"Context and background of the project: Ensuring the readiness and prevelance for qualified labour is one of the main tasks of vocational education system. However, many adolescents fail in mathematics, not only in Sweden, the Netherlands and Germany, especially those with educationally disadvantaged backgrounds or immigrant background. Among all disadvantaging background factors, language proficiency is most closely related to mathematics achievement, that is why mathematics instruction for vocational contexts should be designed in language-responsive ways. However, up to now, there has been a lack of available approaches and curriculum materials for classrooms and professional development (PD). Project goals: (1) The central aim on the classroom level was to develop work-related language-responsive instructional approaches for mathematics teaching in vocational preparation classes in the industrial-technical and agricultural sectors, for example regarding ""proportional thinking"", ""percentages"" and ""diagrams and graphs"". To this end, existing subject- and language-integrated approaches from the partner countries were connected and particularly adapted for specific vocational contexts. A criteria-led catalogue of authentic professional communication situations and vocational discourse practices was compiled for the relevant professional fields.(2) At the PD level, the developed classroom materials were integrated into modules for professional development which qualify mathematics teachers of vocational preparation classes for language-responsive mathematics teaching. The PD modules comprise PD materials, manuals for pedagogies, PD activities and selected video clips from classrooms to be discussed. 3) In the long run, the results will be implemented in the educational system and PD system in cooperation with regional authorities, states and countries of Europe.Number and profile of participants: 9 mathematics education researchers from TU Dortmund University, Utrecht University, Stockholm University, PH Freiburg;18 mathematics teachers from partner schools in the core team and their classes, other teachers and PD multipliers from the region; KBA Nijmegen and the Chamber of Commerce and Industry in Dortmund as stakeholders of the employers.Target groups for the dissemination and use of the results and products •Young people who profited from newly developed instructional approaches and materials, •Teachers who have been systematically professionalised for language-responsive mathematics teaching in vocational contexts and who have been trained as PD multipliers.•Vocational schools and their school administrators who see this project as a prelude to sustainably integrate the language-responsive approaches in the regular subject matter classrooms.•Cooperating stakeholders (excerpt exemplary for Germany): The QUA-LiS NRW (Quality and Support Agency of the State of NRW) and the DLZM (German Centre for Teacher Education Mathematics), who disseminate the concepts and materials in teacher training courses.Description of the project and dissemination activitiesThe dissemination took the form of oral and written presentations, workshops, handouts, a project homepage, articles, teacher training and diverse multiplier events. Furthermore, a project handbook for multipliers was produced.Activities in the project: Iterative development and evaluation of teaching units, iterative development and evaluation of PD modules, extensive testing of the teaching units in classrooms and the PD modules in PD courses, preparation of a project handbook, project coordination, the project homepage, 3 partner meetings, 4 specialist group work meetings, evaluation at system level, consultation with cooperation partners (associated project partners).Methods of project implementation: The generation of intellectual outputs at the classroom and PD level was pursued within the framework of the Design Research methodology. In this methodology, the iterative development of teaching-learning arrangements is combined with testing them in design experiments and qualitative analysis. The work at the system level pursues strategies of transdisciplinary networking.Brief description of the results and effects achieved as well as longer-term benefits: The participation of adolescents in the project has had a substantial positive impact on their mathematical competence and employability. The teachers participating in the project have been systematically professionalised for language-responsive mathematics teaching in vocational contexts and are already active as multipliers for PD and other areas. Schools and school administrations initiate the integration of the developed approaches into the everyday teaching. The professional development of teachers will be continued, e.g. by the district government of Arnsberg, even after the end of the project, and the participating universities will introduce the approaches in preservice and inservice teacher education. Stakeholders will disseminate the project results in a network. In this way, they will influence current teaching practice."

Rationale:There is a huge gap between supply and demand of skills in the labour market in Europe. It is expected that is gap will continue to grow over the next years, especially in the green sector. Many current jobs disappear and new jobs that do not yet exist will emerge. The Fourth Industrial Revolution is about to create a shift in the skill sets required of workers in green jobs. This holds true in particular for the 68 million people in the European Union with skills on lower and middle EQF levels.Objectives:The project aims to contribute to reducing the skills gap in the labour market and help increasing the employability of people on EQF levels 2-4 by aligning learning outcomes with the EU Skills Agenda. Participating organisations:Five vocational education and training (VET) institutions from four different EU countries have teamed up with five partners representing the world of work (companies, branch organization, cooperative, etc).Main activities and project results:The project partners have 1) Actively participated in a customized training based on the updated ECVET Experience as developed by ECVET.nl, and co-developed a shared and unambiguous framework for units of learning outcomes that are based on ECVET principles and align with the EU Skills Agenda by embedding generic skills, professional skills and social-emotional skills; 2) Produced over 50 units of learning outcomes on EQF levels 2, 3 and 4 in English for multiple job profiles, and added translations in 5 additional languages; 3) Selected and established an applicable and shared assessment methodology that supports the recognition and validation of the learning outcomes; 4) Created a training programme for the assessors of the learning units including a short animation video on the assessment for all stakeholders (students, company tutors, teachers);5) Trained the assessors;6) Tested the units and assessment in a pilot with nearly 90 students (twice as much as estimated in the application);7) Collected and summarized recommendations for adjustments and optimization for future use8) Organized and implemented multiplier events in every partner country, as well as one joint multiplier event, joining a conference of umbrella organisation Europea International. All together we've reached more than 250 non-partners. Outcomes and impact attained:* The project partners now have a shared language and a better understanding of EU instruments such as EQF and ECVET. Some of the participants had little to no acquaintance with these instruments prior to the start of this project. Their knowledge and understanding of the value of these tools has increased. * The partners have also built a strong common understanding of what working with the EU Skills Agenda means and how to cooperate in developing those skills. * The project partners have built a closer relationship. Attitudes have changed in a positive way, making it possible to contribute to bridging the gap between the labour market and VET. * We can now recognize and validate formal and non-formal learning, also abroad. This has led to an increased number of students who engage in international mobility programs.* The quality of student mobilities has also improved: it is now clearer to all stakeholders, including the learner, the tutor at the company and the assessor, what the desired learning outcomes are. Feedback from students and work placement companies indicates that the students’ commitment to the learning process and self-assurance during the internship has increased.* The considerable dynamism on the job market calls for a greater degree of flexibility on the part of VET. Learning outcome-based courses lead to a more flexible VET because how and where the learning takes place is no longer restrictive, nor are the teaching method or materials. This makes it easier to provide VET courses in accordance with the needs of the labour market.* The co-developed learning units have given the industry partners a better understanding of the skills acquired by graduated VET students who enter the labour market. This aligns with one of the main topics of the EU Skills Agenda: making skills more transparent.* The inclusion of generic and social-emotional skills in the learning units aligns with another main topic of the EU Skills Agenda: understanding the skills needs of tomorrow.* The partners from the world of work intend to use the project results to improve the employability of their employees. Some of them are using the learning units for their in-company training of workers.* The VET providers are also using the project results to fostering excellence. Excelling students who seek additional challenges can now acquire extra learning outcomes, or learning outcomes at a higher level.

2. Short summary of the projectAt the heart of Yebisu e.e. is the development of staff and companies through fostering entrepreneurial behaviour within organisations (intrapreneurial behaviour). We have been working with the principles of the learning organisation. This meant that we didn’t follow our blue-print to the letter. The interaction between the practice in companies and the more conceptual approach of VET institutes determined the direction and development of the project. The needs of the companies were leading. The project continued work developed in previous projects, especially EQUFAS and earlier projects of the Yebisu partnership. We defined and described the intrapreneurial behaviour of employees and made it measurable with an assessment tool. Also, during pilots, we supported partner companies in designing an approach to developing the intrapreneurial behaviour of their staff. One of the most significant outcomes of the project was that the leaders of companies realized that they had to lead by example. Our activities included research and design in a developers’ group, partner meetings that tested and developed Intellectual Outputs, tailor-made pilots, development and training activities, dissemination and marketing activities. We started disseminating to branch and European organisations from the start. We made sure we were not just sending information, but exchanging ideas that we could take back to our partnership and use to develop our ideas and result further.The Yebisu partnership dates back to 2010 and comprises a mix of companies and VET institutes. The companies and their development are the core of the partnership. The VET institutes are learning about entrepreneurship and intrapreneurship and offering their expertise in learning and development. From the start, Yebisu has been working with the concept of EQF levels, which proved very useful to company owners to make smart decisions about mixed-level teams. The partnership of this project Yebisu empowers employees consisted of 8 landscaping companies, 4 VET institutes, 3 training companies and 1 branch organisation. We have partners from Belgium, Estonia, Finland, France, Germany, Hungaria, Norway and The Netherlands. Our main results are¥a profile for intrapreneurial behaviour within a company and three units of learning outcomes detailing this behaviour¥an international version of the NLQF descriptors that includes intrapreneurial behaviour¥a levels game to facilitate workshops about EQF/NLQF levels and determine the place of the units in the qualifications¥recommendations on how the units can fit into (formal) education profiles, both specifically for the Dutch context (in Dutch) and more general for the European context (in English).¥an online assessment tool to measure intrapreneurial behaviour (http://www.surveyplanet.nl/live/v1/manager/?p=267937044bdd0fd6f921687d1dc4542d) and the option to store assessment results in a skills bank (after the project ends this will cost a fee) (www.skillsbank.eu then use ID: YEBISU-Tester1; PW: Tester1)¥a toolbox of training materials to use in in-company training¥promotion materials specifically tailored towards companies and branch organisationsThe impact is apparent at different levels. Company owners learned how they influence intrapreneurial behaviour in their organisation and piloted and implemented this in their respective organisations. VET institutes got a more in-depth understanding of intrapreneurial behaviour in companies, which in turn benefitted their educational programmes. Also, we were able to put the topic on the agenda of European and national branch organisations, leading to increased cooperation and concrete initiatives in those organisations. Finally, as early adopters of the European Skills Agenda, we were able to participate in high-level European events, which improved visibility and impact of the project and provided valuable experience for the partners.Members of the Yebisu partnership keep up the cooperation after the project is finished without further funding. Activities are already planned concerning a ‘Young Gardeners Network’ and the problems of companies in the green and other sectors in finding employees in lower EQF levels as well as reintegrating potential employees who are now jobless into the labour market with the Yebisu tools. You’ll find the results and the contact information yebisuproject.wordpress.com.

Form young European farmers; young people aware of European issues, and that have a better knowledge of the reality of Common Agricultural Policy is the main goal of the project. Developing a European culture for our students, our teachers, and also the school is a strong and essential target that corresponds to the schools values. A project between a Dutch and Breton school is justified by the similarity of our agricultural systems (high number of dairy farms, same climate, farm production intensification).This exchange falls within the necessity to raise their awareness to the challenge of sustainable development. The comparaison of the strategic orientation of dairy farming production between the Netherlands and Brittany will provide concret aspect that must be taken into consideration for agro-ecology, short commercialization circuits, organic farming... The students are aged from 16 to 18 y.o, their training intends them to become future farmers. The students profiles are the same for the two schools. During the mobilities organised in the two countries, several activities are proposed in connection with the welcoming school: practical courses with the students of both schools, professionalising visits with both groups, exchanges on technical topics, sharing meals of local food and culinary specialities of their country. These activities enables to compare the “know hows”, it also allows to reinforce the skills of analysis of professional situations, concrete objectives of the pedagogical course. The relationship between the students of the schools requires a common language (English or French), that will help them gain in self-confidence and improve their foreign language practice. Finally, the activities combined to the stay abroad develop the student’s autonomy. The expected effect of the project is to increase the students’ capacity of deepening common technical subjects with the foreign partner. This includes that the students need to have a very good knowledge of Dutch and Breton agriculture in order to integrate it in their professional skills and capacity in making decisions. Assessment of the objectives would be defined through the students work further to the exchange. As a result to of the project the schools intend to organise individual training courses abroad either in the Netherlands or in Brittany. The number of student volunteering would be a way of evaluating the achievement of our goals. A development of international exchanges (number of foreign partners, number of teachers involved) also constitutes a evaluation criteria.

ANNIE (Aquaponics, New Novelty In Education) is essentially the combination of Aquaculture and Hydroponics. Both aquaculture and hydroponics have some negative aspects. Re-circulating aquaculture needs to have excess nutrients removed from the system, normally this means that a percentage of the water is removed, generally daily. Hydroponics requires expensive nutrients to feed the plants, and also requires periodic flushing of the systems which can lead to waste disposal issues. This nutrient rich water in both systems needs to be disposed of and replaced with clean fresh water. When both systems are combined, these negative aspects are turned into positives, as the nutrient rich water from the aquaculture system is recirculated into the hydroponics system to grow produce. This water is then filtered (clean) into the aquaculture system.Many different species of fish can be grown in an aquaponics system, and the species selection will depend on a number of factors, including climate; freshwater or saline loving fish and plants; the density of fish per cubic metre and fish stratification preferences (the preferred water depth of different species). Aquaponics systems can be used in ‘local for local’ food production situations, is biological and organic and aquaponics need no extra toxic additions like antibiotics, manure or artificial fertilizers, and don't need weeding.Aquaponics has a significant reduction of water usage, compared with traditional growing methods. Plants grow faster and the whole year round; healthier food is produced because of a reduction in chemical applications; water usage is reduced and is cleaner (with only 10% of recycled water lost by vaporization, reducing the water footprint); reduction of transport, reducing the CO2 footprint. Aquaponics will be one of the solutions to the food shortages the world is facing.‘To satisfy a peak global population of 9.7 billion people in 2050, agricultural economists project that total agricultural demand will increase by 60 percent to 100 percent compared with 2005 levels’(Zeigler, M.M (2017) http://www.globalharvestinitiative.org/2017/03/sustainably-doubling-agricultural-productivity-the-right-global-goal-for-2050/)Objectives: This project is a starting point to change regional food production strategies all over Europe. As well as the potential applications for urban areas, this project is also applicable for rural areas. Education played an important role in this project, because this teaches the workers of the future and makes them aware of emerging food problems.The main goal of this project is to expand a network between educational institutions, food producers and local governments. Schools can integrate this topic into current curricula and on any EQF level. ANNIE increased this network where education providers, farmers (business) and governments worked together to raise awareness of water scarcity, water purity and food productivity issues.Number and profile of participating organisations: 13 organisations, Agri Vet- schools EQF level 1-4; Vet schools A.D.; Applied Science Universities, Secondary Schools with LLL-aspects; Business & Development Consultants and Entrepreneurs.Description of undertaken main activities: National: founding of aquaponics platforms in which knowledge and skills are shared, founding aquaponics training centres to provide information and share knowledge and skills; raising awareness by organising workshops for pupils, students and staff within the institutions and outside with partner schools; training activities in the project by the experienced company LandingAquaculture, an international company in aquaculture. There were 4 Steering group meetings and 3 partner meetings and an ANNIElympics, the final meeting was an event in which all participants participated in frivolous items related to fish and plants, healthy and safe food and innovations.The final result included the creation of a database of shared documents to be used to assist start-up aquaponics projects; leaflets in all languages with basic information about aquaponics; 4 training centres (ES,NL, RO and PT) to provide workshops and short training events on aquaponics; 2 working models for educational events; exposures on school days and at national and international meetings like European Parliament, European Committee of the regions (CIFEA MdS) and meetings about sustainability; World Food Day 15th of October 2017 NL; 2 instruction films available for everybody (on YouTube); 4 master classes organised by students.5 Students will graduate on aquaponics through ANNIE. Thousands of people know about aquaponics because of the ANNIE project. Longer-term benefits: new partnerships, a continuation of the partnerships in a new project with the partners, the pioneers become experts in aquaponics in education, pioneers became trainers.