Next Webinar is on 25 May

The next webinar will on the theme of Digital Transitions. It will be held on Tuesday 25 May between 14h00 and 15h30 (CET).

The Digital Transitions webinar will be a collaborative learning experience in which participants will learn about the increasing impact of digitisation in

• transnational mobility
• learning and teaching of VET students
• skills for VET teachers

Registration: To register for this webinar, please follow the link below

https://www.eventbrite.com/e/digital-approaches-to-vocational-education-tickets-153614913341

La entrada Urgent Reminder se publicó primero en Network of Networks.

Welcome to the latest newsletter from the Erasmus+ funded project from the Network of Networks: an international Network of VET providers, a grassroots approach. This project – 608977-EPP-1-2019-1-NL-EPPKA3-VET-NETPAR- brings together over 40 VET providers across five different countries in Europe.

The Covid-19 crisis has added urgency to many topics that were already on the European agenda, and one of them – advances n the use of digital methods – is the theme of this newsletter. In it, there are articles on digital disruption and the changing expectations of students, digital badges, virtual exchanges, . We hope you find something interesting and useful for your work in its content.

Embrace Digital Disruption with VET-TEDD                      City of Glasgow College, Scotland

The digital literacy of teachers needs to increase to adapt to changing student expectations and the dynamic and constant change that characterises the technology landscape. This project aims to upskill, build capacity and develop future solutions around digital learning tools.

The VET-TEDD project, an Erasmus + project, aims to support the continuous professional development of VET teachers across the EU. It seeks to do by developing a skills pathway, and a resource library that will enable and increase access to learning resources for VET teachers.

VET-TEDD has, already, developed a Self-Assessment Tool (SAT), six micro-learning programmes, and a range of best practice case studies to help educators to adapt technology enhanced learning into their teaching.

Find out more by visiting www.vet-tedd.eu or by following VET-TEDD on Twitter and LinkedIn. The Final Conference will be held online on Friday 21st May 2021. Places are open to anyone who is interested in digital learning tools. Reserve a place at this web address: https://www.eventbrite.co.uk/e/embrace-digital-disruption-with-vet-tedd-final-conference-tickets-145852445591

Open badges: recognising and crediting key competences digitally       Albeda College, Netherlands

Open badges or micro-credentials is a digital means of awarding students or workers evidence of their learning achievements.  An open badge is a digital certificate providing detailed information on the content of the learning outcomes achieved. Learners may collect badges in their open badge backpack that can, subsequently, be shared with employers or other educational institutions.

During the academic session 2019-20, Albeda trialled the use of open badges in recognising the 21st century skills students achieved in extra-curricular activities. With the impact of Covd-19, Albeda extended this in 2020-21to using open badges to recognise the digital skills of their staff. In addition, in January 2021 other VET schools in the Network of Networks launched pilots in either accrediting the digital skills of their staff or the key competences of their students.

With the European Commission presenting its approach to micro-credentials for higher education in December 2020, it is hoped that the work of these pilots, which are one of the outputs of Erasmus+ project 608977-EPP-1-2019-1-NL-EPPKA3-VET-NETPAR (Network of Networks: an international Network of VET providers, a grassroots approach), will lend impetus to the adoption of digital badges across a broader terrain including VET.

Virtual Transnational Cooperation

Vantaa College, Varia (Finland) and Deltion College (Netherlands)

These VET colleges have been working together to plan and implement virtual student exchanges, in several fields of study since last autumn (2020). Some months earlier, small-scale virtual exchanges took place involving students studying safety and security and others learning ICT helpdesk programmes. While in March, tourism students implemented a successful and interesting cooperation project on sustainable tourism. Although significant experience had been gained in virtual exchanges for staff, these examples demonstrate that VET students can acquire international competences through virtual experiences.

The Tourism project was developed with small teams of students and divided into three phases:

1. getting to know each other,
2. presenting sustainability in travel and tourism in both countries
3. discussion and feedback session.

By the end of the virtual exchanges, students had improved their knowledge of sustainable tourism and also learnt from good practice examples in Finland and the Netherlands. Topics covered included the future of cycling and tourism for the Dutch travel industry, a Finnish Sustainable Travel Programme, nature tourism, indigenous Sami tourism, and ethical guidelines. The students, also, demonstrated their knowledge of the United Nations’ Sustainable Development Goals and reported improvements in their international competences and communication skills.

Given the positive feedback from the participants, new cooperation initiatives are being developed for the future by English teachers in aircraft maintenance, and logistics teachers.

The Digital Education Plan 21-27

Following a consultation process between June and September 2020, The European Commission launched the Digital Education Plan 21-27. The Plan has two principal priorities:

1. Fostering the development of a high-performing digital education ecosystem, and
2. enhancing digital skills and competences for digital transformation.

The first priority focuses on the world of education and topics including infrastructure, connectivity, digital tools, digital competences of teachers, and secure environments. The second priority aims to equip every European citizen with a set of basic digital skills, starting from an early age, with a special focus on attracting women to digital studies.

To achieve these objectives, the Action Plan identifies the next steps as the development of a European Digital Education Content Framework including Artificial Intelligence and digital skills, the development of a European Digital Skills Certificate to be recognised Europewide by companies, governments and other stakeholders, and the increased participation of female students in STEM studies.

The European Union’s focus on strengthening cooperation and exchange in digital education at EU level presents an opportunity for VET colleges to pick up the gantlet and share their best practices in this arena. One of the consequences of Covid-19 is that digitisation will be more important for everyone.

For more information on the Digital Education Plan 21-27, follow this link: https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en

Progress on Network of Networks: an international Network of VET providers, a grassroots approach

This Erasmus+ project- 608977-EPP-1-2019-1-NL-EPPKA3-VET-NETPAR – aims to establish an international network of VET providers by developing collaboration and cooperation among VET schools in different countries to improve the attractiveness of VET by:

• developing individual institutional and network capacity, and
• testing, adapting, and implementing best practices.

To help realise these aims one of the projects working groups is developing three outputs:

1. A strategic plan for this Network of Networks with mid-term and long-term objectives focused on international activities.
2. An action plan for promotion and effective use of EU funding.
3. A model that bothers may use to set up their own networks, and to extend the emerging network of networks by reaching out to organisations with close links to exiting project partners.

Thus far, the first output has been developed with information gathered from a survey of VET leaders across the five partner countries in the project. The second output – the Action Plan – is nearly complete and will be validated by partners later this year. The third output is in an advanced stage of development and work to be undertaken in the next few months should lead to its completion. Thereafter it will serve as tool to help a different project working group reach out to other networks.

La entrada Newsletter: April 2021 se publicó primero en Network of Networks.

After more than one year working on the project we look back with satisfaction at the delivery of a list with 26 selected best practices. They will be piloted in the colleges within the different networks to strengthen the image of VET. One of the selected best practices is the ‘technological triangles’ initiative from the Basque Country. We finished the Strategic Plan for our Network of Networks and a model for a transnational network of networks – for the usage of networks of VET schools in other countries/regions – is in concept stage now. A draft version of an Action Plan for the promotion and effective use of EU funding is delivered and we look back with pride at a successful webinar for 49 VET leaders in November 2020.

What is in the pipeline for the coming months? We are looking forward to start piloting the good practices in our schools and are preparing for the next VET leader webinar focusing on ‘entrepreneurship’. This event will facilitate a mutual consultation with fellow VET leaders and promote more awareness of the actual EU recommendations and publications on VET. One of the other priorities for the coming months is the ‘reaching-out’ aspect. Each of the five networks in the project has selected a country/region where a structural international cooperation between VET providers is missing. We continue our work on the transnational network model and work on a SMART plan of action ‘how to involve and cooperate with our reaching-out partners’.

It has been a pleasure to cooperate together and we noticed that the project really helps us to strengthen and embed a sustainable international network of VET providers. Our grass roots approach is inspiring to others and we look forward to taking the next steps in our project to inspire and involve VET providers in other countries/regions.

La entrada Our journey so far se publicó primero en Network of Networks.

The skills set and role of VET teachers is being outpaced by developments of working life. Jobs and occupations are changing, and VET institutes need to embrace transformational change and be more flexible in their response to industry need. The pace of innovation and changing skills requirements across all sectors of work life is increasing, and the expectations of learners is changing rapidly. However, many educational institution staff still hold traditional attitudes to their role as a teacher.  Therefore, innovative upskilling solutions are needed to support professional vocational teachers to prepare them for the future.

Partners:

Salpaus Further Education Regional Consortium, Finland

Hameen Ammattikorkeakoulu Oy, Finland

Albeda College, The Netherlands

SERC, UK

Flasgow Kelvin College, UK

The project partners will share views, challenges and good practices on how to provide new skills for our teachers as well as those across Europe. The project will take the form of 3 workshops, each addressing a specific issue connected with future skills of teaching. Planned topics for the workshops include lifelong learning; interaction between companies and education institutes; dealing with changes in work life and how to respond in a flexible way; and adapting to student diversity. The output will be a collection of articles, digital tools and a knowledge base housed on a digital tool kit.

The result of the project will be that the participants:

• gain new ideas to ensure and improve teacher professional learning
• will have found ways to ensure that the skills of teachers meet the needs of working life now and in the future
• will have identified innovative ways to improve teacher professional learning
• will have shared knowledge of the education challenges and phenomena across Europe

2020-1-MT01-KA204-074223

Digital Skills for the AI Revolution (DS4AIR)

The global workforce is today facing a critical period of jobs and skills instability. With a large portion of today’s jobs set to disappear or become displaced by Artificial Intelligence (AI), robotics and automation, the world today requires a human workforce which possess proficient digital skills.

The DS4AIR project supports innovation through the design, development and evaluation of an online training course on Digital Skills in view of the AI Revolution. This is aimed at improving and extending the reskilling of vulnerable adults in the workforce who possess a lower level of knowledge and digital competences. Consequently, this will future-proof their careers vis-à-vis the anticipated shift and demands in digital skills.

The project’s objectives are

• to establish the current state of affairs in the business industry in terms of AI readiness
• to identify the gaps between the required new digital skills and competences and the demands of the labour market, in view of the AI Revolution
• to create a learner persona defining the course’s target audience
• to design and develop an online self-paced training course on digital skills for the AI Revolution
• to reskill vulnerable adults whose jobs are threatened by the new technologies, hence ensuring their survival and prosperity in the job market
• to analyse the quality and impact of the course through a summative evaluation of the content and instructional design, vis-à-vis the expected learning outcomes
• to write a short recommendations document on digital skills for corporate training in the AI Revolution

Partners:

B&P Emerging Technologies Consultancy Lab Ltd (B&P EmTeC Lab), Malta

Malta Chamber of Commerce, Enterprise and Industry, Malta

Cámara de Comercio de Valencia, Spain

South Eastern Regional College, UK

SmartLearning (within the Copenhagen Business Academy), Denmark

The project objectives are:

• compilation of a literature review and recommendations document
• needs analysis to identify the skills gap
• design and development of the online training course
• evaluation of the online training course through a pilot programme with a group of vulnerable adults, whose jobs are threatened by the new technologies

It is envisaged that the results will yield a high-quality digital learning environment, based on the needs and requirements of vulnerable adults in today’s workforce. It is also expected that the digital competence of participating adults will be enhanced, thus improving their careers’ prospects. Participating businesses will be equipped in terms of skilled labour to embrace the disruption brought about by emerging technologies and better placed to understand, assess and act upon the reskilling requirements posed by the foreseeable skills mismatch brought about by the Artificial Intelligence Revolution.

In terms of the potential longer-term benefits, the online training course will become a valuable open education resource for re/upskilling for business and interested individuals around the world. Furthermore, the resulting recommendations document on digital skills for corporate training in the AI Revolution will complement the Pan-European policy efforts in the popularisation of digital competences, by providing evidence-based practice for future guidelines.

2020-1-UK01-KA203-079283

Smart Manufacturing (Smart-Man)

This project will establish a Trans-National Smart Manufacturing Education Hub (Smart-Man) focusing on advancing Industry 4.0 educational activities at all institutions involved in the programme. This will be achieved through the design of industry-attuned and accredited new curricula and adaptation of existing curricula for undergraduate, postgraduate, and continuous professional development (CPD) training programmes, and the development of bespoke CPD leadership programmes to support Industry 4.0 champions within companies.

Partners

Queen’s University Belfast, UK

South East Regional College, UK

University of Limerick, Ireland

National Technical University of Athens, Greece

The project objectives are:

• Development of a new international curriculum model in mechatronics for manufacturing
• New degree pathways for fresh industry entrants that are fit for the highly skilled workforce of the future with direct input from global manufacturing knowledge
• Design of new training pathways for the current low skilled manufacturing workforce in each Programme Country which will include a mix of apprenticeship training programmes and new undergraduate and graduate degree programmes to upskill the existing workforce
• Development of a lifelong training pathway for the existing workforce in the manufacturing industry that is responsive to continuous technological advancements
• Embedding of mobility in the curriculum through placements, exchanges, summer schools, and joint project supervision
• Introduction of a joint programme between the partner institutions and beyond, which will allow access to knowledge and deliver skills from diverse fields in Engineering, Computer Science, Data Science and Mathematics, as need to address the challenges of factories of the future
• Embedding of sustainability as an integral part of the curricula with key principles derived from the UN Sustainable Development Goals to train the workforce of the future to have a mindset orientated towards environmental and social sustainability

By participating in the training programmes, students will gain the necessary work skills that prepare them for a successful career in Manufacturing within the Industry 4.0 framework. Absorbing different technologies and scientific fields in a curriculum is a critical challenge for the potential workforce, which can be tackled only by actions initiated and nurtured by international frameworks. The expected impact on the academics involved is expected to be equally valuable and important, as the development of a joint programme including courses such as ‘Manufacturing Cyber-Physical Systems’ and ‘Industrial Internet of Things’ will create opportunities for:

• developing methods for teaching new, timely skills much needed in Industry 4.0 workforce and related researchers
• creating new research paths and enriching existing collaborations between academics from the four participating institutes

Longer term benefits will arise as industry embraces digitalisation technologies to meet the demands of consumers with regard to mass customisation, quality and cost, while at the same time delivering economically, environmentally and socially sustainable manufacturing into the future. Therefore, industry needs to have recourse to a versatile and digitally skilled work force. The skills gap in this regard is a major barrier for many companies and is a recognised constraint on economic growth and competitiveness of the manufacturing sectors in the partner institution countries, and across Europe more generally. The Smart-Man project will tackle this problem head-on by aiming to deliver a continuous supply of high-quality graduates for the factories of the future.

La entrada New Skills for VET Teachers (NSVETT) se publicó primero en Network of Networks.

In HETEL we selected the experience presented by Deltion College, Walk of fame, to be implemented in our network. In this initiative successful Vocational Training students were the focus, and so, their images were placed on the website and on posters located in the aisles of the School. Due to the COVID situation we have adapted this experience and developed only the digital version of the initiative. After reflecting about it in HETEL´s Communication working group, we decided to implement this initiative adapting it so that it would become our own. That is why we considered to highlight the school´s experiences more related with the social commitment and justice, as this is one of the remarkable values of our association and schools. The name of the initiative is FP Abantean IS SOCIAL. Meanwhile, the selected experiences are completely aligned with the SDGs 2030.

We created a blog: https://fpabanteanissocial.blogspot.com/ and at this moment 10 different projects from our schools are uploaded (explanation, picture, and video):

-          Somorrostro School. Recycling with Hahatay NGO. In this project VET students from different professional fields (welding, maintenance, electricity and electronics, environmental education, and marketing) face the challenge of building machines that would serve to manufacture tiles, knobs, and other building materials from plastics waste in Gandiol (Senegal). The students travelled there to explain and teach the inhabitants of Gandiol how to use the machines. 

• Goierri School – KELLESENSA solidary project in Senegal. VETstudentsfrom different professional fields (administration, gather the money; mechanical design, designing; and welding, building) are involved in a project with the aim of building a handbike for AZIZ, a boy from Kelle (Senegal) that has mobility problems.
• Irungo La Salle School is developing the social sensitivity of level 3 students. All the students of this level must course the subject titled “The adventure of the life” with the aim of fostering the social commitment among students. As part of this subject, they participate in different initiatives with different NGOs as volunteers.  
• Maristak Durango school: Connecting People Durango – Orore. ICT students collect and repair computers to send them to schools in Orore (Kenya). Students are also developing digital resources for this schools.
• Maristak Durango: games for Río de Oro NGO. Students from different fields (mechanical design, mechanical manufacturing and electricity and electronics) design and manufacture some games and toys for Saharan kids.
• MGEP school students help SMEs in the digitalization process. When the COVID pandemic situation started, companies had to fasten the digitalization of some of their processes. ICT students from MGEP school created a company to help SME´s develop and adapt to this process.
• MGEP school students building a plastic grinder. Students from mechanical design built a plastic grinder that uses plastic waste to make new products, following the Precious Plastic sustainable movement.
• San Viator School “Workshop without borders”. Automotive students and teachers from San Viator school participated in the solidarity project “Workshop without borders” to facilitate the mobility of children from the Erg Chebbi desert (Morocco). They distributed bicycles and they created different bicycle repair workshops so they could repair them. They also gave children a small training in mechanics.
• Zabalburu schools involved in VET – COVID 19 initiative. In the period when there weren´t enough PPE for health and Social workers at the beginning of the pandemic situation, this school was one of the 59 Basque VET centres that with the Maker community, developed face protection screens or visors made by 3D printing.
• Otxarkoaga Tipi Tapa. Otxarkoaga is a bad image neighbourhood and Otxarkoaga’s students intended to create a positive reputation through transforming the environment, especially where social interaction can happen. The students repaired/ built benches and bins and cleaned and planted trees in a leisure space that was unused because of its disrepair.   
• Otxarkoaga Modern art. The main objective of this festival is to show that young people are a well prepared and supportive generation, who know how to coexist among the same and different. It is intended to break stereotypes and false images generated around the Otxarkoaga neighborhood and its young people, with “bad press” in recent years. This festival promotes the positive and inclusive coexistence of a diverse and multicultural neighbourhood that makes up the educational community of the school.
• Egibide “Jump the barriers”. Egibide School organizes each year “Jump the barriers” campaign. It is a project aimed at LEVEL 1 VET students in order to sensitize them about the different architectural, communication, social and psychological barriers that limit accessibility and social participation to many people in our society. Different activities managed by Level 4 Social Integration VET students are carried out aimed at eliminating prejudices, empathizing with people with functional diversity who have to face these accessibility problems every day.

The blog will be open and, moreover, we will encourage schools to continue sharing some of their initiatives in it.

The evaluation of this experience has been very positive and we are pleased to have been part of it through the exchange of experiences with European colleagues. Abantean!

Leire Belar

HETEL

La entrada APPLYING THE CAPACITY BUILDING MODEL WITHIN THE NETWORK se publicó primero en Network of Networks.

The six Northern Ireland Colleges are working on a number of individual programmes and projects  focusing on Entrepreneurship and developing ‘enterprising’ skills.  Some of these include;

Belfast Met

In March 2019 & March 2020, the Erasmus+  2-week Ice with GRIT programme took 80 students from Belfast Business School to the Netherlands. This project contributed significantly to student acquisition of employability and wide transferable skills, On a broader basis this project has established Enterprise generally and social enterprise specifically as an embedded curriculum area for the L3 Extended Diploma in Business.  Enterprise was further integrated into the curriculum through the L3 OCN Award in Employability and Professional development.  OCN units undertaken were Improving Presentation Skills plus either Work Experience Placement or Innovation and Enterprise unit and used the practical experience and knowledge gained to meet the assessment requirements. 

Northern Regional College (NRC)

D4 Entrepreneurship (Dream:Dare:Design:Do) is a partnership led by NRC with colleges from the Network of Networks in Finland, the Netherlands, Spain and also from Slovenia and a Business Incubation Centre in Ballymena, Co. Antrim.  VET partners will act as a host for 90 wider entrepreneurship ecosystem organisations/enterprises to participate.  42 VET staff and 540 students from the partners’ countries will form six D4 Entrepreneurship Clubs and participate in Design Thinking projects aimed at developing new, innovative, creative, entrepreneurial education. Intellectual outcomes will include two D4 Entrepreneurship toolkits, one aimed at

implementing Design Thinking methodologies with VET students and the other aimed at wider staff development.   

North West Regional College (NWRC)

NWRC’s Project Based Learning in partnership with Enterprise North West, and in conjunction with Derry City & Strabane District Council, have announced a new 8 week ‘Pathway To Entrepreneurship Programme’.  The programme will introduce up to 50 students to the world of enterprise and starting a business in an area of interest. The programme will be delivered by specialist business advisors to support students feel confident in their own ability, equipped with their newly acquired skills and have the capacity to envisage starting their own business as an alternative pathway to employment through skill development, cultural experience and professional support.  On completion, participants will have access to bespoke 1-to-1 mentoring & next steps planning from an experienced business advisor. 

South Eastern Regional College (SERC)

The SERC Enterprise and Entrepreneurship (EE) Team help promote entrepreneurial thinking and the development of all their learners through a College wide 2-week enterprise induction where students are placed into groups using the college’s bespoke ‘Ingenio App’ to determine their preferred learning style.  Students are then tasked to solve real world challenges. The student’s solution focused approach allows them to develop new products and services while acquiring a range of transversal skills in line with industry needs.  This added work readiness gives students the edge by preparing them for the future workplace, allowing them to apply their vocational knowledge in an enterprise context.

Southern Regional College

BRIDGES Project (Building Resources In Digitalisation to Gain Employment Skills) is an Erasmus+ Key Action 2 project led by SRC and includes partners from the Network of Network as well as Ireland, Spain and Latvia.  The project aims to provide resources for older learners including those from migrant, asylum seeker and refugee communities to enable them to become more

connected and less isolated.  One of the intellectual outputs of the projects is the development of an employability and work ready course to include a unit on Enterprise & Entrepreneurship.  It will extend and develop the competencies of adult tutors through new teaching and training in digital methods.

South West College

South West’s ‘Digitize enterprise’ Erasmus+ Key Action 2 project brings together European partners from UK, Ireland, Spain, Greece and Cyprus.  The project works to provide similar learning experiences for potential young entrepreneurs by providing a range of interactive content which is formatted to be engaging, challenging and thought-provoking. The hope is that it will encourage a new wave of innovative entrepreneurs to take the plunge into running their own business.  The project similarly aims to provide an outlet for creative young people who have a mind to become an entrepreneur, by providing a means in which they can learn more about crucial areas of enterprise in easy-to-understand terms. 

For more information on any of the programmes or projects please contact international@nwrc.ac.uk

La entrada Let’s do Entrepreneurship (part 2): Northern Ireland se publicó primero en Network of Networks.

Let’s do Entrepreneurship (Part I)

Each of Northern Ireland’s six FE Colleges has been designated a ‘lead college’ in economically important sectoral areas, linked to the Skills Barometer.  The role of the ‘lead college’ is to link with the other colleges in order to develop teaching and curriculum excellence, improve sectoral knowledge and increase employer engagement in order to provide consistent, high quality provision for learners and employers across NI.​

Entrepreneurship has been named as one of the hubs, led by Northern Regional College (NRC).  The key outworking of the college Entrepreneurship Hub is its contribution to driving cultural change, strengthening the innovation entrepreneurship ecosystem, and ensuring learners have the necessary skills pipeline to meet business needs now and in the future. The ongoing work in the Entrepreneurship Hub is to recognise that within curriculum and part of the wider student experience students develop ‘enterprising’ skills (communication, teambuilding, problem solving, critical thinking, presentation etc) through such things as curriculum projects, volunteering and fundraising.  

As the FE Sector Entrepreneurship Hub lead, NRC has developed a 3 year Entrepreneurship Hub Action Plan:

• To provide curriculum advice and development in entrepreneurship;
• To identify and develop continuing professional development in the field of entrepreneurship;
• To increase entrepreneurial economic engagement;
• To communicate the activities of the entrepreneurship hub; and
• To provide stakeholders with future entrepreneurship scoping analysis.

Choice of language is important and the Entrepreneurship Hub recognises that there is a lot of confusion in the sector between enterprise and entrepreneurship, and for that matter employability and in this context the has developed a FE sector wide CPD programme to start to tackle some of these issues.   

The Hub is in the process of arranging Project Based Learning competitions across all 6 colleges which will take place in April in each college, then a sector final will take place in May for the winners from phase 1. These competitions will see students enter a project under a preselected category. There will be internal and external judges, and prizes for first, second and third place. The event will take place online but if access is allowed back into colleges then a physical competition will hopefully happen. This event is an attempt to bring all the colleges together to showcase the best of their talent with regard to Project Based Learning and entrepreneurial activities.

For more information on the Entrepreneurship Hub please contact Magdalena Wolska,  Magdalena.wolska@nrc.ac.uk

La entrada Let’s do Entrepreneurship (part 1): Northern Ireland se publicó primero en Network of Networks.

La entrada Enterprise for All se publicó primero en Network of Networks.

La entrada Save the date: 23 March 2021 (14:00 to 15:30 CET) se publicó primero en Network of Networks.

Setting up this network mirrors the challenges addressed in the KA3 project by the Network of Networks, as we are working on how to set up a sustainable online and offline network on a European level.

The project partners, coordinated by Wellantcollege, came together for the kick-off meeting in January. It didn’t take long before the online platform was filled with post-it boards, drawing sheets, conversation tools, PowerPoint drafts, tutorial videos, workgroup links and many more inspiring work tools.

Knowledge, experience, goals, aspirations and even dreams were shared. In further exploring the ambitious work packages, objectives, expectations, challenges, strengths and weaknesses, wishes and commitments on personal and regional level emerged. Leonie Haas visualized the joint story. This will help the partnership to achieve the goals and meet all assessments.

After 3 days of hard work, the partners have established a solid fundament to further build a European Platform for Urban Greening. Along the way, they will be making great use of the experience and expertise acquired by TDA and Wellantcollege as part of the NoN-KA3 project.

La entrada Setting up a European Platform for Urban Greening se publicó primero en Network of Networks.