A revolution in energy generation is happening. The days when millions of people’s electricity needs were met by a handful of large coal, nuclear and gas-fired power stations are waning.A microgrid refers to a system of electrical generation sources, like solar and wind, coupled with energy storage that can provide energy to buildings, campuses, and telecommunication systems. Microgrids can be connected to the existing electric grid or can function independently in case of emergencies. The large scale deployment of microgrids and energy storage will require a new approach to how electricity is generated and managed and will include the increased use of batteries and other forms of energy storage. The intelligent microgrid is based on big data and digitalization technology, and it provides the user to send/sell energy to the electrical grid. This empowers the user, becoming this in an active element of the electrical process. Regarding the significance the microgrids are taking, it is important to train the future workers of this technology. Nowadays there is not a big offer of training programs for the future employees; on the one hand, because this is a relatively young technology, and on the other hand, because the trainers themselves are not completely prepared due to a lack of knowledge.Taking all this into account, the aim of this project is to create new training contents related with microgrids, this new energy spectra based on renewable energies on a global basis. This will generate new systems of generation, distribution and consumption of energy, changing the electrical installations we have nowadays into new ones. This electrical-revolution will require at least three main professional profiles related to three main fields: design, management and maintenance. The different operations that would need to be carried out in the microgrids will request not just a technician as we have nowadays, but the future workers will need to have the knowledge of different fields such as telecommunications, electronics, electricity, informatics, …)The MICRO GRIDS project aims to address higher education trainers/teachers and students, and in a second level, companies related to renewable energies and new technologies. The partners of this project have already had contact with different companies that have shown interest in the training of future workers in this field.In order to achieve these goals, 4 partners from three different European countries (Spain, UK and Netherland) joined forces to create an effective way of developing training material to help trainees acquire knowledge and skills on the microgrids technologies and help the teachers transmit their knowledge by using different resources and activities/challenges developed by the consortium. The partners represent 4 different Higher Education institutions starting to work in the world of microgrids and interested on developing training material to answer to the needs of the companies surrounding them and to improve the employability level of their students. The objectives of the project are, therefore:- To provide Higher Education trainees and teachers with knowledge and resources on microgrids demanded by companies - Develop a definition of a curriculum for future workers in the field of Micro-Grids in order to give a better answer to the current demands of companies - The creation of a Training Course for future workers in the field of Micro-Grids- The Development of the MICRO GRIDS Trainers’ Handbook in order to offer resources to the teachers when training their students in the microgrids technology- Enhance the connection between Higher Education centers and companies, enhancing the link between education-business and to focus the training Higher Education centers provide on the needs of the companies- Facilitate the transparency among the different Higher Education systems in the European Union by the joint design of a training course on transversal competences for the future workersThe methodology that will be used during the implementation of MICRO GRIDS is the continuous cooperation with companies and experts on the field. Companies will be involved in the project to give us a first-hand view of the skills they are looking for in their future employees, being this essential for the development of a training course valid for the students to become the perfect candidates in a close future.Expected results and long term benefits:- The acquisition of new technological knowledge and competences by Higher Education students and teachers - The improvement of the employability level of the trainees- Better alignment between Higher Education provision and the needs of companies - The definition of new ways of cooperation between Higher Education centres and companies by providing added value services beyond traditional training.

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.

"There is a growing realisation that digital technology has a role to play within VET programmes and services. Many see such technologies as having the potential to enhance existing learning provision and in enabling new forms of learning, which are captured under the term Technology-enhanced Learning (TEL). However, the use of TEL across European VET providers is patchy and there is a lack of professional practice knowledge in relation to implementing fundamental change in the sector using approaches such as blended-learning.Blend4VET is a TEL project proposal focusing specifically on how blended-learning approaches can expand learning opportunities while also enhancing existing quality of learning programmes. By implementing and trying out different blended learning approaches project partners will learn from this experiment and take on board the key lessons for their organisations.Project objectives:1. Explore and document a process the VET provider should follow when moving an existing accredited programme to a blended model and develop a Toolkit to guide other VET providers in designing and implementing blended-learning approaches.2. Design and implement five blended learning units for different VET con-tent areas as part of existing accredited course for VET learners.3. Explore what implications blended-learning will have the VET institutions, the role of the VET tutor and learners.4. Enhance the professional practice knowledge of VET management, principals and teachers in relation to implementing blended-learning through engaging them in a dialogue and professional development activities.5. Explore how VET providers can work together to develop quality learning resources that can be used across VET programmes.6. Disseminate project outcomes across EU Member States.The project consortium is comprised of 6 organisations from 5 European countries bringing a wide range of technological and pedagogical knowledge and experience. The project partners are 5 VET organisations (Belfast Metropolitan College from Northern Ireland, City of Dublin ETB from Ireland, Koning Willem 1 College from the Netherlands, Tartu Vocational Education Centre from Estonia and Usurbil Vocational School from Basque Country in Spain) along with an e-Learning services and consultancy organisation, H2 learning from Ireland. Furthermore, the project is supported by two Associate Partners - BBC Northern Ireland and SOLAS Further Education and Training Authority in Ireland.The Target group of the project are:• VET Senior management (internal and external stakeholders)• VET Principals• VET Teachers• VET Students• Employers• Private training providers• Awarding Bodies (state and private)This project will select 5 existing face-to-face accredited courses and identify elements that can be piloted in a blended way. The project will carry out an audit of what elements of the courses might work best online and then test this out with 10 teachers, 100 learners, employers and other stakeholders.The focus here is on experiencing how this can be done, by capturing the lessons learnt and in engaging with partner organisations to develop innovative solutions to the challenges encountered. The project will explore the change management process involved in implemented a more harmonised approach across VET institutions that will ultimately increase student retention rates, graduation rates and employment opportunities.The project will develop a number of outcomes:1. “What constitutes good Blended Learning in VET?” Module which will aim to prepare VET teachers from partner organisations to develop and design quality learning content that will be delivered in a blended way.2. Five VET blended learning units – elements of accredited VET programmes which have been redesigned for blended learning and piloted in partner countries3. ""Building Capacity for Blended Learning - Leading Innovation and Change"" Module4. Case studies of blended learning in VET which will capture the process and the implications and the impact this new approach had on partner organisations, teachers, learners and employers.5. Toolkit for Blended Learning in VET which will guide other VET providers in designing and implementing blended-learning approachesThe Toolkit will capture the process a VET provider should follow when moving an existing accredited programme to a blended model, where some elements are offered in a face-to-face setting and others are offered online.The experience from the project will inform the review and/or development of strategic of the VET organisations and will provide valuable knowledge on how to design and implement blended learning programmes within VET organisations. It will inform how VET providers should go about identifying programmes that lend themselves to a blended learning approach and how they can go about designing and implementing such programmes."

“Energy transition,” the transformation of how energy is produced and consumed, has emerged in Europe from the conviction that in order to address existing climate challenges we must both reduce energy consumption and replace fossil fuels with renewable energies. Challenges in engineering and ICT are increasingly entering the domain of energy transition. The primary challenge is to accommodate energy transition in the existing electrical power system. Available technologies are e.g. nuclear fuel (uranium) and the renewable energy sources wind, hydropower, solar power, geothermal, and hydro energy. Energy transition requires innovation in business and industry, developing new technologies and products. This will have an impact on companies involved as producers, but also on consumers of energy, both private and public. New technologies require new knowledge and production methods, thus having a great impact on vocational education. VET students and teachers will not only have to be aware of developments and know about technical innovations, but they will also have to be able to use and innovate them. In this project, we will further develop the concept of hybrid education in close cooperation of VET institutions and companies. Educational content and the curriculum will be developed in co-creation. The project will deliver a general teacher’s handbook on implementing energy transition issues into the curriculum. Partners will develop prototypes for 14 didactic technical models with accompanying learning materials in the shape of introductory, specific and collaborative modules. These models will be usable for levels 2, 3 and 4, and where feasible level 5. Partners will provide each model with didactic instructions. Subsequently, teachers and students will build the models according to specifications and use them in actual practice. Another deliverable is didactic training of VET teachers on how to use these models and training materials efficiently and effectively. The handbook will also set out ways of transferring the outputs of the project to other VET providers and guarantee sustainability. Partners will involve students in piloting the products, in international exchange and virtually in between project activities. The enormous impact of energy transition will mean that the traditional group of VET students will no longer be sufficient to cover all the industry’s needs for trained staff. Additionally, we shall be targeting new target groups through upskilling and re-skilling, thus investing in life long development for those who are already working, but also for those with a distance to the labour market. This inclusive concept means that the materials developed in the project will be used both in regular VET and in in-company and commercial training. In contrast to many other projects, we shall also take along level 2 students, since they are the most vulnerable on the labour market. The project will involve developing innovative pedagogies and methods for learning and teaching in the field of energy transition. Hybrid education as it is developing requires different forms of project-based learning. Most partners have already been experimenting with these. The added international dimension will give a boost to this, since partners will be able to use each other’s inventions and innovations. We’ll be building on concepts already developed, such as Energy Transition Houses, forms of hybrid education and project based learning, involving co-creation of education and industry. The networks already in place will be informed about the project and asked to contribute actively. VET teachers will be better equipped to train future students, companies will benefit from innovative approaches of training and upskilling staff for rapid developments in energy transition. It is inevitable that education should take steps to train the work force of the future in an innovative manner, contribute to public awareness of energy issues and contribute to upskilling and reskilling of employees and the unemployed. In this project we shall be doing just that in a European dimension. Seven VET partners from four European countries (The Netherlands, Germany, Denmark and Spain, Basque Country included) will cooperate closely to move this topic forward by educating teachers, students and the general public about energy transition, using modern didactic methods in a hybrid educational environment, joining forces of education and business to contribute to upskilling, reskilling and innovation. Levels 2 through 5 of VET / HVET will benefit from this.