<< Background >>The Digital Transformation (DT) characterized the context of the project in three main areas:1. Technological: use of new digital technologies, such as social media, mobile devices, sophisticated data analysis tools;2. Strategic-Organizational: change in organizational processes and business models;3. Economic-Social: impact on all aspects of human life, in particular on the process of education and professional training (initial and continuous) as well as on the labour market dynamics.The transformation due to the progressive penetration of digital technologies in all markets (Reis et al. 2018; Ross et al., 2016), is having a significant impact on business models, organizational processes and professional skills systems. Organizations and workers are called to keep up with the new 'digital world' and avoid the risk of losing competitive positions and being excluded from the labor market (Hess et alt., 2016). Successfully addressing Digital Transformation (DT) requires companies and workers to develop a wide range of digital and interpersonal knowledge, skills and attitudes (Carcary, Doherty, Conway, 2016). According to a research by IDG (2018), there is a strong backwardness in the development of strategies at the level of human capital in order to accompany DT: only 20% of companies have initiated cultural change and skills development actions; the lack of adequate staff and skills in the digital environment (36%) represents one of the major obstacles to the development of a digital strategy. At the same time, inadequacy of the available VET programs and a skill shortage on the labour market occur; hence, the urgent need to update and integrate professional training (initial and continuous) processes in order to facilitate digital transitions in the labour market. On the one hand, there is a technological paradox whereby young people are ready to use new technology, but also lacking the skills and / or interest to use these technologies in function of the Labour market demand. On the other hand, the EC or the World Economic Forum have highlighted elements of weakness on the supply side of the current labour market: in the near future 9 out of 10 jobs will require the possession of solid digital skills with serious disadvantage for those who have not reacted to this requirement; by 2022 no less than 54% of employed persons will need an update of their skills in the face of the transformations taking place.The digital skill shortage within the Union can be declined in terms of needs:• the already mentioned technological paradox is confirmed by the literature: the existence of a digital nativity calls for investments in digital skills training also for the younger generations (Quaratino, 2019);• for 2020/2021, 750,000 digital-skill jobs are planned. The risk is that neither young people entering the market nor workers on the market will be able to offer themselves also in light of the difficulty of certifying their skills, struggling to be evaluated in a uniform and reliable way by current and potential employers, making mobility processes in the labour market less effective and efficient.• today the 'digital mismatch', Between a lack of qualified personnel and skills in line with the needs of businesses, leads to a loss of productivity of 50% (Modis, 2018).• with reference to the active workforce in the EU, the lack of digital skills affects 37% of workers and a recent survey (Capgemini-Linkedin, 2017) states that these gaps are widening.<< Objectives >>Based on the context outlined, the project has the following objectives:• supporting the growth of the level of digital skills, both technological knowledge and soft skills / e-leadership, of students and workers involved in VET and continuous training processes;• contributing to the reduction of the mismatch between supply and demand (skill shortage) of adequate professionalism on the labour market in light of the digital transformation;• favouring the formal recognition of the acquisition of digital skills, hard and soft, in support of transition processes / labour mobility (school-work, intersectoral, between territorial areas, between countries);• increasing the capacity of initial and continuing vocational training institutes to design and deliver training courses for the development of students 'and workers' digital skills<< Implementation >>The logical framework is centred on the three Results (C-DISK Digital Skills Model R1, C-DISK Self Assessment Platform R2, C-DISK Blended Training Toolkit R3); therefore the flow of activities follows this order to ensure the effective production of the expected results (R) and the achievement of the project objectives.(R1) - validated model of digital skills - will be achieved thanks to the following activities:• validate the draft model based on the tripartite scheme (technological knowledge, transversal soft skills and e-leadership), through the analysis of scientific literature and benchmarking with the most widespread repertoires of skills in use internationally starting from the European framework DigComp 2.1;• carry out an online quantitative survey of representative samples of the two main target groups• conducting some qualitative focus groups with the involvement of experts and operators from VET ecosystem, businesses and the labour market• produce formalized guidelines for the use of the skills model.(R2) - digital skills self-assessment service - obtained through the following activities:• define the technical specifications of the platform starting from benchmarking with the available solutions;• design the conceptual design of the platform;• operationally implement the platform, populating it with contents and graphic solutions• carry out a cycle of technical testing of the platform• conduct a pilot action of the service and collect feedback for the improvement of the service.(R3) - package of training courses in blended formula - achieved thanks to the following activities:• implement the 'macro' and 'micro' training planning of the courses in all the didactic components: a modular model in which the need to customize them can be flexibly answered both in relation to the target (students and workers) and to the starting self-assessment (low, intermediate, advanced);• conduct a pilot action to test the training courses on a selected sample of representatives of the two target groups (students and workers) and collect feedback aimed at further improvements of the service;• develop a 'Teacher Guide' to support the teachers who will accompany the users of the training courses(R4) - certification service of skills acquired through training (R3-A4) - will be obtained through the following activities:• define ex-ante the 'learning outcomes' and the measurement criteria to be used;• design and concretely implement a coherent testing system for learning achieved to be integrated within the platform, which can be certified in Open Badge mode both as a whole at the end of the course and at an intermediate level with the logic of micro-credentials;• conduct an experimentation of the certification service on a selected sample of representatives of the two target groups (students and workers) and collect feedback aimed at further improvements of the service.<< Results >>The project foresees results available to the target groups identified in order to respond to their needs.• a MODEL OF SKILLS FOR DIGITAL TRANSFORMATION (R1), which can constitute a basis and a reference for the self-assessment, training and certification processes. This model is characterized by being organic and capable of integrating three dimensions.- knowledge and know-how;- a wide range of interpersonal skills- skills related to the concept of e-leadership,• a SELF-ASSESSMENT SERVICE OF THE DEGREE OF UNDERSTANDING OF DIGITAL SKILLS (R2), available to the two different target groups (students and workers). For the first ones self-assessment will be an opportunity to become aware of their level of preparation for a digitized labour market; for the second ones, it will represent a reference for sizing one's skills gap and for planning one's professional development.• a PACKAGE OF INNOVATIVE TRAINING PATHS AIMED AT THE DEVELOPMENT OF DIGITAL SKILLS (R3): each highly customizable package will be accompanied by macro and micro-design, teaching materials and guidelines for teachers aimed at increasing the level of competence of the teaching staff of the institutes VET involved in the project; where possible, the self-assessment results generated through the European SELFIE platform will be exploited with initial VET institutions. digital).• a SERVICE OF CERTIFICATION OF THE SKILLS ACQUIRED through the training courses (R3-A4). There will also be intermediate certifications on the skills acquired through each single learning unit; to this end, the innovative tool of microcredentials will be tested.

During most of the first decade of the 21st century, Belarus experienced strong economic growth (GDP in 2001-2008 grew on average by 8.3% annually) and made substantial progress in poverty reduction (poverty line declined from 30% in 2002 to 5% in 2010). However, since the onset of the global financial crisis in 2008, Belarus has experienced significant economic instability. Strong and robust economic growth and development in Belarus going forward will necessarily have to rely on the country’s human capital. For that, it is necessary to move upmarket through a steady increase in labour productivity, which in its turn requires and adequately prepared workforce. Improving the effective functioning of the higher education (HE) system is thus an important priority for the country. The main aim of ‘Fostering Competencies Development in Belarusian Higher Education’ (FOSTERC) has been to strengthen the use of innovative principles and approaches to teaching and learning in the Belarusian Higher Education Institutions (HEIs) for the improvement of graduates’ learning outcomes. FOSTERC has examined the curricular development focusing on graduates’ competencies (knowledge, skills and attitudes). It has fostered competencies development for matching the social and economic demands and in turn to improve the overall quality of HE. Implementing the reforms, FOSTERC has supported the modernisation of governance, management and functioning of Belarusian HEIs, and the upgrade and improvement of teaching and learning methodologies. It has provided trainings, methodological tools and indicators for conceptualization of learning outcomes, and has integrated good practices and new methods into daily activities. It has also provided the necessary information and tools to facilitate the implementation of internal and external quality assurance assessments, supporting, at the end, the modernisation of Belarusian participating universities and being the reference of the modernisation of the rest of Belarusian HEIs.

The vocational education in the maritime field is regulated by the International Maritime Organisation IMO’s International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW). The Convention aims to universal regulation of maritime education, qualifications and watchkeeping – at least in reaching the minimum requirements. There are, however, major differences between different countries (and VET institutes) on the syllabus level in the contents and structure of maritime VET. MariePRO - Promoting Maritime ECVET Actions project is to provid valuable tools and background for the use of VET institutes on their way to defining a common syllabus structure and content on the European level. MariePRO has examined the differences between VET institutes in the partner countries, organized workshops for maritime VET actors in the partner countries to discuss implementation of ECVET, produced a Catalogue of Best Practices on ECVET implementation, and an example syllabus on marine environmental awareness according to the STCW provisions. A Survey report on syllabus differences between maritime VET institutions in partner countries: Finland, Germany, Italy, Malta and the UK was drafted during the first phases of the project. The report presents the MariePRO project findings on transnational comparisons in VET/MET based on desktop surveys, discussions and conclusions of workshops for MET actors in the partner countries, as well as the results of an interview questionnaire for maritime VET actors in different countries. The areas examined include: the overall framework of MET, i.e., maritime institutes and training programmes as well as curricula of maritime institutes (incl. responsibilities & processes of planning), and other aspects relevant to maritime education and training, i.e., process of certification to become an officer, onboard training practices, e.g., who issues and who assesses the certificate. These aspects were examined against the national framework of education (incl. traditions & beliefs) and the VET structures and practices of the individual countries. The summary report concludes with the views of MET actors on the need for and their visions of harmonised maritime education and training. MariePRO dissemination seminars/workshops for maritime VET teachers were arranged in all the partner countries, as well as an international dissemination seminar in Finland at the end. The dissemination events provided the target groups, VET institutions, teachers and other relevant actors within VET/maritime education and training, with possibilities to change views and participate and contribute to the outputs of the project. MariePRO has provided the target groups, (maritime) VET actors, with tools and preparedness to take actual steps towards implementing ECVET in their everyday activities. The Catalogue of Best Practices on ECVET implementation shows different ways that ECVET is being applied across sectors and countries in the EU. Whereas, the example syllabus on marine environmental awareness, paving the way for harmonization of syllabus contents in practice, can be used as everyday tool in syllabus planning and teaching in MET institutes. The example syllabus provides a course outline as an instrument to implement a MET course on environment awareness, taking into account all maritime environment legislation. The course offers two options, a 2-day programme as a refresher course for the seafarers who have gone through the IMO course and are familiar with most of the updates; and a 5-day programme for incorporation into cadet education and training programme. The broader aims of the project include promoting to student exchange between VET institutions on common-European and international level. Promoting to these aims, the Catalogue of Best Practices on ECVET implementation provides showcases of different, innovative and effective approaches on ECVET implementation for other institutions to learn from. Examples of documentation tools such as Memorandum of Understanding and Learning Agreement are also provided. Whereas, the example syllabus on marine environmental awareness stands as a concrete example on syllabus contents harmonisation, based on international STCW regulations. The impacts of the project at local and regional level have been initiated by target group interviews and questionnaires, as well as dissemination events that have focused on topical issues in each particular country/area. The MariePRO partner consortium included universities, vocational training institutes and MET actors from Finland, Germany, Italy, Malta and the UK. The partners involved in the project included Centre for Factories of the Future (UK), ITTL Nautico San Giorgio (IT), Mediterranean Maritime Research and Training Centre (MT), University of Bremen, Institute Technology and Education (DE), and University of Turku, Centre for Maritime Studies (FI).

"The European Union stresses the need of promoting key competences for lifelong learning on its Europe 2020 Strategy and on the Recommendations of the European Parliament and the European Council of 2006 (2006/962/EC). However, as the Euridyce´s 2012 report “Developing Key Competences at School in Europe” reveals, there is a lack of more strategic approach in supporting the key competences integration at school. Introducing new and innovative models or improving the applied ones requires dedication and time, which constitutes an obstacle for the KC integration.In this context, KEYCOLAB is a project which, based on the exchange of experiences of different models developing KCs at primary school (strategies, materials, tools, training programmes…), will enable partners to exchange, improve and test models and resources with the objective of improving the applied ones and provide the knowledge to develop new ones. This project is a space for exchange, for cooperation and testing, based on the applied good and innovative practices in different EU regions and countries. Moreover, the project aims at raising awareness on the importance of integrating KC at school curricula and involving the different stakeholder groups in its practical implementation.For doing so, KEYCOLAB will produce these intellectual outputs:• KEYCOLAB Case Study Report: It will compile the strategies, methodologies, materials, tools, training contents, improvement recommendations… applied internally by partners. It will be developed after individual cases analysis, a face-to-face exchange workshop and Individual Action Plans based on the lessons learnt.• KEYCOLAB Training Programme: Joint Training Programme on key competences at primary school composed by three modules addressing the different target groups of the school community (school management teams, teachers and families). It will be developed after a training modules exchange workshop, the elaboration of a report on the aspects to be improved by partners regarding their training programmes and the different groups´ needs identification. The Programme will be adapted to the partners´ regions and countries´ specificities. • KEYCOLAB Laboratory: Set of activities and resources for the testing of projects developing key competences at primary school (materials, methodologies, tools, evaluation systems…), as well as training modules. It includes the development of the KEYCOLAB Platform: Online platform which will contain all project outputs. Access will be open to all stakeholders free of charges (at least during the project lifetime). It will be a cooperation and exchange tool which will give the possibility to upload and share materials, methodologies, tools, training programmes… through the working groups that will be created, to participate in a community forum, to be updated on KC field though the news section…The KEYCOLAB project will be carried out by 6 partners from 5 different EU countries. Four of them are school or teachers associations active on KC integration at primary school curricula (from Spain, Romania, Belgium and UK), grouping a high number of school centers and teachers. Additionally, P4 will offer to the partnership the perspective of a University expert in primary school education and teachers training in Finland. Finally, P2 will complement this technical knowledge with its experience in Erasmus+, Lifelong Learning and other EU programmes. KEYCOLAB directly responds to the Erasmus+ priorities “Developing basic and transversal skills using innovative methods”, ""Effective strategies for enhancing basic skills"" and “Addressing low achievement in basic skills through more effective teaching methods”. All project activities promote these aims.KEYCOLAB will have the following impact:• Increased number of school community members trained and involved on KC integration at primary school curricula. • Increased case study analysis, materials, tools, methodologies… already tested at the disposal of the school community for the practical integration of the key competences at primary school.• Increased cooperation and exchange between EU stakeholders of the school education sector.• Increased awareness of the general public on the benefits, context and situation of the key competences at primary school.KEYCOLAB will have long term impact. The materials, methodologies, resources, training modules, testing models, knowledge… exchanged and shared, the Case Study report, the KEYCOLAB Training Programme, the projects tested under the KEYCOLAB Laboratory and all resources and information exchanged at the KEYCOLAB Platform will last after the end of the project. Moreover, the KEYCOLAB Platform compiling all project outcomes is expected to be running long time after the end of the project. With this aim, in the framework of the Exploitation Strategy, a Platform Legacy Report will be developed and agreed by all partners."

<< Objectives >>The overall objective of the project is Transforming Enterprise Education (project acronym: TrEE) in Europe. TrEE is designed to make a significant positive international impact on enterprise education by the co-development of novel enterprise pedagogies, offering a uniquely grounded focus on sustaining place, the planet and its people.<< Implementation >>TrEE cultivates enterprise education as a challenge to the taken-for-granted; a transformative practice that supports socially just, inclusive and creative transitions to green economies. Building a sustainable partnership, this project brings together a consortium of six progressive and innovative European higher education institutions to develop and share new best practices<< Results >>As a result, TrEE will deliver a radically re-conceived and contemporary pedagogy of enterprise and make European enterprise educators aware of alternative ways to to develop enterprise education, and provide a portfolio of co-created and fully piloted new pedagogical interventions, solutions and materials. Also see:https://www.youtube.com/watch?v=4BV_dJNCpjg