groups will produce, in close collaboration and synergy, protocols and tools necessary for carrying out ECVET assessments.The aim is not to model a single procedure, but to facilitate the implementation of the ECVET framework, based on a common understanding and co-constructed arrangements.In a more operational phase that will follow, these supports will be tested during mobility actions that will be carried out during the last fifteen months of the Easy ECVET project, to test the reliability of these tools in the field and to improve them if necessary. Apprentices or trainees and company tutors will also ultimately benefit from the project.An ECVET expert will intervene at the very beginning of the project to give or give back to all the partners the same degree of information and answer their questions. He or she may be mobilised during the project if needed.Each partner will be responsible for relaying the decisions taken and the work to be carried out in its country. They will supervise the work, lead the educational teams mobilised and ensure the implementation of mobility actions which will allow the tools and protocols produced to be tested. Confrontations between participants from different countries will promote a mutual understanding of their different national contexts in order to facilitate collaboration.The production of appropriate guides, materials and recommendations, as well as their implementation in the field, should enhance the skills of the teaching teams in transnational evaluation issues and disinhibit the use of the ECVET framework in the context of apprentice mobility.Beyond the project, we aim to develop our partnership and our bilateral links with all our European partners, to contribute to the dissemination of the ECVET system and to set up or strengthen internationalisation strategies within our organisations.The state of mind of the project can be summarised as follows: ""confront in order to understand, compare in order to question, collaborate in order to co-construct, cooperate in order to implement""."

The aim of the project SMEEGE is to show the advantages of mobilities to the decision makers (executives) in small and medium-sized enterprises (SME). This is done by providing information and developing approaches for these enterprises in sending trainees abroad for part of their training and by highlighting the benefits for the companies. In recent years, various institutions have recognised that stays abroad during vocational training are a useful supplement. The Erasmus+ Annual Report 2018 reveals: 91% of participants declared to have become more motivated to carry on developing their professional skills; 80% gained practical skills relevant for their current job. A NABiBB survey of project promoters in 2018 confirms that there is an increase in skills and knowledge among staff after a stay abroad. The results of the study also highlight that offering mobility projects to trainees strengthens the institutions' image and is a profitable factor in training marketing. In times of a shortage of skilled workers, small and medium-sized companies in particular need strategies for employee retention. Especially when it comes to recruiting young experts, many SME have no experience and no approach in sending trainees abroad for part of their training. But this could be a promising retention tool. Consequently, not only because the trainees gain relevant international experience within the framework of a mobility project, it makes sense for companies to offer their trainees a stay abroad. However: a study by the NABiBB has shown that companies still have great reservations. The sense of stays abroad is not clear to many. There is scepticism about longer stays in particular. Often trainees are even required to take vacation in order to participate in mobility. This scepticism is also reflected in the following figures: the EU sets a target figure of 6%, i. e. 6% of trainees in Europe should spend part of their training abroad. Some countries set even more ambitious targets (e.g. Germany, 10%). If one looks at the actual figures in the individual partner countries, it quickly becomes apparent that these goals have not yet been achieved. Since fewer trainees than planned by the EU are still spending part of their training abroad throughout the EU, measures should be taken to increase the rate.In order to reach the EU targets, it would be useful, if SME acknowledged the value of time abroad and therefore support their trainees. The number of apprentices going abroad might rise if those young people ask for it (pull), but when the executives get an impression of the advantages of mobilities, it will rise much faster. Thus, SMEEGE aims to make the posting of trainees and other employees more attractive. This is done by providing information and experiencing stays abroad. The target group are executives of SME (or in representation: trainers). They will go abroad (on their own cost, but organized by the project partners). Other stakeholders are future apprentices, because with a rising awareness of the advantages of mobility the likelihood will rise for them to get the chance to go abroad during their training. Also, the broader public is a stakeholder of the project, because a higher level of internationalization is a goal of the European Union and for several states.There will be four phases in SMEEGE: Phase 1 is about the collection of relevant trends regarding mobility during VET. The second phase will contain interviews with executives, trainers and trainees with international experience in order to get to the heart of why the trainees/executives have benefited from the experience abroad. In phase 3 a trip to the project partners’ office in Madrid will be planned for the executives. The trip, which will take several days, will on the one hand show the benefits of mobility, but on the other hand there will be a networking opportunity. Their companies will be able to develop an international strategy as partners. In the last phase the whole project will be revised and all the results will be summarized and published. We believe that mobility in an increasingly globalised Europe is an absolute added value for young people, to internationalise their experiences and skills. The mobility goals of the European Union and the various European governments make this clear. However, many SME have no experience in sending trainees abroad for part of their training. By providing information and experiencing stays abroad SMEEGE offers an innovative approach. The usual approaches address trainees and aim to encourage them to spend time abroad. Other approaches inform executives through lectures at events or conferences. SMEEGE brings executives to the place where the mobility of trainees takes place: abroad. The results of the project will be used to develop proposals for the submission of further project proposals within the framework of ERASMUS+