Abstract  |  Background  |  Objectives  |  Result: Competence Matrix (Workpackage 2)  |  Result: Sustainable Matrix (Workpackage 3)  |
Result: Training Occupations (Workpackage 4)  |  Result: Learning Modules (Workpackage 5)  |  Partnership  |  Transnational Activities  |
Impact  |  Dissemination | GETinVET 2.0

Impact

The success of the project will be measured by the fact that as many teachers as possible in the partner organisations use

the developed learning modules in their own lessons. The goal will be achieved when all interdisciplinary learning modules in
the project have been tested by the partner organisations and have been adopted in the respective didactic annual plans. In
addition, the Summer School aims to enable other teachers and trainers to use and/or further develop the modules in their
own teaching already during the project. This will be tested at the end of the Summer School and checked in the form of an
evaluation. The same applies to the national multiplier events.

Of course, the success of the project will also have to be measured by whether the competences of the trainees have
improved with regard to the characteristics "interdisciplinarity" and "sustainability" compared to the start of the project. In
order to check this, an online survey will be conducted in selected year groups as well as a test before and after the use of
the modules to determine the increase in competences. The results will be published at the end of the project. The two matrices developed in the project will, of course, also be tested for comprehensibility, completeness, usefulness and applicability. For this purpose, companies as well as teachers and EU coordinators will be interviewed. At the same time, the learning units in the VQTS matrix are tested for their practicability through learning visits abroad. The goal is achieved when the increase in competence can be validated at the end of the learning visit.

An overarching project goal is to disseminate the project results as widely as possible. The target measurement is checked
quantitatively by the fact that all project partners use all common social media channels. Posts are published at least after
each milestone and the reach is recorded. In addition, it is measured how many people have viewed the project results on
the homepage. Of course, the success of the project will also have to be measured by whether the competences of the trainees with regard
to the characteristics "interdisciplinarity" and "sustainability" have improved in comparison to the project. It is difficult to judge to what extent the other overarching project goals "contribution to the environment"; CO2 reduction; "competitiveness of the EU", "increasing the attractiveness of vocational education and training" can be achieved within the project duration. However, these "long-term goals" will be addressed during the project and at all planned events and project meetings.

An important goal of the project is the sustainable use of the project results beyond the project duration. Since teachers are
mainly involved in the development of the learning modules, it can be assumed that they will continue to use the project
results in their lessons. The demands currently placed on (vocational) schools are very heterogeneous and diverse. The tasks that teachers have to cope with are immense. Against this background, all participating vocational schools have questioned the meaningfulness of
the project in the area of tension between "future relevance" and "increasing the quality of teaching". All school headmasters, including those of the associated vocational schools in Germany, have expressly agreed to the project and made resources available for the project work. Therefore, it can be assumed that there is a high intrinsic motivation to use the project results also after the project.

After the project, the top school supervisor will talk to the school headmasters in the regional area about the project results
and actively question the further use of the project results as part of their task to "review the quality of teaching".
Since all educational organisations involved in the project (with the exception of Lithuania) carry out/organise learning stays
abroad in large numbers, it can also be assumed that the described "units of learning outcomes" will also be used, since
they can be easily transferred to the current ECVET instruments/Europass.

Finally, the project website, which is to be maintained for 10 years, will also contribute to the sustainable use of the project
results. In the future, teachers and trainers in the classic trades of the craft will need specialist knowledge that enables them to work
together in an interdisciplinary manner in the field of BSE as the complexity of their profession increases (here: to view and
operate buildings in a networked, holistic manner). Both the trainees in the classical occupational fields of electrical
engineering, supply engineering and building technology and thus also the teachers who teach there must increasingly work
together in an interdisciplinary manner and develop sustainable action competence as the ability to think and act in a
professionally appropriate and sustainable manner. It is expected that the professional, but also didactic horizon of the
teachers who are directly involved in the project will expand.

On the one hand, this is due to the fact that they deal with topics relevant to the future, and on the other hand, it is due to the exchange and expertise of other disciplines and experts among themselves. In addition, the participants in the project have the opportunity to exchange their expertise in different disciplines with each other in a transnational exchange. They benefit from the cooperation in the consortium and can build a network for future collaborations. They improve their own competences regarding technical aspects of building systems
integration. In particular, participants improve their collaborative skills and competences by analysing and cooperatively
developing relevant competence areas of building systems engineering together with other disciplines. They benefit from the
transfer of know-how, the exchange with experts and gain new ideas.

The project has a direct impact on all partner organisations involved. As large vocational schools are involved in the project in each partner country, the project results will have a direct impact here. The project results will be developed by the participating partner institutions, tested here and implemented there after the project. It is expected that this will improve the quality of the education offered. The project will
contribute to creating new learning spaces in the partner institutions where "energy competence" and "sustainability
competence" can be taught and learnt. In these new learning spaces, the aspect of interdisciplinarity will be taken into
account.In Germany the project planned here is already being focused on at regional level in a larger context of the spatial
redesign of vocational learning spaces in vocational colleges (cf. https://www.rheinisches-revier.de/wpcontent/
uploads/2022/12/Projektliste_Revier.gestalten_07.12.2022.pdf, page 12).

It is also expected that the competence matrices, which can be understood throughout Europe, will have a positive effect on
professional mobility between the partner institutions (as well as other institutions in general).