<< Background >>BPM is an assumption for digitalisation in enterprises. The utilisation of an enterprise resource planning software (ERP) is feasible only as a following step to mapping processes throughout the enterprise, improving them via eliminating the bottlenecks and developing BPM based on analysis of processes. Linking ERP with other software solutions used in enterprise is a key to compose the information system in enterprise therefore the enterprises need digitally competent specialists. Accordingly, higher education institutions need to develop their study programmes and courses for the undergraduates to gain corresponding skills and competences described in EU Digital Strategy and professional standards, such as Record and Information Management Coordinator, Production Manager, etc.In most HEI-s of applied sciences teaching the skills related to process-based management is fragmentary, and is divided between different subjects.It does not form a single whole and is not related to teaching business information systems.In different study programmes teaching business processes is very incoherent and therefore the quality of handling the topic varies drastically and as a result, different subjects are taught but there is no unifying system.This, in turn, hinders students from receiving a consistent overview of business processes, their management and the role of supporting information systems in enterprises.Several of level 6 professional standards, that are the basis for the study programmes, assume that the specialist is able to understand and manage business processes.The quality of teaching process based management and information systems supporting business processes has to be improved and unified in different study programmes in order to prepare more competent specialists for the labour market. “The European Commission is determined to tackle the digital skills gap and promote projects and strategies to improve the level of digital skills in Europe. Over 70% of businesses have said that the lack of staff with adequate digital skills is an obstacle to investment. Europe also faces a shortage of digital experts who can develop cutting-edge technologies for the benefit of all citizens.” (Shaping Europe’s digital future, 2021). Labour market needs skilful employees who are able to use, develop and manage technology in different areas (Estonian Qualifications Authority, OSKA Report, 2019). European Commission Digital Economy and Society Index Report 2020 - Integration of Digital Technology shows that Croatia, Estonia and Bulgaria are the countries in the EU that are being left behind in deploying up-to-date digital solutions in enterprises (less than 50%). PRODIMOD project aims at developing the business study programmes in higher educational institutions primarily in these countries.<< Objectives >>The goal of PRODIMOD project is to develop the module “Process Based Management in Enterprises” for higher educational institutions of applied sciences. The module corresponds to the needs of the contemporary business environment, includes digitalisation and automation of business processes, and considers the principles of experiential learning.PRODIMOD project includes joint development of a module for different curriculums in partner HEI-s, and training materials. International, regional, national and local knowledge is combined to produce high-quality output. The credibility of the module is high, when experts from different countries have created it in collaboration.<< Implementation >>In the course of the PRODIMOD project a process-based management module is designed by partner institutions that can be implemented in different study HE programmes and which foresees the following activities:-specifying the expectations of enterprises in the field of process management and the requirements according to national and international professional standards;- preparation of digital handbook consisting of teaching, training and guidance materials supporting team-based learning in the BPM module;-design in BPM field of experiential learning materials for applied sciences higher education studies implementing team-based learning methods;-informing stakeholders about the project results.<< Results >>Project activities lead to three distinct outputs:PR1. The module “Process-Based Management in Enterprises” for higher educational institutions of applied sciences.PR2. Collection of BPM field teaching, training and guidance materials. PR3. Digitalisation of the results achieved in PR1 (learning materials of module) and PR2 (teaching and training materials of module), and their publication on e-platform. The project steps from the real needs of the participating higher education institutions to develop practical and effective entrepreneurial learning. It strengthens international cooperation between partner organisations.Higher education institutions are well equipped for providing training to help students meet future BPM requirements in companies. This will be reinforced by relevant transnational experience,and the development and provision of higher education. The ways how the project PRODIMOD contributes to this derives from 1) the improved didactic approaches for teaching, and 2) the content that better meets the future learning needs.This project strengthens HE institutions’ readiness to provide additional training and support for their students to gain a level of comfort with new sustainable technical solutions. Impact of the PRODIMOD project on the needs of the target groups:● students - the increase in competitiveness through digital competences and the skill to understand business processes; encouragement for international student mobility; source input from stakeholders, from the industry and from expert networks make the education course more lively. These include case studies, examples of business cases, calculations used in real projects, etc. to illustrate the materials and issues in the field.● enterprises - are able to recruit digitally competent employees who are ready to map, analyse and develop business processes.● lecturers - expand knowledge in the field of business processes and teaching methods through best practice (knowledge transfer).partners - framework enriches the quality of teaching, empowerment of digital skills and creation of the basis for the follow-up activities.

The EXEP3D project aims to expand skills, transfer knowledge, and raise the innovation capacity of TTK’s Institute of Civil Engineering in the field of construction engineering with the aim to become a leading competence centre in Estonia and Europe, more specifically in 3D concrete printing (3DCP) and locally produced sustainable mixtures. By linking the unique competencies of Eindhoven University of Technology and TU Dresden – the two leading universities in automation and 3D printing technologies for construction engineering and environmentally friendly mixtures – the project has potential to innovate the construction engineering industry as a whole. With a wider aim to fill in the gap within EU and raise the scientific and technological excellence of TTK as a representative of Estonia, a Widening country, EXEP3D proposes a combination of staff upskilling, academia-industry partnership-building and applied research activities while consulting with academia and industry experts. Within 36 months, the consortium will deliver 8 staff study visits, 13 training seminars for staff and students/researchers, a student competition, 2 open-access publications on the newly established research direction in cost-efficient 3D concrete printing formwork and locally produced mixtures, technical descriptions and data sheets on the novel approach, and annual events with the industry to introduce and further disseminate project results, to name a few.

<< Objectives >>The objective of the project is to produce a European framework in which drop-out can be tackled at an earlier stage. New methods and tools are being sought to identify the risks of dropping out of studies, utilizing e.g. artificial intelligence. In preventing the drop out of studies, emphasis is placed on low-threshold guidance and counseling services, and the possibilities of digitalisation in the provision of these services are being explored.<< Implementation >>The project will be implemented in two phases. In the first phase, the reasons and amounts of dropouts are investigated in order to find ways and means to predict dropouts. The second phase will focus on identifying good practices and developing new types of services in order to address the identified risks of disruption quickly. These steps are described as a frame of reference that brings new insight into early intervention during studies.<< Results >>As a result of the project, action proposals will be created for the organizers of the education, which will emphasize the means of anticipating and preventing the interruption of studies, taking into account the possibilities of digitalisation. This will allow better and faster support to be provided to those students who need it to support their studies and careers.In the long run, faster intervention in the risks of drop out will also improve skills and labor supply in European countries.

"The original purpose of the project was as such in the summary of the application:- A general description of training courses in relation to two different target groups of vocational and CVT students.- A description of educational needs of teachers (eg, training programs or peer training)- Description of the physical and financial requirements required to perform EV training at the VET centers- The development of curricula, methodology, guidelines and courses will be designedWith the outputs and results that we developed and achieved in the project, we certainly believe that we have achieved the goals that we set ourselves in the 2015 application.The project has developed a training course for the education of electric and hybrid vehicles in the field of vocational training, and in the actual training materials and in the rest of the IOs of the project, the original objectives of the project are found.The consortium consisted of educational institutions from Denmark, Estonia, Germany and Spain, all of which have experience EVarea, all of which have experience in implementing European development projects.In the project we have implemented:- An ongoing project management- The development of four Intellectual Outputs1. We surveyed the status quo and the winding needs of the electric and hybrid car area by conducting a survey among key players in the sector2. We developed a modularized competence matrix with associated learning activities / situations3. We chose a work based learning approach as the teaching method with a mixture of theory and practice, and we based the teaching materials on two different approaches; one for classroom-based teaching which is text-based, and one for workshop training, based on presentations, instructions and video4. We have developed a training course with five learning situations within four learning areas within the field of electric and hybrid vehicles.- A learning activity for 18 apprentices- a multiplier event- Ongoing dissemination activitiesAll in all, we estimate that the project has had a direct impact on approximately 400 people, ranging from participation in specific project activities to being ""exposed"" to dissemination of the project.The project is successful as a training course has been developed that addresses the skill-gap in field of electric and hybrid vehicles. A training course which is possible to implement at most vocational schools without the big issues.The entire training course and all teaching materials are publicly available on the ERASMUS + dissemination platform and on the project website."

"The key action of the project is through strategic partnership to foster innovation and the exchange of good study practices through a strategic partnership between the TTK University of Applied Sciences (Tallinn, Estonia), TSI – Transport and Telecommunication Institute (Latvia Riga), HAMK – Häme University of Applied Sciences (Finland, Riihimäki), and VTI – Swedish National Road and Transport Research Institute (Sweden Linköping). The main objective was innovation - the creation of an innovative study module in the field of transportation and logistics for professional higher education. The most important priority was to provide new opportunities for open education and innovative study practices in a digital era. Activities undertaken were grouped under two intellectual outputs, IO1 and IO2. Under output O1 were achieved: Virtual and open cross-study curricula for digital environment of T&L systems were developed. For that the following activities were implemented: 1) Definition and description of measurable competences for digital support; 2) Development of quality criteria and assessment and feedback principles for e-supported T&L education; 3) Development of methodological approach for cross-institutional study and virtual teamwork using e-learning materials based on the Carpe Diem learning design process; 4) Development of the concept for piloting the simulators of digitally supported logistics systems; 5) Adaptation of selected e-learning and video study materials prepared by partners for virtual teamwork and their piloting in the cross-institutional study process. Under output O2 ""Simulation tool based on games strategy (TRELOGIC) for training and e-learning of T&L"", a software package was designed that can be used in the training process. To achieve the planned results for output IO2, the following activities were implemented and reported on: 1. Development of an algorithm for the TRELOGIC application for Transport and Logistics (T&L); 2. Development of content and set of information materials; 3. Preparation of essential background material for TRELOGIC application; 4. Development of pilot software for the TRELOGIC system; 5. Development of detailed TRELOGIC Manual in English; 6. Development of TRELOGIC Manuals in the local languages of partners; 7. Development of video demo of TRELOGIC application; 8. Testing of TRELOGIC application during piloting sessions. The TRELOGIC system consists elements of network technologies, databases, and strategic role games based on simulation modelling. The TRELOGIC game-based learning system is used to increase the readiness of students and SME professionals to work in the single European T&L market.The project achieved the desired impact at the local level: 1. More harmonized and attractive T&L education and training programs, in line with the needs and expectations of individuals as well as industry demands; 2. more modern, dynamic, committed, and professional environment inside project partner institutions; 3. Improved skill levels and employability through online self-assessment.The project achieved the desired impact at the regional and national level: 1. Increased workforce mobility and engagement in lifelong learning, helping students to better plan their careers and enhance their employability potential. 2. Facilitation of the assessment by educators of the compatibility of educational systems and sectors across national borders. The project achieved the desired long-term impact at the European and/or international level: 1. Promotion of the sharing, storing, findability, and interoperability of educational resources. 2. Promotion of the use of learning outcomes based on unified T&L competence when describing and defining qualifications, parts of qualifications and curricula, in support of teaching, learning, and assessment."