Information and Communications Technologies (ICT) provide great opportunities both for school education and for training and thus contribute to their quality, attractiveness and effectiveness. ICT solutions useful for teaching have become commonly available, and affordable or for free, but their effective use requires relevant teachers’ skills. E-MOTIVE project was initiated by: i) observation that in VET application of ICT was still relatively low and ii) conclusion that one of reasons was lack of materials which are easy-to-use, and enable to obtain necessary knowledge and skills in a short time. The project objective was to solve this problem by development of training materials and solutions which would enable VET teachers to acquire knowledge and skills necessary for:i) use of ICT to create different types of attractive electronic training materials which meet VET students’ needs and expectations,ii) use of existing ICT tools for teaching, in all main forms of teaching that might be carried out in VET, i.e. classroom learning (traditional), on-line learning (via Internet) and blended learning (carried out partly in the classroom and partly via Internet). The project consortium members were:-Instytut Techniki Górniczej KOMAG (PL) - team involved in the project is experienced in use of ICT, also for development of training materials and courses-VET units:+ RTRIT - Rīgas Tūrisma un radošās industrijas tehnikums (LV) is a VET school related with tourism and hospitality sector. ICT solutions are integrated in many lessons provided there.+ TTS Työtehoseura (FI) is a VET centre related with road transport and logistics sector. ICT solutions are very intensively used by them, including those more advanced like simulators.Both VET units cooperate with other VET units and organizations – at national and European level, with national authorities, and participate in events related with VET. Competences and experiences of all the project partners contributed to the project realization and its results. E-MOTIVE consortium developed e-MOTIVE platform at which free access to the following resources and solutions has been provided:-repository of knowledge pills (short, easy-to-use instructions) that show and guide how to use ICT tools for: i) development of training materials, ii) use of Internet tools for teaching, and provide necessary background knowledge-reports and use cases regarding ICT-enhanced teaching-software sandboxes for several Internet tools; a sandbox is an isolated software environment in which an Internet tool - a piece of software or platform - can be used without affecting other systems or causing serious problems. Although it is a specially prepared installation of a given tool it looks and works the same as a fully operational one.-e-MOTIVE AR tool which enables to develop training materials based on Augmented Reality technology and use it during teaching.To make the e-MOTIVE platform truly useful the following conditions have been met:-knowledge pills and software sandboxes regard ICT tools which are open-source and/or commonly used -use cases are supplementary to knowledge pills-content (topics) of knowledge pills was established based on survey carried out with both parties involved in the teaching process, i.e. VET students and VET teachers. The questionnaire used included questions about respondents’ preferences and expectations regarding application of ICT in teaching/learning; therefore ICT competences acquired by the VET teachers meet their students’ expectations-all main modes of teaching (classroom, e-learning, blended) were covered, therefore training materials and solutions in a comprehensive way prepare VET teaches to integrate ICT in their teaching-the knowledge pills repository is searchable, e.g. via key words, and each knowledge pill can be downloaded for offline use and/or for printing-all resources are accessible any time and place, therefore a teacher can in a flexible way shape their learning path (‘pick and use’ mode)-application of e-MOTIVE AR tool requires only standard hardware and software (computer – for development, mobile device with a camera – for use), and access to the Internet. No special IT skills are necessary.-the platform resources are accessible also via Moodle Mobile app.The prototype e-MOTIVE platform (and all the materials and solutions it provides) available in English positively underwent pilot tests and then was translated into Polish, Latvian and Finnish.ICT competences provided by the e-MOTIVE products not only contribute to VET teachers’ abilities in integration of ICT in teaching, but also to the teachers’ self-development as educators – e.g. via use of electronic training materials, participation in on-line courses.

"<< Background >>Erasmus + funding has been applied for the PraLe -project that focuses on methods and resources to be applied for independent practical learning at remote in the transport sector as it must be possible to meet the training needs of the transport sector even in situations where contact teaching is not possible. This presupposes that independent practical training (with the guidance of a trainer or without) in the transport sector must be made possible by means of remote connections. In general, transport must take place in any situation and therefore this project is also socially significant. The current COVID-19 crisis has significantly accelerated the need to modernize and change the digitalization of education systems across Europe.The Practical Learning at Remote in the Transport Sector (PraLe) project is testing new practice teaching and learning methods in the profession. The testing exploits potential of digital technology in an innovative way that enables learning via remote and network connections.The purpose of this project is to awaken educational organizations to understand the strengths of digitalization through cognitive learning so that, for example, a virtually learned thing can be strongly transferred to practice. By modelling this process on how a virtually learned thing can be strongly transferred to practice, and by ensuring the transfer of skills to working life, training organizations and other stakeholders can be convinced of the potential of digitalisation in education.The development of independent distance and online learning has largely focused on theory teaching and learning. As a result of the pandemic, development resources must now be allocated precisely to the development of independent distance and online learning of practical work tasks. In the past, it was thought that they are easiest to implement on the premises and equipment of an educational institution or workplace, which fails when the educational institution or workplace is not accessible.The successful outcome of the PraLe project will also have a radical impact on the training of other areas that require practical skills. In the future, the model can be used to increase the efficiency of training implementations, save costs, increase inclusion and significantly reduce environmental impact.<< Objectives >>The main goal of the PraLe project is development of new, resistant to pandemic limitations (and other of similar nature) transportation training due to integration of methods within which students practice practical work tasks even independently with use of ICT solutions and remote & network connections, and the trainer (can also be a virtual trainer) gives them feedback on the practice done. In this way, the development of professional competence can be promoted in a modern way.In the PraLe project we want to gather and exploit the best experiences from the combinations of distance learning and teaching practical skills and with this we will reach the current level of knowledge about the situation in this matter in Europe. Current state of distance and online teaching of core competencies related to the driver profession (incl. theoretical and practical competences) covers existing teaching methods, tools, teaching, monitoring and assessment tools related to practical skills exercises.Secondly, we want to create a cost-effective, training-enhancing and environmentally friendly training implementation model that allows for the practical training of practical skills independently and remotely. This requires the truck and bus drivers competences to be broken down into core competences and core skills and used to reassemble the puzzle to enable skills learning at a distance. We want to achieve innovative new forms of distance and e-learning to enable the training of new core competencies in the transport sector.In order to be convinced that remotely learned practical skills will also be transferred to working life, the models and test trainings created must also be piloted to ensure reliability. That is why, we want to test the remote implementation with different methods. We want to achieve the reliability associated with the new technology and its use, which guarantees the practical training of practical skills at a distance.In practice, the aim for the project is to create test trainings utilizing digital technology in an innovative way, in 2-3 different core competence topics as independent, remote and network implementation. The test trainings are carried out as a pilot with the students and the acquired competence is then tested ""in real life"". The experience gained from this encourages further planning of new and more challenging, independent, practical training implementations for distance and online teaching and learning. Through these means, the project will support the introduction of innovative approaches and applications of digital technologies in teaching and learning, and improve access to education and qualifications for all.Finally, we want to encourage vocational training institutions to introduce new technologies in transport training. We will develop a handbook related to our experience, the model created, and the distance and online training that will enable actors outside the project to avoid the biggest problems and achieve a good outcome more quickly.<< Implementation >>In the first phase, we will examine the current state of distance and online learning of core competencies related to the truck and bus driver profession (incl. independent learning & theoretical and practical competences). This can be ascertained by conducting a survey of training providers in the partner countries. The survey looks at the success of remote training, the extent of distance and online learning and the content, methods, etc. of practical implementations. Competence assessment tools and methods in independent, remote and network implementations are also the subject of the survey. In the second phase, we focus on those parts of the practical training in truck and bus driver training that have not yet been able to be transferred to remote and network implementations. The aim is to build a RoadMap on a few of the most important t & b drivers basic practical skills, compiling a plan for the future of remote and network implementation using four-field and problem-Solving methods, which include all new technologies and which, according to current knowledge, remote and network implementations of topics. At the third phase, from the topics of the RoadMap, 2-3 sets of topics are selected, which in traditional education require the use of physical space or a tool, and which are already possible to implement as distance and online learning. The core competencies of these topics are broken down into small entities and suitable technologies are sought for them. These 2-3 practical training units will be designed, created and piloted with students. The acquisition of competence is tested after piloting as the success of real-life work tasks.The last phase of the implementation, we gather our experience in one handbook and make recommendations to training providers on how to transfer more challenging training packages to remote and network implementations, what skills are needed to build remote and network implementations, can all functions be integrated or is it better to implement competence development step by step, piece by piece , how to assess competence in distance and online training and how to keep the trainer's competence with development.In addition, the project will carry out the following activities related to the management and implementation of the project:- Dissemination activities, such as presenting the project through various materials, presenting the results of the project at events and final seminars, disseminating information to social media and the website.- Multiplier Events at the end of the project will be implemented in all partner countries with a program with the same content. The aim is for the results of the project to be disseminated as far as possible outside the partner organizations.- Quality activities: project activities and results are continuously evaluated during and at the end of the project, both between partners and with the help of external evaluators.- The partners submit the requested financial reports to coordinator. At the project meetings we will monitor the progress of the project against the schedule (Gantt table).- 4 Transnational project meetings will be organized during the project to monitor the progress of the project and discuss in working groups issues related to the implementation and results of the project. Between TPM meetings, monthly on-line meetings are held to ensure the progress of the project work.- The LTT activity ensures consistency and comparability of results as a whole. This way the training packages will be successfully tested in each country in the same way when trainers are introduced to new technologies. - The impacts of the project will be mapped at different stages of the project from the partners and stakeholders involved in the project, through a separate impact analysis.- The partners will create and conform to a Sustainability plan which will ensure that the project's results will be used long beyond the duration of the project<< Results >>Practical learning at remote in the transport sector (PraLe) project will test new teaching and learning methods for practical exercises in the profession. Testing utilizes new digital technologies that enable learning via remote and network connections and also independent learning at remote. The purpose of this project is to awaken educational organizations to understand the strengths of digitalisation through cognitive learning, so that, for example, a remotely learned thing can be strongly transferred to practice. The main goal of the project is to get students to practice independently practical work tasks with technology or another, using remote and network connections, and the trainer (can be a virtual trainer too) will give feedback on the practice done. In this way, the development of professional competence can be promoted even during an exceptional situation. The expected results from the project are:The first result is a comprehensive survey-based study of the level of distance and online implementations of education and core competency-based training in truck and bus driver training, and what is still missing from the whole of distance and e-learning (and why). The second result is the Road Map ""manuscript"" on a few of the most important truck and bus drivers basic practical skills and job responsibilities, drawing up a future plan for independent, remote and on-line implementations. It will take into account all new technologies at remote and network implementations of the topics. The result of R2 would therefore be a roadmap, which presents the truck and bus driver's main basic practical work tasks and how their independent learning is transferred remotely with current technological knowledge. In addition, RoadMap takes into account how learning and acquired competencies have been assessed. This RoadMap can be used by all vocational schools and trainers in the field of transport to develop and plan their own training activities and skills. The third result is the assurance on the effectiveness of remote and network implementation in terms of acquiring and developing competence in practical training. The result of testing can change the world of thought towards distance and online learning and contribute to crumbling strong resistance to change towards new technologies. The concrete result is an overall report: the feedback and evaluations from pilot done at the project, feedback from the national advisory board and a recommendation of what elements are possible to learn independent (at work) and what is not (trainer is needed).The fourth result is a handbook for the independent learning of the main work tasks of a truck and bus driver as a distance and online implementation, as well as recommendations for vocational schools in the transport sector to digitize training in the field. A handbook that will make recommendations to training providers on how to transfer more challenging training packages to remote and network implementations, what skills are needed to build remote and network implementations, can all functions be integrated or is it better to implement competence development step by step, piece by piece, how to assess competence in distance and online training and how to keep the trainer's competence with development.Other results we expect the project to produce are:- More and more practical exercises, regardless of the field, can be used to transfer the learning of practical skills to remote connections by exploiting project results- Training organizations better understand the benefits of digitalisation in the implementation of training and encourage trainers to try and implement it in training- the general development of distance learning and e-learning for practical work assignments- The successful outcome of the PraLe project will also have a radical impact on education in other areas that require practical skills. In the future, the model can be used to increase the implement"

Current EU-based problems being the root of the project:- high unemployment among people in their twenties, so called NEETs (2014: 17,7% UE, PL 16,5%)- problems with employability and returning to labour market for long-term unemployed, especially aged 50+ (56% of unemployed in the age of 50-64 has no job for 12 months or longer)- increase in the number of immigrants in the EU (including refugees from war-torn countries, e.g. Ukraine, Syria) and necessity of providing them with a smooth entrance to the job market (more than a million of immigrants entered EU in 2015 alone according to UNHCR).Which sector creates chances for stable and well-paid employment for the aforementioned groups?Transport is an important sector of EU members’ economy (e.g. it creates 10% of Polish GDP) It is also creates a significant number of jobs (more than 10.5m in the whole EU, including almost 3m people employed in road transport). More than 570.000 companies provide road carriage services, making an income of 312bn euro in 2012 alone). Number of goods carried by road vehicles has been constantly rising, making an increase of 33.4% in 1995-2013 period. Carriers have recently been suffering the consequences of professional drivers’ (further named as PD) shortage on the job market and therefore decide to employ the foreigners coming outside of EU more frequently. In 2015 alone Polish authorities issued 13.238 dedicated driver certificates for citizens of non-EU countries (6.429 more than in 2014). Most of them were issued to Ukrainian citizens (10.022 certificates). PDs are listed as on the most difficult occupations to find a suitable, qualified employees. At the same time, this occupation has been facing a need for constant rise of requirements. This situation is especially a challenge for transport sector, as the majority of PDs represent a rather low level of professional qualifications. Additionally, as this occupation has a largely negative image in the EU the deficit for PD candidates is likely to increase, if the optics are not changed.TARGET GROUPdirect: driver training centres, lawmakers in the field of PD trainingindirect: road transport companies, unemployed including: young NEETs, people aged 50+, immigrantsCHALLENGEEnsurance of efficient training for PD candidates in the EU, so they can address the constantly changing sector requirements and enable gaining high level professional competences for efficient entrance to job market. Irrespective from this, the training must be customized for the needs of different groups of candidates (e.g. representatives of targeted 3 defavorised social groups). ICT-based trainings offer additional capabilities for reaching a significant number of people in Europe, frequently in the time and place suitable for them. They also help in providing a high quality and efficiency of the training which is crucial for creating chances for stable employment.So far, a broader integration of traditionally provided and ICT-based trainings in PD training framework was difficult due to skeptical attitude shown towards the innovative training solutions as well the legislation, which is suited for traditional training methods. Both these barriers are based on lack of trust towards ICT-based tools, especially their actual efficiency compared to conventional forms. Current situation on job market (e.g. long-term unemployment, unemployment among young people, influx of immigrants from different cultural backgrounds) proves that it is strongly recommended to use the potential of ICT technologies in PD candidates training.AIM OF THIS PROJECT is to increase the availability and efficiency of ICT-based training for professional driver candidates through including the needs of chosen groups that are defavorised on job market as well as through the analysis of their needs, barriers and available solutions. This will be achieved through developing a coherent model of training for professional driver candidates that will comprise innovative ICT-based solutions and recommendations for changes in the national and European legislation.

<< Objectives >>The aim of this project is to work together to develop the consideration of sustainable forestry practices in education. The best way to promote forestry in an economically, ecologically, socially and culturally sustainable way is to think about both the content of training and training methods simultaneously. One important method in this project is VR technology, which can be used to create a basis for discussion on measures to be taken in the forest environment.<< Implementation >>In addition to project meetings and project management (A1), the activities include the project consortium's key online workshops (A2), which deal with SFM aspects, teaching and learning technologies. The general webinars and seminars of the project (A3) present all the results obtained during the project and plans for the future. The project will also implement small-scale piloting of virtual reality (VR) in sustainable forestry training (A4).<< Results >>* During the project, a study of the types of practices related to SFM training will be conducted* Identify what training content should be developed to achieve European goals of sustainable forestry* Find out what technical learning and teaching solutions have already been made and what should be done* Explore the added value of a VR-based solution for SFM training* Plan for the implementation of the VR environment in SFM training* Improving the development and training of SFM