Europe Education Area is based on the Digital Education Action Plan. Every year, the EU pays more attention to the development of the information society, which is inseparable from the changes taking place in higher education. EU Commission (EC) encourages taking opportunities which provides with technologies, open education resources and virtual learning environment. The EC's education policy documents emphasize the importance of youth mobility, and there is growing talk of validating virtual mobility. When planning and developing Information and Communication Technology (ICT) based teaching/learning studies, the preparation of content must be based on a certain methodology and theoretical provisions that would help to ensure the quality of studies and address the issues of effective teaching/learning organisation. Preparation of the content of the study subject adapted to the remote work, organisation of the teaching process and ensuring academic integrity are becoming vital teacher competencies.Teachers today face challenges in selecting the most appropriate technologies and the application of unused tools. However, even the best-designed learning course will not work if the learner does not seek for progress, so learner’s self-control and motivation, which he/she often lacks, are essential while learning in virtual learning environment (VLE). Therefore, it is important that in VLE the teacher is able to select the most appropriate study and assessment methods (ensuring academic integrity), provide the necessary support system that would allow steering learning to the right direction. Thus, there is a need for methodology, based on which teachers could effectively choose the appropriate tools and methods for virtual studies, provide information in an inclusive and understandable way. To date, there is no generalized methodology to ensure the quality of the virtual course and conduct studies in an engaging and motivating way. There is also no confidence in the fairness and reliability of the assessments received. These problems exist not only in the HEI applying for this project, but also in other HEI. Therefore, the solution to these problems is extremely relevant for the entire higher education sector.It is planned to use VLE Moodle in this project. Currently, Moodle is already used by all organisations involved in the project and has the largest market share in Europe (57%) according to LISTedTECH.This project will attempt to solve the problems presented above by improving the quality of virtual studies, creating teaching/learning methodology, and implementing technological and pedagogical innovations (teachers' didactic, digital competencies, gamification of the study process), which will increase study accessibility and learners' motivation. This project is dedicated to educate staff about pedagogical and technological innovations (growth of digital literacy competencies among academic staff) and to transfer the good practices for cohesion in Europe. Teachers with a deeper understanding of virtual learning, pedagogical and technological innovations will be able to use this information in their subjects, which will ensure the quality of studies, student motivation and academic integrity. HEI will be able to ensure the quality of virtual mobility and the recognition of study results by developing the internationalisation of HEI at home (virtual student and teacher mobility, inter-institutional studies, mobility windows). The aim of this project is to increase the quality of teaching/learning in VLE and the study process by creating preconditions for the recognition of the acquired results during virtual mobility.The aim of the project will be pursued through three objectives:1. Creating the methodology for teaching/learning in VLE.2. Improving competencies of academic staff.3. Pilot testing of the developed teaching/learning methodology. Three intellectual outputs will be developed through the project activities:1. Analysis report of VLE teaching/learning and assessment methods. 2. VLE teaching/learning methodology 3. VLE methodology application practice report.

The main objective of the project was to create a training tool capable of responding to the need todevelop intercultural interpersonal skills and abilities for operators and professionals who in their daily work do find themselves operating in multicultural contexts and with minority groups. As a result improve the quality of theirs intervention towards beneficiaries, not only in the context of youth organizations, but also in other contextseducational, such as school, and professional in general. This objective was fulfilled with the realization ofMOOC “Union of Minorities. Educational tools for the European Cultural Mosaic ”, a product with characteristicstechniques (its accessibility to a broad audience of learners) and content (theoretical and practical aspects on the topics ofmulticulturalism and the construction of inclusive educational pathways), stands as an instrument of education and trainingshared with an intersectoral approach, which combines methodologies, tools and knowledge typical of educationformal and non-formal education, coming from the public and private sector, and that, addressing the topic ofmulticulturalism in the broad sense (not only with reference to its most evident aspects linked to belonging to an ethnic groupor practicing a different language), offers a space for deepening professional and personal skillsdeemed necessary to understand and operate in European and national social contexts for which it becomes fundamentalpossess an intercultural approach based on recognition and respect for differences.The MOOC was the result of a path that saw the synergistic collaboration between the worlds of formal and non-formal educationformal, private and public and which was built throughout the project life cycle through specific contributionsof the work group and the study visits that took place during the first year, during which they werevisit various realities and it has been possible to observe, learn and evaluate different experiences and ways of working. TheObservation process established during the study visits allowed the collection of data used to identifythe topics found among the most important in the various areas and finalize the modular structure of the course following onepedagogical logic identified by the work group. It is for this reason that the MOOC includes chapters that they offerimportant theoretical ideas to better understand and reflect on topics such as multiculturalism, globalization,colonialism, the concept of minority, stereotypes and processes of stigmatization, whose mastery is fundamentalimportance not only when working with young people but in all those contexts in which different cultures meet andvarious differences, to create a more inclusive society, and at the same time functional. This theoretical basis represents thefoundations on which a pedagogical path was then built starting from the necessary personal skillsto learners to then be able to decline them in their respective professional fields, we continue towards the learning of methodologiesfor the management of groups, specific approaches and methods for working with minorities (applicable to different target groups, andreplicable in different contexts) to provide insights on the importance of implementing systematic and structured actions by workingon the web, and on the importance of evaluation as a tool to reflect on one's own activities / initiatives and then arrange oneselfto learn to increase the quality of their interventions in order to achieve more effective and responsive resultsreal needs of the target with whom you work.Through this project and the production of the online course, and its dissemination to an audience of users that goes beyond thethe world of youth and NGOs, therefore, we wanted to contribute in a concrete way to provide an additional tool forimprove the skills and individual knowledge of professionals engaged in work with cultural minoritiesgenerically intended to improve the quality of the services they offer to the beneficiaries, but also to spreadinterest and attention to the theme of intercultural education and recognition of the other as a source ofmutual enrichment and basis for building solidary relationships within non-monolithic societies and communitiescharacterized by an extreme variety of linguistic, cultural and behavioral codes.

Vesilaitokset etsivät luotettavia ja kustannustehokkaita ratkaisuja verkostonhallinnan digitalisaatioon. Monia lupaavia teknologioita on tunnistettu, mutta niitä ei kuitenkaan ole täysimääräisesti hyödynnetty käytännössä. Ratkaisujen yleistymiseksi tarvitaan teknologiademonstraatioita ja liiketoimintatapausten arviointia. Tämä projekti antaa teknologiaratkaisujen tarjoajille mahdollisuuden osoittaa digitaalisten ratkaisujen tuottama kokonaisarvo loppukäyttäjille, kuten vesilaitoksille, kaupungeille tai kiinteistöille. Toimijat voivat jatkossa muodostaa Nokian Operations Platform-operointialustan ympärille digitaalisen verkostonhallinnan ekosysteemin. Hankkeessa keskitytään erityisesti digitaalisen teknologian soveltamisen pullonkauloihin vesilaitoksissa, kuten kyberturvallisuus, eri osatoimittajien järjestelmien integrointi ja yhteensopivuus, mittareiden luotettavuus, toimivuusalueet ja mittausdatan jäljitettävyys. Tavoitteena on yhteistyössä kehittää avointa arkkitehtuuria ja standardointia. Hanke on ensi askel kohti Suomeen kehitettävää kansainvälistä älykkään vesienhallinnan tutkimus- ja kehityskeskusta, joka auttaa suomalaisia yrityksiä kehittämään kilpailukykyisiä tuotteita ja ratkaisuja ja siten kasvattamaan kansainvälistä liiketoimintaa. Yhteishanke keskittyy seuraaviin tutkimus- ja kehitysaloihin, joita seuraa pilotointi ja kehitettyjen ratkaisujen esittely: • Tietoturva digitaalisissa vesilaitostoiminnoissa • Järjestelmien integrointi ja yhteen toimivuus • Vesialan avoin ja yhteentoimiva teknologiaplatformi • Low Power Wide Area-tekniikan validointi ja vertailu • Reaaliaikainen veden laadun seuranta • Mittausdatan laadun ja jäljitettävyyden parantaminen ja kehittäminen. • 5G-verkko vesialan sovelluksissa Yhteishankkeen pitkän aikavälin tavoitteena on luoda maailmanlaajuisesti kilpailukykyinen kokonaisvaltainen ratkaisu skaalautuvaan, digitaaliseen ja tehokkaaseen verkostonhallintaan vesilaitoksille ja vesi-intensiiviselle teollisuudelle.

The European green agricultural sector (food, agri, animal husbandry, nature, living environment and leisure) is from an economic, social and sustainable point of view important for a prosperous, sustainable and green future worldwide. The European Green Deal and the UN Sustainable Development Goals (SDG) emphasize this position and the challenges the green sector needs to face. The partners of this project are inspired by these goals and believe that green agriculture educational institutes on secondary, tertiair and higher level should take an important role in educating enough qualified students who are well prepared with the appropriate green sustainable and circular skills to achieve these goals. However the problem all partners face is that the number of students entering their green agricultural schools is dropping steadily, while the number of students is already far from enough to fulfil the jobs within the green job market. The main causes for this gap between the jobs related to the green job market and upcoming green circular society and the students’ needs are:1)the lack of flexibility of schools to modernize their programs quickly enough;2)the location of the schools in rural areas, while the students are mainly living in the cities;3)the attractiveness of the green schools to new target groups that are not traditionally their main target group;4)the lack of cooperation with regional business and social service organisations also related to other sectors (cross-overs);5)the increasing but unknown career perspective related to green knowledge and skills; 6)the large number of students who are not capable of making a thought-out choice of education.The overall European wide analysis is that the necessary increase of the number of students with innovative, green, circular skills and knowledge might be achieved by expanding additional efforts to acquire and retain new target groups, especially the multicultural urbanised youth and lifelong learners. We also believe that the attractiveness of green VET-schools to these new target groups can increase by positioning green schools and programs in a positive and innovative way and within the context of our new sustainable and green society of tomorrow. This can be achieved by acting from the perspective of the Whole School Approach of Sustainable Development. An approach in which one works on the renewal of the curriculum, didactics, business operations, professionalization and cooperation with the surroundings of the school from an integral and interdisciplinary viewpoint.In PROGRESS we will create a living community of green VET-schools in Europe in which we exchange good practises and co-operate to find solutions to renew and promote our schools, programs and courses aiming to attract new types of students like urbanised youth and lifelong learners and make them aware of the great opportunities green knowledge and skills and the green sector in general can provide them. The good practises with all kinds of innovative methods and practical tools and recommendations will be shared and disseminated on a local, regional, national and EU-level through a multimedia and inspiring website, EUROPEA and multiplier events.