"The project TALENTS4CONSTRUCTION was dealing with the lack of junior staff in the European construction sector. The consortium intended to explore new approaches to be disseminated in an easy and understandle way. Often some topics dealing with HR management seems to be too complicated, especially for persons (like construction workers) who do not get along with those kind of topics. Therefore following three main topics were worked out, since those areas seem to be very relevant and important for the EU wide construction branch: -Employer Branding: innovative ways to bind employees to the company and to optimize the satisfaction of aspiring professionals (apprentices) by increasing the external and internal relationship -Boomerang Hire: HOW and WHY to install new positions for ex-employees? What does an employer has to consider, to create and to offer new chances for experts who have decided to come back? -Network-Recruiting: How to convince employees´ friends, family members or other peer group members to start a carreer in the construction branch? The above mentioned topics were deppend by creating easy to answer specific questions designed for several branches (mainly for the construction branch). In the cause of the project questionnaires were developed by all project partners and sent to different companies. The results of all ansers (given by companies in DE, ES, LT, SLO) were taken to produce understandable ""movie nuggets""."

"BACKGROUND & CHALLENGESWith over 250 million smart meters for electricity, gas, water expected to be installed in EU by 2020, the work of construction site managers is already undergoing change, requiring appropriate up-skilling with combined, green and digital, competences, to supervise the commission, installation, and operation of smart metering solutions. The new challenge for the traditional construction training sector is to further expand to the newly introduced field of modern environmental technologies. The current status of site managers’ skills development in relevance to smart metering is not sufficiently, comprehensively and consistently, supported by VET programs in an EU level. AIMThe project aims to support VET provision for site managers in smart metering addressing the needs of VET providers, learners, and the sector by: a) addressing modern training needs in terms of practicality, flexibility, cost-effectiveness and EU accessibility, b) developing Open Educational Resources that ensure easy and free access to on-line educational material, and c) promoting a framework towards the development of an EU qualification on smart metering skills for site managers.OBJECTIVESOBJ-1. Develop appropriate learning outcomes and modular course to address power, gas, and water smart metering skills needs.OBJ-2. Introduce modern training methods in the form of OERs and MOOC.OBJ-3. Facilitate mutual recognition of the developed learning outcomes across EU.THE COSMET PARTNERSHIPThe partnership comprises 6 organisations from 6 countries from the world of VET, the industry, and research/field experts. Summit Skills, as the UK’s standard setting organisation for building services engineering, works with the sector to develop standards and qualifications. The Polish Association of Building Managers (PABM) represents the construction managers’ sector needs at national and EU-wide level. The Hellenic Society for the Promotion of Research and Development Methodologies (PROMEA) is an expert in innovative VET methodologies and MOOC development. The Department of Architectural Constructions of the Polytechnic University of Valencia (UPV) leads the research in innovative technologies for the construction sector. The Vocational Training Institute of the Construction Industry in North-Rhine Westphalia (BFW NRW) and the Vilnius Builders Training Centre (VSRC) are specialising in developing job-specific VET programs and courses. ACTIVITIES & METHODOLOGY1. Development of learning outcomes, based on evidence collected from VET providers, field experts and the construction industry via original desk and field research on skills requirements, leading to specific definitions of knowledge, skills and competences following ECVET. 2. Development of a modular course (in the form of OERs and MOOC) and VET guidelines for the integration of the COSMET modules in current and future training programmes.3. Involvement of public authorities for the future certification & accreditation of the COSMET curricula, through the development and promotion of a support statement and action plan. 5. Sharing and validation of outputs with multiplier events, inviting target groups to test and uptake COSMET results acting as further disseminators.RESULTS 1. Evidence-based learning outcomes in comprehensive skills for site managers to supervise the commission, installation, maintenance of smart meters in construction sites.2. VET learning units for a corresponding modular course. 3. VET guidelines for the integration of the developed learning outcomes into existing programmes. 4. Pedagogical resources and assessment tools offered as OERs.5. A COSMET Massive Open Online Course.5. Framework for the recognition of the developed learning outcomes towards a ""smart metering for site managers"" EU qualification.6. A registry of EU qualifications on smart metering technologies. 6. Two demonstration workshops (LT and DE) to promote results and validate learning materials.7. Four national information days (UK, ES, EL, PL) to disseminate results.IMPACT AND POST-PROJECT SUSTAINABILITYThe COSMET project is expected to have the following impact and longer term benefits:1. Promoting participation of a growing number of VET learners using the COSMET OERs and MOOC via their availability and dissemination, exploitation and maintenance activities for three years after the project’s completion based on the partners own effort.2. Supporting at least 20 VET providers across the EU on enhancing new training programs by integrating the COSMET outputs. 3. Further maturing of certification & accreditation policies, as a result of the developed by the project framework towards the development of an EU qualification on smart metering for site managers, and in particular via the dissemination and signing of the COSMET support statement and action plan to authorities and policy makers."

<< Background >>CONTEXT/BACKGROUND OF THE PROJECTGlobally, construction accounts for 11-13% of global GDP. One of the main objectives of Construction 2020 EU Strategy refers to the improvement of the human capital basis in order to boost both the performance of companies and the EU competitiveness in this sector. Boosting new competences of the sector’s workforce is a key aim of BUILD UP Skills initiative with specific attention to vocational training and the digital component. Construction is one of top 10 principal sectors of employment for migrants in EU and globally, since migrant workers can be found in considerable numbers in construction domains and thus their contribution to construction industry is important worldwide. However, according to the latest report of European Construction Sector Observatory (2020) there are several specific barriers to the training of building workers, which are linked with the lack of new technologies that support the access of migrant workers in training. Cultural and linguistic barriers may also pose a difficulty for attending training. Thus, low-skilled migrant workers are at the risk of losing their jobs.According to CEDEFOP, globalization and technological changes have affected the EU construction and building workers forced them equipped with new skills (technical, soft, language skills). For this reason, there is more need for VET support on this sector, while establishing partnerships between sectorial companies and VET providers is another important issue. However, as CEPS indicates there is still a lack of investment in skills training by construction companies, due to a variety of reasons (market failures, unaffordable costs, etc.). One more challenge should concern the construction industry is the informal experience migrant workers and their prior learning recognition. Last, but not least, language learning of construction terminologies was happening on-the-job place and time until now. However, COVID19 impact has affected this type of learning due to the demand of keeping social distancing and working as remotely as possible.AIM OF THE PROJECTMiTRUST aims to develop and deliver an innovative digital tool with the intention to support migrants who would like to work in the Construction Sector to acquire the necessary language competences, soft skills and proper behaviors in the construction site. Taking into consideration that, according to ILO 2016, migrant workers can be found in considerable numbers in construction domains and according to Eurostat, construction is one of top 10 principal sectors of employment for migrants in EU and globally, the project focuses on targeted open and distance learning opportunities which will offer better career perspectives to migrants who want to be transferred in an EU country and to enter in construction industry labor market away from social exclusion and marginalization. Besides, access to learning offerings and enhancement of employability is one of the most efficient ways for Migrants' successful Integration into the recipient EU societies.<< Objectives >>OBJECTIVESThe project has set the following objectives:O1. To identify the specialties within the construction sector where migrant construction workers are mostly neededO2. To support migrants to enhance their foreign language competences, soft skills and behaviors for construction industryO3. To help migrants to have access to online learning language materials and be able to personalize the virtual learning environmentO4. To develop distance training programmes and materials targeted to the needs of migrants and their tutorsO5. To create digital learning tools and multimedia online materials in order to enhance their access in vocational education and trainingO6. To provide social inclusion and integration to labour market through digital education and open learningO7. To increase migrants’ employability in the construction sector and enhance their integration into EU societies<< Implementation >>DESCRIPTION OF ACTIVITIES - METHODOLOGY MiTRUST incoroporates three (3) main phases of implementation:1st Phase: P.R.1. User Requirements for the MITRUST OER ToolThis is the initial and preparatory phase of project implementation. Partners will analyse the construction industry, they will identify the construction related job positions where migrants fit better and they will deliver the User Specification Requirements document. This report is a key step for the next phase of the project, which is the desing and developement of OER tools of migrant construction workers.2nd Phase: P.R.2. Development of MiTRUST OERThe main aim of this phase is the development of the Open Educational Resources of MiTRUST project aligned mainly with the priority of “Addressing digital transformation through development of digital readiness, resilience and capacity” and the general perspectives of distance education readiness and the empowerment of vocational education systems. All tools that will be delivered during this phase, namely glossary, soft skills curricula, constructionpedia and self-assessment tool, will cover some of the most urgent needs of migrant construction workers. The digital tools of the 2nd phase will be inserted in the e-platform which will be developed in the last phase of the MiTRUST project.3rd Phase: P.R.3. Finalization of e-platformThis is the last and the core phase of the implementation activites of MiTRUST project, since it will lead to the the production of an innovative e-learning platform for migrant construction workers, icluding all the previous Open Educational Resources that have been developed. In order to extend the number of users and to achieve the greatest possible impact, we will include an implementation phase of Use case Scenarios for the finalization of the platform. The OERs will be tested now for their effectiveness and responsiveness. Finally, during the project implementation we are going to include:• C1: Short-term joint staff training event• 4 Multiplier EventsNUMBER AND PROFILE OF PARTICIPANTSAlthough this project's aim is to reach as many beneficiaries and end users as possible, it will originally engage 10 tutors/trainers and 60 migrant learners who will take part in the online learning and implementation of use case scenarios courses. Other stakeholders, such as migrant organizations, construction companies and associations, VET providers, NGOs, policy makers and local/national/European authorities will be contacted via partners' networks.<< Results >>RESULTSThe main results could be summarized in:R1. An analysis of construction sector specialties where migrants mostly needed R2. The enhancement of migrants’ foreign language competences and soft skillsR3. The increased use of digital tools, multimedia training materials and Open Educational Recourses in vocational training R4. The increasement of the attractiveness of the sector to migrant workers via trainingR5. The enhancement of migrants’ employability in the construction sectorR6. The fostering of migrants’ social inclusion into EU societies and their active participation as EU citizensR7. The reinforcement of synergies between Vocational Training stakeholders, Migrant Associations and Construction Industries.Additional tangible results include: R1. An e-linguistic support tool with construction-relative terminology (glossary)R2. Development of new “Soft Skills” curricula, targeted to the needs of migrants in the construction R3. Development of a knowledge database, namely “ConstructionPedia” with multimedia training material for migrant construction workersR4. A self-assessment tool which will be used by migrants themselves as a method to evaluate their current language competences, soft skills, behavior demanded in the construction site.R5. Creation of a new innovative OER platform in the form of an integrated Software in all partner languagesIMPACT ENVISAGED- To increase migrants' access in employment through their foreign languages and soft skills upskilling and facilitate their learning with the use of open and distance learning which fully response to COVID19 implications- To effect positively in the employability and social inclusion of migrant population.- To increase the attractiveness of construction industry - To give recommendations for the creation of new innovative VET curricula and pedagogies.- To facilitate the mobility of staff (migrant workers and employees) in construction sector among the countries, which is fully aligned with EU Agendas for internationalization - To allow the transferring of knowledge and promote best practices in the field of vocational training and enhance the regional cooperation between the countries- To boost the EU initiatives regarding “working towards a knowledge economy” and brings positive implications on EU competitiveness of construction labour markets.

"The aim of the ""Improved Mobility"" project was to identify factors that make it possible to measure the probability of successful mobility of trainees in Europe. The idea was that raising awareness of one's own strengths also increases the likelihood of taking up offers such as those made by Erasmus+. The recording of individual factors was only one part of the study. Institutional opinions were also taken into account in the project on the basis of personal interviews with trainers, representatives of training centres, companies and institutions.The sectoral focus of the surveys was mainly on the construction sector as well as the automotive industry, as access to the target group was guaranteed by the composition of the consortium.The project idea came about because the topic of ""mobility"" had become a topic of increasing importance for vocational training in recent years.Many institutions had increasingly recognised that stays abroad during vocational training were a useful supplement. The basic idea is that globalisation is leading to an increasing internationalisation of jobs. It goes without saying that it is an advantage if the relevant skills are already acquired during training through stays abroad.Consequently, the consortium asked itself, how does successful mobility come about? What are the factors for successful mobility? The project started with this focus.The basis for a proper investigation was in particular the fact that the EU in this context pursued the goal of encouraging 6% of trainees in Europe to spend a period abroad during their training. In Germany this rate was 4% in 2015. After the project idea had already been completed, the latest studies were published in a BMBF press release in July 2018. 5.3% of trainees in Germany had already taken up an offer of a stay abroad during their training in 2017. One year later, the figure had already been 6.3%. The trend is rising with a target which the government of the Federal Republic of Germany had set at 10% by 2020.In the partner countries of the project consortium, the rates at project start were 5.9% in Spain, 4.9% in Italy, 1.3% in Belgium and 7.4% in Lithuania. The quotas indicated that, on the one hand, there was experience and a wide variety of findings on mobility in the individual partner countries, but on the other hand, there was also a need to gain insights into successful factors.In the course of the project, trainees were questioned by means of questionnaires both before and after mobility and it was also worked out which factors in companies are advantageous for mobility. As explained in the introduction, personal interviews were conducted at institutional level with representatives of training centres and their customers or affiliated companies. As far as the trainees are concerned, they were either interested in the topic of mobility and were able to reflect on important personality traits by means of the questionnaires and thus to check whether mobility is useful for them. In addition, trainees who had completed mobility with one of the project partners were interviewed. These persons were asked about their subjective sense of achievement. In this way, it was possible to derive success factors in general and to generate effects of before and after the completion of stays abroad within the scope of a training.All findings were compiled and published under the title ""Improved Mobility Final Results & key findings"" under the following link:http://improvedmobility.eu/wp-content/uploads/2020/05/Erasmus-Improved-Mobility-final-results-EN.pdf.The results can be downloaded in all partner languages at http://improvedmobility.eu/en/final-results/.In summary, the following can be said about the results:In total, the questionnaire survey was able to reach 432 trainees and 46 contacts at institutional level. Essentially, personality traits that could be important during training abroad were examined. These could be assessed by the participants on a scale of 1 (not important) to 5 (important). - ""Communication skills"" were rated as the most important, ""ability to spend time alone"" as the least important.- The most difficult personality trait during training abroad was the ""inability to leave the comfort zone.""- In general, all personality traits considered difficult during training abroad, after mobility, were considered even more problematic.- The ""involvement of families"" was identified as the most important external aspect for successful stays abroad.- The most important aspect for improving stays abroad in education was ""Requested certificate for the execution of stays abroad"", while ""Support in the search for foreign partners"" is rated as was rated less important.Overall, it was found that a ""greater availability of information on stays abroad"" was rated as extremely important, especially after mobility had been completed, which could indicate that trainees did not feel sufficiently informed."

The aim of the project SMEEGE is to show the advantages of mobilities to the decision makers (executives) in small and medium-sized enterprises (SME). This is done by providing information and developing approaches for these enterprises in sending trainees abroad for part of their training and by highlighting the benefits for the companies. In recent years, various institutions have recognised that stays abroad during vocational training are a useful supplement. The Erasmus+ Annual Report 2018 reveals: 91% of participants declared to have become more motivated to carry on developing their professional skills; 80% gained practical skills relevant for their current job. A NABiBB survey of project promoters in 2018 confirms that there is an increase in skills and knowledge among staff after a stay abroad. The results of the study also highlight that offering mobility projects to trainees strengthens the institutions' image and is a profitable factor in training marketing. In times of a shortage of skilled workers, small and medium-sized companies in particular need strategies for employee retention. Especially when it comes to recruiting young experts, many SME have no experience and no approach in sending trainees abroad for part of their training. But this could be a promising retention tool. Consequently, not only because the trainees gain relevant international experience within the framework of a mobility project, it makes sense for companies to offer their trainees a stay abroad. However: a study by the NABiBB has shown that companies still have great reservations. The sense of stays abroad is not clear to many. There is scepticism about longer stays in particular. Often trainees are even required to take vacation in order to participate in mobility. This scepticism is also reflected in the following figures: the EU sets a target figure of 6%, i. e. 6% of trainees in Europe should spend part of their training abroad. Some countries set even more ambitious targets (e.g. Germany, 10%). If one looks at the actual figures in the individual partner countries, it quickly becomes apparent that these goals have not yet been achieved. Since fewer trainees than planned by the EU are still spending part of their training abroad throughout the EU, measures should be taken to increase the rate.In order to reach the EU targets, it would be useful, if SME acknowledged the value of time abroad and therefore support their trainees. The number of apprentices going abroad might rise if those young people ask for it (pull), but when the executives get an impression of the advantages of mobilities, it will rise much faster. Thus, SMEEGE aims to make the posting of trainees and other employees more attractive. This is done by providing information and experiencing stays abroad. The target group are executives of SME (or in representation: trainers). They will go abroad (on their own cost, but organized by the project partners). Other stakeholders are future apprentices, because with a rising awareness of the advantages of mobility the likelihood will rise for them to get the chance to go abroad during their training. Also, the broader public is a stakeholder of the project, because a higher level of internationalization is a goal of the European Union and for several states.There will be four phases in SMEEGE: Phase 1 is about the collection of relevant trends regarding mobility during VET. The second phase will contain interviews with executives, trainers and trainees with international experience in order to get to the heart of why the trainees/executives have benefited from the experience abroad. In phase 3 a trip to the project partners’ office in Madrid will be planned for the executives. The trip, which will take several days, will on the one hand show the benefits of mobility, but on the other hand there will be a networking opportunity. Their companies will be able to develop an international strategy as partners. In the last phase the whole project will be revised and all the results will be summarized and published. We believe that mobility in an increasingly globalised Europe is an absolute added value for young people, to internationalise their experiences and skills. The mobility goals of the European Union and the various European governments make this clear. However, many SME have no experience in sending trainees abroad for part of their training. By providing information and experiencing stays abroad SMEEGE offers an innovative approach. The usual approaches address trainees and aim to encourage them to spend time abroad. Other approaches inform executives through lectures at events or conferences. SMEEGE brings executives to the place where the mobility of trainees takes place: abroad. The results of the project will be used to develop proposals for the submission of further project proposals within the framework of ERASMUS+