2. Short summary of the projectAt the heart of Yebisu e.e. is the development of staff and companies through fostering entrepreneurial behaviour within organisations (intrapreneurial behaviour). We have been working with the principles of the learning organisation. This meant that we didn’t follow our blue-print to the letter. The interaction between the practice in companies and the more conceptual approach of VET institutes determined the direction and development of the project. The needs of the companies were leading. The project continued work developed in previous projects, especially EQUFAS and earlier projects of the Yebisu partnership. We defined and described the intrapreneurial behaviour of employees and made it measurable with an assessment tool. Also, during pilots, we supported partner companies in designing an approach to developing the intrapreneurial behaviour of their staff. One of the most significant outcomes of the project was that the leaders of companies realized that they had to lead by example. Our activities included research and design in a developers’ group, partner meetings that tested and developed Intellectual Outputs, tailor-made pilots, development and training activities, dissemination and marketing activities. We started disseminating to branch and European organisations from the start. We made sure we were not just sending information, but exchanging ideas that we could take back to our partnership and use to develop our ideas and result further.The Yebisu partnership dates back to 2010 and comprises a mix of companies and VET institutes. The companies and their development are the core of the partnership. The VET institutes are learning about entrepreneurship and intrapreneurship and offering their expertise in learning and development. From the start, Yebisu has been working with the concept of EQF levels, which proved very useful to company owners to make smart decisions about mixed-level teams. The partnership of this project Yebisu empowers employees consisted of 8 landscaping companies, 4 VET institutes, 3 training companies and 1 branch organisation. We have partners from Belgium, Estonia, Finland, France, Germany, Hungaria, Norway and The Netherlands. Our main results are¥a profile for intrapreneurial behaviour within a company and three units of learning outcomes detailing this behaviour¥an international version of the NLQF descriptors that includes intrapreneurial behaviour¥a levels game to facilitate workshops about EQF/NLQF levels and determine the place of the units in the qualifications¥recommendations on how the units can fit into (formal) education profiles, both specifically for the Dutch context (in Dutch) and more general for the European context (in English).¥an online assessment tool to measure intrapreneurial behaviour (http://www.surveyplanet.nl/live/v1/manager/?p=267937044bdd0fd6f921687d1dc4542d) and the option to store assessment results in a skills bank (after the project ends this will cost a fee) (www.skillsbank.eu then use ID: YEBISU-Tester1; PW: Tester1)¥a toolbox of training materials to use in in-company training¥promotion materials specifically tailored towards companies and branch organisationsThe impact is apparent at different levels. Company owners learned how they influence intrapreneurial behaviour in their organisation and piloted and implemented this in their respective organisations. VET institutes got a more in-depth understanding of intrapreneurial behaviour in companies, which in turn benefitted their educational programmes. Also, we were able to put the topic on the agenda of European and national branch organisations, leading to increased cooperation and concrete initiatives in those organisations. Finally, as early adopters of the European Skills Agenda, we were able to participate in high-level European events, which improved visibility and impact of the project and provided valuable experience for the partners.Members of the Yebisu partnership keep up the cooperation after the project is finished without further funding. Activities are already planned concerning a ‘Young Gardeners Network’ and the problems of companies in the green and other sectors in finding employees in lower EQF levels as well as reintegrating potential employees who are now jobless into the labour market with the Yebisu tools. You’ll find the results and the contact information yebisuproject.wordpress.com.

VETMO4TL was set up in the context of a growing demand for jobs in the Transport & Logistics (T&L) sector all over Europe, the need to attract new profiles to EQF level 4 qualifications that specifically meet the companies’ needs, and the will to enhance European mobility opportunities. The project lasted 30 months, starting in November 2017 and ending in April 2020, and brought together 11 complementary partner organisations, such as associations, T&L research centres, competent authorities and VET centres from ten EU countries: Belgium, Finland, France, Germany, Ireland, Italy, Poland, Portugal, Spain (Catalonia) and the Netherlands.The project objective was to develop harmonised standards, tools and methodologies to ensure transparency and recognition of the national qualifications with the purpose to promote structured and recognised mobility in Europe, for learners in vocational education and trainings (VET) at level 4 of the European Qualifications Framework (EQF) in the T&L sector. The project furthermore aimed to enhance cooperation between VET centres and to create new partnerships.Three main activities were implemented, enabling us to reach the following results and impacts:1/Development of shared referencesWe developed shared references, which allow mutual understanding and comparison of the existing qualifications and trainings in the ten partner countries. They are composed of 3 resources: job profiles (O2), occupational standards (O3) & qualification standards (O4). The first two resources illustrate the three relevant jobs that we identified at EQF level 4 in T&L: The transport technician who works in an office and participates in organising, coordinating and monitoring transport missions. The warehouse technician who works in a storehouse and receives, stocks and prepares goods for delivery. The Road Freight Advanced Driver who drives the truck and executes the transport of goods. The third document describes these qualifications in terms of units of learning outcomes (based on the ECVET methodology).2/Design of bilateral mobility patternsThe shared references build a common framework but they do not provide individual propositions for mobility. We therefore provided 17 bilateral mobility patterns (O5) as an additional tool, which assists teachers and trainers in preparing appropriate mobility projects by determining possibilities of structured and recognised mobility between two partner countries: duration, level, type of mobility, learning outcomes to be achieved abroad, evaluation and recognition procedures. It is “ready to use” and facilitates the filling of the Learning Agreement inherent to every quality mobility project.In addition, we drafted clear guidelines explaining the methodology we used to ensure that it can be applied by other stakeholders to create their own mobility patterns. In this way, this tool is useful for any VET actor, even for countries or economic sectors that have not participated in our project.3/Elaboration of guidelines and organisation of a training workshopWe organised a workshop to train teachers and trainers in the use of the project resources and tools. This event gave the opportunity to reach stakeholders outside our consortium and supported the creation of new partnerships. To smooth the exploitation of our results and support the implementation of mobility, we furthermore provided guidelines (O6) detailing all our resources and tools and explaining how to use them, in a simple and practical way.All results are available on the project website: www.vetmo4tl-project.eu/en/page/deliverables.The VETMO4TL project was conducted in a way to ensure longer-term benefits:This strategic partnership contributed to strengthening recognition, transparency and comparability of qualifications at EQF level 4 in T&L in Europe. In parallel, the project activities lead to increased transnational cooperation of VET providers and the creation of new partnerships. These conditions are required to promote quality European mobility options for teachers, trainers, employers and learners with a view to contributing towards developing better understanding, knowledge and solidarity within Europe.To ensure the use of the project results and to continue promoting the implementation of mobility at EQF level 4 in T&L, they were integrated into the existing NETINVET network (www.netinvet.eu). NETINVET is a mobility network of over 100 VET centres and professional organisations from 13 European countries. Based on mutual trust and quality, NETINVET promotes European mobility in the sectors of international trade, transport and logistics and commercial vehicle maintenance.

Information and Communications Technologies (ICT) provide great opportunities both for school education and for training and thus contribute to their quality, attractiveness and effectiveness. ICT solutions useful for teaching have become commonly available, and affordable or for free, but their effective use requires relevant teachers’ skills. E-MOTIVE project was initiated by: i) observation that in VET application of ICT was still relatively low and ii) conclusion that one of reasons was lack of materials which are easy-to-use, and enable to obtain necessary knowledge and skills in a short time. The project objective was to solve this problem by development of training materials and solutions which would enable VET teachers to acquire knowledge and skills necessary for:i) use of ICT to create different types of attractive electronic training materials which meet VET students’ needs and expectations,ii) use of existing ICT tools for teaching, in all main forms of teaching that might be carried out in VET, i.e. classroom learning (traditional), on-line learning (via Internet) and blended learning (carried out partly in the classroom and partly via Internet). The project consortium members were:-Instytut Techniki Górniczej KOMAG (PL) - team involved in the project is experienced in use of ICT, also for development of training materials and courses-VET units:+ RTRIT - Rīgas Tūrisma un radošās industrijas tehnikums (LV) is a VET school related with tourism and hospitality sector. ICT solutions are integrated in many lessons provided there.+ TTS Työtehoseura (FI) is a VET centre related with road transport and logistics sector. ICT solutions are very intensively used by them, including those more advanced like simulators.Both VET units cooperate with other VET units and organizations – at national and European level, with national authorities, and participate in events related with VET. Competences and experiences of all the project partners contributed to the project realization and its results. E-MOTIVE consortium developed e-MOTIVE platform at which free access to the following resources and solutions has been provided:-repository of knowledge pills (short, easy-to-use instructions) that show and guide how to use ICT tools for: i) development of training materials, ii) use of Internet tools for teaching, and provide necessary background knowledge-reports and use cases regarding ICT-enhanced teaching-software sandboxes for several Internet tools; a sandbox is an isolated software environment in which an Internet tool - a piece of software or platform - can be used without affecting other systems or causing serious problems. Although it is a specially prepared installation of a given tool it looks and works the same as a fully operational one.-e-MOTIVE AR tool which enables to develop training materials based on Augmented Reality technology and use it during teaching.To make the e-MOTIVE platform truly useful the following conditions have been met:-knowledge pills and software sandboxes regard ICT tools which are open-source and/or commonly used -use cases are supplementary to knowledge pills-content (topics) of knowledge pills was established based on survey carried out with both parties involved in the teaching process, i.e. VET students and VET teachers. The questionnaire used included questions about respondents’ preferences and expectations regarding application of ICT in teaching/learning; therefore ICT competences acquired by the VET teachers meet their students’ expectations-all main modes of teaching (classroom, e-learning, blended) were covered, therefore training materials and solutions in a comprehensive way prepare VET teaches to integrate ICT in their teaching-the knowledge pills repository is searchable, e.g. via key words, and each knowledge pill can be downloaded for offline use and/or for printing-all resources are accessible any time and place, therefore a teacher can in a flexible way shape their learning path (‘pick and use’ mode)-application of e-MOTIVE AR tool requires only standard hardware and software (computer – for development, mobile device with a camera – for use), and access to the Internet. No special IT skills are necessary.-the platform resources are accessible also via Moodle Mobile app.The prototype e-MOTIVE platform (and all the materials and solutions it provides) available in English positively underwent pilot tests and then was translated into Polish, Latvian and Finnish.ICT competences provided by the e-MOTIVE products not only contribute to VET teachers’ abilities in integration of ICT in teaching, but also to the teachers’ self-development as educators – e.g. via use of electronic training materials, participation in on-line courses.

"<< Background >>The implementation of training and validation is currently implemented in the TLS industry in the form of practical skills, e.g. physical internships at the company's headquarters. This is particularly difficult in crisis situations such as a pandemic, and also does not meet the requirements of a changing market, especially in the context of digitization and ecological requirements.The basic needs that the project meets are:a) insufficient digital competences of employees in the TSL industry,b) insufficient level of automation of training, validation and implementation processes (workflow),c) insufficient preparation for changes,The results of research conducted in 2018-19 by the European Logistic Association organization, which showed that changes in the sector, in particular related to the industry's impact on the environment and changes in the labor market (industry 4.0), confirm the need for changes in the digital competences of employees in the TFL sector. transformations in qualifications mainly at level 4. technological solutions and an understanding of sustainable development (""green"" competences).The following are particularly important competences of the future: the ability to learn and acquire new qualifications, understanding (implementation, promotion) of new technologies and data mining in order to better manage orders and procedures, (implementation, promotion) understanding of sustainable development, skills of ""data mining"" and combining them into a clear set of supply chain parameters, knowledge and proficiency in areas such as analytics, artificial intelligence, workflows and the Internet of Things, understanding (implementation, promotion) of innovative initiatives throughout the organization. Based on the analysis received from the Partner (Berufliche Schulen Kehl), it is possible to list the professions that currently have the greatest potential for development and the need for digitization in Germany; - spec. for warehouse logistics, seller of shipping and logistics services, clerk for shipping and logistics services. In Finland, all professions in the transport and logistics sector are important and there is a constant shortage of staff in these sectors. In particular, digitization is expected to have an impact on the planning and implementation of urban logistics, cargo handling at logistic nodes, urban transport implementations and information management in international transport.The project aims to develop methods and techniques of learning in a hybrid and online system. In the era of worldwide epidemics and potentially future, similar threats, in many areas, including training, it is necessary to replace direct contact and propose solutions enabling remote provision of services. Automation of the training process, with particular emphasis on validation, applies to all stages: data collection, verification, contact with the participant and on-line validation, including the performance of validation tasks and assessment. The project is based on the assumption that, through hybrid methods and teaching automation, users should get used to using IT tools.The consequence of automation and digitization is the preparation of a chain of processes for the educational / validation services provided in the TLS sector, which is to prepare glazing and validation organizations for change. It is about organizational and process readiness as well as readiness to introduce changes. In order to achieve such a state of affairs under the project: we provide appropriate resources in the form of tools and teaching materials, we prepare the standardization of processes, we share experiences related to digital transformation.<< Objectives >>The main goal of the project is to improve training opportunities in the TLS sector and obtaining confirmation of competences, with particular emphasis on professions such as: logistics technician, seller of forwarding and logistics services, specialist in urban logistics, cargo handling at logistics nodes, urban transport service and information management in international transport. The project aims to provide remote education and validation tools, methods, inspiration and good practices. The aim of the project is to be achieved through: 1. Increasing the knowledge of 50 educators and entrepreneurs in the field of innovative methods of competency assessment by providing tools such as Map and microcompetence Profiler (re 1) and tools for remote validation 2. Increasing knowledge of TLS educators regarding planning and use modern methods of education and validation, by providing a course in remote validation (res 2) 3. Increasing the institution's ability to remotely assess and validate employee competences by providing tools for remote validation and a support system (res 4) 4. Improving cooperation and knowledge exchange between institutions of the vocational education and business sector in the TLS industry, by providing a virtual helpdesk prototype (re 4) 5. Institutional development and increasing the know-how of project partners as a result of international activities. The project is to be consistent with introducing systematic methods and opportunities for initial and continuous professional development for teachers, trainers and VET mentors in schools and in the workplace (including during apprenticeships), including by shaping an effective, digital, open and innovative education and pedagogy and the use of practical tools; increasing the attractiveness of the profession for teachers, trainers, mentors and leaders of lifelong learning. The project will use educational materials supporting mobile-learning, online materials and social channels as an adaptation to the trend of making the education process independent of time and place. The developed results of intellectual work will be available in an open manner in digital distribution channels. The aim of the project is to create an ecosystem of tools (Project results: 1. Map and Microcompetence Profiler 2. Remote Validation Course - TLS Guidelines 3. Remote Validation Tools 4. Support System for Validating Institutions) that will make the training process resistant to Covid 19 and similar crisis situations. The proposed tools transfer the process to the Web and automate it. Thanks to the possibility of remote verification of qualifications, disabled employees of training companies will be able to actively participate in this process. The currently planned project aims to include industry education in the context of digital transformation and the so-called new reality.<< Implementation >>To achieve results, project partners will apply the methodology of activities used in other projects. The main assumption of such a methodology is the involvement of all partners in the implementation of results, as well as verification and development of products. At each stage, verification activities and quality monitoring (substantive corrections, discussions, information exchange) are planned. Project objectives and results will be achieved through: 1. Intellectual work of experts (results of intellectual work) 2. Meetings and workshops (project meetings combined with workshops and tests of solutions proposed in the project) 3. Dissemination event The activities under the project will be directly related to the achievement of the project objectives and the implementation of the planned results. For each result, a sequence of actions is planned with the provision of feedback and control mechanisms Monitoring activities are to ensure high quality of products and their timely implementation. A typical sequence that leads to an intellectual result is: 1. Establishing a starting point (based on a needs analysis, previous work done, etc.) 2. Establishing a work plan and division of tasks (taking into account possible changes occurring after the submission of the project) 3. Working on results 4. Re-checking and quality control 5. Testing 6. Modification 7. Implementation 8. Dissemination, Use and Development It should be noted that the project activities will be directly related to the regular activities of the project partners and the results will be directly applicable in partner institutions. The applicant plans to carry out the following promotional and Public Relations activities leading to the achievement of the project objectives and planned results? 1. Sharing the results of intellectual work on the websites of the consortium members, on the partners' social profiles, on the Erasmus + results sharing platform 2. Online information about the project on websites and social media 3. Contacts with journalists 4. Activecontacts with the partners' environment 5. Using the potential of other projects for information and dissemination activities. The project will also use unusual forms of education - TTS Työtehoseura has in its technical resources a training center based on VR simulators. We will use this potential in the form of training courses for staff containing elements such as digital solutions based on artificial intelligence, machine learning and offer platforms.<< Results >>Results expected during the project duration for all Partners: Hard results - number of training and test participants - 20 - number of organizations participating in the project - 4 - the number of results of intellectual work - 4 - the number of people covered by disseminating events - 250Soft results - at the end of the project: - Increased potential and know-how on managing partner projects among participating organizations rated 4 by respondents on a 5-point Likert scale (surveys during the project) - Increased knowledge of 50 beneficiaries on innovative methods of assessment and validation of competences, assessed by the respondents at min. 4 on the 5-point Likert scale (questionnaires in during the project) - Increased knowledge about remote validation rated by respondents at 4 on a 5-point Likert scale (surveys during the project) - Increased ability to use the remote validation system and - Improving cooperation and exchange of knowledge between the education system and business in TLS rated by respondents at 4 on the 5-point Likert scale (surveys during project duration) - Increased awareness of the industry community regarding the possibilities of hybrid education and validation At the end of the project, it is planned to develop and implement the results of intellectual work aimed at: a) development of models of technological solutions optimizing the work of enterprises depending on their size and specificity of activities undertaken in the TSL industry b) developing solutions for the future (the potential of IT technologies), which are to correspond to the new post-pandemic reality, emphasizing alternative forms of communication and social relations From a teaching practice perspective, a competency framework for educators will be developed to identify the knowledge, skills and requirements needed for training work. Project results: 1. Map and Profiler of microcompetencies 2. Remote Validation Course - Guidelines for TLS 3. Remote validation tools 4. Support system for validating institutions"