<< Background >>In this age of rapid technological and economic change life-long learning is becoming a way of life but the COVID-19 pandemic has presented unique challenges to all types and levels of learning including vocational education training (VET) and adult learning in general. On a more negative note, a great number of adult education programmes have stopped due to the crisis meaning that learning has been disrupted for many adult learners. This is impacting the most disadvantaged and vulnerable groups in society more prominently - all the more so as they are the ones most in need of face-to-face courses. Cedefop’s findings show that vulnerable groups are women, older employees, migrants, those lacking basic skills, low-qualified and low-educated adults. Also, the learning provided in the workplace delivered online, which is no longer taking place given that workers are not present in the workplace. The COVID-19 pandemic has forced a digitalisation of education and rapidly pushed education and training systems to explore new ways of teaching and learning. The crisis, and its widespread impact on economies and societies globally, has also highlighted the prominent role for adult learning in a COVID-19 affected world. Within and beyond the crisis, adult learning is key in ensuring people can obtain the (new) skills and competences required in a COVID-affected labour market and society. Adult learning is increasingly seen as a potentially important ‘tool’ in the response to the crisis. However, adult learning providers and educators face multiple challenges in continuing their learning offers, and especially teaching practical skills online can be difficult for both teachers and learners. The practical skills are essential to the labour market and the demands for more skills and competencies increase through digital age, new methods that can contribute to the development of the necessary skills of the 21st century such as developing technological skills, creativity, communication, etc are essential. Those skills need to be tough to trainers, educators, teachers since traditional teaching methods does not include them.DDBS-Learning is a project that embraces the DDBSL method into the adult learning world. Demonstration based teaching combines all necessary characteristics for efficient adult skill learning. In this study we introduce a method for efficient and accountable Distant Demonstration Based Skill Learning (DDBSL). By arranging observation and feedback devices in a way to observe and reflect on the skills’ characteristics and information the DDBSL method allows for distant delivery of practical skills.Adult educators and staff of education institution will be the direct beneficiaries of the project. Educators will learn through the online platform how to include the DDBSL method in their training methods. A pilot program will be test the application. After the test pilot phase a manual-handbook will be create for the adoption of the DDBSL method from any organisation in their own educational materialTo achieve the objectives of the project, the partnership will develop 3 IOs:IO1 The DDBS-Learning curriculum for vet providers (The aim of the curriculum is to define the framework for developing of the training content in the online training platfom under the IO3)IO2: HANBOOK for adult educators and “train the trainers”IO3: The DDBS-Learning online platform.Each partner will be responsible involved in the creation of content Training digital materials, which will be divided into 6 thematic parts: Each part will be coordinated by another partner:1.Skills / characteristics of an adult educator- GSI SLV2.Teaching methods and techniques- EMPHASYS3.DDBSL method -TIHC4.Digital tools of distance learning - INFODEF5.Cultural awareness - TIHC6.Designing online teaching and learning activities, courses, and assessment for practical skills using the DDBS method through live streaming examples)- DIMITRA<< Objectives >>With education institutions across the world having to close as part of broader measures to curb the spread of COVID-19, information and communication technologies (ICTs) have been used more than ever before, for keeping abreast of health information and staying in touch with friends and relatives, among other functions. Adult learning is key in ensuring people can obtain the practical – technical skills and competencies required in a COVID-affected labor market and society. Adult learning is key in ensuring social inclusion and, therefore, the employability of most vulnerable groups. The crisis, and its widespread impact on economies and societies globally, has also highlighted the prominent role of adult learning in a COVID-19 affected world. However, the education and learning system was not ready for the transition in distance learning in so little time because of the COVID-19, the adult learning providers and educators facing multiple challenges in continuing their education offers and adapting to the situationDDBS-Learning is a project that embraces the DDBSL method into the adult learning world. Demonstration based teaching combines all necessary characteristics for efficient adult skill learning. In this study we introduce a method for efficient and accountable Distant Demonstration Based Skill Learning (DDBSL). By arranging observation and feedback devices in a way to observe and reflect on the skills’ characteristics and information the DDBSL method allows for distant delivery of practical skills.The project aims to enhance the digital and teaching skills and competencies with the DDBSL method of the adult learning providers, VET providers, and educators are required in the digital age and allow them to face the multiple challenges needed for a Covid affected society, continue their learning offers of practical skills with distance learning, and adapt to the new situation.ObjectivesIn this project, they will discover how to use the newest educational methods to create a learner-centered classroom and online classroom that's perfectly suited for adult learners.•First, they will be introduced to adult learners' unique needs and motivations and find out just what expectations they have. • Second will learn how to use the DDBSL method to deliver online training course with practical and technical topics.•Next, they will delve into a host of innovative teaching techniques like DDBSL that will turn their adult learners into active learners and set them up for success. •They learn how to design their materials effectively and their courses. They will also explore a wide range of assessments and how to grade them. Finally, they will learn how making your classroom accessible and enjoyable for students with disabilities•They learn the DDBSL method, a method for efficient and accountable Distant Demonstration Based Skill Learning (DDBSL). By arranging observation and feedback devices in a way to observe and reflect on the skills’ characteristics and information the DDBSL method allows for distant delivery of practical skills.Skills the educator will learn•Designing online training activities•Design online assessment•Supporting diverse learners online•Teaching online•Selecting learning technologies•Developing persuasive arguments•Design online courses<< Implementation >>1. Management and coordination includes all tasks related with the administrative management and coordination of the project and partnership. 2. Communication, dissemination and exploitation, includes all activities related with the communication of the project outside the partnership, multiplier events aiming dissemination and strategies for the exploitation of the IO and sustainability of the results after the end of the project3. Monitoring, evaluation and quality management will include activities aiming to follow the project development, achievement of goals and indicators, identification of constraints, obstacles and delays and implementation of corrective measures in order to ensure the success of the project. The partners focused on the development of innovation, from which will result Intellectual Outputs are:1.DDBS-Learning curriculum2.DDBS -Learing self-assessment tool and “train the trainers” 2. The online training platform the key output of the project, aiming to deliver a completely autonomous self-assessment, learning platform and contents to the final user 3. Finally, the Piloting will aim to experiment the training course and mobile app with the final users. Across these IOs PMI will be carried out related with: • Management and coordination of the project, including administrative, financial and reporting activities;• Development and implementation of the communication strategy and exploitation planning, including preparation of communication materials, dissemination of information, animation of social network pages, preparation of scientific papers;• Involvement of key stakeholders, including the creation of the LAG• Development of tools, implementation of monitoring and evaluating activities and preparation of reports to support decision making by the partnership;• Preparatory work for the pilot phase, including, preparation of privacy policies, involvement and follow up of participants, preparation and implementation of piloting evaluation;• Development of sustainability plan, including the exploitation and IPR agreements;• Administrative support to IO development;• Management of participants and stakeholder engagement• Management of translation process.<< Results >>Within the project 3 types of results are expected during the project implementation and on its completion:1) direct outputs of the project implementation will be:To achieve the objectives of the project, the partnership will develop 3 IOs:1.1 - IO1 The DDBS-Learning curriculum for vet providers (The aim of the syllabus is to define the framework for developing of the training content in the application under the IO3. )1.2 - IO2: The DDBS-Learning Handbook and Self-assessment tool1.3 - IO3: The DDBS-Learning online patform Each partner will be responsible involved in the creation of content Training digital materials, which will be divided into 5 thematic parts: Each part will be coordinated by another partner:1.Skills / characteristics of an adult educator2.Teaching methods and techniques3.Digital tools of distance learning 4.Cultural awareness 5.Designing online teaching and learning activities, courses, and assessment1.3. Multiplier events – each partner will carry out an information seminar where project, its aim and activities implemented in its region will be presented, at least 40 people and 80 people the lead parnter will bepresent (300 altogether)2) outcomes achieved through the implementation of the project:- Prepared basis for establishing online distance learning courses- Developed innovative educational materials with very relevant and actual topics, important for educators and VET teachers,- Better educational preparation for new educators and VET teachers in the distance learning- New knowledge gained from neighbouring regions and also from regionAll results (intellectual outputs, multiplier events and training activities) are described in bellow parts of the proposal

The recent economic and deep political crisis in the South Mediteranian (SM) region show that access to higher education is NOT a sufficient prerequisite for economic stabilty and job creation. The mismatching between academic programmes and labour market has created a political and economic void where young, high educated people have difficult to build careers in the industrial sector.The SM Weld promotes a novel nodel of partnership university-industry to enhance quality of workforce through education and training contributing to knowledge transfer, increasing employability of engineers and technical staff and supplying North-African industry with highly qualified personnel. The implementation of welding standard ISO 3834 in North African companies will contribute to a considerable strengthen of their economical competitivness.SM Weld overall goal is to implement the International System for Higher Education and practical Qualification of Welding Personnel based on the harmonised European System for Welding. The SM Weld objectives:(i) Academic level: MSc specialization in Welding and Coordinatation of the IWE/IWT education(ii) Welding personnel: Implement and Coordinate activities of training and certification of welding personnel(iii) Company level: Coordinate the implementation and certification of welding organizations in ISO 3834.To accomplish these objectives:(i) Education: Master specialization in welding and joining (ii) Mobility: Training of academic and welding academic staff and personnel in EU- and PC countries(iii) Knowledge transfer: Dissemination and information seminars, and workshops regarding implemention of ISO 3834 (iv) Certification: Development of a common European recognized qualification and certification system in welding.Project Outputs• Welding specialization• Welding Center organization• Educational and training material• Training of staff and academic staff • Exploitation Plan • Certification system