<< Background >>The coronavirus pandemic is causing large-scale loss of life and severe human suffering globally. It is the largest public health crisis in living memory, which has also generated a major economic crisis, with a halt in production in affected countries, a collapse in consumption and confidence, and stock exchanges responding negatively to heightened uncertainties. Both international (ILO Monitor) and EU reports on Covid-19 and its effect on businesses show that worldwide employment in the sectors most at risk is strongly concentrated in firms with less than 10 employees, whereas vice versa the vast majority of employment in low risk sectors is in larger firms with more than 10 employees. For instance, in sectors such as wholesale and retail trade, repair of motor vehicles and motorcycles, the share of firms with less than 10 employees is 70%, whereas in low risk sectors such as education, utilities and public administration the share is less than 20%.SMEs may have less resilience and flexibility in dealing with the negative effects of the pandemy . Costs for prevention as well as requested changes in work processes, such as the shift to teleworking, may be relatively higher for SMEs given their smaller size, but also, in many instances, the low level of digitalisation and difficulties in accessing and adopting technologies. If production is reduced in response to the developments, the costs of underutilised labour and capital weigh greater on SMEs than larger companies. Furthermore, SMEs may find it harder to obtain information not only on measures to halt the spread of the virus, but also on possible business strategies to lighten the shock, and government initiatives available to provide support.Some staggering numbers:· Bulgaria: 87,000 people (2.1% of the working population) were registered newly unemployed· Greece: 60% experience marked decline in sales; the share of microenterprises in the most affected sectors is 60%, · Turkey: 36% of micro- and small-scale companies have suspended their activities.· Belgium: 75% report declines in turnover; over 31% of Belgium SMEs may not survive the crisis. · Cyrpus: 69% of businesses expected a decrease in their company revenues and/or profits as a result of Covid-19.Moreover, a European survey suggested that only 56 percent of all companies with 50 or fewer employees provided remote access to email, applications, and documents for their employees, compared with 93 percent of all companies with more than 250 employees.Thus, the key challenges that SMEs are facing are the following:· Strategic: Finding new/alternative business opportunities, strategic planning and decision making in uncertain times and maintaining (inter-national) partnerships.· Operational: Staff working remotely, digitalisation of sales and marketing and overcoming logistical hurdles especially abroad.· Maintaining turnover: International sales decline, decreased demand.· Managing costs: Measures to effectively cut costs, managing planned and ongoing investments, fixed costs such as rent and salaries.Aim: The Project aims to provide educational materials to help micro-SMEs to identify and develop the new competitive skills, the new organizational forms, the new business process designs, the new organizational systems, the new functional skills and the new human resources profile that businesses will need in the pandemic and the post-pandemic period. By doing this, it is expected that the ability of micro-SMEs to cope with post-pandemic challanges, which its impact on them is more devastating due to liability of smallness, will increase.<< Objectives >>Aim: The Project aims to provide educational materials to help micro-SMEs to identify and develop the new competitive skills, the new organizational forms, the new business process designs, the new organizational systems, the new functional skills and the new human resources profile that businesses will need in the pandemic and the post-pandemic period. By doing this, it is expected that the ability of micro-SMEs to cope with post-pandemic challenges, which its impact on them is more devastating due to liability of smallness, will increase. The specific objectives of the project are as follows:Objective 1. Improving the ability of micro-SMEs to analyze the nature of the changing ecosystem during and after the pandemic post-pandemic and to develop the new managerial and organizational insight to find new ways to serve their customers and communities. Objective 2. Supplementing the educational programmes which train the potential entrepreneurs and managers for SMEs with the curriculum developed by the project partners that includes the new ways of doing business in the post pandemic period.Objective 3. Contributing to shaping the education and incentive policies of public institutions responsible for the development and competitiveness of micro-SMEs by educational material of the Project.<< Implementation >>The project follows a well-defined, comprehensive, and high-quality work plan, that involves the following steps: planning, development, testing and dissemination. This is also mirrored in the methodology that will be used for the development of the intellectual outputs that are involved in the proposal (see the related section of Project Results).a. Planning:It has started from the stage of proposal writing (needs analysis, PM plan, PRs steps of development, timetable, identification of target groups and related stakeholders), and will continue after the commence of the project with actual distribution of tasks to all partner organisations, with regards to Project Management (PM) and PRs development.b. Development:This stage will include activities that will include research (desktop and field) for the development of the content of training materials (PR1), identification of case studies (PR2) and identification of challenges and opportunities for SMEs (PR3); focus groups and interviews for getting input from related stakeholders; establishment of the training strategy and plan (PR4); undergoing activities related with PM.c. Testing (Pilot launch period):The project will include a “pilot launch period” with the implementation of PR1, PR2 and PR3. This is a trial period, in which sample groups will undertake courses of PR1 and use PR2 and PR3, after their registration to the initial platform release. They will provide to the scheme adequate data collection to implement testing and evaluation of the efficiency and adequacy of the material they have created, using quantitate and qualitative factors. Those will be based on the desired aim, objectives, results and impact. The collected feedback and conclusions will be elaborated, and if necessary, the PRs will be optimised based on the suggestions of the trainees. d. Dissemination:It will include the release to public of the final structure and content of PRs; the activation of all tools of the dissemination strategy in order to widen the audience and the impact of our project period and running of Multiplier Event.After the delivering of all project's tangible results and while monitoring the achieving impact the consortium can elaborate on the future perspective of the project.<< Results >>Within the framework of Intellectual Outputs development, the foreseen outcomes are:PR1: Coronomics ECVET compliant curriculum and course material training toolkitPR2: Video supported case database upon an integrated digital environment PR3: Coronomics whitepaper on challenges and opportunities for micro companiesPR4: Coronomics Learner LogbookWithin the framework of the Project management and implementation, the foreseen results are:-PM1 Partners agreements-PM2 Coronomics Work Plan-PM3 Interim and final reports that will be submitted to the Bulgarian National Agency.-PM4 Quality control framework and internal surveys and report forms.-PM5 Dissemination plan and materials-PM6 Minutes of meetings-PM7 Website.Intangible outcomes:-Developing the cooperative strategies for business and improving their skills to cooperate with different actors (public employment agencies, umbrella organizations, social service institutions, competitors, suppliers, financial institutions, and distribution channels etc.) that can help to overcome the crisis with the least damage during extraordinary periods such as pandemic. -Enhancing the ability of micro-SMEs to understand the changing customer demands and new customer needs arising from the new conditions.-Enhancing their adaptability skills in the digital technologies required by digitalization and remote working systems. -Increasing the capacity of the organization to restructure in accordance with digitalization and remote working systems (reconstructing the organizational chart depending on the degree of centralization of the organization and redefining the procedures depending on the degree of formalization in accordance with the new system).-Developing the skills of SMEs in redesigning human resources management processes (personnel recruitment and placement, training and development, performance evaluation, career management, etc.) in accordance with digitalization and remote working systems. -Developing their digital marketing strategies and online sales skills in accordance with digitization and remote working system. -Developing the innovation skills of SMEs in accordance with digitalization and remote working system. -Improving cost management skills in accordance with digitalization and remote working systems. -Increasing quality management skills in business processes in accordance with digitalization and remote working system.-Identifying new motivation systems suitable for digitalization and remote working system and providing employees with self-disciplinary skills.

"<< Background >>SME entrs. (especially younger ones) want to contribute to society within a commercially driven business that does follow a social approach. Such specific blended approach towards mixed for-profit & non-profit approach is however not taught anywhere. It’s either pure entrepreneurship or social economy, but no Vocational education and training (VET) offers blended social commercial entrepreneurship as part of their curriculum in Business and Entrepreneurship subjects. Needs are confirmed by the recent report on State of the social enterprises 2018 . As a coordinator we are also addressing the above mentioned problem as stated in the latest EU report for implementation of social enterprises in Bulgaria. Further analysis on this topic are also reviewed and the proposal is dully aligned on their conclusions (see attached Need analysis document with reference and justification of the need). For example: Social supermarkets are a great example of a social enterprise. A place where food is sold to low-income communities at a discount price. That food is either donated by food suppliers or purchased very cheaply. Something like that can be very helpful for the local society. Another example is: Social Crowdfunding is another very interesting and very modern type of social enterprise. Using the internet people can find everything. Why not use it to get funding for their ideas? There are always people willing to help others make their dreams come true. Building a social crowdfunding platform is a truly helpful way to make some profit and give people a chance to help each other. Another possibility is the Micro-Lending. Creating a platform that allows people to lend money to the entrepreneur that would not, otherwise, get the funding they need. Starting a business is difficult without an original capital especially in Balkan countries. The increase of the functional social commercial enterprises will further extend the opportunities for labour market inclusion of people with disabilities (evident from February 2019 global report of Int. Labour organisation ).AIMS AND OBJECTIVESThe core idea is to develop pan-European social commercial entrepreneurial training curriculum (EQF level 4 &5) & course material for VET that assists VET students in Business and SME entrepreneurs to engage in & ""absorb"" social entrepreneurship aspects throughout VET entire business workflow. This will be accompanied with a mobile training app that will make use of a range of educative case studies, interconnected with theoretical approaches.This project aims to foster the innovative approach by embedding the commercial social entrepreneurship as a concept into the recent entrepreneurial courses in VET for students in the field of Business and Entrepreneurship. In this respect we use the definitions of soc. entrepreneurship range from broad to narrow.-Broad: soc. entrepreneurship refers to innovative activity with soc. objective in for-profit sector (e.g., Dees & Anderson, 2003) or corporate soc. entrepreneurship (e.g., Austin, Leonard, Reficco & Wei-Skillern, 2004); or non-profit sector, or across sectors (hybrid structural forms which mix for-profit & non-profit approaches (Dees, 1998)).-Narrow: soc. entrepreneurship refers to phenomenon of applying business expertise & market-based skills in the non-profit sector such as when non-profit organizations develop innovative approaches to earn income (Thompson, 2002).Apart from commercial businesses that want to introduce social economy aspects within their businesses, the project also addresses pure social enterprises as COM-SET outcomes are relevant for them as well. To avoid any confusion, when we talk about “social enterprises”, we use the SBI (Social Business Initiative) definition: A social enterprise is an operator in the social economy whose main objective is to have a social impact rather than make a profit for their owners or shareholders. N.B. see section Annexes - Need analysis document.<< Objectives >>TARGET GROUPSThe project mainly targets VET educational staff (lecturers, teachers, trainers) that aim to integrate social economy aspects within mainstream entrepreneurial VET training courses. Core beneficiaries are: VET students, VET trainers, SME decision makers (entrepreneurs) that aim to integrate a social approach within their current business practices. In general, social entrs. are more likely to be younger, more highly educated & perceive legitimation of entrs. in society differently than their 100% commercial counterparts. As an outcome from the establishment and functioning of more commercially oriented social enterprises the people with disabilities and other disadvantaged groups (i.e. NEETs) are addressed since they benefit from the paradigm change (employability) and the social economy sector.SOLUTIONCOM-SET project will embed concepts of Social Business Initiative (Social economy & entrepreneurship ) with commercial entrepreneurship, embracing characteristics of a social enterprise. COM-SET will thrive to stimulate young entrepreneurs and also those, who are studying at VET centers in the field of Business and Entrepreneurship to manage companies in a more open & responsible manner, in particular involving also employees from disadvantages groups (disabilities, minorities, low skilled, etc.).Expected Impact:-Blended commercial/soc. entrepreneurship is relevant to all EU countries.-A multitude of SME entrs. can embed soc. elements in their business.-Blended entrepreneurship aspect is recognised increasingly as a crucial impact for Europe's SME entreprises.<< Implementation >>For the realisation of the project results the following activities and leading roles are planned:PR1 - Methodologies and approaches:-Brainstorming-Best/good practices-Focus groups with stakeholders and end-usersKey performance indicators:-KPI 1: Knowledge and good practice widely spread among HE pedagogical staff on EU level-KPI 2: Minimum 60 students/4 lecturers / country-KPI 3: Minimum 10 case studies per country-KPI 4: Minimum 5 publications per country where the case studies could be disseminated-KPI 5: Minimum 500 visitors of project portal-KPI 6: Spread of innovative approaches from country to country and their integration into common practice-KPI 7: Pedagogical staff in the learning communities to become aware, ready and willing to practice project results (e.g. collaborative pedagogical methods, one-to-one support etc.)-KPI 8: Visible engagement of local communities-KPI 9: Provision of guidance, services and mechanisms that supports implementation of social commercial entrepreneurship deployed by Vocational education institutions.PR1 Tasks:A1: Preparation of detailed outline for curriculum development according to ECVET principles - lead by P4 with contribution by all partners (M1 - M4)A2: Development of draft version of the modular content - lead by P1 with specific contribution by each partner as stated below (M5 - M12)Module 1: lead by P1Module 2: lead by P2Module 3: lead by P2Module 4: lead by P4Module 5: lead by P5Module 6: lead by P3Module 7: lead by P5A3: Development of pre- and post- assessment tests - each author of module (M12-M13)A4: Validation by representatives of National Advisory Board members and focus groups - lead by each partner (M13-M14)A5: Pilot implementation in Bulgaria, Turkey and Belgium - lead by P1+P2 (TR), P3 (BG) and P4 (BE) - covered by project management and implementation budget (M15-M20)A6: Gathering feedback and analysis for optimisation - lead by P1 (M21-22)PR2: Applied methodology:The technical framework of both the online and mobile platform will be based on a Moodle framework which will be customised and localised, while also supportive plugins will be developed. This allows for third parties to easily upload COM-SET training and course material to their own learning platforms.Technical characteristics/features of the portal:•Internet-based platform (Moodle (LMS)/Mobile app combination), developed with state-of-art and modern Web development frameworks and tools.•Understandable functionality with low learning curve•Secure communication and access channels•Full activity logging for accountability and error fixing•Multiple languages (EN, BG, TR, NL)PR2; Tasks:A1: Development of case studies – lead by P4 in cooperation by all partners (M3- M11)A2 Development of alpha/beta and final versions of the mobile app – lead by P4 and P3 + contribution by all partners on validation of the version (M6 - M11)A3: Gathering feedback from the NAB and customisation by each partner of the content based on the national requirements, circumstances and cultural differences – all partners (M12-M24)A4: Uploading of case studies and resources onto the mobile app (three testing cycles: alpha, beta and optimised versions) – lead by P3 (M12-M13)A5: Gathering feedback from the piloting participants by each partner and implementation of relevant changes – all partners to P4 (M21-M22)A6: Ongoing maintenance – lead by P4 (till M24)PR3: Applied methodology:-Storyboards-Capturing and editing-Mastering and productionPR3: Tasks:A1 - Development of story board of the videos - each partner will develop at least 2 videos (8 in total for the partnership) - M6-M8A2 - Design and recording of the videos - each responsible partner, while overall lead by P2 who will do the editing and mastering of each video - M9-M10A3 - Video editing and mastering - by P2 only! - M13-14A4 - Gathering feedback and optimisation - lead by P4 + contribution by all<< Results >>PR1: Pan-European multilingual set of “injectable social commercial entrepreneurial training modules”, following a predefined curriculum / course material & handbook for VET.This output will define the curriculum outline on the blended entrepreneurship which needs to be blendable with existing business and entrepreneurship courses across the participating educational institutions. Equally, it needs to support projects of social entrepreneurship. Important also is that the curriculum needs to address the large diversity in functions and activities that are expected of the future blended social/commercial entrepreneurs, while it also needs to consider the large diversity of different types of social/commercial enterprises that may exist in different domains, each with their specificities.The created curriculum will be fine-tuned throughout the project duration, using an iterative approach.The social entrepreneurship curriculum will contain those sections from mainstream entrepreneurial/strategy training where social aspects will be considered.Draft curricula (ELEMENTS OF INNOVATION):Module 1: Economics (micro/macro) - social and profitable1.1 Blended social entrepreneurship as a factor of production)1.2 The role of social economy in regional development1.3 The influence of social entrepreneurship on social economyModule 2: International management (international markets and cultures; multinational organisation; international payments) - sustainability2.1 International trade and sustainable development2.2 Management of multi-culturesModule 3: Marketing (sales, prices, consumers) - fair pricing3.1 E-marketing and fair pricing3.2 Consumer behavior & salesModule 4: Business management of the social enterprise (managing technologies, innovation, resources management, sustainable development, CSR, ethics and accountability) - Corporate Social Responsibility (CSR)4.1 The role of CSR as a conflict management Instrument4.2 Influence of Corporate Social Responsibility on Business Management4.3 Resources management, creativity & innovationModule 5: Operations management (supply chain, innovation, IPR, Staff, Strategy) - Circular economy 5.1 Staffing in circular economy5.2 Organizing and structuring for international operationsModule 6: Managing accounting & finances (management accounting, ROI, Balance) - Social balance 6.1 Start-up financing for Social balance6.2 The role of management accounting to identify events for social balance6.3 The role of social economy in corporate finance6.4 The influence of social balance on corporate efficiency6.5 The role of financial statements in decision process for social balanceModule 7: Legislation (regulatory framework, national policies, entrepreneurship legislation)7.1 The role of legislation on intellectual property rights to encourage the entrepreneurs to employ people with disabilities7.2 The role of incentives and tax exemptions to encourage the entrepreneurs.PR2: Range of educative case studies on social commercial entrepreneurship interconnected with theoretical approaches, hosted via a multilingual online and mobile training platform/apps (Android and iOS based)We plan to develop a range of educative case studies, which will be connected to theoretical approaches from the ECVET based learning outcomes of the modular training curriculum and course, developed in PR1. Those case studies will help our learners to further understand and reflect on the specific topics from the curriculum, which needs further illustration via best practice examples.PR3: Engaging videos (storytelling) of good practices by socially oriented commercial entrepreneurs for each moduleThe aim of the engaging videos (storytelling) is to present structured and real cases and good practices by socially oriented entrepreneurs. Each video will be related to particular module from PR1."

"As the conflict in Syria approaches its 8th year, the Middle East, North Africa and Europe are dealing with the worst humanitarian disaster since the Second World War. The unprecedented refugee crisis is increasingly spilling over to affect apart from the wider region, also Europe. Reality shows that refugee people face a range of barriers to enter urban life in their new countries, especially related to the fact that the municipality is not prepared for dealing with refugee people. This situation has forced municipalities and local authorities to assume key roles in managing the crisis by providing services and integrating refugees into their communities. The refugee crisis has also caused social tensions so ensuring social cohesion by involving both refugees and host communities in joint activities will contribute to improved relations, coexistence and stability within host municipalities.The project of ""Supporting Public Education Centers' Educators for Refugee Adaptation"" (PEC4R) addresses inclusive support for training of the municipal Public Edducational Centers' (PEC) educators to provide well-qualified education, so they can cope with refugee adults often lacking the language skills they can fully participate, and are also affected by the traumas of war that are fully disabled and integrated. Municipal PEC educators facing such problems should be more prepared to know how to deal with it. Ensuring the provision of a modular training that addresses the main issues (integration, adaptation, language, war traumas, dealing with stress, right of refugees) should form an important part of the response to the current challenges. This training and supporting will combat at source some of the factors contributing to education failure of these people, while it would aid in combatting the risk of integration problems to urban life. Supporting material provided consists of an illustrated handbook for the PEC educators with accompanying printed/mobile/online supporting tools that will support the advisor throughout the different challenges they face nowadays. Equally, the supporting tools will also work towards engaging PEC educators and refugee people in a manner that is novel, attractive for both the municipality and the refugees (beneficiary). The outcomes can be easily multiplied across all cities that harbor refugee by applying the concept of open resources, commons creative licensing and free mobile and online applications.Our consortium:1- Coordinator: Ankara Yıldırım Beyazıt University, Public University, Turkey 2- Phoneix KM, NGO, Beligum3- SoftQNR, software development company, Serbia. 4- Konya Municipality, Turkey5- Izmir Bakırçay University, Public University, Turkey6- Secondary Education Directorate of Karditsa, National Public Body, GreeceThe project's main target groups are:- Municipalities and their PEC educators: Every EU municipality network will be invited to the project portal, while contacts will be made also with local supporting initiatives.- Pedagogical and psychological experts: Material will be readily available to these stakeholders and will be implementable default in 5 languages, while translations can be done freely.- Refugee adults (living in the city): They are to benefit from an approach that allows them to deal with their war traumas, being supported by teaching staff that is aware of the sensitivities and the special requirements needed for these people to integrate into their city environments and the host country.Long-term benefitsThe desired impact of PEC4R is a universal one, due to the global occurrence of the refugee problem. This is reflected in below local, regional, national, European and/or international impact assessments. It is expected that the PEC4R will provide supporting material for all affected PECs as well as other adult edcuation institutions in all partner countries at the end of the project, while transfers to other languages will also support the take-up."

The world has accelerated, information cannot be observed, everything is automatized when the child finalises the school, the profession he studies stop to exist, borders between countries are slowly wipe away and a large global society is resulting where we need to find existence mainly employment. Added to these facts was the biggest challenge of 2020 - the corona crisis. Its effects are difficult to model and estimate, but a strategy focused on the future is needed that takes into account direct operational effects, including secondary and tertiary ones.The corona crisis also highlighted the importance of lifelong learning for teachers, who had to respond flexibly to the created conditions and find appropriate solutions in the teaching process for the benefit of pupils (e.g. online teaching).According to Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework, even though teachers are participating in in-service/further training, they still feel like they need more training in the field of those skills and competencies for education required for 21st century, such as teaching of cross-curricular skills, using of ICT teaching and teaching in multicultural environment or multilingual settings. In each partner country, teachers use online teaching tools to different degrees and at different levels. In addition to the lack of digital competences of teachers, the partnership identified the most common problems: different access to the Internet, different ability to manage online communication, different technical and human barriers to using computer and online space at a specific time, different motivation, different family background (sense of security), family climate, age-appropriate communication, missing or harmful interaction of children in peer groups, school as a space for children to escape from problems in the family, underestimation of home education by parents.The individual school systems in the European countries and also in Turkey are different, so the great importance has international cooperation of actors from different sectors, exchange of experiences, finding examples of good practice in the current constantly changing period in the field of online pedagogical methods. At the same time, it is important to deal with the exchange of experiences in the field of solving problems arising as a result of the corona crisis.Main objectives:- Support and development of cross-sectoral international cooperation among universities, schools and counseling and educational services for adults, creation of virtual partner networks- Developing teachers' digital competencies in accordance with the requirements of today's constantly changing period- Increase the use of digital technology in primary schools with adequate teaching and learning materials to be able to improve students' learning potentials. - Support lifelong learning of teachersIn order to reach the objectives above, partners will- exchange of good practices and experiences from partner countries and from EU- organize 6 DIGI-SCHOOL workshops in partner countries with relevant stakeholders in order to share collected good experiences from the international environment- organize 6 DIGI-SCHOOL trainings to increase digital skills of teachers- create a communication platform for networking and exchange of good practices- create DIGI-SCHOOL E-Brochure - collection of 26 best practices from EU and Turkey- realize dissemination activities in all partner countries via social networks, leaflets, newslettersTarget groups of the project Direct target groups:- Teachers of primary schools, lecturers, professors, mentors, tutorsIndirect target groups:- Universities- Primary and secondary schools- Pupils/Students- Parents of pupils - Training institutions who providing training for teachers- Parents - Consulting organisations in the field of school education- Partner organizations- Professional organisations for teachers, umbrella organisationsThe project involves 7 partners; 3 universities, 1 non-profit association and 1 primary school from Turkey; 1 primary school from the UK and 1 association from Slovakia. Partners were selected with respect to their experience, types of organization, excellence of the staff and main working field.Partners will hold project meetings 5 times in 4 partner countries.Partners will implement an effective dissemination strategy from start to end with all types of dissemination instruments. So as to ensure the long-term efficiency of the project, partners will involve the community as much as possible to project events, involve local government institutions, schools and umbrella organisations in the project process, institutionalize communication platform, and continue running it even after the project and create innovative project products.

Recent years have seen rapid changes in the workplace arising from the digital and green transitions (‘twin transition’), as well as the COVID-19 pandemic. New forms of work and work management have arisen, which can affect the physical and mental health of workers in new ways (both positive and negative) that are not yet well understood. Yet, workplaces can be health-promoting environments. Robust, comprehensive data must be generated, made available to key stakeholders, translated into evidence-based guidance to support the design of policies and used to develop evidence-based interventions and guidelines to promote mental and physical well-being and health in the workplace. PROSPERH will gather timely data and robust evidence on factors influencing mental and physical health in the workplace from the literature and analysis of existing high-quality datasets. Based on this evidence and building on existing EU-funded and national interventions, the project will develop and validate the multi-level PROSPERH intervention, delivered via the PROSPERH Portal. The intervention will target both organisational (work), peer and individual (worker) aspects, with three components focusing on health promotion, online self-monitoring & self-management and clinical care or coaching referral pathways. Development will focus on tailoring content for three sectors experiencing significant change (telework and ICT-based mobile work, health and construction), with validation carried out in 10 representative European countries and Australia through a cluster-randomised controlled trial to determine effectiveness and cost-effectiveness. To ensure that the expected impacts of PROSPERH are achieved during and beyond the project lifetime, key outputs of the project will include open access publications and FAIR datasets, guidelines and recommendations and a roadmap for making the PROSPERH Portal freely available in a sustainable manner.