<< Objectives >>Overall goals of the project:- Development of a book of best practice in virtual, blended and hybrid learning (including mobility). The book of best practice will also include a proof of concept for further development after the end of the project- Raise the attractiveness of Vocational Educational and Training through digital innovation- Improve the cooperation between the learning venues in dual VET systems, especially schools and companies through digital facilities<< Implementation >>Activity 1:- Create a detailed work plan- Kick-off meeting in DenmarkActivity 2:- Development of a book of best practice in virtual, blended and hybrid learning (including mobility) - Desk study of the current state of affairs - Partner meeting (with an hybrid format) in Germany- Partner meeting (with an hybrid format) in SwedenActivity 3:- Dissemination of project results - Summative Evaluations of the Project's Physical meetings, activities and deliverables<< Results >>The development of a book of best practice in virtual, blended and hybrid learning (including mobility). Which gives at better understanding of the digital transition in the field of VET on the systemic level, and digital transition that we are in the midst of will affect all the main target group of the project is staff at VET providers, Students/Learners in a VET program and companies active in VET education.

"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."

In this digital competences for educators project, we want to enhance the personal learning path of teachers/trainers and stimulate an innovative climate for educational organisations. The project is based on the DigCompEdu framework, which is the European Framework for the Digital Competences of Educators. In this project the framework is utilized to support the transnational and national development of educators’ digital competences in innovative ways. The project provides three outputs in order to enhance digital skills and competences in educational organisations on the one hand and aims to create an innovative climate on the other hand. All these outputs contain tangible and specific results, which can be utilized in open access during and after the project:1. As a first output, we want to create a 360° assessment tool to measure the digital skills and competences of teachers, based on the DigCompEdu framework. Using the made to order Comet tool (web-based Competence Measurement Tool), students/trainees, teachers/trainers and supervisors assess the competences of the teachers. The analysis of digital competences will expand extra team role behaviour (Belbin) and learning styles (Kolb) analysis, to have a better insight into the personalities of teachers/trainers, to stimulate innovation and cooperation/peer learning among the teaching staff, in addition to the fulfilment of an innovation favourable organisation culture.In partner organizations, Human Resources management and teacher coaches will be involved in this project, to stimulate the continuity of this output after the project lifetime. 2. DigCompEdu is a very important framework, also when recruiting new staff. In addition to the 360° analysis of the digital competences of teachers, it is very important to create a personal learning path for every new teacher within the organisation. New teachers should be oriented and should be involved in a personal learning path. Supervisors and teacher coaches should be aware of the needs and ambitions of staff in order to create specific innovative learning activities. The Learning Path will be integrated in the LMS of every educational organisation and we will analyse the added value of Learning Analytics in this output.3. The DigCompEdu also suggests a progression model to help educators assess and develop their digital competence. It puts forward six different stages. On a day to day base, it is hard to reach the highest levels: Leadership and Innovation. In this output, we want to take the educational organisation and teacher/trainer staff to the next level and stimulate innovation in the organisation and between the project partners. In this output therefore we will create a framework to create an innovation culture and the exchange of best innovative practices. The 360 analysis of teacher/trainer staff will be needed to develop this output. In this way, we have a better view on the strengths of the teacher staff, how they want to learn new skills and collaborate.Partner organisations will involve key decision makers from management, HR, teachers and coaches. All partner organizations are in a different stage of digital development, and this is why transnational networking and collaboration will be an interesting development opportunity. Every organisation has a possibility to reflect, compare their stage and status related to the digital transition of their organisation and make the educational organisation ahead of the curve.

"The project entitled ""Strategic Partnership for the development of dual system"" was implemented by partner institutions from Poland (The ""Krzyżowa"" Foundation for Mutual Understanding in Europe), Germany (Grone-Netzwerk i Grone-Schulen Niedersachsen), Lithuania (Anyksciai Education Assistance Authority) and Denmark (CELF – Center for Erhvervsrettede uddannelser Lolland Falster). Aim of the project responds to the needs of modernising vocational education system - through the creation of a strategic partnership , which in Poland and Lithuania - will allow participants to show the possibilities offered by the dual system, and in Germany and Denmark will provide the dialogue to the ""revitalization "" of the system . The aim of the project is to improve the situation of young people on the labour market by promoting the dual system and the creation of a comprehensive program of activities and tools in the favour of dual system and the development of strategic partnership working on the problems of youth in the labour market in Poland, Lithuania , Germany and Denmark. 998 participants representing institutions from business, education , non-governmental organizations and the public administration sector from four partner countries participated in the project (841 responders of the research and 157 participants of the dissemination events) Conferences and meetings with experts were organised. Project partners created an educational platform for the exchange of good practices in the dual system and they prepared textbooks. The improvement of vocational education and the situation of young people in the labour market will be the long-term benefit of the project."

"cational Education and Training (VET) have a fundamental role to play in achieving the ‘Europe 2020’ objectives. The Copenhagen process and Bruges communiqué emphasize that vocational education and training has a key role in providing relevant high quality skills and competences. ‘Youth on the Move’ initiative of the proposed ‘Europe 2020’ points up one flexible learning pathway, more workplace and entrepreneurial learning experiences, working and learning abroad (formal, non-formal and in-formal learning) as well as acquiring the basic skills needed for further learning and that there are more opportunities to learn later in life. ‘Agenda for new skills and jobs’ initiative highlights the need to upgrade skills and to boost employability.""Digital skills in education – transforming teaching and learning of digital skills in a lifelong learning perspective, including the training of teachers"" is one of the targets in the Commissions ""Digital Skills and Jobs Coalition"" under DG CONNECT (Directorate General for Communications Networks, Content and Technology of the European Commission).A modern, knowledge-based economies require people with higher and more relevant skills. Transversal skills such as the ability to think critically, take initiative, problem solve and work collaboratively will prepare individuals for today's varied and unpredictable career paths. Attention should be particularly focused on the development of digital skills, because they not only contribute to new business creation but also to the employability of young people. Investment in education and training for skills development is essential to boost growth and competitiveness: skills determine Europe's capacity to increase productivity. In the long-term, skills can trigger innovation and growth, move production up the value chain, stimulate the concentration of higher level skills in the EU and shape the future labour market. The massive increase in the global supply of highly skilled people over the last decade puts Europe to the test. The time when competition came mainly from countries that could offer only low-skilled work has come to an end. The quality of education and supply of skills has increased worldwide and Europe must respond. (“Rethinking Education: Investing in skills for better socio-economic outcomes“. Communication from the commission to the European Parliament, the Council, the European economic and social committee and the committee of the regions.)Information and Communication Technologies (ICT) help us learn better, more efficiently and creatively, to innovate, to solve complex problems and access wider and more up-to-date knowledge. ICT provides everyone with flexible and accessible learning opportunities, in and outside the classroom. But if we are to succeed in giving the future students the knowledge, skills and competencies to cope with the labour market in the digital era, we need to focus on the teachers' digital knowledge, skills and competencies. The teachers are the ones who are responsible for quality ensuring that the pupils and students learn what they need to learn also when it comes to digital competencies. If the digital transition is to be successful, then the teachers should be properly prepared pedagogical and didactical to disseminate the new teaching contents and education forms that appear as a result of digitization of education. Additionally do the educational institutions and their managements need to be ready to support the digital transition, because it is not something that comes by itself as digitization has the potential to recaulk the way we are conducting education today and therefore we also need to expect resistance.This project are aiming to addresses these challenges for the world of VET by creating an interactive handbook that can be used learning resources for VET staff both educator and management."