The Association Ouvrière des Compagnons du Devoir et du Tour de France has developed a long-standing approach to vocational education and training with an original approach. This approach is based on a job alternation system that fosters strong in-company presence combined to geographic mobility, which leads young trainees to experience a work placement in various companies, in France and abroad. This mobility experience has proved a truly efficient training system as it allows for the transmission of knowledge and the development of professional experience in various environments. The institution pledges to maintain such a system. However, the digital revolution has led to a considerable evolution in the manufacturing processes, the operating procedures and in the services expected to be rendered for each trade. Some changes are also required in order to successfully achieve the energy transition. New skills are expected from the women and men in each trade. On top of the technical skills required, new technological and scientific knowledge are now needed for an effective on-the-job performance. To be successful, these professionals now need to be provided with higher education pathways allowing them to acquire this new knowledge. However, access to higher education today is almost impossible for someone who hasn't followed a classical educational program.The challenge of this project is to build a higher education pathway leading to an officially recognized diploma at Bachelor level (EQF level 6) for the students having undergone a technical/vocational training (which is the pathway often followed due to academic underachievement), while maintaining the principles that led those students to re-engage with the desire to learn: work-study and mobility. As we are not yet able to implement such a pathway for all the trades, we have chosen 2 professional areas to implement an approach transferable to other trades: the building trades and mechatronics engineering.We had to harness partners with a knowledge of these career paths, the technical knowledge involved and the audience this higher education pathway targets, as well as partners from higher education bodies able to provide scientific knowledge and to offer a formal validation of the training. We have selected the following professional training centers: Les Compagnons du Devoir (project handler - France), Handwerkskammer zu Köln (Germany), Borgund Vidaregåande Skole (Norway) and some higher education institutes: le Conservatoire National des Arts et Métiers (France) and the Erhvervsakademiet Lillebaelt Institute (Denmark). These partners were also known by the project handler due to their participation to other European programs, expect for the Erhvervsakademiet Lillebaelt Institute.To meet the project's objectives, the partners had to: elaborate the content of the higher education programs, build the training pathways for the students entering the scheme, define the profiles and the eligibility criteria for admission, agree upon the process of recognition and validation of the formal qualifications, implement bridging and support courses and, when appropriate, establish accommodation capacities in the various partnering countries and ensure the diffusion of the educational outcomes.Based on the work undertaken by the various workgroups in charge of these actions, some outcomes have been achieved. The content of the three years' training was developed and validated by the partners in the building trade area. These results are not yet achieved for the mechatronics engineering area. A standardized educational pathway was elaborated, and training contents were assigned between the various partners. This pathway is transferable to other trades. The process of validation and the mutual recognition of the training achievements were recorded. This allows for the recognition of formal qualifications awarded by universities. The experience which was implemented simultaneously to the engineering works helped identify the areas in need of bridging courses (in English and for some professional software) and to gauge the interest of a higher education pathway targeting a professional audience with a technical training background. Accommodation capacities have been outlined in the various countries. The diffusion of educational outcomes has not been implemented yet, but it was tested by the partners. To date, 2 French students are enrolled in the program and 5 Danish students have expressed their interest in joining it and in spending their last year in France.The project handler intends to step up this action by transferring the methodology developed in this program to other trades, with other European partners.

Joint project for the modernization of educational programs in climate engineering, regional priority for Russia and China, national priority for Azerbaijan.3 AIMS IN EACH COUNTRY:Reduce skills gaps on intermediate levels (construction site coordinator, design technician) by improving the employability of students and by perfecting corporate executives.Professionalize teaching programs in line with the Bologna Process and the European Qualifications Framework (EQF) and relocate them partly into companies.Create a professional Bachelor accessible in distance learning for the energy and environmental performance of buildings and a lifelong training program.ACADEMIC KEY PARTNERS:- CNAM Paris- GIPFIPAG - CRVEP - UNINETTUNO- AGCNAM - Universidad de Sevilla- HTWK Leipzig - Azerbaijan Technical University- Harbin Institute of Technology- North-Eastern Federal University - POLITECNICO DI TORINO- UNIVERSITA DEGLI STUDI DI PAVIA- Siberian Transport University- Tuvan State University- Irkutsk State Technical University - Far Eastern Federal University- The state institution of vocational education Yakut Municipal Civil Engineering- Dalian University of Technology - BEIJING UNIVERSITY OF TECHNOLOGY- Azerbaijan University of Architecture and Construction- Sumgayit State University- Ural State Mining UniversityEXPECTED RESULTS:3 regional strategic action plans.25 teachers professionalized in the EU.3 job descriptions, 3 professional Bachelors, programs, course content and digitized teaching resources available for distance learning.3 poles of excellence, resource centers and three technology platforms for energy efficiency in buildings.3 didactic cyberspaces.480 students and 150 employees trained on site or by distance learning.3 double diplomas or joint degrees.An action plan for sustainability.

In recent years, steps have been taken to combat extremism and radicalization through recommendations and laws aimed at characterizing and prohibiting extremist speech leading to violence. This preventive effort also involves the need for training of professionals and few specifically European tools have been developed. Our aim is to fill this gap. It is a question of training higher education professionals, managers and education leaders who define training courses in order to help each political decision-maker to better construct training plans aimed directly at education and training. To achieve this, the CEDAR project is based on the production, implementation and deployment of European training for teachers and trainers to enable them to improve their skills on the issues of deviance and extremism in educational and university circles. The aim is also to support these education professionals in order to provide them with the keys to identifying and preventing risks. The CEDAR project will make it possible to train university professionals on the implementation of appropriate actions in relation to situations of deviance and extremism that can lead to violence among young people and students.The CEDAR project aims to produce multilingual training modules (French, Spanish, English) but will also develop a network of European trainers capable of disseminating these training courses and integrating them into degree courses. It will also aim to increase the skills of professionals from community organisations and associations working directly with young people in neighbourhoods with specific target groups (migrants, unemployed young people and early school leavers, etc.). Indeed, services in charge of youth in educational contexts are bearing an increasing burden (increase in specific cases, new forms of migration in the European context due to conflicts in the world or sometimes natural disasters ...) and, at the same time, they must be aware of the risks linked to violent extremism, which has become a daily reality.By mobilising scientists and academics with expertise in these fields at European level and by organising two training sessions in Europe which will be multiplied at national level in the partner countries, the CEDAR project will enable the design and implementation of a comprehensive course to accompany European trainers and teachers on these issues of radicalisation and violent extremism among young people. An e-learning platform will be accessible to professionals who will then be sensitised and trained on the risk factors of radicalisation among young people and students. Our project will be based on empowering students themselves by strengthening their civic engagement through the use of the counter-discourse process (Students Against Hate). In particular, students will be encouraged to participate in awareness campaigns on campus.

During the first year of the project, the following activities were performed: • Within WP1, the analysis of the state of art allowed to identify the main existing projects/studies and to collect data about current and future skills and competence needs in rail sector through surveys and interviews. Moreover, the analysis of the state of art regarded the existing methodologies for the skill needs assessment and monitoring and allowed to select the best methodologies to be applied during the project. • Within WP2, the analysis of current trends and future challenges, that railway operators and infrastructure managers are facing, was performed with a particular focus on cross-border rail traffic and language issues in cross-border operations. • WP3 worked on the definition of one or more possible future scenarios from the point of view of rail suppliers. The specific focus was on macro-trends such as autonomous train operations; technologies for the digital twins and virtual coupling; intelligent assets lifecycle management along its entire life; protecting the environment and the energy supply; safety and security; data analytics; digital rail industry supply chain management. • The identification of skills needs and competences of professional profiles focusing on profiles affected by digitalisation/bit data/cybersecurity as well as energy and environmental policies was conducted from the point of view of railway operators and infrastructure managers and rail suppliers. In particular, the analysis of stakeholders’ requirements regarding occupational profiles was performed with reference to the classification of the European Skills, Competencies, Qualifications and Occupations (ESCO). • In WP4, a survey about existing educational and training programmes in rail sectors was developed and a database was built collecting data considering features such as the EQF level, the localization, the presence of mandatory/elective internships, etc.. Moreover, the analysis of the qualification standards with reference to the European qualification framework was conducted to identify a common approach to be applied in the project. Finally, the assessment of the distribution of the training courses suitable for the rail sector was performed with the identification of existing unbalances in terms of geographical localization in the EU Countries, EQF levels, and QS with indication of the applied innovative teaching approaches. • In WP5, the identification of criteria and measurable indicators to evaluate employability and career opportunities of training mobility and training mobility programmes is performed applying the RACER (Relevant, Accepted, Credible, Easy and Robust) method. • WP8 developed a multi-channel dissemination and communication plan with the definition of key strategies for project communication and dissemination, for both internal (i.e., project partners) and external stakeholders, with the identification of relevant dissemination tools and channels. The project website was built (https://www.railstaffer.eu/) with an easily recognisable graphic identity (including the STAFFER logo). • Within WP9, the Project Handbook was defined with all the information regarding the: administrative and financial procedures, the technical management, the project management and communication and the delivery of project outputs. Moreover, the Quality Plan and peer review table reported all the procedures to guarantee the quality of the project results. Finally, the members of the Advisory and Policy Board were defined.

According to the European Schoolnet (EUN), skills in science, technology, engineering and mathematics (STEM) are becoming an increasingly important part for basic literacy in today’s knowledge economy, since they are requested in order to ensure the citizens’ confidence, knowledge and competences to participate actively in an increasingly complex scientific and technological world (European Commission, 2015). With this framework, European policies are demanding a need to build capacities and develop innovative ways of connecting science to society (European Union, 2014), namely among young people intending to attract them to disciplines of science (including mathematics) and technology in secondary and higher education and related careers (European Commission, 2015). However, it’s known that exists multiple disparities in participation in science education across regions, cultures and gender in Europe (European Commission, 2015), which are blocking the full involvement and the empowerment of all citizens and talents. Special attention must be paid to science education of girls and young women, since their voices, expertise and creativity are crucial elements for a sustainable development progress, but they are being held back by discrimination, biases, social norms and expectations that influence the quality of education they receive (UNESCO, 2016). Indeed, while evidence shows that there are only few reliable differences between boys’ and girls’ brains relevant to learning or education (UNESCO, 2016), society takes these small differences and makes them much bigger, supporting boys’ ability in math and science, and discouraging girls who study these subjects. In view of this situation, the EU Parliament encourages all State Members to invest consistently in information, awareness-raising and educational campaigns addressing stereotyped perceptions of gender roles, as well as gender stereotypes in vocational and professional orientation, notably in science and new technologies. UNESCO (2016), in its turn, highlight the urgent need to combat those stereotypes by training teachers to encourage girls to pursue STEM careers and developing curricula that are gender-sensitive.With this context in mind, FOSTWOM intend to use the inclusive potential of Massive Open Online Courses (MOOCs) to propose STEM subjects free of stereotyping assumptions on gender abilities. Moreover, the consortium is interested in attracting girls and young women to science and technology, through accessible online contents with relevant real-world situations within strong conceptual frameworks. We consider that the usage of good practices in videos and online courses’ design can give that sense of belonging that female students seek when enter STEM areas and encourage a new generation of women and girl scientists. Thus, the priority actions in which further concrete measures are needed and which the project aims are:- Develop a TOOLKIT to design, produce and validate STEM MOOCs under a gender balance perspective, considering the results of a needs diagnosis on STEM barriers implemented with secondary schools and higher education institutions and of a map of strategies for inclusive digital learning;- Create one collaborative and graduate STEM MOOC, taking into account the main expertise of each partner’s teams; one bridging STEM MOOC, namely designed for secondary and undergraduate students and teachers; and one transversal MOOC aiming to analyze existing STEM MOOCs through a gender balance perspective;- Promote intensive training sessions to secondary and tertiary education teachers and technical staffs regarding the design and production of gender inclusive STEM MOOCs and their implementation in face-to-face classes (e.g. flipped-classroom strategies). With these concrete actions, it is expected that the FOSTWOM achieve its two main goals, which are: to mitigate the effects of stereotyping about gender-based STEM ability and, consequently, raise the number of female students and learners attending courses in the areas of STEM, both, as enrolled students in higher education institutions, and as STEM MOOCs’ participants. Although FOSTWOM intends to involve circa 2200 participants (HSs’ and HEIs’ students, teachers and staffs; specialists in gender balance and digital learning; people from the local communities) encompassing the enrollment in the MOOCs and the participation in the training weeks and dissemination events, it is anticipated the involvement of more people (namely from other HSs and HEIs) since the results of the proposal - STEM MOOCs Portfolio & Best practices, gender balance TOOLKIT and produced MOOCs - will be made available through the FOSTWOM website and/or the partners’ platforms, to any person/institution interested in adopting it, during and after the project lifetime. In order to keep the initiative alive a new project for further dissemination and exploitation of the results might follow-up.