"<< Background >>Becoming the world’s first climate-neutral continent by 2050 is the greatest challenge of our times for the EU. In this framework, the bio-based industry plays a crucial role, with special focus on the bioeconomy in the agri-food sector. EU relies as well as a specific R&D agenda related to Bio-based products. This agenda concludes that a shift to biological raw materials and biological processing methods could save up to 2.5 billion tons of CO2 equivalents per year by 2030, increasing markets for bio-based raw materials and new consumer products Private sector is moving towards a more sustainable industry in Europe. Circular bio-society in 2050, a report from Bio-based Industries Consortium, establishes a sustainable and competitive bio-based industry in the EU enabling a circular bio-society by 2050. According to “The Strategic Innovation and Research Agenda (SIRA 2030) for a Circular Bio-based Europe Realising a future-fit circular bio-society in Europe”, the promotion of bioeconomy can create 400 000 new green jobs by 2035 in particular in rural and coastal areas. This new challenge, besides the need of technological advances, needs to rely on new professionals which can valorise the by-products and waste from the agri-food sector into new, innovative and high added value biocompounds. The Circularity Gap Report 2021 demonstrates how vocational education and training (VET) is a key mechanism to ensure a skilled workforce that can drive the circular economy transition. It brings together thinking from skills development for green economies, innovation, sustainable development and the circular economy—all means for achieving a sustainable and just society. Strengthening VET and making skills development more accessible—while also realising that skills needs will shift across different stages of the transition to a circular economy—can help speed up the adoption of new technologies that increase efficient use of natural resources and reduce waste. As governments and businesses embark on greening economies, circular economy strategies and policies can be employed. When we narrow the scope and focus on bio-economy, as part of circular strategies, we found that to achieve a circular bioeconomic society, according to the report ‘The circular bio-society in 2050’, the primary sectors, operational actors, R&I institutions and market actors cooperate with education institutions to:Exchange of needs for skills and competences for the bioeconomy Standardise bioeconomic curricula and diplomas across Europe- Recognise input from all actors in terms of practical and ‘real time’ examples into curricula, educational programmes and materials- Encourage national and European innovation contests to stimulate exemplary performance by students and start-ups- Institutionalise lifelong learning facilities and trainings that are shared by industry, government and society<< Objectives >>Byp4Dev project main objective is related to improve the development of bio-based sector through the creation of a new professional profile, the by-products and wastes valorisation in agri-food sector expert, by designing a common curriculum and a learning approach that will allow professionals from this sector to meet the needs and opportunities that bio-based labour market offers.In order to address this opportunity, this project tries to tackle the challenge through the following objectives:- To improve the development of the bio-based sector through the creation of a new professional profile, the ""by-products and wastes valorisation in agri-food sector experts"". In order to do so, Byp4Dev will design a common curriculum (based on the European standard ECVET) and a learning approach that will allow professionals from this sector to take part in the opportunities that bio-based labour market offers, as well as, to provide the industry with needed talent to develop new, innovative and high added value bio-based products. - To determine the real knowledge, capabilities and skills needed in the direct target public, as well as, the existing barriers to facilitate the learning/teaching process, creating innovative tools.- To contextualise and integrate the profile generated into the necessary profiles into the global transition process toward circular economy in the agri-food sector, supporting the teachers in its learning/teaching process.- To support the policymakers in charge of educational policies to integrate the profiles and content created into their own structure, allowing the project outcomes and the bio-based training activities will achieve long-term benefits. Through the use of innovative and collaborative methodologies (service design and lean methodologies), the project will design in a last stage, together with the main actors with competences in education and industrial areas, the pathway (through the service design tool ""blueprint""), to integrate this new expert profile into the vocational training ecosystem.<< Implementation >>Project main activities are closely related to the development of project results, together with Management activities as transnational project meetings Promotion activities:Related to Project Results, the activities to be implemented will be: - In PR1 (Methodological guideline and framework on by-products valorization in the agri-food sector) we will implement the Design process of the methodological guideline and framework on by-products valorization in the agri-food sector, using a Desk Research, a Survey and Focus Group and in the other hand, we will develop the Methodological guideline and framework on by-products valorization in the agri-food sector, as a set of recommendations to develop our expert profile and the training materials, to guide potential facilitators and companies interested in making training for agri-food and bio-based industries.- In PR2, we will design the Expert profile in by-products and wastes valorization in agri-food sector based on ECVET model to ensure the transferability of the results to educational structures, regulations around europe, and the open access of the curricula will facilitate the its access to the stakeholders map generated during the project and other national, and european networks .- In PR3, will develop the training materials, good practices, exercises, etc., structured according to the ECVET model developed previously, which will be tested in the next PR.- In PR4 an Open Educational Resource (OER) development and testing process will be implemented and tested, providing the community of agri-food professionals in the EU with open, unrestricted (and equal) access to latest available knowledge, contributing also to enhancing the quality, relevance and attractiveness of both formal and non-formal education in the field.- In PR5 a Blueprint and Policy recommendation guidelines will be developed, to ensure tha,t the activities will be related to engage a group of stakeholders, define the scope and research process to design the blueprint and then distribute it among regional policy makers.Related to Project Management, we can highlight the following activities:- Transnational Coordination - Preparation of the Project Manual - Development of Quality Management Plan (including risk management)-Implementation of management and quality measures - Organization and celebration of transnational meetings - Preparation of technical and financial reports Related to Communication and promotion activities, we have to mention- Elaboration of Dissemination & Promotion Plan, containing the development of project corporate image - Creation and maintaining of a project website, project pages and profiles on social networks - Production of digital informative materials (leaflet) and publication of articles, news and press releases Finally, we can’t forget the organization of 11 Multiplier events (6 face-to-face and 5 virtual - two in each partnership country plus one Final event in Finland) and to promote and disseminate the project results (ECVET model, training materials and innovative training tools, blueprint/roadmap, etc.) and to set an open discussion on the possibility and opportunities of the bio-based sector in the future labour market.<< Results >>The main results of this project are the following: - Methodological guideline and framework which allow us to design the Expert profile in by-products and wastes valorization in agri-food sector, as well as, to guide the future teachers/learner to integrate this profile in a global circular economy transition process in the agri-food sector, and to design the training contents and tools more adapted to the real learn characteristics of the target public.- An expert profile in by-products and wastes valorization in the agri-food sector according to the ECVET Model. This profile will facilitate the validation, recognition of knowledge, competences and skills (KCS) acquired and a better compatibility between the different vocational education and training (VET) systems in place across Europe and their qualifications.- A training course (training materials, good practices, exercises) in expert in by-products and wastes valorization in agri-food sector, directed to students, technicians, professionals, etc., with a range of materials and competences necessary for the learner to get enough skills to develop a professional work in this area.- A free and openly educational resource (OER) development and testing process which allows to test, analyse and improve the training course generated.- A Blueprint/Roadmap with policy recommendations about how the project partners and the rest of stakeholders (public and private) can promote and foster this new expert profile with the aim of supporting the bio-based sector as well as strategies to speed up the updating of professionals to this new bio-based sector."

BACKGROUND & CHALLENGES3D printing is a cornerstone of the industrial shift towards advanced manufacturing, creating opportunities for employment, value creation, and reallocation of manufacturing production back to Europe. As is the case with any disruptive technology, new needs for skills and qualifications are emerging; 3D printing requires skilled blue-collar employees in manufacturing (i.e. technicians & operators) to acquire new competences. In spite of this, the development of skills required to enter the 3D printing job market is not currently supported by VET programs and apprenticeships that can lead to certification, and applied 3D printing skills remain unavailable to most VET job profiles.AIMThe project tackled this challenge by supporting VET provision to equip technicians & operators with 3D printing skills. The needs of VET providers, learners, employees, and the sector were addressed by: a) matching skill supply with demand, b) increasing employees' employability, performance and job security, and c) strengthening the EU manufacturing sector by valorising investments in 3D printing through a skilled workforce.OBJECTIVES1) to support VET provision of 3D printing skills with guides, resources, OERs, and a hands-on training methodology.2) to identify new occupational profiles in the manufacturing sector, 3) to facilitate and accelerate the integration of new skills and qualifications in VET.4) to contribute to the implementation of EU policies on qualifications, transparency, mobility, and a European Industrial Renaissance, creating secure and sustainable jobs.THE 3D PRISM PARTNERSHIPThe partnership comprised 5 organisations from 5 countries from the world of VET, the manufacturing sector, the EU skills & qualifications accreditation field, as well as learning innovation specialists. The University of Sheffield-Advanced Manufacturing Research Centre (USFD-AMRC) leads the research on additive manufacturing and on-the-job training. FLORIDA University is an expert in designing and delivering VET programs and courses. The European Association of the Machine Tool Industries (CECIMO) represents the needs and workplace realities of the manufacturing sector at EU-level. EXELIA is an expert in R&D and delivery of innovative ICT-based methodologies for VET. CIMEA is a public authority active in the recognition of qualifications. ACTIVITIES & METHODOLOGY1. Original desk and field research, following the ESCO taxonomy and approach, to develop occupational profiles.2. Definition of learning outcomes, knowledge and topics, program structure and development of a hands-on training methodology to produce VET guidelines for 3D printing jobs in the manufacturing sector.3. Development of learning units, video materials, ICT-based materials and OERs for VET provision on 3D printing skills.4.Involvement of public authorities for the certification & accreditation of 3D printing skills5. Sharing and validation of outputs with multiplier events, inviting target groups to uptake 3D PRISM results and act as further disseminators.RESULTS & IMPACT1. A compendium of existing and emerging 3D printing occupational profiles in the manufacturing sector, to support VET providers in advancing and developing new offerings and to supplement national and EU-level labour market research.2. A VET programs and courses guide for 3D printing occupations in the manufacturing sector, to improve the labour market relevance of VET provision across Europe.3. 3D PRISM learning units and resources for initial and continuous VET programs on 3D printing manufacturing jobs, to improve the quality of VET provision and provide learners with access to materials to improve their skills and thus employability.4. A recommendations paper and a consultation & action plan for VET providers and public regulatory authorities, to lay the ground for follow-up activities on the certification and accreditation of 3D printing skills courses and occupational profiling.5. An exhibition event in the largest sectoral event in Europe (EMO 2017), two demonstration workshops and three infodays, to reach, train, and involve target groups.POST-PROJECT SUSTAINABILITY1. Development of new training programs and courses based on 3D PRISM outputs by VET providers across the EU.2. Participation of a growing number of initial and continuous VET learners in courses based on 3D PRISM outputs.3. Expansion of the strategic partnership towards a network of collaborating VET and manufacturing stakeholders to reinforce the ties between VET provision and the labour market.4. Further maturing and development of certification & accreditation policies influenced by 3D PRISM recommendations.

BACKGROUND & CHALLENGESConstruction with wood yields high energy efficiency value, becoming increasingly relevant in the construction materials market. Correspondingly, skills relevant to innovative woodworking methods and applications are in high demand in the EU construction market. However, construction employers note a gap between the skills and knowledge acquired by workers and apprentices through Work-Based Learning (WBL) in the construction sector and the woodworking skills needed in the workplace. Stringent renovation requirements and policy measures seeking to stimulate the transformation of existing buildings (e.g. Energy Performance of Building Directive) and the fast-paced emergence of relevant new markets (e.g. green building) exacerbate this gap even further. Upskilling construction workers with innovative woodworking skills through work-based learning VET is therefore essential to meet the current and future demand for energy efficient solutions in the construction and renovation sector.PROJECT OBJECTIVESUPWOOD forms a Strategic Partnership to improve work-based learning VET, by developing and making available educational resources to address current and emerging occupational skills needs for energy efficient and innovative woodworking construction practices. The UPWOOD specific objectives are to:1. Develop new training content (i.e. WBL educational resources) on energy efficient wood construction methods and applications.2. Develop teaching materials, VET integration guidelines, and trainer’s guide to support VET providers to integrate new woodworking technologies and processes into their WBL and apprenticeships offerings.3. Improve cooperation between VET providers and businesses to provide opportunities that will enable learners to apply the acquired knowledge and skills in real-life workplace situations.THE UPWOOD PARTNERSHIPThe partnership comprises 5 organisations from 5 countries, drawing from cluster associations, VET schools, the construction sector, higher education, as well as learning innovation experts. HCS and UPV are at the forefront of innovative timber construction technologies, methods, and applications, being also pioneers in the upskilling schemes for woodworking professionals. Woodpolis brings the expertise in the design and delivery of VET courses, covering the entire value chain of construction with wood. LVT represents occupational needs and workplace realities at national and EU level, committed to the continuous improvement of training provision and upskilling professionals. EXELIA is an expert in R&D and delivery of innovative ICT-based methodologies.ACTIVITIES & METHODOLOGY- Analysis of current and future skills and knowledge needs leading to the development of learning outcomes.- Development of the structure of a curriculum on innovative, energy efficient woodworking technologies, methods, and practical applications.- Creation of corresponding pedagogical materials to be offered as Open Education Resources.- Development, testing, and delivery of Online Training Scenarios on woodworking in construction, promoting the uptake of innovative and flexible practices in VET.- Involvement of key policy makers & stakeholders for the recognition of UPWOOD learning outcomes as well for supporting the integration of construction woodworking skills into occupational standards.- Sharing of outputs with multiplier events, inviting target groups to uptake UPWOOD results and to act as further multipliers.RESULTSThe UPWOOD project is expected to have the following results:- Learning outcomes for training provision in innovative & energy efficient woodworking technologies, methods, and applications in construction for current and future construction workers.- Learning units (curriculum structure), trainers’ guide, and VET integration guidelines.- Open Educational Resources for woodworking technologies, methods, and applications in the construction sector.-UPWOOD Online Training Scenarios & content on woodworking technologies, methods, and applications in construction for current and future construction workers.- A Certificate Supplement for the integration of woodworking in construction skills into certification schemes.- A position paper to support decision-making and promote the incorporation of woodworking in construction skills requirements into the European e-Competence Framework.- 5 national information days (one in each partnership country) to promote project results and set an open discussion on increasing the quality and effectiveness of VET provision.POST-PROJECT SUSTAINABILITY- Uptake of project materials & OERs from relevant VET providers across the EU.- Participation of a growing number of initial and continuous VET learners in courses based on project outputs.- Expansion of the strategic partnership towards a network of collaborating VET and sector stakeholders, including in-house training centres, VET providers & ICT companies.

CONTEXTEIl y a une pénurie de professionnels dans le domaine des technologies d’information et de communication ayant des compétences spécifiques à l’emploi de haut niveau, de sorte que l'industrie trouve souvent des difficultés à pourvoir les postes vacants pour les concepteurs et les programmeurs d'applications. La main-d'œuvre des applications mobiles nécessite une excellente expertise technique et des compétences à jour de développement de logiciels. De plus, il est nécessaire d’avoir des compétences métier pour adapter les applications mobiles aux besoins des clients ainsi que des compétences avancées de conception pour faire des applications mobiles attrayantes et faciles à utiliser.OBJECTIFSLe projet VET4APPS vise à développer un programme d’enseignement et de formation professionnel (EFP) pour développer les compétences de la main-d'œuvre de l'application mobile, avec un accent particulier sur les compétences métier et les compétences de conception.En particulier, les objectifs du projet VET4APPS sont :a) améliorer l'offre de l’enseignement et de formation professionnelle des applications mobiles pour les entrepreneurs, les employés et les travailleurs indépendants en adressant les besoins en compétence métier et conception, en concevant des cours pratiques appropriés,b) développer de nouvelles méthodes de formation, permettant aux apprenants d’améliorer et d’autoévaluer leurs compétences métier et leurs compétences de conceptionc) faire usage et de promouvoir des outils européens de référence, en reliant le programme conçu avec ESCO (Classification européenne des aptitudes/compétences, certifications et professions), EQF (Cadre européen des certifications CEC) et le NQF (cadre national de qualification) afin de faciliter la reconnaissance mutuelle des résultats d'apprentissage VET4APPS à travers l'Union Européenne, d) offrir des ressources éducatives ouvertes, à maturité opérationnelle basée sur une approche de formation et des matériels testés et évalués.PARTICIPANTSLe partenariat VET4APPS réunit cinq partenaires avec des compétences complémentaires, correspondant aux exigences du projet. UCBL, expert dans la conception et le développement de cours d'applications mobiles. UL-ICT et GIP FCIP grands prestataires d'EFP, ont une expérience dans l'organisation de la formation. EXELIA développe des méthodologies d'apprentissage novatrices. AELP, en tant prestataires de FEP au Royaume-Uni, fournira des cbonnes pratiques et favorisera la reconnaissance mutuelle des résultats de l'apprentissage grâce à son vaste réseau.MÉTHODOLOGIE PÉDAGOGIQUEVET4APPS emploie des approches pédagogiques novatrices, centrées sur l'étudiant et personnalisées, en mettant d'abord les intérêts des apprenants et en plaçant l'enseignant comme facilitateur de l'apprentissage. La modularisation et la conception des programmes sur le principe des résultats d'apprentissage permettront aux apprenants de choisir les unités qu'ils étudient en fonction des connaissances antérieures. Le MOOC de VET4APPS facilitera davantage les approches d'apprentissage personnalisées et l'apprentissage ouvert et flexible, car il permettra d'étudier à la maison ou au travail, tout en offrant le soutien des tuteurs et des pairs.RESULTATS1.Définition des besoins et spécifications pour un programme « VET » sur les compétences de conception d’applications mobiles à destination des entrepreneurs, employés et travailleurs indépendants (O1)2.Des Unités d’apprentissage en compétences de conception d’applications mobiles à destination des formateurs et des apprenants (O2)3.Des cours en ligne massivement ouverts (MOOC) afin de proposer aux apprenants et aux formateurs un accès libre et gratuit aux matériels d’apprentissage VET4APPS4.Une plateforme pour la reconnaissance mutuelle des résultats de VET4APPS et l’intégration dans les NQF, EQF (O4)5.Un événement « Train the Trainer » (E1)6.Trois événements « Play&Training » en France, Slovénie et Royaume-Uni pour promouvoir les résultats de VET4APPS et évaluer les matériels d’apprentissage (E2, E3, E4).BÉNÉFICES PRÉVUS À PLUS LONG TERME1. Les entrepreneurs d'applications mobiles les entrepreneurs et les travailleurs indépendants vont améliorer les perspectives d'emploi, en s'inscrivant de manière efficiente dans le marché des applications mobiles à forte croissance. Le personnel ICT déjà employé dans les applications mobiles augmentera leur efficacité et leur productivité, répondant à la fois aux exigences actuelles et aux nouvelles exigences en milieu de travail. 2. Les prestataires d'EFP amélioreront leurs offres en exploitant les matériels pédagogiques VET4APPS afin d'améliorer les programmes de formation existants et de développer de nouveaux programmes de formation et en adaptant la fourniture d'EFP aux besoins du marché du travail sur la base des données compilées dans le projet. 3. Les entreprises des TIC bénéficieront de l'adéquation anticipée de l'offre et de la demande....

<< Background >>BACKGROUND The fast-paced expansion of e-commerce, accelerated during the COVID-19 pandemic, has posted unprecedented pressures on Last Mile Deliveries (LMDs), revealing inefficiencies within the urban logistics chain related to the courier and postal (CEP) sectors’ environmental & social sustainability (air pollution, traffic congestion, road safety).In response, several economic operators from the CEP, retail & food sectors are switching to conventional & electric bike-based transport for short distance deliveries, contributing to the “greening” of urban logistics. This transformation is also propelled up by the EU Green Deal, national strategies towards zero carbon cities (Berlin, Amsterdam) and customers’ sustainability expectations. LMDs are now increasingly carried out with bike-based vehicles. The sales of cargo bikes increased by 153% within the last 2 years (CCCB, 2020) and it is expected that 50% of all motorised parcel deliveries will be shifted to cargo bikes (Wrighton, 2020). At same time, however, the higher number of LMD working cyclists (predominantly low skilled workers often without driving licenses or previous experience) on roads has led to an increased number of bike-related accidents & fatalities (ERSO, 2018).In this context, the strengthening of both formal and non-formal VET is therefore essential so that LMD working cyclists can acquire the skills needed for sustainable deliveries and safe, accident-free routes, which are also vital for the full exploitation of bikes’ potential in the last mile of urban deliveries.<< Objectives >>OBJECTIVESThe project forms a Cooperation Partnership to: 1. Define EU-wide occupational requirements for LMD cyclists that reflect current needs and shortages in green & safety skills2. Design and deliver a joint vocational curriculum & educational resources on sustainable & safe bike-based LMD operations to be embedded into existing formal & non-formal training provision.3. Introduce and pilot test flexible training delivery methods & open-access pedagogical resources, to support skills acquisition by LMD cyclists.4. Pave the way for the recognition, validation, integration of new skills requirements & a qualification for LMD cyclists into competence/certification schemes.<< Implementation >>ACTIVITIES-Extended skills intelligence gathering activities to define occupational requirements for LMD cyclists-Design of the structure of a joint vocational curriculum along with OERs on sustainable & safe bike-based LMD operations-Development, testing, delivery of a self-paced online course for LMD cyclists, enhancing VET openness and flexibility suitable to the sector specificities-Sectoral recognition of LMD cyclists’ green & safety skills requirements-Setup of an online examination portal for the validation of LMD cyclists’ skills acquired in different contexts-Update of relevant occupational profiles in ESCO and creation of qualification specs for LMD cyclists-Setup and operation of an online examination scheme for the recognition of LMD cyclists’ green & safety skills-Involvement of key stakeholders for the recognition of SAFE-LMD learning outcomes as well for supporting the inclusion of the new occupational profile and qualification in relevant competence/qualification schemes-Sharing of outputs with multiplier events & dissemination activities, inviting target groups to uptake SAFE-LMD results and act as additional multipliers<< Results >>RESULTS-Common competence framework with occupational requirements for LMD cyclists-Curriculum structure, trainer’s handbook, a learners’ e-book-Open Educational Resources for LMD cyclists in 6 languages incl. VOOC infrastructures with interactive content-Online examination scheme for the assessment, and validation of LMD cyclists’ green/safety skills & prior experience-Updated occupational profile(s) and specifications for an EU-wide VET qualification for LMD cyclists-4 national information days, 1 EU-wide dissemination event