<< Objectives >>Many companies have been challenged during the pandemic to attract and retain talent. Not surprisingly, smaller companies have had the most difficulty. They simply don't have the resources, know-how and capacity that larger organisations have.RE-CREW intends to support the sustainable growth of EU small businesses, making them informed, prepared, aware, equipped with innovative tools and skills to effectively perform recruiting and hiring. In other words: finally ready-to-labor-market<< Implementation >>Starting from the investigation of the current state of EU small businesses, with focus on their ability to execute recruiting/hiring in the pandemic era and future trends, RE-CREW will deliver: an innovative training curriculum for EU small businesses to effectively carry out recruitment and hiring; a performing digital tool to check the actual recruiting/hiring capacity of small businesses; the Open Guide for VET Trainers to facilitate the re-use of the RE-CREW training curriculum and tools<< Results >>RE-CREW will:- ensure the full understanding of the EU small businesses’ capacity to deal with recruiting and hiring in all its phases;- allow EU at least 60 EU SMEs to express their full potential, grow in sustainable way and address the new challenges of the labor market; -support the VET providers and business support organisations in extending their service portfolio by integrating innovative tools, consultancy and training for the small businesses, the key players on the EU single market

Small NGOs (SNGOs, <15 employees) in Europe are facing rising operating costs in terms of new skills to acquire, accelerating competition for public funds, and shrinking government support, particularly in countries suffering from nationalism and restricting laws. SNGOs are facing higher operational costs and worse visibility (particularly with regards to refugee support). At the same time, in 2018 the EU Commission launched a plan to protect European values having a special focus on NGOs, launching a new Justice, Rights and Values Fund aimed at strengthening civil society facing several threats in several member states. In fact, as also the Fundamental Rights Agency stated in the same year, European civil groups are far from reaching sustainable long-term financing – this is expressed in short-term projects or in not-qualified personnel doing the fund-raising. As such, every year SNGOs face to quit as they cannot plan ahead – this is transversal in Europe and particularly evident in Southern states. The project regards particularly to the dramatic data regarding financial and digital education – 1 out of 3 adult Europeans are not sufficiently equipped to reach satisfactory digital competencies or with sufficient financial literacy. e-PATTERNS (E-learning platform for up-skilling in fund-raising practice, financial digital literacy in NGO management) wants to support poorly- ICT-equipped SNGO practitioners (30+ years old) who need to be up-re-skilled in ICT & financial literacy (budgeting, planning ahead, choosing products (brand) and using independent advice )to develop strategic competencies in fund-raising, crucial for the development of any social project. Gender makes the situation even more dramatic, both in Italy and in the rest of the partner countries. Fund-raising (as financial literacy) requires a broad approach - entrepreneurial techniques, financial analysis, digital knowledge and branding are required for social projects. Differently, SNGOs often see fund-raising just as limited tool to finance something, and not a permanent strategic activity that regards entrepreneurship strategies, financial and digital positioning as well as digital marketing techniques.e-PATTERNS aims to up-re-skill adult SNGOs practitioners (30+ years old) to support their work in fund-raising and strategic digital positioning through new technologies, developing a web-platform to help strategical planning and to incubate projects in a sustainable way, creating also a self-assessment tool to analyse the state of digitisation within the organisation. Indeed, the project wants to support concrete SNGOs projects in each partner country, improving also working flexibility of adults in SNGOs which face the hop-in/hop-out problem with regards to job market.Specific objectives:- Train low-skilled adults and develop their competences in financial literacy/fund-raising through simplified ICT tools developing a Step-by-Step Educational Framework connected to Open Badges System (OBS) to be tested/complete through two specific training sessions during the project life time;- Support local projects incubating them through fund-raising preparatory actions (or through crowd-funding, partnership building, budget planning etc.) during the project enhancing the impact of SNGOs (C1,C2);- Create a web-platform hosting an interactive online step-by-step web tool to guide target group users in learn financial basics to make a fund-raise plan, where they can train/consult FAQ/orienteer better. Learning qualification will be issued through Open Badge System.- Define/develop a self-assessment tool for digitisation of SNGOs in order to define areas of work and training patterns within organisations.The project main aim is to empower at local level SNGOs and to improve the project management, implementation and delivery of them in order to keep them alive within the European democratic system.

<< Background >>Schools are important arenas for interventions among children, as health promoting initiatives in childhood is expected to have substantial influence on health and well-being in adulthood. During health crisis, like COVID-19 pandemic, promotion of public health and issues regarding self-protection are crucial, not only for the adults, but also for the children. Especially for children 6-12 years old, it is very important to teach them in a way that they will better and easier understand issues related to health and self-protection.One of the main policies in all EU countries is the promotion of health education to children. Health education builds student's knowledge, skills, and positive attitudes about health. Health education teaches about physical, mental, emotional, and social health. It motivates students to improve and maintain their health, prevent disease, and reduce risky behaviors. For this reason, teachers in primary schools must find innovative methods to support and make children understand issues regarding health, self-protection, and public health. Covid-19 proved the lack of adequate health education of children in several countries as well as the inadequacy of the lack of digital tools in learning to be used for distance learning.Digital Game-Based Learning (DGBL) is an innovative method in supporting children to the learning process not only in classes, but also by distance. DGBL is one of the best ways to teach students in primary schools, as it creates a new perspective in learning culture, which go hand in hand with the interests of the pupils. Digital Educational Games (DEG) are an innovation in primary education, that can enhance children learning and acquiring skills. The integration of DEG in the school environment of primary education, could effectively contribute to reforming the educational system. Primary education teachers can play a crucial role in supporting children’s DGBL. By developing activities to deploy digital tools and methods to deliver quality and inclusive education through online/virtual means, teachers will be able to provide qualitive and inclusive training to children in such serious issues as prevention in health issues.i-Learn4Health project is aiming to help teachers in primary schools to provide health education to children 6-12 years old. Teachers will be trained not only in theoretical aspects, but mainly in how to apply in practice the DGBL method, by using the Digital Educational Games which will be developed by the project partners. The target groups of the project are: teachers & head teachers in primary schools, teachers responsible for health & safety in primary schools, children 6-12 years old & their parents, primary schools’ teachers’ networks & organisations, experts/professionals in DGBL, experts/professionals in children education, training institution, parenting networks & organisations, organisations promoting health education, organisations for children education, public & private educational & health authorities & stakeholders.The project will be implemented by 8 partners organisations from 5 EU countries, which respond to the exigency of creating a unitary approach & common operating procedures in promoting & raising awareness for health education in primary schools through DGBL:1.University of Patras (Greece)2.C.M. SKOULIDI & SIA E.E. “p-consulting” (Greece)3.C.F.C.D.C. CENTRE FOR COMPETENCE DEVELOPMENT CYPRUS (Cyprus)4.DIMOTIKO SCHOLEIO AGIAS NAPAS - ANTONI TSOKKOU (Cyprus)5.OIC Poland Foundation (Poland)6.Free Trade Unions Federation in Education FSLI (Romania)7.Centro San Viator (Spain)8.ERROTU TALDEA, S.L.P. (Spain)Regarding the needs in partners’ countries, i-Learn4Health is an innovative project which will upgrade the quality (as well as content) of the offered services in primary schools. Furthermore, schoolteachers & rest of staff will be equipped with the knowledge & competencies, to educate children in public health<< Objectives >>i-Learn4Health project is aiming to help teachers in primary schools to provide health education to children 6-12 years old. Teachers will be trained not only in theoretical aspects, but mainly in how to apply in practice the DGBL method, by using the Digital Educational Games which will be developed by the project partners. Main objectives of the project are to:enable the teachers (and children) to develop a scientific point of view of health with reference to traditional and modern concept of health.enable teachers to provide high quality health instruction and utilization of curricula that reflect the characteristics of effective health education.promote Digital Game-Based Learning (DGBL) in primary schools.<< Implementation >>its lifetime:Project Management & Financial Plan. This activity will be carried out from University of Patras (lead partner) and will include the timetable of all activities, outcomes, time limits, milestones, etc. It will also describe the reporting requirements & the communication rules & tools. Transparent rules of management & direct contacts between all project partners will be the foundation of effective project implementation.Educational actions implementation material. It will be carried out by University of Patras and all partners will be involved to prepare the educational material for each health promotion section proposed for each student age. Project Dissemination Plan. It will be carried out by p-consulting & will include the following aspects: target groups, dissemination objectives for each target group, schedule of the dissemination activities, project logo-slogan-key messages, number of the individuals & organisations reached, partners' tasks & responsibilities, promotion & dissemination tools, reporting information etc.Exploitation of the Results Plan. This activity will be carried out by p-consulting & will be focused on integrating the project results into national practice & provision in their respective countries as part of the overall strategy.Project logo – Promotional Material. It will be carried out by p-consulting. The project will have its own identity via a project logo, which will be graphically & verbally uniquely identified, so as to be effective for any visual & search engine web research. Promotional material will also be developed (leaflets, project cards etc) & will be used in dissemination activities.Project Website - Social Media (creation, updating & maintenance). A project website & social media accounts will be created & updated in regular bases by project partners. The activity assures that target groups will know & use the project results, during & after project life span. The activity is necessary for the sustainability of the project results. Project website will be in English & in all partners’ languages.Dissemination activities. They will be carried on by all partners so as to disseminate & exploit the results through traditional channels, to identify outside bodies that need to be aware of, or involved in project, to determine how partners can use existing networks for dissemination, to ensure the continuing visibility, accessibility & use of the results after the end of the project, to explore opportunities which could lead to the project results being transferred to & exploited in other countries.Risk Management Plan. It will be carried out by COMCY. The purpose is to identify risks within the project, categorize & prioritize each risk, determine the likelihood of the risks occurring, identify the impact on the project if risk does occur, identify preventative actions, develop list contingent actions to reduce the impact, schedule these actions within an acceptable timeframe & monitor the status of each risk.Quality Management Plan. It will be carried out by Errotu & aims to assure the quality of implementation of the project tasks & results & the continuous improvement. It will also help to establish a support mechanism for the project management in order to ensure smooth cooperation between partners & a successful implementation of the project.Sustainability Plan. It will be carried out by FSLI & it will be a guide for project partners for the sustainability of the project after its end. The purpose is to develop a comprehensive approach for the sustainability of project results through a SP that will serve as a tool & a road map for helping project partners to coordinate efforts, track progress & focus energies on the highest priorities. The SP will set goals & strategies for the sustainability of the project results after its end & will identify opportunities for change and progressNewsletters. 5 newsletters will be produced by Centro San Viator, so as to inform<< Results >>The project will produce the following results, which are addressed to teachers, head teachers, teachers responsible for health & safety in primary schools etc:PR1:Electronic Diagnostic Tool for diagnosis of the factors that influence students’ effectiveness of knowledge acquisition in DGBLA multidimensional electronic tool will be designed for diagnosis of the factors that influence the effectiveness of knowledge acquisition in DGBL for children in primary schools (6-12 years old), with emphasis given to health promotion and health education. Factors such as enjoyment, happiness, and intention to use are important attitudes in learning educational games and increasing learning performance. It will be a Digital Tool (in English, Greek, Polish, Romanian and Spanish) easily available via Internet without any physical barriers. The Tool will be accessible online via computer, laptop or smartphone.PR2:Digital Educational Games for health promotion and health education in primary schools. Digital Educational Games will be developed focusing on health promotion and health education of children 6-12 years old. The games will have different thematic according to the age of the children. Analytically: 6-7 y.o: Healthy dietary habits7-8 y.o: Be Active-Train yourself8-9 y.o: Accidents and Protection9-10 y.o: Stereotypes and stigma in community10-11 y.o: Internet addiction11-12 y.o: Sexual health promotion and interpersonal relationships-The gender differenceThey DEG will be designed respecting all the protocols for WCAG2.0 with graphic elements properly designed for the avoidance of too many texts (thus easier to be used from a wider target group of users), including animations where needed. They will be web based but hosted on a platform with PWA technology (thus downloadable to a mobile device) and fully responsive, playable from all kind of devices. The technology to be used is H5P (Richer HTML5 Content in Existing Publishing Platform like Wordpress or HTML) to be homogenized with the rest of the website of the project and also with a button to download (respecting the transferability of the games).The DEG will be developed in English, Greek, Polish, Romanian and Spanish.PR3:Online Training Program in Health Promotion and Health Education through DGBLAn Online Training Program will be developed for teachers/head teachers in primary schools, targeted on health promotion and health education through DGBL to children 6-12 years old. The aim is to upgrade their skills on health education and on how to use the method of DBGL so as to teach children on public health issues and self-protection.Learners will be trained on:The Online Training Program will contain information regarding:•what is public health;•The characteristic of each thematic section in each class•how do we train children (6-12 years old), according to their age, on health issues and public health;•why it is important children (6-12 years old) to learn and understand about health issues and public health;•why and how to use Digital Game-Based Learning (DGBL) method in the learning procedure;The training program will be available in the form of e-learning in English, Greek, Polish, Romanian and Spanish, and it will be free of charge, easily accessible and available for the public.

"<< Background >>Presenting the new EU Plan for Digital Education and Training in September 2020, the European Commission reminded that in the post-Covid era it is necessary to improve the use of digital technology for teaching and to promote the development of digital skills.By turning the attention, through Cedefop, to the impacts of pandemic management in the VET systems of the partner countries, it emerges that almost all the countries analysed have developed actions to support the training systems.•In Italy, online training resources have been made available free of charge, but practical difficulties have been emerged due to lack of access to tools, materials, equipment and technology. •The Spanish system has launched several learning platforms to support online trainers and learners, without putting them into a system, and it has selected a number of methodologies and activities to facilitate teaching.•In Germany, actions have been taken to maintain a stable VET system (based on the dual system), organizing the learning according to safety standards and supporting companies offering apprenticeship positions.•114 out of 124 Greek public VET institutions (IEKs) have launched asynchronous teaching platforms and started to deliver synchronous distance learning. Trainers have been delivered short training sessions on digital skills. •Belgium has carried out the provisions contained within the ""Wallonia Digital Barometer - Digital Education"" and the ""Flemish AI Policy Plan"" without making major changes to VET.Despite the deserving efforts made, the overall picture that emerges is of strong fragmentation and lack of homogeneity along with the relative difficulty of systemizing and scaling the different experiences. Hence the need for a systematization of good practices at European level, as well as the development of a learning model that starts from the self-assessment of the digital skills to the personalized design of learning content.The trend we are witnessing is the STABILIZATION OF A HYBRID MODEL, with short and dedicated classrooms for in-depth learning, integrated with online training, which will transform trainers into ""coaches"" able to design increasingly personalized paths through digital technologies (in particular AI - Luckin, 2016). It is therefore necessary to invest in trainers' digital skills, providing tools to support online teaching, and in technologies. In the light of this comes the project ""e-VET for Artificial Intelligence"" (e-VET4AI).In terms of Target Group needs:- Concerning TRAINERS the project will respond to their pressing upskilling needs determined both by the digitalization of the teaching and learning practices and by the digital revolution which is impacting the whole economy and particularly the mechanical segment (Industry4.0). - Concerning e-VET INSTITUTIONS, the project intend to address 3 different needs being those of a) opening up education to different targets (i.e. Adult, disable people) thanks to a full integration of digital learning into their curricula b) supporting their digital transition - both via upskilling their trainers and offering ""ready to use"" digital tools, contents and platform/app c) modernizing their training offer, which currently do not prepare young people sufficiently for the digital economy and society, to better respond to the changing needs of the labour market (i.e. Industry4.0).- Concerning the STUDENTS and WORKERS the project will answer to the following needs: a) have access to more flexible (going beyond the limits of the classroom ) and customized (personalized based on the individual needs) learning experiences b) get prepared for the new ""digital"" economy developing those skills (both transversal and vertical) requested by the labour market.- Concerning the METALMECHANICAL COMPANIES the project intends to address to the skill shortage in the sector by better preparing youngsters for the new jobs connected to Industry4.0.<< Objectives >>The project aims to support trainers active in mechanical training courses in the development of new digital skills and confidence in the use of new teaching methodologies, to be integrated within more traditional teaching methods by means of: a survey on the DIGITAL PROFICIENCY of trainers, via a SELF ASSESSMENT TOOL; an e-VETrainers PLATFORM, and related APP; the DESIGN OF A TRAINING TOOLKIT for the engineering sector, focused on the frontier technologies of AI and DA.The project also aims to achieve the following objectives:•Increase the digital skills of trainers, using the DigCompEdu framework;•Implement blended and distance training methodologies, including international cooperation;•Identify and test digital tools to support IVET, particularly on topics related to Industry 4.0;•Increase the digital readiness of IVET institutions in mitigating the impact of the Covid 19 pandemic (and any other situation requiring distance learning) on class-based teaching, especially in industrial and technical VET programs.The decision to focus on the mechanical segment of VET is suggested by the severe impact that the health emergency has generated on the engineering sector (it is estimated an average drop of GDP in the EU-27 of -7.1%, respectively -9.1% in Italy, -7% in Germany, -8% in Spain, -10% in Greece and -6.9% in Belgium, source VDMA 2020), the final recipient of the VET activities.<< Implementation >>The project foresees 3 Rs, 5 Es and a LTTA. Support activities will be ensured. These activities can be grouped in the following phases, which determine the methodological approach for the achievement of the project results and objectives.ANALYSIS, BENCHMARKING AND VALIDATION PHASE (R1, R2)To validate and contextualize the research carried out in the design phase and update it, the partnership will be involved in: •a working table (R1/A1) with the consortium of the SELFIE FOR WBS TOOL, with the aim of creating synergies and prospects for integration in view of the design of the e-VET SAT; •territorial Focus Groups (R1/A3) with representatives of organizations outside the partnership, with the aim of investigating how the Covid-19 has impacted in their training contexts.The result of these phases are both important for awareness raising on project target groups, and instrumental for the the design of project results.At the technical level, a research and benchmarking analysis will be carried out on the technological tools best suited to support the e-VET SAT (R1-A2) and the Platform and the project App (R2-A1).CO-DESIGN PHASE (R1, R2, R3, LTTA C1)All Project results will be characterized by a specific co-design activity of their contents and related frameworks.The e-VET SAT and the e-VETrainers Platform and App will see the involvement of all the partners in their co- design and elaboration (R1/A4 for the former, R2/A2 and A3 for the latter).The design phase of the e-VET4AI Training Model (R3) will be initiated by an international co-design session (LTTA C1) in which the participants (trainers and experts from the partner institutions) will define the main designing elements for the toolkit. In fact, these principles will support the partnership not only in the micro and macro-design of the contents and structure of the training toolkit itself (R3-A1 and A2), but will also be taken into account in the elaboration of the reference Guidelines (R3-A4).TESTING AND PILOTING PHASE (R1, R2)The e-VET SAT will be tested within the partners (R1-A5), the User Test of the developed Platform and App will be carried out (R2-A4), their Go Live will be realized (R2-A7) and the macro/micro design activities of the e-VET4AI Training Model will be implemented (R3-A1 and A2), foreseeing the total involvement of 40 trainers. This latest activity (Go Live, R2-A7) will be open also to 80 trainers coming from IVET institutions outside the partnership.Modifications may be made to the Results according to the evaluation results. PHASE OF DISSEMINATION AND EXPLOITATION OF RESULTS (E1-5)The CDP will be discussed at a very early stage of the project (M3) while the Exploitation and Sustainability Plan will be discussed preliminarily at M12. These choices respond to the need to reach an agreement with the partners as soon as possible about what tools and results the partnership intends to exploit after the end of the project and what mechanisms to do so. During the project a series of promotion and dissemination activities will be organized to inform the target groups about the project activities and expected results and to involve them in different project phases. These efforts will culminate in the organization of 4 local dissemination events (E1-4) and 1 final conference (E5), which aim to promote the adoption of the tools developed by the project also outside the partnership and at European level.External actors (VET bodies and companies) will be invited to sign a MoU to confirm their commitment in uptaking project results .<< Results >>The project aims to initiate a process of OPEN INNOVATION in which the European IVET systems are open to practices developed in other contexts through the sharing of a VIRTUAL LEARNING SPACE, achieving the following Results.1.Upskilling trainers (from both partners and other VET institutions) on teaching and learning methodologies, necessary in the current era, using digital technologies.The development of the SELF ASSESSMENT TOOL ON DIGITAL PROFICIENCY (R1) will contribute to the achievement of the above. This tool will be structured as a questionnaire, built around the areas of observation provided by DigCompEdu, aiming at testing the level of Digital Proficiency of trainers and outlining the progressive acquisition of skills and practices able to advance them on the scale of reference . We will investigate skills in the USE OF DIGITAL RESOURCES, TEACHING and LEARNING and EMPOWERMENT OF OUR LEARNERS.The implementation of the WEB PLATFORM e-VETrainers (R2) will contribute to the achievement of this result. The Platform, and the related App, will be designed to facilitate collaboration and sharing between trainers on the creation of interdisciplinary DIGITAL LESSONS, aggregating in a single web space: 1) multimedia tools; 2) communication tools; 3) content developed at the level of CLASS, MULTICLASS or ENTITY. The design ingof an ONLINE TRAINING TOOLKIT (R3), addressed to the mechanical training system with a focus on AI and DA, will contribute to the achievement of the above result as it will allow trainers to test the developed materials, also measuring their ability to use innovative digital tools.Finally, this result will be achieved through the participation of trainers in Multiplier Event E1-E5 and LTTA C1 activity.2.Upskilling trainers of the partner organizations on Key enabling technologies for Industry4.0 (AI and DA), with a twofold purpose:•pedagogical - AI is increasingly considered a strategic technology that the VET system must look at to improve its innovation and distance learning design capabilities; •thematic - AI, closely linked to data and information analysis (Data Analytics), is one of the technologies that the productive plants look at with interest as a frontier technology. The IVET system should update its training offer incorporating AI and DA in order to address the new labor market needs.The DESIGN OF THE TRAINING MODEL (cf. R3) and the short mobility activity C1 e-VET4AI Learning, Teaching, Training Activity (LTTA C1) are designed to contribute to the achievement of this result.3.The strengthening of a network for good practices exchange at EU level, encouraging cooperation between partner institutions and with other European training institutions involved in the project and the main European stakeholders and policy-makers.The cooperation between trainers and VET providers, aimed at developing a roadmap for IVET Digital Innovation, will be promoted and implemented through the activities planned (Focus Group, R1-A3; e-VET SAT administration, R1-A5; e-VETrainers Platform and App User Test, R2-A4; Workshop, R2-A6; Go Live of the e-VETrainers Platform and App, R2-A7; LTTA C1) and it will be incentivized by the nature of its Results (in particular of the e-VETrainers Platform).Finally, through the Multiplier Events (E1-E5) and the Final ConferenceCall To Action, the Communication and Dissemination Plan and the Exploitation and Sustainability Plan, designed to promote and use the Results achieved at local and European level, the project intends to give life to a network of VET institutions and stakeholders that can exchange good practices and experiences to feed the debate around the Digital Innovation of the European VET System."

"<< Background >>Cyber attacks against SMEs are on the rise (77% of cybercrime), as SMEs represent an easy target (65% of SMEs have no data security policy). As SMEs account for 99.8% of all enterprises in the EU, they are and will continue to employ today's VET students. Furthermore, many companies say that young people leaving education are not ready for the workplace. More than 40% of businesses in Europe looking for ICT specialists say they have difficulty finding the right people. Especially in the field of cyber security and information security, there is a global shortage of professionals which leaves businesses and organisations at risk. Nevertheless, lack of awareness among general population leaves each of us at risk as well. When it comes to cyber security and other issues related to the digital world, it all starts with the personal cyber security hygiene - hence the AWARE project is addressing also the issues that are facing not only VET learners, but also their teachers, mentors and all of us.These starting points are aligned also with the aims of the European Cybersecurity Skills Framework, which is currently being developed, to create a common understanding of the roles, competencies, skills and knowledge used by and for individuals, employers and training providers across the EU Member States.There is a variety of needs to address in the field of cybersecurity, such as:- lack of skills related to security among students, teachers, workers in general - increased risks related with digital transformation of all segments and aspects of society- low awareness and knowledge about cyber security risks and ways of protecting individuals and organisations- low capacity of response to cyber-attacks on personal and professional level - shortage of properly skilled cybersecurity professionals (there are predictions that until the year 2022, EU will be facing a shortage of more than 300.000 cyber security professionals).AWARE project aims to develop didactic approaches, methodologies, and curriculum content to develop cybersecurity awareness and competencies, as stated as a priority for the VET sector. The transition to Education 4.0 also requires learning mechanisms that more closely mirror the future of work. These shifts in learning experiences must be accompanied by vetted innovative pedagogies—teaching principles and strategies that underpin learning. To foster this kind of thinking, VET system, through the AWARE, shifts from a process-based, to a problem-based approach to learning. In the AWARE project we have created considerable, measurable, and concrete impact on a number of target groups and stakeholders which play an active role in the VET system, its planning, implementation, quality management and development of relevant policies.<< Objectives >>The main objective of the AWARE project is to address the increased risks related to a more digitalised world in general, on the individual level and in everyday life, in school, at work, at home, and more specifically, in relation to VET, the risks coming from the digital transformation of the industry. It focuses on “building skills for the 21st century” and “support new approaches to teaching and learning” (COM/2012/0669 final) and responds to one of the two strategic priorities of the Digital Education Action Plan (2021-2027), namely enhancing digital skills and competences for the digital transformation.Therefore, the specific objectives are as follows:- to address digital transformation through digital readiness, resilience and capacity, by developing innovative learning and teaching resources - didactic methods, approaches, tools and content - and thus enhancing digital and cyber security skills and competences for the digital transformation, as it addresses the increased risks related to a more digitalised world in general, and more specifically, in relation to VET, digital transformation of the industry;- to raise awareness, empower and equip participating organisations with basic knowledge in the field of cybersecurity- to raise awareness and educate on cybersecurity issues among VET learners and teachers related to the digital transformation of industry and organisations- to raise awareness and educate on cybersecurity issues among VET learners and teachers on individual level, in everyday life - develop AWARE Knowledge Base, Masterclass and Self-assessment Kit to introduce VET teachers and learners with cybersecurity issues- to demonstrate the need and the potential for VET-business cooperation in order to enhance cybersecurity related competences of VET teachers and learners - to foster permeability of VET by encouraging VET learners to seek educational and career opportunities in the field of cybersecurity - to reach policy makers in order to strengthen the placement of cyber security in VET.<< Implementation >>9 partners coming from 8 European countries covering wide geographical and socio-cultural range (Slovenia, Portugal, Netherlands, Slovakia, Greece, Italy, Germany and Cyprus), representing VET schools, chambers of commerce and industry, cyber security SMEs, HEIs, business support organisations and other relevant stakeholders and training and education providers (supported by the EU umbrella association of VET providers), will implement a variety of activities to achieve the AWARE’s project objectives:-development of the structure for the realisation of the project results-development of the content and tools-assessment and validation processes-quality assurance and evaluation-extensive dissemination and exploitation activities on all levels.The activities implemented in the 24 months of project duration will be based on project phases which determine the work programme of the project. The AWARE project will implement 6 project phases, where 3 phases will be oriented toward management, quality management and dissemination, and 3 project phases are content related and oriented toward the development of the project results:1)Development of AWARE Knowledge Base (PR1): selection of quality criteria, preparation of guidelines, selection of participants, development of modules, implementation in national context;2)Development of the AWARE Masterclass: operationalisation of quality criteria, development of methodological guidelines and defining the structure of the modules, development of modules, development of stories, selection of participants, implementation in national context;3)Development of AWARE Self-assessment Kit “Cyber-Guardian”: selection of quality criteria, development of the concept, design and technical development, testing of the Kit, updates and adaptations, finalisation.<< Results >>Fostering development of digital skills and mindset requires a shift toward more interactive methods of instruction and new content where teachers serve as facilitators and coaches rather than lecturers. It also requires collaboration between education systems and the private sector to understand how skills development in these areas can support real-world digital needs. The AWARE project will deliver the following key results:1) AWARE Knowledge Base, tailor-made modular content, providing an overview of the context of cybersecurity and its current and future relevance, covering relevant topics regarding raising awareness for digitalization and cyber security among VET learners and teachers; 2) AWARE Masterclass, thoughtfully designed learning resource, introducing methods for safely navigating the digital world to both VET teachers and VET learners, in a user-friendly, captivating and easily understandable way, by using a teaching method of storytelling;3) AWARE Self-assessment Kit ""Cyber-Guardian"", an interactive online game, testing the cyber safety and awareness of VET teachers and learners, recognizing their behavioural patterns, and assessing the knowledge and skills gained through the Knowledge Base and the Masterclass.These key results are responding to one of the strategic priorities of the Digital Education Action Plan (2021-2027), namely enhancing digital skills and competences for the digital transformation, as it addresses the increased risks related to a more digitalised world in general, and more specifically - VET-related, digital transformation of the industry.When it comes to cyber security and other issues related to the digital world, it all starts with the personal cyber security hygiene - hence the AWARE project deals with issues that are facing not only VET learners, but also their teachers, mentors, and all of us."