The problem Industry 4.0 was a hot topic already in 2018 when this project was at the application phase, and it is even more the case today in 2021. The need for robotics and computerization is growing. While this will reduce the number of jobs in assembly and production, a significant number of jobs particularly in IT and data science will be created. However, children have less and less interest in such engineering or technical careers as they believe these subjects are too difficult for them to succeed and not suitable for women. The target groups Main target: STEM teachers Sub target: their students (secondary level) Others: relevant stakeholders, among which career counsellors, educators, trainers, policy makers, representatives of business sector. The solution The DIRECTION 4.0 (D4.0) project has developed a set of didactic materials that will help STEM teachers to introduce and promote the concept of Industry 4.0 among students through a Compendium. A 4.0 Career Roadmap serves as a professional career roadmap, encouraging students to choose more technical fields of study. The project also facilitates the building of a network of teachers through Space 4.0 - toolbox for teachers which contains all deliverables built during the project and helps teachers to meet and share experiences. Main objectives D4.0 aims at promoting the concept of Industry 4.0 and related technologies among secondary school students and encouraging them to choose technical careers. This is achieved by providing teachers with updated didactic materials, researching the 4.0 skills profile and giving the target groups a better understanding of the concept. The partners The partnership comprises 7 partners from 7 countries: a higher education institution focused on training operational engineers, a secondary school, a higher education institution providing courses on robotics, an expert in new technologies related to Industry 4.0, a consulting bureau dedicated to promotion of cutting-edge technological solutions, a consultancy offering services ranging from business development and public funding acquisition to custom implementation, an IT training provider and e-learning solutions developer. Methodology Thorough research has been done by all partners on selected topics of Industry 4.0 in order to prepare the Compendium which gives a good idea of the state of implementation especially in Europe, the economic and social factors, expected trends and challenges. The topics were: Smart Factories, Augmented and Virtual Reality, Cloud Computing, 3D printing, Robotics, Cyber security. For each topic the subjects required for a career in the area have been added (general science, ICT, mathematics, physics, biology and chemistry). An annex was also developed with the methodology to create a workshop. A job market analysis has been conducted next with a field research to determine the Model Skills Set that would be developed. After a skills verification done with students, the 4.0 Career Roadmap report has been prepared. Meanwhile, all deliverables were uploaded in Space 4.0 - toolbox for teachers with the Compendium transformed as e-courses, the Skills verification tool set and pilot testing done to validate all developed content in the project for it to be finalised. Results The outcomes of D4.0 comprise the: - Compendium 4.0 - 4.0 Career Roadmap Report - Skills Verification Tool - Space 4.0 - toolbox for teachers Long-term benefits With the support of the Space 4.0 - toolbox for teachers, a virtual space developed for sustainability of the e-course and deliverables, teachers will be in position to present their students updated content and tools about Industry 4.0 to ensure young people are better aware of what Industry 4.0 is, what kind of skills are needed to work in the fields described, and encourage them to choose technical and engineering careers to be part of Europe’s workforce to build the future. (Even though the course of the project has been affected by the Covid-19 sanitary crisis, partners ensured the high quality of the project, as planned in the application.)

<< Background >>The BRAND project, aligned with the European Youth Strategy 2019-2027, recognizes the crucial need to fortify the responsibility of young people in order to start acting responsibly and impact the life of future generations. Its priority goal is to take action towards a sustainable green Europe and the achievement of a society in which all young people are environmentally active, educated, and able to make a difference in their everyday lives.The clothing industry is directly related to those goals impacting the environment as people buy more and more clothes with the business model of fast fashion to encourage this consumption habit (ECAP, 2017). An IOWA State University study (2019) focused on younger Millennials aged from 17 to 24, found that this age group shows a tendency to buy primarily from fast fashion stores, than any other age group (Cohen, n.d.). This cohort has more money than any other young consumer in history, and most of their disposable income is spent on new clothes (Anguelov, 2016). The Quantis International 2018 report found that the three main drivers of the industry’s global pollution impacts are dyeing and finishing (36%), yarn preparation (28%) and fiber production (15%). Given the growth in the global population, the UN predicts the need for the equivalent of almost three planets to be provided with natural resources needed to sustain current fashion lifestyles. Experts are ringing the bell for a 63% increase in clothes consumption by 2030, thus it is of great importance to take action, by changing our perspective on how we use and consume fashion products (ECAP, 2017).In response to the above, the European Union created the Education for Climate Coalition, which is the flagship initiative of the European Education Area, aiming to promote the green and digital transitions of education and training throughout the European Union. The Coalition aims to mobilize the education and training community to work towards achieving climate neutrality by supporting and promoting bottom-up, co-created sustainability actions involving pupils, students, teachers, education institutions and stakeholders. With this initiative, complementing other European Green Deal transition actions, the European Commission invites the education community and the youth field across the EU to make a pledge to contribute to achieving climate neutrality and promoting sustainable development.Green skills development, youth workers and teachers training, behavior change and collective awareness raising are some of the main priorities that the Education for Climate Coalition pledges. Youth work has a long tradition of supporting young people’s understanding of the world around them and promoting values such as responsibility, concern for future generations and appreciation of nature (Sustainability and Youth Work, 2018). By equipping youth workers with the necessary digital tools and knowledge to promote the understanding of key concepts relating to fashion sustainability and develop young people’s knowledge on fast fashions’ environmental and social impacts, youth work can undoubtedly act as a major stimulus towards the empowerment of young consumers as agents of their own, sustainable future (European Youth Forum, 2020).Moving towards this direction the BRAND project aims to raise the awareness of young people on the themes of fast fashion and its severe impacts on the environment as well as to provide youth workers with all the necessary material and tools in order to raise awareness, influence and empower young people towards more eco-friendly fashion choices to earn a greener and more sustainable (fashion) future through the use of digital innovative tools and deliverables.<< Objectives >>BRAND project’s main binary aim is to raise awareness of young people on the themes of fast fashion and its effects on the environment as well as to provide youth workers with all the necessary material and tools in order to inform, influence and empower young people towards more eco-friendly fashion choices to create a greener and mοre sustainable fashion future. More specifically, BRAND project aims to achieve the following objectives:- To develop young peoples’ knowledge of the multiple environmental and social impacts of fast fashion at local and global level- To raise awareness on the concept of eco-fashion and on how to be responsibly fashionable as well as the understanding of key concepts and principles related to sustainability- To promote tools and knowledge in order to help youth workers grow responsible, eco-friendly and sustainable young consumers’ behavior in fashion and garment industry- To provide sustainable and eco-friendly information that can be easily applied by young people in order to strive for a positive change towards a better and sustainable fashion industry and hence, future- To enhance the development of digital innovative tools in order to make better use of digital technology for teaching and learning and thus develop digital competences and skills.BRAND consortium, combining expertise, knowledge and experience will meet its objectives through the generation of 4 digital innovative tools and deliverables:The PR1: ECO-FASHION Toolkit is an interactive set addressed both to young people and youth workers and will be presented under a PDF interactive format. Its two parts, “Be Aware” and “Be Prepared”, serve to deliver deep knowledge on the concept of eco-fashion to young people and youth workers and youth educators, while the context promotes the nurturing of ethical, ecological and sustainable mindsets towards the fashion industry.The PR2: BRAND ebook displaying case studies and best practices, influence and inspire target groups of the BRAND project. Creating and promoting this deliverable, partnership provides practical guidance for environmental sustainability, elimination of environmental harmfulness, positive impact towards consumers etc., generating a pleasant educational environment.The PR3: BRAND e-NFLUENCERS, the digital role-model guide, will redound the consortium to meet its objectives presenting responsible, wise and green personas to be followed. Role models have the power to influence young people to follow sustainable and responsible behaviors and equip youth workers with knowledge on boosting such behaviors.The PR4: BRAND App mainly addresses young people, developing an interactive environment of knowledge (5R Library & Materials and Textiles sector) and aims to cultivate young fashion customers and consumers with sustainable, eco-friendlier mindsets towards more eco-conscious fashion decisions.The transferability of the PRs will help the consortium achieve the goals of dissemination, making it easy for everyone to access and obtain the deliverables and also easy to adapt them in an educational context and educational processes.The type of the PR’s and their content enable the sharing of the BRAND concept, increasing the impact on national, EU and global level.Finally, the BRAND LTTA aims at expanding the learning impact on direct participants coming from the participating organizations which will increase the capacity building of each organization through the internal dissemination of learning results as well as at further building the cross-sectoral cooperation of our project by bringing together staff members of partner organizations (youth workers) and young people. Moreover, participants will be trained in the themes of the project and on how to become multipliers of this initiative.<< Implementation >>BRAND LTTAThe partnership of the BRAND project has planned to implement one multiplier event per organization country between 22 and 23 months, as well as a Learning, Teaching and Training Activity in Larisa, Greece.The BRAND project is expected to implement learning, teaching and training activity during the middle of the projects’ lifecycle. The LTTA is scheduled to be fulfilled in that time of the project as it will create additive impact and valuable feedback regarding not only the knowledge of young people on the themes of fast fashion and its severe impacts on the environment, but also the provision of youth workers with all the necessary materials and tools needed to promote a more eco-friendly consumptive attitude. During their visit to “From scratch store”, participants will have the opportunity to experiment with fabrics, be trained in sustainable and eco-friendly material, design their own pieces and exchange their knowledge and thoughts on eco-fashion and garment sustainability. Participating in the activities, learners will realize the immense impact traditional fast fashion practices have for environmental sustainability, while they will learn best practices towards the embracement of sustainable fashion practices and purchasing habits.Multiplier EventsAfterwards, “Boosting and empowering youth towards Responsible and sustainAble choices in fashioN inDustry” multiplier event will be conducted in order to raise awareness about the increasing importance of green skills and responsible consumption in the fashion industry.The objective of the multiplier is to inform the target audience located in the partnership countries about the produced outcomes of the project, meaning (PR1, PR2, PR3, PR4). Moreover, during the events stakeholders and participants from associated organizations will be free to provide feedback on the produced outcomes of the project.The Multiplier event will be implemented between 22 and 23 months, in order to offer a distinct validation of the produced deliverables and increase the sustainability after the end of the project. It is expected stakeholders from each partner organization region to take part, stakeholders from businesses or entrepreneurs that have adopted sustainable fashion practices, youth workers and young people, as well as associated organizations that collaborate with the host leading organization. The latter will contribute to increasing the impact of the project’s results by offering a holistic perspective about how fast fashion causes severe effects on environmental sustainability and what we can do to prevent such practices. Moreover, participants will be encouraged to participate in activities, which will give an insight to the practices included in the intellectual results.Added Value of the activities The implementation of both LTTA and multiplier activities will provide additive value to the impact and dissemination of the project that will last even after the completion of the BRAND project. Participants will come closer, exchange various perspectives and experiences regarding purchasing choices and habits and how they affect their everyday life. They will also be trained on how to be eco-conscious, what is ethical and responsible fashion. Stakeholders and other participants may also operate as multipliers for the dissemination of the project’s vision and outcomes towards more sustainable behaviors to present a better future. Moreover during those activities, TGs will have the opportunity to talk with real experts on the field, debate with them and gain significant insights and knowledge.<< Results >>BRAND Partnership has elaborated on a detailed plan of the project activities and expected results and has distributed tasks, roles, and responsibilities according to each partners’ field of specialization and knowledge.Tangible results- PR1:ECO-FASHION Toolkit will be an interactive set of theoretical and practical tools addressed both in young people and youth workers and will be presented under a PDF interactive format. The handbook will consist of two main parts: the “Be Aware”part and the “Be Prepared” part. The first part, which is addressed both in young people and youth workers, aims to give an concrete understanding on what eco-fashion is, referring to a wide range of to-know practices, in order to cultivate a more eco-friendly way of living and purchasing. Moreover, the second part will provide the educational basis for cultivating a sustainable approach to clothing. In order to effectively influence learners, they need to know more about “who” and “how” regarding the clothes they buy and wear to gain a holistic perspective on the theme.- PR2: BRAND Case Studies will be developed in an interactive, user oriented and friendly way with diagrams and graphic illustrations, giving a clear image of the numbers achieved by each best practice regarding the environmental sustainability, the elimination of environmental consequences, the positive impact towards consumers etc. Additionally, BRAND: sustainaBility stoRies in fAshioN inDustry will operate as a digital catalogue that includes success stories in terms of ethical and sustainability-oriented ideas and initiatives originated from the fashion industry world. Inspirational stories can become an example for many young people and youth workers to realize how an innovative eco-friendly fashion approach results in preventing environmental harmfulness and fostering sustainable fashion practices.- PR3: BRAND e-NFLUENCERS will practically be digital role-models that will constitute a figure of empowerment for young people towards the development of sustainable and conscious behaviors. It will address youth workers, aiming to enlighten them about the detrimental effects of fast fashion and fashion in general on the environment and will point out the benefits of decreasing these fast fashion effects by cultivating and adapting a “less is more” mindset and way of purchasing attitude.- PR4: BRAND App addressed to young people, as it can effectively function as an educational tool especially for these age groups. The BRAND App will be designed to include two main tab-sectors. The first tab-sector will provide access to the 5R Library. The 5R: reuse, reduce, recycle, rethink, refuse Library will introduce young people to the 5R hierarchy in an effort to influence and shape their consumer profile towards a more eco-friendly direction. The second tab-sector will give users the opportunity to learn more on materials and textiles while the third will provide them with info and contact lists with entities that work on the 5Rs hierarchy. - Projects' Logo: a trademark that will contribute to both the dissemination and the visual identity of the project - Dissemination Materials: 4 Newsletters, leaflet with the logo and information about the partners and the project, FB cover photos, presentation templates- Website: that will be a visibility and dissemination tool as well as a place for someone knowing more about the project and find our project results- Social Media: Facebook page & Instagram account.- Project Plans: Quality assurance, Evaluation, Risk Management, Dissemination and Exploitation and Sustainability Plan- Video: A short video to introduce themselves and express their expectations on the project.3) Intangible results-Raising awareness on the themes of fast fashion, eco-fashion, sustainability etc. -A local and EU network of cooperation will be created between partner organizations, associated partners and stakeholders-Learning outcomes from the BRAND LTTA

<< Background >>The VINCI multi-disciplinary partners applied for this project as they have an interested in contributing in the fight against climate change by focusing on the tourism sector. There are many human activities that are contributing to the generation of CO2 emissions and thus to the climate change problem. The European Commission has as a matter of fact launched the 'Green Deal' action plan with the intent of making the EU's economy more sustainable by turning climate and environmental challenges into opportunities and making the transition just and inclusive for all. As clearly outlined in this action plan, the main economic actors i.e. EU businesses, consumers and citizens, are expected to be the driving force behind this transition towards a low-carbon and climate resilient continent. One of the EU's economic sectors that contributes to CO2 emissions and that thus needs to take action to help reach the ambitious EU's 2030 Green Deal target of reducing gas emissions by at least 55% is the tourism sector. The behavior and decision making of tourism stakeholders such as passengers, travel agents, hotels, tour operators etc. involved in the three main phases of travel tourism i.e. (i) preparing to travel (ii) mobility/travelling phase and (iii) activities at the destination phase, need to be increasingly re-aligned with low carbon activities. The transition towards the 2030 goals also provide an opportunities to individuals that want to be entrepreneurial in this sector. Such an entrepreneurial drive needs to be amplified to help unlock the jobs potential vested within a low carbon tourism economy.There is thus an urgent need to address these issues by making these tourism stakeholders aware that they are implicitly contributing to climate change challenges and to thus train them with 'basic skills that help foster low carbon tourism’ activities as well as with best practices and other actions that can be executed to help control and offset CO2 emissions. Tourism stakeholders need to understand the link between Climate Change, Tourism & Transport, Low Carbon Footprint Energy Sources and concepts of how to designing Low Carbon Tourism Travel Paths and Options. At the same time, many of these tourism sector stakeholders are too busy to attend training courses to help them learn the fundamentals of 'low carbon tourism'. To compound the issue more, VET trainers/tourism mentors lack relevant training resources on ''basic skills of low carbon tourism (LCT)'' that can help them explicitly target and reach out to tourism learners and stakeholders. In addition, EU citizens travelling as tourists need guidance on decisions they can make to help them follow a 'green travel path'. There is thus a need to provide VET trainers/tourism mentors with a set of innovative training resources they can use with such tourism stakeholders/learners to help them learn at their own pace, time and location.<< Objectives >>The VINCI project thus aims to foster a shift towards low carbon tourism (LCT) and foster related entrepreneurship across a number of EU Member States. To do so, the VINCI project brings together a number of partners from across Europe, purposely chosen in such a way to ensure a good mix and balance between experts in Climate Change/Sustainability, Tourism, Entrepreneurship, work-based training, VET Curriculum development/pedagogy and digital technologies (AR/VR and m- / e-Learning). In addition, given tourism and related economic activities vary across Europe’s Geographic spread, the VINCI consortium brings together partners from Northern Europe down to the very South. Together, these VINCI partners have thus set the following objectives to help reach the overall project aim:OB1: development of an innovative curriculum to help fosters low carbon tourism activities and amplify related entrepreneurship;OB2: raising awareness through 'best practice' case-studies of how tourism stakeholders can generate less CO2 emissions in all three phases of travel tourism;OB3: develop a set of modular training resources on low carbon tourism activities and related entrepreneurship, some of which will be Augmented and/or Virtual Reality based to better engage learners;OB4: development of the VINCI Toolbox consisting of a repository of digital training resources on LCT, including an m-/e-Learning platform to help stakeholders acquire skills on LCT even at their place of work & home;OB5: development of a Trainer's Guide e-book intended to recommend to VET trainers, specific training units and/or training styles relevant to different tourism sector stakeholders;OB6: to disseminate in both the partner countries and other EU Member States, awareness on the concept of LCT as well as the VINCI project results that can exploited by the project's target groups that includes VET trainers/tourism mentors, VET learners as well as tourism sector stakeholders including entrepreneurs.<< Implementation >>As detailed in the VINCI proposal, to reach the set objectives, the project will, through a three-phase implementation methodology, execute a number of activities summarised below:(a) It will pool the multi-disciplinary expertise of the members of the partnership by organising regular virtual meetings (ZOOM/SKYPE) and also 4 transnational F2F project meetings. These meetings will collectively help decision making regarding the design, implementation and review of the set project results with respects to quality and knowledge transfer effectiveness;(b) It will take a number of actions such as consulting associate partners, VET training stakeholders etc. that will help shape the development of the individual project results;(c) Partners will collectively work through a division of tasks, to use their expertise to develop the project’s three (4) main results.(d) Organize an online training session to help project partner staff learn how to develop AR and VR educational content;(e) Organize internal peer reviews of project results to ensure the necessary quality is reached;(f) Seek external reviews of project results mainly through demos to associate partners and feedback obtained from participants in multiplier events;(g) Organize project management activities such as setting up internal reporting templates to report on status of project deliverables, financial spending etc to ensure timely corrective action can be taken where necessary. These will be enshrined in bilateral agreements to be endorsed between the partners and the coordinator.(h) Partners will setup various dissemination channels in the form of a project webpage, digital newsletter, social media channels and even organise six multiplier events (one in each partner country) to spread awareness of both the VINCI project and more importantly, the openly available project results that include the VINCI Digital Toolbox with the set of resources by which knowledge on Low Carbon Tourism and related Entrepreneurship can be spread by VET Trainers/tourism mentors and acquired by VET Learners/tourism stakeholders;<< Results >>On completion, the VINCI project will deliver the following key results (R):R1: An Innovative Curriculum To Foster knowledge on Low Carbon Tourism concepts and amplify related Entrepreneurship;R2: A Set of Twelve AR/VR Enhanced Case-studies of how stakeholders can generate less CO2 emissions in all three travel phases involved in the tourism sector;R3: The VINCI 'Low Carbon Tourism and related Entrepreneurship' Digital VET Toolbox;R4: The VINCI Trainers Guide e-Book on Low Carbon Tourism and related Entrepreneurship;Thus by the end of the project, VET Trainers of tourism stakeholders will have a set of modular resources they can use to effectively train learners (staff members of tourism related organisations) according to their own learning style and needs. These will include augmented and/or virtual reality (AR/VR) enhanced training resources, that are intended to engage learners with a more visual and interactive way to learning on LCT. In addition, the VINCI Toolbox will provide travelling tourists with resources they can use to help them make 'green travel path' decisions during their travel phases. Needless to say, during the initial stages of the project, the VINCI partners will generate a Project Management Plan, a Quality Assurance Plan and also a Dissemination and Exploitation Plan to ensure both quality of results as well as project impact/knowledge sharing effectiveness.The project will also result in at least one multiplier event in each partner country targeting VET trainers and in particular tourism sector stakeholders including relevant associations and staff members, to make them aware of the VINCI project and its openly available training resources and m-Learning Toolbox. The project will also result in a number of dissemination outputs including a project webpage, social media presence, digital newsletters and articles in local media of partner organisations all aimed at raising knowledge on the concept of 'low carbon tourism' and of course the resources being made available by the VINCI project.

"Flexible production systems in technologically advanced companies, that integrate the various phases and operational processes through digitization and commissioning in the network of interactive systems and tools: this is the vision of Industry 4.0, or the fourth industrial revolution.New technologies, work environments, organizational structures, and the different forms of internal and external collaboration of Industry 4.0 bring great changes to workers' skills. To realize this new industrial revolution it is necessary to innovate the VET systems, favouring learning activities related to the world of work, to its changes, and to the places of the enterprise. The VET Systems must be oriented to future business models and to what they require: motivated, adaptable workers, able to manage processes, make innovation, bring added value in thecompany.In addition to solid and well-established and technical and generic skills, workers need transversal skills, such as the ability to solve problems, reflection, creativity, critical thinking, learning to learn, social and intercultural skills, adaptation, communication skills and abilities, ability to work in a team.The partners supporting the ""IMPROVE"" project, aims to promote innovative practices and tools in VET, in order to encourage people to consider VET as “an important choice on their professional path”, as set by the European Commission in one of “Ten actions” of the new and comprehensive “Skills Agenda for Europe” (launched in June 2016). As Remarked in the Agenda, the UE Commission purpose is making Vocational Education and Training (VET) a “first choice” by enhancing opportunities for VET learners to undertake a work based learning experience and promoting greater visibility of good labour market outcomes of VET.IMPROVE project aimd to satisfy the need of innovation in VET systems, thanks to alternative and successful methodologies/approaches to the learning environment, in order to create successful experience in job-oriented learning.This contributed to reduce the lack of an effective system to transfer knowledge and provide learners of skills necessary for self-employment or employment.The partners propose is to create innovative tools and guidelines, which can be introduced in their countries, used by the personnel who work in various ways in VET (teachers, schools, organizations, NGO, SME), widespread among the learners to support their employability and self-employment, shared by organizations in Europe, as the subject of further projects and initiatives to improve VET systems.The partners supporting the project were identified considering first of all their heterogeneity, in fact they are companies, NGOs and foundations involved in Educational and vocational training and third-level training institutions: this included in the project an integration of experience, knowledge and best practices.Each partner contributed to IMPROVE by bringing also the results of previous national and international projects, realized in VET, third level education and training, adult education and youth support.As a result, partners created outputs available in five languages. The materials developed are valid and shared both at the national level and at the European level. They were used by stakeholders of the partners involved, amplified the scope of the project and contributed to a more incisive action of innovation of VET systems.During the implementation of IMPROVE, partners organization run together different activities in the five countries involved in the project, such as:• A brochure available in Fivelanguages• 2 Newsletters available in Fivelanguages• An eBook of good practices available in Five languages• Six Transnational Project Meetings• Seven Intellectual Outputs• A Joint Staff trainingEvent• Six Multiplier Events on each partner country to test the project results, disseminate and promote its outputsThe materials created were well recognised and tested by all the participants involved on the project allowing them to adapt the knowledge provided to their own contexts. All the results of IMPROVE were openly shared on the project website (https://www.improveproject.eu)."

3D printing (3D-P) has a large effect on creativity and innovation and it has been identified by EU as one of the technologies that will boost the development of future products and services. The use of 3D-P in the European industry is growing rapidly, creating new jobs that requires new skills and qualifications. As the development of these skills is not commonly supported by VET programs, there is an urgent need to strengthen the VET curricula content in order to provide the students, youths and adults with the necessary key competencies. The main objective of 3DP project was to address the need of European industry for workforce with 3D-P skills by developing a specialized VET course and e-learning platform. Several specific objectives are defined from the main objective:1. Promote active cooperation between HEI, VET providers, SMEs and a certification body in order to obtain a significant impact on the modernization of VET education in the 3D-P sector;2. Create a flexible learning pathways able to provide VET graduates with important competences and skills, including growing use of digital learning, and aiming to improve the level of both sector specific and transversal competences and skills, with particular regard to those relevant for the 3D-P labour market;3. Prepare guidelines and case-studies on the use of 3D-P in VET education to define the most suitable training paths; 4. Generate a VET 3D-P curricula embedding the most relevant topics for the 3D-P labour market;5. Create a VET course focused on developing skills in 3D-P and the related fields;6. Develop a multilingual learning management system (LMS) to make the course content free and easily accessible; 7. Prepare a guideline for the trainers using the developed materials.The consortium was made up of 9 partners from 6 countries.The main activities undertaken by partnership are: • Developed 5 Intellectual Outputs (IO)• Created a Pan-European certification system and tool, including self-assessment tests and a 3DP knowledge certification test that was sent to ECDL Foundation for approval. • Run one learning, teaching and training activity for trainers in 3D-P• Run a series of pilot test on IOs• Evaluated and revised the IOs• Translated the 3DP courseware and LMS in English, Romanian, Italian, Spanish, Polish and Lithuanian• Produced/ translated/distributed 4 newsletters and one leaflet• Created and continuously updated the project website and social media channels• Held 7 multiplier events in Romania, Italy, Spain, Poland, Malta and Lithuania• Disseminated the project and its results to the target groups• Organized 4 transnational project meetingsThe main project’s results are the 5 IOs developed:•Guidelines and case-studies on the use of 3D-P in VET education•Curricula of 3DP course•3DP courseware•3DP trainer guidelines•3DP learning management system (e-learning)The 3DP project supported the improvement of participating organizations’ capabilities in 3D-P and related fields, allowing for development of their activities. The staff of partner organisations gained more knowledge on 3D-P, VET education, e-learning, etc. and expanded their expertise in project management.The main attained impact is the modernization of VET curricula by adding features relevant to 3D-P sector. The 3DP outcomes are equipping VET students with new key competencies specific for 3D-P, competencies that are not available in the existing VET curricula. Consequently, the partners as well as the external experts consulted, are considering that the impact of the 3DP project on the VET curricula is a significant one. Already, VET providers from Romania, Spain, Italy and Lithuania are including 3DP courseware in their curricula. The potential is huge and we expect more and more organisations to use the 3DP teaching material.The project had an impact on all the target groups. It helped VET and other students, post-tertiary graduates and key personnel of various organizations to gain 3D-P competences and, consequently, to increase their chances to find a good job or to open a successful business, to support their organizations in improving the operational capabilities and/or extending the activities range.The companies using 3D-P benefit from the availability of skilled work force, thus being able to develop, expand their activities field, innovate their processes, etc.The individuals graduating the 3DP course also enhanced their creativity, innovation and entrepreneurial spirit, as they become able to benefit from the formidable opportunities offered by 3D-P.On longer term, we anticipate that the 3DP project will provide significant beneficial impacts on VET providers, regional development agencies, political decision makers, chambers of commerce and industry, industrial associations, foundations relating to design and 3D-P, capital investors, patent attorneys etc. and on the people interested in developing their 3D-P skills.