Project Green Wheels addresses some of the long-term strategic objectives of EU education that were defined by The Education and Training 2020 work programme (ET 2020), namely improving the quality and efficiency of education and training and enhancing creativity and innovation in education and training.The project aimed to create open learning materials in the newly emerging field of Operation, repair and service of hybrid and electric vehicles, by using innovative methods and approaches such as Critical thinking, Inquiry-based learning, Collaborative learning, Flipped classroom, Peer Instructions etc. The project focused on improving and enriching teacher methodology through innovative methods, extensive teacher trainings and mentoring. The project intends to develop a new professional curriculum using EU criteria (ECVET-EQAVET) designing competencies for Operation, repair and service of hybrid and electric vehicles through innovative e-learning materials and work based learning activities. The projects created tangible and intangible results such as: complex online learning management system (LMS), e-learning modules and worksheets for practical assignments, online picture-based explanatory dictionary in all project languages, blended learning resources, ECVET system in the VET in the automotive industry of hybrid and electric vehicles in the Czech Republic, Slovak Republic, Hungary and the United Kingdom.Furthermore, the project focused on creating guidelines for ECVET system in the field Operation, repair and service of hybrid and electric vehicles at VET schools in the project countries. The new curricula observed ECVET concept using EQAVET indicators to enable their adoptability across EU. The project primarily makes an impact on VET providers in automotive industry so that their graduates would improve the skills missing in this industry sector and on professional motor industry companies that will have more skilled workforce.The project results are disseminated to a wide range of stakeholders (VET providers, professional organizations, regulatory bodies in education, etc.) inside and outside the project countries to increase the sustainability and adoptability of project results. Project consortium consisted of partners from 4 countries (CZ, SK, UK and HU). In each of the participating countries there are –among others- one VET school, one professional association in the automotive field and other partners, such as regulatory bodies, etc. Sector skills partners are professional associations and key car industry players that provide professional feedback to the learning materials and make sure the material include stat-of-art technologies and approaches. The involved VET schools pilot and test the newly developed materials, the regulatory bodies actively participated in designing the methodological system and incorporating the ECVET in the school curriculum. The project was led by the CFME which has substantial experience with managing and administering international educational projects.Thoughout the project run we have accmplished to develop all 82 worksheets based on innovative teaching methods, 20 CLIL worksheets for English for automotive, we have prepared a basis of a Teacher´s Guide, online sound and picture based dictionary and prepared e-learning activities to accompany the worksheets. The teacher trainings focused on innovative teaching methods have been carried out in 4 project countries and we have trained not only project partner schools teachers, but also teachers from schools outside the project. We have also completed the ECVET units system for the field of EV and HV operations and are working on its implementation into school curricula. We have started a dialogue with regulatory bodies and helped to promote mutual collaboration of VET schools and car companies as their potential employers.

"Environmental responsibility, both locally and globally, has increased tremendously over the last decade. One of the strategies of environmental policy is also to raise awareness of people, especially young people. Young people are and will be increasingly involved in green economy policy, which is why Let`s Robot Waste was a great way to face solutions on waste prevention and separation.The ultimate goal of our project was to design and make a robot with three drawers for sorting waste. In the process of creating the robot, students of different ages (16-19 years), technical fields (mechatronics, ICT, mechanical engineeering) and grammar school program learned about the technical procedures of making a robot, materials, programming a system for moving the robot, graphic computer programs for design of the brochures and stickers, recording and editing videos, setting up and editing a website and last but not least about the environment and the importance of making others aware of waste separation and recycling.The students were working with suitably qualified mentors, who hepled the students to come up with solutions for the mechanical fabrication of the robot and the programming of the software of the robot. Since the materials for the robot were gathered during the ""lockdown"", the students and the mentors had a lot of problems with ordering and, last but not least, with exchanging the materials and getting proper ones. All lectures, meetings and orders were held in English through ZOOM or. Skype and via E-mail. The students and mentors were confronted for the first time with teaching and with learning practical training with the help of distance teaching and learning. Local companies involved in environmental protection activities have also adapted and during the COVID-19 pandemic made their presentation possible in the videoconferencing system.The robot we have assembled and programmed can be a fun and at the same time an educational element of every school. In the new school year, the robot will meet our students in the school lobby and remind them how to dispose individual waste in a proper manner (paper, packaging or organic material - stickers with icons, of course, were designed by students)-the students should out the waste in a suitable drawer. It was during the real and virtual meetings that we found out that not all high schools are equipped with different waste separation bins. With our robot, which we named Robbin, we want to influence not only students, but also school principals and employees to be aware of their responsibilities in waste management.In the extended deadline for the completion of the project, which the schools had due to the pandemic-related emergency, we carried out two real and one virtual mobility. 6 students and 3 professors participated in each mobility from each school. All three partner schools have successfully constructed a robot consisting of a head, a central body with three drawers and a chassis. The partner school from Lithuania took care of the production and design of the dissemination material - the brochure. The students have also set up a website (https://letsrobotwaste.eu/) to which they uploaded photos of all three mobilites. Each of the partner members also carried out cooperation with a local environmental company in the form of a brief presentation of their operation and the importance of proper management of various wastes. For the purpose of the virtual activity, short videos, sketches and matrices about the origin and complications of assembling the robot were created. Without a doubt, all participants in the project (students, professors, school management, local companies) improved their communication skills in both their mother tongue and English, as we were encouraged to do so by working from home and switching between different videoconferencing tools (ZOOM, Skype, Teams). We are very proud, however, that despite being unable to work at the school, we managed to assemble all three moving robots."