<< Objectives >>LEADING 2030 project wants to:•accelerate a culture of sustainability and ownership of the SDGs, creating a holistic and practical background and driving action •upskill business consultants/CVET professionals and leaders with competences to mainstream sustainability across sectors •enhance local/regional/national and European cooperation through the participation of associated partners, experts and key-stakeholders<< Implementation >>LEADING 2030 key activities are: •Best practices benchmarking •Extended training need analysis •Transnational hands-on workshops•Online pilots to upskill business consultants/CVET professionals •Piloting corporate MOOCs and individual consulting sessions with leaders •Finetuning results based on multistakeholders advisory groups’ feedback•Production of the LEADING 2030 promo clip •Organisation of the LEADING 2030 final summit in Germany •Promotion, dissemination and exploitation actions<< Results >>LEADING delivers eight results:R1. LEADING 2030 practice principles frameworkR2. LEADING 2030 upskilling programmeR3. LEADING 2030 multiresource WebHub R4. LEADING 2030 Corporate MOOCs R5. LEADING 2030 StoryMapsR6. LEADING 2030 Awareness & Understanding campaigns R7. LEADING 2030 Impact-drivenR8. LEADING 2030 Exploitation

<< Background >>Throughout the European Green Deal, education is a central component to achieving the EU’s climate targets, in the ambition to achieve climate neutrality by 2050 (Green Comp, 2020). The need to transition towards more environmentally sustainable modes of production and consumption has become imperative, for developed as well as for developing countries (UNESCO, 2017). Sustainable Development Goal 9 includes the target of upgrading infrastructure and retrofitting industries to make them sustainable, with increased resource-use efficiency and greater adoption of clean and environmentally sound technologies and industrial processes by 2030. Sustainable Development Goal 12 includes the target of achieving the sustainable management and efficient use of natural resources by 2030. The transition to a low-carbon, resource-efficient economy requires systemic changes that will result not only in new products and services but also in changes in production processes and business models (UNESCO, 2017). This greening of the economy will inevitably change the skills required and the tasks involved in many of the existing occupations (European Commission, 2020).<< Objectives >>RetroVET project objectives are to:- Contribute to develop and promote a green culture among VET establishments- Close the green skills gap between VET centres that have successfully adopted green skills implementation practices, by facilitating the integration of amongst VET centres which have not embraced ICT practices- Develop a collaborative European Green Skills VET peer mentoring and performance improvement tool/frameworK- Capitalise on existing European vocational training networks multiplier structures and regional hubs to mainstream ICT skills change in VET centres across Europe- Promote and facilitate green skills learning through cross-curricular collaboration and remote peer-to-peer learning amongst European VET centres, practitioners and wider stakeholders<< Implementation >>The RetroVET project will support the fight against climate change and promote the benefits of an environmentally sustainable approach to vocational education and training through the “Green Elements”: 1) Green VET Strategy, 2) Green VET Approach 3) Green VET Skills and Knowledge. These elements cover each of the key VET centre stakeholder perspectives and aims to provide a holistic, inclusive approach to the “greening” of existing European VET. RetroVET directly supports The European Green Deal as a new growth strategy and recognises the key role of VET institutions to engage with learners, parents, educators and the wider community on the changes needed for a successful transition to become climate neutral by 2050. Linked to the priority above, RetroVET aims to adapt VET to labour market needs as we consider the future needs of the European labour market by supporting the development of a set of innovative tools which will inspire VET centres to offer a balanced mix of vocational skills linked to existing and evolving jobs and working methods as well as key green skills competences. The RetroVET project directly contributes to innovation in VET through the development of the project results which will be a unique set of tools in European VET, which by their very nature and purpose will also continue to support innovation in VET through the involved stakeholders. In this way, RetroVET adapts the VET provision and jobs of today, to address the needs of the future European labour market, increasing long-term employability and sustainable careers for VET graduates, and raising awareness of the European approach to climate change and sustainability through Green Skills.<< Results >>Through the four project results, the project will produce the following key deliverables:1. Report on Green Skills integration in VET2. RetroVET Interactive Benchmarking Tool 3. RetroVET Platform & Matching Tool4. RetroVET Facilitator eCourse

<< Background >>As adult education organisations who were directly affected by the pandemic struggled with learner retention and ensuring educational continuity during the Covid-19 pandemic, all project partner organisations revisited their organisational digital provision and digital learning strategies during the pandemic to critically analyse the gaps in ICT provision, employee and learner training and support and peer-learning opportunities to ensure a stronger overall contingency plan is in place in the event of a second wave or a similar crisis in the future.<< Objectives >>The project creates a clear and direct upskilling pathway for vulnerable and low-skilled adult learners, improves their accessibility to uncommon, yet very important skills and ultimately will support the increase in take-up of adult education through the ability of adults with a low level of skills, knowledge and competences to successfully complete adult education courses and qualifications. The project improves mentoring and guidance skills in educators as a service to ensure that adult learners have relevant learning capacity throughout life with their metacognitive skills. Ths project results provide resources, training and support to provide effective outreach, guidance and motivation strategies to adult learners.<< Implementation >>Through the five project results, the project will produce the following key deliverables:1. Metacognitive Best Practice Handbook - which will gather and analyse best practices in the use of metacognitive activities to support reflective and self-directed learning in adult education learning environments, specifically amongst low-skilled and NEET adultlearners.2. Metacognitive Competence Framework - an effective method to assess, maintain, and monitor learners' metacognitiveknowledge, skills and attitudes and progress towards them.3. Metacognitive Learner Interactive e-Course - which will provide a 30-hour course aimed at introducing, explaining and encouraging low-skilled/educated adult learners through a series of engaging, interactive modules which cover each competence of the metacognitive framework in detail.4. Metacognitive Supporter e-Course - a 15-hour e-Course and supporting CPD resources will upskill, reskill and focus adult educators and trainers to have the skills and knowledge to be able to actively provide support and guidance to adult learners’ self-directed and reflective learning activities relating to their metacognitive skills.5. Metacognition Change Management Toolkit - which will provide key resources to adult education organisations and their leaders to support their teachers and learners to make a sustainable transition to the integration of metacognition within their existing adult education learning environment.This set of five results will provide a complete learning experience for adult learners and educators with respect to metacognitive skills.<< Results >>Impact on vulnerable, low-skilled, NEET adult learners:Improved self-awareness,Heightened critical thinking skills,Improved personal development and management skills,Increased employability and productivity,Personal empowerment and independence.Impact on adult education staff and teachers:Deeper awareness of key metacognitive competences,Understanding of metacognitive regulation,Knowledge and practical application of how to manage a learner through planning, monitoring, evaluation and reflection phases,Increased awareness of types of metacognitive learners,Understanding of the limitations and appropriateness of metacognition,Increased accessibility to and awareness of a wider bank of training material and resources.

<< Objectives >>The objectives of RESCUE are:-To raise awareness among youth on the impact of plastic on the environment and human health -To promote sustainable plastic consumption patterns -To build environmentally friendly behaviors and attitudes -To provide youth workers with tools and methodologies to transfer knowledge to youth regarding the use of plastic and motivate them to run green initiatives-To connect youth through green campaigns and give them the opportunity to run their own campaigns<< Implementation >>Under the RESCUE project partners will implement:-project management activities: administrative tasks,virtual meetings, preparation of communication materials & participants taking part-implementation activities: networking events,working sessions (Wien), training of the staff members(Dresden), piloting with the TGs, evaluation activities,National Green Initiatives-sharing & promotion activities:social media, website,campaign’s material (vidcacts,etc.), national sharing & promotion events.<< Results >>RESCUE results:-WP2 E-learning platform including:1. modules and activity sheets on plastic’s repercussions, 2.Green Portal with initiatives at national & EU level.-WP3 “How to run a green campaign” Guide on how to organize, run and disseminate an environmental campaign against plastic usage.-WP4 Become a Green Ambassador Campaign including a working session in Austria,vicasts,National Initiatives etc.-WP5 Sharing & Promotion: dissemination material and physical activities at national level.

<< Background >>A green mindset among VET sector is the best way to ignite organic change. The EU Strategy for enchanting Green Skills and Competencies (EESC, 2020) calls for initiatives to support teachers and trainers in their professional development on environmental protection and training on green skills and competences. Current VET learners are the next generation of VET policy leaders and decision makers, and instilling a reflective and forward-thinking green mindset in today’s VET learners through metacognition can positively impact the “greening process” of VET sector (EESC, 2020). This in turn will contribute to EU environmental policy.<< Objectives >>MET-VET will support the greening process and wider European environmental and sustainability targets and objectives by developing an innovative set of tools which support environmental awareness through a broader metacognitive knowledge and skill among VET learners, and their educators to support the role of VET centres as hugely influential educators as Europe embarks on a digital and environmental shift. Set within this context, this project will facilitate the adoption of environmental metacognition strategies, improve the environmental metacognitive abilities and positive mindset towards lifelong learning, upskill VET practitioners with knowledge of environmental metacognitive theories to provide support and the skills to train learners to adopt metacognition and raise the profile of environmental metacognitive skills as a core part of VET provision at EU and national level.The project's target groups are: 1) VET learners engaged in digital, distance and online learning 2) VET providers and practitioners<< Implementation >>The MET-VET project will meet the needs of the target groups through the innovative, targeted and cohesive results which will provide VET learners with a set of tools to understand the extent to which their wider VET knowledge and approach aligns with broader environmental issues, the European Green Deal and the environmental and sustainable reflective thinking required to achieve it.The Competence Framework will provide a reference point for all VET stakeholders to be able to integrate environmental thinking into existing VET systems - directly addressing the needs of the VET sectors' stakeholders. The MOOC will inform and train both learners and practitioners to effectively understand environmental reflective thinking from their own individual perspective. The Reflective Digital Story Library will support learners to create their own environmental metacognitive digital story as a means of reflecting on their personal and professional development, related to approaching VET from an environmentally aware perspective. Finally, the toolkit will support VET centres and managers to successfully and smoothly integrate the MET-VET tools and approaches in an unobtrusive and inclusive manner.<< Results >>The project will produce four key project results:1. Metacognition for Environmental Thinking Competence Framework2. “Metacognition for an Environmental Approach to VET” Learner and Facilitator MOOC3. VET Reflective Digital Story Library and Creation Guide4. VET Metacognition Change Management Toolkit