<< Objectives >>This project result will undoubtedly lead to a better understanding of how to teach and to learn the different topics related to IoT. In addition, it will be possible to take advantage of the experience of various partners to improve the development strategy of new materials on IoT-related topics. Moreover, indirectly, these results will certainly provide an interesting opportunity to attract students or other stakeholders to discover and learn these emergent topics<< Implementation >>All activities in the project will be focused to achieve the final goal, so all planed packages will be finished. We will make guidelines for IoT Fablab development, then we will develop learning materials, make CPD courses for teachers, and at the end we will create a final toolkit.<< Results >>Besides the conveying of knowledge to partner teachers, FabLab operators and students, will get an open access EduFabLab toolkit which will include validated learning materials, pedagogical guidelines and tools aimed mainly for European schools, but also for other stakeholders (Schools, FabLabs, etc.) to use the results for further training purposes.

There is an evidence of skills shortage in STEM (Science, Technology, Engineering and Mathematics) fields across EU, that raises concerns and serious implications in the future concerning the recruitment difficulties that already are being felt over the recent years. The general perception in young students is that STEM related occupations are boring, hardworking and therefore unattractive for young people, with a persisting under-representation of women. The aim of the project “Boats4Schools: An Educational Challenge“ was to develop a ludic and educational methodology that can get young students attention to the importance of STEAM educational opportunities as a possible pathway for a future career. The methodology developed in the project was oriented as a youth challenge for young students (12-17 years old), that can be replicabled anywhere in the world. The methodology is based on a challenge where student´s (working in teams) will have to build a small Boat (miniature) under a set of rules like powered by a sustainable energy source or building the boat from a specific material, and, by doing that they will have to get in contact with several technologies like 3D design, Additive Manufacturing, Cloud Manufacturing, Computer-Aided Engineering (CAE) tools, Computer-Aided Design (CAD) tools, High-performance computing (HPC), Math, Physics, Innovative thinking, creativity and so many other skills. At the same time that students are building their Boat and preparing the Boat for the Challenge they are learning relevant contents related to STEM+A (Art/Creativity), with the help of a tutor (teacher) that will guide them towards the creation of the best Boat that will compete in the Challenges (Regional School Challenges, National and International Challenges). Further to the STEM+A (meaning STEAM) related contents, each team of students will be asked to work other competencies like marketing their boats and get sponsors, working leadership and presentation in front of a jury, self-employment and entrepreneur techniques among other transversal skills. This empowerment as a team will be an important asset to promote social inclusion among youngsters. The methodology that the project created is based on an extracurricular activity following a contemporary educational approach - learn by doing - with the power to stimulate pupils attention and given them the opportunity to promote the self-learning , active participation and independent (self) development in educational fields that are not often easy to engage the students. During project lifetime, partners created the methodology, and supporting materials for Boats4Schools, working in tasks like: - Benchmarking with other similar initiatives, around the world and collect the best practices; - Defining the educational approach and resources in parallel with the objectives and rules for future Boats4Schools Challenges; - Promoted several trial contests (pilot approach) in Portugal, Spain and Italy; - The project results were disseminated at national and European level trying to spread the project methodology to be adopted in other schools and countries. With the Boat4Schools project, the partners intend to share a friendly way to engage young students to be more positive about STEAM career paths and encourage them to choose STEAM studies.

REPLICATE will assemble a world-class team of creative thinkers from research and private sectors to: - Fuel the creative industries’ growing demand for high-quality content by developing a user-centric, mobile-based, 3D-acquisition tool to transform the real-world into new forms of creative-assets by recruiting and encouraging the involvement of everyone. - Establish rich and flexible forms of reusable content through the development of semantic decomposition tools that can guide users through the process of unlocking sub-elements of objects and easily add lifelike properties to complex objects. - Introduce and stimulate the creative industries to new ways of content creation, access and reusability through a carefully devised crowd-sourcing strategy, fuelled by 3 Creativity Incubators. Enhance the human creative process through the integration of novel Mixed-Reality (MR) user experiences, enabling experimental solutions like 3D/4D storyboarding in unconstrained environments and the ad-hoc expression of ideas by disassembling and reassembling objects in a co-creative workspace. REPLICATE will benefit many stakeholder groups: Citizens will be empowered to generate 3D and be encouraged to solve disambiguations during reconstruction and decomposition. Creative people without prior 3D expertise will get icon-driven tools to experiment and play with 3D. Creativity professionals will be able to add richness and semantic-awareness to 3D models by harnessing human experience and state-of-the-art object detection. Researchers in the humanities will be able to take advantage of the creativity platform, usability and usage outcomes to further their research into co-creativity.

The labour market is changing faster in the era of digitalisation and industry 4.0. It is necessary to look for the best ways to transfer the changing skills requirements to vocational education and training in order to get the best prepared adepts for employment. Given the interconnected economies, the common competitiveness of labour markets and VET systems is a common concern. Identifying best practices in other EU countries is an effective way to gain new impetus for initiating change both nationally and across Europe.The goal of the EDU4future project is to find and describe the answer to the question „how changing requirements of the labour market, with special regard to digitalisation and industry 4.0, are transferred into vocational education and training in each partner country“. From this point view, the partners will describe VET systems in individual partner countries, roles of social partners, state and regions in the process of transferring labour market requirements to education on national, regional, local and sectoral level, competencies of individual actors, examples of good practice and examples of relevant partnerships and initiatives.EDU4Future is a proposal made by a strong and multiplayer partnership of The Slovak Chamber of Commerce and Industry (Regional Chamber in Trenčín, Slovakia) that represents employers on regional level; experienced VET provider from Germany: Akademie für berufliche Bildung GmbH (Dresden); enterprise with strong track record in VET and cooperation with companies: TREXIMA, spol. r.o. (Czechia); CONPLUSULTRA GMBH (Austria): experienced consultancy company at theinterface of public institutions, innovation support actors and regional SMEs facing digital transformation challenges; t2i (Italy): technology, innovation training organization from one of the most innovation location Veneto region and G&P svetovanje Gregor Jagodič s.p (Slovenia): Erasmus+ newcomer, a small consultancy university spin off company.We want to describe in detail the procedures by which 6 EU Member States, represented by 6 project partners, foresight and choose to transfer the changing requirements of the labour market, with special attention to digitalisation and industry 4.0, into vocational education and training after COVID crisis. From this point project activities are based. AfBB leads International Methodology to be used by partners to describe the situation in each partner country or even in any other EU or not EU country. Each of the partners will prepare a detailed Country Report, where the procedures – in similar way set by methodology - are described.In addition, illustrative examples of good practice will be added. Supervision over the processing of Country Reports will be held by t2i. Individual Reports will be compared by TREXIMA. The comparison will result in a comparative analysis. CONPLUSULTRA will process output recommendations.Comparing systems to learn new methods and processes from the examples of others has also the long-term goal of preparing tomorrow's workers so that: 1) they are more aware of their choices and the possibilities offered by the new sectors; 2) promoting youth employment and reducing the gender gap; 3) promoting mobility and helping to build a sense of unity and belonging to the European Union as a community 4) favoring the permanence and resilience in difficult times of skilled labor force.