Digitization and industry 4.0 are perhaps the most important drivers behind the profound transformation of the labour market, the way people work and the new digital skills required to meet the needs of the digitalized market. VET is valued for fostering job-specific and transversal skills, facilitating the transition into employment and maintaining and updating the skills of the workforce according to sectoral, regional and local needs. The 3D2ACT project proposal addresses three main priorities of the Erasmus+ Programme as shown below: VET: Further strengthening key competences in initial and continuing VET VET: Supporting the uptake of innovative approaches and digital technologies for teaching and learning HORIZONTAL: Supporting educators, youth workers, educational leaders and supporting staff Although over 13 million learners are engaged in VET each year, VET remains a second choice for many students and parents, and it is usually linked to low-achievers. VET needs to increase its attractiveness through quality provision and flexible organization, allowing progression to higher vocational or academic learning, and closer links with the world of work. Based on the above the 3D2ACT project will support VET trainers and educators in an attempt to strengthen their profiles with the acquisition of new skills, the development of targeted material, the collection of tools and resources, while at the same time it will create opportunities for linking VET schools with the labour market building on synergies and partnerships with established organizations using industry 4.0 and automation or 3D printing and robotics. The key competences to be promoted as part of the 3D2ACT project are: - 3D design, modeling and printing skills (3D-P) which appear to be missing from VET curricula and are currently needed to enter the labour market and be included in VET job profiles. 3D-P is currently seen as a cornerstone of the industrial shift towards advanced manufacturing, creating opportunities for employment, value creation, and reallocation of manufacturing production back to Europe - targeted ‘wide and deep’ digital competences, as purported by the 2018 Digital Action Plan: coding, robotics and STEAM skills based on a cross-curricular approach away from subject boundaries - Entrepreneurial skills, but with a social impact as they are responding to social challenges/needs and have a benefit for the community, the environment or the culture. Having an entrepreneurial mindset is a great advantage in today’s job market, since it is what makes ideas come true and become a reality. Creativity is the engine of entrepreneurship. Other important information: - Duration: 30 months - Partners: 7 active partners representing Greece, Cyprus, Spain, Italy and Netherlands - Partnership status: EU Network, Regional Public Authority, University, Scientific Research Centre, VET School, NGO Social Enterprise - Target groups: VET trainers/ teachers, School leaders and VET students - Intellectual Outputs: 5 outputs which include an interactive and dynamic platform, educational pack, augmented reality game etc. - Multiplier Events: 6 events to be organised (The 2 Greek partners from Crete will organize a joint Multiplier event with 50 people) - C1 activity: Blended Learning Mobility of Students accompanied with their VET trainers
The 3D2ACT project aims to support VET teachers and students in strengthening their profiles with the acquisition of new skills, the development of targeted material and e-tools, while at the same time it creates opportunities for linking VET schools with the labour market building on synergies and partnerships with established organizations using 3D Printing and Social Entrepreneurship. The project promotes the following key competences: - 3D Design, Modelling & Printing Skills, which appear to be missing from VET curricula and are currently needed in VET job profiles and to enter the labour market. 3D technologies are currently seen as a cornerstone of the industrial shift towards advanced manufacturing, creating opportunities for employment and reallocation of manufacturing production back to Europe - targeted ‘wide and deep’ digital competences, as purported by the 2018 Digital Action Plan, such as STEAM skills based on a cross-curricular approach - Entrepreneurial skills, but with a social impact as they are responding to social challenges/needs and benefit the community, the environment, the culture. Having an entrepreneurial mind-set is a great advantage in today’s job market, since it is what makes ideas become a reality
Digitization and Industry 4.0 are perhaps the most important drivers behind the profound transformation of the labour market, the way people work and the new digital skills required to meet the needs of the labour market. VET is valued for fostering job-specific and transversal skills, facilitating the transition into employment, minimizing the gap between education and the world of work and maintaining and updating the skills of the workforce according to sectoral, regional and local needs. Although over 13 million learners are engaged in VET each year, VET remains a second choice for many students and parents, and it is usually linked to low-achievers. VET needs to increase its attractiveness through quality provision and flexible organization, allowing progression to higher vocational or academic learning and closer links with the world of work. Further to the above, the breakout of the Covid-19 pandemic brought with it emerging medical supplies needs. The 3D production of protective masks for hospitals as a response to these needs was an example of how 3D Printing skills can be used for social change. This need brought the idea of bringing in the Social Entrepreneurship aspect into the project equation.