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Sataedu’s International Projects

Every year, Sataedu develops learning and working life in approximately six Erasmus+ KA2 and Erasmus+ KA3 projects in cooperation with European vocational education institutions, higher education institutions and working life. We are a reliable project coordinator and a serious partner.
We develop competence, learning environments, working life and students’ employment. Horizontality, innovation and competent cooperation are important to us.

A successful project has a long-term impact, and its results benefit from student input.

Below you find a list of our international projects.


Erasmus+, SSA KA2, Year 2018


Applicant/Beneficiary Name: Fundacaion Laboral de la Construccion
NAME: Construction Blueprint,

The main objective of Construction Blueprint is to develop a new sectoral strategic approach to cooperate on skills in the Construction industry, and support a better matching between skills need of companies and skills provided by training centres. To achieve this goal successfully, the project gathers three Sectoral European Organizations, along with nine National Sectoral representatives and twelve Vocational Education and Training (VET) and Higher Education providers from twelve European Union countries.

Erasmus+ KA2, Year: 2019


Applicant/Beneficiary Name: Solski Center Nova Gorica
NAME: TalentJourney,

TalenJjourney project aims to narrow skills gap in manufacturing sector, in the field of Connectivity Devices and Services/CDS (IoT in smart manufacturing), which focuses on user-oriented, user-friendly and eco-friendly solutions. The name of our Platform for IoT VET excellence is Talentjourney, since our vision is to “Design a collaborating and engaging ecosystem where everyone can grow into a satisfied person and successful professional”.

Erasmus+ KA2, Year: 2019


Applicant/Beneficiary Name: Volkshochschule im Landkreis Cham e.V.
NAME: Skills for Wellness,

Skills for Wellness “is an Erasmus+ project developing training materials and assessment procedures for wellness sector employees in order to support the improvement of vocational and transversal competences.

Erasmus+ KA2, Year: 2020


Applicant/Beneficiary Name: CCCA-BTP

The ECVET technical framework allows the recognition of learning outcomes in many and varied cases, particularly in the case of the European mobility of apprentices or dual system’s trainees. The CCCA BTP has been using it for several years and wishes to extend its scope of application in its European mobility actions. To this end, it wishes to conduct the Easy ECVET project transnationally in order to strengthen the formal recognition of learning outcomes in other European countries, and that it be integrated into the processes of validation of competences that can lead to national qualifications.

Erasmus+ KA2, Year: 2019


Applicant/Beneficiary Name: Kuniberg Berufskolleg Recklinghausen
NAME: Connecting-EU

Connecting EU intends to prepare students for the EU Digital Single Market by improving digital
literacy, imparting ICT skills, including migrants and opening up education (Europe 2020 Strategy). It
aims to adapt teaching and learning to future technological, economic, environmental, and social
challenges resulting from Europeanisation and globalization. At the same time, Connecting EU is a
consequence of the need to integrate migrants into the national and European job market.

Erasmus+ KA2, Year: 2018


Applicant/Beneficiary Name: MBO Raad

The project ‘WATT in STEAM’ is based on three crucial findings from the earlier KA2 project GirlsTech:

1. Female teachers as role models are crucial for the career choice of young women in STEM areas, as the role of teachers in general is a crucial one.
2. Reluctance of girls/women to make a choice for STEM is not based on a lack of affinity with technology, but rather often because the social and physical environment of traditional technology doesn’t appeal to their world of emotions
3. A choice for STEM doesn’t narrow down the possibilities to a purely technical profession as it is often thought, but on the contrary does it widen the opportunities.

In order to change the rather stereotype perception of STEM areas, we need to attract more female tech teachers as role models and provide young people (in this case primarily girls) with up to date information and highly professional guidance.