The students who chose to see menstruation as a source of knowledge
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The students who chose to see menstruation as a source of knowledge

Some discomforts have been considered normal for far too long. Pain that is accepted as an unavoidable part of the cycle, warning signs that are downplayed, and conversations about menstruation that are still surrounded by silence. This reflection gave rise to SISNA, the project developed by the Institut Escola del Treball de Barcelona and awarded the second of the two third prizes in the 5th edition of the VET Knowledge Transfer Awards, promoted by FPEmpresa and Grupo Esprinet.

The proposal begins with an everyday situation: a young woman experiences pain during menstruation, tries different products and wonders whether what she is experiencing should really be considered normal. From there, the team puts forward a central idea: women’s health still does not always receive the attention it deserves, and menstruation, far from being something to ignore or minimise, can provide useful information about the body.

“Something as natural as menstruation, an experience we all share, should not be ignored or minimised,” the team states in the project presentation video.

From this perspective, SISNA proposes a reusable menstrual cup with a sensory ring integrated into its base. Its purpose is not to provide a diagnosis, but to offer an early warning of possible alterations. The team explains it clearly: “SISNA does not replace a medical diagnosis; it simply enables prevention before a problem develops.”

From product design to prevention

The project began with an analysis of different menstrual cup models already available on the market. The students examined aspects such as sealing, anatomical adaptability and ease of removal, with the aim of designing an ergonomic and functional solution.

The cup was designed using SolidWorks, selecting a shape intended to be comfortable and adaptable. However, the project’s main innovation lies in the sensory ring integrated into its base, an additional element that does not interfere with the positioning or use of the cup but makes it possible to monitor menstrual pH.

The idea is based on a statement that captures the essence of the project: “Menstrual blood is not waste; it is information.” Through this approach, SISNA turns a menstrual hygiene product into a preventive monitoring tool.

The team explains that vaginal pH is usually between 3.8 and 4.5, an acidic environment that acts as a barrier against infections. During menstruation, this level may rise, but if it does not return to its usual values after the period, the change could act as a warning sign of a possible infection or irregularity.

To detect these variations, the project uses anthocyanins, a pigment found in red cabbage that changes colour depending on acidity levels. The outer layer of the ring allows menstrual plasma to pass through, while the inner hydrogel filters out solid components. When the plasma comes into contact with the indicator, a colour change occurs.

This colour variation works as a visual warning: intense red for a highly acidic environment, purple or violet for a more neutral level, and blue or green for greater alkalinity. In this way, the cup can provide a simple indication of possible changes in the body’s balance.

A reusable, accessible and sustainable solution

SISNA also incorporates environmental and social dimensions. The cup is designed to be made from medical-grade silicone, selected for its flexibility, durability and compatibility with the body. It can also be reused for years and withstand sterilisation processes, making it a long-lasting alternative to other menstrual products.

The sensory ring is designed to be renewed with each cycle. According to the team, washing the cup and ring with water and neutral soap restores the indicator to its original colour, allowing one ring to be used throughout a menstrual period and replaced with a new one the following month.

This long service life also connects the project with another objective: improving access to menstrual health solutions for women with fewer resources. As the team explains, “its long lifespan makes it accessible to women with limited financial resources.”

However, SISNA goes beyond proposing a product. It also opens up a conversation about how women’s health is researched and the need to pay greater attention to signs that have historically been understudied. The project highlights menstruation as a potential source of information and explores how technology can help interpret it in a simple, visual and non-invasive way.

“Because VET does not only create; it researches and transforms. And women are here to lead this change,” the team states at the end of its presentation.

PlastiScore Verified: the VET-created index making the impact of plastic visible
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PlastiScore Verified: the VET-created index making the impact of plastic visible

Some types of waste are so deeply embedded in everyday life that they become almost invisible. Packaging, wrappers, containers and single-use products. Plastic is present in thousands of consumer decisions, yet it is rarely translated into a simple figure that helps people understand its true impact. This was the starting hypothesis of the team from IES Francisco de Quevedo in Madrid, winner of first prize in the second edition of the Spanish Eco-Digithon with the PlastiScore Verified project.

The initiative, promoted by FPEmpresa and Innogestiona Ambiental within the framework of the European ENNEPlus project, is an educational marathon aimed at Vocational Education and Training institutions in which students design digital and technological prototypes to respond to real environmental and social challenges. Following a previous edition held in Extremadura, the challenge encourages solutions aligned with the Sustainable Development Goals of the 2030 Agenda and based on a participatory and multidisciplinary approach.

It was within this context that PlastiScore Verified was created: a tool designed to measure and make the impact of plastic visible through its own index, the PlastiScore, inspired by indicators that are easy for consumers to recognise and understand. The idea is simple in concept but ambitious in scope: to enable anyone to identify the plastic impact associated with a product, in the same way that other consumer ratings or labels are interpreted today.

“The main objective of our project is to objectively quantify the volume of plastic we generate. We believe this is necessary because, until now, nobody had approached the issue in this way,” explains the winning team.

Making an everyday problem measurable

PlastiScore Verified is rooted in a familiar reality. One of the team members works in the field of urban waste management, which made it possible to bring into the classroom a problem observed on a daily basis: the huge volume of plastic generated and the difficulty of translating that impact into clear information for consumers, institutions and companies.

The project is based on the idea that a product may perform positively in some areas while at the same time generating a negative impact because of the amount or type of plastic associated with its packaging. To make this visible, the system translates that information into its own rating scale, based on data analysis and comparison with other similar cases or reference points, helping users to better understand the resulting score.

The proposal also explores the use of technologies such as IPv6 to address the large-scale identification of products on the market, opening the door to a scalable tool connected to broader digital environments.

Behind the project is a diverse and multidisciplinary team whose members contribute complementary perspectives in areas such as negotiation, chemistry and laboratory work, computational logic, user experience, graphic design and business administration. This combination made it possible to approach the challenge from different angles, from developing the algorithm to the visual presentation of the tool and its potential evolution into a platform.

The work was developed using the team’s own methodology, known as XPR (Xtreme Programming en Recreo), based on an iterative, collaborative and creative process. For the team, taking part in the Eco-Digithon was an experience defined by high standards, learning and the challenge of turning an environmental concern into a concrete proposal. They also highlight hope and altruism, two ideas closely connected to the ultimate objective of PlastiScore Verified: creating a useful tool to address one of today’s major environmental challenges.

The first prize provides new momentum to continue exploring the project’s potential. The award includes €1,000 in equipment for the school, a €250 gift card for the coordinating teacher and the local community representative, as well as the opportunity to take part in the 10th edition of the Social Hackathon Umbria, opening up a new opportunity to further develop and share the proposal in an international setting.

Beyond the award itself, the team is already considering how to bring the idea into a real-world environment and make it available to different stakeholders: “We want to generate impact through a platform that allows public institutions to integrate this type of technology. For private companies, the idea is to offer a B2B model through which they can access this type of licence,” they explain.

PlastiScore Verified demonstrates how Vocational Education and Training can become a space for applied innovation, capable of bringing together technology, sustainability and business vision to respond to real-world problems. From an idea born in the classroom, the IES Francisco de Quevedo team has developed a solution that aims to make the impact of plastic no longer invisible, but something that can be measured, compared and understood.

More than 400 teachers register for Zinkers VET online training activities during the first half of the year
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More than 400 teachers register for Zinkers VET online training activities during the first half of the year

Zinkers FP, the free educational programme promoted by Fundación Repsol and aimed at Vocational Education and Training teachers, registered more than 400 teachers for its online training activities during the first half of the year. The initiative, whose dissemination is supported by FPEmpresa, continues to bring resources and tools into the classroom to help teachers address sustainability applied to the productive sector.

Throughout this period, a range of webinars and workshops were held to support teachers in integrating sustainability into their classes. Specifically, two Zinkers VET Sustainability Workshops were organised, with 151 registered teachers; two Zinkers VET Webinars: Basic Training in Sustainability, with 190 registered teachers; and one Zinkers VET Webinar: Learn How to Personalise Your Classroom, which attracted 77 registered teachers.

These training activities reinforce Zinkers VET’s aim of providing teachers with educational resources tailored to Vocational Education and Training and linked to the Cross-Curricular Sustainability Module. The programme offers teachers content and tools to address sustainability from a practical perspective, connected to the challenges of the productive sector and to students’ future professional environments.

Bringing sustainability into the VET classroom

Zinkers VET is designed to support teachers in integrating sustainability across different areas of learning through materials that make it possible to address the established learning outcomes and bring them into the classroom through dynamic and practical activities.

Among its resources is the WE ARE PROFESSIONALS challenge, an activity in which students can develop a sustainability plan, devise solutions based on real-world problems and apply the knowledge they have acquired to current business management. In this way, the programme helps students develop skills related to sustainability, innovation and decision-making in professional contexts.

The activities carried out during the first half of the year have continued to bring these contents closer to VET teachers and make it easier to adapt them to different educational settings. In this regard, basic sustainability training attracted the highest level of participation, while the sessions focused on classroom personalisation reinforced the practical value of the resources for direct use in teaching.

A VET response to seeking help against harassment and digital violence
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A VET response to seeking help against harassment and digital violence

Not every situation of harassment begins with an obvious act of aggression. Sometimes it starts with comments, controlling behaviour, exclusion or attitudes that become normalised far too quickly. Then, they grow. They escalate. And they can develop into digital violence, sextortion or abuse that many people do not know how to report.

This reality gave rise to Pantalla Morada, a project developed by CIPFP Misericordia in Valencia and awarded second prize in the 5th edition of the VET Knowledge Transfer Awards, promoted by FPEmpresa and Grupo Esprinet. It is a simple, replicable technological solution designed to provide immediate support, information and guidance in situations of harassment or violence.

The project, led by Lucía García, a tutor at the school and team leader, begins with a direct question: “Have you ever experienced any form of harassment?” From there, the team raises a reflection that connects with a reality familiar to many young people: “Perhaps you haven’t, but someone close to you almost certainly has.”

Pantalla Morada was created precisely to respond to the silence that so often surrounds victims. As the team states in its presentation, “violence has neither age nor gender”, although it particularly affects women, who in many cases remain silent “out of fear or because they cannot find an appropriate system for reporting it”.

A simple device for an urgent need

The proposal consists of an interactive screen installed in private and discreet spaces, designed so that anyone can access information and support without exposing themselves or attracting attention. In the solution proposed by the school, the screens would be installed in toilets, personal spaces where victims can interact with the device with greater privacy.

“With this project, we prioritise the victim’s privacy,” the team explains in the presentation video, adding that the screens would be located in “personal spaces that do not attract attention”.

One of Pantalla Morada’s main strengths is its feasibility. The project does not rely on major infrastructure or inaccessible materials, but rather on resources commonly available in educational environments. The team summarises it as follows: “Using only materials we can find in classrooms, we have easily managed to develop and propose a project that is entirely feasible to manufacture in educational institutions.”

The prototype consists of a Raspberry Pi board, an external touchscreen and its power supply. It also considers the possibility of integrating all the components into a single chassis manufactured using 3D printing. On the software side, it includes a multifunction interface designed in accordance with current regulations and capable of being updated in response to possible legislative changes.

“The hardware and software in our project are extremely simple and allow for rapid adaptation to any environment,” the team explains, also highlighting the possibility of continuously updating the tool as legislation changes.

Technology, privacy and inclusion

Pantalla Morada not only aims to provide an immediate response, but also to create a useful long-term resource. The team has developed a prototype to demonstrate that the solution can be implemented by following simple instructions and adapted to different environments, ranging from educational institutions to companies, shopping centres and other places where situations of abuse may occur.

Accessibility is also part of the design. The interface is intended to be easy for anyone to use and features large text to make it more accessible to people with visual impairments. In this way, the project connects violence prevention with inclusion and equal access to information.

The initiative also gives female students at the school a leading role. The team proposes that the assembly and installation of the screens be carried out by them, as well as the training sessions explaining how the system works across the school’s different vocational fields. This decision reinforces the project’s value within an awards programme that seeks to promote greater female participation in technical and technological fields.

In the team’s own words, Pantalla Morada aims to take “a small but important step in this fight”. The phrase captures the essence of the project: it is not presented as a single solution to a complex problem, but as a practical, feasible and accessible tool that can make it easier for people to ask for help.

The project focuses particularly on SDG 5, related to gender equality, while also contributing to other goals such as reduced inequalities, sustainable communities, responsible consumption, and peace, justice and strong institutions.

GIRO: mechanics developed through VET to support recovery after a mastectomy
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GIRO: mechanics developed through VET to support recovery after a mastectomy

Some projects begin with a technical question. Others begin with a human need. In the case of GIRO, the project developed by Centro Sagrado Corazón – Jesuitas Logroño and awarded first prize in the 5th edition of the VET Knowledge Transfer Awards, both come together from the very beginning: can Vocational Education and Training help improve the recovery of women who have undergone a mastectomy?

The team’s answer came from the Higher VET programme in Industrial Mechatronics, where students Verónica Martínez, Lilu González, Laura Castro and Itsaso Marauri, supported by their tutor Javier González, developed a technical solution with a very specific purpose: to design an adaptable arm exoskeleton, manufactured using 3D printing, to support the progressive rehabilitation of women who have overcome breast cancer.

The project addresses a complex reality. Following a mastectomy, many women may experience a loss of mobility, strength and independence in the arm. The team itself summarises the issue directly in the project presentation video: “After a mastectomy, many women lose mobility, strength and independence.” From this concern, the group posed the question that would shape the entire project: “What if we could help them through Vocational Education and Training?”

A technical solution designed with empathy

Before beginning the design process, the team wanted to gain a first-hand understanding of the problem. To do so, they met with rehabilitation specialists from the Spanish Association Against Cancer, a key step in understanding the physical consequences of this type of surgery and better shaping their proposal.

During their research, the students identified that, following such a delicate procedure, arm mobility can be affected by factors such as surgical sutures or pain. They also found that without appropriate rehabilitation, patients may develop lasting complications, including chronic pain, limitations in shoulder abduction and flexion, or conditions such as winged scapula.

Based on this information, the team designed an arm exoskeleton adaptable to each user, intended to support different stages of the recovery process. The system would operate using servomotors limited to the appropriate range of movement depending on each patient’s stage of rehabilitation, with the main purpose of supporting gradual recovery and helping restore mobility.

The proposal also includes a possible extension for cases of lymphoedema through the incorporation of a lymphatic drainage system based on the Boder method, designed to stimulate the lymphatic system, reduce oedema, eliminate toxins and help decrease inflammation.

GIRO therefore combines knowledge of mechatronics, design, 3D printing and motion control, but its value goes beyond its technical dimension. The project demonstrates how VET can apply its skills to a real need, connecting technology, health and patient support.

Technology with a purpose

The first prize in the VET Knowledge Transfer Awards recognises precisely this ability to transform learning into a solution with real impact. In this 5th edition, promoted by FPEmpresa and Grupo Esprinet, the awards focused on technological projects aligned with the Sustainable Development Goals, with particular emphasis on SDG 5, which focuses on gender equality.

GIRO is aligned with SDGs 3, 5, 8, 9 and 10, addressing issues related to health and well-being, equality, innovation, decent work and reduced inequalities. Beyond the list of goals, however, the project stands out for a simple yet powerful idea: using technology so that more women feel supported during a difficult recovery process.

“Because we want more women to feel strong and supported,” the team explains in its presentation. This sentence captures the human focus of a proposal that was created not only to solve a technical challenge, but also to help improve patients’ quality of life.

The experience has also prompted an important reflection among the students themselves: “Thanks to GIRO, we have discovered that technology with a purpose has much greater power.” This idea captures much of the project’s value: learning mechanics, programming or design not as an end in itself, but as a way of creating useful solutions for society.

With GIRO, Centro Sagrado Corazón – Jesuitas Logroño demonstrates how Vocational Education and Training can research, design and prototype solutions capable of moving beyond the classroom and addressing real-world problems. A project that turns mechanics into a tool for healing and reminds us, as the team itself states, that “VET can also transform lives.”

FPEmpresa and Grupo Esprinet celebrate innovative talent at the 5th VET Knowledge Transfer Awards ceremony
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FPEmpresa and Grupo Esprinet celebrate innovative talent at the 5th VET Knowledge Transfer Awards ceremony

The Association of Vocational Education and Training Centres FPEmpresa and Grupo Esprinet held the awards ceremony for the 5th edition of the VET Knowledge Transfer Awards on Tuesday, 9 June, at V-Valley Academy. The event once again highlighted the ability of Vocational Education and Training students to identify challenges in their surroundings and transform them into technical solutions with a real impact.

The event brought together representatives from FPEmpresa, Grupo Esprinet and the award-winning centres, from La Rioja, Valencia, Murcia and Catalonia. They all shared the same starting point: using the knowledge acquired in the classroom to respond to specific social challenges, ranging from health and accessibility to digital violence and sustainability.

A total of 64 projects from 44 educational centres across Spain took part in this fifth edition, a figure that consolidates the growth of a call aimed at connecting VET with the productive sector and with today’s social challenges. In addition, the videos submitted by the teams exceeded 84,000 views and 22,000 likes, also reflecting the interest generated among the educational community and the general public.

The VET Knowledge Transfer Awards, promoted by FPEmpresa and Grupo Esprinet, seek to foster technical and transversal skills among students, as well as to promote gender equality in professional fields where female presence remains a minority. Since their creation, the awards have encouraged projects aligned with the Sustainable Development Goals, with special attention to SDG 5, focused on gender equality.

Solutions from the classroom to real life

The first prize, worth 5,000 euros, went to Centro Sagrado Corazón – Jesuitas Logroño, in La Rioja, for a project addressing the recovery of women who have overcome breast cancer after a mastectomy. The students designed a low-cost functional exoskeleton, manufactured using 3D printing, with the aim of facilitating arm rehabilitation and helping to improve patients’ quality of life.

The second prize, worth 3,300 euros, recognised CIPFP Misericordia, in Valencia, for a proposal focused on the rise of cyberbullying, sextortion and other forms of digital violence. Their project proposes an interactive device located in private spaces to offer immediate and confidential support, information and guidance to those who may need it.

The two third prizes, worth 1,850 euros each, went to IES Gerardo Molina, in Torre-Pacheco, and Institut Escola del Treball, in Barcelona. The centre from Murcia developed a solution to improve the accessibility of domestic electrical panels for women with visual impairments or reduced mobility, through tactile Braille labelling and mobile phone alerts. For its part, the Catalan centre designed a reusable menstrual cup with a sensory ring capable of indicating changes in pH through colour variations, as a more sustainable alternative to traditional menstrual hygiene products.

Beyond the financial recognition, the awards highlight the joint work of students, teachers and educational centres. The prizes are distributed among the centre, the teaching team and the participating students, thus reinforcing the importance of collaboration and educational support in the development of innovative projects.

The awards ceremony also served to showcase how Vocational Education and Training can become a space from which to think, create and test useful solutions for society. Each of the award-winning projects combines a technical approach with a human concern: improving medical recovery, offering support in situations of digital violence, promoting autonomy at home or seeking more sustainable alternatives for female intimate health.

With this fifth edition, the VET Knowledge Transfer Awards continue to consolidate themselves as an initiative that brings companies closer to the classroom and demonstrates the potential of VET to generate applied innovation, young talent and concrete responses to today’s challenges.

The 10th Dualiza Call for Proposals breaks records: one in ten VET centres in Spain submits projects
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The 10th Dualiza Call for Proposals breaks records: one in ten VET centres in Spain submits projects

  • 560 Vocational Education and Training centres have taken part in this edition, leading 357 innovative initiatives in collaboration with 729 entities
  • Andalusia, the Valencian Community and the Canary Islands are among the regions with the highest number of projects submitted
  • The call consolidates its role as a driver of innovation, collaboration and transfer in VET

The Dualiza Call for Proposals, promoted by CaixaBank Dualiza and FPEmpresa in collaboration with Fundación Deloitte, has once again reached a milestone in its trajectory after recording record participation figures in its tenth edition. A total of 560 Vocational Education and Training centres, out of the 4,099 across Spain, have submitted projects, 91% more than in the previous edition. This means that one in ten centres in the country has submitted initiatives to take part in this call, aimed at promoting educational innovation and collaboration with the productive sector.

In total, 357 projects led by VET centres have been submitted, with the involvement of 729 collaborating entities — including companies, public administrations, universities and technology centres — reinforcing the collaborative nature of the call as a key element in bringing training closer to the real needs of the labour market.

Strong presence of collaborative and networked projects

Of the projects submitted, 261 correspond to local initiatives, while 96 have been developed in networks between centres from different autonomous communities, a modality that continues to gain importance by fostering interterritorial cooperation and knowledge exchange.

By type of centre, participation is once again led mainly by public centres (286), followed by state-funded private centres (56) and private centres (15), reflecting the reach of the call within the Vocational Education and Training system.

Presence across the whole country

The call has recorded participation in almost the entire national territory. The autonomous communities with the highest number of projects submitted were the Valencian Community (41), the Canary Islands (39) and Catalonia (39), followed by Andalusia (35), Castilla-La Mancha (30), the Community of Madrid (29) and the Basque Country (28).

This territorial reach highlights the consolidation of the Dualiza Call for Proposals as a key tool for promoting educational innovation projects adapted to the needs of each environment.

What is the Dualiza Call for Proposals?

The Dualiza Call for Proposals is an initiative promoted by CaixaBank Dualiza and the Association of Vocational Education and Training Centres FPEmpresa, in collaboration with Fundación Deloitte, to fund and promote innovative Vocational Education and Training projects developed in collaboration between educational centres and companies or other entities.

Its aim is to promote real collaboration between VET centres and the business sector, encouraging work-based learning, educational innovation and knowledge transfer.

Next steps

Following the closure of the application period, the projects will be assessed by a specialised committee, which will analyse aspects such as the quality of the work plan, the level of collaboration, innovation and the expected impact of each initiative.

The SiT International Bootcamp brings together the European textile ecosystem in Greece to promote sustainable solutions
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The SiT International Bootcamp brings together the European textile ecosystem in Greece to promote sustainable solutions

The European SiT – Sustainability in TCLF project held its international bootcamp on 26 and 27 May in Thessaloniki, Greece. This activity marked the closing stage of the pilot programme developed in Spain within the work package led by FPEmpresa and the Italian Chamber of Commerce in Barcelona. The event brought together around 80 participants from the different countries involved in the project partnership, including companies, clusters, associations, Vocational Education and Training teachers, students, entrepreneurs and sector representatives.

The activity took place at WEHub in Thessaloniki, with organisational support from OECON Group, and revolved around three main themes: sustainability, digitalisation and entrepreneurship applied to the TCLF ecosystem, which includes the textile, clothing, leather and footwear sectors. The bootcamp combined collaborative work, idea development, proposal presentations and professional networking spaces among participants.

The first day began with a hybrid session broadcast via streaming, during which the work agenda, the SiT project and the composition of the international teams were presented. The hackathon then began, with five teams working on previously defined case studies through different stages: challenge definition, ideation, solution design, business model development and preparation of the final pitch.

Real challenges to transform the textile sector

During the hackathon, the teams addressed challenges linked to textile circularity and the reduction of environmental impact in different areas of the sector. One of the cases involved designing a circular system for sports kits, with the aim of reducing textile waste while maintaining brand identity, performance and commercial viability.

Another challenge focused on the sustainable management of hotel textiles, proposing solutions to reduce environmental footprint, comply with European regulations on textile waste and move towards models based on reuse, traceability, recycling and material recovery.

After the team work, participants presented their proposals to a jury in a hybrid session. Each team had a limited amount of time to defend its idea, explain the value of the proposed solution and receive the corresponding assessment, in a dynamic aimed at strengthening both entrepreneurial skills and the communication of sustainable projects.

The bootcamp continued on 27 May with a Patchwork Workshop, a practical activity in which participants worked with reused textiles and other available materials, using sewing machines and with the support of expert technicians. In parallel, a professional speed-dating session was held, linked to the fields of textiles, clothing, leather and footwear, with the aim of facilitating mutual knowledge and the creation of new connections among participants.

A winning proposal to respond to the sector’s challenges

The event also included the selection of the winning project, a proposal from Centro Integrado Donibane focused on the circular management of hotel textiles. The team presented a solution aimed at reducing the environmental impact generated by bed linen and other textile waste from the sector, combining the classification and monitoring of garments through artificial intelligence, the reuse and recycling of materials, and the development of a new sustainable fibre with a lower environmental impact.

According to Emilia María García Vera, representative of the winning team, “the project has allowed us to work on a real problem. We are not talking about distant ideas, but about solutions that are already necessary, because European regulations are moving towards models in which everything must be more recyclable and sustainable. For students, it is very important to discover new fibres and new textures, and to understand from the outset where the textile sector is heading.”

With this activity, the SiT project closes the Spanish pilot by strengthening the connection between Vocational Education and Training, companies and real challenges in the TCLF sector. The bootcamp made it possible to transfer the learning developed during the previous phases to an international collaborative working environment, consolidating an experience aimed at promoting more innovative and sustainable VET, closely connected to the green and digital transition.

SiT concludes Phase 3 in Spain with a training experience in the Italian fashion ecosystem
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SiT concludes Phase 3 in Spain with a training experience in the Italian fashion ecosystem

The European SiT project (Sustainability in TCLF) has completed Phase 3 in Spain, focused on Work-Based Learning, through the organisation of an international agenda in Italy aimed at Vocational Education and Training students and teachers from the professional field of Textiles, Clothing and Leather. This stage was once again coordinated by FPEmpresa and the Italian Chamber of Commerce in Barcelona (CCIB), with the support and organisation of the Politecnico Calzaturiero in Vigonza, a leading institution in specialised technical training for the textile, footwear and leather goods sectors.

Following the completion of Phase 2 of the pilot programme in Spain, which focused on specialised training and the development of sustainable business plans, this third phase has made it possible to take a further step in connecting education and industry. The student mobility took place from 3 to 16 May 2026 and included a two-week face-to-face training programme in Italy.

During the first week, students worked on content related to knitwear, such as trends, materials, weaving techniques, machinery, printing, finishing and knitwear pattern-making. The second week focused on footwear and leather goods, covering aspects such as footwear construction, materials, prototyping, hand stitching, the manufacture of leather goods products and applied digitalisation.

In parallel, 12 teachers took part in a job shadowing stay from 3 to 9 May, aimed at gaining first-hand insight into the Italian Vocational Education and Training model and the relationship between training centres, companies and the industrial district. The programme included observation activities in knitwear, footwear and leather goods workshops, as well as content related to sustainability, transversal skills, 2D and 3D digital design tools — used to create and develop patterns, prototypes and products before manufacturing — and artificial intelligence applied to creativity.

An immersion in the Italian value chain

The experience combined training sessions, company visits and cultural activities linked to the productive identity of the region. During the first week, 15 students and 12 teachers took part in activities at the Politecnico Calzaturiero, visits to the Villa Foscarini Museum, Tessitura Bevilacqua and Mocenigo Palace, as well as to companies such as Henderson and OTS. The programme also included an event at Villa Pisani focused on the Riviera del Brenta and its relationship with design, beauty, culture and identity.

The second week, aimed at students, explored technical and sustainability-related content in greater depth through sessions on eco-design, sustainability, knitwear processes, footwear design and garment making. In addition, Villa Foscarini Rossi hosted a meeting on corporate sustainability, focused on eco-design, quality and durability as values within the Italian supply chain (ESG).

Thanks to this third phase of the project, students have been able to gain insight into real production processes, learn about different specialisations within the sector and understand how sustainability, digitalisation and innovation are transforming the textile, clothing, leather and footwear industries. For teachers, the mobility represented an opportunity to observe applied training methodologies and explore possible transfers to the Spanish educational context.

Although Phase 3 has now concluded in Spain, the SiT project remains active in other participating countries. In the Spanish case, this stage strengthens the pathway initiated through online training and the projects developed in previous phases, consolidating an approach that connects learning, business and the green and digital transition.

Finally, the Spanish pilot of Work Package 4 of the SiT project will culminate with the international bootcamp in Greece, linked to Phase 2 and held during the week of 25 May. This final activity will bring together the people selected within the pathway developed in Spain and will serve as the closing stage of the process promoted by FPEmpresa and the Italian Chamber of Commerce in Barcelona.

FPEmpresa and CCIB complete Phase 2 of the Erasmus+ SiT Project
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FPEmpresa and CCIB complete Phase 2 of the Erasmus+ SiT Project

The Association of Vocational Education and Training Centres FPEmpresa has completed in Spain Phase 2 of the Erasmus+ SiT (Sustainability in TCLF) pilot programme, a new stage aimed at transferring the knowledge acquired during the initial online learning phase into real-life contexts.

This second phase has combined specialised training, active methodologies and project development linked to sustainability in the textile sector, consolidating the progress of the programme in Spain.

The SiT project is part of the Erasmus+ Alliances for Innovation programme and brings together partners from different European countries with the aim of promoting new green, digital, functional and transversal skills in the TCLF sectors (textiles, clothing, leather and footwear). In Spain, FPEmpresa leads Work Package 4, focused on the design and development of the training pilot.

Following an initial phase centred on online learning through a specialised MOOC, Phase 2 was developed under the Project-Based Learning (PBL) methodology, encouraging the practical application of knowledge through activities connected to the current challenges of the sector. The programme included three training seminars, one online and two face-to-face sessions held in Madrid and Barcelona, as well as a specific stage devoted to the development of sustainable business plans.

Three seminars connecting training and sustainability

The first session took place on 17 February in an online format under the title Circular Economy in the Textile Sector. It brought together 46 participants, including teachers, students and representatives of associated centres. The lecture, delivered by Paloma G. López, explored the evolution of the circular economy applied to the textile sector, eco-design in fashion and European sustainability regulations, while also presenting real examples of business innovation.

The second event was held on 13 March at IES Leonardo Da Vinci in Madrid and was attended by 103 people. The session, Textile Waste Management with Social and Environmental Impact, was led by Ana Gómez, who analysed the main challenges and opportunities in textile waste management, highlighting the role of the 3Rs (reduce, reuse and recycle) and the importance of the social and solidarity economy as a generator of employment and inclusion.

The phase concluded on 14 April at Institut Anna Gironella de Mundet in Barcelona, also in a hybrid format, with the seminar The Textile Industry and the EU Green Transition: Regulation, Innovation and New Business Models. The event gathered 50 in-person attendees and 25 online participants, and provided an opportunity to explore issues such as the circular economy, eco-design, the new European regulatory framework and the opportunities arising from the sustainable transition.

Overall, the three seminars delivered during Phase 2 attracted a total of 224 participants, reflecting the strong interest generated by this specialised training initiative focused on sustainability in the TCLF sector.

In addition to the specialised training, Phase 2 also included an entrepreneurial dimension through the development of business plans linked to the TCLF sector. A total of seven proposals were submitted, allowing students and participants to work on skills such as creativity, market analysis, innovation, sustainability, problem-solving and business vision, applying the project content to ideas with real growth potential.

With the completion of this stage, the project now moves forward towards new international experiences. Selected participants will take part in a bootcamp in Greece, while the programme will later continue with a Phase 3 focused on Work-Based Learning (WBL), including mobility activities in Italy aimed at company placements and professional shadowing opportunities for teachers.