This project is directed towards establishing and upgrading large-scale qualification and training schemes in the Netherlands for craftsmen and other on-site workers, in the continuation of the BUILD Up Skills Initiative. The proposed project uses the results of the IEE-projects and is a necessary step towards closing the gap between existing and needed skills for craftsmen and building workers in the Netherlands in the respect of meeting the 2020 energy objectives.The main objective of the project is to develop and pilot missing training materials on EQF-levels 2 - 4 based on the future-ready qualification schemes developed in BUILD UP Skills Pillar II. Secondary objective is to construct short skill measurement tests which enables the prevention of mistakes made by unconsciously incompetent workers, the detection of skills gaps and supply of industry relevant upskilling advice to craftsmen and building workers.Tertiary objective is to organise regional pilots in which we focus on implementation and evaluation of the developed materials and regional capacity building. We will support regional training partnerships with train-the-trainer sessions, regional labour market intelligence and implementing the developed trainings and assessments in practice in regional building and/or renovation projects. As results of the project the following will be achieved: • Increase the skills of 3000 craftsmen by the end of year 2018 • Increase in RES-production of 11 GWh/year • Decrease of energy consumption of 69 GWh/year (EE) • Increase the employability of the building workforce with 3000 of which at least 5% women • Increase in investments in innovative sustainable energy technologies with €42.7 million • Acquired additional funding of €1.000.000,- to sustain the action

The Suscop project has been a very interesting project for the partners. We have been working on a topic that is extremely important for the future, we are benefitting of the results, for students, teachers and on the long run for society to reach the Sustainable Development Goals.Now we, especially the Western world, are consuming a lot of meat which has a high impact on the environment. As the prediction is that the world’s population is growing until 10 billion people in 2050, we are heading toward a food crisis. If we want to be able to feed the people living on this planet in a proper way, we have to change our eating habits.Part of the solution is using different proteins, both from vegetal as animal based sources. This has to become mainstream to be part of the solution. The growing of crickets, for example, has a low impact on the environment and can be monitored very well. It needs only a small percentage of the resources that are needed to produce meat. There are different ways to grow alternative proteins, with very high quality and with a low impact on the environment, that can play an important role in the food chain of the future.The objective was to make a teaching and training module for students in different EQF levels, from level 3 – 6. Next to that we wanted to train teachers so a larger group of teachers will be able to use the materials in the education of their students. On the website we have created, https://suscop.com/ we make the results available in different levels and languages.The most important product we delivered is a ten week teaching and training module with a workload of appr. 80 hours. There are three different aspects: theory about working with alternative proteins, different types of proteins, what are the rules and regulations, storage, etc. The second topic is sustainability, why is this new way of cooking needed, what is the connection with the SDG’s and the third topic is the actual cooking itself, working in the kitchen with the proteins.The teachers manual contains all the instructions any teacher might need to start doing classes like this themselves, a list with the proteins with all the specifications and also extra materials to present to the students, like videos, PowerPoints, quizzes.There is an E-book with recipes from all partners in six different categories, from street food to a 5 course dinner. Students can use this E-book in the practical lessons and in the assignment that they have to do at the end of the training module. During the life span of the project we organised five TPM and two LTTA’s. In the TPM’s we discussed the progress of the project, because of the Covid-19 pandemic we had to extend the project, and it was at time complicated to find the time to work on the project. So we also have met online on a regular basis to keep the work going.The LTTA’s were used to train the project group at two levels, the first one was focusing on the theoretical foundation of working with alternative proteins. A Spanish researcher was invited to give the most recent state of the art (legislation in Europe, what is already done etc.) and our HVET partner trained the group. Also a Finnish company EntoCube, a producer of animal based alternative proteins, updated the knowledge of the project team.In the second LTTA there were chef-teachers and students involved, they were working in the kitchen with the recipes, trying out and giving feedback on the results.Another output was the train the trainer short course, the partners have trained their colleagues so a larger group of teachers is capable to work with the materials. Also for teachers this is a new way of looking at eating habits in the future, so this gave very interesting discussions. The ‘cascaded’ training was executed organisations and it helped to change the attitude of the participants.We have done a lot of activities to disseminate the results. The Multiplier Events were unfortunately not easy to organise, but still we managed to talk about the results with a large group of network partners. There was publicity in newspapers, presentations in primary schools, on the EfVET conference and many other articles in newsletters nationally and internationally.One of the side effects of this project is that the restaurant in Da Vinci College has added some of the recipes to their menu!The partner colleges will use the materials in their regular education as this is part of innovation of the profession. For students the market of the alternative proteins can open up a lot of new possibilities, thy can open their own business, cooking or selling alternative proteins. In the LTTA with students in Harderwijk we offered a workshop with an entrepreneur who makes a living of growing and selling crickets and writer on the topic.The pandemic caused serious difficulties in reaching the goals, we had to extend the project with 9 months.

ContextWe expect our teachers to train their VET students to become resilient global citizens who can manifest themselves in an increasingly international working environment. The reality is that less than 10% of the students attend education regarding internationalization. The main reasons are limited financial resources (Erasmus+) and reluctance of many students to go abroad for a longer period of time. The vast majority of our students are therefore not or hardly immersed in the internationalization relevant to their work context. It is therefore necessary to link education to Agenda 2030 for sustainable development and specific 21st Century Skills. Up until now, internationalization education has often had an ad hoc character. An important reason for this is the lack of an accessible toolbox for structuring internationalization education in the curriculum. Due to COVID-19 or similar future crises, we expect the group of students who will exchange with another country to become smaller. The importance of internationalization @home education will increase in order to acquire international competences. The toolbox BUILD@HOME can meet this need.ObjectivesThe main objective is to develop an easy to use toolbox BUILD@HOME that enables teachers and students to create or follow education that closely matches the curriculum/learning objectives, learning needs, talents and core qualities of the student. All this in the context of the required international competences and Agenda 2030. The toolbox is designed for every type of education and for every type of student. We want to offer extra handles for new applications in Technical courses and Students with fewer opportunities in the broadest sense of the word.ConsortiumROC NIJMEGEN (coordinator, The Netherlands), DA VINCI COLLEGE (The Netherlands), LUOVI (Finland), HELSINKI VOCATIONAL COLLEGE (Finland), HETEL (Spain), UNISER (Italy) and ROSKILDE TECHNICAL COLLEGE (Denmark).Description of activities-01: Toolbox BUILD@HOME pilots Global Competences and new applications in Technical Courses.-02: Training program BUILD@HOME for teachers. ‘Cascaded’. Train the trainer short course.-03: Virtual classroom BUILD@HOME pilots Global Competences and new applications in Technical Courses-04: Students with fewer opportunities BUILD@HOMEMethodology to be usedThe methodology used is demand and purpose oriented. ROC NIJMEGEN works already according to this approach 'Verdraaide Organisaties' (Marius Buiting and Wouter Hart, 2012 ). This means that the content of the toolbox is not dictated beforehand and top down but will be designed by the teachers and students themselves.The expected impact is:-On partner organisations. The project results in an innovative way of working, shaping new contents and applying up to date methodology and by following a bottom-up approach where students and teachers co-design.-On VET teachers directly involved (35-50). They feel equiped in designing and implementing educational programmes internationalization.-On VET teachers not directly involved. At least 20 teachers from each school (140 in total) will be trained by their colleagues to apply the principles of BUILD@HOME in their own lessons, using the toolbox and virtual classroom BUILD@HOME. -On VET students directly involved (310-400), the project will offer them the opportunity to contribute to shape the education methodologies in their colleges, and to work in an international context, with the consequent development of global competences such as digital tools for on-line work, English, intercultural understanding and communication, self-management, adaptability.-On VET students not directly involved, they will still benefit from the increased knowledge and skills of their VET teachers and from the possibility offered by their colleges of having an international dimension in their education.Longer term benefitsThe desired impact on local and regional level is that every participating VET school has structurally incorporated the toolbox BUILD@HOME in education so that every student can gain international experience in regular lessons, without having to travel abroad. The toolbox BUILD@HOME is in line with the ECVET recognition. The aim is that the developed training BUILD@HOME is shared with the EfVET. It is expected after the project period that at least 100 teachers of VET schools will attend training every year. The teachers who followed the training will also provide training for about 10 teachers in their own VET school. As a result, approximately 1500 teachers have been trained to apply the principles of BUILD@HOME and will use the toolbox BUILD@HOME.

The EQVET project expanded previous experience and continuing current need of partners to increase the quality in VET, including mobility, in construction and vehicle vocational fields. 3 partners of this application have, during LLP TOI project STEVTA , compiled certain amount of common ECVET UNITs and the assessment forms for transparency and mobility between partner countries. Not all curricula (units) in construction and vehicle were not described and compared in ECVET framework. The vocational teachers in VET schools are under great pressure because of new approaches - learning outcome base teaching/training/assessment. The VET schools and teachers haven’t got enough support by training and methodical materials. In partner countries there is a lack of complex teaching and learning exercises as problem based training tasks, which cover and integrate professional and key competences and allow the assessment of several LOs within one task. EQVET project had three main target groups: 1) VET teachers in construction and vehicle vocational field; 2) WBL (work based learning) tutors in companies; 3) students. EQVET project had two main objectives: 1) to increase the recognition and transparency of VET by using common UNITs described by learning outcomes (LO) and assessment criteria in ECVET framework; 2) to create problem-based complex training and assessment exercises. These complex teaching /learning /assessment materials cover vocational competencies together with key competencies (communication in the mother tongue and in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression). The complex exercises are problem-based and inter-cultural (valid for all partner-countries). The complex exercises are available in all partner languages, web-based, different parts are downloadable. Exercises include texts, drawings presented in different programs (AutoCad, SketchUp), some video tutorials and manuals. For fulfilling the second objective it was essential to train vocational teachers in construction and vehicle field to compile complex problem-based teaching/training/assessment exercises. For this purpose external expert with pedagogical background and excellent methodical skills was used. There was 7 VET schools from 6 countries (EE, DK, NL, LT, CR, ES) working on this Project in close cooperation with their stakeholders in regions. The main partner was KAK/EE. There was teacher training seminar in the beginning of Project, the topic of which was the methodology of compiling exercises which should enable to assess several learning outcomes with one complex exercise. Through 6 transnational meetings 2 parallel work groups (construction and vehicle) were working. During WG seminars 2 activities took place: comparing units and assessment criteria/forms and compiling of training exercises. Between meetings WGs collected the existing information at home (qualifications, job descriptions, curricula, exercises). The results are 8 ECVET-based units and assessment forms with criteria for construction (mason, wood frame, drywalls, painter, plasterer, concrete works, tiler, ICT) and 3x 5 for vehicle (diagnostics, maintenance and repairing based on 5 part of vehicle - engine, power transmission, steering equipment and chassis, electrical equipment and control systems and air conditioning) in 6 EU languages. These are used by VET schools and companies, by teachers, company tutors, students and mobility coordinators in all partner countries. It was hard to foresee how many complex tasks was needed to cover all modules as the volumes of modules were very different, but the aim was to create at least 1 complex tasks per module. By the end of the project the project team compiled altogether 21 complex exercises for construction and 15 for vehicle. But this situation will change as the project partner-schools and teachers from school networks are gradually adding new exercises. These complex exercises are online available in partners' country languages and certainly these are accessible for public use. The website https://eqvet.wordpress.com together with complex tasks is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License CC.Compared units will raise the awareness of ECVET tools and enables to raise the quality of mobilities all over the Europe. Complex training exercises based on these units raise the quality of training process at VET schools and companies (WBL and work placement). The results are usable for all VET schools and companies in partner countries, but can be also transferred to countries outside of this partnership. The dissemination of project results raises the awareness of VET system, ECVET, cooperation between VET schools and work life and available training materials.

Five European Regional Skills ecosystems will collaboratively design, test, refine and exploit an integral curriculum in digital transformation competence for mid to high level EU technicians. The curriculum will be available in EN, BG, EL, ES, IT and NL and supported by an international IoT network Hub.The Digital Transformation in Advanced Manufacturing – DTAM project aims to create and provide innovative curricular training (reskilling and upskilling opportunities) in digital transformation competence for the advanced manufacturing sector (AM), for mid-high level IT and OT technicians at EQF Levels 4-5 +. Materials delivered will allow technicians to understand, install, configure, monitor, analyse, transfer data and maintain digital systems in advanced manufacturing environments. The complete DTAM curriculum will offer learners in IVET and CVET open access to all training modules as OERs via the project e-learning platform and to innovative supporting digital technology in the form of an international network of IoT labs. The partnership will encourage the growth of digital transformation, and talent and technology 4.0 profiles in H/VET centres by providing and launching a(n):• Model for the Creation and Exploitation of a Sustainable IoT lab: the model created will address the essential issue of financing and sustainability of IoT laboratories through collaboration with local / regional industry and SMEs• International Network of DTAM IoT labs which H/VET centres developing IoT labs can join, supporting a growing pool of labs which learners can access remotely via the project IoT HubThe DTAM curriculum aims to be a reference curriculum for Quality training and certification in digital transformation competence for Smart Industry. The partnership aims to have the DTAM Modules validated and included in regional and national VET training courses in the mid-term.