"<< Background >>Europe’s digital transformation continues to accelerate through the development of new emerging technologies. Digitalisation brings many new opportunities as it helps to improve efficiency and learning outcomes. In order to achieve a high quality and inclusive digital education and training, the 2018 digital action plan has been presented and implemented by the EU with the ambition to contribute to the creation of a European Education Area by 2025. This plan presents measures to help Member States and education and training institutions to reap the opportunities and meet the challenges presented by the digital age. The outbreak of COVID-19 and necessary national measures taken to tackle the spread of the virus have caused significant disruption to the provision of education/training/mobility opportunities for learners, teachers and educators across the EU. All institutions have had to adapt in order to be able to provide training and education and have turned to online training: a number of EU states have opted for a combination of distance learning and face-to-face as provisional measures for the 2020-21 school year. The pandemic also demanded a quick adjustment to the quarantine, and trainers have effectively embraced online training. However, the transition from face-to-face training to fully online and distance training has been abrupt. Training providers still need to adapt to the implementation of training within the framework of hybrid systems (blended learning combined face-to-face and distance) or completely open/distance learning (ODL) and thus train their trainers to ensure its delivery. Nevertheless, this period tackled some gaps concerning the training needs of trainers/teachers: remote support for the trainee (question of tutoring, social bond with the learner, social bond between learners, social learning, motivation, etc.); remote training and tutorial engineering models to support them in their practices. Moreover, the job of trainer, like any other job; is bound to evolve because of the rise in the use of digital tools. New technologies and the Internet allow free access to knowledge, enabling people to learn anytime, anywhere and from any device (ATAWAD: Any Time, Any Where, Any device). Thus, the role of the trainer/teacher is no longer to transmit knowledge, but to facilitate learning. The training methods are also changing: open and distance training on PC, smartphone or tablet. Mobility training is developing training via an internet network in a mobile situation) and training content must adapt to this societal change with the provision of short training content on demand. Consequently, these developments require new digital and transversal skills for teachers/trainers in order to support learners in their online learning process. For many years, their skills development has focused in particular on pedagogy and the integration of digital technology in training. Now, there is a new challenge: the development of new skills for a trainer/teacher who has become a ""learning facilitator"" as well as filling of the gap of a lack of teaching resources allowing the setting up of blended training systems on themes linked to the evolution of the profession of trainer.<< Objectives >>The health crisis has urged teachers/trainers to adapt their teaching methods to the use of technology and digital tools. A skills framework for the trainer-facilitator in the digital age was recently updated. It comprises 6 competences: design and creativity, animation, collective intelligence, collaborative digital, high-quality relational communication and shared leadership. The main objectives of our project are: - to fill in the gap regarding the new required competences of trainers/teachers- to help them adapt to a new VET environment and new relationships with learners - to support learners in their learning process with upskilled teams and the delivery of high quality training - to develop OER with new methods and tools to deliver quality and inclusive education and training through online and virtual means<< Implementation >>The partners have created a realistic work plan supported by solid communication mechanisms and a strong sense of trust, shared ownership of project objectives and outcomes, evaluation and impact measurement through a quality assurance process and dissemination practices.COORDINATIONThe coordination of the project is led by DOMSPAIN and will be based on mutual respect and cooperation through: - systematic monitoring of progress with the help of the evaluator in charge of quality assurance,- consensual decision making among partners,- targeted interventions by the project coordinator.The project management structure will consist of: the SC for major management decisions – one rep by each partner chaired by the PC. The members of the SC will remain in permanent touch and will be informed by the Results leaders of their progress. Decisions are expected to be taken by consensus. If not possible, the approval of a majority should suffice. The project management structure is designed to enhance coordination by supporting monitoring, stimulating teamwork.DISSEMINATION BI will coordinate the overall dissemination of FAVET, whose responsibility lies in the whole partnership. BI, an expert in dissemination, will provide guidelines for the whole process and the use of the project website and social media. RESULTS and inputs from the partnershipEach Result team will be responsible for taking decisions in its own area of speciality. The leaders of each Result, responsible for each of the 3 packages, are the following:Result1: PRIZMA will lead its development supported by BI in charge of supervising the design of the mapping of competences.. All partners will provide inputs, review contents, provide feedback and improvements, pilot and translate contents.Result2: IFPRA supported by 36.6CC will lead this work package. IFPRA will be more particularly in charge of the design of the online game and 36.6 CC will coordinate the work related to the escape game. Like for the previous WP, all partners will be involved in provision of contents, reviewing, giving feedback, piloting and translating.Result 3: KSAO supported by IES J. Antonio will lead the development of this result. Based on the methodologies proposed by the lead VET centres, all the partners will contribute to the guidelines to the engineering models, which include theoretical parts and case studies to serve as examples for implementation of the models provided. QUALITY ASSURANCE36.6CC will coordinate the ongoing monitoring, evaluation process and impact analysis to support the coordination team of the project thanks to their expertise and experience. They will devise the necessary guidelines and monitoring tools. They will collate information and results across the partnership and provide reports to focus on strengths and weaknesses and possible improvements.PROJECT SUSTAINABILITYThe FAVET project sustainability will be based on the Exploitation of the results and Sustainability plan, designed and monitored by PRIZMA, which will promote the sustainability and exploitation of the project results, guarantee that all results developed under the project reach out the widest possible audience, ensure that all project results are available online and can be used after the project completion, promote the Erasmus+ Programme and its activities, ensure that the project's activities and practice have an impact on target groups and decision makers, maintain and exploit the project results on a daily basis in partner organisations’ contexts and communities.<< Results >>The partnership is very dynamic and partners are experts in their own field. Moreover, associate partners can add further value to the delivery of the project. While working together, partners expect to put synergies in place as they will contribute with their own expertise to deliver common outputs towards common goals. With this project, the partnership seek to achieve such results: - design a methodology to provide each vocational school and/or training centre with a tailor-made support (through work-based training and e-learning tools) - develop and offer a pathway more suitable to the demand to support training centres and vocational schools so that they can address the modern challenges of distance learning (in order to meet the new training market requirements) - high development of blended pathways: face to face session + online teaching/training + tutoring - develop updated CVET training resources in order to meet new training needs - online Open Educational resources - teaching/learning materials easily accessible by the target group: shorter, customized, more reactive, so that the target audience can adapt/build their own training pathway according to their profile - upskill educational teams to support them in the evolution of their job incurred by the development of digital and distance learning- enhance transversal competences of teachers and trainers related to digital field, facilitation and vocational training and consequently- achieve a greater effectiveness of teaching/training activities for the benefit of learners - offer new and improved approaches and practices (facilitation) to meet the needs incurred by long-term distance learning - create a more dynamic, committed teaching and learning environment with both learners and teachers/trainers ready to integrate good practices and new methods in their daily activities related to distance learning - upskilling of educational teams on-line with the new constraints due to Covid19 sanitary crisis but also (with the integration of a greater part of distance learning into pathways whatever they are) with the digital education action plan - develop high quality and inclusive education and training with upskilled teams (in order to support for instance, distance learning for learners in rural areas or a disadvantaged audience participating in a training scheme with the purpose of vocational inclusion ...)The partners wish to provide teachers/trainers with a methodology enabling them to create a favourable learning environment for distance learners; they will learn how to improve the delivery of online contents, to organize distance group work and the rhythm and type of interactions with learners, to develop distance collaborative work, to maintain social links even if learners study remotely, to make learners take initiatives regarding the learning process, to develop a knowledge building approach."