The project is a new development effort to strenghten the vocational cooperation partnership created for SEE-REUSE (Leonardo ToI) and SZEMESZ (ERASMUS+ Strategic Partnerships) projects, aimed at creating new, comprehensive curriculums on alcohol and essential oil distillation technologies.The leading organisation of the partnership (consortium) is Vox Vallis Development Association delaing with rural development, natural resources management and adult training. Vox Vallis Development Association initiated and coordinated the above mentioned vocational development projects (SEE-REUSE and SZEMESZ). Members are Berufsförderungsinstitute (BFI), an Austrian regional vocational centre, the Slovenian Lendvai Kétnyelvű Középiskola operating vocational training in engineering, mechatronics and chemistry, as well as Siófoki Szakképzési Centrum from Hungary providing vocational training in building engineering, catering, viticulture and wine making.All of the participant’s countries have strong traditions in distilling, and the market demand for distilled products is booming. In addition, in Hungary, the legislative liberalisation of distilling has drastically increased the number of registered distillation equipments (25.000 pcs.) and the number of enterprises dealing with distilling (740 pcs.). On the other hand there are no curricula available on this topic in these countries, and the related literature is low quality and deficient, with a number of aspects missing. Therefore, the consortium decided to develop a comprehensive curricula on distilling technology presenting all aspects in details in order to provide a basis for different vocational and adult training forms. The work would be based on utilizing the special competences of the partners: the high level Austrian technical training skills, the Slovenian experience in chemistry and the Hungarian knowledge in distilling and raw materials. The consortium involves the most outstanding experts from leading Hungarian enterprises into the development process. The curricula would consist the following parts:1. intellectual output: training textbook A 200-250 page book on distillation technology incorporating the technologies, materials, tools and equipments, laboratory needs, as well as legislative and business environment of alcohol and essential oil distillation.2. intellectual output: technical guideA printed guide presenting all technical details on the distilling equipment types available on the market and on how to operate them, as well as it provides the backroung knowledge related to the operation, gives detailed information on steps of installation, testing and maintenance, on the most frequent fails, malfunctions and repairs.3. intellectual output: e-learning systemElaboration of an e-learning system following the structure of the textbook and the technical guide and processing their contents. According to their structure special modules will be elaborated with navigation interfaces created from animated illustrations demonstrating a characteristic operation of the distillation process. It should provide easy access from the navigation interface to practical information, background knowledge or control questions and tasks. The system can be elaborated as a Moodle surface, the navigation interface can be solved by Prezi bases.4. intellectual output: layout and equipment plan of a practical training workshopElaboration of the parctical training workshop requirements - place, equipment and tools, laboratory needs, built-in supplies, etc. It should contain a sized layout, the list, detailed description and location of built-in and portable equipment, and the quantity and quality of other tools and materials needed. It should have equipments for one-course and two-course distillation, essential oil distillation, as well as all tools necessary for preparing raw materials and products.5. intellectual outputs: threelingual professional glossaryElaboration of a glossary of professional terms related to distillation technology in three languages: Hungarian, German and Slovenian in accordance to the structure of intellectual outputs 1. and 2.The new curricula enables specialized vocational schools in related fields (catering, viticulture and wine making, agriculture, mechanics, chemistry), grammar schools, and adult training organisations to provide education on distillation technology. There is an increasing demand for related trainings and for comprehensive and practical training materials, because of the quiclky growing number of registered distillers. It will be especially useful if the liberalised Hungarian legislation on distilling will be strictened by the EU harmonisation process and training will be made mandatory to the 25000 registered distillers.

The project was aimed at further developing the innovative VET curricula in renewable energetics created by the SEE-REUSE project (LEONARDO Innovation Transfer), as well as to extend and strenghten the partnership established in the same project.The partnership (consortium) is led by Vox Vallis Development Association, an organisation with environmental, rural development, and adult training profile. It was also the lead partner of SEE-REUSE project. Members are the Austrian Berufsförderungsinstitute (BFI), the regional VET centre of Burgenland, the Slovenian Dvojezična srednja šola Lendava offering technical and mechatronics vocational education, and the municipality of Tab. Tab is acting on behalf of its vocational school Rudnay Gyula Szakközépiskola, also providing technical and mechatronics training, as the school has no financial autonomy to participate financially, because of the national integration process of VET schools.Target group consisted of related VET sector representatives, manufacturers and entrepreneurs of renewable energy sector.SEE-REUSE project created curricula and training materials of a one year technician training in renewable energy technologies as an additional training of basic technical and agrotechnical vocational training accredited in the national training list (OKJ). The work was based on the adaptation of BFI training materials, but developed it further in the biomass based technologies (burning, biogas), regarding the outstanding biomass potential of Hungary in Europe. The success of this newly created VET product is highly depending on the quality of its practical training elements. To ensure a quality practical training in the diverse and quickly developing renewable energy technology is much more difficult than other sectors, and, because it is a relatively new sector, it has only a few capacities offering practical training opportunities.Therefore the partners decided to elaborate a detailed methodology for practical training in renewable energy technologies, and present it as a methodology manual (intellectual output No.1.) for assisting the planning and implementation of such trainings. The efficiency of practical training periods can not be measured easily. A former LEONARDO cooperation (SKILLDA) elaborated an efficient evaluation methodology for a few other professions. Therefore we adapted that to the practical training in renewable energy (intellectual output No.5.), and exceeded our original aims by elaborating that in details for solar energy technology and also planning and implementing a mobile experimental equipment assisting practical training and evaluation. The equipment is a miniature, operating model of a household solar absorber system.The efficiency of practical training can be raised by applying blended learning, therefore the partners developed a related e-learning material (intellectual output No.3.) to assist the pupils in preparing for and to follow the progress of the practical training. This e-learning material integrates the elements of the evaluation methodology as well. Short blended mobility programs of VET learners were implemented in the course of the project in order to provide a basis for the iterative process of testing and developing the methodologies and the e-learning material. The equipment of the practical training workshops could not fulfil the needs of the renewable energy technologies. The partners elaborated a detailed layout and equipment design of a workshop for the practical training of renewable energy technologies (intellectual output No.4.).In the training materials there is no economic calculation methods to compare renewable energy technologies, although the market demanded so. To answer this need the partners elaborated a supportive training material to assist such economic calculations (intellectual output No. 2.). However in the course of the work we conluded that the calculation of heat loss of buildings is the precondition for the comparison, therefore, exceeding our original aims, we prepared such a software as well.To enhance the efficiency of international VET cooperation and related developments the project created a glossary in four languages (Hungarian - German – Slovenian - English) of renewable energy technology (intellectual output No.6.). The partners, supplemented by the Szakképzési Centrum and TÖOSZ signed a cooperation agreemant on enhancing the vocational training in renewable energy technologies and on further cooperation, defining the areas of cooperation in a cooperation concept (intellectual output No.7.)This way the project created a state of the art form of blended learning vocational education in renewable energy technologies and established an European partnership to maintain and develop this innovative VET product, which contributes to the achievement of the EU 2020 goals related to climate change and sustainability of natural resources.

<< Objectives >>LOTUS will support the development of digital pedagogy and expertise in the use of digital tools for VET teachers, including the creation and innovative use of digital content. Using DigCompEdu we will focus on building educators’ pedagogic competences in the areas to teaching & learning and digital resources. For VET learners, the dual model of intervention proposed will achieve positive vocational outcomes for learners building their career and self-management skills whilst building resilience<< Implementation >>LOTUS will train 120 VET professionals to purposefully use technology to improve the quality of VET offers & develop their digital pedagogy; create tailored toolkits, educational resources & MOOC to support the career management skills and resilience building within VET communities, host virtual, in-person training activities & tailored multiplier events and seminars. All resources and materials developed will be accessible, open source and widely disseminated through the LOTUS online channels<< Results >>The LOTUS Project will deliver the following project results and outcomes 1.) In-Service Training Programme for educators and career guidance professionals; 2.) LOTUS Learner Toolkit 3.) LOTUS MOOC for Building Resilience within the VET community. In addition, LOTUS will design and deliver a comprehensive dissemination and sustainability strategy guaranteeing local, regional and EU impact and host national multiplier events and local & EU training activities for our target groups.

Many of us experience the influence of science, technology and innovation (STI) on a daily basis across many of aspects of our lives, from personal well-being, to learning, participation, livelihoods, environment and social life. STIs have potential for not only making incremental progress in the everyday lives of women but also as the source for truly disruptive and game changing solutions. Therefore, the ability of women to access, benefit from, develop and influence these sectors will directly impact whether we achieve our goals of Planet 50:50 by 2030. If women are left out of these 21st century revolutions, we will not achieve substantive gender equality by then.A study published by the Institute for Fiscal Studies, suggests that “only dramatic intervention will change women’s low representation in information technology, physics and maths at more advanced levels despite the fact that female students have long outperformed their male counterparts at pre-university levels including in the science, technology and maths subjects”. As technology advances at a rapid speed, the labor market keeps evolving. As a result, an increasing number of jobs require STEAM skills and knowledge. However, women are still majorly under-represented in STEAM jobs. While women constitute almost 50% of the labor market, there are only 28% of women in STEAM fields as opposed to 72% of men (Eurostat 2018). Gender bias in STEAM and the low participation rates of women has already been adequately recorded and reported. It has been estimated that closing the gender gap in the STEAM field would increase the EU GDP per capita by 0.7–0.9 per cent in 2030 and by 2.2–3.0 per cent in 2050.In today's rapidly evolving economy women need to be aware that careers in the STEAM sector are a real possibility. While academia as a whole needs to do more to actively recruit women into STEAM majors, continuing vocational education and training has a key role to play in reducing shortages of skilled people to sustain the growing STEAM sector. Research studies highlight the lack of female STEAM role models and mentors; the shortage of STEAM taster courses for women; an unconscious bias against women within human resource professionals in STEAM focused companies; a significant confidence-deficit among women where the STEAM sector is concerned.The aim of the STEAMY WONDER project is to pilot a multi-faceted educational intervention targeted at women of all ages to address these issues. It seeks to achieve a greater gender balance in the STEAM sector by; a) promoting a culture of scientific thinking among women using evidence-based reasoning for decision making especially where career planning is concerned; b) provide appropriate and tangible role model case studies to ensure women have the confidence to participate in an increasingly complex scientific and technological world; c) develop a bespoke toolkit of resources for women that address competencies for problem-solving, innovation, analytical thinking, critical thinking, spatial awareness relating to STEAM subjects; d) provide guidelines to human resources managers that enable gender-neutral recruitment, retention and promotion in the STEAM sector.The following intellectual outputs are proposed to help achieve these aims:IO1 – Challenge-based Resources for Women in STEAMIO2 – In-service Training for VET TutorsIO3 – Human Resource Manager's Tool-kitIO4 – STEAMY WONDERS MOOC and Community of PracticeScience learning helps us to interpret and understand our world, to manage risk and put uncertainty into perspective, to guide technological development and innovation, and to forecast and plan for the future. It improves job prospects, cultural awareness, and our ability to act as well-informed citizens. For some people, science refers only to knowledge of physical systems, living systems, earth and space systems and technology. Too often, science is seen as something separate from all other subjects or disciplines in education, disconnected from people’s lives beyond school. But, science influences all parts of our lives and our decision-making processes. Along with language and artistic literacy, knowledge of science and mathematics is the basis for personal accomplishment and responsible citizenship, social and economic development, and a benchmark of innovation, entrepreneurship and competitiveness in our global world. STEAM is one of the critical sectors of the economy in all EU Member States and as a sector it needs higher female participation rates for sustainability.

BACKGROUNDThe decarbonisation of the EU27 is expected to result in the loss of ~76k workers’ jobs in coal mines & plants until 2025 (154k until 2030). Partnership countries (GR, DE, AT, RO, BG, PL) will be particularly affected, currently representing 81% of the total EU coal workforce (190k). At the same time, a surge of jobs in the Renewable Energy Sources (RES) sector is already happening and expected to continue and perhaps grow.RESKILLING OPPORTUNITIES Due to similar skillset, coal workers are ideally fitted for covering unfilled positions in the RES sector. The skills of coal workers (e.g. durability in hazardous environments, employment of manual & sophisticated technologies) are sought after in the solar photovoltaic (PV) & wind industries, being particularly transferable to the occupations of solar PV installer/technician & wind-farm/wind turbine technician. Thus, coal workers can avoid the lengthy training (~2 years) currently on offer by existing VET courses, requiring only a short course or on-the-job training.CHALLENGEVET education & the labour market are expected to be challenged by a) the spike of coal workers seeking reemployment in the near future, b) the surge in unfiled positions in RES. Reskilling initiatives for the transition of coal workers to the RES sector are currently extremely limited, with only 1 EU country offering relevant C-VET courses (DE; ~2,5 years degree).Job demand in the EU27 RES sector is growing by 304k new jobs/year until 2030 – 60% expected in wind & 24% in solar PV. In particular, the supply of new RES sector jobs in partnership countries could absorb up to 90% of current coal-related jobs. For example, DE, PL & GR are leading on offshore wind potential; certain DE coal regions have the highest potentially induced employment for wind energy (~16k new jobs) & rooftop-mounted solar PV systems (~3k). PROJECT OBJECTIVESRES-SKILL aims to strengthen VET provision in the energy sector aimed at coal workers for compatible RES sector jobs, to increase their reemployment opportunities & cover at the same time RES sector’s skills demand. The project’s specific objectives are to:1. Develop a novel curriculum & tailored training content to facilitate coal workers’ reorientation to the RES industry.2. Support VET providers to integrate the RES-SKILL materials into their VET & WBL offerings.3. Improve cooperation between VET providers & businesses to provide opportunities that will enable coal workers to transition to the RES sector.PARTNERSHIPThe consortium comprises 11 organisations (6 partners plus 5 associated partners backing the project) with high capacity & qualifications from 6 coal-intensive countries (GR, DE, AT, RO, BG, PL), representing the fields of VET, learning innovation, policymaking & research. PROMEA is a leader in designing innovative learning methodologies & tools for VET education & EU projects, with involvement in decarbonisation projects. RENAC & BFI have world-class experience in designing & delivering training curricula for the RES sector; LTT is experienced in retraining low-skilled workers from extractive industries. SZREDA is actively involved in job reorientation activities in regional coal value chains; MEERI is a leading EU education institution in coal & clean energy management. Also, PROMEA, SZREDA, LTT, MEERI have strong ties with and/or represent ‘Coal regions in transition’.ACTIVITIES-Identification of skill complementarities & mismatches between coal & RES sector workers’ occupational profiles, leading to the development of learning outcomes-Development of a novel curriculum to facilitate coal workers’ reorientation to the RES industry-Creation of tailored pedagogical materials, offered as Open Education Resources (OERs)-Development of transition profiles, self-assessment tools & skills portfolios to promote customised learning & career reorientation-Development of resources for the establishment of Joint Competence Centres for the career reorientation of coal workers-Communication & dissemination of outputs through multiplier eventsRESULTS -Learning outcomes for coal workers’ career reorientation -Learning units, career reorientation toolkit & guidelines to implement successful transitions-Open Educational Resources in 6 languages-Strategic & operational plans for the establishment of Joint Competence Centres-Pilot run of a Joint Competence Centre for career reorientation & reskilling-6 national info-days to promote project results & public discussion on increasing the quality & effectiveness of VET for coal workers.POST-PROJECT SUSTAINABILITY-Uptake of OERs from relevant VET providers across the EU-Uptake of the RES-SKILL toolkit & resources for the set-up of Joint Competence Centres by career reorientation actors -Participation of a growing number of coal workers in courses based on / integrating project outputs