<< Background >>In response to the need for greater expertise and wider participation in digital sustainability skills, DIGI-Step aims to improve the digital skills of higher education teachers in delivering sustainable development courses. It seeks to address the deficits in participation in sustainable development studies from students across a range of disciplines, whilst also strengthening and enhancing institutional capabilities, capacities and expertise in providing online and distance learning in a manner that is comparable to traditional, face-to-face studies. It will create a Sustainable Development E-learning (SDEL) course to support students who wish to enrich their existing studies with sustainable development teaching components which may not usually be offered as part of their existing programme of studies.<< Objectives >>The project will create course content and e-learning materials, and crucially will support staff capacity development through the development of training guidelines, a handbook for course development and digital delivery and draw on the expert evaluation from external stakeholders and end users. The project partnership will deliver the following key objectives:- Developing Sustainable Development e-learning course components using innovative participatory tools and utilises digital pedagogies to provide an online learning platform that fosters a collaborative and participatory experience and opens the possibility (through ECTS accreditation) of students integrating sustainable development components into their existing course of study.- Designing training materials in scorm format files ready to be uploaded to any learning management system, which supports faculty staff to deliver online courses and utilise the e-learning tools to provide an engaging, rounded, participative learning experience for students. - Producing a Handbook for Digital Course Implementation which provides a blueprint for others looking to replicate elements of the Training Programme and course development which enables the widening training of faculty staff for creation and delivery of online courses and digitalization of existing courses.- Creating an evaluation and feedback framework document which details the external feedback on the e-learning course development and teaching framework.- Implementing a dissemination strategy that raises awareness on the importance of offering sustainable development teaching to a range of student disciplines and emphasising the employability of sustainable development knowledge and the importance of digital skills.<< Implementation >>Three Universities and one research centre will take part in the project – The Technical University of Dresden, the University of Lodz, the West University of Timișoara and the South East European Research Centre. E-learning content development will be provided by the digital training specialists ISQe.The project outputs will be shared with the wider higher education community and external stakeholders through a staff training school (hosted by TU Dresden), and four evaluation events (taking place in Dresden, Lodz, Timisoara and Thessaloniki). These events will also aid in developing digital skills for faculty staff and providing an evaluative framework to further inform and develop the DIGI-Step project results.The project will directly impact 15 faculty staff through the training school. The portfolio of multiplier events will attract 100 local participants (25 from each country), who will be encouraged to join the project’s Evaluation Framework which will help teaching staff to adopt, modify and embed the project results, tools and resources in their own institutions and identify wider applications of the content.<< Results >>The key results of the dissemination strategy are to target specific groups that cover different areas of society (i.e., quadruple helix). Beyond academic beneficiaries directly engaged in the project, we determine that DIGI-Step will be of benefit to organisations interested in CSR and sustainability, as well as Higher Education teachers and professional trainers who can benefit through engagement with the digitalization and e-learning components of the course.

The Keep Me Safe project has developed and implemented a game infused e-learning tool, with accompanying how to guide, that promotes health and early access to services for young people on the move in Europe. The project was led by Anglia Ruskin University (UK), with partner organisations: European University Cyprus, Walsall Council (UK) and City Academy (Greece). The team comprises both safeguarding practitioners and researchers of child protection systems.Europe is about free movement of people, and young people are on the move for education, volunteering and employment. This project was motivated by a gap identified in young people's inter-cultural knowledge of early routes to help for neglect and abuse in their host countries. There is no uniformed child protection system in place within the EU to keep children and young people safe from harm. Although a key priority of the EU is focused on mobility, child protection systems are not identical, creating a stumbling block for young people seeking access to services with neglect and abuse. Readily available early help for children and families can stop problems escalating and prevent maltreatment before it occurs, but most children in need cannot easily access services. The Keep Me Safe project addressed this issue by enabling EU young people to discuss abuse and neglect and gain awareness of the support available to them, as well as contribute to the development of the e-learning tool and how to guide. The e-learning tool can be found at http://kmse.open-lab.com/ and is accessible from browsers and as a download to Android, Windows and iOS devices. Constructed as an interactive game, the tool allows young people from across Europe to learn more about the different child protection systems across the EU to help find early routes for help if they are experiencing a problem with neglect and abuse. Safeguarding professionals have also benefited from the e-learning tool as a guide to young people's emotional journey of recognition, telling and help seeking. The tool was co-produced by young people with knowledge or experience of neglect and abuse to help keep young people safe as they cross Europe.The e-learning tool is supported by a how to guide, which provides tips for adults on how best to introduce and support vulnerable groups of young people using the game, alongside a youth section for the young people using the tool. The Guide forms an integral part of the gaming experience. The impact of the Keep Me Safe e-learning tool is evidenced by its usage and acclaim in the safeguarding and youth research communities: the Abused no More (AnM) project, which aims to allow better integration of marginalised youth, was an early adopter of the e-learning tool, and the Keep Me Safe project itself was shortlisted for the Research of the Year Award at the 5th Annual IARS Research and Youth Leadership Awards 2016 in London. The longer-term sustainability of Keep Me Safe will be ensured through our bespoke digital dissemination package, which has been endorsed by local governments and children’s charities. The team is working to ensure that the e-learning tool is used as a resource for training social workers, teachers, border police and sexual exploitation teams and other agents who come into contact with vulnerable groups of young people on the move across Europe as part of their work.

The main objective of the project is to promote professional development of sport workers through innovative VET. Through this project sport workers gained valuable professionals skills leading towards their empowerment, inclusion, and respect for diversity. The project achieved its objectives by: developing curricula for all sports workers (coaches, recruiters), piloting these curricula directly on sport workers in soccer trainers among partner countries, and broadly disseminating these curricula to sports workers in the partner countries and beyond. The project involves partners from North Macedonia, Greece, Italy, and Austria. The aforementioned curricula being one of the main results of the project were specifically designed for vocational education and training in sports, through custom made process. They are suitable for innovative VET education, for all professional sport workers. This means that they contain a minimum of narrative information and a lot of practical exercises and examples which convey the specific educational messages. The custom made curricula had been defined during the project, based on thorough analysis of the current state, as well as discussion and exchange between the partners. The custom made curricula address the following basic areas: 1. HR skills, and 2. Social Values. These broad thematic areas had been specified and the curricula had been developed based on a thorough assessment of needs. The curriculum that was developed is unique combination of state-of-the-art education activities and teaching strategies stemming from soft skills training and NLP coaching (total coaching, based on applied psychology). The project activities focused mainly on the following work: 1. Conducting an assessment of the specific training needs of workers in sport, 2. Developing two broad curricula, one of which in the area of life-skills, and the other in the area of social values, for sport workers, 3. Testing and refining these curricula through short term training for sport workers, 4. Implementing these curricula, 5. Broadly disseminating these curricula among sport workers. All of the project work was conducted in close cooperation between the project partners. The partners communicated frequently during project implementation for purposes of coordination, curricula work, planning of training, etc. The project produced 4 intellectual outputs (IOs): IO 1 - Curricula on HR skills for Sport Workers This curricula is focused on developing HR self-management skills (examination of self-image and its effects on behavior; set goals and keep track of personal progress; identify everyday decisions and how they may be influenced by others; analyze problem situations, and consider the consequences of each alternative solution before making decisions; reduce stress and anxiety, and look at personal challenges in a positive light). IO 2 - Curricula on Social Values for Sport Workers These curricula are focused on developing social skills (effective communication and avoiding misunderstandings, initiate and carry out conversations, handle social requests, utilize both verbal and nonverbal assertiveness skills to make or refuse requests, and recognize that they have choices other than aggression or passivity when faced with tough situations). IO 3 - Communication strategy with visibility plan for the project activities The communication strategy is a very important document that has been made available to the project partners and wider public, since it enables efficient and effecting implementation of the projects, risk management and it is enriched with visibility plan, which professionally promotes the project results to the wider public. The approach that was used to develop this very important document is innovative and creative, thus brings closer to true realization of its objectives. IO 4 - Training needs assessment studyThis study served as base for the development of the core intellectual outputs of the project. The study was performed by all project partners together and its outcomes will be discussed during a transnational effective workshop in order to agree on the needs of the sport workers as professionals and how these needs meet with the values and skill available in HR. The development of the TNA understood: • Collection of materials and data by experts and completing a comparative study on practices and sports • Development of actors' skill-set needs for sport workers • Assessments of educational providers outputs of skills • Developing projection document for current and anticipation of VET outputs and needs In conclusion, the project successfully promoted and implemented an innovative concept of education on empowerment and diversity for professionals in sport.

REACT - A digital approach to qualifying technicians in Energy Efficiency in Buildings’ project aims at bringing an innovative digital and work-based learning approach to the energy efficiency technical training. The purpose of the project is to contribute for the 2030 climate and energy targets, through the equipment of EU citizens with a quality harmonized qualification on energy efficiency in buildings, developed to be recognised through all European Union. For this, the European Energy Efficiency in Buildings Technician (EEEBT) qualification will be developed. The project comprises a single of interlocked and independent steps which will culminate on the project results:- EEEBT curriculum constituted by the professional profile and competence matrix adopting European tools (EQF and ECVET, using Learning Outcomes oriented vocational curriculum for EQF level 4 and being in line with quality assurance mechanisms (EQAVET). On the curriculum, a detailed description of the training structure will also be present, with theoretical contact hours to be taught face-to-face and online (eLearning) and practical contact hours, which will represent the majority of the workload, to be implemented on working contexts (WBL).- REACT innovative digital training materials, developed through an interactive approach, designed in different formats (videos, interactive presentations, downloadable info sheets, clipart’s, web tools, and others);- REACT real work life Virtual Simulator, to be played throughout the training course as formative assessment, ensuring learners engagement and providing reports on achieved LOs.- REACT formative assessment framework, which will deliver not only a set of single-choice questions but also innovative practical assessment tools such as project assignments to be developed on working context and webquest, which will also help to enhance learner’s digital skills;- REACT RPL scheme and tools which will allow workers who have already achieved the LOs, through informal and/or non-formal learning, but do not have a certification or diploma to prove it, to see their knowledge and competencies recognised. Workers who go through the RPL process will then have the opportunity to take only the CU they have not proven to be knowledgeable and skilled, in order to receive the qualification diploma.- REACT guideline for further exploitation that will provide detailed instructions on how to set an eLearning training course on eLearning platforms, complete with helpful tips on how to administer online training.One of the major innovations on REACT project is the delivery of ready to use materials, ready to be set on any VET provider' eLearning platform. All the digital training materials, Virtual Simulator and formative assessment framework will be delivered on ready to use formats, which will work on any Moodle platform. The guideline will ensure the easy adoption of project results.