“Winds and Tides” project stems from the situation of three European regions with regards to the development of the marine renewable energy industry. In 2020, 4% of European electricity will be produced from Marine Renewable Energy(MRE). The Basse-Normandie region holds a strategic position at the heart of France’s first offshore wind turbine programme, making the most of the natural, structural and technological advantages that have put it at the forefront of this promising sector. Moreover a development plan for the experimentation and production of electricity through tidal farms particularly in the Cotentin area is being currently undertaken in order to exploit tide time differences to maximize the use of resources. Scotland has ambitious aspirations for renewable energy. The Wind and Marine Renewable sectors are quite advanced with a high level of onshore and offshore wind either built, consented or planned and Marine Renewable are high priority with the establishment of the European Marine Energy Centre (EMEC). This ambition is reinforced by the Scottish Government who have a target for 100% of electricity from renewable by 2020. Norway is a big oil and gaz producing country. Renewable energy has mostly focused on hydro-electricity but there a few projects in MREs today. One main reason is their wish to maintain nature untouched for future generations. As our “oil age” will go away Norway has to focus on renewable energies and the enterprises on the Western coast will have to find new markets outside the oil supply industry. “Winds and Tides” implementation and progress is a unique opportunity to accompany the development of the industry in Lower Normandy, Scotland and Norway, through the creation and testing of a specific training design tailored to the requirement of companies. The mapping of competencies and analysis of existing curricula, identification of gaps to be filled in will be undertaken prior to the creation of crosscutting and customized modules , targeting level 4 and 5 of the EQF, to be introduced in pathways , initial and ongoing. A strong focus will be made on work-base learning in the framework of joint training with companies which will support the project development. The project outcome will be disseminated through a guidebook based on case studies and providing the content of the modules.

ACTING UP (http://actingup.eu) project addressed the problem of low level of participation of adult learners in lifelong learning. The project aimed to exploit the potential of drama techniques to increase the motivation of adult learners. The methodology fostered the work of trainers and counsellors supporting the adult learners. Experienced training and educational organisations from 5 EU countries implemented the programme in Poland, Scotland-UK, France, Portugal and Italy.The project set the objective to engage adult learners (especially those low-skilled with fewer opportunities) in continuing education through the use of drama techniques and up-skill them to find proper education and employment pathways.ACTING UP focused on two target groups:Firstly, it addressed adult educators, trainers, vocational counsellors, and socio-cultural practitioners who were being trained to use drama activities as pedagogic method to support vulnerable adult learners.Secondly, it addressed adult learners at particular risk of exclusion, those who require up-skilling or re-skilling, often affected by unemployment, restructuring and career transitions, and contribute to social inclusion, active citizenship and personal development.The main activities constituting Intellectual Outputs of the project included:1.European GuidebookResearch conducted in each partner country and development of European Guidebook – collection of best practices on the exploitation of theatre, movement and drama techniques as a methodological tool. The publication is available to download in 5 languages (PL, EN, FR, PT, IT) from ACTING UP web-site.2.Trainers’ Training on drama techniques.We designed Course curriculum and materials of drama training for teachers, educators, trainers, vocational counsellors and socio-cultural practitioners. We organised 5-days training in Porto for group of 25 trainers (5 people per country), which was very practical workshop-based event on how to exploit drama to support adult learners. All workshops’ exercises with instructions are described and illustrated with pictures and videos and are available on project e-Learning platform with the form of Session Plans in 5 languages (PL, EN, FR, PT, IT) and toolkit for downloads. 3.E-Learning Course for teachers, educators, trainers, vocational counsellors and socio-cultural practitioners (http://platform-actingup.eu) Trainings’ and workshops’ content in 5 partners' languages (PL, EN, FR, PT, IT) along with all materials supported with the pictures and videos produced by the partnership throughout the whole project are available on-line within project e-Learning platform. The e-Learning platform is available for everyone with free registration. It consists of Session Plans, Glossary (main terminology in 5 languages), Toolkit (all exercises divided by 9 categories/topics ready for downloading) and YouTube Channel: https://www.youtube.com/channel/UCUpvXo3dADA8a2EujFj8rOA. 4.Course for beneficiaries. Trainers who participated in the 5-days course on drama techniques in Porto were obliged to integrate some elements of drama to their regular training activities. Their proposals were collated in a common course for beneficiaries jointly developed by trainers from all participating countries. It is a comprehensive publication including ready to use scenarios of trainings grouped in 5 separate courses. Each one has detailed instructions for trainers such as: overview, suggested target group, objectives, duration, learning outcomes and finally exercises grouped within an annex with detailed descriptions. Apart from drama-based activities we present exercises implemented on regular basis by partner organisations within their chosen programmes. Course for beneficiaries is available to download in 5 languages (PL, EN, FR, PT, IT) from ACTING UP web-site.5.Piloting the course in each countryCourse for beneficiaries developed by European trainers’ team underwent testing in 5 countries. Each organisation selected 30 participants for the piloting phase. Trainers introduced their own programmes designed to specific target groups beneficiaries produced in respective national language. Beneficiaries had a chance to exploit drama for their further motivation and engagement. At the end of the pathway the learners under trainers’ supervision delivered a final performance during Multiplier Event with local stakeholders. Usually it was a sample of Theatre Forum methodology involving the audience, presentation of drama-based exercises or combination of both. In case of Poland, Multiplier Event had a character of more formal Final Conference at international level and was occasion to present all project results.Apart from main tasks related to 5 Intellectual Outputs all partners carried out their duties related to Project Management and Implementation that covered transversal activities such as coordination, dissemination, evaluation and participation in international meetings.

BACKGROUND & NEEDSThe European workforce is ageing. The number of working age individuals aged 65 and over is predicted to increase by 20% by 2020. For the first time there will be more than five generations working together in organisations, enriching the diversity of experiences, perspectives, personal values and ideas and creating challenges and opportunities which HR managers need to be reflective to address. Within this context, HR managers and people managers need to develop key competences such as understanding the age-dynamics at the workplace; fostering multigenerational teamwork; dealing with age related stereotypes; culturing emotional intelligence; dealing with the intergroup conflict and underlying anxiety; and promoting intergenerational learning in the workplace. This is why the adoption of new management approaches with regards to age-related demographic changes in the workplace poses new challenges for the continuous training provision (CVET) for HR managers and people managers enriching existing training offerings, beyond the focus of just how to manage, keep employed and lead older workers. AIMThe project aims to support VET provision for HR managers in age diversity in the workplace addressing the needs of VET providers and learners by building upon previous projects and training programmes to: a) enrich knowledge, skills and competences regarding age-diverse working conditions in the form of up-to-date learning outcomes, b) develop Open Educational Resources that ensure easy and free access to on-line educational material, and c) work towards an educational framework for the mutual exploitation of the updated learning outcomes for HR managers in Europe.OBJ-1. Develop appropriate learning outcomes to support VET provision on key competences in age-diverse workforce management for HR managers.OBJ-2. Enhance access of learners to VET provision that support key competences on age diverse workforce management via original OERs and game based pedagogy.OBJ-3. Facilitate mutual recognition of the developed learning outcomes across EU.THE HR4AD PARTNERSHIPThe partnership comprises 5 organisations from 5 countries from the world of VET, the sector, and field experts. EXELIA has delivered training on communication / negotiation / management skills and is an expert in the development of innovative ICT-based training, and game based pedagogies. PRIZMA, GIP-FCIP and KERIGMA bring significant experience on post-secondary VET courses, hold a long field expertise and present strong networking and dissemination capacities. BAPM is representative of the HR managers’ needs at national and EU level. ACTIVITIES & METHODOLOGY1. Development of learning outcomes, based on evidence collected from VET providers, field experts and the HR managers’ industry via original desk and field research on skills requirements, leading to specific definitions of knowledge, skills and competences following EQF and ECVET standards. 2. Development of a modular course (in the form of OERs and training game) and VET guidelines for the integration of the HR4AD learning outcomes in current and future training programmes.3. Involvement of educational and VET provision authorities and institutions for the mutual recognition of the HR4AD learning outcomes, through the development and promotion of a strategic cooperation plan and a signed support statement. 5. Sharing and validation of outputs with multiplier events, inviting target groups to test and uptake HR4AD results acting as further disseminators.RESULTS 1. Evidence-based learning outcomes in key competences in age-diverse workforce management.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. An HR4AD training game.6. EU pedagogic framework for the mutual recognition of the developed learning outcomes.7. Five demonstration workshops (SI, EL, FR, PT, BG) to promote results and validate learning materials.IMPACT AND POST-PROJECT SUSTAINABILITYThe HR4AD project is expected to have the following impact and longer term benefits:1. Promoting participation of a growing number of VET learners using the HR4AD OERs and training game 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 HR4AD outputs. 3. Further maturing of certification & accreditation policies, as a result of the developed by the project EU framework towards the development of an EU qualification on age diverse workforce needs for HR managers.

CONTEXTEIl y a une pénurie de professionnels dans le domaine des technologies d’information et de communication ayant des compétences spécifiques à l’emploi de haut niveau, de sorte que l'industrie trouve souvent des difficultés à pourvoir les postes vacants pour les concepteurs et les programmeurs d'applications. La main-d'œuvre des applications mobiles nécessite une excellente expertise technique et des compétences à jour de développement de logiciels. De plus, il est nécessaire d’avoir des compétences métier pour adapter les applications mobiles aux besoins des clients ainsi que des compétences avancées de conception pour faire des applications mobiles attrayantes et faciles à utiliser.OBJECTIFSLe projet VET4APPS vise à développer un programme d’enseignement et de formation professionnel (EFP) pour développer les compétences de la main-d'œuvre de l'application mobile, avec un accent particulier sur les compétences métier et les compétences de conception.En particulier, les objectifs du projet VET4APPS sont :a) améliorer l'offre de l’enseignement et de formation professionnelle des applications mobiles pour les entrepreneurs, les employés et les travailleurs indépendants en adressant les besoins en compétence métier et conception, en concevant des cours pratiques appropriés,b) développer de nouvelles méthodes de formation, permettant aux apprenants d’améliorer et d’autoévaluer leurs compétences métier et leurs compétences de conceptionc) faire usage et de promouvoir des outils européens de référence, en reliant le programme conçu avec ESCO (Classification européenne des aptitudes/compétences, certifications et professions), EQF (Cadre européen des certifications CEC) et le NQF (cadre national de qualification) afin de faciliter la reconnaissance mutuelle des résultats d'apprentissage VET4APPS à travers l'Union Européenne, d) offrir des ressources éducatives ouvertes, à maturité opérationnelle basée sur une approche de formation et des matériels testés et évalués.PARTICIPANTSLe partenariat VET4APPS réunit cinq partenaires avec des compétences complémentaires, correspondant aux exigences du projet. UCBL, expert dans la conception et le développement de cours d'applications mobiles. UL-ICT et GIP FCIP grands prestataires d'EFP, ont une expérience dans l'organisation de la formation. EXELIA développe des méthodologies d'apprentissage novatrices. AELP, en tant prestataires de FEP au Royaume-Uni, fournira des cbonnes pratiques et favorisera la reconnaissance mutuelle des résultats de l'apprentissage grâce à son vaste réseau.MÉTHODOLOGIE PÉDAGOGIQUEVET4APPS emploie des approches pédagogiques novatrices, centrées sur l'étudiant et personnalisées, en mettant d'abord les intérêts des apprenants et en plaçant l'enseignant comme facilitateur de l'apprentissage. La modularisation et la conception des programmes sur le principe des résultats d'apprentissage permettront aux apprenants de choisir les unités qu'ils étudient en fonction des connaissances antérieures. Le MOOC de VET4APPS facilitera davantage les approches d'apprentissage personnalisées et l'apprentissage ouvert et flexible, car il permettra d'étudier à la maison ou au travail, tout en offrant le soutien des tuteurs et des pairs.RESULTATS1.Définition des besoins et spécifications pour un programme « VET » sur les compétences de conception d’applications mobiles à destination des entrepreneurs, employés et travailleurs indépendants (O1)2.Des Unités d’apprentissage en compétences de conception d’applications mobiles à destination des formateurs et des apprenants (O2)3.Des cours en ligne massivement ouverts (MOOC) afin de proposer aux apprenants et aux formateurs un accès libre et gratuit aux matériels d’apprentissage VET4APPS4.Une plateforme pour la reconnaissance mutuelle des résultats de VET4APPS et l’intégration dans les NQF, EQF (O4)5.Un événement « Train the Trainer » (E1)6.Trois événements « Play&Training » en France, Slovénie et Royaume-Uni pour promouvoir les résultats de VET4APPS et évaluer les matériels d’apprentissage (E2, E3, E4).BÉNÉFICES PRÉVUS À PLUS LONG TERME1. Les entrepreneurs d'applications mobiles les entrepreneurs et les travailleurs indépendants vont améliorer les perspectives d'emploi, en s'inscrivant de manière efficiente dans le marché des applications mobiles à forte croissance. Le personnel ICT déjà employé dans les applications mobiles augmentera leur efficacité et leur productivité, répondant à la fois aux exigences actuelles et aux nouvelles exigences en milieu de travail. 2. Les prestataires d'EFP amélioreront leurs offres en exploitant les matériels pédagogiques VET4APPS afin d'améliorer les programmes de formation existants et de développer de nouveaux programmes de formation et en adaptant la fourniture d'EFP aux besoins du marché du travail sur la base des données compilées dans le projet. 3. Les entreprises des TIC bénéficieront de l'adéquation anticipée de l'offre et de la demande....

Green Apron reacts to the urgent demand for a Europe-wide food VET specialised in the area of plant-based cuisine. The meat-reduced cuisine is currently experiencing an unprecedented rising tendency. The Eurispes report 2013 shows that in Italy for instance plant-based eaters are 8% ( 6,9 vegetarians 1,1 vegan). In Spain plant-based eaters set the demographics in two millions (4% of the population) and observed that in the latest years the trend accelerated. In UK and Scotland a large increase in the population is moving onto to non-meat dishes and in particular a plant-based cuisine/diet. Some independent market studies suggest that vegetarians constitute 7% to 11% of the UK adult population. In France In October 2011, the European Vegetarian Union reported that the French government's Décret 2011-1227 and associated Arrêté (September 30, 2011) effectively outlaws the serving of vegan meals at any public or private school in France. Similar decrees are proposed for kindergartens, hospitals, prisons and retirement homes. In Romania 85% of people are Christian Orthodox and many of them keep the Orthodox Lent, which means having a vegan diet for certain lengths of time (which can add up to be more than half the year). Moreover many people are changing their eating habits because of healthy reasons.That is the reasons for a growing demand of skills to prepare balanced meals containing little or no animal products. The traditional vocational chef education and training (VET) in Europe does not yet consider the know-how and the skills for a sustainable and balanced cuisine with low or no content of animal products. The lack of knowledge in this field leads to insufficient skills of chefs and caterers to meet the new needs of their customers. In addition to customer demands, sustainability standards have become a major component within caterers' corporate social responsibility policy. To face these needs and request Green apron aims at developing the production and dissemination of a curriculum and training material of a 100-hour-module. Translated into 5 languages English, French, Italian Spanish and Romanian and enriched by modern multimedia content (3D-animated movies, e-learning modules, recipes videos,) the project results are exploited in the national educational systems. The Green Apron curriculum will be based on standards of the European Qualification Framework for lifelong learning (EQF) accredited according to ECVET parameters. The activities and results of the project are:1. research: the training system in the different countries with a special focused on the hotel/cuisine training education. Result: final report joining the 5 researches2. common module: development of a 100 hour curriculum on plant-based diet checking leveled in accordance with ECVET procedures in partner organisations countries and provide leveling at around EQF level 4 which is workplace level qualifications Results: 100-hour ECVET certified training module 3. Green Apron guide for training trainers/teachers on the use of the Green apron curriculum giving more detailed background information on teaching methods and lesson designs. Result: A guide for trainers4. Supporting ICT tool. Producing 3 DVD as supporting tools for the module. Contents: nutritional facts, reasons for a plan-based diet and video recipes. Results: 3 DVD5. Training for trainers : training trainers on the use of the module and of the supporting tools. Results: training fro trainer report6. Piloting the GA model : testing the model in Romania, France, Italy, UK and Spain to check the validity, effectiveness , contents and methodology. Result: final piloting report8. Dissemination activities: the project will be disseminated by using the web site, the brochures and dissemination meetings in each country. Results: dedicated web site, information brochures, local dissemination conferences9. Evaluation and quality control: following the evaluation strategy the project will be monitored and controlled to see that results and activities are developed. Results: evaluation reportsTarget groups are: • trainers/teachers who will benefit from new and dynamic training materials with a proven track record and the transfer of these materials. the project aims at reaching more or less 100 trainers along the project.• the learners/students of the vocational/educational catering centres• catering industry: having the opportunity in a recession time to hire skilled and competent professional cooks/chefsThroughout the lifetime of the project 65 VET professionals across 5 countries will be directly exposed to these techniques through their practical application in a VET environment. This is likely to impact on more than 100 students as the trainers test their new competencies and resources. The products will be distributed to over 400 organisations through web sites and various partner networks.