Management and Technologies of Water, Wastewater, Waste and Cir-cular Economy E-Book

Jürgen Hogeforster

• Herausgeber: Books on Demand
• Kategorie: Fachliteratur
• Sprache: Englisch
• Veröffentlichungsjahr: 2022

Seitenzahl: 466

Beschreibung

Around 99 % of all EU companies are SMEs which provide up to 70 % of all jobs. Generally, SMEs have good future growth prospects, however they are specifically well equipped to solve environmental problems, hence grow in the green economy. Nowadays, the biggest bottleneck is the significant skills shortage in most economic sectors while job vacancies in SMEs and overall unemployment, in particular youth unemployment, is steadily growing. A a result of cooperation between educational institutions and industry entities, work-based learning has become a prominent tool to eliminate bottlenecks and create conditions for further growth in innovative market segments. To continuously coordinate education and skills requirements, and address skills shortages, higher education institutions along with education and training providers, and economic chambers from 7 countries built up and established an alliance for the following sectors: "Water, Wastewater, Waste and Circular Economy". This alliance was then extended to 13 countries with 74 education and labour market actors and continues to perform its duties as the "Eco Innovation" centre of competence in the long term. This publication contains the relevant curricula, application notes and experiences as a result of the project WWW&CE with the following partners: Hanse-Parlament (DE), Panevezys Chamber of Commerce, Industry and Crafts (LT), Vilnius Gediminas Technical University (LT), Vilnius Builder Trainings centre (LT), Hungarian Association of Craftsmen Corporation (HU), Kontiki-Szakkepzö Zrt (HU), Chamber of Craftmanship and Enterprise in Bialystok (PL), Bialystok Foundation of Professional Training (PL), Nordic Forum of Crafts (NO), Satakunta University of Applied Sciences (FI), Wirtschafts-Förderungsinstitut der Wirtschaftskammer Steiermark (AT).

Leseprobe

Content

1 | Introduction

2 | Basic data, qualification needs and implementation concepts

2.1 | Analyses of the economic development as well as the education and labor markets in the Baltic Sea countries

2.2 | Concepts for development and implementation of educational measures

2.2.1 | Training programs for strong learners in initial vocational training

2.2.2 | Program comprising six further vocational training courses

2.2.3 | Bachelor’s degree program with four modules

2.2.4 | Train-the-trainer programme

3. | Skills Alliance and Center of Competence “Eco Innovation”

3.1 | Overview: Skills Alliance

3.2 | Extension of the Skills Alliance

3.3 | Evaluation of the Skills Alliance

3.31 | The work of the alliance

3.32 | Conclusions and recommendations

3.4 | Development of Center of Competence

3.4.1 | Cooperation between universities and chambers/SMEs

3.4.2 | Cooperation concepts for universities and chambers/ SMEs

3.4.3 | Concept for Center of Competence “Eco Innovation”

3.4.4 | Work and Business Plan of the Center of Competence

4 | Train the Trainer Program

4.1 | Online Train the Trainer Seminar Program

4.1.1 | Objectives

4.1.2 | Programme

4.1.3 | Concept for virtual Implementation

4.2 | Evaluation of online Train the Trainer Seminar Program

4.2.1 | Results of the Evaluation

4.2.2 | Free speech - answers

4.2.3 | Conclusions and recommendations

5 | Qualification programme for strong learners

5.1 | Curriculum Technologies in water supply

5.1.1 | Objective and Content of the Curriculum

5.1.2 | Content of competencies and time required

5.2 | Curriculum Technologies water saving

5.2.1 | Objective and Content of the Curriculum

5.2.2 | Training objective and time required

5.3 | Curriculum Greywater and rainwater utilisation technologies

5.3.1 | Introduction

5.3.2 | Target groups and Objectives

5.3.3 | Contents of the Modules

5.4 | Curriculum Greywater and rainwater utilisation technologies

5.4.1 | Target group and Objectives

5.4.2 | Contents of the Modules

5.5 | Curriculum Fundamentals of the circular economy

5.5.1 | Objective and Content of the Curriculum

5.5.2 | Content and scope of the Curriculum

5.6 | Curriculum Systemic solution-oriented Consulting

5.6.1 | Training Programme

5.6.2 | Training Implementation

6 | Curricula for seven continuing education seminars

6.1 | Curriculum Preparation and management of SMEs for work in the Green Economy

6.1.1 | Introduction

6.1.2 | Target grups and Objectives

6.1.3 | The method used in the course - KAIN

6.1.4 | Curriculum Part I: First Workshop

6.1.5 | Part II: Self-studies and project work

6.1.6 | Part III: Conclusion Workshop

6.2 | Curriculum Waste reduction & recycling management

6.2.1 | Aim and objective of the Curriculum

6.2.2 | Content and scope of the Curriculum

6.2.3 | Programs specifications

6.2.4 | Implementation

6.3 | Curriculum Wastewater treatment and recycling management

6.3.1 | Introduction

6.3.2 | Wastewater treatment and recycling management

6.3.3 | Curriculum “Wastewater treatment and recycling management”

6.3.4 | Curriculum

6.4 | Curriculum Water supply and water saving

6.4.1 | Executive Summary

6.4.2 | Demand and Acceptance

6.4.3 | Field of activity and qualification profile

6.4.4 | Description of the Curriculum

6.4.5 | Access Requirements and Admission

6.4.6 | Description of the Modules

6.5 | Curriculum Cradle-to-Cradle in SME

6.5.1 | General Learning Outcomes

6.5.2 | Concept of the training

6.5.3 | Experience of the implementations in Austria

6.6 | Curriculum Energy Generation from Wastewater and Waste

6.6.1 | Executive Summary

6.6.2 | Demand and Acceptance

6.6.3 | Field of activity and qualification profile

6.6.4 | Professional Qualifications

6.6.5 | Description of the Curriculum

6.6.6 | Description Description of the Modules

6.7 | Curriculum Circular disposal of water

6.7.1 |Project in a nutshell

6.7.2 |Technical related terms used for the course

6.7.3 |Overall learning outcomes

6.7.4 |Qualifications needed for entry (Level EQF 5)

6.7.5 |European cooperation

6.7.6 | Curricula/Topic content

6.7.7 |Water handling and specialisation through practise

6.7.8 |Teachers quide

7 | Curricula for four modules for integration into bachelor's degree programs

7.1 | Curriculum Module Management & Technologies of the Water and Wastewater industry

7.1.1 | Introduction

7.1.2 | Contents of the curriculum

7.1.3 | Contents of Modules

7.1.4 | Further material

7.1.5 | Notes for the teachers

7.2 | Curriculum Module Waste management & technologies

7.2.1 | Contents of the curriculum

7.2.2 | Notes for the Teacher

7.3 | Curriculum Module Management & technologies of Circular Economy

7.3.1 | Contents of the curriculum

7.3.2 | Notes for the teachers

7.4 | Curriculum Management concepts for sustainable economic activity

7.4.1 | Contents of the curriculum

7.4.2 | Further material

8 | Examination Regulation and international Recognition

8.1 | Examination Regulation

8.2 | Evaluation in the Qualification Framework and international recognition

8.2.1 | Structuring and evaluation of additional qualifications in the context of initial vocational training

8.2.2 | Structuring and evaluation of further vocational trainings

8.2.3 | Structuring and evaluation of higher education trainings

9 | Promotion of innovation and solutions for manageable R&D tasks of SMEs

9.1 | Promoting innovation and SME needs

9.2 | Promotion of innovation in conjunction with further vocational training

9.2.1 | Specific project of the Panevezys Chamber

9.2.2 | Specific project of the Hungarian Association of Craftsmen’s Corporations

9.3 | Promotion of innovation in conjunction with dual study programs

9.4| Implementation of sector specific R&D tasks for SMEs

9.4.1 | R&D implementation

9.4.2 | Evaluation

9.4.3 | Conclusions

Other Publications by the Baltic Sea Academy

Members of the Hanse-Parlament

Members of the Baltic Sea Academy

1 | Introduction

Around 99 % of all EU companies are SMEs which provide up to 70 % of all jobs. Generally, SMEs have good future growth prospects, however they are specifically well equipped to solve environmental problems, hence grow in the green economy. Nowadays, the biggest bottleneck is the significant skills shortage in most economic sectors while job vacancies in SMEs and overall unemployment, in particular youth unemployment, is steadily growing. A a result of cooperation between educational institutions and industry entities, work-based learning has become a prominent tool to eliminate bottlenecks and create conditions for further growth in innovative market segments.

To continuously coordinate education and skills requirements, and address skills shortages, higher education institutions along with education and training providers, and economic chambers from 7 countries built up and established an alliance for the following sectors: "Water, Wastewater, Waste and Circular Economy". This alliance was then extended to 13 countries with 74 education and labour market actors and continues to perform its duties as the “Eco Innovation” centre of competence in the long term.

The partnership develops tools according to work-based learning principles, these are then piloted and evaluated. The tools include:

a train the trainer programme

a training programme with six trainings for strong learners in the initial vocational training

a program with seven further vocational training courses,

an integration programme for the unemployed and

a bachelor’s degree programme with 4 modules

specific R&D tasks for SMEs participating in the further vocational training programs and in the dual bachelor’s degree programmes in connection with the testing of the further trainings and study modules

These programmes teach sector-specific skills in both environmental technologies and management. Furthermore, in three countries with predominantly school-based vocational training, dual education systems are introduced in initial, continuing and higher education.

All qualifications were transferred to 11 project partners and 74 associated partners from 13 countries, who received implementation advice. Extensive dissemination activities were carried out showcasing that all interested parties have free access to project outcomes.

The project produced the following results in the nine work packages:

Workpackage 1 Project Management

Results 1.1 and 1.2 Interim and final report of the project with final accounts

Workpackage 2 Further Preparation

Result 2.1 Analyses of the economic development as well as the education and labor markets in the Baltic Sea countries

Result 2.2 Green Competences in Small and Medium Enterprises

Result 2.3 Concepts for the implementation, evaluation and acceptance of examinations for all educational measures

Workpackage 3 Implementation and realization of Skills Alliance and foundation of Center of Competence

Result 3.1 Skills Alliance

Result 3.2 Tested curricula and teaching materials for a Train the Trainer program

Result 3.3 Center of Competence “Eco Innovation”

Workpackage 4 Implementation and realization of professional training

Result 4.1 Dual system of vocational training (EQF Level 4)

Result 4.2 Qualification program for strong learners (EQF Level 5)

Product 4.21 A Technologies water supply

Product 4.22 B Technologies water saving

Product 4.23 C Greywater and rainwater utilisation technologies

Product 4.24 D Decentralised wastewater treatment technologies

Product 4.25 E Fundamentals of the circular economy

Product 4.26 F Systemic solution-oriented consulting

Product 4.27 Evaluation of Trainings A - F

Workpackage 5 Implementation and realization of further vocational training

Result 5.1 Tested curricula and teaching materials for six continuing education seminars (EQF Level 5)

Product 5.11 A Preparation and management of SMEs for work in the Green Economy

Product 5.12 B Waste reduction and recycling management

Product 5.13 C Wastewater treatment and recycling management

Product 5.14 D Water supply and water saving

Product 5.15 E Cradle to Cradle in SME

Product 5.16 F Energy generation from wastewater and waste

Product 5.17 G Circular disposal of water

Product 5.18 Evaluation Concept and Evaluation Report

Product 5.19 Development projects

Result 5.2 Coordinated integration program for the unemployed

Workpackage 6 Implementation and realization higher education

Result 6.1 Curricula of existing dual bachelor’s degree programs

Result 6.2 Curricula for four modules for integration into bachelor's degree programs

Product 6.21 Module A Management & Technologies of the Water and Wastewater Industry

Product 6.22 Module B Waste Management & Technologies

Product 6.23 Module C Management & Technologies of Circular Economy

Product 6.24 Module D Management of Sustainable Economic Activity

Product 6.25 Evaluation Concept and Evaluation Report

Result 6.3 Solutions for manageable R&D tasks of SMEs

Workpackage 7 Quality assurance

Result 7 Quality plans

Workpackage 8 Evaluations and assessments

Result 8 Result report of all evaluations and assessments

Workpackage 9 Dissemination and use of project results

Result 9.1 Transfer of all educational measures

Result 9.2 Measures of further dissemination

Result 9.3 Manual

All curricula, tools, alliances, etc. developed in the project were tested in practice in different countries, evaluated, finalized on the basis of the evaluation results, transferred and implemented. This publication summarizes important results of the project, especially the curricula of the 18 educational measures developed in the project. Further results and materials can be found on the project website https://www.sa-ce.eu

The project was carried out from 01. January 2019 to 30. June 2022 by eleven partners from seven countries. The following list clearly shows the participating institutions and their representatives within this project:

Hanse-Parlament, (Lead Partner), Hamburg, Germany

Dr. Jürgen Hogeforster

Melanie Henke

Sandra Hogeforster

Panevėžys Chamber of Commerce, Industry and Crafts, Panevezys, Lithuania

Angelija Zokaitiene

Aiste Masillionie

Daiva Misiukiene

Vilnius Gediminas Technical University, Vilnius, Lithuania

Prof. Dr. Romualdas Ginevicius

Prof. Dr. Saulius Vasarevicius

Vilnius Builder Trainings centre, Vilnius, Lithuania

Danielius Burokas

Natalja Palubinskiene

Hungarian Association of Craftsmen Corporation, Budapest, Hungary

Tamás Rettich

Gabor Solti

Kontiki-Szakkepzö Zrt, Budapest, Hungary

Laszlo Kajos

Éva Győrfi

Chamber of Craftmanship and Enterprise in Bialystok, Białystok, Poland

Jozef Jacek Hordejuk

Justyna Pasiuk

Bialystok Foundation of Professional Training, Białystok, Poland

Michal Skarzynski

Anna Moczulewska

Nordic Forum of Crafts, Oslo, Norway

Harry Bjerkeng

Oddgeir Tabiassen

Satakunta University of Applied Sciences, Pori, Finland

Dr. Sirpa Sandelin

Dr. Kari Lilja

Wirtschafts-Förderungsinstitut der Wirtschaftskammer Steiermark, Graz,

Austria

Thomas Fleischhacker

Nikolaus Schrümpf

We thank all our partners for their great commitment and the excellent cooperation.

2 | Basic data, qualification needs and implementation concepts

Analyses of economic development, education and labour markets were carried out in order to create a uniform data basis for the development of the various measures of the project and to be able to align the measures to the respective regional conditions and needs. In addition to the seven project countries, all transfer recipient countries were included at the same time, so that the conditions of all countries that will use the project results in the future had already been taken into account during the development work. This decisively promoted the transfer and future use of the project results and created a reliable basis for any necessary adjustments to national conditions.

The analyses refer to all countries in the Baltic Sea Region. Over the past 25 years, this region has become a densely integrated, e.g. in the areas of trade, investment, labour mobility, transport and energy infrastructure as well as research collaboration. Furthermore, it demonstrates a broad landscape of robust cross-border organisations and collaborative efforts. Nevertheless, companies do not look at the Baltic Sea Region as one integrated market in terms of their strategies. For most of them, the region remains a group of individual small markets within the EU, each with its different dynamics, rivals, and often even regulatory rules.

Keeping this in mind, the lack of comprehensive regional data collection is surprising. Therefore, as part of the Erasmus+ funded project “Management and Technologies of Water, Wastewater, Waste and Circular Economy” (2019 – 2022), an analysis of the region’s demography, economy, and labour as well as education market has been conducted. The majority of the data is taken from the Eurostat database of the European Union. When needed additional sources, such as the OECD database were consulted as well.

2.1 | Analyses of the economic development as well as the education and labor markets in the Baltic Sea countries

The following is a summary of important results and conclusions on the analysis of the education sector. The comprehensive results of all analyses can be found at https://www.sa-ce.eu, Result 2.1 Analyses of the economic development as well as the education and labor markets in the Baltic Sea countries.

In a number of countries, the current educational system is strongly focused on direct recoverability. It lacks many individual grants and elite education as well as a comprehensive training for all mental, manual and social skills. The education system and also the economy run the risk that the systems will lay off their children and more and more people will not be able to meet the requirements due to the uniformity or having existing skills left unused and eventually often outsourced. Similarly, the learning skills of stronger learners within the framework of the pronounced elite education experience need to be promoted. In principle, individuals should not necessarily adapt to the existing systems. The education system and economy have developed into systems that are more suitable for humans as individuals and take into consideration that every person is a unique human being, and as such deserve promotion and appreciation.

The education sector is often discussed primarily within the framework of structural reforms. Certainly, new educational structures are necessary, but used alone they can bring very little results. With this being said, the creation of new structures cannot bring lasting improvement if it is not preceded by far-reaching cultural reforms. Almost inevitabely, new structures need to be developed on order for the development of culture to progress.

Early childhood education

The educational policy must focus much more on children under six years old. Learning begins at a very early age, and it is primarily the central task in the family. All family members, especially the grandparents, should be intensively integrated in a way that children learn together with adults, e.g. languages. The number of families which are not able ensure appropriate learning at this age at home is growing. The deficiencies at home are forwarded to schools which can barely cope with or compensate for these issues. Finally, within the framework of vocational education, enterprises become a repair workshop for families and schools and are not prepared ready to meet the changing requirements and increasing cost pressure.

Families need to be fully supported in all areas of policy making.

This includes the rediscovery of extended families and the strengthening of three-generation-families. The development of recent years has resulted in nuclear families. In a three-generation family the grandparents take over the educational responsibilities and relieve the parents from certain responsibilities, particularly on weekdays. In addition, the development of family-like structures and forms of cooperation among not related persons should be supported. The widespread introduction of full-time care ensures that both parents can continue with their career. This will have a positive impact on the declining birth rate, since childlessness is often the choice between family and professional life and in the case of dual-earner couples, the financial base is also secured. Among Scandinavian countries this model is implemented largely in Denmark, and it is possible for all children over one year old to attend day care centers.

As kindergartens and schools are an experience exchange and further development platform for both children and educators, they should be developed and sustained as parent friendly and family friendly institutions

It is necessary to have a sufficient number of nurseries and kindergartens, these should not be mere 'storage sites' but places where children can learn and develop skills through play. Carefree play has an invaluable impact on future development, it is an important process which brings pleasure. Also, regardless of age, learning should bring joy, awaken curiosity and be an initial impulse for wanting to learn more and continuing on the path of education. This results in all students finding out that there were topics which their former teachers had no clue about.

The concept of learning through play needs to be used more actively. Early access to foreign languages is ensured through the introduction of bilingual kindergartens. This simplifies learning further languages and is significant for future close cooperation in the Baltic Sea Region. Early promotion of languages especially among children whose mother tongue is different should be the highest priority, so that language barriers are broken down before the school admission process.

An obligatory one-year preschool with smooth transitions into the school system according to linguistic abilities and the level reached by each individual should be introduced. This would ensure that children from disadvantaged families are supported in early learning and social behavior. Further, it leads to the situation in which children speaking a different mother tongue can master the language of the country in which they are in before going to school.

It is the very young and not the older age groups that require the leading and best-paid teachers, small group sizes and extensive amounts of attention.

School education

Schools should not be an isolated place of learning that is not intensively involved in the social, economic and social environment. TSchools must be strongly interwoven in decentralized structures, they should be a central point of daily life for everyone, they should also include sponsorships with companies that include master craftsmen and trainers from the enterprises in teaching courses.

Individual schools and individual teachers in those schools must have a high degree of independence and of personal responsibility. On the basis of the total budget, the schools can decide on their own to a considerable extent on the use of their resources. The teaching staff may not be chosen and imposed by superior institutions. The schools also decide on the recruitment and dismissal of teachers. Temporary employment contracts for teachers are a viable option and may have an impact on a more intensive exchange between activities at school and in the economy. A performance-based remuneration should be granted.

Teachers are entrusted with the most important thing that a society can have, namely children. Teachers need support, respect and appreciation. And through the work they do, teachers earn trust. They have the freedom and responsibility to promote children's development and enforcement of their development.

A new pedagogical approach is necessary that requires new qualifications for teachers. Education is a development and qualification task and includes the responsibility for the development of the individuals. Teachers are exemplary trainers who train pupils but also at the same time learn from them. Transferred knowledge quickly becomes obsolete. This and the continuing development of pedagogics demand for an intensive further education of teachers.

A holistic education that is individually developed and encourages each student according to his/her personal abilities and talents is required. This requires in particular the need to have distinct diagnostic competence of teachers in order to find out the individual strengths of students and what individual performance objectives can be pursued. These pedagogical elements need to be encompassed with teacher training in a strengthened form and lead to further education. In order to appeal to all senses of students, it is also vital to supply teachers with artistic and manual skills. Every teacher should provide evidence of his or her professional training, which could be in the form of a dual course of study and would not necassary require a longer training.

Schools should not teach increasingly specialised knowledge where the growing abundance of material causes more and more problems. It is important to learn how to learn, how to promote individual strengths and thus strengthen self-confidence. Schools must prepare young people for life, not for a specific occupation. Polytechnic orientations should enable learning through the productive activity, entrepreneurship, independence and promote students' personal responsibility.

The mediation of a broad base of knowledge should be prioritized. A specialization can be taught at secondary schools, studies and during vocational training. The decisive factor is a good mastery of basic cultural techniques: languages, writing, arithmetic, and reading. In addition to the intellectual skills also artistic and manual skills need to be supported. When we speak of language, it isnot only the native language that is important, learning at least two foreign languages should be compulsory. They should not be taught as an "isolated" subject but rather as language teaching, such as mathematics instructions in English. In addition to the English language, a language from the Baltic Sea Region should be learnt. Enhanced establishment of bilingual schools, especially in border areas, allows attending school in the neighboring country. Along with an expansion of the student exchange between the Baltic Sea Region states, the regional identity will be strengthened, and it will provide the basis for close future cooperation.

The general educational school system needs to promote particular personal-social skills. For this purpose, teaching specific subjects is not required, because education and learning develop these skills and qualities naturally. Students, who learn in the classroom together and from each other have different strengths and weaknesses, they develop tolerance, respect and cooperation skills. Individually applied education with specific learning objectives and steps also promotes self-confidence, trust in each other as well as a sense of achievement and motivation. Independent learning in practice and the required separation in different groups of people promote independence, communication skills, placing in the overall context and mediation of meaning. Through project and group work, students can practice problem solving in a team and are trained inautonomous learning. At the end of the basic education process, Besides the academic achievements by the end of basic education, social behavior will be evaluated.

School/training should be mandatory until 18 years of age. Following the basic education, all young people should attend secondary school or participate in a professional training. School education should not exclude anyone. The high percentage of school leavers with no qualifications must be reduced without necessarily reducing the level of individual remedial education. The Baltic Sea-wide uniform quality and minimum standards concerning the description of what should be mastered in which class; skills are developed and tested by independent and impartial institutions. These test results should not be used as evidence for the student or the exclusion criteria, but they should give teachers guidance about where they stand with their students, while encouraging competition between schools and learning from one another.

School structures play a secondary role, also in a structured educational system good result can be achieved with the highest permeability. Long term learning is not a prerequisite for good school education, but it facilitates, however, the mediation of personal-social skills of stronger learners and promotes sustainable integration. The success in most of the Baltic Sea Region states rather suggests pursuing mutual learning as long as possible.

All-day schools should be the norm. This could be done in different models, for example, after regular lessons, there could be a period from 12:30 until 2:00 pm dedicated to leisure time, sharing acommon meal and leisure activities and then from 2:00 pm till 4:00 pm homework supervision and leisure activities, which could have the character of a game, crafts, sports, music or culture and would help discover personal interests of children, their talents and abilities.

Parents and teenagers can freely choose a certain type of school, a certain professional training, or a specific field of study. Children should not be robbed of their childhood. Parents must avoid determining their childrens’ daily schedule. Children need enough freedom for self-organization, personal discovery of the world, their own individual adventures and gaining experiences. There should never be a situation in which children and young people due to false ambitions or misjudgments in the forms of education and courses of study are pressed to do something every day that is unwelcome and unloved by them. Such young people will continuously collect only negative experiences and failures, lose trust and it would be very difficult for them to enter professional life.

Apart from the freedom to choose skills, individual strengths, potential and progress in learning the transition into further education also have a decisive influence. In any case, these choices require very intensive advice from parents and young people. The overall opening and permeability of the educational system is needed so that everyone can reach their personal potential in accordance with each degree in several ways. Detours will then lead to the optimal educational route according to the individuals’ possibilities and will not involve losing time. In this way detours increase the knowledge of the area.

For the trainsitions into further training courses the following conditions should be applied:

Transition from kindergarten/preschool to elementary school: Test on command of the native language and the individual level of development.

Transition from elementary school to secondary school: Individual schools should determine an entry level requirement which needs to be achieved in elementary school (or in middle school) as a minimum. The respective minimum levels can be set individually by different schools.

Transition from school to vocational education: Different levels of achievement and eligibility criteria should be specified for each profession, which together with the the help of competence assessment methods and potential analysis would be the basis for the career guidance for students.

Admission to university education: Each admission to university education (whether on the basis of a high school diploma or other entry rights) should be dependent on a mandatory entrance examination. The level of requirementsto pass the test should be determined by each college/university individually.

Vocational training

Within the framework of school education, it is still necessary to inform students about the possibilities of vocational training, particular professions, requirements and future opportunities in a comprehensive manner. Masters and trainers facilitate the information and identification process through presentations of companies and maintaining close contact with companies and institutions of economic self-management, presentations of companies. Having recurring internships and through that gaining experience in entrepreneurial skills should be mandatory for all students.

The guidance requires significant intensification. This should not only be addressed in formal entry requirements and conditions such as school degrees and grades. What is more important is the development of job-specific competency profiles, which are then compared with the carefully identified individual skills of each young person Thorough consultation and preparation for vocational training will have an significant impact on reducing the high ratios of dropouts and individuals who choose to change the educational path midway. Different levels of performance and eligibility criteria should be set for the whole Baltic Sea Region as a basis for individual competence assessment and analysis of potential, these should then be approved for full transparency. These criteria help trainers and trainees, and the companies to get employees who are ready to take on tasks and finalize them, this in turn develops a sense of achievement in young people whoare thus motivated for further work. Through this the high number of dropouts and the risk of dead-end jobs will be significantly reduced. Vocational training must adequately take into account individual skills and capabilities and requires extensive differentiation. Through the introduction of different levels, young people from different educational backgrounds, with different competences and learning progress can have an opportunity to obtain education which matches their specific skills:

Level 1: Specific vocational training for learners with learning difficulties for a period of 2 years, enabling focused and practical learning, completed with an independent recognized qualification.

Level 2: Middle-level vocational training with theory and practice parts for a period of 3 years and a recognized qualification as a skilled worker or journeyman.

Level 3: Advanced vocational training courses for the study of skills with a duration of 3 - 3,5 years, which provides additional qualifications or training preferably in the initial training phase and which will be completed with recognized degrees which lead to a qualification higher than the trade or journeyman examination.

With such a differentiated system of professional training, high permeability is needed. Each graduate at a lower level needs to have an unlimited possibility to reach a higher level, according to their progress in learning and actual achievements and also taking into account the already completed parts of the training. And vice versa, there should be an exchange of courses from higher level to lower-level courses, this exchange should take into account the training periods which have already been completed.

In an open and transparent system gradual learning according to individual skills and potential is realized in every respect. Depending on the learning achievements and developments, everyone can in principle achieve the completion of education and training, although in different ways.

Also, in vocational training every young person deserves a second chance. This requires specific actions of preparation and support which need to be developed and implemented in close co-operation with enterprises, inter-company training workshops and vocational schools.

Vocational training should preferably ensue in the dual system which combines practical training in enterprises with accompanying theoretical courses in vocational schools and ends with a recognized vocational education degree. For school-based vocational training, practical learning activities in field conditions and corporate learning times should include at least 50% of the total training time. The mediation of theory should be possible alongside the practical training. In the case of larger theoretical issues which require related presentation, longer teaching blocks can be chosen to provide theoretical training to a certain extent.

The teaching of the theory (vocational schools) and practice (companies) requires close coordination and integration of both. Vocational schools also in this case have to prove that they have a very high degree of responsibility and flexibility and the content as well as the presentation forms (block or day classes, block lengths, project work, etc.) should be designed in a way specific for a given profession and in cooperation with enterprises. Vocational schools should be supported with financing from public funds of the economic self-government; in doing so, intensive contacts to enterprises will be made resulting in cost-reduction and concurrent increase of quality. If a sponsorship of vocational schools by economic self-administration is not feasible, enterprises or their representatives of the economic self-governance have at least to be involved in an instrumental way in the design and implementation of the tasks of vocational schools.

Vocational education must qualify for the future requirements of labor force. The superiority of the dual system is based – among others – on the fact that large parts of the education take place in the enterprises. Thus, there is a permanent orientation towards the actual and future economic challenges. Accordingly, school-based vocational training requires intensive contacts with enterprises. The teachers in vocational schools must cooperate intensively with the industry and should do internships in enterprises on a regular basis as well as realise intensive further education.

An internship abroad during studies needs to be further supported. In addition to the general broadening of international experience, gathered intercultural competence is strengthened, contacts are made, and work methods and practices are learned abroad. Parts of the training acquired abroad, and the periods of learning must be fully recognised for the vocational training assessment process in their home country.

The vocational qualifications of all the three levels must be proven in national examinations. On this basis, the system of professional training and the examinations will be transferred in the entire Baltic Sea area, just as a sovereign function of the chambers as responsible institution for vocational education. The acquired qualifications require mutual recognition in the Baltic Sea Region states.

For this purpose, the development of the European Qualifications Framework (EQF) and a European system of credit points is conducted. These approaches are based on transparency and mutual trust. The focus is on the qualifications of skills of stronger learners and learning outcomes. During implementation it is particularly important to provide non-bureaucratic systems, which would document acquired skills and competencies with certificates of international recognition and equality, encourage continuous learning, facilitate education and activities abroad and which would motivate as well as facilitate the enterprises which are liable for their personnel decisions, provide information and transparency. The chambers in the Baltic Sea Region can - on a solid basis of trust - perform the implementation of non-bureaucratic systems and a full introduction of a pioneering role and through that reach innovation projections.

Not only the formal learning and knowledge, but also informal learning and skills of stronger learners acquired during training are crucial for a high level of qualification. They should therefore be documented in certificates, as well as assessments conducted by enterprises and self-assessments. The Euro-Pass constitutes an orientational basis, which encompasses personal skills, competencies and recognized qualifications; it can be completed according to demand and should receive intensive support from the partners from the Baltic Sea Region.

The measures outlined above can also serve to enhance and increase attractiveness of the vocational education. In order to achieve these objectives and complete outstanding permeability between vocational and higher education, is it essential that competencies acquired in the earlier phases of training are recognized. A Vocational degree including professional activity of 2 - 3 years should entitle to higher university education in all the Baltic Sea Region states.

Furthermore, all measures of quality improvement and assurance taken in the professional training and comprehensive information and image campaigns need to be conducted. In this context, it is also necessary to highlight and clarify the immense meaning of general education and vocational training, which demonstrates that particularly within vocational education a new elite of responsibility is created and an elite promotion of achievement of all sorts of educational attainments and professional activities needs to be implemented.

Young people and their parents must be aware that facing the large and increasing proportion of university graduates, professionals and managers who have completed vocational training are in the minority and therefore in comparison to many academic degrees they have the best future prospects. However, vocational training cannot lead to dead ends, and must be justified in an open and totally transparent system of continuous further education and university qualifications.

Vocational further education and studies

Vocational training does not require government regulation and should be primarily the responsibility of the industry and its local administration. Employers and employees need to recognize the much greater extent of the high and growing importance of training and invest in it heavily. In this context, new models of financial burden sharing should be developed, in which for example the enterprises bear the cost of the training, and the employees can have their leisure time.

However, in general vocational training requires intensive professional development and in particular some improvements. This includes various approaches, for example:

Systematic development of certified training modules that can be combined and lead to accredited training qualifications.

Creation of training professions and professional development of horizontal career paths.

Establishment of equality of educational pathways and degrees of vocational, general and university education.

Full permeability and enhanced links between vocational education, further training and general education, and in particular university education. Vocational training needs to be taken into account in relevant disciplines of study.

Promotion of international exchange, implementation of professional activities and training abroad, while making the greatest possible transparency of the acquired skills.

International recognition or equivalence of further education qualifications in the context of non-bureaucratic systems.

According to the regulation in Germany, the chambers in all Baltic Sea Region countries should maintain the authority of sovereign functions. The chambers should be able to issue official examination regulations with recognized degrees of further education programs (so called Chamber examination). The chambers should be solely responsible for the examinations in further education programs.

The Qualification for Master Craftsmen has proved to be very successful. This qualification secures the theoretical and practical knowledge and skills of junior employees and managers. The Qualification for Master Craftsmen is essential for small and medium sized enterprises; it must be intensified and coherently provided in the entire Baltic Sea area. Obtaining the Qualification for Master Craftsmen must entitle individuals to start academic studies. The obtained qualification during the Master Craftsmen must be considered comprehensively for the study courses. It seems to be appropriate that achievements in the Qualification for Master Craftsmen will also be evaluated with Credit Points, which can then be considered for the study program. This creation of permeability will sustainably increase the attractiveness of vocational education in general and that of the Qualification for Master Craftsmen in particular. Any opening of the education systems with various educational carriers will satisfy individual affinities and abilities. Furthermore, it provides an opportunity for enterprises to meet the increased demand for skilled workers. It corresponds to the dire necessity that employees from outside the profession can work in craft-based industries and small- and medium sized enterprises.

Bachelor courses should be much more practice-oriented and offered as a dual system. So, studying at university would be linked to vocational training or practical work in enterprises. Vocational training is completed with a separate degree and in a certain scope would lead also to credit points which are required for passing the Bachelor examination. Dual study programs could be combined with the Qualification for Master Craftsmen. The achieved credit points must be taken into account completely for the Bachelor exam.

Within the framework of dual courses of studies, each student should be obliged to complete a part of their studies or vocational training abroad. Hereby, the focus should be laid on vocational training or employment in a foreign enterprise, since this at the same time allows making contacts between enterprises.

Colleges and universities need to cooperate in teaching and collaborate much more closely with small and medium-sized enterprises. Dual degree programs can significantly contribute to meet the high and growing demand of young entrepreneurs, managers and of professionals in the future who have both practical and sound theoretical training. This training partnership between enterprises as well as colleges and universities is also an ideal starting point to knowledge sharing, technology transfer and implementation of practice-related research and development work.

Educational and regional economic policy

Further decrease in transport and communication costs increases the mobility of production factors. Enterprises migrate to locations with high potential of professionals and workers, to locations with attractive educational opportunities and diverse labor market.

The local competition for (highly) skilled workers and capital is as a result more intense.

Education programs are a key competitive factor. Education policy, therefore, enhances to a large extent the overall location, regional and spatial planning policy.

Education promotes innovation and competitiveness and includes the main support task for small and medium enterprises. Education policies must be organised and have the highest priority over other types of policies. Understood in this way the Baltic-wide education policy must:

increase the competitiveness of the entire Baltic Sea Region.

promote and develop human capital and the existing advantages and strengths.

specifically develop individual sub-regions, and optimally support the competition between locations within the Baltic Sea Region in order to support the best educational opportunities and qualified professionals.

together with the overall attractiveness and competitiveness of the Baltic Sea Region compared with other regions, increase migration of workers and enterprises.

be prevalent in the EU Baltic Sea strategy and have priority.

Politics, economy and society of the Baltic Sea Region must address their outstanding position of education policy and it is necessary to recognize that the investment in human capital is the safest and brings the best profits.

The German system of dual vocational education, which leads to a comparatively low youth unemployment, integrates enterprises in the task of ensuring the influx of junior staff, as well as combines the requirements of the labor market with enterprises in a much better way, can provide large contributions to the achievement of objectives with a lasting impact.

The introduction of dual systems of vocational education is the most innovative in the countries with school-based vocational education. This is connected with far-reaching reforms and extensive changes, which constitute a major challenge in these countries. The involved countries are in principle interested to implement dual vocational training; however, they are afraid of great expenses and risks connected with the conversion.

It is also impossible to simply transfer the existing dual systems (e.g. from Germany). It is rather necessary to consider the regional conditions, political conditions, cultural differences, experience, etc., as well as lead to appropriate changes and adjustments, and implement customized solutions which comply with the basic principles of dual vocational education.

In some countries, up to 15 – 20% of school graduates cannot start their professional education, since they lack general education knowledge and/or there are problems in social behavior. This also includes a significant proportion of young people who cannot start their vocational education immediately despite the acquired training maturity. These young people wait in long queues or receive no vocational training, and as a result are prone to face unemployment.

Up to 30% of young people, who complete vocational education, drop out and only about a half of them begin a new vocational education course. A substantial proportion of dropouts fail in theoretical parts of education. The central reasons for this are that the academic knowledge for the selected profession is not sufficient; the career choice does not correspond with the actual tendencies or competences due to the absence of relevant information and experience or problems of personal and/or social nature.

Vocational education has lost much of its attractiveness. Especially in the new countries of the EU (e.g., Poland, Lithuania, Latvia, and Estonia) with primarily school-based vocational education, the training participation is low, it has dropped to an alarmingly low level, and is perceived as a dead end by many young people. In a few countries (e.g. in Lithuania) only one- or two-year programs are carried out in the school-based vocational education, which open a faster entry to the labor market with a higher earning potential, however, they do not lead to obtaining sufficient qualifications and increase the unemployment of young people In the long-term. Only short internships take place in enterprises, so that work-based learning is conducted to a very limited extent. The consequence is that the unemployment level of 15 – 24-year-olds in Lithuania, Latvia, and Poland. is at the level of 28 – 30%.

Insufficient professional qualification leads to long-term unemployment which amounts to e.g., 20% in Poland, 28% in Latvia, and 40% in Lithuania for persons with only primary and lower secondary education.

At the same time, companies complain about the lack of skills of graduates. School-based vocational education can consider the conditions of the labor market and the qualification requirements of enterprises only to a very limited extent, since there are few aligning mechanisms between the number of training places and the development of the demand of workplaces. In the case of school-based education, there is limited contact between schools and enterprises, so that the qualification requirements of enterprises essentially cannot be included in the training programme. The students learn everyday business life only in a very limited way, they are not sufficiently involved as interns in the company's operations, and the increasingly important personal and social competences can be taught in the classroom only to a limited extent. Based on a survey conducted by the Baltic Sea Academy in Lithuanian enterprises, 70% of SMEs require additional skilled employees who are very difficult to acquire. 96% of SMEs require a better practical training, and 74% a better theoretical training.

Because of the demographic change, the number of school leavers in all Baltic States has dropped significantly, apart from Sweden. By 2030, the number of the working population aged 15 – 44 will decrease by 25%. Already today there is a shortage of skilled workers in most countries, which will have an even stronger effect in the future and will strikingly limit development. Simultaneously, we can observe shockingly high youth unemployment, in particular due to the lack/shortage of vocational qualification.

SMEs threaten to be on the losing side in the competition for qualified young employees. Due to a lack of qualified staff, the level of innovation in SMEs are on a much lower-level r than it actually should and could be. The shortage of young entrepreneurs, managers, and professionals, as well as significant skill gaps are the factors which limit the growth of SMEs the most. The increase in the qualifications with the simultaneous elimination of the shortage of skilled workers is the most important promotional task and the central key to sustainably strengthening innovations, competitiveness, and the growth of SMEs in the Baltic Sea Region.

Given this, it is of crucial importance to

prioritize the integration of young people and the reduction of youth unemployment as well as

the provision of qualified employees to SMEs and a significant reduction of the shortage of entrepreneurs and of skilled workers.

In dual vocational training, about 70 – 75 % of the total training time is spent in the company. This inevitably means that in the case of a transition from school-based into dual vocational education, personnel and spatial capacities are released. The fear of losing a job is a large inhibiting factor for appropriate reforms. It is necessary to develop new areas of activity for vocational schools; continuing education for example is offered, for which there is a large demand in the majority of Baltic States and so far, the supply has been very limited. Vocational schools must therefore be developed into regional education and innovation centers that are jointly supported by chambers, vocational schools and universities in all tasks, starting from the general transition to vocational education, vocational education and training up to dual bachelor's degree programs.

2.2 | Concepts for development and implementation of educational measures

A careful analysis of the qualification needs in the Green Economy was of crucial importance for the development and implementation of all educational measures in the project.. The full results of the skills need analysis can be found at https://www.sace.eu, Result 2.2 Green Competences in Small and Medium Enterprises.

Based on the analyses of the economy, demographics and qualification needs, concepts for the development, implementation and evaluation of the educational measures of the project as well as concepts for examination regulations and international recognition of educational qualifications were developed.

2.2.1 | Training programs for strong learners in initial vocational training

The project aims at promotion of work-based learning by introducing dual vocational education and training, especially in countries with school-based vocational training. The German system of dual vocational training will be extended by a description of the dual vocational training system of Norway, followed by it’s evaluation and preparation procedures. Training regulations, curricula and examination regulations for the recognised occupation of plumber will be published and spread to all project and associate partners, as well as to political decision makers, administrations and further stakeholders in 13 countries.

Dual training has proven to be particularly effective, however, attention should be paid to observe individual abilities and possibilities and better adapt to youth with different educational backgrounds, competencies, skills and learning progress, such as:

Level 1: Two-year training for youth with practical talents with a recognised degree (EQF Level 3)

Level 2: Three-year practical and theoretical training, completed with a recognised qualification as skilled worker/journeyman (EQF Level 4)

Level 3: Three- to three-and-a-half years training for overachievers, including additional qualifications, completed with a recognised qualification above the examination level of skilled worker/journeyman (EQF Level 5)

Strong learners as well as trainees with proper training achievements in intermediate examinations can be granted a shortening of the regular vocational training time by up to one year. Such shortening is to be limited to half a year, while the second half of the year should be invested in transferring skills in technology and management of waste, wastewater, water treatment and circular economy. In a sense, this is comparable to an early training, delivered already during vocational training.

Regardless of the different ways of shortening the training period, additional qualifications can be imparted during the regular training period or, alternatively, upon completion of vocational training.

Imparting additional qualifications allows for

attracting skilled workers who have already acquired in-depth knowledge and skills in environmental techniques during or immediately upon completing vocational training,

prompting stronger learners (e.g. with Matura (Abitur) or school leaving certificate (intermediate level) towards completing vocational training that will be equivalent to advanced training qualifications and will serve as a door-opener to perfect career opportunities.

Learning results are based at EQF Level 5. Additional competencies and skills imparted during vocational training (EQF Level 4) are largely inter-occupational. Only selective modules are job specific. The project will address in particular young people who are undergoing vocational training in relevant occupations, for example:

specialists in wastewater technology

specialists in recycling and waste management

specialists in water supply technology

plant mechanics for sanitary, heating and air conditioning technology

gas and water fitters

plumbers.

Following the example of VET, additional qualifications should be offered, if applicable, in a dual VET-system. To this end, in the project six key modules will be developed, with the following scope of training:

A

Technologies in water supply

60 – 80 hours

B

Technologies in water saving

80 – 100 hours

C

Greywater and rainwater utilisation technologies

80 – 100 hours

D

Decentralised wastewater treatment technologies

100 – 120 hours

E

Fundamentals of the circular economy

80 – 100 hours

F

Systemic solution-oriented consulting

60 – 80 hours

Participants may complete selective or all main modules, and for each completed main module an attendance certificate will be issued. Participants who complete all six trainings are entitled to an advanced training exam with the degree “Environmental Consultant in... (followed by the name of the qualified occupation)”. This requires development of the following measures:

examination regulations,

classification of the exercised occupation and of acquired additional qualifications in a qualification framework; assessment by credit points (ECVET), a harmonised procedure for transnational transfer of already acquired credit points as well as recognition of acquired degrees.

During the project, curricula and teaching materials shall be developed which will be tested and evaluated in different countries. This will ensure inclusion of differing national terms and conditions even in the process of the development and completion of activities, thus, firmly encouraging their use in different countries.

Training

Development of Curricula

by the following partners

Tests of the curricula

in the following countries by the following partners

A Technologies water supply with 60 – 80 lessons

Lead: PP6 Kontiki Cooperation: PP12 Wirtschaftsförderungs-Institut (WIFI)

In Lithuania by PP2 Panevėžys Chamber of Commerce, Industry and Crafts

In Poland by PP7 Chamber of Craftmanship and Enterprise in Białystok

B Technologies water saving with 80 – 100 lessons

Lead: PP6 Kontiki Cooperation: PP12 Wirtschaftsförderungs-Institut (WIFI)

In Lithuania by PP4 Vilnius Builder Trainings Center

In Poland by PP7 Chamber of Craftmanship and Enterprise in Białystok

C Greywater and rainwater utilisation technologies with 80 – 100 lessons

Lead PP11 Satakunta University of Applied Sciences Cooperation PP10 Nordic Forum of Crafts

In Lithuania by PP4 Vilnius Builder Trainings Center

In Hungary by PP6 Kontiki)

D Technologies decentralised wastewater treatment with 100 – 120 lessons

Lead PP11 Satakunta University of Applied Sciences Cooperation PP10 Nordic Forum of Crafts

In Poland by PP7 Chamber of Craftmanship and Enterprise in Białystok

E Fundamentals of the circular economy with 80 – 100 lessons

PP4 Vilnius Builder Trainings Center

In Lithuania by PP4 Vilnius Builder Trainings Center

In Hungary by PP6 Kontiki

F Systemic solution-oriented consulting with 60 – 80 lessons

PP8 Białystok Foundation of Professional Training

In Lithuania by PP2 Panevėžys Chamber of Commerce, Industry and Crafts

In Poland by PP7 Chamber of Craftmanship and Enterprise in Białystok

Evalution of all 6 Tests

PP11 Satakunta University of Applied Sciences

2.2.2 | Program comprising six further vocational training courses

Six different advanced training courses in green technologies will be offered to trainees with vocational training and several years of professional experience, to acquire skills in water, wastewater, waste and circular economy. Selective courses are specifically tailored to the needs of the target groups “SME-owners and managers” and “SME professionals”. The imparted learning content is cross-occupational, experts and interested companies from all lines of trades will be addressed. The learning results are rated at EQF level 5.

The offered advanced training courses may be supplemented by an integrative program for the unemployed with relevant pre-qualifications, thus, improving their chances on the labour market.

A striking obstacle faced by SMEs is lack of time and permanent overburdening of their owners as well as their inability to release employees from work for a longer period of time for them to be able to engage in advanced trainings. There is also particular interest in ensuring that, to the greatest possible extent, the qualifications offered should match individual skills and needs of the employees and, at the same time, address specific SME issues. In response to such demands, a structural concept will be applied in the project, consisting of the following items:

2-3 learning phases with classroom teaching, delivered on two days per week, possibly Fridays and Saturdays,

in between, longer on-the-job teaching periods at the trainees’ workplace, covering three to four months,

Proposal for teaching periods at the trainee’s workplace:

coaching by same trainers that are also delivering classroom teaching, b) optional and customised e-learning options,if possible, implementation of a specific development project within the company, in the topic area of the respective advanced training (e.g. introduction of Cradle-to-Cradle, recycling, etc.), involving as many employees as possible, thus, ensuring joint team learning.

An appropriate training method is, e.g., “Knowledge According to Individual Needs (KAIN)”.

The KAIN-method or any similar teaching and learning scheme shall be developed and applied within this project, such as to match, to the greatest possible extent, specific SME demands as well as individual trainees` needs. Such an approach also encourages readiness for further education, both among SMEs and among participants. It should improve employee participation in professional development and upgrade trainings with respect to imparted skills and competencies both among SMEs and participants, in as many as possible of the countries involved in the project..

Within the project, six advanced training courses of each 30 to a maximum of 50 hours of classroom teaching will be implemented:

Preparation and management of SMEs to embark on Green Economy

Waste reduction and recycling management

Wastewater treatment and recycling management

Water supply and water saving

Cradle-to-Cradle in SME

Energy generation from wastewater and waste

The developed curricula and teaching materials will be tested and evaluated in different countries. Thus, different national conditions are included at the stage of development and project completion, thus significantly encouraging their use in different countries.