The objective of this project, DOVTA, was to create freely accessible training materials, specifically videos, to teach archaeologists technical skills, to a common standard. In a modular format so that each could either be separated out and learnt individually, or combined into a longer, structured learning experience. A total of 96 videos were to be created covering 16 skills in six languages.The project exceeded this goal, producing 180 videos, covering 30 different skills, in six languages (English, Spanish, Italian, Dutch, German, and Polish). Released under an Open licence these materials can be adopted and adapted by anyone in the world for their learning needs. In addition, the scripts have been released so that anyone can create captions for the videos so they can be translated into any language.This project came about after labour market intelligence data showed skills gaps/shortages in some European countries and that is was difficult for archaeologists to move around Europe to work. As such, the materials were created so practitioners and aspirant practitioners can access VET that they and employers value, in order to enhance their potential to play active roles in the labour market. To further facilitate reaching this goal, the project partners were chosen from Spain, UK, Italy, Austria (German Language), Netherlands and Poland which labour market intelligence shows are the countries/language groups that have some of the largest European archaeological workforces. While it is too early to see the full impact of the materials, a project survey of potential users found that 78% of them would use all or some of the videos in their training. The project has facilitated the uptake of the Archaeological Skills Passport, a method for measuring skill competencies, in three of the partner countries. Finally, it also provided training to all the partners so they can each undertake filming in the future and create more teaching videos.

Climate change is the main environmental policy priority across Member States and Turkey. It is often related to other environmental pressures and policy areas, for example water scarcity and energy. Public policies and enterprise strategies in many areas follow calls for innovative, clean and greener economies. Availability of skills for green jobs plays a crucial role in triggering change and facilitating just and timely transitions. Although all Member States and Turkey recognise, in general policy statements, the skills dimension of climate change and low-carbon policies, there are few overarching, strategic skills responses for the environment. At European level our project will contribute to the Europe 2020 strategy (European Commission, 2010) in which sustainable growth means building a resource-efficient and competitive economy, reinforcing the competitive advantages of businesses, particularly in manufacturing and SMEs, and through assisting consumers to value resource-efficiency. Our project aims to analyse and make some positive changes for greener economics by contributing the Vocational Education by identifiyng the needs of partner countries on green skills. The target goups of the project are: 1) Policiy makers in VET strategies: The analysis and reccomendations paper are for to nifluence the policiy makers in VET policies Our project will raise their awareness on green skills. 2) VET trainers: The project will develop some reccomendations about training content and curriculum and will find inconsistency between the existing curriculm and green skills and will develop a strategy on training VET trainers on green skills. 3) Students:The project will develop some reccomendations about training content and curriculum and increase the quality of the training content for students in VET. The expected results of the project are: Expected Results: - contribution to the protection of environment in long term in partner countries. - contribution to the expansion of green skill jobs. - increase in the the quality of green skills vocational education and training in partner countries. - increase of vthe awareness of policiy makers, VET trainers VET students, employers and all communities in partner countries on green skills - contribution to European Union’s green skills strategy - improvement of the employment opportunities for the workers graduating from partner countries’ VET organizations by increasing the awareness of VET systems regarding green skills education. - share of knowledge about and experiences of the green skills occupation in vocational training. - A cross-border cooperation among partners in the field of education and employment from different EU countries from different nature (VET, private sector, NGO's ) but with common goals related to the potential increase in vocational education. - The Enhancement of the commitment of local and regional public authorities in the high quality VET offer, labour inclusion by work-based training and the identification of key skills. - The involvement of participants in this project will improve their capacities in the area of strategic development, organizational management, project management, international cooperation in EU level, leadership, quality of learning provision, equity and inclusion and qualitative and targeted activities for disabled people. - increase in the human resources capacity of partner institutions. We are 5 partners from 5 countries(Turkey, Italy, Spain; UK, Romania) The main outputs of the project are: -Qualitative analyse report for the perception of green skills by VET trainers, VET policy makers and employers. -A quantitative analyse report for the perception of green skills by VET trainers, VET students, and employers. questionnaire with 250 student 50 VET trainers and 50 employers -Comparative report about the curriculums for construction workers on green skills. -Comparative report about the curriculums for electricians on green skills. -Recommendations for policy makers about the inadequacies of Vocational education for electricians from the perspective of green skills concept. -Recommendations for policy makers about the inadequacies of Vocational education for construction workers from the perspective of green skills concept. We could start late our project because we were in reserve list and we could sign the agreement with National Agency late but we could finish the project on time. There were some budget cuts by National agency according to application form at the agreement by our consent but we could finish on time. The cooperation between partners was effective. We finished all the intellectual outputs as we promised. We only couldn't organize multiplier event in UK. Dissemination activities were as we promised. We developed a quality assurance plan and make evaluations regularly.You can find all project outputs at http://www.greenskills.ceipes.org/

The problematic separation of nature and culture in Western ontologies has contributed to instrumental relationships to the natural and culture world alike. The nature-culture divide has narrowed the scope of landscapes to the technical management of either natural or cultural sites. Within heritage policy, this binary is reproduced in the separation of “natural” and “cultural” landscapes in national and international legal and administrative frameworks resulting in the problematic separation of natural and cultural resources in the practice of planning and development. More recent developments aim to broaden discussions of sustainability to encompass human and non-human actors and environments.As archaeological heritage comprises a distinct part of culture heritage and the nature is an intrinsic element of the past shared culture heritage conforming the local identity, the project intends to focus on the integration of both types of heritage. Accordingly, the preservation, management, and conservation of such integrated heritage is an indispensable element of international and national policies as well as every conservation activity. As these two types of heritage operate in two largely impenetrable organizational frameworks, common concerns of both cultural and natural heritage have hardly been systematically defined, not to mention transferred into coherent training materials directed to both sectors. Hence, the project objectives involve production of a range of innovative didactic materials aimed at integrating archaeological and natural heritage. Understanding the environmental impact of archaeological heritage and significance of natural heritage for regulations and practices in the domain of archaeological heritage is to be mainstreamed into education and vocational training systems. A need of developing and upgrading vocational skills in the sector of protection and management of archaeological and natural heritage is a must taking into account dynamic changes over the past couple of years in both fields in Europe. Doubtless to say, these are not sufficiently known among people professionally responsible for the protection and management of both archaeological and natural heritage across Europe. As both heritage domains need to be systematically integrated, the project intends to identify their nature along with its constituent elements. This will then be used for the production of training materials and methodology of content preparation and delivery to meet the needs of rapidly changing modes of protection and management of archaeological and natural heritage sectors in the Partners’ countries as well as a significance of this integrated heritage in spatial planning and regional development policies.The project is directly inter-sectoral in scope by providing didactic materials and training for archaeological and natural heritage professionals aimed at increasing synergy between these sectors. It will also foster the assessment of transversal skills and promote the take-up of practical entrepreneurial experiences in education and training. In order make the changing character of archaeological and natural heritage understood, the project intends to elaborate and prepare a range of didactic material aimed at address the most pertaining issues in the process of integration of natural and archaeological resources in the practice of their protection and management as well in the spatial planning and regional development. Finally, in order to make the delivery of this new content sustainable, the project intends to establish Centers of Integrated Heritage Teaching Excellence. They will provide an organizational structure to educational activities in the domain of integrated heritage. They shall be able to effectively use different methods of distance learning in the domain of the integrated heritage dedicated to different job markets. The Centers will run trainings of a group of ca. 100 people representing all target groups. The final outcome of the project comprises the production of innovative methodology of vocational training in the domain of integrated archaeological-natural heritage. The project shall also explicitly attempt to integrate an offer of the CIHTE with the VET systems in participating countries.The CIHTEs will be intrinsically integrated with the activities carried out by participating institutions. This will secure its existence beyond the project duration. By offering a coherent and significant didactic content that well meet the demands of the heritage policies in contemporary Europe, becoming a valuable asset to the training offers of these institutions. The stability of the project results are also secured by a well established Content Repository, of which local version will be made available in each participating country. These make it possible to maintain and use these produced training materials beyond the consortium forming the project.