The COVID pandemic has triggered drastic changes in the delivery of education and knowledge transfer at global scale. Two dramatic changes have been observed so far. Firstly, the education sector was transformed with the deployment of e-learning and blended learning approaches. Secondly, businesses shifted their work practices using remote work practices. Both phenomena have been widely observed and research in the literature for decades, while there are numerous case studies discussing how universities and organisations use technology to overcome barriers associated with the lack of face-to-face interaction. Therefore, once the pandemic arrived, there were several perspectives arguing that both Universities and Organisations should demonstrate a relatively high level of readiness for a seamless transition towards full deployment of e-learning and e-work. After more than six months of the new ways of studying and working, it is observed that there are significant problems with regards to the effectiveness of the adopted practices. The primary source of these problems is that the study and work cannot be supported by a blended mode, where some (even minimal) face to face contact is possible. In blended learning and working modes, the face-to-face contact serves as a support mechanism for (i) enhanced communication, (ii) effective collaboration and (iii) efficient coordination. As a result of the pandemic Universities already report a number of issues associated with the transition to a fully online delivery including:Significantly reduced engagement with synchronous sessions.Increased miscommunication and confusion regarding learning tasks.Inconsistent achievement between individuals depending on their ability to seek and find help.Low progression rates due to inability to effectively use available resources.Lack of motivation as learners find it difficult to self-regulate their study. The impact for knowledge transfer projects is also evident in organisations, as remote work is also affected by the lack of face-to-face meetings. Some of the most common issues include:Reduced success in knowledge transfer activities due to insufficient support such as mentoring and coaching.Inconsistent performance affected by the ability individuals have to work together remotely.Lack of clarity with regards to knowledge transferred, as key performance indicators are difficult to apply online.Increased time waste, as teams find it more difficult to reach consensus with members demonstrating different levels of understanding.Constraints with regards to available resources that can be accessed without the need of face-to-face contact. The consortium proposes the creation of a Sharing my Learning (Platform-Network-Toolkit) to support the transition towards e-study and e-work. The focus of the project is on University study, while the project ideas will be also tested at a small-scale pilot for organisational knowledge transfer scenarios. The proposal is to introduce the Sharing-my-Learning (SmL) concept across the participating Universities. This will enable students to be learning providers but also learning requesters. This will be achieved through Provision of Learning (PoL) and Request for Learning (RfL) transactions with the system. Learners who have a sufficiently significant volume of learning to share can create a PoL record that can be accessed by other learners who need support in the same area, expressed in the form of a RfL. The project will be delivered as a Platform-Network-Toolkit (PNT) combination. With regards to Platform, the University of Siegen will adapt its current outputs to provide a supporting medium for the provision of the training. Middlesex University will assist the match-making process with its MUSKET tools that use the XCRI-CAP information model to align course data, as used in the PAWER CBHE project. Middlesex University will also contribute in terms of the creation of the Toolkit using the SCATE e-learning platform as developed for the FORC CBHE project. Each learning unit will be in the form (i) content, (ii) presentation and (iii) video, following a consistent format. The learning units will be in the form of micro-learning outputs. Neapolis University will support the creation of the learning content in collaboration with Oracle TES. Finally, a network of learning will be established involving all individuals producing or requesting learning units. Harokopio University will provide the necessary data analytics for the use of this network, supported by Middlesex University for the creation of the necessary learning analytics visualisation dashboards.

Context and Background: The proposed project was explicitly conceived within MARGARITA during 2013. The core idea was based on the fact that Students with Mental and Intellectual Disabilities (SwMID) demonstrate a great interest in cooking lessons. Also, trainers and educators have concluded on the familiarity that SwMID have with cooking lessons. The proposal approved for funding, under the Horizontal priority ”Transparency and recognition of skills and qualifications” and the VET priorities “Further strengthening key competences”, “Enhancing access to training and qualifications for all”. The 1st evaluation concluded the need to add more activities; (1) training seminars on agricultural activities focusing mainly on how raw materials for cooking are cultivated while introduce them with new curricula; (2) explore the nutrition and calorie value chain of the easy cooking products giving the healthy added value to the final outcome.Objectives: The main objective was to develop a Cookbook with the participation SwMID that attend in the Vocational Training Centers (VTCs). The instructors and trainers together with professionals from the fields of catering and agriculture and the SwID along with other relevant stakeholders, developed cooking and cultivating instructions based on the principles of “task analysis” and “easy to read” forms. To reach the main objective, the following targets had been set; (1) development of a cookbook, using the ‘task analysis’ and “easy to read” methods that contains new recipes from different countries, emphasizing the similarities and differences in terms of dietary conditions, calorie efficient, traditional cuisine, agricultural products, kitchen and cooking equipment, complementarity, cultural identity and historical course; (2) implementation of cooking sessions, based on the existing familiarity of the students with the ‘step by step’ procedure, the ‘task analysis’ and “easy to read” methods based on cooking training seminars; (3) development and demonstration of these new tools especially designed for the training sessions targeting at SwMID and the “Train the trainer” seminars; (4) development of training sessions specifically designed for SwMID on the cultivation techniques of a small scale urban vegetable garden; (5) development and publication of 2 intellectual outputs, easy cooking book and the trainers manual package, both translated into English, Greek, Portuguese, Spanish and Catalan. Participants’ profile: This project addressed various people with disabilities mostly intellectual. Each partner organization engaged its students with different forms of disability and specifically: (1)VTC MARGARITA engaged with people, aged 14-54, with light and moderate intellectual disabilities who live in the region of Attica; (2) Orchardville worked with adults with learning disabilities and Autism; (3) Fundació Ramon Noguera worked with adults with intellectual disabilities (any kind); (4) E.PSY.ME. worked with people aged 15-45 with learning disabilities and autism who live in the region of Piraeus; (5) MARGARITA, FRN, EPSYME and ARCIL engaged staff with expertise in Vocational Training of people with intellectual disabilities.Activities implemented: The project was divided into 9 activities (A1-A9). A1, A2 activities supported the project throughout the 24 months duration through the implementation of several action as described in project management and implementation section. A3 “Selection of Recipes” was the core preparatory activity and the backbone of A5 and A6 which tested the outcome through the training seminars. The successful implementation of A5 and A6 concluded at Girona, Spain with the implementation of activity A4: “Train the Trainer”. Conclusion of Activities A4, A5, A6 triggered activity A7 which was very important mostly for the dissemination activity while A8 is the core activity of the project for drafting, evaluating and finalizing outputs O1 and O2 of the project. A9 includes the “Multiplier Events” in Greece, Spain, Portugal and Ireland.Results: The 1st project achievement was the selection of top 10 recipes based on a multicriteria system that evaluated these recipes considering social, technical, healthy and easy-to-make criteria. The 2nd main achievement of the project was the proper application of the task-analysis and easy-to-real methods on the recipes using only the assistance by the SwMID. These recipes where applied during the 5-day training seminar in the premises of FM at Girona. The 3rd and most important achievement of the project was the successful implementation of the training seminars both in cooking and cultivation. These seminars, as the core activities of the entire project, were successfully demonstrated in the 5-day “Train the Trainer” activity. The 4th main achievement of the project was the implementation of outputs O1 and O2 together with the successful communication and dissemination of the results at the multiplier events.

The main objective of the project is a process of apprenticeship and collaboration on the traditional art of weaving. The project develops itself in depth (education, inclusion of people with intellectual disabilities, production) and in breadth (dissemination, creation of educational and productive points in five European countries and an open to everyone, digital platform with educational material). It connects the past with the future by attempting to revive a traditional art in the modern world and to design social cooperative enterprises that will create jobs for people with intellectual disabilities and other vulnerable groups of people from the typical population. A second aim is to provide the material and the expertise to people who wish to lead training weaving workshops.More specifically the project aims to:• To ensure the maintenance of weaving workshops in vocational training centers and set up new ones.• The development of manuals for (a) the trainers and (b) the trainees with intellectual disabilities.• Improve the inclusion of people with intellectual disabilities by giving the chance to local communities to attend in inclusive weaving seminars. • Create job positions related to the field of weaving. The beneficiaries who will participate in the training seminars will be 30 people in total per country. From the 30 people, 15 of them will be of the general population from vulnerable social groups (e.g. long-term unemployed, women) and 15 will be people with intellectual disabilities. The training seminars will last for 600 hours (7 months) and will be divided in two sections one theoretical (150 hours) and one practical (450 hours). Those who complete the training seminar can attend a second part of seminars which will prepare them to become trainers in Weaving Workshops by focusing on the methodology of training but also on the history of weaving, equipment and weaving techniques, its connection with the current era and the current market trends (30 hours). The manuals will be available in digital and paper form. The manuals will be a tool for universities, lifelong learning centers, institutions which promote the Art of Weaving, Weaving Workshops in VET Centers. Intellectual Outputs:1. Analytical Curriculum2. Trainers Manual3. Manual for people with intellectual disabilities (easy-to-read)4. Web Platform – WebinarsThe project aims to contribute to the revival of traditional Weaving Art, an art that is in danger of being forgotten, as the weaving process has been mechanized, the hand loom has been replaced by the weaving machine. The revival of the hand-held loom thus, has a wider reference to intangible cultural heritage. At the same time, it has a great educational value due to its potential for the development of fine and thin motor skills, attention, concentration and psychosocial development, especially for people with mental disabilities.The methodology of the project is based on the balance between the theoretical and the practical training as well as the management of traditional techniques in modern times. Since weaving by its nature requires synergies of different specialties (qualities), which complement each other, the project will attempt to be developed through the principles of collaboration through craft. Finally, it will be governed by the principles of inclusion, giving space to the coexistence of different groups of the population (general population, disabled people, elderly people, immigrants from countries with tradition in the subject, etc.).In terms of impact, the CROSSWARP project aims to strengthen the creation of loom workshops in the Vocational Training Centers in the participating countries at first (across Europe thereafter) by offering integrated training tools.As far as longer term benefits are concerned, the project will highlight training in weaving as a field for the development of social cooperative enterprises in the context of the promotion of KALO, which can ensure employment for people from vulnerable social groups.

INTEGRA aims at responding to the limited participation of young refugees from conflict affected countries to the higher education system of India & Pakistan by introducing an innovative methodology that will allow them to overcome the obstacles they currently face. This will be accomplished by combining a short-term ICT course for youth with migrant background, based on the expectations of the ICT labour market in these countries, along with the establishment of 4 psychosocial support structures (1 per HEI), which will provide personalised psychosocial support. By bringing young refugees closer to the higher education system in India and Pakistan, the ambition of the project is to facilitate their full integration in these countries by attending higher education courses and/or by entering the labour market and especially the ICT sector, which is one of the main economic activities in this Region.Main outputs of INTEGRA include: a) a 1-year accredited ICT course including different programmes & modules, based on the state-of-art analysis; b) the establishment of 4 psychosocial support structures providing personalized support to young refugees. The project involves also a comprehensive capacity building programme for tutors and professionals for the structures, along with a pilot delivery of the services developed. INTEGRA’s main expected results are:- HEIs in Partner Countries are enhanced in terms of capacities, new services and tools, in order to respond to the needs of refugee youth in their pursue of utilizing higher education and HEIs for social & economic integration- Young refugees from conflict affected countries are brought closer to higher education and HEIs in India and Pakistan, while also have their ICT skills built and psychosocial traumas treatedThe envisaged impact of INTEGRA is to foster the integration of young refugees in India & Pakistan by empowering HEIs in those countries in attracting this target group and serving effectively its needs.

<< Background >>Childhood obesity and overweight are inevitable contemporary problems. The evolution of children's diets over the last decades, coupled with an ever-lower energy expenditure, especially during the COVID-19 period, forces us to question the development and/or reinforcement of food education for children. In southern European countries this issue has a significant impact on the health and well-being of children. In this context, the EFFECT project aims to develop food education for primary school children in France, Greece and the USA. The uniqueness of the project lies in the fact that the EFFECT project will develop training content for the children's trainers, considering that only the training of the children's ecosystem will allow the establishment of sustainable habits.<< Objectives >>The main goals of the EFFECT project are to i) propose a thorough analysis of best practices in food education toward children across Europe, to ii) improve the trainer’s awareness and knowledge on food education through dedicated pedagogical material and training sessions, to iii) create and implement the Sustainable Lifestyle Fest in all participating countries, iv) to develop food education for children at the European level through dissemination and transferability activities. It’s envisioned impacts are i) an increase of the knowledge of best practices in food education towards children across Europe, ii) an increase of pedagogical resources and tools available to support trainers in the development of food education sessions towards children, iii) an increase of the children’s knowledge regarding food products, iv) a wider dissemination and uptake of the knowledge in EU educative communities via tailored content on an e-learning platform.<< Implementation >>Different activities will be implemented in the framework of the project: whereas the WP1 will be focused on the gathering of best practices in food education towards children and analysis of needs and requirements, WP2 will aim to create dedicated pedagogical material on food education towards children for trainers. This pedagogical material will be available on an e-learning platform created during WP3 of the project, and be used for both self-learning and blended learning, as trainer’s training sessions and food education sessions towards children will be implemented as part of WP4. For these training pilot experimentations, a toolkit on training trainers will be created. Finally, an innovative concept, the Sustainable Lifestyle Fest, will be implemented in several schools and extracurricular centres in the participating countries: this activity will give children a holistic approach of food (better knowledge of food products, of issues such as food waste, reappropriation of eating habits through the design of one's own menu…), and offer their trainers ideas and advices to implement regular physical activities depending of various contexts. Activities of communication and transferability are planned to increase the visibility of the project and to exploit its results to the fullest.<< Results >>The project has 5 main project’s results: -A White Book on the best practices in food education towards children-Dedicated pedagogical material on food education towards children for trainers-Online e-learning platform with adapted pedagogical content-Toolkit on training trainers in food education towards children-Creation, implementation and transferability of the Sustainable Lifestyle Fest The project’s partners expect to train 120 - 150 European trainers, and to reach another 300 trainers through dissemination and communication activities. More than 1 000 children and 1 000 families will be reached by the project. At a local and regional levels, the project will lead to an increase of pedagogical resources available to the trainers, and thus to better informed children, families and local stakeholders. At the schools level, this project will lead to a development of food education initiatives, notably with the adaptation of the Sustainable Lifestyle Fest. In the long term, the programme is expected to have an impact on the culinary habits of the children and families. At the national and European levels, this programme and its dissemination strategy is expected to raise awareness on the food education of children, and to improve knowledge on pedagogical practices and tools regarding food education. The project will improve EU trainers' knowledge on pedagogical practices in food education, which will empower them in the development of new, related initiatives by highlighting successful practices and providing key knowledge and skills for proper implementation.