The VET mission is to support learners in acquiring knowledge, skills and competences to successfully enter the world of work. Therefore work experience is a fundamental aspect of vocational training across Europe. The Skills 4 Work project aim was to improve work experience pathways for VET students by creating and validating a Work Based Learning implementation model engaging VET organisations and business. The emphasis was on learning from each other’s experience and engaging in a real dialogue with employers by developing the model in close collaboration with local enterprises. Through practical implementation of different work based learning approaches and feedback from enterprises, the project developed hands-on implementation guidelines (model) that will improve significantly the quality of work experience for both the VET students and enterprises in partner countries. The project benefited also VET teachers by creating CPD materials and transnational transfer of good practice through joint peer learning events organised as part of the CPD. Project objectives were:•To learn about existing work experience programmes in partner countries through practical study visits organised for VET teachers as part of the CPD strategy. To foster mutual learning between project partners. •To set up a VET & Employers Working Groups in each partner country to collaborate together on developing and validating WBL implementation guidelines and engaging in a dialogue on meaningful work experience practices. •To develop WBL implementation guidelines (model) for VET.•To develop CPD materials for VET teachers. •To extend employer participation in work-based learning practices across partner countries.•To disseminate project outcomes across EU Member States.The focus of this project was on the practical exercises in Ireland, Slovenia, Germany and the UK that evaluated effectiveness of different WBL models and engaged in collaboration local enterprises. Based on that the following three outcomes were developed aimed at VET providers, teachers and students as well as employers across EU: 1. WBL Implementation Guidelines (Model) for VET2. CPD materials for VET teachers3. VET - Business PartnershipsSkills 4 Work project partners were: H2 Learning from Ireland (project co-ordinator), City of Dublin ETB from Ireland, OSZT IMT from Germany (technical vocational college), CPI from Slovenia, Solski Kranj Centre from Slovenia (vocational college) and SERC from Northern Ireland (Further Education College). A significant outcome from the Skills 4 Work project was that it allowed comparison of partners’ systems with other European countries and sharing of best practice, providing opportunity to explore innovative approaches used elsewhere. For all of the partners the project was complementary to activities already carried out in their organisations, in many aspects the project was innovative. The mixture of partners’ competencies and profile was a significant added value of the project partnership. Working together on this project gave all the partners an insight into how work based learning models operate in each of the countries and how VET teachers are supported to deliver meaningful work experience modules to their students. This project has highlighted the differences that exist between the education and training systems in each of the partner countries. The context and content of work-based learning is different in each country and that was a very interesting element of the project. Each of the partner organisations brought their own perspective to the project and they have used the study visits as a mirror against which to reflect on the current practices in their country. Local context was emerging as a key issue that needs to be taken on board when ‘borrowing’ from another jurisdiction and often it is the discussions that took place around these issues that has led to the deepest learning within the Skills 4 Work project.

Technology offers significant opportunities for VET providers but also presents challenges, as by its very nature it changes at a fast pace. In order to maximise the potential technology can have on learning and teaching, the VET workforce must be supported to develop the skills and competences to enhance digital integration into their classroom practices. TELMS project addressed the need for appropriate use of TEL within education provision and the facility to support the staff to embed this in the classroom. Whitin this project a TELMS Programme was developed and delivered to VET teachers from across partner countries. The Programme facilitated partners in establishing an ILT peer mentoring initiatives allowing them to explore how TEL can be embedded across the curriculum using a peer mentoring strategy. It has also promoted professional development of staff in ICT methodologies.The project partnership comprised of H2 Learning from Ireland, an e-learning expert as well as 4 VET organisations: VET College from CDETB in Ireland, South Eastern Regional College, a VET College in the UK; the Solski centre, a VET School in Slovenia; and Malignani, a VET technical institute in Italy. All of the partners had varied experience in digital integration, professional development of staff and mentoring. Only SERC had witnessed the benefits of TEL strategically implemented through a peer mentoring approach and became a natural leader for development of the project Intellectual Outputs. The project was innovative to the partners as it went beyond the mere functionality of the technology and offered deeper pedagogical support and upskilling so that staff could fully realise the instructional potential of the technology to benefit learning and teaching. Within the 2 years of the project duration TELMS has achieved all of the objectives set out in the original project application, namely:1.To develop a Teacher Peer Mentoring Programme in the effective use of ILT & associated learning and teaching strategies, 2.To develop a Teacher Toolkit, 3.To develop TELMS Online Platform, 4.To train 8 mentors at a transnational short-term staff training event in Northern Ireland, 5.To support the 8 mentors to establish & deliver an ILT Pedagogy Mentoring Programme to 16 teachers in the partner institutions, 6.To disseminate project outcomes across EU Member States. The target groups reached within the project were: • VET organisations and providers• VET teachers• VET learners• Policy Makers, Research Bodies and Experts.The project has developed the following Intellectual Outputs::1. Train the Teacher Mentoring Programme - this programme was developed and delivered by SERC during a one week training activity for VET teachers from partner organisations. The programme has built teachers' capacity and ensured that they could mentor their peers in the utilisation of a range of appropriate technologies and associated digital learning strategies.2. TELMS Teacher Toolkit available online through TELMS Online Platform to support the training and provide valuable resources and guidance on implementation of the peer mentoring strategy in the classroom. 3. TELMS Online Platform to facilitate access to innovative training resources for TEL. Participation in the TELMS project gave partners opportunity to upskill their teachers and develop the organisation's capacity by facilitating learning experiences for the staff which ultimately have impacted on the learners; and provided access to new materials to support the teachers' professional development through the implementation of a pedagogy mentoring programme. The project website www.telms.eu contains a wide array of resources and it is expected that the TELMS Online Platform will grow into a permanent and evolving resource that can be used to support the ongoing professional development of VET teachers in digital education and training across Europe.

The skills set and role of VET teachers is being outpaced by development of working life. Jobs and occupations are changing so much that the VET institutes do not even know how the change affect us and how we should react. In general, VET organizations can be heavy and clumsy in being adaptable. In order to succeed in future, VET institutes need to change and be more flexible like the companies. The pace of innovation and changing skills requirements across all sectors of work life is fast, and the expectations of learners change rapidly. However, many education institution staff still hold traditional attitudes to the role of teachers. At the same time the clientele of VET is becoming more diverse: comprehensive school leavers (post 16 years of age) form only a part of the students of VET institutes, where as the main groups are adults with no previous secondary education, people wanting to change profession, professionals aiming to strengthen and deepen their professional competence, unemployed people and immigrants or asylum seekers. The profession of vocational teacher is constantly in transformation and solutions need to be found.We have five partners from three different countries (FI, UK, NL) that are secondary or tertiary level VET institutes and a school of professional teacher education. The participants of the project activities can be managers, HR staff and teachers. All partners have participated in multiple EU projects over the last few years. All the organisations are concerned about the need for VET providers to find ways to ensure that the skills of teachers meet the needs of the working life now and in the future. VET providers need to find ways to improve teacher professional learning. We all are facing the same kind of challenges and phenomena across Europe. Therefore, in this project, we want to share views, challenges and good practices on how to provide new skills for our teachers also on a European level. We are going to have three workshops during the project. Each workshop addresses a certain issue connected with future skills of teaching. Planned topics for the workshops include life long learning; interaction between companies and education institutes; dealing with changes in work life and how to respond in a flexible way; and adapting to student diversity. The information from the workshops is then collected in the form of articles, digital tools and knowledge bases, and put into an on-line tool kit. The result of the project will be that the participants gain new ideas to ensure and improve teacher professional learning. VET providers will have found ways to ensure that the skills of teachers meet the needs of the working life now and in the future. VET providers have found ways to improve teacher professional learning. We will have shared knowledge of the education challenges and phenomena across Europe. It is anticipated that the workshops will support throughout the project the partner institutions to carry out testing and implementation in order to develop their own methodology in staff training. By the end of the project, management and HR departments will have created a clear vision on how to best train their staff and implement these changes in the areas of life long learning; interaction between companies and education institutes; dealing with changes work life and how to respond in a flexible way; and adapting to student diversity.

This project will establish a Trans-National Smart Manufacturing Education Hub (Smart-Man) focusing on advancing Industry 4.0 educational activities at all institutions involved in the programme. This will be achieved through the design of industry-attuned and accredited new curricula and adaptation of existing curricula for undergraduate, postgraduate, and continuous professional development (CPD) training programmes, and the development of bespoke CPD leadership programmes to support Industry 4.0 champions within companies. Confirmed partners include the Queen’s University Belfast (UK), South East Regional College (UK), University of Limerick (Ireland), and National Technical University of Athens (Greece).The Smart-Man project will have the following objectives:1.Development of a new international curriculum model in the area of mechatronics for manufacturing.2.Introduction of new degree pathways for fresh industry entrants that are fit for the highly skilled workforce of the future with direct input from global manufacturing knowledge. 3.Design of new training pathways for the current low skilled manufacturing workforce in each Programme Country bringing them up to at least the minimum standard required to enable them to compete in this rapidly advancing industry. This will include a mix of apprenticeship training programmes as well as new undergraduate and graduate degree programmes to upskill the existing workforce.4.Development of a lifelong training pathway for the existing workforce in the manufacturing industry that is responsive to continuous technological advancements which will enable them to maintain a competitive edge throughout their career.5.Embedding of mobility in the curriculum through placements, exchanges, summer schools, and joint project supervision.6.Introduction of a joint programme between the partner institutions and beyond, which will allow access to knowledge and deliver skills from diverse fields in Engineering, Computer Science, Data Science and Mathematics, as need to address the challenges of factories of the future.7.Embedding of sustainability as an integral part of the curricula with key principles derived from the UN Sustainable Development Goals in order to train the workforce of the future to have a mindset orientated towards environmental and social sustainability.ImpactFrom student's perspective, by participating in the training programmes, they will gain the necessary work skills that prepare them for a successful career in Manufacturing within the Industry 4.0 framework. Absorbing different technologies and scientific fields in a curriculum is a critical challenge for the potential workforce, which can be tackled only by actions initiated and nurtured by international frameworks. The expected impact on the academics involved is expected to be equally valuable and important , as the development of a joint programme including courses such as 'Manufacturing Cyber-Physical Systems' and 'Industrial Internet of Things' will create opportunities for (i) developing methods for teaching new, timely skills much needed in Industry 4.0 workforce and related researchers, and (ii) creating new research paths and enriching existing collaborations between academics from the four participating institutes.Potential Long Term BenefitsAs industry embraces digitalisation technologies to meet the demands of consumers with regard to mass customisation, quality and cost, while at the same time delivering economically, environmentally and socially sustainable manufacturing into the future, it needs to have recourse to a versatile and digitally skilled work force. The skills gap in this regard is a major barrier for many companies, and is a recognised constraint on economic growth and competitiveness of the manufacturing sectors in the partner institution countries, and across Europe more generally. The Smart-Man project will tackle this problem head-on by aiming to deliver a continuous supply of high quality graduates for the factories of the future.

The global workforce is today facing a critical period of jobs and skills instability. With a big portion of today’s jobs set to disappear or become displaced by AI, robotics and automation, the world today requires a human workforce which possess proficient digital skills. Pursuant to such predictions, the WEF has recently launched the ‘Reskilling Revolution’, aimed at providing better education, new skills and better work to a billion people by the year 2030. The DS4AIR project supports innovation through the design, development and evaluation of an online training course on Digital Skills in view of the Artificial Intelligence (AI) Revolution. This is aimed at improving and extending the reskilling of vulnerable adults in the workforce who possess a lower level of knowledge and digital competences. Consequently, this will future-proof their careers vis-à-vis the anticipated shift and demands in digital skills.In line with the WEF’s initiative and as a proactive (rather than a reactive) measure, the project’s objectives are:- to establish the current state of affairs in the business industry in terms of AI readiness- to identify the gaps between the required new digital skills and competences and the demands of the labour market, in view of the Artificial Intelligence Revolution- to create a learner persona defining the course’s target audience- to design and develop an online self-paced training course on digital skills for the Artificial Intelligence Revolution- to reskill vulnerable adults whose jobs are threatened by the new technologies, hence ensuring their survival and prosperity in the job market- to analyse the quality and impact (including the degree of satisfaction) of the course through a summative evaluation of the content and instructional design, vis-à-vis the expected learning outcomes- to write a short recommendations document on digital skills for corporate training in the Artificial Intelligence RevolutionThe five participating organisations in the strategic partnership are B&P Emerging Technologies Consultancy Lab Ltd (B&P EmTeC Lab) as lead partner, the Malta Chamber of Commerce, Enterprise and Industry, the Cámara de Comercio de Valencia (Valencia CCI), the South Eastern Regional College (SERC) and SmartLearning (within the Copenhagen Business Academy). SERC and SmartLearning have years of experience in adult education and in particular in the digital learning domain. The Malta Chamber of Commerce, Enterprise and Industry and Valencia CCI bring their invaluable business and economic insights and their extensive networks of business affiliations. Finally, B&P EmTeC Lab will lead in the design and development of the online training course and the role of AI in the digitalisation of the business industry.The project activities are clustered depending on the objectives and tasks leading to the delivery of the intellectual outputs. During the initial months the activities centre around the compilation of the needs analysis, with a multiplier event aimed at attracting the interest of the key stakeholders beyond the consortium. This will then be presented for further feedback and input, during the second multiplier event. In the second cluster, the project activities focus on the design and development of the online training course, with multiplier and training events aimed at receiving valuable feedback from all stakeholders. The third cluster of project activities begin with the evaluation of the online training course, through piloting with a group of vulnerable adults, whose jobs are threatened by the new technologies. The resulting feedback will be used to draft a short recommendations document, which will then be disseminated amongst learning and development professionals in the corporate sector. In terms of the project’s expected impact, it is envisaged that the results will yield a high quality digital learning environment, based on the needs and requirements of vulnerable adults in today’s workforce. It is also expected that the digital competence of participating adults, will be enhanced, thus improving their careers’ prospects. Participating businesses will be equipped in terms of skilled labour to embrace the disruption brought about by emerging technologies and better placed to understand, assess and act upon the reskilling requirements posed by the foreseeable skills mismatch brought about by the Artificial Intelligence Revolution. In terms of the potential longer term benefits, the online training course will become a valuable open education resource for re/upskilling for business and interested individuals around the world. Furthermore, the resulting recommendations document on digital skills for corporate training in the Artificial Intelligence Revolution will complement the Pan-European policy efforts in the popularisation of digital competences, by providing evidence-based practice for future guidelines.