<< Background >>As part of the EU’s Green Deal, hydrogen is foreseen to play a big role in the decarbonisation goals prescribed. Current research suggests that the ongoing decrease of cost for producing “green” hydrogen (i.e. renewable hydrogen from electrolysis) will make hydrogen a significant contributor to the fight against climate change, and especially for the mobility sector (e.g. heavy-duty transport, taxi fleets, local city buses). The EC has put forth its hydrogen strategy, according to which it plans to produce up to 10 million tons of renewable hydrogen and invest heavily in the hydrogen mobility sector. In fact, the trade body Hydrogen Europe expects 10,000 hydrogen trucks on Europe’s roads by 2025 and 100,000 by 2030 [1]Spain, France and Germany have pledged to heavily invest in H2 mobility technologies, with the last two countries having already pledged a 16 billion € investment by 2030. The “Hydrogen Roadmap: a commitment to renewable hydrogen” approved by the Spanish government proposes a fleet of 150 buses and 5.000 light and heavy-duty vehicles to be on the road by 2030, and projecting to build 38 Hydrogen Refuelling Stations (HRS) by 2025. The French H2 strategy plans 20,000-50,000 light-duty vehicles, 800-2,000 heavy-duty vehicles and between 400-1,000 Hydrogen Refuelling Stations (HRS) by 2028 [3], while the trade body Hydrogen Europe expects 10,000 H2 trucks on Europe’s roads by 2025 and 100,000 by 2030. While hydrogen use is spread in the EU, more than 1 million jobs are expected to be created (https://www.cleanenergywire.org/news/eu-wants-become-market-leader-hydrogen-technologiescreate-1-million-jobs), a substantial amount of which will be unavoidably offered in the H2 mobility sector.In order to support the move towards a hydrogen-based transport sector, there is a pressing need for a workforce (namely technicians to be employed in the sector) with a specific set of skills (e.g. vehicle parts ordering and inventory management, vehicle instrumentation, diagnosis and repair of H2 power-trains, installation and maintenance of Hydrogen Refuelling Stations, following protocol for refuelling H2 vehicles). Furthermore, changes in technology often imply loss of blue-collar jobs in any sector; therefore, upskilling of the workforce is of vital importance and the only way to avoid unemployment by the imminent shift to a green mobility sector. A workforce comprised by technicians who will be able to maintain H2 power-trains but also install and maintain Hydrogen Refuelling Stations (HRS), thus combining the two worlds of power-train maintenance and refuelling, will play a key role in the EU’s Hydrogen Strategy. Still, and despite this spike in investment and interest in a hydrogen-fuelled fleet, there is a shortage in I-VET and upskilling courses. Some European projects have developed relevant courses, though the need for an H2 mobility specific course, designed to be used both for initial and continuous training, remains unanswered. A training programme tailored to cover the needs of the emerging H2 mobility sector is currently lacking.<< Objectives >>1.Define EU-wide occupational requirements for H2 mobility technicians that reflect the needs in the H2 mobility sector2.Design and deliver a joint curriculum & educational resources on H2 mobility technicians’ skills, to be embedded into formal & non-formal training provision.3.Introduce and pilot test contemporary, flexible training delivery methods and open-access pedagogical resources, to support self-paced H2 mobility skills acquisition.4.Pave the way for the recognition, validation, integration of new skills requirements & a qualification for H2 mobility technicians into relevant schemes.<< Implementation >>1.Mapping of the technical skills needed for hydrogen mobility technicians.2.Development of a course curriculum on H2 mobility skills and creation of corresponding training and assessment materials to be offered as Open Educational Resources.3.Development of a Massive Open Online Course on H2 mobility sector skills, promoting the uptake of innovative and flexible learning.4.Development of a trainer’s handbook for the integration of the UpHyMob learning outcomes in H2 mobility in-house training.5.Involvement of key sectoral stakeholders for the integration of the project results in VET and in-house training offerings & workplace practices, through the development of a Statement of Support. 6.Validation of skill requirements by sectoral and industry representatives (e.g. industry endorsement).7.Dissemination of the project results through multiplier events, inviting target groups to uptake the UpHyMob results and to act as further multipliers<< Results >>1.R1: H2 mobility skills mapping and UpHyMob learning outcomes 2.R2: UpHyMob curriculum, open educational recourses and trainers handbook3.R3: UpHyMob Massive Open Online Course structure and functionalities4.R4: Framework for the recognition of the UpHyMob skills requirements into certification and standardisation schemesIn terms of outcomes, the project foresees to have the following impact: -250-300 VET providers opting to offer hydrogen mobility technicians’ courses-12,000 Individuals (technicians, students) -30-45 regulatory entities from across the EU such as National Qualifications Agencies, Standard Setting Organisations and career guidance bodies-20-30 EU and national sectoral representatives and social partners, incl. EU regulatory bodies (e.g. DG ENV), trade unions, employers’ associations, associations of Education and Training providers (e.g. EFVET)-80-120 companies currently involved or going to be involved in the hydrogen mobility sector

<< Objectives >>OBJ1. Roll-out the reskilling agenda of the Automotive Skills Alliance in partnership countries.OBJ2. Develop a novel curriculum for dual vocational training on EV service, repair & maintenanceOBJ3. Introduce flexible training delivery methods to support self-paced skills acquisition and inclusivenessOBJ4. Foster the capitalisation of EVTECH results in VET practice through the recognition and integration of relevant occupational requirements into competence frameworks & certification schemes<< Implementation >>-Consultation with experts on curriculum structure & content-Joint design of a VET curriculum along with OERs on EV service, repair & maintenance-Pilot delivery and evaluation of curriculum’s learning effectiveness-Sectoral recognition of new occupational requirements-Delivery of a Blueprint for the establishment of an EU-wide vocational qualification for EV technicians-Groundwork for the introduction of “EV technicians” as a new specialty in partner countries’ qualification schemes<< Results >>-A 2-semester curriculum with WBL components on EV service, repair & maintenance in 6 EU languages -A self-guided online course to promote flexibility in learning -Updated occupational profiles on ESCO-Specifications for an EU-wide VET qualification for EV technicians-Skills Certificate Supplement -5 on-site training seminars & 1 pilot session of the online course-800 car technicians trained & upskilled-5 national information days

<< Background >>The recent pandemic has disrupted or halted critical mental health services across the EU (WHO, 2020); at the same time, the demand for mental health care has increased, as the effects from the pandemic on people’s everyday lives (such as isolation, loss of income, fear, bereavement) have triggered mental health issues and exacerbated existing ones. In spite of the endorsement of the remote provision of health services (where applicable) by medical communities, the mental health care sector has exhibited low readiness to fully exploit the potential of ICT-enabled counselling services, primarily due to a lack of mental health care workers with the required knowledge and skills on how to plan and run effective online sessions, creating a mismatch between increased demand for mental health support and current capacity of mental health workers.The prevalent mismatch can be attributed to a deficit in training offerings on remote-based mental health care provision, impending mental health workers’ capability to acquire relevant skills and competencies. The strengthening of both initial and continuous VET provision in the field is therefore essential so that the European mental health workforce can develop the mix of technical (e.g. using digital platforms), organizational (e.g. establishing a comfortable environment for the “beneficiary”) and communication (e.g. to communicating in a mediated environment) skills required to plan and run online counselling sessions optimally.<< Objectives >>The project aims to make available a curriculum with corresponding Open Educational Resources (OERs) for the continuous professional development of mental health workers, to address the emerging occupational & skills needs related to the provision of ICT-enabled remote counselling services. The project’s specific objectives are to:1.Document the skills required for providing online, remote mental health services2.Define learning outcomes for a C-VET course for mental health workers on effective remote mental health services provision3.Design, test and deliver a sector-validated online course for mental health workers to support digital, organizational and communication skills acquisition4.Provide ready to use tools for mental health workers to facilitate the roll-out and support the provision of remote counselling services.<< Implementation >>Systematic needs analysis and skills intelligence gathering activities leading to the development of learning outcomes that reflect sector specificities and skills requirements for remote mental health care services provision•Joint curriculum design of a continuing VET curriculum on remote mental health counselling for relevant occupations•Creation of corresponding educational materials, a trainers’ handbook and an electronic book for learners, to be offered as Open Educational Resources•Development, testing and delivery of a Massive Open Online Course, enhancing flexibility and openness in continuing vocational training •Development of a toolkit for assessing readiness and facilitating the roll-out of online, remote counselling services •Sharing of project results with multiplier events and dissemination activities, inviting target groups to uptake REMCO results and act as additional multipliers.<< Results >>1. Needs assessment analysis to define common skills/occupational requirements for mental health workers in providing remote mental health support services (R1)2. Evidence based, measurable and assessable learning outcomes for continuing VET provision (R1) on the knowledge and skills required by mental health workers to be able to plan and run remote counselling sessions. 3. Formal VET learning units on remote mental health service provision skills requirements for mental health care workers (R2)4. Open Educational Resources (R2) and a self-standing online course (MOOC) in 7 EU languages (R3)5. A self-assessment tool for mental health professionals and institutions to assess their readiness and skills for remote counselling 6. Best practice guide with remote counselling case studies (R4)7. Planning tools and protocols for the roll out of remote counselling practices (R4)8. 6 national information days in Austria, Croatia, Greece, Romania, Italy and Belgium to share & disseminate REMCO results (E1-6)Post-project sustainability-Uptake of project materials & OERs from relevant training providers across the EU-Participation of a growing number of initial and continuous VET learners in courses based on or integrating project outputs.

BACKGROUND & CHALLENCES The EU has prioritised the promotion of sustainable agriculture, also referred to as “climate-smart” agriculture, and has signed up to relevant international commitments. Digital technologies are central for the development of a smarter, resource-efficient, more competitive agricultural sector. The digital divide between urban and rural areas in Europe, a barrier towards this goal, still persists, notwithstanding EU’s efforts and various activities to improve digital skills in rural areas. It should further be noted that in terms of initial and continuous education and training, the vast majority of farm managers in the EU rely solely on practical experience; Work-Based Learning (WBL) is, thus, vital for achieving the development of climate-smart and digital skills in the sector and, in turn, VET programs and WBL schemes need to update their offerings and skills portfolio, to better address learners’ climate-smart and digital skill training needs, and to develop training opportunities for upskilling existing workers on the basis of such competences. OBJECTIVESThe project aims at adapting VET and WBL provision to existing and emerging occupational needs, and strengthening the climate-smart and digital skills of workers in agriculture. The AgriSmart objectives are to: - Design a course curriculum on climate-smart and digital practices, addressing current and future occupational needs.- Introduce various training delivery methods and innovative open access pedagogical resources, tailored to sectoral characteristics, to support VET and WBL provision. - Increase the capacities and enhance cooperation between public and sectoral stakeholders, to promote the integration of climate smart and digital skills development in training offerings and regional policies, thus reaching out to agricultural communities. PROJECT PARTNERSHIPThe partnership comprises 6 organisations from 6 countries, from the world of research and agricultural training. The lead partner, UNIMI, is home to one of the strongest faculties of Agricultural and Food Sciences. DEULA-Nienburg, ARID and AGROINSTITUT are leading VET providers in agriculture with significant experience in the development of training programs and WBL activities. EXELIA and INNOVELA are experts in R&D and delivery of innovative learning methodologies.ACTIVITIES & METHODOLOGY- Analysis of current and future skills and knowledge needs leading to the development of learning outcomes.- Development of the structure of a curriculum on climate-smart and digital skills for the sector of agriculture and creation of corresponding training and assessment materials to be offered as OERs.- Development of Vocational Open Online Course (VOOC) infrastructures on climate-smart and digital skills for agriculture, promoting the uptake of innovative and flexible practices in VET.- Development of a Mentor’s Toolkit for the integration of the AgriSmart learning outcomes in agriculture WBL. - Involvement of key policy public and private stakeholders for the integration of the project results in VET and WBL offerings and regional policies.- Sharing of outputs through multiplier events, inviting target groups to uptake AgriSmart results and to act as further multipliers.RESULTS & IMPACT- A set of learning outcomes (clustered into learning units) for the development of climate-smart and digital agricultural skills. - A modular course for VET provision and OERs. - A VOOC comprising the AgriSmart course in its online form. - A Mentor’s toolkit for the integration of the AgriSmart learning outcomes in agriculture WBL.- A position paper for the integration of the project results in VET offerings and regional policies.- A set of resources for the promotion and implementation of training on climate-smart and digital skills in agricultural communities.-A Statemen of Support on the validity of the developed learning outcomes. - 6 national information days (one in each partnership country) to promote project results and set an open discussion on sectoral skills development needs and ways to address them.POST-PROJECT SUSTAINABILITY- The AgriSmart learning materials will be integrated into VET providers’ practices enhancing learning offerings through the integration of climate-smart and digital skills development.- Farm managers and workers will be able to access the AgriSmart VOOC to improve their skills through self-directed training and use the Mentor’s toolkit - Public and private stakeholders will make use of the position paper for the integration of the project results in VET offerings and regional policies and the resources for the promotion and implementation of training on climate-smart and digital skills in agricultural communities.

BACKGROUNDThe Covid-19 virus outbreak in late 2019 - early 2020 led to a surge of remote working, where the majority of EU white collar workforce was compelled to work in an out-of-office setting; this comes to a sharp contrast compared to past years, where just 5-10% of EU employees have been working remotely. Nevertheless, such a rise in remote working has not been unprecedented; there has been a steady, yet minimal, increase through the years in the numbers of remote workers (esp. in the ICT sector), with a similar spike during the 2002-2003 SARS outbreak and other similar cases of business interruptions. The difference this time is that the increase in remote working due to Covid-19 virus outbreak has been fuelled both by more flexible and decentralised management practices, as well as more widely available technologies. Moreover, people are more used to it, be it for work or for personal communication. This led to an immediate and creative adaptation of workplaces to a remote work mode, where in many occasions the entire workforce worked from home.NEEDS & CHALLENGESThe most pressing issue and challenge that became obvious is the possibility of a lasting workplace change, where a greater part of the workforce works out of premises in the immediate future. In addition, clear and consistent policies on remote working are missing from many companies, exposing a lack of HR preparations on the topic in many companies (e.g. remote work company-wide policies, management & contingency plans). HR professionals need to be able to address these new challenges by redesigning processes, and retraining / supporting their colleagues on how to manage an increased remote workforce. From redefining goals and roles of staff, to redesigning personal interactions and normalising the new work environment, HR managers are faced with new tasks that were not part of their portfolios so far, and were rather a small part of the training they had undergone. OBJECTIVESThe project aims to document the emerging skills gap for managing a remote workforce & to develop corresponding Open Educational Resources (OERs) and a training course for the continuous professional development of HR professionals, trainers, supervisors, consultants and managers of organisations and teams. In particular, the project will: 1. Document the skills required for managing a remote workforce, improving skills intelligence at the EU level2. Define learning outcomes for a C-VET course for HR professionals on remote work management3. Make available a sector-validated online course for HR professionals4. Provide ready-to-use tools for the workplace to support the role of HR professionals as trainers and mentorsPARTNERSHIPThe partnership comprises 6 organisations from 6 EU countries (PL, GR, PT, HR, SI, BE) with complementary skills from the worlds of training (PAIZ), higher education (ISCTE, UM), research (EXELIA), sectoral representation (Centar HR), and consulting (INNOVELA). The partnership will be further strengthened through the involvement of a national association of HR professionals (APG - PT) and an HR networking organisation for businesses (LKB – PL), as associated partners.ACTIVITIES-Extended labour market and skills intelligence gathering activities, leading to the development of remote working management learning outcomes-Development of the structure of a joint VET curriculum on remote working management-Creation of corresponding pedagogical materials & a serious game, to be offered as OERs-Development, testing, delivery of Massive Open Online Course (MOOC) infrastructures, promoting the uptake of innovative and flexible practices in VET-Development of a toolkit for cultivating an efficient remote working culture & environment -Sharing of outputs with multiplier events, inviting target groups to uptake REMOWA results and to act as further multipliers.RESULTS-Evidence-based learning outcomes on remote working management skills for HR & relevant professionals-Curriculum structure (syllabus), learning & assessment materials, a serious game, as well as a trainer handbook with VET integration guidelines-MOOC comprising the project learning units and contextualised training and assessment materials of the REMOWA course, in their online form-A set of tools for the facilitation of remote work management including self-assessment tool, a best practice guide, and protocols, guidelines and checklists to facilitate remote work practices & processes-6 national info-days to promote project results & public discussion on increasing the quality & effectiveness of VET in the HR fieldPOST-PROJECT SUSTAINABILITY-Uptake of project materials & OERs from relevant training & educational providers across the EU-Participation of a growing number of continuous VET learners in courses based on or integrating project outputs-Uptake of the resources & toolkit by associate partners (APG, LKB), businesses’ in-house training & HR departments