SMEs account for 99% of all entrepreneurs, nearly 70% of all jobs and create around 80% of all new jobs. The further development of SMEs is most limited by a large and growing shortage of entrepreneurs, managers and skilled workers. By 2030, the number of younger workers will decrease by up to 25% in most Baltic Sea countries. In addition to quantitative problems, qualitative bottlenecks are increasingly emerging due to rising, dynamically changing qualification requirements. In Germany, dual VET has proved very successful. In the participating countries Poland, Lithuania, Latvia and Estonia, training is provided in vocational schools, partly with supplementary work placements in companies. Here participation in vocational training is very low, the qualifications achieved are inadequate and youth unemployment is very high. Particularly in the countries with school-based vocational training, the relevant skills and competences must be significantly improved and high quality achieved. For example, according to a survey in Lithuania, 96% of enterprises would like to see better practical skills and 74% better theoretical skills and abilities. In all the countries participating in the project, there is also a need for a strong improvement in participation in continuing training and the skills and competences acquired in it. According to the EU's objectives, at least 15% of adults should participate in lifelong learning every year. In 2016, this rate was significantly exceeded in Scandinavian countries with up to 29%, whereas in the project countries it was only around 4% (PL) to around 9% (DE). While good company and inter-company training capacities exist in Germany, there are insufficient capacities in vocational training in the other participating countries. Vocational schools and companies have hardly any experience with dual VET and also with company and inter-company further vocational training.Against this background, the project pursued the ambitious goals of further developing the VET systems in the participating countries in a future-oriented way, improving qualifications, making VET more attractive in the long term and reducing the growing shortage of qualified skilled workers.The project was implemented by 7 partners from Germany, Poland, Lithuania, Latvia and Estonia. The internationally active lead partner is particularly experienced in the training and promotion of SMEs and in the implementation of complex training projects. The partners were three experienced vocational training centers and three chambers of commerce, industry and crafts which are responsible for vocational training and operate inter-company training centers themselves. The project comprised 7 work packages with the following main activities.1. project management and implementation of 6 workshops and 2 international multiplier events.2. development, establishment and operation of a sector competence center with realization of dual VET in Slupsk, Poland, on the basis of the Polish reform law, and preparation of implementations in two other countries.3. development and implementation of further training for vocational school teachers, namely for the implementation of dual training and training of lecturers for a technician training4. adaptation and implementation of two different trainings for trainers in SMEs in countries with school-based vocational training so far.5. development and implementation of a two-year further training course for technicians and obtaining the right to study at a University of Applied Sciences.6. development and coordination of concepts for the implementation of dual Bachelor's programs combining dual VET with a Bologna-compliant degree course, and concept for the expansion of the two-stage sectoral competence centers into a three-stage system (VET, CET, higher education) of VET and innovation promotion.7. transfer of the project results to 70 chambers and higher education institutions/universities from 13 countries, which are involved in the project implementation as associated partners and received implementation advice, and implementation of further dissemination measures.For the six products of the project- Blueprints for the implementation of two-tier sector competence centers and dual vocational training courses with curricula- Two curricula for the in-service training of teachers, - Two curricula for the training of trainers in SMEs, - Blueprints and curricula for a two-year further training course to become a technician,- Blueprints for the implementation of dual Bachelor's programs by three-tiered sector competence centers, - Manual with distribution via bookstoreshigh sustainable uses were secured with a process-oriented expansion of the implementation regions including financing.

Vocational education has lost much of its attractiveness. Especially in EU countries with predominantly school-based vocational training (e.g. Poland, Lithuania, Latvia) the participation rate is low, dropped to an alarmingly low level, and is perceived by many young people as a dead end. At the same time companies complain about the lack of skills of graduates. The consequences are an unemployment rate of 20-25% of the 15-24 year olds in Lithuania, Latvia and Poland.Due to the demographic change, the number of school leavers is dropping fast significantly in all member states, except for Sweden. By 2030, the number of 15-44 year olds in the labor force will decrease by up to 25%. Already today, a shortage of skilled workers exists in most countries. This increasingly affects the future and limits any growth development.Increasing qualifications and at the same time eliminating the shortage of skilled labor is the most important task and key to a sustainable strengthening of innovation, competitiveness and growth of SMEs. The German dual system of vocational training, which leads to a comparatively low youth unemployment, can make a large contribution with a lasting impact on the achievement of these objectives. Therefore, by introducing Work based Learning in vocational education, the project pursued the following overall objectives: a) Greatly improving integration of young people in vocational training and reducing youth unemployment andb) Providing qualified staff and thus promoting innovation and competitiveness in SMEs.The following action objectives served this purpose:1. The development of specific concepts for the realization of Work based Learning in VET on the basis of the German system of dual vocational training for three countries with predominantly school-based vocational training (Poland, Lithuania and Hungary). 2. In two countries (Lithuania and Hungary) the specific introduction of a dual system of vocational training, which is tailored to the specific conditions of the country and includes experiences from all countries around the Baltic Sea.3. Development of adapted curricula for train-the-trainers in SMEs (in-company trainers educating the trainees on the spot in the enterprise) and implementations in Poland, Lithuania and Hungary.4. Development of coordinated concepts and the creation of an international network of 13 countries for permanent promotion and implementation of Work based Learning.5. Transfer of the project results to 68 education providers from 13 countries and the promotion of broad-based implementations.The project was led by the Baltic Sea Academy, which has successfully developed and implemented dual bachelor's degree programs in recent years (vocational training in SMEs while studying at a university) in different countries. Another renowned expert of the German dual system, the Chamber of Crafts Dresden was represented in the consortium to contribute all documents, materials and experiences for dual vocational training in Germany and the train-the-trainers seminars for SMEs.In order to identify and thus to improve the transfer success for other countries and evaluate different national conditions, with the selected countries of Poland, Lithuania and Hungary - where there is a great need for action as well as strong willingness for the realization of Work based Learning - the ideal implementing partners were chosen. From these countries the following partners participated in the consortium:a) A Chamber of Crafts, which itself operates two large vocational schools and can implement dual vocational trainings with their SME members.b) Two large professional schools that wanted to realize Work based Learning and cooperate with chambers that introduce SMEs to the operational parts of the training. c) Two universities that, with the other partners, developed region-specific concepts and curricula, and evaluated as well as advised the implementation process. Additionally, the universities developed concepts and curricula for the train-the-trainers seminars and permanently implemented them in cooperation with the chambers.Through the Baltic Sea Academy 18 colleges/universities and 50 chambers from 13 countries were involved as transfer partners. They received all project results, were advised on implementation, and were encouraged to continuously promote Work based Learning in their regions. Thus, a far-reaching effect and high sustainability were achieved.With the implementation of tailor-made solutions for dual systems, young people will be better integrated; they obtain the necessary qualifications in the labor market and youth unemployment is reduced. SMEs get the much needed qualified workforce and get prepared through the train-the-trainer measures for dual vocational training. Through the inclusion of 68 key education stakeholders from 13 countries a continuous support network for the implementation of Work based Learning was created.

"The need for energy saving and for use of renewable energy is particularly high in some Baltic Sea Region countries, given the very high proportion of old buildings greatly in need of refurbishment; e.g. until 1993 99 % of the buildings built in Latvia had a very low energy efficiency. SMEs in various sectors, especially the crafts, are therefore predestined to function as an active contributor to this process, as they carry out such works in old and in new buildings and thus they fulfil important functions related to render assistance in direct contact with final consumers, such as information and consulting. SMEs in Germany and Scandinavia have systematically developed energy as a growth area. While SMEs in Poland, Lithuania, Latvia, Estonia, Belarus and Russia are strongly interested in this area, however, a systematic business development is almost completely lacking in these countries. According to the ""build-up skills national reports"" for individual countries, the number of concerned professionals has to increase up to 50 % until 2020 in order to meet the EU's energy goals. In addition, SMEs in all Baltic countries are in high demand for training on energy-related issues, particularly in Poland and in the Baltic countries. SMEs account for 99 % of all enterprises and almost 70 % of all jobs. The existing shortage of skilled labour, which will increase in the future still strongly influenced by the demographic development, however, is increasingly becoming a major barrier to growth. The training of existing staff and the recruitment of qualified professionals is therefore the most crucial task for the promotion of SMEs in general, and in particular for the realization of the energy targets. To secure skilled-labour supply and to increase skills in the energy sector in the Baltic Sea Region countries, the German advanced training model ""Building energy consultant"", issued 2012 by the German Federal Ministry of Economics and Technology, may be particularly suitable. It is not just a 1:1-adaptation that matters, but the creation of opportunities in the Baltic Sea Region states and the set-up of comparable information and advisory services for energy conservation and for alternative energy sources, to make available a holistic approach, with a complete package of legal, technical and economic content, depending on national conditions and needs. Studies on the development of economy, population, education and labour markets will be evaluated for the energy sector. In the partner countries qualification demand analyses are to be performed. On this basis, as well as based on the German “building energy consultant”, concepts for a dual training model are to be developed. a) A compact course with to 70 - 80 hours, a survey primarily addressed to company owners that may initiate an effective entry of companies into energy conservation and the use of renewable energies. b) A comprehensive course which consists of core and elective modules. The obligatory modules contain all relevant issues concerning the assessment of the building envelope and systems engineering, identification of potential savings, investment and profitability calculations, legal foundations and consulting expertise. Each elective module deepens the knowledge to execute building works, such as proper installation of insulation materials, installation and maintenance of renewable energies, etc. Depending on local conditions and needs, further training courses are to be combined with at least 300 hours of obligatory and optional modules. Target groups are managers and experienced professionals from the SME sector, architects and engineers. For both courses, curricula, teaching materials, etc. will be developed. Tests and evaluations are planned in five countries in order to identify varied national conditions and to test all combinations of modules. A ""train-the-trainer""-program, targeted for lecturers of universities, chambers and other education providers, will be developed, tested and evaluated. The goal is to offer this program at universities on a permanent basis, so that teachers get qualified for the ongoing independent implementation of courses in all regions. The project under the lead of the Baltic Sea Academy will be carried out together with six universities, chambers and training institutions from Germany, Poland, Estonia and Hungary. 67 chambers with their educational institutions as well as several educational institutions and universities from 13 countries are involved as associated partners. All project results, such as concepts, curricula, teaching materials, application notes, etc. will be published in a handbook and forwarded to the associated partners, advice will be given on the implementation. Diverse dissemination models will be implemented in various countries to achieve a sustainable demand for the courses aimed to secure supply of skilled labour and to increase skills in energy issues on a large scale."

"<< Background >>SMEs carry Europe. To remain competitive, the innovation capacity of SMEs in the Baltic Sea Region must be increased, and the skills mismatch must be reduced. Human capital is the most important resource for strengthening innovation and productivity. Therefore, the project focuses on the promotion of workplace innovation. However, cooperation between SMEs and universities is extremely low. Chambers must actively act as a link between SMEs and universities to reach as many SMEs as possible.<< Objectives >>Five goals were pursued on Workplace Innovation.1 to increase cooperation between universities and SMEs.2 improving qualifications in SMEs and reducing the high shortage of skilled workers and entrepreneurs.3 strengthening innovation capacity, promoting innovation and intensive implementation of R & D projects in and with SMEs.4 any promotion of entrepreneurship and entrepreneurial skills.5 promoting sustainable cooperation between universities and with chambers in the Baltic Sea Region.<< Implementation >>A skill's alliance was formed with 74 partners from 13 countries and a permanent continuation was ensured. Best practices of workplace innovation were transferred, and additional tools were developed and implemented. Developed and implemented were a Train the Trainer program, 3 further education programs and a dual Bachelor's degree program. Innovations were promoted, and R&D projects were carried out in SMEs. All results were transferred to 74 partners and implementations were advised here.<< Results >>Project results are: 1 Analyses of economy, demographics, education and labor markets and qualification needs of SMEs.2 Center of Competence ""HRforSMES3 Curriculum & teaching materials for training of trainers4 Best Practice & Tools for Workplace Innovations5 Curricula, teaching materials, examination regulations & evaluation concept for 3 continuing education courses6 Module handbook for a dual Bachelor's program ""Human Resources”7 Concept for innovation promotion & R&D projects in SMEs"