CONTEXT OF THE PROJECT VET in EU is facing the need of constant adaptation to the modernization of technologies in global economy. According to European Commission communication “A new skills agenda for Europe” (2016), 40% of European employers have difficulty to find people with the skills they need to grow and innovate. Vocational professions have to be in line with technological and digital progress in industry and economy, which requires modernization of VET through using innovative methods and pedagogic approaches. This includes adaptation of school curricula to the requirements of labor market, education of teachers and educators for the transfer of knowledge and new technologies skills, use of modern technologies and ICT in school practicums, and education based both on theoretical learning and on practical knowledge.

Vocational education and training institutions need to modernize to be in line with technological progress and new ICT. Contemporary high school education system requires development of student’s skills and qualifications for the use of modern technologies during and after completion of education. Also, traditional teaching and improperly equipped school laboratories do not meet the needs of the increasingly demanding labor market.In Croatia, according to the “Program of development of VET system 2016-2020, one of the priorities in VET is improvement of the relevance of VET in relevance to the labor market, through modernization and development of new approaches and methodologies, because most of curriculums and programs are irrelevant and outdated. Given that school curricula do not meet the needs of the labor market, and that a large number of young people after completing high school face unemployment and difficult employability, the goal of the Region of Istria in this project is to develop innovative processes and increase the quality of education in vocational education, especially in technical areas. Croatian Employment Service based on data from the labor market in July 2016, established as a shortage of higher education programs in the following technical sciences: electrical engineering, computing and engineering (information: www.hzz.hr/default.aspx. Therefore, we should make efforts to appeal these occupations even before the secondary school through the modernization of the curriculum and the use of the most modern technology, which will help young people to more easily find a job or further education in colleges.In the document “Vocational education and training for better skills, growth and jobs” (2012), EC stated that focusing on VET excellence by the National, Local and Regional Authorities will directly contribute to the Europe 2020 strategy. VET providers, employers from economy and industry, National, Local and Regional authorities and employment offices together will contribute to establishment of system that will respond to the labor market needs. In addition, cooperation on European level between regions with different backgrounds and experiences in VET, will significantly contribute to the improvement of VET systems through exchange of practice and selection of models that have proven successful in implementation. This project should be carried out transnationally because it will compare the practices of vocational education in four countries (Croatia, Poland, Lithuania and Austria) and, working together, project partnership composed of regional governments, vocational schools and research centers, will find the best model of use of modern 3D technologies in in VET, which will be usable after the project in vocational institutions in mentioned countries.

TARGET GROUPS are students, school teachers and regional authorities in 4 regions.

STUDENTS need to gain skills and qualifications, which will make them employable right after they finish high school education. To be able to learn about 3D technologies before they finish the school, the school practicums have to be well equipped for them to learn to use modern technologies and to be able to apply them in real working situations. Through the exchange during mobilities, students will gain international experience working with their peers from other partner countries.

TEACHERS have to be up-to-date with new technologies and well prepared to transfer knowledge to their students, which implies constant education about the technological progress, and about methodologies and tools which are used in contemporary enterprises and industries.

REGIONAL AUTHORITIES participating in this project have different background and experience in VET so the purpose of this project is to compare the practices of the use of modern technologies in VET and to encourage the Regional authorities to be more active in the modernization of VET, basing on the examples of good practice.

The project will also encourage regions and schools to further build their capacities in cooperation on common objectives.

CONTEXT OF THE PROJECT VET in EU is facing the need of constant adaptation to the modernization of technologies in global economy. According to European Commission communication “A new skills agenda for Europe” (2016), 40% of European employers have difficulty to find people with the skills they need to grow and innovate. Vocational professions have to be in line with technological and digital progress in industry and economy, which requires modernization of VET through using innovative methods and pedagogic approaches. This includes adaptation of school curricula to the requirements of labor market, education of teachers and educators for the transfer of knowledge and new technologies skills, use of modern technologies and ICT in school practicums, and education based both on theoretical learning and on practical knowledge.

Vocational education and training institutions need to modernize to be in line with technological progress and new ICT. Contemporary high school education system requires development of student’s skills and qualifications for the use of modern technologies during and after completion of education. Also, traditional teaching and improperly equipped school laboratories do not meet the needs of the increasingly demanding labor market.In Croatia, according to the “Program of development of VET system 2016-2020, one of the priorities in VET is improvement of the relevance of VET in relevance to the labor market, through modernization and development of new approaches and methodologies, because most of curriculums and programs are irrelevant and outdated. Given that school curricula do not meet the needs of the labor market, and that a large number of young people after completing high school face unemployment and difficult employability, the goal of the Region of Istria in this project is to develop innovative processes and increase the quality of education in vocational education, especially in technical areas. Croatian Employment Service based on data from the labor market in July 2016, established as a shortage of higher education programs in the following technical sciences: electrical engineering, computing and engineering (information: www.hzz.hr/default.aspx. Therefore, we should make efforts to appeal these occupations even before the secondary school through the modernization of the curriculum and the use of the most modern technology, which will help young people to more easily find a job or further education in colleges.In the document “Vocational education and training for better skills, growth and jobs” (2012), EC stated that focusing on VET excellence by the National, Local and Regional Authorities will directly contribute to the Europe 2020 strategy. VET providers, employers from economy and industry, National, Local and Regional authorities and employment offices together will contribute to establishment of system that will respond to the labor market needs. In addition, cooperation on European level between regions with different backgrounds and experiences in VET, will significantly contribute to the improvement of VET systems through exchange of practice and selection of models that have proven successful in implementation. This project should be carried out transnationally because it will compare the practices of vocational education in four countries (Croatia, Poland, Lithuania and Austria) and, working together, project partnership composed of regional governments, vocational schools and research centers, will find the best model of use of modern 3D technologies in in VET, which will be usable after the project in vocational institutions in mentioned countries.

TARGET GROUPS are students, school teachers and regional authorities in 4 regions.

STUDENTS need to gain skills and qualifications, which will make them employable right after they finish high school education. To be able to learn about 3D technologies before they finish the school, the school practicums have to be well equipped for them to learn to use modern technologies and to be able to apply them in real working situations. Through the exchange during mobilities, students will gain international experience working with their peers from other partner countries.

TEACHERS have to be up-to-date with new technologies and well prepared to transfer knowledge to their students, which implies constant education about the technological progress, and about methodologies and tools which are used in contemporary enterprises and industries.

REGIONAL AUTHORITIES participating in this project have different background and experience in VET so the purpose of this project is to compare the practices of the use of modern technologies in VET and to encourage the Regional authorities to be more active in the modernization of VET, basing on the examples of good practice.

The project will also encourage regions and schools to further build their capacities in cooperation on common objectives.

Die Technologien der generativen Fertigungsmethoden beginnen aus dem Prototyping- Stadium immer mehr in die Produktionsthematik von Serien (ab Losgröße 1 und Ersatzteilmanagement) einzuziehen. Der aktuelle Bedarf zur neutralen Ausbildung im gesamten F&E relevantem Bewertungsfeld der Wertschöpfung zeigt, dass es kein neutrales Angebot zum durchgängigen Wissensaufbau bis zur kommerziellen Nutzung gibt Der Bedarf in diesen Bereichen wächst in der F&E, genauso wie in der Produkt und Marktentwicklung aktuell stark an und wird von den Firmen vielfach als Dienstleistung ausgelagert. Damit entsteht aber ein Wissensdefizit, das sich direkt auf die Innovationskraft auswirkt. PolyGenFerOS 4.0 setzt in der Zielsetzung genau dort an, dass dieses Know-How der Nutzung generativer Fertigung in unterschiedlichsten Anwendungsfällen aktuell nicht durchgängig zur Verfügung steht und durch die enorm dynamische Entwicklung für die Firmen keine neutrale Bewertungsmöglichkeit zur Implementierung in die eigenen Innovations- und F&E Strategie besteht.

CONTEXT OF THE PROJECT VET in EU is facing the need of constant adaptation to the modernization of technologies in global economy. According to European Commission communication “A new skills agenda for Europe” (2016), 40% of European employers have difficulty to find people with the skills they need to grow and innovate. Vocational professions have to be in line with technological and digital progress in industry and economy, which requires modernization of VET through using innovative methods and pedagogic approaches. This includes adaptation of school curricula to the requirements of labor market, education of teachers and educators for the transfer of knowledge and new technologies skills, use of modern technologies and ICT in school practicums, and education based both on theoretical learning and on practical knowledge.

Vocational education and training institutions need to modernize to be in line with technological progress and new ICT. Contemporary high school education system requires development of student’s skills and qualifications for the use of modern technologies during and after completion of education. Also, traditional teaching and improperly equipped school laboratories do not meet the needs of the increasingly demanding labor market.In Croatia, according to the “Program of development of VET system 2016-2020, one of the priorities in VET is improvement of the relevance of VET in relevance to the labor market, through modernization and development of new approaches and methodologies, because most of curriculums and programs are irrelevant and outdated. Given that school curricula do not meet the needs of the labor market, and that a large number of young people after completing high school face unemployment and difficult employability, the goal of the Region of Istria in this project is to develop innovative processes and increase the quality of education in vocational education, especially in technical areas. Croatian Employment Service based on data from the labor market in July 2016, established as a shortage of higher education programs in the following technical sciences: electrical engineering, computing and engineering (information: www.hzz.hr/default.aspx. Therefore, we should make efforts to appeal these occupations even before the secondary school through the modernization of the curriculum and the use of the most modern technology, which will help young people to more easily find a job or further education in colleges.In the document “Vocational education and training for better skills, growth and jobs” (2012), EC stated that focusing on VET excellence by the National, Local and Regional Authorities will directly contribute to the Europe 2020 strategy. VET providers, employers from economy and industry, National, Local and Regional authorities and employment offices together will contribute to establishment of system that will respond to the labor market needs. In addition, cooperation on European level between regions with different backgrounds and experiences in VET, will significantly contribute to the improvement of VET systems through exchange of practice and selection of models that have proven successful in implementation. This project should be carried out transnationally because it will compare the practices of vocational education in four countries (Croatia, Poland, Lithuania and Austria) and, working together, project partnership composed of regional governments, vocational schools and research centers, will find the best model of use of modern 3D technologies in in VET, which will be usable after the project in vocational institutions in mentioned countries.

TARGET GROUPS are students, school teachers and regional authorities in 4 regions.

STUDENTS need to gain skills and qualifications, which will make them employable right after they finish high school education. To be able to learn about 3D technologies before they finish the school, the school practicums have to be well equipped for them to learn to use modern technologies and to be able to apply them in real working situations. Through the exchange during mobilities, students will gain international experience working with their peers from other partner countries.

TEACHERS have to be up-to-date with new technologies and well prepared to transfer knowledge to their students, which implies constant education about the technological progress, and about methodologies and tools which are used in contemporary enterprises and industries.

REGIONAL AUTHORITIES participating in this project have different background and experience in VET so the purpose of this project is to compare the practices of the use of modern technologies in VET and to encourage the Regional authorities to be more active in the modernization of VET, basing on the examples of good practice.

The project will also encourage regions and schools to further build their capacities in cooperation on common objectives.

Die Technologien der generativen Fertigungsmethoden beginnen aus dem Prototyping- Stadium immer mehr in die Produktionsthematik von Serien (ab Losgröße 1 und Ersatzteilmanagement) einzuziehen. Der aktuelle Bedarf zur neutralen Ausbildung im gesamten F&E relevantem Bewertungsfeld der Wertschöpfung zeigt, dass es kein neutrales Angebot zum durchgängigen Wissensaufbau bis zur kommerziellen Nutzung gibt Der Bedarf in diesen Bereichen wächst in der F&E, genauso wie in der Produkt und Marktentwicklung aktuell stark an und wird von den Firmen vielfach als Dienstleistung ausgelagert. Damit entsteht aber ein Wissensdefizit, das sich direkt auf die Innovationskraft auswirkt. PolyGenFerOS 4.0 setzt in der Zielsetzung genau dort an, dass dieses Know-How der Nutzung generativer Fertigung in unterschiedlichsten Anwendungsfällen aktuell nicht durchgängig zur Verfügung steht und durch die enorm dynamische Entwicklung für die Firmen keine neutrale Bewertungsmöglichkeit zur Implementierung in die eigenen Innovations- und F&E Strategie besteht.

In diesem Projekt wird die Eignung verschiedener thermischer Speichermedien für die Zwischenspeicherung und die effiziente Nutzung von überschüssig produzierter Energie untersucht und deren Potential für eine längere Speicherung zur Erhöhung der Eigenversorgungsquote aufgezeigt. Dafür wird eine Versuchsanlage aufgebaut um auch verschiedene Betriebsszenarien ausführen zu können. Die Auswertung der Versuchsergebnisse ergibt eine Übersicht der verschiedenen Speichermedien und deren geeigneten Einsatzgebieten in Abhängigkeit von den vorhandenen Betriebsparametern.

CONTEXT OF THE PROJECT VET in EU is facing the need of constant adaptation to the modernization of technologies in global economy. According to European Commission communication “A new skills agenda for Europe” (2016), 40% of European employers have difficulty to find people with the skills they need to grow and innovate. Vocational professions have to be in line with technological and digital progress in industry and economy, which requires modernization of VET through using innovative methods and pedagogic approaches. This includes adaptation of school curricula to the requirements of labor market, education of teachers and educators for the transfer of knowledge and new technologies skills, use of modern technologies and ICT in school practicums, and education based both on theoretical learning and on practical knowledge.

Vocational education and training institutions need to modernize to be in line with technological progress and new ICT. Contemporary high school education system requires development of student’s skills and qualifications for the use of modern technologies during and after completion of education. Also, traditional teaching and improperly equipped school laboratories do not meet the needs of the increasingly demanding labor market.In Croatia, according to the “Program of development of VET system 2016-2020, one of the priorities in VET is improvement of the relevance of VET in relevance to the labor market, through modernization and development of new approaches and methodologies, because most of curriculums and programs are irrelevant and outdated. Given that school curricula do not meet the needs of the labor market, and that a large number of young people after completing high school face unemployment and difficult employability, the goal of the Region of Istria in this project is to develop innovative processes and increase the quality of education in vocational education, especially in technical areas. Croatian Employment Service based on data from the labor market in July 2016, established as a shortage of higher education programs in the following technical sciences: electrical engineering, computing and engineering (information: www.hzz.hr/default.aspx. Therefore, we should make efforts to appeal these occupations even before the secondary school through the modernization of the curriculum and the use of the most modern technology, which will help young people to more easily find a job or further education in colleges.In the document “Vocational education and training for better skills, growth and jobs” (2012), EC stated that focusing on VET excellence by the National, Local and Regional Authorities will directly contribute to the Europe 2020 strategy. VET providers, employers from economy and industry, National, Local and Regional authorities and employment offices together will contribute to establishment of system that will respond to the labor market needs. In addition, cooperation on European level between regions with different backgrounds and experiences in VET, will significantly contribute to the improvement of VET systems through exchange of practice and selection of models that have proven successful in implementation. This project should be carried out transnationally because it will compare the practices of vocational education in four countries (Croatia, Poland, Lithuania and Austria) and, working together, project partnership composed of regional governments, vocational schools and research centers, will find the best model of use of modern 3D technologies in in VET, which will be usable after the project in vocational institutions in mentioned countries.

TARGET GROUPS are students, school teachers and regional authorities in 4 regions.

STUDENTS need to gain skills and qualifications, which will make them employable right after they finish high school education. To be able to learn about 3D technologies before they finish the school, the school practicums have to be well equipped for them to learn to use modern technologies and to be able to apply them in real working situations. Through the exchange during mobilities, students will gain international experience working with their peers from other partner countries.

TEACHERS have to be up-to-date with new technologies and well prepared to transfer knowledge to their students, which implies constant education about the technological progress, and about methodologies and tools which are used in contemporary enterprises and industries.

REGIONAL AUTHORITIES participating in this project have different background and experience in VET so the purpose of this project is to compare the practices of the use of modern technologies in VET and to encourage the Regional authorities to be more active in the modernization of VET, basing on the examples of good practice.

The project will also encourage regions and schools to further build their capacities in cooperation on common objectives.

Die Technologien der generativen Fertigungsmethoden beginnen aus dem Prototyping- Stadium immer mehr in die Produktionsthematik von Serien (ab Losgröße 1 und Ersatzteilmanagement) einzuziehen. Der aktuelle Bedarf zur neutralen Ausbildung im gesamten F&E relevantem Bewertungsfeld der Wertschöpfung zeigt, dass es kein neutrales Angebot zum durchgängigen Wissensaufbau bis zur kommerziellen Nutzung gibt Der Bedarf in diesen Bereichen wächst in der F&E, genauso wie in der Produkt und Marktentwicklung aktuell stark an und wird von den Firmen vielfach als Dienstleistung ausgelagert. Damit entsteht aber ein Wissensdefizit, das sich direkt auf die Innovationskraft auswirkt. PolyGenFerOS 4.0 setzt in der Zielsetzung genau dort an, dass dieses Know-How der Nutzung generativer Fertigung in unterschiedlichsten Anwendungsfällen aktuell nicht durchgängig zur Verfügung steht und durch die enorm dynamische Entwicklung für die Firmen keine neutrale Bewertungsmöglichkeit zur Implementierung in die eigenen Innovations- und F&E Strategie besteht.

In diesem Projekt wird die Eignung verschiedener thermischer Speichermedien für die Zwischenspeicherung und die effiziente Nutzung von überschüssig produzierter Energie untersucht und deren Potential für eine längere Speicherung zur Erhöhung der Eigenversorgungsquote aufgezeigt. Dafür wird eine Versuchsanlage aufgebaut um auch verschiedene Betriebsszenarien ausführen zu können. Die Auswertung der Versuchsergebnisse ergibt eine Übersicht der verschiedenen Speichermedien und deren geeigneten Einsatzgebieten in Abhängigkeit von den vorhandenen Betriebsparametern.

The consortium seeks to innovatively implement ICTbased learning materials, remote experiments, and e-didactic methods into formal and non-formal lifelong learning settings. It enhanced and modernized science, technology, engineering and mathematics (STEM) curricula, foster Student creativity and motivation, and develop professional skills and insights about the impact of evolving technologies. The organized training courses for teachers, future authors of learning materials and modules, and Museum employees will build the e-didactic competences in the STEM by providing remote lab work explanations, offering practically-oriented approaches for strengthening educational programs and technical practices.

Durch fluktuierende Stromnetze (Stromerzugung aus Wind, Photovoltaik,...) wird zukünftig immer wichtiger werden, Netzglättungen durchzuführen. Dies soll über SmartGrids erfolgen. Nachdem Strom nicht speicherbar ist, ist eine vielverspechende Idee, bei Stromüberschuss Wärme zu produzieren und diese Wärme zu speichern.Derzeit gilt immer noch Wasser als das geeignetste Speichermedium. Des weiteren stehen auch Latentspeicher wie Zeolith-Speicher (nur bei hohen Ladetemperaturen sinnvoll) oder Salz-Gemische (z.B. Natriumacetat) zur Verfügung. Ebenfalls können Paraffin-Speicher und andere Speicher, bei welhen ein Phasenwechsel (fest/flüssig) stattfindet, eingesetzt werden. Diese Speicher haben derzeit allerdings das Problem der Wärmeleitung innerhalb der Speichermasse.Es war vorgesehen, potentiell sinnvolle Paraffin-Speicher in ein bestehendes Wärmepumpensystem der Firma Ochsner geeignet zu integrieren. Hierbei soll untersucht werden, ob die so modifizierte Anlage Überschussenergien entsprechend Zwischenspeichern kann bzw. sich diese Energie derart wieder in das Heizsystem rückführen lässt, so dass die Wärmepumpe insgesamt ökonomisch sinnvoller betrieben werden kann. Als aussagekräftiger Parameter wird hierbei der Einfluss der Lade-/Entladezeiten angesehen.Das Unternehmen erwartete Erkenntnisse, welche Speichertechniken für die Speicherung von Wärme sinnvoll ist, um diese Erkenntnisse in die Planungs- und Verkaufsunterlagen integrieren zu können. Diese Information ist auch äußert interessant für die Stromwirtschaft.

Die zentrale Aufgabenstellung des einjährigen IN-MICRO Projektes war es, neue Anwendungen für den mikrooptischen Reflexions-/Remissionssensor MORES zu finden. Das besondere Merkmal dieses Sensors besteht zum einen in der kompakten Integration von Lichtquelle und Fotodioden auf einer Fläche ab 16 mm2 und zum anderen in der Verwendung von fotosensitivem Glas zur optischen Entkopplung zwischen Sender und Empfänger. Infolgedessen zeichnet sich der MORES Sensor auf Grund seiner Funktionsweise und seiner Größe besonders für die Farberkennung im Allgemeinen und der Inspektion von Innenräumen im Speziellen aus.Es wurden zwei Aufgabenstellungen untersucht: Aufbau eines kompakten, tragbaren und kostengünstigen Farberkennungssystem für Blinde und Vorstudien über das Potential für den medizinischen Einsatz zur Erkennung von Erkrankungen des menschlichen Auges.Auf dem Weg zum Prototypen eines Farberkennungssystem für Blinde mussten mehrere Teilaufgaben bewältigt werden: der Aufbau eines Labordemonstrators zur Inbetriebnahme des MORES vom Partner CiS, Kalibration des Sensors an Farbstandards, Untersuchung und Optimierung der Bedingungen zur Erkennung von Farben von Kleidungsstücken und anderen Gegenständen des Alltags, und die schrittweise Integration der Komponenten mit dem Ziel eines kompakten, batteriebetrieben Farberkennungssystems mit Sprachausgabe. Der mit Projektende vorliegende Demonstrator konnte 20 Farben bzw. Farbschattierungen unterscheiden und dass mit einer Genauigkeit vergleichbar mit der einer hochwertigen Digitalkamera.Gemeinsam mit der Haukeland Universitätsklinik wurde in mehreren Studien die Tauglichkeit des MORES Sensors zur Erkennung krankhafter Veränderungen im Bereich der Adernhaut des menschlichen Auges untersucht. Insbesondere zu klären war: inwiefern mit Hilfe des Sensors tiefer liegende Schichten des Auges untersucht werden können und die Optimierung eines Instrumentes zur klinischen Untersuchung im Bereich der Augenhöhle.