NEEDS AND BACKGROUNDThe design of elements and environments for construction, engineering and architecture is radically changing in the world thanks to the increasingly massive adoption of BIM (Building Information Model) methodologies and technologies. BIM systems allow shared and updated knowledge of the situation of a construction project, as well as integrate the calculation, design, management and a visual representation aspects into a same system, so that is possible to maintain traceability in the different phases and integrate each element with which interacts to avoid uncoordinated “information silos”.The design of elements and environments for construction, is radically changing thanks to the increasingly massive adoption of BIM (Building Information Modelling) methodologies and technologies. The use of BIM brings an improvement in all dimension of the construction process: a) Quality of the materials, processes and final work; b) Compliance with the safety regulations; c) Environmental protection; d) Control of the conception and the development of the construction work or building by the authorities. In VET education the level of implementation of BIM is extremely low and the available resources are very scarce. However, construction sector is precisely in general where the need for dully trained professional is bigger, particularly in the higher level, in Tertiary VET, which is called to be the link between the designers (architects and engineers) and the specialised workers. OBJECTIVES AND TARGET GROUPSThis project is focus in the development of a curricula and training materials for implementing BIM at the Tertiary Level VET, developing an approach and content adapted to the curricular level and the global scientific and technical knowledge of the students following this courses, which must be aligned, at the same time, with the needs of the labour market. Main target groups of the project are: •The students of Tertiary Level VET from European countries. •Teachers in Tertiary VET that want to implement BIM in their lessons. •Professionals in the construction and civil work field without the required skills in this new complete system. •Educational authorities in all levels, which, will get an important resource for updating their training programmes. •General society, because of finally this project will contribute to the Europe of knowledge. PROJECT RESULTS The project will start by deeply studying the needs of companies and professionals operating in construction and civil works sector, in order to analyse which are the skills and competences required by a Tertiary level VET technician to properly carry out their ordinary activities with quality and efficiency. Based on the highlighted training requirements, consortium will start the development of the curriculum for the mentioned subject related to BIM. To facilitate the implementation of the developed course, consortium will develop the BIMVET3 Platform, which will include different type of learning materials developed according to the needs of each topic:Videos recorded with the drawing processes. Works made in Open BIM work platforms, as BIM.server.center, where numerous free functions are available. These platforms are designed to develop and manage BIM projects.Exercises regarding BIM using Virtual Reality tools and platforms Exercises regarding BIM using Augmented Reality tools and platforms Exercises regarding BIM using Fotogrametry resourcesCompile relevant works developed in open BIM to be used as examples when implementing BIM coursesA complete Guide for using BIMVET3 Platform content for implemented this Tertiary BIM subjectINTELLECTUAL OUTPUTS The project is aimed at the development of two Intellectual Outputs:IO1.- CURRICULUM OF BUILDING INFORMATION MODELLING CROSS SUBJECT FOR TERTIARY VET, BASED IN TWO MAIN ACTIVITIES:- A!.- Research about on the needs of professionals and companies regarding BIM for higher technicians in construction and civil worksA.2.- Design the content for a subject in building information modelling for Tertiary VETIO2.- BIMVET3 PLATFORMIncluding here three main activities: A1.- Produce the contents for the bimvet3 platformA2.- Technical production of the BIMVET3 Platform A3.- Testing implementation of curriculum and BIMVET3 Platform

In the MENA region the unemployment rate among HE graduates is among the highest in the world as a direct result of the mismatch between education outcomes and expectations of the labor market. With the fast evolving pattern of the market-needs as a result of revolutionary technologies such as Industry 4.0, AI, robotics and machine learning, a new shift in human resource requirements map is at hand leaving HEIs with an inevitable time-pressing challenge to adjust the learning processes to yield particular competencies that expand way beyond the technical knowledge that has been the focus for many decades. It is thus the aim of this project is to develop a generation of globally-exposed HE graduates, equipped with essential character, social and cognitive skills blended with academic competencies, with a higher degree of readiness for the fast-evolving community and job market, and who are capable to integrate effectively in multi-cultural, diverse eco-system. Hence, Competence-tailored Student Journey Map that blends academic and academic-complimentary competencies during the student lifetime is introduced. A pilot set of competence-tailored 35 short- and 10 long-term extracurricular activities & “quests” are designed and programmed into the LMS & SIS of partner HEIs, along with 35 courses (120 ECTS) in Engineering and ICT restructured to align with SDGs in competency-based format, targeting the full envisioned picture of the future “Global Citizen” possessing competencies that were clearly identified via an exhaustive gap analysis developed at the beginning of the project. A target of at least 60 students at each of the 7 partner HEIs in Egypt, Jordan and Algeria is planned. Student-Stakeholders Engagement Portal, where employers and students share their profiles and where both have open arena to engage in internships, summer jobs, capacity building programs is essential in the proposed integrative (academic/extracurricular/industry engagement) approach.

AGROSUS will identify appropriate tools and agroecological strategies (AS) to prevent and manage the occurrence of weeds in relevant crops, in conventional, organic and mixed farming, at the eleven biogeographic regions of the European Union and associated countries (Continental–Mediterranean–Atlantic–Macaronesian–Pannonian–Anatolian–Black-Sea–Boreal–Alpine–Steppic–Artic), while reducing the reliance of synthetic herbicides to the environment and increasing biodiversity of agroecosystems. The consortium integrates a multi-actor approach for farmers’ decision making and for including the different perspectives from stakeholders to decision-makers that regulate and administer policies. In summary, AGROSUS will rely on i) expanded knowledge on problematic weeds on European agriculture, current weeding techniques, and problems encountered by farmers and advisors (around 500 farmers and advisors will be contacted for surveys, workshops and discussion groups), ii) advanced detection tools iii) establishment of cultural, mechanical, physical, biological, and biotechnological AS in 68 short-term experimental units sprayed all over Europe, iv) actions carried out with stakeholders and policy makers to promote the most appropriate initiatives at the field, administration and regulatory levels, and v) technology transfer and training of stakeholders for prevention and management of weeds. The tools and strategies designed will be developed, in collaboration with stakeholders, for the most problematic weeds of the different regions. These strategies will be implemented in the most economically relevant crops at the 11 biogeographic regions, and in conventional, organic and mixed farming systems. As well, the environmental impact, and economic and social costs and benefits of combined AS for weed control will be assessed in the 68 short-term fields and in 15 medium to long-term already in course agroecological fields, both in comparison with classical chemical weed management.