"Background and context The European VET schools play an important role when it comes to shaping the future work force within a wide range of sectors, for instance Transportation and Logistics. Many of the schools work at a sporadically level with sustainability, but do not have an explicit sustainability agenda or vision at a strategic level. This we believe is not out of unwillingness or lack of interest, since the VET schools and educations consist of highly innovative professionals dedicated to finding practical and smart solutions to everyday problems, which have great impact on all of us, and add value to the sectors as such. Nevertheless we see a great potential to embrace the explicit agenda of UN World Goals for 2030 Agenda as a common strategic aim and clue of how to communicate about and set forth concrete ambitions to work innovatively and systematically to improve practices and processes within the VET schools - and in close collaboration with surrounding stakeholders. Besides from adding value in the sense of seeking new solutions through partnerships inside and outside the VET field, we believe that a heigthened focus on UN Goals 2030 will indirectly attract more young people to seeking skills from within the VET sector. The 5 partner schools and associated partners behind ""Click on Climate"" will be involved at 3 organisational levels into the innovative design process, leading to heightened awareness and competences to act for change: A: Management level, B: teaching level and C: stakeholder level. For each of the activities involved, we will be inspired by methodologies from within: Change theory, Didactics of Innovation and entrepreneurship, (like eg. CIE Model, Design Thinking etc), ICT and digital learning, Qualitative research methods. Description of activitiesFirst we do a ""Mapping of practices"" (IO1) and produce an analysis of ""Sustainability matureness"" of the stakeholders and industries that work together with the 5 different partner schools.The result is a baseline report, which includes also concrete challenges and cases to be incorporated directly into the teaching of students. Together the partner schools will analyse the implications of the data collection to their specific school. From the mapping of stakeholder and school perspectives, we move to the management level by developing a tool for implementing Climate goals and sustainability issues into the specific strategies of each partner school, and start to implement it locally at each school (IO2). We believe that in order to actually change the agenda and move forward at the 5 schools, it is necessary to offer the teachers and trainers a concrete Online course that provides them with an introduction to the UN World Goals goals - both at a holistic level, but also at a more sector specific level. The 3. activity (IO3) is therefore dedicated to produce 2 courses for students and staff at VET in general and specifically in departments offering VET programs within Transportation and Logistics. When the two courses are developed and have been tested, they will be used to develop add on curriculum activities, hitting different spot in the life time of a whole VET education within Transport and Logistics as well as kick off the Learning activity we call ""Sustainabilty Camp"" At this camp all partner schools (students and trainers) meet and work together with real climate challenges that have been collected during the mapping of practice. At the camp the students will be working in cross-cultural groups to find the best solutions to the existing problems from the 5 different countries, and their trainers will be trained by their fellow trainers to go back to their own schools and make their own ""sustainability events"" - in the form of camps or other activities in relation with the online courses. The camps are created to give the students systematic innovation competencies and have proven to be succesfull when it comes to strenghening: Motivation, cross-sectorial skills and entrepreneurship (with a focus on social and economical sustainability).Several innovative multiplier events will take place, representing the numbers of partners involved.What are the main objectives and results- Heighten awareness and competences to act in accordance with the UN Goals 2030 at both management, teaching and stakeholder levels within the partner schools by creating and testing new tools and innovation activities at all schools.- By focusing on the one specific sector of Transportation and Logistic we wish to: 1: Secure co-ownership, relevance and results. 2: Facilitate cross sectorial inspiration and dissemination into other VET sectors. 3: Prepare students for international work lives by providing them with skills to work cross culturally on the sustainability agenda."

Committed and competent teachers (or trainers) are crucial to ensuring the quality of learning in VET schools. In the coming years, VET teachers and trainers will be more and more required to help shape quick and flexible responses to emerging needs such as: the digitisation processes; the inclusion of students with fewer opportunities, the internationalisation and more in general the rapid changes that affect companies in all sectors, where the students will land after their training. While VET teacher professional development has been on the EU education policy agenda for many years, it has not been sufficiently visible in national policies. The Riga conclusions (2015) have put renewed emphasis on the issue, calling for systematic approaches to and opportunities for initial and continuing professional development (CPD) of VET teachers. Unlike teachers in other sectors, VET teachers have a “vocational identity and a teacher identity”, and yet little is known about how these interact and how they can be best supported. Peer learning can highly contribute to the CPD of teachers, one of the most powerful tools in this sense is job shadowing, which has been highly supported by the Erasmus+ programme. However, there is a need for creating new innovative approaches concerning the training of teachers. The partners have identified the lack of structured “meeting places” as a relevant problem that needs to be tackled. Meeting places are intended as transnational events where VET schools can: exchange practices; establish new contacts; discuss with other schools on how to introduce innovation in VET, visit and observe other contexts.Given the context presented, the general objective of the project is to innovate VET provision in Europe through an intense capacity building addressed to VET schools’ staff. The project will involve VET teachers, Headmasters, staff with administrative functions and mobility experts. The main goals will be to create more opportunities for VET schools to exchange practices and discuss about innovation on a regular basis; to improve the competences of the VET staff on innovative teaching methodologies and raise awareness on the most relevant themes on the agenda for the development of VET in Europe; to improve the internationalisation strategies of VET providers, including fostering the “internationalisation at home” processes.In order to reach these objectives, two joint staff training events will be organised in the framework of INNOVET involving 80 practitioners in the VT field. The exchange activities will focus on two priority areas for VET providers and more in general for the EU Agenda: Internationalisation of education and Technology and Industry 4.0 in VET. The partners will develop the structure of a one-stop-shop-conference, where schools can participate and find in one place and it will be tested in occasion of the two joint staff training events. The final prototype of the conference will be released at the end of the project with the ambition of becoming a regular event to be replicated every year thanks to the sustainability strategy devised by partners.The main impact of the project will be in terms of stimulating life long learning and learning to learn among teachers. Furthermore, the practices exchanged are expected to provide new innovative teaching material and approaches and the development of new international activities, that will lead to an improvement of the quality of the education. Beside, the model of conference that the project will launch will provide schools with more meeting places where exchanging practices on a regular basis.

This project is a multidisciplinary project with six organisation from six different countries around the Europe representing different fields of education. Agriculture, animal husbendry, horticulture, environment and forestry, business, tourism and hotel management and social- and health care. Project objective is to build the competencies of VET organizations for providing Green Care education cross sectoral. Each organisation has a great expertise in their own specialized fields of education. On top of that they have great merits from the past international projects and curriculum development work.Experiences and research have shown that the use of Green Care activities can produce health, social or educational benefits for a variety of client groups. There is a growing movement towards green care in many contexts, ranging from therapeutic applications of green exercise activities, social and therapeutic horticulture, animal assisted therapies, wilderness therapy, ecotherapy and care farming. Green Care can also provide new livelihood opportunities for farms and other rural enterprises, and also contributes to rural viability and the quality of the rural environment. There is a great demand to educated labor with knowledge of this ideology to work in the businesses providing Green Care in its different forms as a part of their rehabilitation services for disabled, elderly or socially excluded people. Provided Green Care education will help to solve this problem arisen from the working life sources. Project organized transnational project meetings and workshops disseminating its actions and results via EfVET communication channels to make information available for all. Activities arranged participating teachers and managers from the organisations and entrepreneurs and representatives from different associations related to subject. As a result the project created http://gogreencare.eu/ -webpage for the Teacher’s Guidebook for Green Care-education in upper vocational education to provide Green Care educated labor for answering working life’s demands and future needs. From Teachers Guidebook you find Green Care teacher’s material and tips how to use GC-method on your teaching.The teaching and learning material is divided in to five different approaches related to green care activities:1. Animal assisted approach (Finland) 2. Horticultural approach (United Kingdom)3. Forestry - Nature approach (Estonia) 4. Nursing and health care approach (Finland) 5. Wellness and Hospitality approach (Cyprus) You find also stories about how to use Green Care in different context (Best practices) and lots of Additional material for find out more and learn Green Care methods. All material is free to use and easily load up. The results in the long term will increase the professional skills of the teachers and staff of participating organisations and produce higher quality of education.Coordinator Ylä-Savo Municipal Federation of Education/Ylä-Savo Vocational College, FIPartners1. Savo Consortium of Education/SAKKY/, FI 2. EDEX/Intercollege, CY 3. Bridgwater College/BC, UK 4. Parnumaa Kutsehariduskeskus/PKHK, EE5. European Forum for Technical and Vocational Education and Training- EfVET, NL

With this Project, we want to share our ways of teaching and training our equine students. The Project is also preparing the students for an international labour market within the horse sector. The partner schools all give Equine studies (natural horsemanship, horse groomers, equestrian sport studies, breeding courses etc.) By cooperating we can learn a lot from each other and give our students more possibilities with international experience and learning. This will make them better prepared for the future.During the Project, we will decide the content of four modules together (one at each school) and test these modules with students. The course modules are going to be 3 weeks in total with two weeks of practical and theoretical lessons at school and one week of work practice with horses at work placements nearby the school.In each of the modules there will be 6 foreign students and 2 domestic ones participating, meaning a group of 8 students in total. The participants (students) that we use in this first phase of testing, will be selected by motivation and skillsIn the same time as the modules are running, one teacher (in the field of horses) per school are meeting together for 3 days at the receiving schools. This is a very important part of this project where we can have an exchange of good practice with each other and follow the students learning and in the same time create a strong network between the teachers.Part of the Project is also the testing of new digital technique. By using automatic filming Equipment (Pixem auto follow robot cameraman) and headsets, we hope for example to make it possible for students to follow lessons with students in another country, teachers/instructors can be job-shadowing from home and students can learn by watching each others lessons. This can give more students the possibility of an international experience.As most international activities this project is expected to have a major impact on the students personal development, educational and professional career and is preparing them for an international labour market (in the horse sector). This project can also have a positive impact on the teachers motivation and the organisations attractiveness to students. We aim, with this Project, to build a strong network within the partners for future cooperation and the plan is that these modules will continue to run after the Project has ended. We also want it to be possible for students from other schools in Europe to participate in these courses in the future.

Women constitute 52% of the total European population, but only 34.4% of the EU self-employed and 30% of start-up entrepreneurs are women. At the same time, for a large majority of years and countries for which data are available, women record a higher unemployment rate than men. The problem its much bigger for women over 40 years old, as it is even harder for them to find a job and enter (or re-ender) to the labor market.For women over 40 years old job seekers, getting a job is a challenge. When someone has been unemployed for a long time, he/she may face additional negative assumptions. Put together gender, age and prolonged unemployment is something which makes women over 40 years old a disadvanged group of citizens. Concerns employers have about older and long-term unemployed women job seekers are:- skills are out-of-date- expertise is out-of-date- cost outweighs their value- hiring riskFor the above reasons, a solution which an increasing number of women is mentioning is for them to be self entrepreneurs, focusing in e-entrepreneurship.Partnership of the project is composed of the following organisations:- Ylä-Savo Vocational College (Finland)- Errotu (Spain)- Eurosuccess (Cyprus)- Letu (Lithuania)- p-consulting (Greece)- Patras Women Union (Greece)Main objectives of Win on-line project are:- Better understanding of women expectations & needs in learning environments, concerning new technology and e-entrepreneurship;- Improved knowledge & use of pedagogical tools, new technology in educating women over 40 years old with low digital and entrepreneurial skills;- Exchange of good practice among partners;- Create the basic theoretical foundations for the implementation of education of digital and entrepreneurial skills to low-skilled and/or low-qualified women over 40 years old;- Get to know low-skilled and/or low-qualified women over 40 years old, as an diverse group of adult learners for whom education is being prepared according to their needs and for them.Primary target groups of the project are women over 40 years old (focusing to unemployed women), with low digital and entrepreneurial skills who want to be e-entrepreneurs, and through Win on-line project will gain necessary knowledge and qualificatons, will develop key competences for eentrepreneurhsip and adopt practical skills for creating their e-company.Secondary target group of this project are adult training organisations, teacher/trainers, who will have the opportunity to adapt and implement an innovative training program especially focused to women e-entrepreneurship.Short description of the results:- Compendium of existing innovative and effective practices and tools for women e-entrepreneurship;- On-line training programme for women e-entrepreneurs;- Mentoring to women to be e-entrepreneurs;- Manual to become a mentor of e-entrepreneurship;- Video faiming at elevating the status of women e-entrepreneurship.Impact envisaged and the potential longer term benefits:- Created tools will remain within the work culture of the organisations involved and will become a new way to implement strategic actions aiming at strengthening the e-entrepreneurship for women (especialy women over 40 years old);- Training methodologies and tools will be available on the website and in the community of educational providers, women associations and organisations for entrepreneurship. They can be used, replicated or adapted to new forms in many ways, reaching an indefinite number of people;- The network of this project will also become a space where the organisations will be able to share its best practices, tools, methodologies and diffculties and its obtained results.Foreseen sustainability on the project:- Training program will be used by partners and their networks even when the project will have been finished;- Manual to become a mentor of e-entrepreneurship will be used by partners and their networks;- Compendium will be disseminated and use by the partners after the end of the project;- All information will be published in partners' websites;- Project website with all interllectual outputs will be maintained by p-consulting at least 5 years.