"Context / background: As outlined in detail in the application, the premise of the GreenSkills4VET project is that sustainability issues are relevant for all companies in all sectors. In order to effectively contribute to the implementation of environmental and sustainability improvements in their workplaces, students and staff need to acquire the inevitable knowledge, understanding, skills, experience and, last but not least, the awareness of their responsibility for our common future (Stibbe, Arran: 2009, The Handbook of Sustainability Literacy: Skills for a Changing World. Foxhole). To explain the background, the project application outlined the assumption that there is a lack of effective practices at all decision making levels even though, at the time of the application, the most recent IPCC (Intergovernmental Panel on Climate Change) report once again made the negative economic and social consequences of climate change very clear.Objectives: GreenSkills4VET was a project by 7 partner institutions from 5 European countries running from October 2016 to November 2018. The aim was to develop exemplary learning units for the Vocational Education and Training (VET) sector which deal with the three dimensions of sustainable development (economic, environmental and social). The two occupational fields selected to serve as examples were transport/logistics as well as healthcare and nursing. Trainers/teachers and trainees/ students can acquire skills and knowledge which enable them to generate sustainability competences at their specific workplace.Number and profile of institutions taking part: 7 partner institutions from Germany, France, Austria, Greece and Bulgaria were involved in the project, all of which have experience and expertise in the sectors chosen for the project: qualification research, practice in VET, organising and working on EU-projects in this area, education for sustainable development (ESD) and VET, as well as the development of digital educational materials. The partners are NGOs, education and training institutions working at different levels of education, and institutions of social partners.BERICHTSENTWURFDescription of the main activities carried out: The project was divided into 5 phases. The team worked on teaching material for VET in the fields of transport / logistics (freight forwarding clerks) and health care (registered nurses) focused on sustainable development. The results of the project have been created as Open Educational Resources (OER) and are thus freely available to use in training. In IO1 the regulatory instruments existing in the occupational fields, such as framework curricula and curricula, in each of the 5 partner countries were recorded and analysed, and a comparative analysis report (CAR) about the status of BNE and OER in VET was compiled. In IO2 a reference frame established on didactic methodological principles was created for the development of efficient training and teaching materials and, against this background, the development of learning units in the form of OER commenced in parallel. In IO3 a manual on the creation of sustainability based OER in VET, primarily aimed at trainers and teachers, was produced. Work also continued on the OER. In IO4 the OER were extensively evaluated/tested in practical tests (e.g. in regular classes) and expert interviews, and subsequently finalised. In IO5 the learning units and all other components of the GreenSkills4VET LearnBox – including comprehensive didactic methodological supplementary material (short description in tabular form of the learning unit as well as content-related background information, specific lesson plan with recommended materials and time frames, explanation of practical experiences gained by project partners during the creation and testing of each learning unit) – were prepared along standardised lines for dissemination and made available on the project homepage www.greenskills4vet.eu.Results achieved and impact: Based on the desk-research results of the project partners, interviews with their partners working in practice, and the further research over the course of the project, it was possible to confirm the implementation gap assumed in the project proposal: ESD and OER haven’t found their way in VET classes. In Logistics the subject sustainability can be found in curricula and digital competences are taught, in German heath care classes digitalisation equipment is rarely available und sustainability for the first time is subject of the training and examination regulations for the nursing professions adopted in 2018. For the Logistics VET the following learning units are developed: 1. introductory unit, which sensitizes to ecological sustainability aspects in Logistics, 2 about sustainable reverse logistics (instead of throwaway logistics), 3. About ecological strategies of a future-oriented logistic company and 4. about social sustainability – the Corporate Social Responsibility in a logistic company. For the health care there are units like 1. introductory unit about ecological sustainability aspects in organisation and activities in health care, 2. About medicamentation administration which is based on the greek model of social pharmacies to give medicine shortly before their sell-by date free to poor sick people.- an ecological as well as social sustainable solution, 3. about social sustainability by learning a more healthy coping of stressful interaction situations in health care. The materials produced have been made available as Open Educational Resources (OER), and emphasise the active role of learners in the learning process as well as the freedom of the teachers – within the scope of the licence conditions (Creative Commons-Attribution ""Share Alike"", CC BY SA) – to freely use the materials, adjust them according to their own teaching conditions and needs, and to publish them again.Long-term use: The units are developed for EQF 4-5, but as OER it’s easy to adapt them to higher EQF level as well as for professional development and neighbouring sectors. The learning units and the supplementary material makes it easier for trainers and political decision-makers in the education system to bring ESD into VET, and so to sensitize students as the future players in the jobs/ companies to sustainable development, to teach them to acquire sustainability competences and to realize the climate change. A lot of stakeholders in schools and politics are willing to implement our units. So the results shows as an example how sustainability competences as key competences can be transferred into education system and society."

The project “Agricultural Skills Go Sustainable” (AgriSkills) is based on several local, regional, national, and European discussions and development processes:•The ongoing structural change in agriculture, which requires new training forms,•a criticism of current education coupled with the demand for a stronger orientation of vocational training towards sustainable development and organic agriculture,•a European discussion concerning professional and personal skills as well as their transparency and implementation in national education systems, and •a demand for more mobility that can enable students to acquire European skills. The goal of the project was to develop and test an educational package that meets the requirements for vocational education in the field of sustainable development in agriculture and can be applied in different countries with quite different vocational education systems (for the time being Germany, Spain, and Bulgaria).Using the practical and theoretical findings, the participating stakeholders have qualified and will continue to qualify discussions concerning the development of vocational education aimed at sustainability at the local, regional, national, and European levels.The “Educational Package AgriSkills – Vocational Education for Sustainable Development (BBNE)” is comprised of a one-week educational package dealing with the subject of the sustainable production of beef cattle and fattening pigs with a focus on animal husbandry, feeding, and marketing while taking into account their economic, ecological, and social dimensions. In addition to professional skills, necessary personal and social skills, networked thinking, responsibility, and teamwork that are particularly important aspects of sustainable education are also imparted.The strategic partnership included three trade unions, three educational institutions, a chamber of agriculture, and an organic farm, and together they developed the educational package. One to three individuals from each establishment were involved in the process. The educational package consists of five high-value products:•Instructor Guide•Educational Programme (teaching materials)•Open-license learning software•Practical Test Analysis•Supporting Arguments for Social PartnersAll of these products are available at http://agriskills.eu – some of them are available in printed form.The educational package was tested in all three partner countries. Fifteen young employees and/or students, most coming from the agricultural field, participated in three one-week test runs.The project can be broken down into five work stages:•the development of the educational package •the testing of the educational package•the implementation and evaluation of the practical tests as well as the modification of the educational package•dissemination•reporting Six cross-border meetings were held and varying distribution activities were carried out over the course of the project’s duration.The products are to be implemented at various levels. The Instructor Guide, the Educational Programme (teaching materials), learning software, and Practical Test Analysis will be applied at the local and regional levels in schools and other educational institutions as well as during hands-on training and in discussions of educational policy. The participating partners (educational institutions, chambers) will continue to use the package and disseminate it among their contacts. The Supporting Arguments for Social Partners will gain a wider distribution in educational policy discussions at the regional, national, and European levels where, together with the practical experiences from the educational package, they are intended to qualify these discussions.In the mid-term, the products developed as a part of AgriSkills will represent an important contribution to educational policy discussions at the national and local levels concerning vocational education for sustainable development.

Acknowledging that the educational institutions are a place where diversities meet and interact on a daily basis and that they are the first pillar of the societal integration and acculturation, the project aimed at the topic of Diversity Management at school, focusing on the teachers as key actors in the process of transfer of knowledge, values, skills and competences. In contrast to the numerous initiatives providing the teachers with skills and competences of 'how to teach diversity', the current project focused on one significant gap, identified in the teachers' training: How to teach diversity, how to teach in diversity and how to manage diversity. The project envisioned following objectives and activities:1) Teachers’ empowerment through:• Development of solid knowledge and understanding of diversity management (training packages, handbooks, methodology); • Enabling the knowledge-based transfer and development of civic competences from teachers to their students (testing and monitoring); • Raising awareness about diversity management mechanisms and development of new skills and approaches to diversity (dissemination activities); 2) Supporting the early societal integration at school level through recruiting educational staff aware of and knowledgeable about culture-sensitive learning, mechanisms for mitigating intercultural conflicts, facilitating intercultural communication; 3) Establishment of an international educators’ network for real time self-support in addressing diversity challenges and of a mobile application for facilitating the network’s interaction; 4) Development of a training module and open educational resources in diversity management for teachers and 5) Adapting the developed training package for online training in diversity management for teachers. There were 10 organizations from 8 European countries in the consortium: the European Centre for Minority Issues (ECMI), Germany - Research Centre; Workers Education and Training College (WETCO), Bulgaria - NGO working in the area of Adult training and VET; Danmar Computers LLC, Poland - a private company that provides vocational trainings in the field of IT (expert on online platforms); Kairos Europe Limited, the United Kingdom - Vocational training centre that develops programmes aimed at intercultural exchanges between European countries; Fryske Academy Mercator, the Netherlands - research institute; MEDEA: Media & Learning IVZW, Belgium - multimedia association; EURAC, Italy - Research Institute with the focus on legal issues; CSP, Italy - research centre working on industrial development; Asociatia Paradigme Educationale, Romania - NGO, excluded from the consortium due to lack of competences and poor English language skills; Liceul Pedagogic “Mircea Scarlat” Alexandria, Romania – Secondary school. Main activities of the project: -6 transnational partnership meetings aimed at coordination of the work of consortium, testing of the products and clarification on the possible content-related issues/approaches to teaching the modules;-Development of the products, their translation and finalization (during the whole project time 2016-2018);- 2 multiplier events: pilot face-to-face trainings (February-March 2017); Final round of the multiplier events: presentation of all products, including testing of several modules from the Training package and the online platform (October-November 2018). Impact attained: 125 people attended face-to-face trainings in 7 partner countries; 100 people attended final MPE in 7 partner countries; 69 people form 12 countries took part in the testing of online course. The responses of participants while evaluating this course were very positive both on the part of the facilitators and participants. The analysis of the course evaluation determined a great deal of interest in this type of training.The modules can be used at any educational level (the course proposes materials for trainers and teachers, along with future teachers, students and pupils), they can be used in a form of standalone training (online training) or as a face-to-face training that shares interactive exercises on how to manage diversity in a classroom. The need in these trainings is also confirmed by the level of requests to conduct the whole training or some modules of interest: e.g. on the 6.12.2018 the ECMI staff conducted a training on religious diversity for IFA, Stuttgart; on the 28.02.2019 the ECMI team was invited to conduct a one-day Teach-D training in frames of a Teacher Training Day for Eckernförde school, Flensburg. In Bulgaria, the Ministry of Education included the Teaching in Diversity training in the obligatory Teachers Qualification Programme for school teachers for 2019-2020.