General aim of the AgriNext project is to create learning environment that responds to the skill demand on the job market in the field of Multifunctional Agriculture. In order to achieve this aim, the specific project objectives include: 1.Flexibilization of learning environments and curriculums in I-VET and C-VET, on EQF levels 3-6, in order to facilitate fast responses to job market demands 2.Teacher empowerment (continuous professional and pedagogical) for a fast response to the job market demands, 3.Established system of continuous exchange between employers, teacher/trainers/guidance service providers, in order to respond to the skills needed 4.To develop students/learners who are highly skilled, motivated, entrepreneurial and aware of the importance of C-VET and lifelong learning 5.Creating physical and virtual environment that enables: -Interaction between teachers, trainers, mentors from companies, students, and researchers; -Individualisation of the learning process; -Demonstration & try-outs of new technologies -Development of entrepreneurial activities 6.Promoting rural development & vitality by demonstrating and highlighting opportunities of Multifunctional Agriculture.7.Increasing digital competencies among students and teachersThe main expected results are: -Online training for guidance service providers for the use of new guidance service model-Online training for VET teachers for flexible learning processes-Proposals of flexibilization of VET -Green job = dream job video trailers-Established Incubators (business – education partnership) -AgriNext IT Platform for Rural Excellence Activities has been divided in to 5 implementation Work Packages:WP1–Guidance services to foster lifelong learning and development of VET skills in multifunctional agriculturalWP2–Flexibilization of school systemsWP3–Green job=dream jobWP4–Business incubator for rural excellenceWP5- AgriNext IT platform

"The initiative wants to develop an innovative model of promotion of entrepreneurship and entrepreneurship education based on the key concept that education, and in this case entrepreneurship education, happens everywhere, particularly in those environments where first education is provided (family). With that focus that entrepreneurship education has to be ""taught"" at school and outside school, that is as a formal and non formal education transversal content, the aim of this project is that parents have to receive a basic training to enhance and facilitate (as facilitators) the first steps of the community and society in entrepreneurial learning and attitude, so that they all acquire basic and transversal entrepreneurial skills. If this environment and its actor are not ready to transfer entrepreneurial competences, skills and knowledge, the community will not be able to start thinking, acting and seeing itself as entrepreneurial. Therefore the consortium is made of partners that ensure coverage of all competences needed to work with the target group like a partner with experience in research and analysis , an Intermediary Body in charge of local policy for employment and entrepreneurship, one European network representing target group (parents), two experts organizations on the topic of entrepreneurship education, a technical partner in charge of the networking and e-learning platform, and the last partner with wide experience and representation of training activity for community actors, operators (families, teachers, social workers). The structure of the project that will last for 30 months will be based on five phases. The first one will be an analysis and research work to better understand context and needs of actors with regard to entrepreneurship and family dynamics. The second step will focus on project implementation mainly through the development of the project training package for parENTrepreneurs. The third phase will consist on creating a set of tools to further support the learning process of parents: a social learning platform, an handbook for parents interested in continuing alone their training and a guide on how to assess competences developed. Two sets of training pilot sessions, first at European level and then in a Barcamp at national level, are foreseen. The programme will include different contents (concepts, techniques and tools, alternative education references, entrepreneurship examples, etc.) that will be addressed through a learning by doing method. All the contents developed for, during and after the pilot sessions will be available for any EU stakeholder through a social platform. It will be the channel used for a repository of lessons, tools, videos, and exercises making the experience of the target group lasting even after the pilot phase. Each partner will also host a final dissemination event to make public the results of the two-years project so that any local, regional or national entity is able to exploit this EU-shared knowledge. We expect several impacts for the project. The direct impact on the parents participating in the trainings will be partly intangible (motivation, awareness) and partly tangible (knowledge acquisition, posterior use of the techniques learnt for their daily work). The local/regional community of each partner/participant will also be more aware of the need to work on new approaches towards entrepreneurship. The partners will improve internal competences making them able to exploit project results and outputs to expand their field of activity. The indirect target groups include families, school teachers, children and young people, but also policy makers, by having a community aware of the importance of entrepreneurship for all. The VET sector and trainers will also be reached."

ACE-EX project provides a multidisciplinary profession, the “Expert at applying Circular Economy processes in agriculture” and tools to guarantee quality of training, recognition, transferability and exploitation. General objectives:- to support the agriculture sector in the transition to a Circular Economy (following “CE”);- to develop an entrepreneurial mind set for the new opportunities coming for the CE applications;- to facilitate the transition to a “green” chemistry using the waste/ surplus coming for agriculture;- to contribute to sectoral compliance with the EU Green Deal standards. Specific objectives:1. To upskill professionals working in the agriculture and industrial sector, specifically production of oil, wine and corn, in the reuse of agricultural production waste/surplus for the production of new business products and/or innovation of business processes by developing an innovative and multidisciplinary curriculum, also through V/R modules. 2. To provide Open Access and flexible training for a certification EQF 4 and 5, accessible virtually from professionals located in at least 9 EU and Extra Eu countries, guaranteeing sustainability of contents, constant update and scalability to an EQF 6 Master. Developing horizontal digital and green skills applicable to other professional sectors.3. To guarantee procedures for the RPL of professionals and link these arrangements with national accreditation authorities.4. To certify experts at applying CE in agriculture by developing professional skills that, on one side, enhance individuals’ employability and, on the other, are highly beneficial for agricultural firms, particularly wine, oil and cereals, since they provide them with the concrete opportunity of applying and benefit from CE practices.ACE-EX involves 20 consortium members from 9 EU and extra Eu countries, representing more than 200.000 agriculture firms Europe Wide, which will be approached during the project

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).

The context of this project entitled Intercultural Community Evaluation and Planning [ICCEP], is a social, and economic scenario that is increasingly concerned with the integration of migrant students into school communities, where the quality of education is central to economic productivity (Baxter & Hult, 2017) and the emphasis is on decentralising the management of public services away from government to other stakeholders. At the same time, somewhat paradoxically, this greater autonomy to develop practices to ensure the integration of migrant students has also been accompanied by increasing requirements for localised planning and quality assurance of activities (Brown et al. 2020). This project aims to explore and offer strategies and supports on how best to put in place the mechanisms that plan, evaluate and support the integration of migration background students into educational communities. Within Europe, various models of evaluation and planning have developed and transformed within a short period while the quest for the best fit continues (Ehren et al. 2012). The cost and complexity of individual schools working in isolation to put in place mechanisms to enhance the life chances of migration background students and in parallel, the need to empower schools to work together in clusters or groups have produced the concept of group or clusters of schools coming together for both developmental and evaluation purposes. This project aims to develop a community-based planning and evaluation system, referred to as ICCEP where schools and other stakeholders collaborative in networks for the improvement of migration background students and a member of the network or an external body act as a facilitator and mediator during the ICCEP process. The term ICCEP means involving all stakeholders in the process of evaluation and planning. In this project, the education governance systems and the underpinning intercultural policies and documents of the participating countries will be reviewed. Teachers’, school leaders’ and other sectoral support agencies survey responses will lead towards developing a conceptual map of ICCEP. and the development of a framework of quality indicators and the detailed mechanism of ICCEP. Through case studies, the consortium will explore what training needs should be provided to upskill the existing competencies of members of the network. For this reason, this project includes developing a Massive Open Online Course (MOOC) and a toolkit of essential resources to plan for and integrate migrant students in communities. It will also involve training on the mechanisms required for ICCEP.The participants in the project are academic staff from Dublin City University, Ireland; the Spanish Inspectorate of Extremadura; Johannes Kepler University, Linz (JKU); Pamukkale University, Turkey (PAU); and the University of Oslo, Norway (UiO). Each partner brings interest, knowledge, experience and infrastructure to the project. Each partner country has an established system of quality assurance and educational governance and has a high proportion of migration background students in their education systems and therefore, they are interested in exploring the scope of ICCEP as it specifically applies to all types of migrant students (refugees, asylum seekers and economic migrants) across Europe and developing a framework that offers a complete mechanism for this new model of evaluation along with a comprehensive professional development system for the upstream of stakeholder competencies in ICCEP. Activities and Impact will include:- Development of a multilingual Project Website - Analysis of National and Transnational modes of Network governance as applied to Inter-Cultural Community Evaluation and Planning and first suite of publications- Survey and a second suite of publications on teachers' perceptions of hindering and facilitating F(A)ctors relating to ICCEP- Case Studies and a third suite of publications on ICCEP Practices in Partner Countries- Conceptual Map and fourth open access peer-reviewed paper on ICCEP Conceptual Framework- A framework of ICCEP Indicators - Interim Report - Toolkit (to facilitate ICCEP)- ICCEP MOOC- Training Module for higher education and other training provides to train school leaders, Inspectors, and other sectoral support agencies- Project Evaluation - Final ReportThe potential long-term benefits of the project are invested in the sustained dissemination of the outputs which will provide on-going access and the availability of publications as well as CPD resources that provide insight into the theory and practice of ICCEP along with opportunities for professional development. The envisaged outcome is that this project will provide a complete mechanism for ICCEP that are aligned with EU governance structures.