<< Objectives >>General objective: BREVET aims to foster the use of innovative tools in skills recognition in the VET sector through the enhancement of digital credentials.Sp. Obj. (1): Assess current micro-credential practices and develop innovative technological tools that will foster skills recognition in the VET sector.Sp. Obj. (2): Pilot a new digital tool and exchange knowledge generated by it with education and training experts and relevant stakeholders.<< Implementation >>WP1: Project management (& quality assurance, communication, sustainability): 11 activitiesWP2: Design of a digital credentials ecosystem: from issuing to consuming/exploitation: 7 activitiesWP3: Software development: 10 activitiesWP4: Pilot and experimentation: 8 activitiesWP5: Policy and dissemination: 11 activities<< Results >>-10 project mng reports- 4 docs: review (D1), specifications (D2), guidelines (D3), methodology (D4)- 1 round table & 1 workshop- 3 system dev. materials: report (D5), user manual (D6), video tutorial (D7)- 1 webinar to VET providers- 4 pilot testing, 1 report on results (D8)- 2 docs on privacy: 1 publication (D9), 1 white paper (D10)- 1 round table with education experts, 1 paper (D11), 1 expert brief (D12), 1 symposium and its conclusions (D13)- 5 Multiplier events (LI, LU, FR, GR, BE)

"The changing world of work-------------------------------------------According to Marianne Thyssen, Commissioner Employment, Social Affairs, Skills and Labour Mobility, “30 % of today's occupations did not exist 20 years ago. People will be constantly learning new skills. […] And in the digital age, you need to update these skills almost as soon as you learn them.” For the Institute for the Future “85% of the jobs that today’s learners will be doing in 2030 haven’t been invented yet.”Competency and qualification frameworks, the instruments of choice for human resource managers and education policy planners, have a hard time to adapt to this new world : from the moment the need for a new qualification emerges, to the moment of the first graduations, there is a minimum of four years…The need for a Sustainable World-------------------------------------------------------While the world of work is changing, the World is facing a number of challenges. To address those challenges, in 2015, United Nations Member States adopted the 2030 Agenda for Sustainable Development. At its heart are the 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries in a global partnership.Representing the actors of a low carbon transport system, the UIC is active on this agenda, in particular gender equality (5), industry innovation and infrastructure (9), climate action (13) and partnerships for the goals (17). REPAIR: an approach to building sustainable occupational frameworks------------------------------------------------------------------------------------------------------------A changing world of work requires new approaches to the development of occupational frameworks, and the need for The need for a Sustainable World an opportunity to make SDGs an integral part of those frameworks.The REPAIR (innovative) approach is twofold:* apply the lessons learned from modern mapping techniques to create lively occupational/practice/competency maps* make the reflexion on SDGs an integral part of the process to create forward looking occupational/practice/competency mapsIf we look at road maps, Google Maps and Open Street Maps have very little in common with yesterday’s paper maps. ""I honestly think we're seeing a more profound change, for map-making, than the switch from manuscript to print in the Renaissance,"" University of London cartographic historian Jerry Brotton told the Sydney Morning Herald. ”That was huge. But this is bigger.”No such things could be said from the way we are building competency and qualification frameworks. If we look at competency frameworks as “competency maps” describing an occupational “territory”, the process and technologies used for establishing those maps have not changed much since the 50’s.Digital maps are being established by the collection of data provided directly by the users, their navigation systems and other sensors. It is about harnessing the crowd’s intelligence through feedback loops: the map is created/updated by using the map itself. The old process of building maps from aerial photography and drawing boards has been supplanted by the capture of real time information. The digital map is both the outcome of a process (using it) and the enabler of this process.REPAIR impact----------------------REPAIR is about mobilising the collective intelligence of the workforce as curators of the information used to create real time occupational maps 'à la manière de' Open Street Map: a bottom-up framework mapping of practices to help students, citizens, employees, employers and public authorities to make informed decisions regarding learning and career paths. By making SDGs a component of the curation of practices, REPAIR will raise the awareness on the responsibility of and the opportunity for companies and workers to achieve the United Nations Sustainable Development Goals.Outcomes-------------* REPAIR-Framework: a conceptual and practical framework supporting communities of practice as co-constructors of occupational/professional practices maps* REPAIR-Ecosystem: an Open Badge ecosystem to collect data (Open Badges) recognising current, emerging and expected practices* REPAIR-Pack: a range of resources supporting the activation of the communities of practice curating occupational/practices map* REPAIR-Mapping: communities of practice using Open Badges to map occupational/professional practices* REPAIR-Analysis: data collection and analysis leading to the publication of a White PaperProject Partners------------------------* Union Internationale des Chemins De Fer - France* Reconnaître-Open Recognition Alliance - France* Fachhochschule St Pölten - Austria* Administrador de Infraestructuras Ferroviarias - Spain* Institut für Partizipative Sozialforschun - Austria* Slovenske Železnice - Slovenia"

Context/background-------------------------An analysis of computer science shows a steady decrease in female graduates since 2000 that is particularly marked in high-income countries. While numerous reasons have been advanced to explain gender imbalance in STEM education and careers, the one BRIDGES aims at addressing is the issue of recognition. The BRIDGES approach------------------------------While numerous reasons have been advanced to explain gender imbalance in STEM education and careers, the one BRIDGES aims at addressing is the issue of recognition, e.g. the “Matilda Effect” about how women scientists’ contributions can be overlooked or mis-attributed to their male colleagues, the different needs and modalities of recognition between men (who tend to need and receive more) and women, etc.Based on the seminal work on recognition from authors including Nancy Fraser, Charles Taylor, Axel Honneth in combination with the latest development in digital recognition technologies, such as Open Badges and social networks, BRIDGES aims at exploring the conditions for novel approaches to recognition, more open, more inclusive and more fitting to the social practices of girls and woman (c.f. Deborah Tannen “You Just don’t Understand”, Eckert, Penelope and Sally McConnell-Ginet “Communities of practice: “Where language, gender, and power all live”).:Building Open STEM Ecosystems---------------------------------------------BRIDGES aims at designing, implementing and evaluating Open STEM Ecosystems based on innovative approaches to recognition and accreditation to improve gender equity in the access to STEM education and careersBRIDGES will:1) Create the conditions for the increased participation of girls and women in STEM education and careers2) Bridge informal and formal STEM education and practices for future and actual female scientistsOutcomes-------------Through the consultation of a network of organisations and practitioners, BRIDGES will produce: * O1 – State of the Art (of STEM Learning and Recognition Ecosystems )* O2 – Open STEM Scenarios * O3 – Open STEM Infrastructure* O4 - Open STEM cMOOC * O5 – Open STEM Ecosystems* O6 – Open STEM Guidelines Long term benefits-------------------------Better understanding the causes of gender inequity in STEM education and careers, and possibly having provided elements to redress it, through a combination of awareness raising, innovative practices supported by innovative technologies.Participants---------------The participants are a consortium of non-formal and formal science and technologies education providers:1. Espace Mendès France, France2. University of Cyprus3. Open Knowledge Belgium4. Scientifica, Romania5. Vrije Universiteit, Netherlands6. Reconnaître-Open Recognition Alliance

"<< Background >>All sectors of activity, as well as actors from the training and socio-professional integration field, agree on the relevance of ""behavioral know-how"" in professional situations, which is commonly called ""soft skills"" in the framework of learning pathways. The impact of the health crisis has brutally reshaped our working world. Everyone has had to reinvent themselves, adapt and react. This insecure context, which has forced us to turn inward, has also created, as a reaction, a greater need for networking, cooperation and social contact, even more so for people with fewer opportunities, such as job seekers and adult learners with few qualifications and far away from the labour market. It has changed learning and highlighted the importance of continuing education and access to distance learning for all.<< Objectives >>All these new emerging needs have been taken into account to continue the work on behavioural skills undertaken in our previous Erasmus+ project ""Step4-SFC"". The aim of the new project is to provide operational responses by promoting interdisciplinarity, by fostering inclusion of the actors from the training and socio-professional integration field, and by allowing job seekers to be able to value and have their non-technical skills recognized by means of hybrid courses, whether distant or face-to-face.Our observation is that there are currently tools, methodologies, approaches, reference systems, etc. that have been developed to address soft skills in professional situations, both at the national and European levels. However, despite the large number of existing resources, we have not found a system that structures all these resources to integrate them into a learning dynamic.Moreover, counsellors, trainers, adult trainees and jobseekers are not sufficiently aware of the new forms of learning and evaluation as regards soft skills in professional situations.<< Implementation >>The project aims to respond to these issues by building on the achievements of the STEP4-SCF project, but also on the experiences and practices of the project partners. This new project is pragmatic and innovative.It will organize activities of preparation, development and validation of the results by involving the field actors (Experts, Trainers, Pedagogical supervisors) as well as the job seekers and adults in continuous vocational training (public very far from employment, low qualified and precarious).<< Results >>The expected results of the project will materialize through:•The development of an innovative collective intelligence system : the ""SFC Lab"". This device will make it possible to link a maximum of human and material resources related to the theme of behavioural skills and to co-construct answers to the problems of behavioural know-how/soft skills. It will be an integrator of a new learning dynamic that meets the needs of the job market.•The exploration of the contribution of Open Badges in relation to the recognition, but also the development and implementation of soft skills. Indeed, if the primary function of an Open Badge is to make visible something that would not be visible without it (Open Badges were invented to make informal learning visible), the fact of making this thing visible marks the beginning of a story to be built, whether it is that of the person ""wearing"" the badge, of the person wanting to obtain it (to be recognized) or to find a job or, for an employer, to find an employee. Moreover, for latent skills to be activated, the context (training organization, company, group) must be favourable to the activation of these skills - which is the purpose of the ""SFC Lab"" for their acquisition/recognition.•Multimodal learning pathways for awareness-raising, training and recognition of SFC (via Open Badges) for job seekers and adults in vocational training.•An online training system for supervisors (counsellors, trainers) on the methods and possibilities of recognizing and enhancing soft skills via Open Badges.In conclusion, the Next Step4-sfc project will allow to pursue the integration of soft skills for all in hybrid learning pathways adapted to various contexts. The project aims to be innovative in its supports and methods which will induce a paradigm shift in the way to acquire skills related to professional behaviours."

A lack of trained personnel to support the transformation of European enterprises from 4.0 (focused on digitalization and technologies) to 5.0 (Green, Resilient, Human-centered) organizations has been widely reported. CoDEMO aims to fill this gap by developing a new training offer in co-creation with institutional, academic, and socio-economic partners.The main objectives of CoDEMO are:1) To boost socio-economic collaborations on 5.0 innovations by creating 6 national networks and physical/virtual infrastructures for 5.0 value co-creation projects and the production of 24 case studies.2) To create a unique European Open Badge Certification for ‘Decision-Makers for 5.0 Organizations’ (Delivery curricula in 6 countries, with 480 decision-makers certificated including vocational trainees and academic students).3) To create a long-term, open & active international community on 5.0 value co-creation (over 600 members, with 15 national/international outreach events), supported by an innovative e-platform including knowledge, skills and competence recognition.4) To foster higher professionalization by implementing a cutting-edge learning method with face-to-face and blended learning, as well as practical learning situations that catalyze the in-practice emergence of skills and competences.CoDEMO covers 3 European areas (South, Center and East) and 3 economic sectors (Healthcare, Agri-food & Industry). The use of European educational tools (Open Badges, Micro-credentials, ESG, EQAVET, EQF) maximizes its impact. Besides academic students and vocational trainees, CoDEMO enhances innovation skills of teachers, teaching organisms (VET/HEI) and socio-economic actors.By boosting innovation and modernizing education in value co-creation for 5.0 organizations, CoDEMO contributes to the Alliances for Innovation objectives, reinforce the European Education Area and support the Agenda 2030 Sustainable Development Goals (n. 4,8,9,12,16,17) and Europe Recovery Plan.