CONTEXT The digital transition alters requirements for employees across all steps of the value chain– from development on through production to sales and brings the need of completely new skills in employees. According to the New Skills Agenda for Europe “Work in industry at all levels from operators to engineers and administrative staff will increasingly consist of designing, maintaining and supervising intelligent machines that assist in the performance of tasks. This will require different skill sets. Future jobs will require an appropriate mix of basic, soft and technical skills, notably the digital and business-specific skills that education and training systems are not yet fully addressing. Industry has an active role to play in the definition and training of the key skill sets and competences.”(COM(2016) 381final) According to PwC Global survey, 2016 regarding Industry 4.0 among SMEs, respondents report their biggest implementation challenge isn’t choosing the right technology, it’s the lack of digital culture and skills in their organisation. As Industry 4.0 solutions would vary depending on the type of manufacturing, in order to acquire the necessary skills, employees have to be trained in the work place–work-based learning (WBL). Yet, “SMEs face particular challenges in engaging with WBL, given their smaller workforces, limited resources and lack of familiarity with the WBL regulatory and administrative framework.” (2013, EC, WBL in Europe, Practices & Policy Pointers) Furthermore, as mentioned the industry needs to be active in the definition and training of these key skills, not yet addressed by training and educational systems, which can only happen through the development of partnerships between business, VET and other stakeholders (social partners/chambers, policy makers, etc.) aimed at promoting WBL in the field of Industry 4.0 with regard to preparing employees for the “factory of the future”. AIMS&OBJECTIVES INDUCE 4.0 is aimed at establishing sustainable VET business partnerships aimed at promoting work-based learning on the topic of Industry 4.0, with special attention to apprenticeship training, by involving social partners, companies and VET providers. The specific objectives of the project are: +creating flexible learning package for work-based learning aimed at providing fundamental technical knowledge on the topic of Industry 4.0 +creating thorough methodology for WBL current and future (VET students/ apprentices) SME employees on the topic of Industry 4.0 and thus boosting SMEs’ capacity for transition by nurturing the necessary skills for the “factory of the future” TARGET GROUPS INDUCE 4.0 addresses the needs of the following target groups: +Managers of manufacturing SMEs +Heads of departments (production, logistics, etc.) in manufacturing SMEs +Future employees of manufacturing SMEs (vocational students/apprentices), graduates from technical specialties +VET providers/trainers/consultants INTELLECTUAL OUTPUTS The project employs life-cycle methodology, which implies a sequence of activities for planning, executing and disseminating the project results. In the lifetime of the project, the following intellectual outputs will be developed: O1. State-of-the-art analysis on the knowledge & skills gaps on the topic of Industry 4.0 and the requirements on WBL O2. INDUCE 4.0 training course O3. INDUCE 4.0 Practical methodology for WBL TRANSNATIONAL DIMESION INDUCE 4.0 project aims to address the changes that are brought by the 4th industrial revolution which will inevitably affect the manufacturing sector of all EU members. Hence, to ensure adequate response to these changes, a pan-European effort is needed. The consortium’s complementary expertise, background and experience in the field of automation and robotisation, ICT and VET will result in a flexible interdisciplinary teaching materials and WBL methodology on the topic of Industry 4.0 that can be used by SMEs on EU level and thus “induce” their successful transition to the factory of the future. IMPACT The overall long-term impact sought by the project is to contribute to diminishing the skills & knowledge gaps between skills provided by VET and the ones sought by employers in the manufacturing sector for the factory of the future, through the creation of sustainable VET-business cooperation.

In the 2010 survey by KPMG and the Economist Intelligence Unit, “The convergence challenge Global survey into the integration of governance, risk and compliance”, it is identified that the main objective of GRC is to “improve performance and efficiency”. In the same survey, approximately two thirds of the respondents said that GRC is a priority for their organization, “driven by business complexity, a desire to reduce risk exposure and a need to improve corporate performance”.Businesses of all sizes can benefit from the proper use of GRC as it ensures that an organization is operated efficiently and effectively, risks are properly managed and compliance with internal and external rules and regulations is continuous. OBJECTIVESThe “GRC Essentials” project, will amalgamate and adapt the concepts of Governance, Risk management and Compliance (GRC), into a concept that will be easy for SMEs and microenterprises to implement in their business and work environment.The intellectual outputs of the project will be a combination of learning material, a learning platform and work-based learning activities. GRCEssentials project builds on the EU project ‘CASSANDRA’ (in which emcra & Tournis participated, https://cassandra-resilience.eu), a project aimed at helping SMEs to develop a risk management system tailored to the needs of their company and to have an increased awareness of possible business risks and threats, and on the EU ‘project IPEC’ (ETA, emcra & CPMS participated, http://project-ipec.eu), a project which developed a new micro-lite Project Management methodology, based on the needs of small and micro enterprises. The project begins with the GRCEssentials Curriculum and concludes with the GRC Essentials Work-based learning. In between the project will develop the GRCEssentials Learning platform and the GRCEssentials Certification.TARGET GROUPS-SMEs (Owners, Managers, Directors etc), -Employees in SMEs, -VET providers/trainers/consultants, -Business associations, -local/regional/national & EU-wide networks, -chambers of commerce and industry, -policy & decision makers.MAIN RESULTS ARE:- Development of a GRC curriculum adopted to the needs of SMEs and micro-enterprises.- Development of a GRC methodology that will enable SMEs and micro-enterprises to implement GRC in their work environment.- Development of a GRC certification.- Improved understanding of the GRC concept and how it can support SMEs and micro-enterprises improve their efficiency and effectiveness.IMPACTGRCEssentials will result in measurable improvements in the performance of enterprises. It will make SMEs ‘efficient, effective and resilitent’, because they are likely to be more competitive and more sustainable in the long term, by equipping them with knowledge, employable skills and tools related to GRC.

<< Background >>The traditional activities of fishing, marine farming and agriculture are strong images of the the territories' identity. Consumer demand for local, environmentally friendly and healthy products is growing. However, collaboration between the agricultural and maritime sectors is weak. Local policies and actions to promote local products very rarely, if ever, deal with land and sea products together, even though there are a number of common problems: an increase in the average age of professionals, sectors not very attractive to young people, difficulties in accessing the market, under-appreciation of products, lack of managerial, marketing and communication skills, etc. LandSea was developed from the shared observation of a lack of capacity of the territories and their actors to promote traditional activities of the land and sea. Indeed, the promotion of the agricultural sector (activities, products) and the maritime sector (fishing and breeding) is separately approached. It is a question of learning to renew the links and decompartmentalise the interventions of the actors of the territory. In all the territories covered by the project, initiatives have been carried out to promote only local rural products, but the producers have only benefited from communication support and not from capacity building. This lack of skills has been identified as a factor of weak local initiatives and higher value-added activities. Faced with the increasing ageing of local fisheries and aquaculture actors and the low attractiveness of these jobs, particularly for young people, it is necessary to strengthen their capacities and the ones of actors in the land and sea sectors in order to encourage innovation and the creation of new income-generating activities.The LandSea project responds to unmet needs in the project territories in terms of capacity building for actors, particularly in terms of promotion and involvement in the territories. The need to add value to products is the same for both land and sea. These two sectors have common elements to enhance such as short circuits, enhancement of know-how, local production, etc. and often encounter the same problems, in particular pollution, the drop in productivity, the ageing of the profession, etc. LandSea addresses the needs of different target groups a) future mentors: adults and organisations in the green and blue economy through training programmes capable of strengthening the entrepreneurial spirit of young people, local developers, project leaders, farmers, breeders, fishermen, and developing new joint entrepreneurial initiatives in their territory; b) adult workers linked to the rural and maritime economy (including those directly involved in agricultural and fisheries production) wishing to train to develop their entrepreneurial skills, but also young adults belonging to marginalised/underrepresented groups for better social and economic inclusion, through entrepreneurship and self-employment in the green and blue economy sector. c) other VET actors and the maritime and agricultural sector to improve the professionalisation of workers and to move towards qualitative exploitation through complementary activities with high added value.<< Objectives >>The project aims to provide free online access to innovative training contents to strengthen the capacities and skills of local actors (and training centres) wishing to jointly valorise land and sea products so that they can become mentors, local ambassadors or resource persons of the local heritage of these local products. The aim is also to raise awareness of the need for joint promotion and the opportunities that this can bring to the project territories (Bulgaria, Cyprus, Spain, France, Greece, Italy) and even more so throughout Europe.The development of entrepreneurship, possibly collective, is presented as a solution allowing income-generating activities and a dynamic of the territory because it responds to a growing demand from consumers. The impacts of the project will be the following:Among the target groups:- Improved accessibility to training resources (contents, methodologies, etc.) on the green and blue economy and local development dynamics, - Increasing professional skills and knowledge in the areas of the blue and green economy, entrepreneurship and sustainable local development approaches,- The improvement of learning methods through innovative training materials;- The promotion of the cultural diversity of the European Union as the guide will promote 7 discovery tours of the partner countries;- Improving competitiveness and entrepreneurship, employability in these regions and living conditions- Reducing the unemployment rate among young people- Stimulation of the green and blue economy in the project territories and in other coastal regions of the Mediterranean basin (Southern shore, Black Sea)At local, regional and national level:- professionalisation of the agricultural and maritime sectors, taking into account these two dimensions in the Mediterranean and Black Sea: Bulgaria, Cyprus, Spain, France, Greece and Italy- technological development and improvement of competitiveness through the promotion of new local, regional and/or national projects jointly or on societal, environmental and economic issues of the green and blue economy sectors.thus allowing :- the appropriation of local development approaches, particularly in favour of employment,- the strengthening of local economies in rural and maritime regions through a joint approach to traditional land and sea-based activities, particularly where unemployment is high- the development of the common maritime, rural and agricultural heritage- the initiation of a sustainable local development approach and a better management of local resources, At European and/or international level: - Improvement of knowledge in the use of ICT for professionals in the project sectors at European and/or international level- Professionalization of the sectors at European and/or international level- Promotion of diversification of activities and preservation of local resources- Raising awareness at European and international level on the need for a common and cross-sectoral approach in the green and blue economy sectorsMoreover, the methods and activities developed can be transferred to other territorial contexts that lend themselves to transnational, intercultural cooperation and a participatory approach to solving common problems of territories linked to the rural and maritime world.<< Implementation >>The activities to be implemented will be the following: R1 - LandSea training contents on the joint valorisation of land-sea productsR1A1 - Construction of a skills grid and a training curriculum based on the needs analysis and the results of the Local Stakeholder Committee (LSC) meetingsR1A2 - Development of training contents according to the expertise of each partner, in particular on the green and blue economy, sustainable development, circular economy, environmental issues; entrepreneurship (procedures and management); sustainable marketing (communication, tools); available funds and financing; cooperation and territorial dynamics (local animation), short circuits, diversification of activities, tourism, etc. R1A3 - Development of self-assessment quizzes so that each learner knows which module to focus onR1A4 - Translation into all languages for increased availability of the training in 6 languages (EN, FR, BG, GR, IT, ES)C1 - A 3-day training workshop will take place in Bulgaria for 14 adults, future mentors, based on the contents of R1 in order to become local facilitators, capable of initiating the joint land-sea valorisation process in their territory. This training activity will allow to evaluate and give qualitative feedback on the contents developed.R1A5 - Revision of contents following C1.R2 - LandSea methodological guideR2A1 - Elaboration of the LandSea guide giving a methodology for prefiguring the LandSea discovery circuit, the guide will allow to be able to autonomously: identify the local products and land-sea know-how, as well as the heritage likely to be highlighted, define and set up the modalities of circuits adapted to the territory, conceive circuits in a participative way and finally materialize and animate the discovery circuit. R2A2 - LandSea pilot action via the collection of the characteristics of each territory with the CLPPs, the organisation of a pilot participative workshop in each territory with at least 5 participants per partner which will lead to the prefiguration of a land-sea pilot circuit (i.e. 7 circuits in total for the project)R2A3 - Finalisation of the methodological guide according to the feedback from the participants in the pilot action and with the finalised pilot circuits as illustration. R3 - LandSea e-learning platformR3A1 - Design and development of the platform - Collective choice of the platform on the proposal of the coordinatorR3A2 - Transformation of the questionnaire into a self-test of online skills assessment so that autonomous learners on the online platform know which modules to focus on. R3A3 - Digitalisation of the training content to become a free online learning pathway - the training contents will be transformed to become accessible and playful, pedagogical work will be done on the existing contents as well as illustrationR3A4 - Transformation of the LandSea guide into an e-book in order to have access to each step of the methodology in an interactive way R3A5 - Construction of a virtual library: all the resources used by the project partners will be available to the learnersR3A6 - Valorisation of competences - the competences acquired through the training will give access to a certificate of participation and to competence badges. R3A7 - Revision of the platform according to the feedback of the pilot action for finalisation<< Results >>The expected results of the project are :- The availability of relevant training contents allowing to train in the valorisation of land-sea products on one's own territory in direct link with local productions for the elaboration of sustainable commercial strategies with higher added value; - This training will allow to train directly and collectively via a transnational workshop of 14 mentors in Bulgaria and will thus allow to install collective dynamics favourable to the emergence of a European citizenship based on the reciprocal knowledge of the heritage of the agricultural and maritime world of the partner countries.- The availability of a methodological guide for the joint promotion of local products from the land and from the sea, particularly through the organisation of tours and the diversification of activities via tourism. Experiments in tourism diversification will be carried out within the framework of the project: - 7 prefigured discovery tours - Participation and practical training (methodology) enabling 35 local participants to familiarise themselves with the methodology in order to reproduce it or to enhance their production towards tourism or heritage enhancement actors. - This methodological guide is based on a participatory approach and will allow the actors who appropriate it to highlight the assets of their territory and to open up to any actor interested in joining the initiative.- Free access to the previous results by digitising the LandSea training content and by transforming the LandSea methodological guide into an Ebook via a fun and practical learning platform, allowing independent training while being able to value the skills acquired via badges. - This online platform will make it possible to enhance the value of the project's results, to encourage their appropriation by a larger number of target groups and to strengthen the promotion of the added value of the activity of agricultural and maritime actors in the territory. - This platform provides access to lifelong learning. The results of the project will be available in all the languages of the partnership and in English in order to be accessible to as many people as possible. - It will allow farmers, fishermen and other economic actors in the EU and the Mediterranean basin (both in the South and in the North) to be introduced to a new way of valorising and diversifying local land-sea productions that generate new sources of income. Vocations and professional projects could be created among young people and adults (unemployed, looking for a new professional project) that would enhance the identity of their territory. All this work will help to strengthen the spirit of enterprise, and will generate new initiatives in the green and blue economy sector in a logic of sustainable development.

CONTEXTEU schools play a vital role for creating inclusive and resilient societies as they are the starting point for professional development of young people and play important part in the lifelong learning process. However, they face a number of common challenges:+high share of students underperform in general school subjects. According to the latest OECD PISA survey and Education and Training Monitor 2018 the share of underperforming school students (15 years old) in science is 20.6% and in maths-22.2% meaning that 1 in 5 students in the EU has insufficient proficiency in these subjects which is serious lag compared to the ET 2020 target of less than 15 % of 15 years olds to be under-skilled in these subjects. +increased skills gap arising from the advent of new technologies. According to the Strengthening European Identity through Education and Culture(COM(2017)673) 90% of the jobs in the future will require at least some level of digital skills and at the same time many young people lack adequate digital skills. Even though the use of digital technologies for social activities and mobile internet access has significantly increased in the recent years, the use of digital technologies for educational purposes lags behind. Only ¼ of EU school students are taught by digitally confident educators which questions the ability of educating systems to ensure the necessary skills supply for the jobs of the future.The rapid digitalisation of all areas of life impasses the need of re-shaping educational processes with regards to nurturing new skills and key competences in learners. Among the key factors contributing to aligning education with these challenges are:+improving the quality of teaching/teachers+ Introducing ICT for teaching purposesAIMS & OBJECTIVESsCOOL-IT main goal is to create an innovative ICT challenge-based training approach aimed at supporting educators in the process of conveying knowledge, promoting the development of key competences (digital, science, mathematical, etc.) among their students with regards to boosting their performance in these fields and enhancing their digital skills. The specific objectives of the project are:+promoting high school students’ digital skills through application of challenge-based digital training approach in general school subjects +equipping secondary school teachers with innovative ICT challenge-based training materials to enrich their pedagogic approach+creating prerequisites for educators to create own innovative challenge-based teaching resources through the use of ICT TARGET GROUPSsCOOL-IT addresses the needs of the following target groups:+Secondary school teachers & headmasters+Secondary school students INTELLECTUAL OUTPUTSThe project employs life-cycle methodology, which implies a sequence of activities for planning, executing and disseminating the project results. In the lifetime of the project, the following intellectual outputs will be developed:O1. sCOOL-IT Web Adventure PortalO2. sCOOL-IT Comprehensive training programmeO3. sCOOL-IT Web Adventure Development ToolkitTRANSNATIONAL DIMESIONThe sCOOL-IT IOs will be developed under EU cooperation between schools, training center and consulting and IT companies from 5 EU countries. They will be freely available in 6 languages, and because of their nature (web tool/methodologies/guidelines) may serve as a basis for further development and adaptation to various contexts. Hence an unlimited number of school teachers, headmasters, educators across Europe can apply and benefit from the project results, creating conditions for improving young students’ performance in general school subjects and boosting key competencies to better prepare them for the 21st century challenges. IMPACTSecondary schools which adopt the sCOOL-IT training approach will strengthened their images as modern educational institutions open to the application of innovative teaching methods with regards to ensuring high-quality educational service for their students. Students engaged in learning by WebQuests in these schools will be more devoted and motivated in the learning process in general school subjects which will lead to improved performance. Teachers in schools utilising the sCOOL-IT approach will increase their confidence in applying constructivist teaching methodologies and using ICT for teaching purposes which will result in desire to further enrich their pedagogic approach with new teaching and assessment methods and thus multiplying the project impact. The cumulative impact of the aforementioned will be expressed by boosting the educational service offered by secondary schools applying the sCOOL-IT challenge based approach.

<< Background >>A ghost is walking around in Europe and the world. The ghost of climate change. Year by year, mankind is releasing more greenhouse gases. In the long run, they are warming our planet. They let ice mountains melt, raise the sea level and make the oceans sour.Only now, the world policy seems to have understood that there is the need for an extreme rerouting in order to stop the climate change. Not least, the citizens in many countries contributed to that. Citizens who are interested in inheriting the coming generations a liveable planet. Europe, particularly the European Commission, has a pioneering task in the global climate policy based on its European Green Deal as a central part. Until 2030, its implementation shall lead to a reduction of CO2 emissions by at least 55 per cent in comparison with 1990, to a raising of the share of energy from renewable sources to at least 32 per cent and to an increase of energy efficiency by at least 32.5 per cent. In 2018, private households of the EU emitted 775.5 million tonnes of CO2 which corresponds to a share of 19.5 per cent of the entire CO2 emissions (Eurostat). However, the according potentials for saving energy and water and reducing CO2 emissions are not yet sufficiently considered. Thus, it is time to pick all citizens up and take them on the way towards a climate-neutral Europe.<< Objectives >>With the implementation of the project, we would like to contribute concretely to the achievement of the European climate protection targets and aim therefore at:- decreasing the consumption of electricity, water and heating energy in private households and public buildings- reducing CO2 emissions in private households and public buildings- promoting the circular economy- involving the citizens actively, reasonably and target-oriented – also with digital solutions – in this process- disburdening low-income households financially.<< Implementation >>Activities of the project are:- the joint elaboration of the Project Results by the project partners in the frame of transnational thematic work groups- Implementation of multiplier events - Implementation of a 12 months Test Phase in the partner countries- transnational project meetings of all partners- European Colloquium for experts and stakeholders from other European countries.<< Results >>Envisaged results of the project are:1. Curriculum for the education of Power Saving Checkers 2. Handbook for Power Saving Checkers 3. Training material for the Pilot Training and the Webinar for trainers 4. Online Course for the education of Power Saving Checkers 5. Power Saving App for citizens with compact information on climate change, concrete possibilities for the saving of electro and heating energy as well as water, hints for an energy efficient user behaviour, videos with a description how to fix energy saving devices and a Power Saving Calculator. 6. Training of 14 staff members of the partner organisations as trainers in order to educate Power Saving Checkers afterwards7. Education of 42 Power Saving Checkers by the trained trainers8. 700 implemented Power Saving Checks in low-income households 9. 36 Power Saving Checks in public buildings each 10. 350 Power Saving Checks in other households 11. Promotion of the environmental awareness of children, young people and adults based on informal and non-formal education activities