SEnDIng second transnational project meeting

The second SEnDIng transnational project meeting took place in Sofia, Bulgaria, on 7th-8th November 2018, where the partners discussed about the progress of the project and the activities planned for the second year. During the first day, the discussion was focused on the core Work Packages of the project: the curriculum design (WP2), the development of the training material (WP3), the certification and evaluation of learners (WP4) and finally the design of the online courses (WP5). The second day was focused on the horizontal activities of the project for quality assurance, evaluation, dissemination, and project management and financial issues. The meeting was closed with the presentation of the second year’s work-plan, schedule of the next project meeting, and meeting’s evaluation.

second meeting

First year of SEnDIng project

The first year of SEnDIng project was successfully completed in November 2018.

During this period, core deliverables of the project were implemented: the Data Science and Internet of Things vocational trainings’ learning outcomes, the reference model for Data Scientist and Internet of Things Engineer occupations, and the SEnDIng modular and learning outcomes-oriented VET curriculum. We have also conducted, the project dissemination plan aiming to ensure that the target audience will be effectively reached, the 1st version of project exploitation plan aiming to give a roadmap for the exploitation of project’s results and the evaluation plan aiming to define the methodology and tools utilized for the evaluation of project’s outcomes and impact.

The second year of the project will be also busy, with the development of the training methodology for the delivery of the VET program, the implementation of the training material, the design of the online courses platform and the delivery of the VET program to the beneficiaries.

Usability of ESCO and e-Competence Framework in the creation of a reference model for Data Scientist and Internet of Things Engineer occupations

SEnDIng created a reference model for Data Scientist and Internet of Things Engineer occupations which outlines the main components of the training environment, in terms of:

  • qualifications,
  • skills,
  • certifications,
  • learning outcomes and
  • professional profiles.

As main inputs we used the defined learning outcomes for Data Science and Internet of Things from one hand, and the structure of European e-Competence Framework (including the results of CEN Workshop on ICT Skills as European ICT Professional Role Profiles: and ESCO IT occupations ( from another. In the reference model, we aligned the learning outcomes with the definitions provided in the EU reference models. Thus, using the multidisciplinary feature of Data Science and Internet of Things domains, we created a wide basis for the understanding of the skills and competences that could be adapted for different contexts and organizations.  In addition, the standardization of a common language on ICT competences in e-CF and the common reference terminology in ESCO ensure the transparency, comparability and transferability of the reference model between European countries.

For more information about the reference model, please refer to deliverable D2.2: REFERENCE MODEL OF SKILLS, E-COMPETENCES AND QUALIFICATION NEEDS OF DATA SCIENTISTS AND IoT ENGINEERS published at the SEnDIng project web site.

SEnDIng vocational curriculum for Data Science and Internet of Things

Curriculum is increasingly seen by stakeholders as a dynamic framework guiding the teaching and learning processes, and as a steering mechanism for quality. The SEnDIng project designed a curriculum for Data Science and Internet of Things VET programs.  The key characteristics of SEnDIng curriculum are:

  • Multi-disciplinarily. The modules developed cover three disciplines: Data Science, Internet of Things and Transversal Skills.
  • Modular. For each discipline, the curriculum is separated in educational modules. Each module is further divided in learning units at three levels: Introduction, Core and Advanced. This permits the learners to create their own learning paths according to their needs.
  • Learning outcomes-oriented. Based on the macro level learning outcomes design previously done, the learning outcomes of each learning unit have been defined. Learning outcomes oriented curriculum is an effective way to avoid potential mismatches between academia and industry, and furthermore to promote active learning and inclusive teaching


The SEnDIng curriculum will be delivered to Data Scientists and IoT professionals in three phases: online courses, face to face training and work based learning. The implementation of the VET program is planned to start on October 2019. All interested will be invited through an open call to participate in the VET program. For more information, please contact the project coordinator (Dr. Maria Rigou This email address is being protected from spambots. You need JavaScript enabled to view it.) and project technical manager (Dr. Vasileios Gkamas, This email address is being protected from spambots. You need JavaScript enabled to view it.).

Vocational education and training systems in Europe at a glance: new Cedefop publication

The European Centre for the Development of Vocational Training (Cedefop) has published a new report which brings together the main VET features and data in 30 countries: all EU Member States, Norway and Iceland. The publication, by clarifying the place of VET in countries’ overall education and training systems, presents main accession and progression routes for learners; types and levels of qualifications they lead to; types of programmes, delivery modes, work-based learning ratio and duration.

This publication is a useful starting point for work by policy makers, social partners, experts and researchers. It provides orientation to a range of other actors involved in VET-related activities: VET providers, teachers and trainers; guidance, qualifications and validation staff; and other readers who want to familiarise themselves with VET systems across and beyond Europe. It also confirms trends that Cedefop identified in its policy monitoring: work-based learning has been strengthened, notably in form of apprenticeships while formal VET is opening up to different age groups to allow people to progress and upgrade their qualifications.

For more information please read the report here.