SEED: a transnational Platform aiming to find solutions so Europe to become a fossil free energy continent

SEED is a transnational Platform, created with the support of the Erasmus+ program, aiming to find solutions so Europe to become a fossil free energy continent through education and research targeting the reduction of the rate of climate change creating a better future for the next generations.

Inspiring and successful approaches are the good practices that create the pathways that will lead us to a better future and in SEED we will learn from them and from other regions as well. This includes 8 activities of the three clusters:

1.teaching & learning (TL: 4, 7 & 8)

  • TL 4 Innovative Learner-centred teaching and learning methodologies (two good practices): “Minor Smart Sustainable Cities” (Netherlands) and “Agrocircularity capacity building programme” (Greece)

2.cooperation & partnerships (CP: 12, 13 & 18)

  • CP 12 business education partnerships for sharing, exchange (two good practices): “Cooperation between the VET centre of UOWM and the HEDNO network” (Greece) and “applied innovation project Inclusive Energy” (Spain)

3.governance (GO: 25 & 23)

  • GO 25 Making full use of EU (European Union) financial instruments and funds (two good practices): “EU financial instruments and funds to support cohesion policy and the just transition” (Greece) and “Sustainable Energy Impact” (Germany)

Name practice: Minor smart sustainable cities cooperation (lead HU)

Content: Development and implementation of 30 EC international curriculum on EQF level 6

Objective: Teams of international students’ work together on real life situations and discuss and search for solutions.

Skills development: Team skills, intercultural skills, digital skills, green skills.

Key to success: International cooperation on staff exchange and access to the best quality teaching experts

Name practice: Agrocircularity capacity building programme (lead UOWM)

Content: A training programme on circular agriculture, creating a start-up, addressed to unemployed youths as well as farmers, resulting in a summer school.

Objective: Train new professionals with key skills to help them enter the circular economy.

Skills development: Skills in sustainable agriculture on for highly promising sectors (beekeeping, aromatic herbs, viticulture, and tree farming).

Key to success: Highly attractive to participants, sustainable and tailored to the strengths of the region, helping the transition of the regional economy away from lignite, towards sustainable practices.

Name practice: Cooperation between the VET centre of UOWM and the HEDNO (Hellenic Distribution Network Operator) network (lead UOWM)

Content: The VET centre of the UOWM and the Hellenic Distribution Network Operator (HEDNO) share their facilities and laboratories in Western Macedonia and nationally, in order to:

a) Certify the existing personnel of HEDNO as Electrotechnician,

b) reform 80 employees of HENDNO (newly hired or old) personnel (e.g. renewable energy sources, RES (Regional Energy Strategies) units delivery, groundings, Smart grid technology, energy efficiency, technical guidelines of HEDNO for RES connection to the grid.

Objective: To upgrade the level of education of the HEDNO personnel and adjust it to the new requirements of the electricity grid.

Skills development: Certification of the existing staff, education of newly hired staff on updates and international electricity grid regulations.

Key to success: It is the first time that a university cooperates with HEDNO on the certification and update of the educational process.

Name practice: Applied innovation project “Inclusive Energy” Innovation project related to renewable energies (lead AVA)

Content: Bring renewable energies closer to VET students through multidisciplinary activities. Involve training cycles with female enrolment in this type of activities.

Objective: Improving the technical competence of intermediate VET students around solar photovoltaic energy, thanks to collaboration with companies in the sector. Access to and training in state-of-the-art equipment, for students or teachers.

Skills development: Bringing women in training cycles with female enrolment closer to these technologies. Promotion of entrepreneurship in the renewable energy sector trough collaboration with business incubators.

Key to success: Promotion of entrepreneurship, bringing technology closer to cycles with more female students, increasing skills in the renewable energy sector.

Name practice: EU financial instruments and funds to support cohesion policy and the just transition (lead CLUBE)

Content: CluBE’s aim is, as demonstrated by our track-record, to use available EU funding fully in order to support our region’s challenging decarbonization and just transition effort. This includes VET actions, which are crucial to reskill the local workforce and reorient the local economy away from coal, to mitigate the risks of poverty, unemployment, and social exclusion.

Objective: Make use of EU financial instruments to improve the region’s human capital and orient it towards sustainable economic activities, including the modernisation of VET.

Skills development: green skills, bioenergy, the broader bioeconomy etc.

Key to success: Complements the regions ongoing decarbonization effort with knowledge, expertise and skills that will help support it and, at the same time, mitigate its potentially serious social consequences in a poor region whose economy has been revolving around coal for decades.

Name practice: Sustainable Energy Impact (lead BUAS)

Content: Analysis and Development of impact token models, which are used to finance projects with socially and environmentally positive impacts (“impact”). Development of performance indicators that make the non-financial impact of the project tangible for impact-oriented investors.

Objective: Sustainability should be demonstrably based on criteria so that companies that want to make a sustainability investment can be sure that that this will also occur.

Skills development: Interdisciplinary thinking, green skills, business administration skills, IT skills.

Key to success: Ensure social and sustainable investments.

  • TL 7 Higher level VET programmes and flexible pathways between (two good practices): “VET EQF level 4 to 5” (Netherlands) and “UpTRain level 7”, a concept for the integration of a trial further training for level 7 (Germany)
  • CP 13 innovation hubs, technology diffusion centres and applied research projects (two good practices): “Business REgion Turku – regional development company” (FIN) and “BObby Energy HUb: solar charging station for sustainability in micro mobility” (Germany)
  • GO 23 Developing sustainable financial models that combine public and private funding (two good practices): “Public Private partnership model COE” (Netherlands) and “Machine technology centre TURKU” (Finland).

Name practice: VET EQF level 4 to 5 (lead ROCMN)

Content: Students studying in EQF level 4 experience education in level 5.

Objective: In a real-life learning environment student from EQF level 4 and 5 will complement each other and will be challenged to work together, with the objective that students from level 4 progress to level 5.

Skills development: Green/digital skills level 4 and green/digital skills level 5 will be compared.

Key to success: Fewer dropouts after 1 year, improve quality of teaching staff for professional practice.

Name practice: Concept for the integration of a training for level 7 (lead BUAS)

Content: Development of a holistic further training model for the public transport sector with two new advanced training courses in the industrial technical field to enable future-proof specialist careers. To qualify employees of the transport companies to master the digitization and automation in the mobility transition

Objective: Development of a guideline for the establishment of continuing education in other regions.

Skills development: Technical skills, interdisciplinary skills, digital skills, green skills.

Key to success: Qualification of suitable personnel for the implementation of the sustainable mobility transition.

Name practice: Business Region Turku -regional development company (lead RAS)

Content: Regional non-profit development company works closely with local, national and international actors and brings together business life, universities, and public sector.

Objective: Support businesses, promote growth, improve international competitiveness of the region.

Skills development: Cooperation, development.

Key to success: Neutral actor for bringing different stakeholders together and facilitating development measures.

Name practice: BObby Energy HUb: solar charging station for sustainability in micro mobility (lead BUAS)

Content: Together with the Berlin based start-up SunCrafter, the Sustainable Technologies Laboratory has piloted a modular and off-grid solar charging station on the grounds of Bochum University of Applied Sciences. Since the modules function autonomously, a variety of mobile applications are possible.

Objective: Development of solutions suitable for everyday use for the location-flexible charging of light electric vehicles by users.

Skills development: Technical skills, team skills, intercultural skills.

Key to success: The installation of modules at other locations opens a wide range of applications for providing sustainable energy services and testing them in teaching and research projects in the future.

Name practice: Public private partnership model Smart Sustainable Cities (lead PBT)

Content: Experimenting with different indicators needed to strengthen public and private funding in the Centre of Expertise Smart Sustainable Cities.

Objective: To know which indicators are needed to create a strong public and private partnership with impact in the regional skills ecosystem.

Skills development: Collect the needs from the regional skills ecosystem and translate them to good indicators.

Key to success: Better insights in the indicators of a PP (PUBLIC PROCUREMENT) to get funding.

Name practice: Machine Technology Center Turku Ltd. (lead TUAS)

Content: Joint learning, training, and development centre for enterprises, educational institutes (universities, vocational institute, adult education centre Turku) and researchers in the region of Turku and Southwest Finland. Working-life based centre infrastructure partly funded with ERDF-funding.

Objective: Bringing educational institutes and companies together; providing up-todate learning environment (teaching, internships, thesis, specialization…); and providing services for companies (prototyping, RDI, calibrations…).

Skills development: Practical skills, project working with companies, design, and production processes.

Key to success: EU-funded infrastructure benefits several educational institutes and businesses.

  • TL 8 continuing development of professionals teachers (two good practices): “Vocational training digitalisation plan” (Spain) and “Solarleap PV training for VET teachers” (Finland).
  • CP 18 skills competitions, raising attractiveness and excellence in VET (two good practices): “challenge-based education in Hoefkwartier Amersfoort” (Netherlands) and “schools competition of Shell Eco Marathon Europe” (Spain).

Name practice: Vocational training digitalisation plan (lead DG)

Content: Introduction of innovative technologies in education Training in emerging technologies AI (Artificial Intelligence), BD (Big Data), 3D. Implementation of project-based methodologies.

Objective: Teacher training in modern technologies and active methodologies. Reach 3000 teachers in the Valencian community in 2020-2021.

Skills development: Use of innovative technologies in the classroom. Process digitisation. Work in the cloud.

Key to success: Helps bridge the technology gap between education and business.

Name practice: Solarleap PV training for VET teachers (lead SOL)

Content: Part of Solarlep RDI project, PV experts from Turku UAS and Satakunta UAS provided PV training for vocational schoolteachers before they started teaching the subject to vocational school students.

Objective: To provide sufficient practical and theoretical information on PV systems.

Skills development: Theoretical and practical skills. Train the trainers methodology.

Key to success: Vocational institutes benefitted from the knowledge universities had gained from research activities.

Name practice: Challenge-based Education in Hoefkwartier Amersfoort (lead Inno)

Content: Students from different learning institutes working together on challenges, defined by the professional practice on sustainable building.

Objective: Development learning methodology, innovative solutions on fossil free energy.

Skills development: Challenging students to get the best out of themselves on green skills, digital skills, team skills and entrepreneurial skills.

Key to success: Profiling VET with attractive education, impact and students rising above themselves.

Name practice: School’s Competition of Shell Eco Marathon Europe electric vehicles in 2017 and demonstration at fairs such as AvantFP (lead UPV)

Content: Participation of different VET schools in the Shell ECO Marathon Europe competition (IES Cotes Baixes, IES la Marxadella, CIPFP Canastell, IES Leonardo da Vinci, CIPFP Faitanar).

Objective: The students participating in the competition must design and build a car that makes the maximum possible distance, either with one litre of gasoline, or consuming one kw-h.

Skills development: The objective is for students to develop low consumption vehicles, or vehicles in which fossil fuel is replaced by electric power from renewable sources. The vehicle is developed in its entirety, from its design to its construction. Several disciplines are involved: calculus, drawing, mechanics, electricity.

Key to success: Participant teachers and students learn through innovative learner-centred teaching and learning methodologies to develop more sustainable forms of mobility.

In various work packages we work explicitly on strategies to foster VET transnational mobility and sustainable partnerships. For example, the partnering strategy (to involve more and new partners in the SEED learning community), partner cooperation agreements (between business and educational institutes and between educational institutes, VET, and higher education) and the learning community where the regions are connected, are viable examples of the aimed results of SEED leading to sustainable partnerships. A good basis for this is the cooperation since 2011 in the CARPE (Consortium on Applied Research and Professional Education) network for UAS (Universities of Applied Sciences).

The experimentation and learning summarize our vision for these specific regional contexts space. And that is because this is where innovation happens. Creating those conditions, will help us find the best possible solutions to the problems that we are facing. Transnationally we learn from each other and discuss the different innovations, to find the best possible standards, tools and approaches we need: that is where we will find the accelerators for innovations. Accelerators, such as tools, standards, and approaches, are discussed and brought back to the regional contexts to help enrich the ongoing innovation processes and drive the regions forward towards more shared goals. Transnational learning will be reinforced by SEED and international cooperation is a key factor of success in this project.


The achievement of internationalisation is another big goal for SEED

The achievement of internationalisation is another big goal that SEED aims to achieve by the end of the program. Specified activities that will happen towards that direction are:

  • VET staff and regional stakeholders: train the trainer courses (transnational workshops WP2 on skills and in WP3 on regional cooperation) – transnational learning.
  • VET staff and learners: cooperation of students in interprofessional multilevel teams and skills competition (good practices WP4, accelerating activities WP5).
  • VET staff, learners, associate partners: regional inspiring excursions (to experience the good practises and examples) combined with the international meetings on various locations.
  • VET staff and learners: transnational curriculum development, flexible pathways (WP4) – transnational learning activity.
  • VET staff and learners from associate partners: transnational learning (WP5 and WP6).
  • VET staff: joint applied research projects on regional and transnational learning and excellent workbased education (WP3) international research.
  • VET staff and regional stakeholders: work conferences in WP5, validation of regional learning and transnational learning.
  • All target groups: multiplier event international conferences (2X) accelerating WP5, dissemination WP7
  • Project partners, PMT: transnational meetings (12 in 4 years).
  • Project partners: partnership agreements within educational partners and business and MOU’s between educational partners.

The international effects of SEED will be multiple

The international effects of SEED will be multiple and will concern every participant at first and we hope everyone by the end of the program:

  • Learners (students & professionals): collaboration of students & professionals from different disciplines.
  • Learners (staff & citizens): collaboration of staff & citizens on multilevel (individual, institutional and systemic).
  • VET staff & professionals: collaboration of staff & professionals on fossil free energy.
  • VET staff, professionals & citizens: learning how COVES in other regions strengthen the regional skills ecosystems (governance & partnership).
  • VET staff, professionals, and partners in the learning community: sharing knowledge and experiences.

In the dissemination of SEED, we make use of platforms such as eTwinning and EPALE. On those platforms we find support materials that facilitate the exchange of effective educational practices and policies on environmental and sustainability matters.

Finally, all the partners that participate in the project have previously participated in various similar focused projects (sustainability, climate positive or energy efficient regions projects). Green and digital skills as well as the experience with public-private partnerships is also demonstrated even as the experiences of the consortium on excellence VET.

The project from year to year:



The timetable of the project is very strict and well organized with the intend to address the problems and to create the best possible solutions to them through calculated research and innovation.