Kick-Off Meeting for SEBCoVE Project Launched in Heraklion, Greece

The SEBCoVE project was initiated with a Kick-Off Meeting held in Heraklion, Greece.

The Hellenic Mediterranean University (HMU), together with the European Center in Training for Employment (ECTE), organized the first meeting of the Smart Electricity for Buildings—Centers of Vocational Excellence (SEBCoVE) project. This two-day event inaugurated an ambitious effort to improve vocational education and training (VET) in the Smart Electricity for Buildings sector throughout Europe.

The SEBCoVE project, designated as project number 101144027, aims to create a network of vocational excellence centers focusing on the smart electricity industry. The kick-off meeting convened delegates from 21 partner organizations to deliberate on project management, strategic research, design, development, execution, quality assurance, and dissemination plans.

Day 1: Establishing the Basis

The opening day commenced with a warm reception by Professor E. Karapidakis at 9:00 AM, followed by a series of introductions among all collaborators. This session established a conducive environment for collaboration throughout the meeting.

Highlighted Sessions and Presentations:
Summary of the Project: Delivered by K. Androulakis from ECTE, this presentation offered a comprehensive perspective on the project’s aims and objectives.
Work Package 1 (WP1): The presentation, led by E. Karapidakis and M. Markaki from HMU, focused on project management and coordination. It addressed important areas such as administrative and financial management, risk management, and quality assurance.
Work Package 2, also referred to as WP2: Bruno Canizes from IPP presented strategic study findings, which included stakeholder mapping, state-of-the-art skill requirements in the electrical sector, and identified competency gaps.
Subsequent to it, a sequence of thorough conversations ensued, with a specific emphasis on:

The SEBCoVE Design (WP3) presented by K. Androulakis from ECTE, focused on many topics, such as the development of knowledge triangles, the participation of stakeholders, the implementation of novel teaching approaches, and the formulation of internationalization strategies.
During the SEBCoVE Development (WP4) meeting, the discussion focused on the involvement of HMU in creating professional profiles and designing curricula. Matheus Kakaris from Atermon presented on the development of digital tools and the use of new teaching methods.
The implementation of this component, coordinated by Mrs. Luisa Previati from ENAIP, focused on the practical aspects of training, certification, and the creation of skills ecosystems.
The day ended with a workshop on quality assurance (WP6) conducted by TUV. The discussion focused on VET quality certification and the establishment of quality management procedures.

Day 2: Progressing

The second day of the event was dedicated to the topics of monitoring, follow-up, and distribution plans.

Notable features:
Work Package 7 (WP7): Mrs. Vardalachou from TUV Austria Hellas, facilitated the debate on evaluation strategies, activity monitoring, internal audits, curriculum evaluation, and effect assessment.
During Work Package 8 (WP8), Ana María García Gascó from CONAIF discussed the tactics for disseminating, exploiting, and communicating the project. This included the creation of the project’s website and branding toolkit.
A substantial chunk of the day was allocated to strategizing upcoming events, meetings, and mobility initiatives. The discussions focused on determining the subsequent actions and ensuring ongoing communication and collaboration between parties.

The meeting concluded with a concise overview of the deliberations and consensus reached regarding the subsequent actions to be taken. Each participant demonstrated their dedication to the project’s goals and voiced anticipation for further meetings and joint endeavors.

The kick-off conference in Heraklion for the SEBCoVE project established a strong basis for a groundbreaking initiative focused on promoting vocational education and training in the smart electricity industry. This initiative is expected to make substantial contributions to the field and improve skills development throughout Europe.


Wrapping Up DigiEnergy+: A Recap of the Last Transnational Meeting

On February 14, 2024, the DigiEnergy+ consortium convened for its final transnational meeting in Villacanas, Spain, hosted by FUNDACION GFM RENOVABLES. This gathering marked the end of a collaborative journey aimed at redefining vocational education and training (VET) in renewable energy, with partners from Spain, Netherlands, Greece, Romania, and Germany.

Finalizing Project Details

The meeting primarily focused on tying up loose ends and ensuring all project objectives were met before its closure in February. Each partner shared their progress, highlighting achievements and discussing any remaining challenges. It was an opportunity to reflect on the collective effort invested in realizing the project’s goals.

Reflecting on the Project

Partners conducted a thorough evaluation of the project, acknowledging its success in fostering collaboration and synergy among participants. The consensus was that DigiEnergy+ had effectively transcended geographical boundaries to create a robust network dedicated to enhancing VET in renewable energy.

Clarifying Workflow and Dissemination Plans

Clear communication was emphasized to address any outstanding questions regarding project workflow. Additionally, plans for final dissemination activities were discussed to amplify the project’s impact beyond its conclusion.

Assessing the Educational Portal

The consortium evaluated the educational portal developed during the project, designed to provide digital skills training and comprehensive education in renewable energies. Feedback highlighted the portal’s effectiveness in increasing accessibility and relevance in VET, bridging the gap between education and the evolving demands of the labor market.

In conclusion, the final transnational meeting of DigiEnergy+ marked not just an end but a new beginning—a testament to the power of collaboration and innovation in reshaping education and empowering future leaders in renewable energy.

Empowering VET Teachers: A Recap of the Training Event in Villacanas

In the ever-evolving landscape of vocational education and training (VET), staying abreast of the latest methodologies and technologies is crucial for educators to equip their students with the skills needed for the workforce. One such significant event took place in Villacanas on the 14th and 15th of November 2023, where VET teachers gathered for an insightful training event organized by the Fundacion GFM. The event aimed to elucidate the functionality of four project outputs, emphasizing the use of virtual environments in renewable energies.

The picturesque town of Villacanas, nestled in Spain, provided the perfect backdrop for this transformative training event. Hosted at the premises of Fundacion GFM, the two-day event catered to the development of coordinators’ skills, with a special focus on the implementation of virtual environments and training in renewable energies.

The training was divided into two comprehensive stages, each meticulously designed to enhance the participants’ understanding and application of the subject matter. The first day centered around the imperative need for a SWOT analysis in the implementation of virtual environments in renewable energies. This session was not just theoretical; it was a practical, hands-on approach that participants found invaluable. The outcome was a publishable methodological guide, providing a roadmap for VET teachers to effectively integrate virtual environments into their teaching methodologies.

One of the highlights of the first day was the active participation of two ECTE participants, who brought a wealth of experience and knowledge to the table. Their insights into the challenges and opportunities presented by virtual environments enriched the discussions, offering a practical perspective that resonated with fellow educators.

Moving on to the second day, the focus shifted to the IN-GREEN digital structured course and Educational Portal. This session aimed to equip teachers with the tools necessary for the development of digital skills among students and fellow educators, specifically in the context of renewable energies. The “train-the-trainers” approach underscored the importance of cascading this knowledge throughout the educational community, ensuring a widespread impact.

The success of the training event was not only in the acquisition of theoretical knowledge but in the practical application of skills that participants could immediately integrate into their teaching practices. The hands-on approach fostered a collaborative environment, where educators exchanged ideas and best practices, creating a network of professionals committed to advancing VET.

In conclusion, the training event in Villacanas was a pivotal moment for VET teachers seeking to enhance their capabilities in the dynamic field of renewable energies. The active participation of ECTE participants added a unique dimension to the event, making it a collaborative and enriching experience for all. As educators return to their institutions armed with new insights and skills, the impact of this training event is bound to reverberate through the halls of vocational education, shaping a brighter future for students entering the workforce.

5-day seminar on “Inclusive Education” in ECTE

Education plays a pivotal role in shaping one’s opportunities for a successful life, particularly as the world transitions from the fourth to the fifth industrial revolution. The significance of this has become more evident during the COVID-19 pandemic, as there is an increasing demand for complex digital and technological skills, with ongoing developments in new capabilities. However, the access to quality education and skills development varies widely across Europe. Disparities in educational access, experiences, and outcomes are apparent across different social groups (e.g., based on gender, ethnicity, migration history, religion, disability, socioeconomic status, and sexual orientation), as well as in relation to urban and rural locations and access to digital infrastructure.

It’s worth noting that providing inclusive curricula hinges on having a diverse set of educators and school staff who are equipped with the necessary training and development. The same applies to fostering an inclusive school environment that actively combats inequity. Recognizing the evolving nature of diversity, addressing issues of discrimination and disadvantage, and challenging the assumptions and attitudes of staff are critical elements in creating educational settings that encourage a stronger sense of belonging and inclusion among students.

In such context and within the Staff Mobility Training Programme, ECTE organised a 5-day seminar with teachers from Lithuania on “Inclusive Education” (see details on our Seminars page at the following link:

The theoretical part was conducted by Prof. Elias Kourkoutas (University of Crete) who gave a lecture on “Emotional reactions of teachers in critical situations and strategies to cope with difficult students” and Mr. Konstantinos Flouris who implemented a workshop with the participants on “Developing Emotional Intelligence at class and at school environment”.

The seminar was enriched by a visit to the 2nd General Lyceum of Rethymno, in which participants had the chance to meet and exchnage ideas and experiences with the teaching staff.

Teamcare Kickoff Meeting at the Royal College of Surgeons in Ireland

The European Centre of Excellence for Research hosted the Teamcare Kick Off meeting at the Royal College of Surgeons, Ireland, Dublin on 5th and 6th October 2023.

The meeting brought together the 12 partner organisations representing education and training providers, healthcare authorities, employment and educational research, public authorities, and a European network.

Teamcare aims to enhance the responsiveness of health and social care systems to the current societal challenges by targeting a specific existing mismatch between the skills currently characterising health and social care professionals working in multi-professional teams and those skills which are actually required by health and social care organisations to allow the shift to resilient and sustainable systems centred on community-based services, such as transversal, soft, and digital skills.

The beneficiaries of the project are: primary care providers in the community, health and social care professionals, social policy makers, higher education institutions and health service users.

The project involves a total of twelve partners from six European countries, Italy, Greece, Poland, Belgium, Austria and Ireland, from academia, education, public community bodies and private social actors, summarised below by country. From Italy: University of Genoa (UNIGE), Sistema Sanitario Regione Liguria (ALISA), The Italian National Agency for Regional Healthcare Services (AGENAS), Mattone Internazionale Salute Programme – PROMIS (ULSS 4 ProMIS), National Research Council (ITD CNR). From Greece: Hellenic Mediterranean University (HMU), 7th Healthcare Region Of Crete (7HRC), European Centre in Training for Employment (ECTE). From Poland: Medical University of Lodz (MUL), Lodzkie Region (LR). From Belgium: Reference Site Collaborate Network (RSCN). From Austria: the Viennese Institute for Labour Market and Education Research (WIAB). From Ireland: Royal College of Surgeons in Ireland (RCSI).

The project will be implemented over a period of thirty-six months.