<< 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.