BACKGROUND & OBJECTIVESDigital sovereignty is a new concept in the digital era suggesting that parties should have sovereignty over their own digital data. On an individual level, digital sovereignty demonstrates the capacity of individuals to own their personal data and control its use. According to relevant empirical privacy studies (Acquisti et al., 2015), it is very clear that individuals find it difficult to make reasoned and rational decisions on their personal data due to behavioral bias and the complexity of the issue. Moreover, individuals demonstrate significant uncertainty about the importance of privacy due to difficulties in evaluating the relevant consequences derived from the intangible nature of the privacy harms. When it comes to VET teachers / trainers and their activities, the aspects of digital sovereignty and data / privacy protection become of even higher importance. Therefore, supporting VET teachers/trainers in becoming sovereign of their digital data and in enhancing their digital security skills serves a two-fold purpose:1.On an individual level, VET teachers/trainers will improve and enhance their knowledge and the available tools that will help them control and evaluate the use of their personal digital data and history.2.On a societal level, VET teachers/trainers will be enabled to teach and promote safer and more responsible use of digital technology.And this is exactly where DiSCVET project steps in aiming to develop a new innovative form of training content along with an online simulation platform that will empower VET teachers/trainers throughout Europe to develop and enhance their digital sovereignty and digital security skills as well as to enrich their portofolio with relevant training materials for teaching others on digital security topics. Moreover, through the improvement of the VET teachers/trainers’ skills, the enhancement of VET organizations’ capacity for providing safer and more responsible digital education.The project’s main target groups will be:VET teachers/trainers (direct target group)VET organizationsEducation providers and organizationsExperts and decision makers at regional/national/European level and relevant networks of interest.ACTIVITIES & METHODOLOGYDuring the initial planning phases of this project and application, a detailed need analysis supported the fact that there is currently no single digital sovereignty and security competence framework for Europe. Therefore, the Framework of Digital Security Competences (IO1) will define the key components of competences needed by VET teachers/trainers to effectively integrate digital sovereignty and security protocols into their localized contexts, as well as to provide and validate an EU reference framework for developing and evaluating digital security competences. Based on the key skills and competences recognized and included in the VET teachers/trainers Digital Sovereignty Competences Framework, IO2 activities will focus on the development of an innovative training material aiming to enable VET teachers/trainers develop the necessary competences in order to increase the level of their digital sovereignty as well be able to train other people within their work.Last, but not least, through IO3project’s target group will have the chance to put the knowledge they acquired into practice by trying to successfully cope up with the interactive digital security simulation exercises.RESULTS & IMPACTDISCVET project’s tangible results will be:- A newly established framework of the necessary digital sovereignty and digital security skills and competences for VET teachers/trainers and other individuals;- An innovative micro-learning training material on Digital Sovereignty Competences;- An online platform through which VET teachers/trainers will be able to respond and react to various scenarios of cyber-attacks and digital security breaches;- An interactive Digital Sovereignty Toolbox for VET teachers/trainers which shall include all aforementioned tools and materials and ensuring a high level of accessibility and transferability of the project’s outputs and outcomes.Moreover, DiSCVET project is expected to have significant intangible results:- Increased capacity of VET teachers/trainers to develop more secure and fortified digital education environments and services;- Increased capacity of VET teachers/trainers for promoting and teaching a safer use of the digital technology;- Increased capacity of VET teachers/trainers for ensuring the protection of their and others’ personal digital data;- Increased self-awareness and critical thinking relating to the use of digital devices and the forms of digital communication;- Understanding and awareness of the effective application of digital security measures in day-to-day work and specific situations.

<< Background >>The European Green Deal sets Europe on the pathway to become the first climate-neutral continent by 2050, while the EU’s first-ever Gender Equality Strategy is designed to make gender equality in the EU a reality. Building synergies between these two strategies, especially in the rural area, will be crucial to improving gender equality in energy, climate, and sustainability space in Europe and harnessing Europe’s talent to support a green and sustainable recovery from the impact of the Covid-19 pandemic. European rural areas can be characterised by a gender-selective migration, since the number of women leaving rural areas exceeds the number of males doing so. This process results in severe demographic imbalances between and within regions, and hampers the solid economic and social development of rural areas. Although women in rural areas of the EU make up just below 50% of the total rural population, they represent 45% of the economically active population, and about 40% of them work on their family farms. Female entrepreneurs represent only one third of self-employed people in the EU and women farmers represent 30% of the total number of EU farm managers. What is more,women tend to play a greater role than men in natural resource management – farming, planting, protecting and caring for seedlings and small trees – and in ensuring nutrition and as care providers for their families. Yet, in the long run, no one – women or men, rich or poor – can remain immune from the challenges and dangers brought on by climate change. Therefore, adequate actions are needed to tackle such challenges. Greening the rural economy, as suggested by ILO guidance, should be at the heart of rural economies. It could be an engine for a sustainable economic transformation: powering the rural economy through green business initiatives; revitalising agriculture through durable and high productivity farming methods; fostering sustainable tourism; restoring ecosystems for productivity, income and resilience. Without appropriately targeted training, education, employment placement, financial tools and supportive social policies, transitioning to a green economy may exacerbate existing inequities and hinder global human development goals. Rural people’s access to education and training is often limited by financial barriers (e.g. training costs) and non-financial barriers (e.g. scarce education infrastructure, inflexible training schedules). Unequal gender relations and traditional gender roles entail specific difficulties for rural girls and women in accessing education and training. According to ILO (2019), 1.2 billion jobs (40% of total employment) depend on a healthy environment. Also, the estimations of ILO on measures tackling the environmental issues consider that taking action to address climate change can generate 24M new jobs by 2030. The EU analysis (Green Deal) showed that there is insufficient development of green entrepreneurship initiatives. In rural areas, many actions in the sustainable development area focus on agriculture and food, but these are less supported by fiscal measures or other public policies. The project addresses the need for transformation of the EU economy into a green one and the development of new skills required for both green jobs and entrepreneurship in the rural area, using digitalisation and social economy models. Fostering female social green entrepreneurship in rural areas can be crucial for the vitality of our countryside.<< Objectives >>The proposed project focuses on the adult education stream by aiming to foster social green entrepreneurship among women in rural communities through education in the form of practical local programs, which is the main objective of the project.The project aims at bridging the “gap” in the educational system between the need for new green skills and entrepreneurial skills and the lack of adequate educational content for the development of such skills, through an innovative training course for teachers in delivering green social entrepreneurship education, utilizing blended learning methodology.The specific objectives of the project are: a) Building awareness in rural areas about women and green entrepreneurship as vehicles of the empowerment of local communitiesb) Building the capacities of formal & non-formal educators in a rural area on green social entrepreneurship for women;c) Design & implementation of local programmes aiming at empowering women in rural area through green social entrepreneurship. d) Develop guidelines for stakeholders at local, national and European level about needed measures for building an enabling environment for women’s entrepreneurship in the rural area<< Implementation >>There is an important need for developing green skills in rural areas and empowering women to be more involved in social entrepreneurship. The project addresses the need for transformation of the EU economy into a green one and the development of new skills required for both green jobs and entrepreneurship in the rural area, using digitalisation and social economy models. For that purpose the consortium is going to implement the following activities: -Project Management activities: by developing a project management handbook to communicate all necessary information from the funding agency to ensure partner are following guidelines and rules regarding communication, project meetings, administration and financial arrangements.-Dissemination and Communication activities: To ensure the promotion of the project and the involvement of the stakeholders via online dissemination, multiplier and networking events, etc-Quality and Impact Evaluation activities: to measure and manage the quality of our work, understood as the congruence with the end goal of the project, the relevance to target groups and the professionalism of the execution.-Partners meetings: To help the partnership focus on how to organize the work to be done and how to complete the work done on specific results or activities that the project foresees during its completion.--Research, collecting of good practices, Learning, Teaching, Training, capacity building activities and networking. Through the collection of existing tools and experiences (PR1) will give the opportunity to better understand the European trends and especially to analyse the main gaps in supporting green social enterprises creation among women. The definition of a common online capacity building programme (PR2) tested thanks to the direct involvement of adult educators at the local level (Pr3 ) will facilitate intermediary organizations in supporting the creation of sustainability-driven activities. Finally, the Guide for stakeholders(PR4) will be developed for building an enabling environment for women’s entrepreneurship in the rural area Also an awareness-raising campaign will be designed by using the testimonies and the material collected during the different project phases. The aim will be not only to disseminate the project result to a large audience but also to sensitise communities, aspiring entrepreneurs and established entrepreneurs to the relevance of the green transformation and social impact.<< Results >>WE GREEN foresees four Project Results:PR1 Inspirational package: development of a sound and updated knowledge base repository on rural women’s green social entrepreneurship, necessary for the preparation of the upcoming activities. This repository will include reports at the national and EU level on specific needs of rural women and the exact problems they face, preventing their integration in the labour market and fostering green social entrepreneurship and a collection of best practices related to green social entrepreneurship for women in rural areasPR2. Development of the capacity building programme for formal and non-formal educators working with women in a rural area: a training programme for formal and non-formal educators working with women in a rural area. For delivering the training programme, it will be developed a comprehensive interactive online tool that will serve both the delivery of the capacity building programme for formal and non-formal educators and make available useful information for the development of green social entrepreneurial skills in rural areas. This includes the development of the capacity building programme and information material for formal and non-formal educators, along with the basic tool that will be utilized for their delivery (online platform).PR3. Implementing Capacity building programme at the transnational and local level. Delivery of the capacity building programme for formal and non-formal educators supporting women in rural areas with the upskilling path in green social entrepreneurship. It involves the training of trainers that will deliver this training, following a 3-day transnational webinar. The capacities of 40 formal & non-formal educators of rural women/social entrepreneurship/green skills in the 4 implementing countries (Romania, Cyprus, Slovenia and Serbia) will be developed in terms of implementing the developed capacity building programme in green social entrepreneurship.PR4. Guide for Stakeholders. Elaboration of a guide for stakeholders at local, national and European level with recommendations about building an enabling environment for women’s green social entrepreneurship in the rural area. For local and national level a toolkit will be developed on local policies and best practices for the inclusion of rural women at the local level having education and training as the main vehicle. In this toolkit will be highlighted the key success factors in each case, the specific skills and competencies necessary for the successful implementation of this practice, as well as dos and don’ts for future reference.5 dissemination events (4 at the national level and 1 at EU level); dissemination activities and awareness campaign in order to promote social green entrepreneurship among women in rural communities The networking activities proposed allows the creation of long-lasting relations between stakeholders at the national, regional and European level to increased synergies and linksbetween education and business; to reinforce interaction between practice, research and policy in each system; intensified use of open educational resources (OER) for continuoustraining of the teaching community; to increase the number of good practices in content and language integrated learning.The educational professionals will learn the importance of fostering green skills, especially in rural area, through methods and tools (online education platforms) to deliver high-quality education. Furthermore, they will improve their digital competencies and their understanding of green transition in a digital Europe

CONTEXTThe update of EU VET strategy is of utmost importance in order to ensure the implementation of the 1st principle of the European Pillar of Social Rights which says that “Everyone has the right to quality and inclusive education, training and life-long learning”. In this regard, VT Umbrella Organizations (EVBB / EVTA) believe that they should take action, creating the knowledge depository needed with e-learning modules, training methodologies and techniques, available to all -especially the regional, local and smaller VET providers, who do not have the opportunity to adjust to the new e-learning environment.Within this context, STEP 3 is an answer to the challenges related to the rapid transition to new forms of e-training in the VET environment. The 30 new training modules developed during are going to support the digital upskilling of VET trainers/teachers and tutors. The digital upskilling is going to be made within the DigiComp Framework (DigiComp2), covering all 5 areas of the Framework, namely: 1. Information and Data Literacy (VET Teachers / trainers) - 5 modules 2. Communication and collaboration (all target groups) - 8 modules 3. Creation of Digital Content (all target groups) - 7 modules 4. Safety (VET Teachers / trainers and Tutors) - 5 modules 5. Problem solving in digital environments (all target groups) - 5 modulesOBJECTIVES The following Objectives (O) are being adressed in the Project:O1: Reinforce the ability of VET providers to provide high quality, inclusive digital education.O2: Provide new upskilling OER (30 in total) for VET Teachers, Trainers.O3: Building capacity to VET providers to implement online, blended and distance teaching and learning O4: Develop high quality digital content, promoting innovative methods and tools for e-teaching and e-learning for the members of the two VET Umbrella Organizations and available for all O5: Promote and deliver networking opportunities among VET providers , achieved through the participation of the two largest VET Umbrella Organizations that team together (EVBB and EVTA)O6: Development of tailor made solutions adaptable at a Regional/Local levelPARTICIPANTS 1. VET providers particularly the smaller ones (regional or local level) who are going to have access to state of the art and tailored e-training modules, that they would otherwise not be able to develop. 2. VET teachers and trainers who are going to acquire better digital competences 3. VET Tutors and career counsellors, who will have access to ready to use software and e-modules in the form of OER 4. VET learners who are going to have a better learning experience in an e-environment.ACTIVITIES - METHODOLOGYIn STEP 3, based on the Needs Analysis and the identification of the Project Objectives and Results to be achieved, we have prepared a coherent project implementation plan, that includes: • 3 Intellectual Outputs, • 1 Joint Staff Training Event • 4 Transnational Meetings, including the Kick-Off Meeting • 6Multiplier Events, including a final ConferenceRESULTS - IMPACT The following results (R) and Impact are going to be achieved during and after the STEP 3 project is going to include: • Better understanding of the actual needs of VET Teachers and Trainers (including the VET Institutions they are representing) since EVBB and EVTA in total have more than 100 VET Institutions as members, from 34 different EU countries • Easier access to training modules for the upskilling of the digital skills and competences of Teachers and Trainers. • Better quality of learning content, complying the desing of the OER with DigiComp, the EU Framework for Digital Competences. • Increase of the learning experience for the VET learners, who are going to enjoy a better e-learning environment and better training solutions / techniques that will help them to be more competent in their professional life. • Increase of the accessibility to the OER through the large networking potentials emerging from the collaboration of two of the main VET Umbrella Organizations (EVBB and EVTA)LONG TERM BENEFITSThe project outcomes (30 training modules) are going to be included in the EVBB/EVTA depositories, awailable for the long-term to their membres and open to be accessed by all interested stakeholders. At the same time the VET teachers/trainers/mentors digital upskilling needs Analysis implemented under IO1 is going to serve as a reference point to other EU Institutions, including CEDEFOP and ETF.

<< Background >>According to UNESCO-UNEVOC, the introduction of entrepreneurial learning in VET institutions is an effective and practical means of cultivating transferable skills, that are essential and in high-demand, in a constantly changing world. In this context, the European Commission has published the “Entrepreneurship Competence Framework” and has highlighted the value of entrepreneurial competences in the Skills Agenda, so as to raise consensus about entrepreneurship education. Nevertheless, the VET system is yet to adapt, so as to promote the competences that graduates will need to be equally integrated in the labour market. In addition, the competence of entrepreneurship, as well as the entrepreneurial readiness among VET graduates is low, as only an average of 32,6% of VET students participate in entrepreneurial learning programmes, that in most cases are not a compulsory part of their studies. Based on the above and in a logic of lifelong learning, the following needs (Ns) are created:N1: Upskilling of VET graduates so as to be capable to launch their own business, and to ensure their equal and seamless access to the labour marketN2: Transformation of the training system, in terms of entrepreneurial capacities N3: Design and development of resources and good practices for the active support of VET students in entrepreneurial initiatives (entrepreneurial methodology tools, networking opportunities, hackathons ect.)N4: Inclusion of the fostering of the entrepreneurial spirit in VET, in mainstream policies.<< Objectives >>This project is focused on the fostering of the entrepreneurial spirit among VET students, so as to improve their integration in the labour market. This will be achieved through the:•Upskilling VET staff and teachers on key entrepreneurial skills and competences (Result 2)•Improvement and update of the operations, procedures and practices of VET institutions, in terms of entrepreneurship, based on the Model Institution, to be developed in EntreVET (Result 1). On this basis, the main objective of the EntreVET project is to create an open and entrepreneurship-friendly environment in VET institutions, which will enable VET students to start new business ventures and start-ups and improve their employment opportunities, within the EU labour market.In order for this objective to be achieved, two specific objectives are set, that cover the two levels of action to be undertaken, during the EntreVET project. In detail, the first specific objective is to boost the entrepreneurial skills and competences of VET students, so as for them to be capable to engage in entrepreneurial initiatives. The second one, is to upskill the VET staff and teachers with key entrepreneurial capacities and competences, so as for them to transfer their entrepreneurial skillset to VET students, through their practices and working culture.<< Implementation >>A number of activities, procedures and steps have been planned to be implemented, under the EntreVET project. In detail, the partnership is going to:•Implement 3 Results, comprised by 13 Activities, where we are to develop1.One Assessment Tool, which will be comprised by an assessment and evaluation methodology of the entrepreneurial practices of VET institutions, as well as a certification scheme for the award of a label of entrepreneurship. The award will be received after both the evaluation of the VET institution in question and the upskilling of the VET staff and teachers, via the OER developed (see next point)2.One OER tailored to the entrepreneurial needs of the VET staff and Teachers, comprised by one core curriculum and two specializations (one for each type of learner, VET Staff/Teacher)3.One Policy Recommendations Report, which will be communicated with both stakeholders and policy makers. •Organise 4 Transnational Project Meetings, the first two (kick-off meeting and TP2) are to be held online, due to the restrictions of the Covid-19 pandemic, while the TP3 and TP4 are to be face-to-face meetings. •Implement a total of 4 Multiplier Events, to present and disseminate the project results to relevant beneficiaries and stakeholders, the forth one being a Final Conference in Brussels (organised by EVBB), so as to reach more policy makers at an EU level.<< Results >>The following results are being expected, during and after the implementation of the EntreVET project:R1: Boosting of the employability of VET students, via their upskilling on the entrepreneurial competences needed to become self-employedR2: Enhancement of the attractiveness of VET education, due to the improvement of the employability of VET graduates and the adoption of innovative practicesR3: Increase of the position of VET institutions in ranking systems, due to the adoption of entrepreneurial practices, through the evaluation and award of a label of entrepreneurial competencesR4: Upskilling of VET staff and teachers, through the use of innovative, e-learning material in the form of Modules, leading to better understanding of the entrepreneurial skills and behaviour R5: Increase of the entrepreneurial spirit among VET students, through their exposure to the entrepreneurial practices and support implemented by their institutionR6: Mainstreaming of the good practices of the project, at an EU level, through the reaching out to respective stakeholders and policy makers. Based on the above qualitative results the following tangible results are to be achieved:•One (1) Model Institution (available online as an interactive resource) of entrepreneurial capacities, covering the design, development and updating of Offices of Entrepreneurship of VET institutions (see R1/A1)•One (1) Assessment Tool comprised by an assessment methodology of the entrepreneurial capacities and a certification scheme for the award of a label of entrepreneurial capacity in VET institutions (see (R1/A2-5))•One (1) Core training curriculum addressed at VET staff and teachers on the topic of entrepreneurial behaviour and competences (see R2/A2)•Two (2) specialized training modules, based on a 2-dimensional approach, each one addressed to VET staff and teachers respectively (see R2/A3)•One (1) MooC platform, for the publishing of the developed OER (see R2/A4)•Ten (10) policy recommendations on the current entrepreneurial practices and needs of VET institutions based on the data of the Assessment tool (see R3/A1)•One (1) Final Policy Recommendations report, after consultation with stakeholders and policy makers (see R3/A2-4)

CONTEXT - BACKGROUND This project is focused on the design, testing and integration of QA methods and tools that consistently enhance the quality of e-learning in the VET environment, in various combinations of technology-supported Trainings. The e-learning delivery during the first wave of the pandemic has shown that the extent to which technology is integrated in the operation of a VET Provider and the design and delivery of e-learning solutions is dependent on the size and previous experience of each Provider, creating inequalities between the large and regional/local VET Providers. Other dependencies that affect the design and delivery of VET e-learning courses include the Subject (Profession) of the Training, the preferred style of teaching and the VET teacher's skills and competences, creating a situation where different VET Providers offer a different learning experience for the same subject, creating confusion to the learners, affecting the image of VET, since they learners are not sure whether they are acquiring the same level of skills and competences as in the physical face to face learning environment. On the other hand, methods, tools and system model for the quality assurance in the design and delivery of e-learning have been developed for HEIs who have a long-standing experience in distance learning, while the VET System lacks of such supporting mechanisms. EQAVET, a detailed framework for quality assurance in VET, is only covering the design and delivery of physical face2face trainings and not the transformation needed for delivering the same VET learning experience online. OBJECTIVESWithin this context, a number of activities, procedures and steps, affecting -directly or indirectly- the quality assurance of the design and delivery of Vocational e-learning, are being included in the PERCEIVE Project. Our approach covers not only the training provision process, but all related fields, such as legislation, financing, organization and management of e-learning, technical solutions needed, upskilling of human resources, including VET Teaching and other VET Staff.Hence, the objectives of the project include:1. To propose a process-oriented lifecycle model for ensuring quality in e-learning development and delivery.2. The development of a QA Certification that is going ensure that specific quality criteria are being applied in the design or delivery of e-learning solutions. 3. The delivery of Training Material for VET Professionals supporting the adaptation of the QA Framework in their operation. NUMBER AND PROFILE OF PARTICIPANTS • VET providers who wish to design and deliver e-learning programs / curricula, assuring the quality of the delivered Trainings • VET Leaders who are going to receive QA certification for their e-learning programs / curricula • VET teachers who are going to deliver better online teachings, with training solutions that are in compliance to the new VET e-larning QA Framework • VET learners, who are going to participate in better Vocational e-learning programs, resulting to their upskilling and to better employment opportunities in the post-covid labor marketMAIN ACTIVITIES • 3 IOs and 15 Activities in total are foreseen, while a JST is going to provide a realistic testing of the QA Framework, its functions and processes. • 4 Transnational Meetings (the first virtual) • 5 Multiplier Events • 1 Consultation with stakeholdersRESULTS • One (1) QA Framework (available online as an interactive resource) covering the design and delivery of e-learning in VET is going to be developed and introduced to the VET System • One (1) Certification of Quality for VET e-learning programs is going to be introduced • Fifteen (15) e-learning Courses are going to be subject of QA, using the new Framework • Fifteen (15) VET e-learning course Quality Certificates are going to be awarded • Five (5) e-tools related to the adaptation of the QA Framework in the VET system are going to be developed and made available for download or accessed online. • One (1) consultation with representative stakeholders, taking the form of an Expert Panel is going to be organized (to review and finalize the QA Model) • Training material (8 modules) for VET Professionals, including VET Teachers, upskilling them in regards to QA in the design and delivery of VET e-learning courses, is going to be made available on-line in the form of OER.IMPACT - LONG TERM BENEFITSThe design and delivery of the VET e-learning QA Framework, accompanied by a relevant Certification are expected to create a systemic Impact in VET, since the two main VET Umbrella Associations are going to adapt it and present it to their Members (VET Providers). The creation of a Quality Label is going to increase the acceptance of VET as a first choice, enhancing the wider acceptance of the quality of the VET e-learning programs, which is vital in the covid/post-covid era.