<< Objectives >>With game design as its vehicle, SESAME wants to open up minds for exciting opportunities. Though video games and IT are ubiquitous in our lives, there is a common reluctance in schools to accept the creative power of game design just as many young people lack an interest in IT and coding. SESAME proposes to introduce game design into art education at schools, encouraging young people to embrace coding as a powerful tool for creativity, using it the same way a painter uses a brush.<< Implementation >>SESAME brings three complementary competence areas together: extra-curricular teaching of digital skills, curricular art and informatics teaching and teaching game design to teachers. Teachers will be sensitised for the opportunities and challenges of these competence areas. In two workshops they will explore hands-on how to integrate game design into art education. The developed ideas shall be tested with pupils in two school events.<< Results >>The workshops will come up with a compelling design for integrating game design into art education. As changes in school curricula are a highly formal procedure requiring political decisions, we will propose preparatory measures to verify and assess the delineated opportunities with extra-curricular formats (e.g. electives) within the schools. As a proof-of-concept we will organise two school events. The documentation will be circulated to decision-making bodies.

<< 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

"How are digitisation and new technologies changing work processes in industries and the competences required of skilled workers? And what should a realignment of vocational education and training look like to ensure keeping abreast with social and technological developments in the future? Our ""DigiCon"" project will explore these questions and provide impulses for coping with digitisation in VET - exemplarily for the construction sector.""Digital construction"" and ""Construction site 4.0"" - these keywords highlight the current challenges the construction industry is facing, which also need to be met by vocational training. In the future, construction specialists will have to be able to handle digital technologies and applications - from digital communication and operating mobile devices to construction robotics.""DigiCon"" is our contribution to innovation excellence in VET. The aim is to enhance the job-related digital competences of trainees, to promote the digitisation of educational institutions and to strengthen cooperation with industry and research. This will make vocational education and training more attractive and forward-thinkingWith digital construction as a subject in VET, the European construction industry will have access to skilled workers with a broad understanding of ICT and precisely tailored digital skills. The young skilled workers will be innovation ambassadors in their companies. And digitisation is also changing the role of teachers - from knowledge mediators to facilitators of self-directed learning.Participants will comprise the trainees of the participating VET institutions (400, they acquire competences in digital construction) and the teachers (60, they can use models and materials for teaching), but also companies and branch associations, authorities and regulatory bodies (220, they make the regulatory decisions). Further target groups will be teachers and learners from educational institutions outside the project partnership (as users of the model) as well as actors from business, politics and administration (they use the results of the project to further shape digitisation in VET.„DigiCon“ will be implemented by six partners from three EU countries - under the leadership of BGZ. The three countries - Germany, Poland and Belgium - represent three typical VET systems in the EU - school-based, dual and a combination of both. This ensures that the project results will be designed for transferability in different systems across the EU.The VET institutions and the universities will bring in many years of training experience and extensive technical expertise in the construction sector. Associated partners from industry and science support the project and will add their perspectives.The project partners will jointly develop a model for teaching digital construction skills that is consistently geared to the requirements of the construction site 4.0. The model will comprise a set of process scenarios, learning scenarios based on those, as well as digital applications (such as augmented reality) and tools (such as the digital construction file). The learning tasks will be embedded in realistic construction processes - thus the trainees will develop a systemic understanding of the complexity of the processes and the interaction of digital and construction skills. The development of the learning scenarios and applications will take place in a participative process with learners and teachers. Interactive forms of teaching will support the trainees in shaping their learning process to a greater extent themselves. Digital communication is increasingly being used for peer-to-peer learning by working on learning tasks either as a team or with a division of labour.At the same time, we will support educational institutions in developing and implementing their digitisation strategies - with solutions for the various design fields - didactically, in terms of training organisation and regulatory policy. The project will produce a guideline for capacity building for the institutions as well as solutions for access to learning materials and the design of e-learning - using digital construction as an example.The main result of ""DigiCon"" will be a model for the consistent teaching of digital skills in the context of complex work processes, based on real work scenarios. This means that the trainees will have directly applicable skills and abilities. Further impacts will be improved teaching skills, closer cooperation with industry and with universities and research institutes and a stronger internationalisation of vocational training institutions.The long-term benefits will be economic, social and societal: attractive training opportunities for young people, secure employment and career opportunities for young skilled workers on the European labour market, strengthened role of VET institutions and the future orientation of vocational training, improved competitiveness of the construction indus"

"<< Background >>The Corona pandemic has changed the lives of people all over the EU and seriously damaged the foundations of social relationships - contacts with family and friends, school, work and leisure. Disorientation, loss of confidence, loneliness, frustration, fear of the future and self-doubt are destroying social cohesion and undermining the values of democracy.Especially for young people who are still searching for their place in society, it is difficult in such crisis situations to find their way and to counteract fake news, populism, anti-democratic movements and radicalization tendencies. There is a real danger that those young people who need guidance most are not supported enough and are left behind. In an insecure environment, creativity, art and culture are important as a place to meet, where young people can try things out, experience community, be valued and get involved. However, even the cultural sector particularly suffered from the pandemic and needs support to re-build resilience and ensure the economic survival of artists.This is where the ""Your Space"" project comes in. The target groups are, on the one hand, young people - especially disadvantaged and at-risk - and, on the other hand, youth workers, artists and cultural workers as mediators, as well as other actors as supporters and, finally, regulatory bodies, associations and other actors with political influence influencing the framework conditions. Their needs can be defined as follows: *Youth: they are interested in social topics, but often do not feel comfortable with ""traditional"" measures. Social-space-oriented actions that reflect their lifeworld, offer a familiar place and take their personal situation into account. With artistic expression, young people can deal with issues that are important to them, get involved in the district and at the same time get something for themselves.*Youth actors and creative scene: the youth educators need knowledge about how the creative scene works and what the actors need in terms of framework conditions; the cultural actors and artists about what the social situation of the young people looks like. And both groups need start-up support for systematic collaboration. This defines their need for capacity development, know-how on sustainability, gender, inclusion and diversity, and knowledge on current post-Covid19 policies. In the project, we show models for three creative partnerships.*System level, responsible for the framework conditions: The political decision-makers at local, regional and national level are also actors in the project. They need knowledge about current developments and strategies, about the situation and needs of the actors, and about requirements to framework conditions. Therefore, ""Your Space"" is about suitable offers for young people (especially disadvantaged ones) for cultural education that are located in the community and combine individual resilience with social engagement, as well as about equipping the providers with the necessary competencies and capacities (personnel, technical, financial) and conducive framework conditions.<< Objectives >>The main objective of the project ""Your Space"" is to improve the personal, social and decision-making competences of young people - especially those with fewer opportunities – and their empowerment to deal with social challenges. At the same time, social cohesion and commitment in the district shall be strengthened. Corresponding objectives are the competence development of youth workers and artists, institutional capacity building, closer networking between youth workers and the cultural sector (including involvement of new actors) and finally improvements on system level with favourable framework conditions for cultural youth education.In the sense of ""Engaging, Connecting and Empowering"" (see EU Youth Strategy) we use creativity and art as a common denominator to position the district (the social space) as a place where young people encounter culture and art and to bring the offers to them ""at home"". With artistic expression, the young people become active as creators and learn with and from each other about different social and cultural perspectives - this simultaneously strengthens individual competences and mutual understanding, resulting in more trust, a sense of community and commitment. The offers are tailor-made to the interests and strengths of the young people in the social space. Especially young people with fewer opportunities - often underrepresented in cultural events – can experience community as a support for personal development. Participation means designing activities in such a way that they also reach the disadvantaged. But it is not enough to offer something that is ""open to all"", as chains of effects are not monocausal. In view of these challenges, the project involves both intensive communication with the young people and cooperation with other actors in the district (e.g., social workers or neighbourhood management) in order to get the disadvantaged young people on board. In this way, ""Your Space"" also contributes to the objectives of the Erasmus+ programme to support the personal development of people and thus contributing to social cohesion and active citizenship.<< Implementation >>""Your Space"" brings youth work organizations together with artists and cultural workers in creative partnerships - Outreach gGmbh and StreetUniverCity e.V. in Berlin, MUSOL and Integra2Mundo in Valencia, and MOW and CEO in Warsaw. The lead is taken over by BGZ Berliner Gesellschaft für internationale Zusammenarbeit mbH. We use a portfolio of activities to achieve the project objectives - work with stakeholders, international exchange, development and testing of art actions with disadvantaged youth in the neighbourhood, capacity building of institutions, recommendations to policy makers, and accompanying dissemination activities. The activities build on each other and are consistently aligned to achieve the main project objective - to “engage, connect and empower” young people with fewer opportunities through needs-based intervention approaches using creativity and art. The seven partners - supported by associates and actors in the selected city districts - develop and test scenarios for artistic expression, strategies for capacity building in creative partnerships, and training modules for youth workers and creative actors. This know-how is then incorporated both into the development of youth work and the work with the actors in the district. To ensure fit for purpose, quality and sustainability, we closely connect the actions with young people in the district and the capacity building with an intensive stakeholder communication - as iterative process. The teams of the three creative partnerships identify the relevant actors in their district, but also beyond at regional, national and EU level, and install a continuous stakeholder dialogue on how social space-oriented cultural education work with disadvantaged youth shall look like and which actors we need for this. Regular exchange ensures that the models are conform to framework conditions, are practicable and attractive, so that they will be used later on. In this discussion process, we bring together perspectives from youth policy, youth work and youth education and perspectives from the creative sector, culture and art in the social space. We also address the relevant decision-making level and discuss the necessary improvements of framework conditions. The findings from this dialog process are fed into a white paper.Dissemination activities make the results available to a wider circle of users. Bilateral discussions, network communication, presentations at events ensure that the relevant stakeholders are involved. Publications in media, project website, internet presences of the project partnership, placement of messages in newsletters, portals and platforms, etc. make the project results available to a larger audience and feed the topics into the political discussion.Professional project management according to ISO 21500 ensures that the activities are implemented as planned and that the results are achieved.<< Results >>The main result of ""Your Space"" is a transferable model for social space-oriented cultural education with disadvantaged young people that interlinks individual competence development and strengthening of resilience with increased participation and social cohesion, with strategies for capacity building, further training measures and recommendations for the system level. The project involves actors from many different sectors. In doing so, the above-mentioned project objectives for the four levels: final beneficiaries, actors, institutions and system.The model shows exemplarily for the three selected social spaces:*how networking and positioning of providers in cultural youth education can be improved, how actors from youth education and art/culture can work together in creative partnerships and how international cooperation can be established and sustainably anchored,*how the access to disadvantaged youth in the social space can be achieved and which methods and tools in cultural youth education are effective in order to strengthen individual competence acquisition as well as social cohesion and commitment,*how sustainability, inclusion and diversity can be addressed in cultural youth work.This is documented in four publications: *a manual for creative partnerships for social space oriented cultural youth education,*a catalogue of social space-oriented scenarios for the of engaging, connecting and empowering disadvantaged young people by means of art and culture, *training modules for youth workers and creative actors, *a white paper with conclusions and recommendations on the future of cultural youth education. As the model is developed and implemented, we expect a number of improvements for users, actors, institutions, and systems:*Youth (final beneficiaries): improved personal and social skills, reduction of disadvantages, increased motivation and engagement;*Actors: improved competencies for working with young people using means of art (youth educators acquire competencies in dealing with artistic expression, artists on methodology/didactics, among others); access to expertise and a large pool of materials and methods; offers with new themes and forms of action; *Institutions: strengthened institutional capacities, more collaborations and internationalization, expanded network and more communication with other actors in the neigbourhood;*System: progress in reducing disadvantages for youth with fewer opportunities, more recognition and public discourse on the role of youth work, culture and arts, conducive framework.On the long-term, it is about political benefits (more social cohesion), social benefits (strengthened participation) and economic benefits (improved shaping competence and resilience of the population and a strengthened cultural scene)."

"<< Objectives >>Nowadays, people spend 80% of their life indoors. Also due to climate change the topic of healthy living is becoming increasingly important for the construction industry and training in construction professions. The aim of ""Co4Health"" is to develop innovative learning scenarios for Healthy Building and to anchor them in VET, thus equipping future skilled workers with these new competences – as a contribution to increasing the labour market relevance, attractiveness and future orientation of VET.<< Implementation >>For this purpose, partners from five EU countries are pooling their expertise. Based on a jointly developed competence matrix, we elaborate learning content, materials and tools and test them with trainees in construction professions. Ongoing dialogue with actors from business, science and policy strengthens relevance and usability. Accompanying capacity building ensures anchoring in the curricula and use in training. Transfer makes the project results available throughout the EU.<< Results >>The result is a model for integrating the topic of Healthy Building into vocational education and training. The model includes a matrix of current competence requirements for health in construction, learning units to be used in teaching in various construction professions, further training for teachers, action plans for capacity building of VET institutions, with strategies for quality assurance, strengthening inclusion and internationalisation, and recommendations to the policy level."