The construction industry is experiencing an unprecedented period of rapid change across Europe, wrought by technological advances and socio-economic drivers. As the industry responds to emergent challenges including labour skills gaps, improving energy consumption and resource efficiency, digitising and modernising processes, and improving productivity; the need for a paradigm shift from traditional to modern methods of construction has been never been greater. Offsite and modular methods of construction (OSM) have been utilised in different ways across Europe and have proven to be cleaner, safer and more productive than traditional building methodologies. Recent advances in technological processes have brought offsite methodologies into the mainstream, with the associated benefits of addressing the key issues identified above as well as providing a route to lower cost, affordable housing stock. Investment in a transnational collaboration presents an opportunity to accelerate the pan-European response to the education and skilling needs of the construction industry. The proposal is predicated on the sharing of best practice, commonality in benchmarking and standardising educator training, sharing of effective pedagogical approaches and resources, and the development of a European network of professionals working and teaching within the field of OSM education. The proposal is positioned within the field of higher education with a focus on developing advanced-level technical skills, thus our references to advanced vocational education and training (AVET) is synonymous with higher education.The project aims to modernise the delivery of off-site and modular (OSM) construction advanced vocational education & training (AVET) by developing an innovative training model and joint curriculum that provides a framework to benchmark the quality of delivery within the partner nations. Specific emphasis will be placed upon the digitisation of key processes as well as key agendas including decarbonising activity and improving energy efficiency, workplace safety practices and supporting a diverse and equal workforce.The objectives of this project are:1.Design and implement an innovative training model and competency framework that modernises the delivery of off-site and modular construction AVET by Feb 2022.2.Engage learners across the EU in innovative courses in the area of off-site and modular construction by Feb 2022. (2000 individual engagements through our platform)3.Develop and disseminate a suite of open online educational resources to support AVET practitioners in the delivery of industry standard and emerging off-site and modular construction practices by Feb 2022. (8 modules with 40 hours of learning content each; webinars and joint teacher training)4.Support local businesses, particularly small and micro businesses, to improve awareness and adoption of offsite and modular construction practices within their construction activity. (60 businesses engaged throughout project)Seven partners from five different countries (Spain, UK, Germany, Austria and Slovenia) across the European Union have joined this project. Our partners include AVET institutions in all countries as well as a European institute settled in Germany. Many of these partners have extensive links to the construction industry in our partner countries and an enormous amount of relevant experience. Most institutes have a long history of working on European projects.After initially reviewing the European landscape in off-site and modular (OSM) construction we will create a new course model and competency framework based on our research. This model will then be used to create course content that will be distributed online. We will disseminate this content on a dedicated platform and will host specific teacher training, industry engagement and multiplier events. The project proposes the development of open education resources, co-designed and co-delivered by the partners, which incorporate innovative teaching practices, high quality learning resources and a wide range of digital assets. The products of all intellectual outputs outlined within this application will be free at the point of access, open source, compliant with interoperability standards and available in the languages of the represented partner nations (English, German, Spanish and Slovenian). All digital content will be available on our platform EMIC-GEM.eu and will be optimised for transfer to other common digital platforms.The project will have a large impact on a number of construction AVET teachers, AVET institutions, construction companies and learners by offering new material, upskilling teachers, modernising course delivery and engaging businesses throughout the process.

In the context of rapid socio-economic change, exponential advances in technology, and the burgeoning ICT sector of the emerging fourth industrial revolution, business leaders identify a growing need for managers and employees who possess soft skill capacities, such as critical thinking, people management, etc. Yet, most ICT small to medium enterprises (SMEs) and micro-firms cannot afford soft skills training programs especially in these difficult times. The proposed project aims to address the soft skills gap and increase the competitiveness of ICT SMEs and micro-firms. In doing so, this project offers an ICT sector soft skills framework and an innovative, engaging ICT soft skills curriculum with teaching and learning resources that are all freely-available via a device-agnostic e-learning platform. The project partnership includes seven teams of locally, nationally, and internationally-recognized experts representing universities, SMEs, e-training organizations, non-profit foundations, and VET providers from 6 countries: Malta, Spain, Italy, Greece, Cyprus, and Slovenia. Product testers include about 65 employees, managers, and trainees from ICT sector SMEs and micro-firms, VET organizations, and other training providers recruited through the partnership network. Multiplier events include another 150 to 240 participants from ICT sector SMEs, micro-firms, and associations, VET training programs, and policymakers, Commission, European Council, and other relevant EU representatives. Project activities are divided into six phases. In Phase 1, project management and coordination plans are developed, agreed upon, and set into motion during the initial kick-off partners’ meeting. Once initiated, these plans guide the timing, collaboration, outcomes, and evaluation of all project activities and outputs. During Phase 2, review of relevant literature and a needs analysis of soft skills for the ICT sector yields a soft skills framework. This framework guides the design and development of an Industry 4.0 soft skills curriculum that employs open, innovative pedagogies, resources, and tools in Phase 3. This curriculum directs development of an ICT sector teacher and trainer digital soft skills resource guide, as well as digital soft skills scenarios and interactive resources for learners that are based on real-life workplace situations. This phase concludes with the assembly of a methodological handbook for teachers and learners, containing guidelines and tips for integrative implementation of the curriculum, resources, and tools. Phase 4 involves pilot testing all of these products with ICT sector employees, trainees, managers, and educators. Observations and feedback are then used to revise and fine-tune the products and delivery process. In Phase 5, the partners engage in the promotion, dissemination, and exploitation of these products with the support of their expansive local, national, and EU-wide education, company, business association, government, and media networks. Phase 6 extends across the life of the project; it involves quality control, monitoring, and evaluation of all activities, timelines, expenditures, and outputs. Four face-to-face transnational project meetings (TPMs), as well as one training and six multiplier events are held during the course of the project. The TPMs are organizational and informational partnership meetings. The training event teaches partner members how to use the training resources. Held during the final months of the project, the six multiplier events introduce the findings and outputs of the project, disseminate information about the project products to potential stakeholders and media, and identify potential partners and collaborators who are interested in using and sharing these products. The results of this project will have a significant impact on ICT sector SMEs and micro-firms. The needs analysis findings and resultant soft skills framework will provide critical information to education, business, industry, and government sectors. Products generated from this project will address the current soft skills gap identified in the needs analysis process. Moreover, this project offers a freely-available, easily accessible, timely, innovative curriculum, relevant and engaging learning experiences, and appropriate training guides in a number of languages for ICT sector SMEs and micro-firms that might not otherwise have access to such training resources. Finally, due to the strong local, national, and EU network of collective partnership connections with target users, such as ICT sector managers, employees, and trainees, as well as VET trainers and students, this project will have a wide impact across Europe. To enhance sustainability beyond promotion and networking measures, project products will include open educational resources (OER). All products will also be freely-available via a device-agnostic e-learning platform for at least two years after the project.

<< Objectives >>The aim of the project is to improve the qualifications of the students for electric bicycles in vocational education, to bring the educational content closer to the development of electric vehicles and to train the intermediate staff needed in this field. For this purpose, it is desired to produce materials that vocational education teachers can use about electric bicycles, to increase the level of cooperation of vocational education institutions and to contribute to the green transition.<< Implementation >>A training module covering all processes of electric bicycles, a guide that vocational education teachers can use in the field of electric bicycles, and student/teacher course contents will be created. An e-Learning platform will be produced, where electric bicycles are included as video lessons and detailed parts/equipment presentations will be made. Various target groups will be reached through dissemination activities.<< Results >>Electric bicycle curriculum deficiencies and the need for intermediate staff will be eliminated, educational materials and resources will be produced in the field of electric bicycles, trainer/teacher qualifications and equipment will be increased. The cooperation network of institutions will be expanded, and important awareness will be provided about the priorities in the project. Educational content in the field of electric bicycles will be digitalized and new studies will begin.

"The “DS4All” project develops over two years, during which the Partners will activate a virtuous circle of exchange, which will have as its primary focus the experimentation of innovative teaching methodologies integrated with digital tools, in an inclusive perspective; together with a reflection on didactic programming capable of ""changing the rules of the game"", making distance learning agile and light, without giving up its important educational task.The ""DS4All"" project was born from the experience of digital distance learning required during the covid-19 pandemic, and tries to respond to the need to convey a critical use of a resource prescribed for a specific need, transforming it into a new opportunity for the entire context educational. At the basis of the project is the idea that thanks to the experience of people with Learning Disabilities we will be able to bridge the digital gap, which has grown over the years, in fact, even before distance learning, children were, in any case, present in our schools and young people who not only could have used the computer as a support tool for their study activities, but who specifically need it. When a student with specific difficulties is found in the classroom, the technological tool takes on the guise of a resource whose use arises from a special need and therefore cannot depend on the good will of the teacher, as well as during the pandemic, the use of digital it was an essential decision. But in both cases, what is evident is that without a critical, conscious and, let's add, creative use of technology, without a strategic and methodological approach, the risk of ineffectiveness of the technological equipment is high, a consequence that often causes further frustration, malaise, lowering of motivation and self-esteem. From the design point of view, the added value that the training exchanges will bring is attributable to the possibility of experimenting, by didactic leaders, teachers, educators, didactic tutors, trainers and VET designers, new digital tools and methodologies to enhance teaching integrated for the benefit of its students, especially those with specific Learning Disorders or Special Educational Needs.The dialogical meeting between VET operators and experts in the digital sector will allow the VET staff to be updated on new strategies for an increasingly effective and inclusive teaching, which is able to profitably use the advantages offered by new technologies. The “DS4All” project develops over two years, during which the Partners will activate a virtuous circle of exchange, which will have as its primary focus the experimentation of innovative teaching methodologies integrated with digital tools, in an inclusive perspective; together with a reflection on didactic programming capable of ""changing the rules of the game"", making distance learning agile and light, without giving up its important educational task.Thanks to ""DS4All"" a real dialogic meeting will take place, a contamination between professionalism, needs and intentions: the consequence of this integration will consist in a shift of teaching teaching on more experiential and proactive ways, able to promote effectiveness beyond that students' reflexivity in learning also thanks to the strengthening of their digital skills. The outcome of these exchanges will flow into:• Benchmarking analysis about the use of distance learning in partner countries and the integration of compensatory software;• “Webinar DS4All”, free webinars for direct target of the project;• Report on the applicability of the ""Flipped Classroom"" in the VET field;• Toolkit on didactical planning strategies in the VET field, able to integrate not only digital and IT resources but also a different temporal programming.Thanks to the constant collaboration with Associations and public bodies that support families and students with learning disabilities or from vulnerable groups, the project partners will have the opportunity to enhance a more sensitive approach to these needs in the Vocational Training Centers involved, this will create a positive impact on openness to change, so that new learning can be drawn from it."

The project develops the innovative outputs and promotes innovative practices and integrated methods for teaching and learning technologies in informal education. It is targeted at the educators who live far away from the capital cities, work with the families from remote areas with high unemployment level, as well as with the children with special needs. The educators of the project organizations have the limited knowledge and skills how to use the technologies in pedagogically meaningful way which results in the lack of equal access to technological skills and knowledge of the regions and schools at a disadvantage, especially in sparsely populated or geographically remote areas. The aim of the project is to create the network of the educators, creative and playful technologists, interdisciplinary innovators who will help pupils move beyond historical stereotypes associated with STEM , who will become multipliers with the ability to lead integrated workshops: Science through technologies, English through technologies, etc. In the project, the educators will learn how to use the innovative STEAM approach which gives the pupils a more positive view of engagement with the STEM subjects. The trained educators will be able to assist other teachers and pupils in delivering content across multiple subject areas and following learners' individual needs. The project will have the following objectives: 1) to develop the framework of technological, pedagogical and content knowledge for effective pedagogical practice in informal education; 2) To develop strategic and integrated use of technologies and open practices in informal education so fostering technological skills and competence also of technologically excluded groups. The target group is educators of 4 secondary schools represented by 1 municipality (LV), 1 secondary school (EE), 1 pro-gymnasium (LT), 2 youth centers (LV, LT), parents' NGO (LV) and 1 Higher Vocational Education School with 25 years of experience in the fields of Education, Employment and Management consulting (SI). Transnational cooperation between 4 countries will help in 1) learning, exchanging and adapting the methods of integrated education between different countries, 2) bringing together the specialists from different countries, work and cultural experiences to decrease the risk of narrow (one country/school) project results, 3) finding courage and inspiration in meeting others and communicating in English. The project INTEGRA will create a new way of technological thinking that is engaging, multifaceted, inclusive, and has a real world approach. Collaboration between different countries and organizations that work in informal education will be the case for any country that will be interested in using the STEM and STEAM approach, also in the work with the pupils with special needs.At least 73 educators’ capacity will be increased 1) by organizing 4 short-term exchanges of groups of pupils (119 pupils' mobilities and 104 accompanying persons' mobilities) involving also pupils’ led 16 masterclasses “Technologies are exciting!” and 4 robotics competitions in SI, EE, LT and LV, 2) by developing 5 lifelong learning programs for technology integrationists (in Estonian, Latvian, Lithuanian, Slovenian) and approbating them during in- service training courses about integrated technologies, basic or advanced programming in robotics, working with electronics or welding sets, the methodology how to teach the collaboration or creativity skills, how to integrate technologies in, for example, English, Art or music and in the work with disabled pupils (25 hours for 3 project partners from Rezekne (LV), 18 hours for Kupiskis Povlas Matulionis progymnasium (LT), 18 hours for Haademeeste Keskkool (EE), 30 hours for Všļ Vaiku ir jaunimo visapusiško lavinimo in Jonava (LT), 60 hours for Academia Druzba za Storitve Doo (SI), 3) by developing and approbating 35 WebQuests (technological projects), which will allow the educators to integrate science, technology, engineering and maths (STEM) concepts with the humanitarian subjects (STEAM). Intellectual results: Prepared 1 research article (in English) about integrated technologies and STEAM concept in project partner organizations and countries (presented in 1 scientific conference in LV, in 1 final dissemination event and spread among all partner organizations). Developed 5 lifelong learning programs and approbated in the courses for technology integrationists in 7 partner organizations.Developed and approbated 35 online WebQuests/technological projects for using them in multidisciplinary settings, also for the learners with special needs.As a result, at least 73 educators who work with pupils in the partner countries will be trained to become technology integrationists/multipliers in Europe. The project will result at reduced digital gap between the pupils in the capital cities and remote areas.