Project objectives:Working in the Automotive industry requires special knowledge that is different to other industries. Assuring quality in Automotive has grown to a huge challenge and competition factor driven mainly by the permanent cost pressure in a mass market that is increasingly confronted with the safety criticality of various mechatronic systems and subsystems. Automotive companies have realized the necessity of integrating the development and manufacturing processes significantly more this is done in other sectors. Automotive organisations conformed there is a gap between knowledge which is needed for working as a professional in the Automotive industry and knowledge which is educated by VET. Bridging this gap is a necessity.The project is innovative because only few schools and universities address the special Automotive methods and techniques within their curriculum. As a consequence the Automotive industry faces a lot of challenges to find workers with the right knowledge, especially for countries outside Germany and France. A lot of basic training is needed before workers can participate on the right level within product development, process improvement and quality management.Target groups:This project targeted Automotive manufacturers & suppliers, Automotive associations, and VET bodies. The following target groups were identified:1 - Students of initial VET (secondary level).2 - Individuals working in Automotive manufacturing and quality support (secondary level).3 - Engineers working in Automotive in product development, quality management or process engineering (tertiary level). 4 - Teachers and trainers of the foundation level (working for the Automotive clusters and initial VET secondary level).Intellectual outputs: A survey has been carried out among automotive companies and automotive clusters in different contries to develop a needs analysis. Based on the needs analysis two skill sets have been composed which were the basis for development of training content. A comprehensive set of training content has been developed consisting of powerpoints, text book and exercise book. The powerpoints and text books are available in four languages. All training content can be downloaded freely from the project website (www.automotiveengineer.eu). Educational institutes can use this content for training and education. The text books and exercise book will also be published by the LSSA (under ISBN) by the end of 2017. Pilot trainings: During this project in total 15 teachers, 112 students (VET level 3-4) and 48 professionals working in Automotive have participated in several pilot training sessions organised by the consortium (Netherlands, Austria, France). The train-the-trainer sessions were delivered by consultants/trainers with over 10 years experience in the Automotive. They trained other trainers including 2 VET-trainers who trained 112 students at VET level 3-4. The consortium develop a uniform certification standard across Europe using the existing ECQA learning and certification platform. Students and professionals who want to receive an official certificate as 'Automotive Engineer' can apply for an exam at the ECQA. 70 people subscribed for examination.Results and impact envisaged:The results delivered within the scope of this project is a comprehensive and coherent training. This training has been conducted several times in the second period of the project. In total 165 students and professionals have been trained. Many of them passed the exam and received a European certificate for the job role 'Automotive Engineer'. Several ROC’s have included this training in their program for the coming years. Several Automotive companies and cluster organisations have addressed the need for this curriculum. It is therefore expected that after this project these companies will enlist individuals for following this training. In the longer term this will contribute to find workers in the Automotive with the right knowledge and expertise.

-Context of the project:The European energy sector increasingly consists of ESCOs with a high variety of business models, adapted to the market conditions, regulations and changing technological developments in the sector. The technical profile required to be a promoter of this type of ESCOs makes increasingly necessary knowledge on management and business models.-Objectives:-Identify training needs in the sector of ESCOs in the participating countries-Identify appropriate tools for the design of business models in the sector of ESCOs-The drafting of a specific training plan (from the above objectives) for the design of business models in the energy sector, especially targeting ESCOs professionals-The creation of a web platform to disseminate and facilitate the content developed in the course-The dissemination of the project and its results among the target audience-Number and profile of the participating organizations: 5 membersENERGY CLUSTER OF EXTREMADURA, (Spain): It includes some of the most important companies in the sector in Spain, as well as numerous SMEs in Extremadura. Cluster companies represent the entire value chain in the different subsectors of the energy sector. The Cluster is knowledgeable of the situation and needs of the sector and seeks among other actions, to identify training plans appropriate to their businesses, so that they know how to adapt to the continuous changes in the sector and maintain its competitiveness in the national and international markets.FUNDECYT-PCTEX, (Spain): This Foundation for the development of science and technology in Extremadura, provides valuable experience in the following fields:-Identification of needs for enterprises and tailored training plans-Development and implementation of the training platforms-Knowledge transfer processes between Knwoledge entities and companies-design and implementation of training for companiesECQA, (Austria): The European Association for certification and qualification is a non-profit organization that provides a certification scheme for many professions. ECQA brings its knowledge to create a training plan likely to be certified at European level and their methodology for certification and validation of the quality of the training Plan developed in the project.UEL, (UK): The University of East London designs and develops training programs for business modeling and business management. It acts as a centre of applied research and also carries out ad hoc consultancy work and coordinates a project on modelling of electronic commerce for the Chamber of Commerce and industry in London. Currently, the UEL develops various projects for the development of business models.AKETH, (Greece): Experts in methodologies of training and design of training programmes. AKETH also acts as Advisor to companies, entrepreneurs and investors. This entity will bring to the project its experience in the development of training materials and training courses, as well as in the development of ICT solutions for training courses, and its experience in specific courses for professionals in the energy sector.-Description of the main activities carried out;1. analysis of the needs of the market and the ESCOs in the participating countries. Identification of tools for the design of business models in the ESCOs sector. It includes surveys to stakeholders.2. design of the initial contents to include in the training and development of the web platform of the project plan.3. multiplier events to disseminate the project, involve stakeholders in the design of contents and validate content. 2 events were held in each country and a final event in Spain.4. preparation of the final Plan for training, design and content development, translation.-Results and impact achieved;We have managed to successfully develop the 3 outputs planned in time and form. A training was developed a Plan for the design of business models aimed at ESCOs. We have managed to involve a high number of stakeholders – more than 220 participants in events- and the impact of dissemination has been positive (see results of broadcasting).-Long-term benefits, if applicable;Given the interest reached and the increase of this type of SMEs throughout all of EU, it is expected to continue this initiative and develop an appropriate online platform to implement the course online or through MOOCs.

Europe has a fascinating history and various historic sites, which demonstrate imperial glory and power, which attract tourists and students of different disciplines like architecture, building culture, but also cause serious concerns. In Austria, a vast number of buildings are considered of great historic value. On one hand each building causes costs for maintenance, on other hand they need to be kept in shape to fulfil the requirements of modern life and commercial needs. Staff of bodies looking after such historic buildings does need specific skills in order to ensure that Austrian sites, historic buildings of the UK and Amalfi coast villas are available for future generations – and at the same time can be utilised for several purposes to cover costs. Nowadays you find offices, flats, museums, shops, cafés and restaurants and many other ways of utilising those buildings and above all we can learn about environmentally friendly building techniques.The aim of “MODI-FY” - Maintaining Historic Buildings and Objects through Developing and Up-grading Individual Skills of Project Managers: Fostering European Heritage and Culture for Years to come” is to provide professionals with the required certified skills and competences to help Responsible Bodies (RBs) in developing innovative VET; this includes -recognition of previous learning and already available skills -establishment of a European certificate issued by ECQA-train-the-trainer education for experts in maintenance management of historic buildings and sites.The Aims of MODI-FY are:* Recognition of prior learning (non-formally and informally acquired)* Development of specific (holistic = containing various aspects of management of historic buildings as described above) training for employees and volunteers of RBs, their suppliers and subcontractors to include the evaluation of innovative teaching techniques;* Creation of new job opportunities for young people and securing the jobs of current staff* Establishment of a European training and certification system, linking into ECVET and Skills Passport, which allows transferability of skills into other EU countries* European Standards for assessing the state of preservationObjectives:* Assessment of prior learning in partner and associate partner organisation* Specific and individual needs analysis of staff and volunteers concerned* Research/Adaption of appropriate tools for recognition of prior learning* Development of specific basic blended training modules for people working in the field* Development of blended train-the trainer training material and training modules* Testing and modifying training modules for people working in the field and trainers (pilot course modules in Budapest, Vienna, Bilzen and Ravello)* Conducting training modules (real course module in Manchester)* Certification of learners and trainersBeing able to have prior learning and available skills recognised is an important motivation factor for staff, while it also is a tool to select appropriate partners, suppliers and sub-contractors for building projects. Annual budgets for managing historic buildings are likely to be reduced in times of crisis and cost effectiveness becomes more and more an issue for responsible bodies. Therefore the project managers are also under pressure for providing high quality work outcomes. This is only possible when project managers are excellently trained and educated and this was the ultimate goal of “MODI-FY”.The need for innovative VET for the target groups were met by developing a model of certified education for maintenance management of historic buildings and sites. In a blended training approach old and new skills and competences were merged into a standard requirement for current and future employees of the partner organisations as well as their suppliers and subcontractors.The consortium of MODI-FY consists of 9 organisations from 7 EU countries:5 responsible bodies (RB)3 training institutions1 certification body During the project duration partners established and developed-7 country reports on educational offers in the field-clear standards and terminology for VET of professionals working in/with historic buildings-2 curricula for VET of project managers of historic buildings and 1 for train-the-trainer called “Heritage Asset Management”-4 pilot course modules of “Heritage Asset Management” for the target groups-a certification procedure and online exam platform-1 real-time course module for project managers of “Heritage Asset Management”The project results are made available to other organisations around Europe and the World after completion of the project. By offering a certified training, acknowledged by ECQA, linking it into ECVET and European Skills Passport, “MODI-FY” helps responsible bodies to guarantee the survival of European historic treasures and protected heritage.

The project SolarCV is addressing the skills needs for an emerging technology of solar energy sector, Concentrated Solar Power (CSP), which has high levels of skill gaps. SolarCV aims to develop common frameworks of solar field operators with recognition at the European level. The general objectives are to make VET training more responsive to changing CSP skills needs in the labour market by preparing training programme for acquiring missing skills. The training includes strong component of work-based learning (WBL). Finally the project enables the mobility of learners, through the recognition of learning outcomes and by achieving qualifications.The project gathers 16 organisations from 5 countries which include solar energy VET experts, national sectoral associations, energy agencies, government representatives in the field of qualification, and 2 EU umbrella institutions.There are some main project results which can be underlined as objective-achievers (available on http://www.solar-cv.eu/results/) :•*(R1) Labour Market Network of CSP and VET experts that allowed to involve experts and entities beyond the partnership with the aim to increase the potential of project outcomes to be transferred/adapted and used beyond the partnership•(R2) Report on Skills and training provision needs per country and EU level that allowed to identify exactly the skill gaps•(R4) Report on current situation of non-formal, informal and formal training in the CSP sector and methodology for validation of non-formal and informal training.Both documents (R2 & R4) set not only the state-of-art and the analysis of training needs (i. on CSP – Plant Operators, but also allowed to pool of experience and knowledge from different partners in order to facilitate and improve the following tasks and products. (i.e. in Result n. 3) and to unify criteria and to clarify concepts.•(R3) Report on innovative tools from LLP projects designing EU competence profiles and EU CVs which gathers the best practices and tools for the definition of Competence Profiles, Curricula and learning units. •(R7, R8, R9 & R10) CSP solar field e-Simulator and Training platform including training materials that have been developed by European experts on CSP and training and have been tested on several pilot courses (R12) in different countries as Spain, Italy and Greece.•(R5 & R11) EU Competence Profile and EU CSP CV that standardise the skill set for the CSP sector at European level and have been developed European Qualification Structures (EQF and ECVET), quality principles (EQAVET) and following the classification of European Skills, Competences, Qualifications and Occupations (ESCO).•(R13) National proposals of European Qualification in order to scale the recognition of the EU CSP CV by promoting the adoption of this formal training structure in Spain, Italy and Greece.The results of the project have enabled organisations independent of their geographic location to acquire new qualifications. Regarding the impact, the project strengthens the contribution of education and training to the realisation of the objectives of EU 2020, in both priorities employment and sustainability. It contributes to the “ANTICIPATION and matching of labour market and skills needs” (Agenda for new skills and jobs) and creation of a European permanent learning space and mobility of workers. It is necessary to point out some results that will have a great importance beyond the project life such as the e-Simulator and training platform that will allow to train new professionals by using free training materials and tools made by the main associations of CSP sector in Europe. The SolarCV consortium has ensured the future viability of these tools (results) by the review activities set on the After-Project Impact Monitoring Plan (R17).

<< Objectives >>The aim of the project is to train a new generation of advanced workers for the logistics sector, with a sustainability-oriented mindset referring to the Industry 4.0. It is planned to increase the digital capacities of higher education institutions and to support sustainable and green logistics for the future reshaped by pandemic and climate sensitivity. It is expected that an increase in awareness and visibility of logistics as an actor with a major impact on greenness and sustainability.<< Implementation >>There are 5 WP. The project will begin with the developments of project management, coordination, risk and quality assurance plans. Second group of activities will define the design principles and the curriculum for the sustainable logistics 4.0 training course. In WP3, the training materials and assessment criteria of the course will be designed. Then, the course will be tested as a pilot application and the final output will be delivered. The project will encompass dissemination activities.<< Results >>The output in the shortest term is the sustainable logistic 4.0 curriculum. This activity is a preliminary task for the construction of the e-learning structure. A collaborative e-learning platform including badges on micro-credentials will be the second output of the project. The solutions to green challenges proposed by the companies will be the third output. Both of these outputs are expected in medium term. Filling the mismatch between logistics sector and academic institutions is the last.