The aim of the project is to enable the realization of the aims of the Blueprint, namely the delivery of human capital solutions to supply chain SMEs through the establishment of an Automotive Sector Skills Alliance covering all levels of the value chain (vehicle production, automotive suppliers and automotive sales and aftermarket services). The deliverables produced unitl now are here: https://www.project-drives.eu/en/results. A SSA will be established to build upon the GEAR 2030 work, whilst proposing concrete and practical initiatives to address skills challenges, in particular through facilitating mobility of workers within automotive. Through this approach, a sustainable cooperation on skills development across the value chain and through concrete initiatives will be realized through a project with three distinct aims:1. Harness existing and proven Skills Frameworks in European countries (UK, GE), modernize them to cope with future automotive trends (using expert analysis companies), and look at the deployment into new countries (like e.g. PT, SK, RO, SP, CZ etc.).2. Enable mutual recognition of awards between formal and informal automotive education, VET and universities, and across Europe in order to enhance the use and success of government funded mobility programmes such as Erasmus+ KA1.3. Implementation of common European automotive skills umbrella and integration of existing skills frameworks (Sector skills council, ECQA, AQUA, SkillMan, Skills Passport, etc.) including pilot trainings.4. Project aims to build on the successful deployment of the Apprenticeship Marketplace by enhancing its effectiveness for automotive job seekers. An IT infrastructure will be implemented to detail common job requirements, which will be available for job seeking, training providers namely universities, VET providers and more, as well as forming a market place job offers on local, nation and European levels.Through the realization of the four aims, GEAR 2030’s strategy pilot implementation can be delivered and built upon through the Blueprint SSA.

"The EU relies heavily on its programs to achieve the goals envisioned for smart, sustainable and inclusive growth under the Europe 2020 strategy.This raises the question of the extent to which European project managers are well prepared to frame, design, implement and close such projects effectively and efficiently.At the time of writing the Erasmus+ project ""EMVOI"" - strategic partnership for vocational education and training, there was no tool available on the market for the evaluation, training or even certification of EUropean project managers (EUPM).This is now over since the EMVOI project (2016 - 2018) saw the creation of an online tool enabling self-evaluation, training (self-directed learning) and support for ISO 17024 certification (instructions).The overall objective of EMVOI project is to contribute to the recognition, validation and reinforcement of EUPMs’ key competences while at the same time strengthening cooperation between the world of training and the world of work by applying a global approach to evaluation, training and certification.The specific objectives of the project were to:+ develop an approach to recognize competences acquired by European project managers;+ develop a competence chart for EUPMs that can contribute to the development of high-level core and cross-curricular competences in a lifelong learning perspective;+ create a web tool for the assessment of transversal competences;+ develop training courses based on ICT - Information and Communication Technologies - using open educational resources and integrating modern digital solutions into the VET process - Education and Vocational Training;+ develop cross-curricular competences of the EUPM through an innovative approach, focusing on competences, learning and results;+ frame a certification system according to the ISO 17024 standard that can be considered as a system for recognizing and validating EUPMs’ competences ;+ promote learning of the English language and linguistic diversity through the EMVOI multilingual web platform.To do so, consulting and training organizations from 6 European countries worked for 28 months (Sept.2016 - Dec.2018) to carry out the work: Coopérative Sud Concept (FR), Instituto de Soldadura and Qualidade ( PT), ISCN (AT), EuroSuccess Consulting (CY), EVBB (DE) and DAKOM (BG).Thus, on the basis of their experience and expertise but also those of 91 other European managers who took part in the work, especially during the development and testing of the Curriculum, the objectives were achieved and the following activities were carried out:+ development of a competence chart based on scientific articles and other relevant documents. The chart is divided into hard and soft skills;+ development of a multilingual online platform (BG, DE, EL, EN, FR, PT);+ creation of a self-evaluation tool directly linked to the competence chart. It is autonomous and immediately displays the evaluation results once it is complete. It advocates the way forward for learners to develop their competence chart.+ content writing for 3 training modules:• basic knowledge of any European project manager;• competence chart to develop and / or improve in the management of European projects;• national specificities of certain programs such as operational programs, structural funds, the various national financing mechanisms (administrative procedures, political context, etc.).+ a manual including advice and a summary of the important points of the training;+ a framework for certification according to ISO 17024.To conclude, EMVOI project presents a global approach since it allows the identification of the competency and its evaluation, proposes improvement tracks (training contents) and a certification process. The project is largely involved in ""Improving relevant and high-level cross-curricular and relevant competences in the perspective of lifelong learning"" and promoting ""Transparency and recognition of competences and qualifications to facilitate learning, employability and mobility of the workforce "".For more information on the project and its results, please consult free of charge the developed tools from the project website: http://www.emvoi.eu."

The overall purpose of this project is to promote cooperation between all stakeholders in different parts the battery and electromobility value chain, to analyse what is happening in the sector related to skills agenda, and to develop a sectoral skills strategy and blueprint for sectoral stakeholders, including education and training in and for the sector.The Steering board oversees the work, evaluates, supports and if needed directs its development within the framework of the contract. ALBATTS Steering board is led by the ALBATTS partner ACEA and have influential and centrally placed members as EIT Innoenergy, EIT Raw Materials, EUROBAT, the Stuttgart region and the BATTERY 2030+ Research Roadmap project umbrella.The ALBATTS project works with two core and interdependent development processes. Three WPs (3,4,5) are focusing on “Sectoral Intelligence”, to find out what is happening in the whole battery value chain; stakeholders, drivers of change, technologies, attractiveness of the sector, global context, emerging skills, and competence and new job roles needs and offer.One WP, WP6 Education and Training, is continuously taking part of the sectoral intelligence results for analysis and planning of their work. This is done to address these emerging job roles and skills needs, identify gaps in present education offerings, formulate curricular items as learning objectives, produce or in other way address missing learning material. Besides, and to the support of these lines of action from the project work, there is also an ambitious and modern dissemination activity (WP2). The dissemination has two main strands - the sharing and shouting of activities, initiatives and results from the partnership, and the scan of related projects, initiatives or designed strategies and policies at national and European levels. These allow the creation of news, publications, and posts on the project website and media channels, to raise awareness from the e-mobility ecosystem inside and outside the partnership and to all relevant stakeholders. Dissemination is a collective effort which facilitates the promotion of results, related campaigns and organisation of events. The project develops mainly along the contract and work plan, although some adjustment to meeting plans and similar has been made due to the raging pandemic that has affected the work since March 2020. The project has reached out well with dissemination and networking activities and is today well placed and known in the context of other European organisations, projects and initiatives (concerning batteries and electromobility). The ALBATTS project has shown to be the only project which has on its main agenda to develop Vocational Education and Training (VET) for the value chain, while other projects mostly work with education as a part of their projects, and focuses on higher levels of education. ALBATTS is also a vital part of the recently formed ecology within the Pact for Skills. The value chain we are working with is developing and changing fast, both globally and in Europe.

"<< Background >>The importance of innovation on the survival and competitiveness of organizations is an undeniable fact.Therefore, it is relevant to help SMEs (99%of all businesses in EU) with innovative behaviour and attitudes to achieve/keep their competitiveness and sustainability, resilience and ability to recover from crisis (such as COVID19). The EU Committee for Standardization(CEN) has developed an innovation Management(IM) set of Technical Specifications(TS) that aims to guide organizations to introduce, develop and maintain a framework for systematic IM practices. Establishing such a management system would according to these standards allow any organization regardless of sector, type or size to become more innovative and to achieve more success with their product, service, process, organizational design and business model innovations. The IM will include all activities that are required for generating innovations continuously and can be a stand-alone management system or be integrated into the core operations and management of the organization. The TS identified as CEN/TS 16555-1to7 will guide on establishing and maintaining an innovation management system in an organization.The future societies, characterized by constant non-expected changes also bring challenges for VET providers and even to VET learners themselves, raising the need to have new and common methodologies (such EQF, micro-credentials and common digital tools) and pedagogical tools, by embracing ""open and distance learning"" and “digital competences” (one of the key competences for LLL EU reference framework).Never as before, remote working was so needed, and businesses and Education and Training providers needed to found ways to collaborate at distance: co-workers, trainers, teachers, tutors, trainees and students. In this sense, pedagogical methodologies and EU approaches for teachers and trainers is understood as the main tool for preparing these professionals to the education and training challenges, such as creativity, innovation, entrepreneurial thinking, and open and digital competences.TIMS will also address “the learning needs of teachers and trainers” (see Copenhagen Process - https://ec.europa.eu/commission/presscorner/detail/en/MEMO_04_293) with a strong component of project activities dedicated to “Learning, Teaching, Training Activities” for good practices exchange between VET teachers: C1 dedicated to the “EQF” (Learning Outcomes approach) and to the “European approach to micro-credentials”; C2 in a peer-training activity testing TIMS b-learning materials. All the PRs will be open free&accessible at distance, suitable for distance and/or face to face learning; and piloted with end-users during the project lifetime. TIMS project target groups will not only upskill into an emergent area - Innovation Management (IM) - but also will gain “new skills” – “closing existent skills gaps”- needed to actively intervene at a business level, leading to a pathway for SMEs recover from COVID19 economic breakdown, by learning on how to tackle such changes (Risk Management), by implementing IM strategies. TIMS COURSE (PR2+PR3+PR4) –“a flexible and learner-centred VET programme” with a practical “Handbook for Innovation Agents” (PR4) - and “TIMS Self-Assessment Tool for Innovation” (PR1) will provide a holistic view for leadership and innovation by comprising managerial, interpersonal and reflective skills which will then be applied into building innovative modus operandi in European SMEs; based on the CEN/TS 16555 series for IM. TIMS project presents itself as a possible answer to successively manage labour market transitions (unemployment, digitalization, economic cycles/uncertainties – COVID19), by designing an innovative, digital and open access VET programme – suitable for distance learning - that will approach the work between VET providers (and other educational institutions such as NGOs) and businesses (SMEs), along the project cycle and beyond.<< Objectives >>TIMS proposal aims to: •Address the ones who need to acquire knowledge to initiate and implement innovative ideas or projects in organizations and to assist the organizations to scale up the existing quality management system to innovation management system for launching the competitive strategy; •Support the setting up of and access to upskilling pathways for VET learners with tailored learning offers, specially designed for SMEs environments;•Increasing learning demand and take-up through effective outreach, guidance and motivation strategies which support the Upskilling Pathways to ensure that VET learners have access to relevant learning throughout life;•Extending and developing the competences of educators and VET personal, by improving teaching methods and tools through effective use of innovative solutions and digital technologies;•Promoting innovation in European SMEs and Nigerian SMEs as the main tool to facilitate sustainability, learning throughout life, and adjusting to the changes – like the pandemic crisis - at the European level;•Help to reduce individual innovation investment of European and Nigerian SMEs (mainly small enterprises) fostering a Knowledge Europe-Africa and SME competitiveness;•Promote transnational networking and exchange between enterprises and VET providers at the European level, applying theory to the European business scene, through the practical work performed under the TIMS project;•VET providers as consultancy and business partners providers to credit the recognition as consultancy and innovation players (through TIMS Upskilling Pathways - TIMS COURSE (PR2+PR3), TIMS SELF-ASSESSMENT TOOL FOR INNOVATION (PR1) and TIMS HANDBOOK FOR INNOVATION AGENTS (PR4)).TIMS target groups and main stakeholders will be VET and Adult Education providers, SMEs and, associated partners, in particular:- Employees on executive and management level and intrinsic leaders inside the company;- Skilled or qualified adults who want to upskill into Innovation Management based on CEN/TS 16555 and become themselves ""Innovation Agents"";- Unemployed qualified people in need to start a reskilling path;- SMEs and Entrepreneurs (people who are running a business or have an intrapreneur attitude inside an organisation),- Innovation hubs, accelerators and incubators- Entrepreneurship education networks- VET and Adult Education providers who wish to deliver training in Innovation Management System<< Implementation >>TIMS project predicts the following activities: 1) Two Learning, Teaching, Training Activities, for extending and developing the competences of TIMS trainers, from the consortium staff members - who will support VET learners in their upskilling pathway for Innovation Management - 28 participants in total;2) National Multiplier events, for project promotion, sharing, validation of outcomes and contribution for the fine-tunning of project results - 150 participants in total;3) National ""Innovation Labs"", for TIMS COURSE testing with Innovation Managers, R+Di staff, team leaders, entrepreneurs, etc.- 84 end-users in total ;4) Final TIMS ME to promote and find future opportunities for the use of the Project's Results among national and European networks, SMEs, business associations and entrepreneurs’ networks within the innovation sector; and other target groups predicted on the ME description. At the non-European level, throughout the Nigerian partner broadcasting the event from and to Nigeria, helping to boost the impact of the project results beyond Europe, not only in Nigeria but also in all the English and Portuguese speakers African countries (project languages). This will also be the time to the official launching of the TIMS Self-Assessment tool for Innovation (PR1) and the TIMS Innovation handbook for Innovation Agents (PR4) - 50 participants+100 online.<< Results >>It is expected an Innovative training package for VET consisting of:1) a Tailored Sell-Assessment Tool for Innovation Management (IM), dedicated to CEN/TS 16555 series (PR1);2) a Competence Matrix based on Innovation Management CEN/TS series, using the EQF approach and a EU micro-credentials approach (PR2);3) a Training in Innovation Management System - TIMS COURSE - composed of a set of innovative learning-centred materials and methodologies, adapted to f2f and online modalities (PR3);4) a conceptual Handbook for ""Innovation Managers"" with i) State Analysis Assessment regarding the ability of companies to adapt Innovation Processes; ii) inspirational case studies and ""to-be-solved-case-studies"", iii) Risk and Change theories (ISO 31000; iv) a collection of existent Innovation Assessment tools; v) an ""Innovation Strategy"" to help ""Innovation Agents"" in SMEs&micro-enterprises.TIMS project expects to:1) Involve Education&VET providers, SMEs, entrepreneurs, R&Di staff, associated partners and EU networks; 2) Become project results available to VET providers & SMEs to guarantee results exploitation; 3 Increase learners achievements; 4)Increase SMEs value proposition;5) Increase the skills of the local/regional workforce; 6) Increase the skills of educators/mentors - ""Innovation Agents"" - within companies and E&T institutions; 7) Contribute to SDG, in particular: SG4 Quality Education; SG8 Decent work and economic growth; SG9 Industry innovation & infrastructure; SG10 Sustainable cities & communities; G17 Partnerships; 8) Raise awareness of E&T opportunities within the Erasmus+ Programme, at European and non-European levels (by involving a Nigerian organisation), with a special emphasis for Lifelong Learning in the field of VET & Innovation Management CEN/TS; 9) Encourage organisations to self-assess their Innovation maturity, with a tailor-made approach which will, in time, reflect on the skills & competences of the workforce and, consequently, on the organisation economic performance;10) Encourage the adoption of the project results in Europe and in African countries native in English and Portuguese (project languages); 11) Promote educators & trainers competences with learner-centred approaches at the digital level and the newest face2face training methodologies for Innovation training at the business level; 12) Encourage self-development & LLL opportunities for all; 13) Increase the opportunities for sustainable growth within EU SMEs and Nigerian SMEs 14) Contribute for EU and Nigerian Economic recovery from coronavirus outbreak through E 15) Promote EU Cooperation among different organisations and a non-European organisation;16) Position EU SMEs as leaders on the pathway for sustainable growth and help Nigerian SMEs to evolve in its innovation index;Long term benefits include a better prepared EU/Nigerian workforce & SMEs to deal with the uncertain scenarios in Europe (and Nigeria); and the kind of Innovation Management skills that EU and non-EU citizens need - in a Global Economy - to create value inside SMEs."

Background: Car functionality depends to more than 80% on software. New ADAS (Advanced Driver Assistance Systems) and highly autonomous vehicles are based on a network of electronics, software and car to x communication. The use of software and networks in the car opens the door for cyber attacks. First cybersecurity attacks already took place and all new car models require to follow automotive cybersecurity norms, such as ISO 21434:2020 and SAE J3061.Cybersecurity is an upcoming new skills required by Automotive recently to address the new upcoming norms and threats to automotive manufacturers.Partners in this project are experienced in the Automotive domain and work together in various strategic projects and initiatives. Some are members of the EU Blueprint project DRIVES (VSB-TU Ostrava, TU Graz, ISCN) which analyses the key job roles to support the future developments in Automotive industry and which identified the need for cybersecurity engineers and managers. AIT is representative of the new ISO 21434 norm for Road Vehicles -- Cybersecurity engineering. Some (ISCN, Elektrobit, TU Graz) are members of a working party of large automotive suppliers and experts to elaborate best practices for cybersecurity. And Real Security is a leading IT security provider in the south East Europe region.Objectives: This project aims to develop • A skill set ECQA Certified Cybersecurity Engineer and Manager – Automotive Sector • A set of training materials • A Europe wide certificate for cybersecurity engineers and cybersecurity managers in cooperation with ECQA and based on ECTS and ECVET schemas • 100 pilot trained trainees• 10 trainers trained• Collaboration on and knowledge exchange of the Cyber Security topic between the Universities and CompaniesProject Results: IO1: Study about the requirements for an ECQA Certified Cybersecurity Engineer and Manager – Automotive Sector IO2: Skills set for an ECQA Certified Cybersecurity Engineer and Manager – Automotive Sector based on ECQA skills definition standards IO3: Training Material for the ECQA Certified Cybersecurity Engineer and Manager – Automotive Sector skill set IO4: Online Training Campus IO5: Certification Framework and Exams (based on ECQA guides)