Electromobility – Training in Zero Emissions-capable Vehicles

According to the final report 2017 of the “High-Level Group on the Competitiveness and Sustainable Growth of the Automotive Industry in the European Union”, the European automotive sector is expected to undergo structural changes in its value chain due to the shift towards low and zero emissions-capable vehicles (ZEVs). This transformation will have a significant impact on the industry’s workforce, 4 million employees, leading to the need to the acquisition of new skills, and retain and reskill the workforce in the sector.

New training programs and curricula are needed to be developed to fill the gaps between existing training and needed training in vocational training in this sector.

It is, therefore, crucial to offer unemployed or active workers having finalized their initial training, an adapted and innovative continuous vocational training, which will allow them to evolve in the labor market.

The objectives of the ZEV-Vet training project that was coordinated by the European Center in Training for Employment (ECTE) and implemented by the Learning and Development Institute (LDI UG) in Berlin were:

– To meet the growing demand for new skills from people working in the automotive sector in

repairing and services professions, EQF 4&5 working in independent workshops in the automotive repair and retain sector, by the adoption of innovative teaching methods and curriculum.

To enhance the consortium’s reputation at a local, regional, national, and European level in terms of quality in its training and innovation in terms of new curricula and teaching methods. 10  professional trainers visited Berlin, for identifying curricula and acquiring innovative teaching methods in ZEV. Additionally, qualitative work-based learning practices were identified, allowing the acquisition, evaluation, and validation of learning outcomes in the workplace. Moreover, the training content not only focused on technical skills, but also on transversal skills, including entrepreneurship, ICT, and interdisciplinary skills.

The consortium of partners consisted of the “EUROPEAN CENTER IN TRAINING FOR EMPLOYMENT” (ECTE), The CHANIA CHAMBER OF INDUSTRY & COMMERCE (CCIC), and “KENTRO EPAGGELMATIKIS KATARTISIS GENIKIS SYNOMOSPONDIAS EPAGGELMATION VIOTECHNON EMPORON ELLADAS” (KEK GSEVEE), and EK RETHYMNO.

 

 

 

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Italiani a Rethymnon

Durante questa esperienza di due settimane abbiamo potuto conoscere, una cultura completamente diversa dalla nostra.

A Rethimnon abbiamo imparato a comunicare in una lingua a noi straniera e a vivere in una citta’ completamente diversa dalla nostra.

Convivere con altre persone a noi sconosciute e’ stata un altra abilita’ che siamo riusciti a sviluppare nel corso del tempo. E questo ci ha reso piu’ uniti e disposti ad aiutarci l’uno con l’altro.
Queste cose ci hanno insegnato a diventare piu autonomi e dipendere di meno dagli adulti.

Inoltre le esperienze lavorative che abbiamo svolto ci hanno fatto scoprire come funziona il mondo del lavoro e aperto gli occhi su come potrebbe essere il nostro futuro.

Attraverso l’ Erasmus abbiamo potuto conoscere e osservare l’isola di Creta nelle sue meraviglie storiche e artistiche. Ma non solo, con questa esperienza abbiamo conosciuto persone del luogo che ci hanno accolto e trattati come familiari.

L’ Erasmus e’ una avventura da vivere per questo non bisogna tirarsi indietro o avere paura di andare all’estero perche nella propria vita bisogna migliorare le proprie conoscenze e comprendere che al mondo esistono tante diverse culture che vanno scoperte e apprezzate per come sono, senza giudicare e senza criticare il vivere quotidiano di altre persone.
Perche il bello del mondo e’ la sua multiformalita’.

Martino and Margherita

Design Thinking challenges: From Theory to practice

Twenty persons mentored by eight mentors from four countries participating in the DTRaIN project www.dtrain.eu participated in four Design Thinking workshop sessions. They worked together on four real market situations of companies in the agri-food sector in their countries in the context of the DTRaIN project. The Design Challenge reports produced describe the steps followed by each team in using the Design Thinking methodology for reaching a solution in a specific situation the companies are facing.

Each of the Design Challenges report produced, served as a reference for the development of a “serious game”, to increase learners’ motivation and to enhance their ability to recall and retain the already owned knowledge got by attending the DTRaIN course. The participants of the challenge workshops who acted as members of Design teams were persons who had already finalized their training in Design Thinking for Entrepreneurship in Agri-food Sector, via the DTRaIN e-learning platform https://dtrain.sqlearn.com/.

Design thinking in the agri-food sector can make use of new ways of solving problems that are not necessarily connected to the way that we incrementally perform better a product or service, but rather, how can we radically change the way that we do and perform activities. The design thinking approach method that was used by the working teams in dealing with the challenges, is the “four steps design process” which is a more direct and straightforward one, as the participants learned in the DTRaIN course. Observation, Ideation, Prototyping, and Testing.

Πρόγραμμα κατάρτισης: Σχεδιαστική Σκέψη για την επιχειρηματικότητα στον αγροδιατροφικό τομέα

Στα πλαίσια του Ευρωπαϊκού προγράμματος DTRaIN, καλούνται επαγγελματίες, φοιτητές, εκπαιδευτές, φορείς να παρακολουθήσουν διαδικτυακή ασύγχρονη εκπαίδευση πάνω στην εφαρμογή της Σχεδιαστικής Σκέψης (Design Thinking), ως μεθοδολογίας επίλυσης προβλημάτων, αξιοποιώντας τη μεθοδολογία της Σχεδιαστικής Σκέψης. H συμμετοχή των συμμετεχόντων είναι δωρεάν.

Το εκπαιδευτικό υλικό είναι στην ελληνική και αγγλική γλώσσα και αποτελείται από πέντε θεματικές ενότητες (Προκαταρκτικά βήματα, Παρατήρηση, Ιδεοποίηση, Προτυποποίηση και Δοκιμή).

H ενδεικτική διάρκεια της εκπαίδευσης είναι δύο εβδομάδες, η οποία μπορεί να επεκταθεί ή να συμπτυχθεί, ανάλογα την διαθέσιμη ώρα του κάθε καταρτιζόμενου.

Οι ενδιαφερόμενοι μπορούν να εγγραφούν και να παρακολουθήσουν το εκπαιδευτικό πρόγραμμα δωρεάν, ακολουθώντας τον σύνδεσμο  https://dtrain.sqlearn.com/.  Μετά την επιτυχή ολοκλήρωση του προγράμματος εκπαίδευσης, οι συμμετέχοντες θα λάβουν Βεβαίωση Συμμετοχής.

Το ευρωπαϊκό σχέδιο «DTRaIN» (www.dtrain.eu), συγχρηματοδοτείται από την Ευρωπαϊκή Ένωση στα πλαίσια του προγράμματος Erasmus, και στοχεύει στην αναζωογόνηση του αγροδιατροφικού τομέα, προωθώντας την απόκτηση δεξιοτήτων υψηλής ποιότητας για τη βελτίωση της προώθησης των προϊόντων και της διαχείρισης των επιχειρήσεων του τομέα.

Στο σχέδιο συμμετέχουν επτά εταίροι από τέσσερις  χώρες (Ελλάδα, Ιταλία, Ισπανία, Γερμανία).

Περιφέρεια Κρήτης (EL) – (συντονιστής εταίρος)
Πανεπιστήμιο του Βαγιαδολίδ (ES)
Μεσογειακό Αγρονομικό Ινστιτούτο Χανίων (ΜΑΙΧ) (EL)
Eυρωπαϊκό Κέντρο Κατάρτισης για την Απασχόληση (ECTE) (EL)
SQLearn (EL)
Centro Machiavelli (IT)
LDI Berlin (DE)

The Design Thinking mindset for Disruptive innovation

“The farms and factories in the agri-food sector, must implement disruptive innovation and smart technology applications in a human center approach, move very fast embracing the fourth industrial revolution opportunities”

Design Thinking is the core of disruptive innovation.

The Design is changing the manner in which a company or a leading organization makes value. The focus of innovation has moved from engineering-driven to design-driven, from product-driven to client-driven, and from marketing-focused to user-experience-focused. When design thinking principles are applied to innovation and strategy, the success rate for innovation significantly improves.

The difference between what is called incremental and disrupting innovation, is the culture that you develop within your organisation and the people working within the organisation when they basically want to take up the challenge. An incremental innovation examples focuses on cost or feature improvements in existing products or services. A disruptive innovation example is one that creates a dramatic change that transforms existing markets or industries, or even creates new ones, by introducing groundbreaking new products.

A design thinking approach turns traditional innovation on its head. It starts by evaluating what customers want as opposed to developing a new product and then trying to sell it. And it works.

Design thinking mind set principles

In the past months, ECTE and LDI Berlin partners in DTraIN project have worked for developing among others the pre-steps module of the Design thinking course. Breaking out the conventional mind-set is the outmost for having effective results. By marrying deep customer insights with an understanding of shifting technology and market forces, they can reimagine how they interact with customers, effectively putting themselves in their customers shoes and the customer journey at the center of the design process. They don’t focus on what product or service they want to develop, but on solutions they can create to solve customer problems or ease pain points. As a mindset, Design Thinking is characterized by several key principles:

-Innovation is made by humans for Humans.
-Use of a combination of divergent and convergent thinking.
-Fail often and early” facilitates human learning. -Design Thinking is based on experimentation with many new ideas.
-Build prototypes that can be experienced.
-Test early with customers that is closely related with prior principles.
-Design never ends, meaning that work must proceed iteratively in cycles, and finally,
-Design Thinking needs a special place. To conduct Design Thinking projects successfully, special spaces are required: designed according to the teams’ needs and equipped with the right materials.