Energy efficiency in real estate is in a turning point. The achievements of the project include developing and strengthening transnational networks related to sustainable and energy efficient vocational and professional education. It entails working with diverse groups of individuals and/or organisations to create a common understanding and clear pathway to collective action and impact. The diverse groups included subject matter experts in both energy efficiency and education as well as at vocational education and training (VET) and at universities of applied science levels (HE). First, the project has identified trends and developments as well as new competence and training needs in the real estate sector that are emerging due to the energy revolution. A needs analysis survey (Intellectual Output 1) was created by the project partners. The survey questionnaire design was a multistage process that required not only the definition of concepts used in different countries but also getting to know, at least to some extent, the energy and environmental mechanisms as well as the responsibilities of real estate professionals in partner countries. As real estate legislation, politics and concepts emphasise different aspects of energy efficient solutions in different countries, this was done at the level of being able to make comparisons between partners. It resulted one identical survey in English, which was subsequently translated into the local languages of the five partner countries. The survey consisted of both multiple choice and open questions for quantitative and qualitative analysis. Altogether 378 answers were received. It is worth noting that the topic of the questionnaire, however, raised a wider interest than the received answers because the number of those who opened the questionnaire or started to answer it without completing all the questions was 1158.Results of Output1 exceeded the initial expectations including: five language versions of the questionnaire, five national results reports, Three blog writings, Two trade magazine articles, One nationally reviewed seminar paper, One internationally reviewed research paper and conference presentation.Second, based on the results received from O1, best existing teaching and learning models were gathered responding to the needs in each partner country. Altogether 12 cases were described. They generated new ideas on what kind of training products or qualifications have been developed for professional and further vocational education. The gathered case descriptions were proven teaching models, effective and usable in real estate education. Something that has been experimented by a colleague is most likely easy to adapt.Learning models presented here are related to working with real life building and real estate projects, content and language integrated learning, and career guidance. Most of them represent study programme or educational course of some sort, but they also include examples of web portal, essay assignment and various models such as: Course on utilization of sustainability and energy efficiency as a marketing tool, Real estate management & appraisal programme in differentiated groups, Future energy use -essay assignment and Content and language integrated learning (CLIL).Third, an outline of training programme for teachers and other vocational education experts was developed to enhance the transferability of the results. Output3 consists of curriculum for real estate education of sustainability and energy efficiency in existing buildings. The curriculum refines the gathered knowledge (Output1 and Output2) into new modular study programme, supporting the acknowledgement of the know-how of sustainable development and the comparability of professional competence in international networks. This means that the subjects of the courses are what the respondents, ie. those working in the real estate sector consider important.Curriculum consists of five learning modules and short course descriptions that anyone can use when designing vocational, continuing and higher education courses and degrees. The results are summarised in the Excel matrix including learning modules: 1) Communication and collaboration for energy efficient renovation, 2) Management of renovation process: Condition assessment, 3) Management of renovation process: Project management, 4) Financial issues in the renovation process and 5) Communication and collaboration for energy efficient renovation.All project results can be found at https://seererasmus.wordpress.com/

The project Mathematics on-line learning model in engineering education was successfully carried out at the very right moment as in recent two years there has been a significant increase in demand for a 100% online mathematics course with interactive learning materials and large-scale practicing opportunities as well as for a mathematics online assessment model. This has made it possible to increase student support when studying independently and teachers support when planning an online assessment. Greater support for learning and teaching in the education sector gave it a more competitive advantage as it helps to decrease drop-out behavior of students and minimize the workload of teachers. According to the New UNESCO global survey studying the impact of Covid-19 on higher education (2021) the pandemic has had an impact on higher education systems in terms of access and quality of teaching and learning. Covid-19 has caused the suspension and cancellation of teaching activities and its major impact on teaching and learning is the increase in online education. Taking into account the above, this project has successfully developed a high level engineering mathematics online course as a basis for offering output oriented education in engineering mathematics.The following activities were performed during the project: Creating the report of educational needs analysis (IO1)- Needs analysis and data gathering of partner countries and institutions were carried out. - Analysis of mathematical on-line assessment systems for partner countries and institutions were prepared.- Pedagogical analysis for on-line assessment of mathematics was made.Creating a new innovative online course in engineering mathematics in seven languages (IO2)The next activities were performed:- Analysis of subject in partner`s institutions- Development of the online course with some theoretical, practical and assessment tests- Translation of the online course- Conducting the pilot course- Asking for feedback from students- Revising on-line course- Development of the definite online course with theoretical, practical and assessment tests, engineering applications and course guidelines- Training for teachers- Asking for feedback from teachers- Conducting on-line course- Asking for feedback from students- Revising on-line courseCreating a mathematics online assessment model (IO3)- Literature review were carried out- Mathematics online assessment model was createdIn order to achieve project results, partners fields of subjects related to engineering mathematics were studied (IO1). This material enabled the team to build up the online course (IO2) and student competition (C1). In order to guarantee the quality the subject was piloted to students before carrying out the definitive course. The quality of the course was piloted to mathematics teachers (teacher training and ME). Based on the experience gained, the online assessment model in mathematics (IO3) was improved. The high quality of the online course is proven by the fact that we passed the preliminary round of the 7th e-Learning Excellence Awards at ECEL 2021.Partners of this project were 6 highly skilled HE institutions: the TTK UAS from Estonia, the Letterkenny Institute of Technology/LYIT from Ireland, the Polytechnic Institute of Porto/P.PORTO from Portugal, the University of the Basque Country/UPV/EHU from Spain, the Technical University of Cluj-Napoca/UTC from Romania and the Koszalin University of Technology/PK TUK from Poland. During the project unfolding the Spanish partner was replaced with Universitat Politècnica de Catalunya- BarcelonaTECH (UPC).This project involved various target groups, impact and benefits: - students and teachers, who benefit from a new innovative subject, which is added to the subjects of engineering mathematics. The innovative implementation makes the subject more attractive for students in each educational institution that participated in this project. The results are possible to use in other higher education institutions, secondary level schools and vocational schools.- expanding businesses, who will have a better educated workforce provided by educational institutions and by the research done by these institutions. As human resources are one of the most important resources in the company, it is important to provide high-quality education and competent employees to increase the productivity, effectiveness and competitiveness of the companies. Strategic international partnerships in the field of education and training are extremely important in order to increase the quality of education and training, which was one of the goals of this project, and it has become one of the most beneficial short and long-term outputs.The most significant indirect impact of the project was the rise of international cooperation between universities and higher qualification of the workforce of the participating institutions.

Mechanical engineering and metalworking sector is one of the leading industrial sectors in the Baltics. The studies of industry indicate that mechanical engineering and metalworking sector companies in the region are not satisfied with the level of training of CNC machine tools operators. The project Competitiveness through Engineering CNC EURO vocational certificate (CNCert) aims were to contribute to a reduction in the number of low-skilled adults and to develop short-cycle post-secondary qualifications. The project aims were to bring the CNC machine tools operators training competence to the European level in the whole Baltic region by creating new innovative CNC machine tools operators training curriculum for the Baltic countries based on DEKRA Akademie GmbH CNC unique training concept and to work out 5 new study materials for CNC machine tools operators training. Furthermore the project aims were to increase the readiness of the Baltic project partners for applying for the right to issue to the trained CNC machine tools operators certificate that would be recognized in European level by working out related study environment development plans for Baltic partners’ and analyze study environment certification procedures according to the CNC machine tools operators certification requirements.The project was carried out by 5 partners who have extensive experience with CNC machine tools operator training's. The project partners were:TTK University of Applied Sciences Tallinn Industrial Education CentreVilnius College of Technologies and Design Professional Education Competence Centre “Riga Technical College” DEKRA Akademie GmbHThe project results have significant positive impact on the level of knowledge and skills of the workforce of mechanical engineering and metalworking sector in all Baltic countries and thus supports the development of the Baltic economy as a whole. The project has positive impact on the development of the national qualification system, by raising the training quality, encouraging training development as well as lowering barrier between Baltic countries and Europe. The project facilitates unification of occupational qualification certificates awarding for CNC machine tools operators in the whole Baltic region.

<< Background >>The idea of the project has developed from a practical need that HEIs of Estonia lack knowledge and opportunities at educational level to support the field of innovation in digital printing like smart-functional textiles. The project aims to innovate textile education through digital technologies to meet the needs of the industry by providing a strong and modern educational base for emerging needs of today’s textile production to reach the level of sustainability required by the EU environmental agreements. Digital and resource-efficient processes have a large potential to boost the breakthrough of smart and functional textiles, as these products often necessitate high-cost materials and only require small batches. Project aims to help to transform the industry by means of digital technologies that can tackle several challenges in the domain for the enterprises: 1. Make smart-functional textiles environmentally and economically viable, 2. boost innovation and 3. strengthen the textile European production position in a high-tech domain.The project aims to meet the needs of the partnership and the target groups by jointly working out Education Concept Model for digital technologies for smart-functional textiles with 3 modules in different levels of learning objective: O1 Basic Level Module; O2 Applied Research Level Module and O3 Masters Level Module. These Subject modules take into account the needs of the diverse target group of learners in the field of textile engineering on bachelor, master and PhD level, both daily learners as well distant education and adult training. Modules are created in the way that they can be used as micro-credentials in different levels to cater for various needs and enable to build on their knowledge without completing a full higher education programme and upskill or reskill to meet labour market needs or to develop professionally after starting work.<< Objectives >>Main goal of this project is to innovate textile education and industry with the help of digital technologies. Partners will work on different focus areas to facilitate the success of smart-functional textile products with digital technologies. This project aims to implement digital technologies to help close the loop of a sustainable production and explore how the workflow looks to develop such a process. Subject contents will help to promote knowledge in the domain and to make production of smart-functional textile products with digital technologies successful.The main outcome of the project is to raise quality of education and meet the needs of today's industry by creating Education Concept Model for digital technologies for smart-functional textiles with 3 modules in different levels of learning objectives on bachelor, master and applied research level for both textile engineering daily learners as well distant education and adult training. The project promotes lifelong learning and availability of more flexible education by providing micro-credential courses. The flexible nature of these qualifications allow learning opportunities to be opened up to citizens, including those in full-time employment.<< Implementation >>Each of the project results are achieved with joint effort of all partners in series of activities. Within each organisation specific teams, with multiple expertise, will form three thematic groups, who all with their impact cooperate for filling the objectives.O1 Basic Level Module and O3 Masters Level Module will be achieved by:- Analysis of subject in the field (partner`s countries and institutions) and specifying needs of the industry. - Gathering feedback from industry experts; analysis, suggestions and improvements. Identifying skill gaps related to textile material and digital technologies for smart-functional textiles knowhow. - Designing the detailed learning objectives for the O1-B & O3-M modules (including micro-credentials learning objective)- Development of modules - Piloting on modules basis- Gathering feedback from students, teachers, researches and industry experts; analysis, suggestions and improvements in each institution to ensure the quality of the resultsO2 Applied Research Level Module As this will be hands on training/working experience in the well-equipped laboratory, industrial partners and participating universities will gather specific case studies within the scope of sensor printing on textiles. The module will be achieved by:- Analysis of the industry need according to Industry 4.0 principles- Designing the detailed learning objectives for the O2-AR module (including micro-credentials learning objective) - Development of module - Consultation with specialists in industry, gathering and analysing feedback, improvements - Testing and piloting the created content (using innovative tools like digital twins) - Gathering feedback from students, teachers, researches and industry experts; analysis, suggestions and improvements in each institution to ensure the quality of the resultTwo LTT events take place during the project. The key LTT is to T-Shape skills in the participant organisation in relation to the topic of sensor printing on textiles. Beside 2 virtual meetings, there will be 6 physical Transnational Project Meetings over the three years. Various dissemination activities will be carried out to share and promotion Project's Results. Multiplier events will take place in 3 countries at the end of the project.<< Results >>The project creates Education Concept Model for digital technologies for smart-functional textiles with 3 modules in different levels of learning objectives on bachelor, master and applied research level for both textile engineering daily learners as well distant education and adult training. Modules are created in the way that they can be used as micro-credentials in different levels to cater for various needs and enable to build on their knowledge without completing a full higher education programme and upskill or reskill to meet labour market needs or to develop professionally after starting work. O1 is Basic Level ModuleO2 is Applied Research Level ModuleO3 is Masters Level ModuleO1 Basic Level Module– Design and development courseThis course is intended for bachelor of Fashion & Textile Technology. Proposed course module will develop basic understanding of diverse printing tools - functional inks - textiles materials to be used in the high-tech fashion & wearable textile industry. Development of course curriculum for bachelor students is a first step towards building skilled workforce for the future. Since the nature of course is broader, it will help to expand the horizon of participants to deal with complex technology which is multidisciplinary in nature. More than 250 students can be benefit by such course on yearly basis in the partner universities. Considering the broad nature of the course the transferability potential is very high. The course can deliver 3-6 ECTS to a participant. O2 Applied Research Level Module - Pilot course The nature of the course is Applied Research. The output is an hand on experience (pilot activity) in the well-equipped laboratories. Students, researchers & R&D individuals from partner universities and industries will work on specific research assignments in the broader filed of functional printing on textiles and specific field of sensor printing on textiles. Such pilot assignment/course will also stimulate the international exchange amongst partners and will spark collaboration for more R&D projects at TRL level 4-6 with close participation from industry. Students can work on bachelor/master thesis assignment as a part of this activity and get required ECTS after successful completion (from 3-30 ECTS). The generated knowledge, technology and good practices will result in publications and conference proceedings in this area. In terms of T-skills this output is a part of vertical pillar for developing deeper discipline expertise. The generated knowledge will be used for development of micro-credential course and key input for Master Level module output.O3 Master Level Module- Design and development course target group is master students from partner universities. Such course will offer high level of technical knowledge and innovation. Printed Sensors on Yarns & Textiles: This module is intended for master innovative textile development (ITD), in the domain of digitally printed sensors for a variety of textile substrates for smart-functional applications. The aim is to develop new methods and tools for smart teaching, collaboration between education and industry. Output O2 M will act as generation of data and knowledge to be utilised for articulating such course. More than 30 students will benefit each year. With regards to T-Shape skills, this specific course will further help to deepen expertise. Such course can deliver 3-6 ECTS to a participant. This course can be offered as micro-credentials for diverse target group. This output structure enables each HEI to combine outputs according to their needs, for example:- TTK can use O1B and O2AR modules- Saxion can use O1B, O2 AR and O3M modules- Borås can use O1B, O2 AR and O3M modulesO1 B, O2 AR and O3 M courses can also be directed and offered to industry depending on their level of specification in digital printing for smart-functional textiles and by completing the courses attaining the micro-credentials

Most professionals involved in the design and building construction sector state, that the age of sustainable high-rise timber buildings has started. They agree that timber is an ideal material when grown in sustainably managed forests. It is being used more and more extensively in the building and construction industry. This movement regarding the construction of high-rise timber buildings is transnational and is being implemented in the EU and worldwide, for example in Canada, Australia, New Zealand and the USA. However, education in high-rise timber construction is still very limited, especially in Europe. Most HEIs in the EU, that have technical degrees in design, construction and materials for high-rise buildings have curricular implementing the studies of concrete and steel, being prefabricated or manufactured on site. Normally, education in construction from timber focuses on 1 to 2 storey timber buildings (one family houses, etc.). However, architects and engineering companies are already working on sustainable high-rise timber buildings of up to 16 stories high. Thus, there is an urgent need to educate students with innovative applied skills needed in this area at an undergraduate degree level.The wider objective of this project was to develop a trans-disciplinary and transnational course/ elective element in the EU HEIs in the design, construction and management of sustainable high-rise timber buildings in order to enhance the quality and relevance of students’ knowledge and skills for future labour market needs. The project was implemented by five higher education institutions from Denmark, United Kingdom, Lithuania, Portugal, Estonia and Lithuanian Study and Consulting Center together with Estonian Woodhouse Association.The specific objectives of the project were:1) To strategically research at which level the sustainable design, construction and management of high-rise timber buildings are to be planned and implemented in the partner countries.2) To educate all participants (students, teachers, entrepreneurs) in the field of the sustainability and the emerging global problems. 3) To develop and implement the new strategic trans-disciplinary module/elective element, which meets the needs of the HEIs and market representatives, fulfils the future challenges of sustainable design and construction of high-rise timber buildings.4) To improve competencies of students and teachers in problem solving and team work, innovative thinking, motivation, awareness of cross-professional project input and project management by using project-based learning approach.5) To ensure open awareness of the project results to local, national, EU level and international target groups.Working in international in trans-disciplinary groups, participants increased their knowledge, motivation and obtained a wider view of today’s rapidly growing environmental problems, faced in our planet, for example green-house gas emissions, carbon and ecological foot printing, as a background to explain why the use of sustainable timber in high-rise buildings and construction is important for the future world-wide construction industry.35 teachers from five universities have enhanced competences on innovative module development and teaching strategies, by taking part in intensive trainings, workshops, development of intellectual outputs. They have learnt about the most challenging issues in design, construction and management of sustainable high-rise timber buildings and are using their knowledge and skills in daily education and research activities.The new module was jointly developed by academic staff and business enterprises. The module was integrated into the existing study programmes, thus undergraduate students have direct access to outcomes of the project. 82 students participated in intensive short-time mobility periods and worked together on real projects. Students gained innovative knowledge on HiTimber issues, moreover, by project-based learning they improved their skills in critical thinking, problem solving, group working, negotiation, reaching consensus, taking responsibility for their own learning and social participation. Thus, HEIs have opportunity to educate new professionals, who will be able to apply their knowledge and contribute to the design, construction and management of high-rise timber buildings in labour market. Stakeholders, e.g. public authorities, professional associations, building entrepreneurial associations and private companies were in-depth involved in the process of definition of the new professional profile, development of the new module and teaching materials.By sharing innovative knowledge to all target groups the HiTimber project contributed to the extension of knowledge in the HEIs and building industry by disseminating idea of sustainable buildings constructed in timber to give an overall European context in the sustainable and construction sector.