BHC21 aimed to contribute to the development of more efficient and effective vocational training services for low-skilled people (LSP) applicable in the 2 Seas area. To do so, the project developed a generic 21st-century training model which (a) made use of innovative learning technologies (ILTs) and accompanying instructional design, tailored for easy adoption by Small and Medium sized Enterprises (SMEs) and (b) integrated new recruitment and training approaches to increase the success rate of the training. 
The BHC21 model developed a bottom-up approach, through a process of co-creation in which employers, low skilled people (LSP), (public) vocational training organisations, knowledge institutes and public employment services were involved. 
By boosting the learning motivation, skills, and career competences of low-skilled people, and stimulating a culture change among (manufacturing) SMEs regarding the investment in training of LSP, the BHC21 project wanted to contribute to a reduction of unemployment rates amongst LSP in the 2 Seas area.

The main outputs are pilots for real-life testing of the outcomes of two series of tests to integrate ILTs and modern pedagogical approaches in vocational training for LSP for the manufacturing industry. 
Aided by innovative recruitment methods, these pilots helped identify & mitigate learning barriers and enhance understanding of the potential of ILTs and pedagogical approaches. 
A new training model, including the training of work floor coaches, was jointly developed, tested, validated and evaluated. The final output was a feasibility report based on the pilots, demonstrating the economic and sustainable viability of the BHC21 training model. Improved quality of training (from a learner’s perspective: increased motivation, less stress, high perceived usefulness) helped SMEs to find & retain qualified personnel and helped LSP to establish sustainable careers.

Check the “Outputs” section below to download related material and see “Main Achievements” section for further information about the achieved results.

Cross-border cooperation enabled development and testing of a versatile training model that could be easily adopted in any vocational training context in the 2 Seas area and beyond, regardless of the national legal or educational framework. 
Working cross-border, but with a joint focus on SMEs in the manufacturing industry, allowed the project to consider any local factors that could affect the rolling-out of the model. This was particularly appropriate as many manufacturing companies in the 2 Seas area are part of cross-border value chains. 
An increase of their employees’ skills also increased the global competitiveness of these value chains. The project partners brought in their expertise and provided access to complementary technological, pedagogical, or organisational knowledge from their region. From this pool of expertise, knowledge exchange captured test/pilot results from each region and incorporated them into a new training model. A common methodology guaranteed the comparability of the results.
One of the strongest examples of the cross-border cooperation within BHC21 was the developing of the decision tool. With the help of this tool, companies can screen their learning needs and receive a top 5 suggestions for learning technologies.