"With the advancement of building technologies and automation, Smart Building Operators performs a variety of tasks in their role to implemented general building maintenance and tending to tenant complaints. Nowadays, it also includes responsibilities related to HVAC (heating, ventilation and air conditioning) systems, usually installed and controlled by a BMS, BAS (building automation system) controls and even mechanical maintenance and plumbing. With the increasing application of green technologies and smart controls, energy management is required to measure and verify the viability of these new technologies and controls. Data and analytics are driving the advancement into new technologies and the building management and operation is changing at a pace not seen before. New and complicated incentives and programs are being offered by governments, aspiring to promote themselves as environmentally conscious, in an effort to encourage green technologies and reward those who curb their energy use. The use of IoTs (Internet of Things) can reduce the energy wastes. The IoT (Internet of Things) enabled BMS (Building Management Systems) is a brand new domain and current employees will definitely need in-service training. We call it an “Operator of Smart and Green/Sustainable Buildings”. But the Building Operators need to be able to understand these concepts, implement them properly to save energy and maintain them also properly.In most cases, the implementation of green technologies and knowledge of energy saving incentives and programs also becomes the responsibility of the building operator. Property and asset managers depend on their building operators and facilities managers to determine the viability of these programs and to analyze vast amounts of data being accumulated by BAS and on-site equipment. Needless to say that all of these responsibilities are a bit overwhelming and they also require expertise and training that is not entirely inherent to the building operator’s role. With this field becoming increasingly specialized and technical, the demands placed on building operators are much higher than before. It should also be noted that most building operators aren’t young, and most have between 10-20 years of experience in their positions. The change in technology during this period of time has been tremendous and we find a sharp contrast in how buildings are operated now versus how they were operated 20 years ago.Our project trained more than 60 building operators in the domains of managing ""buildings of the future"" in order to maintain required occupant comfort and comply with energy efficiency/ecology regulations. This includes areas such as Internet of Things, cyber-physical systems, domotics, service robotics, etc. Аs such, our trained building operators are able to satisfy the tenants and keep them happy by making sure they are comfortable as well as ensured that the building is operated well and maintenance work is performed timely and effectively. Keeping the tenants happy is the first priority of a building operator as tenants consider them to be the face of the property management. Thanks to our project we have implemented steps for official inclusion of this new profession on national level in Serbia, Bulgaria and Cyprus. We have developed the following tangible INTELLECTUAL OUTPUTS (available in EN, BG, GR & SER languages):IO1: Operator of Smart and Green/Sustainable Buildings ECVET compliant training curriculum and course materialIO2: Job profile of: Operator of Smart and Green/Sustainable Buildings (OPERATOR OF THE 21ST CENTURY)IO3: Mobile Learning Management System including training (interactive) videos to facilitate the understanding of concepts and examples and pre/self/post assessment - for Android and for iOS devicesAll project outputs are available in English, Bulgarian, Serbian and Greek languages. Access to the Android app: https://play.google.com/store/apps/details?id=com.vet4sbo.mobileAccess to the iOS app: https://apps.apple.com/us/app/vet4sbo/id1544915098Access to the Online portal: https://smart-building-operator.eu/elearning/?lang=enThe VET4SBO training enhanced VET learners' professional expertise. We have increased VET learners' opportunities for personal development and we have improved negotiation and mediation skills of the learners to ensure successful negotiations with the owners and facility managers. This training course provided on-the-job further extension of qualification and we have reached increased motivation and satisfaction from the results of VET education and in the daily work for learners above 18 years old. In addition, we have increased their sense of initiative and creativity towards use of new technical solutions in the areas of : internet of things, cyber-physical systems, domotics, service robotics. We have improved their ability to maintain required occupant comfort and comply with energy efficiency and ecology regulations."

<< 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 >>Eco-innovation refers to the development of products and adoption of processes contributing to sustainable development and significantly decreasing any negative environmental impact. This applies to any organisation and includes technological, social and institutional innovation. The importance of sustainable development and innovation is higher in small and medium-sized entreprises (SMEs), which cannot afford spending resources into traditional and unproductive processes. However, entrepreneurship is a key driver of economy and social prosperity in Europe and we cannot afford entrepreneurs losing their motivation and competing capacity in today's fast-moving economy. We need to make sure we equip entrepreneurs with strong foundations on the right set of skills and competencies and help them pursue innovative and sustainable means of working. This directly links to the adoption of innovative practices, taking advantage of all the tools offered in today's digital era. Sustainability cannot be separated from a sustainable environment and this is a cycle which entrepreneurs need to appreciate and invest in eco-innovation, achieving a global impact on EU objectives related to the environment and climate change.The ECO-VIBES team understands the positioning of the selected sectoral and horizontal priorities in the context of a more general EU framework on climate change & energy efficiency, with the goals revised into higher values for the 2030 targets. In addition, the objectives of the strategic framework for European cooperation in education and training, among others, have set the goal to make lifelong learning a reality and enhance creativity and innovation, including entrepreneurship at all levels of education and training. At EU policy level, it is emphasised that ""...Europe is facing societal challenges at both short and long term: job creation and economic recovery must continue; social cohesion and inclusion must be enhanced; climate change and sustainability need to be tackled [...]. To do all that, Europe needs to address its citizens' expectations and concerns, including helping them make the most of the opportunities offered by the digital era and succeed in the global knowledge based economy. [...] Today, too many Europeans have only a low level of basic and some digital skills [...]. This will also underpin Europe's competitiveness and global economic sustainability if not addressed at its core.<< Objectives >>The ECO-VIBES project focuses in the Balkan Mediterranean area, where the percentage of and the importance of SMEs in the local/national economies is very high. These SMEs face strong challenges, especially in the areas of innovation, entrepreneurship and environmental protection. Currently, investment in innovative or ""green"" products or services is very small. Furthermore, the recent economic crisis and the currently active COVID-19 pandemic increased unemployment and created the biggest brain-drain in the region in modern times, depriving SMEs and Higher Education Institutes from young and well educated personnel. Various initiatives have promoted eco-entrepreneurship, management and innovation, but have overlooked the required digital skills needed to implement eco-management and innovation. Many business owners lack confidence in basic digital skills while they are convinced that a lack of these skills amongst their staff is holding them back. These digital skills are crucial among existing SMEs. It is very important to revert the situation and aspire young eco-innovative SME owners and entrepreneurs, especially when entering in the ""green"" and/or ""blue"" economy, giving them competencies to create new added-value jobs, improving the area's competitiveness, ameliorating the brain-drain phenomenon, and contributing to the area's sustainable development.Digital entrepreneurship is broadly defined as creating new ventures and transforming existing businesses by developing novel digital technologies and/or novel usage of such technologies. Being digitally skilled is essential for SMEs who want their businesses to stay relevant and ahead of the competition. We aim at training the eco-entrepreneurs, who are and will be the new SME founders, in the digital skills listed in the following sections of the application, which will make the difference in turning their entrepreneurship into innovative.The ECO-VIBES project targets directly the following groups:- Existing and aspiring eco-entrepreneurs and startup owners- Young company (SME) owners- Entrepreneurial and SME networksMoreover, the project targets indirectly the following:-Students in Economy and Business departments of Universities/Colleges- Providers of education/training material for digital skills and business innovation- Policy makers in environmental sustainability of businessesBeyond the targeted groups, the project will benefit the diversified client base of the targeted entrepreneurs and the society as a whole.<< Implementation >>The ECO-VIBES project plans to produce 4 tangible project results:-PR1: ECVET compliant ECO-VIBES Course Curriculum-PR2: ECO-VIBES e-Course Modules-PR3: ECO-VIBES Digital Simulation Environment to facilitate the Training/Learning, Assessment and Reflection Experience-PR4: ECO-VIBES Case-based Adoption Handbook for a sustainable Training/Learning ImplementationEach result will be produced through a set of well defined tasks that will implement the methodology through a sequence of steps and intermediate tools. Moreover, Project Management and Implementation (PMI) activities will be undertaken, as discussed in the respective section of the application, towards high quality and on time delivery of all outputs.In its two years of operation, the project will effectively execute the planned tasks and deliver the outputs. The horizontal coordination, dissemination, monitoring, communication and other PMI activities, will facilitate the whole process, making sure the project objectives are met. The partners will commit to the Grant Agreement through mandate letters and bilateral agreements with the coordinating organisation, thus establishing the required framework for the co-ownership of the project and its outputs. The technical activities will be monitored, also ensuring correct financial monitoring for the optimal use of EU tax-payers money. The objective is to produce the results within budget and timeplan. The communication and cooperation will be facilitated by the project transnational meetings (online and face to face). The coordinator, together with the organisers of the meetings, will ensure the effective cooperation of people from different countries and cultural backgrounds, to working jointly in the production of outputs; the results need to be applicable across EU member states.The intermediate results will be reviewed internally and by stakeholders throughout their production lifetime. The quality will be safeguarded due to the planned evaluation activities, as well as the risk management and mitigation planning. The dissemination activities will ensure that the project objectives and expected outcomes are widely and effectively communicated to all types of project stakeholders; addressing each one through appropriate channels and messages. The exploitation and sustainability activities will ensure engagement of stakeholders and uptake of project results beyond its duration, safeguarding the return on the EU investment. The communication with the funding Agency and the necessary financial and activity reporting processes, will be undertaken in full compliance with the Erasmus+ rules, to maintain trust and good work and financial relations in the partnership.The production of each result will be achieved through a series of well planned tasks: The work will start with PR1, the ECVET-compliant Curriculum. The already defined structure of the curriculum (see PR1 description) will be subject to revisions and refinements at the beginning of the project. Then, the e-Course content will be produced as PR2 with quality as a priority. The content will consist of textual as well as audiovisual learning objects for increased engage-ability. In the case of learning objects taken from third projects, effort will be made for the sources to be legitimate and trusted. All material will be translated and localised in all partner languages, beyond the EN that is the working language of the project. This will help maximise engagement and sustainability. PR3 will create the interactive simulation environment, aiming to attract learners and engage them in the training/learning experience, as well as facilitate assessment and reflection. The material will be translated and hosted on a browser-based Web/Mobile Platform. Finally, a set of case-based guideline books (Handbooks) will be produced in PR4, thus completing the list of results required to achieve the adoption of the material along the dimensions HAVE, KNOW, WANT.<< Results >>We summarise below the results of the ECO-VIBES project:PR1: ECVET compliant ECO-VIBES Course Curriculum. An early structure of the training content is:-Module 0: Pre-assessment of trainees' digital skills-Module 1: Impact of digital skills on eco-innovative business models-Module 2: Where do digital skills matter for eco-optimised business models (supply side, internal usage, customer side with trends of green movement, policy layer covering environmental legislation and GDPR aspects)-Module 3: What digital tools to use and for what purpose (sustainability footprint, goals, initiatives and progress, digital sustainable supply chains, etc.), Integrated sales and invoicing systems via online paperless sales platform - OSS free software to support e-commerce, use of cloud services for storage and sharing, communication, collecting and analysing data, digital marketing via various channels, including social media channels, GDPR compliant operation.-Module 4: Self assessment (how ready are you with your digital skills?)-Module 5: Advance digital skills and tools in 21st technology era (coding, artificial intelligence, machine learning, and tools with these topics)PR2: ECO-VIBES e-Course Modules: complete indicative content for each of the Curriculum Modules. Each Module will comprise at least 2 Units (the average number of Units in such Curricula is 3), where the topic will be addressed substantially, giving emphasis to the practical aspects and the direct applicability of the background theory. The content of each Module will comprise textual and/or audio-vidual information, as to be deemed necessary for the spherical coverage of the topic and the attractiveness and engage-ability of the content. PR3 - ECO-VIBES Digital Simulation Environment to facilitate the Training/Learning, Assessment and Reflection Experience: A digital simulation environment that will host 3 pre-designed scenarios to promote the acquisition of ECO-VIBES knowledge, skills and competences, as well as implement an engaging assessment experience and a ground for reflection and improvement. The digital simulation environment will be developed as a full-featured Web application with a mobile-first design, based on a Platform offered by EUROCY developed on the Django Python stack.PR4 - ECO-VIBES Case-based Adoption Handbook for a sustainable Training/Learning Implementation: a package of resources that, together, will ensure that each ECO-VIBES stakeholder knows exactly what the project provides as results and how they can use them and benefit from them by using them as a spherical training/learning experience or individually.The software results are based on widely used Open Source Software licensing schemes, which makes it convenient for the scope of our project.During the project duration, the project results will be applied in Bulgaria, Greece and Cyprus, in cooperation with the local stakeholders and beneficiaries. All outputs will be available in all partner languages, to maximise the exploitability and sustainability potential.Further to the above tangible outputs, one big event will be organised, which will plant the seeds for a multiplying exploitation effect."

<< Objectives >>Main objective:** To form a knowledge triangle network that will enable interconnection between education, innovation, and business which should enable knowledge transfer and sustainability of the developed platform, primarily in medical engineering, and to provide capabilities for constant upgrade of learning techniques by using Novel Educational Methodology (NEM) and Science, technology, engineering, and mathematics (STEM) methodology.<< Implementation >>Main activities of the project:A1 (WP1): Project managementA2 (WP2): Building Knowledge Triangle NetworkA3 (WP3): Creation of curriculums and courses for medical engineering, based on NEM and STEM application.A4 (WP4): Development of the E-COOL portal for integration, collaboration, and knowledge exchange.A5 (WP5): Formation of the dissemination and sustainability strategy for promotion and sharing of project results, and their application beyond the end of the project.<< Results >>CALLME project focuses on establishing a Knowledge Triangle Network of E-Centers for cooperation, education, and research in medical engineering, with possible application in other fields of science and engineering. Main results:WP1-R - Project Management planWP2-R - Knowledge Triangle Network - Established network (E-Network and physical) WP3-R - Developed curriculums and courses based on NEM and STEMWP4-R - E-COOL modular platform WP5-R -Dissemination and sustainability strategies

<< Background >>Although a universal right, social inclusion and successful participation to society is a challenge for many citizens. This is the case, when people have to deal with hindering conditions, such as a disability. Especially, when this disability is characterised by cognitive impairments - as is true for people with an intellectual disability or an acquired brain injury - social inclusion is even more challenging. Adaptations of the environment to overcome the impairment to make society more accessible, is one important way to deal with the challenge. For people with sensory or motor impairments this is significantly contributing to their social inclusion. However, these environmental adaptations are not addressing - or only to a limited extent - the impairments that are the essence of intellectual disability or brain injury. For that reason, the approach to adapt society to the disability is completed with a complementary approach of empowering the person with a disability, to equip the person with skills and attitudes that enable the person to adapt to the environment and to society. This is important for all people with or without a disability, but it is in particular a main challenge for people with a cognitive disability. The reason is that an intellectual disability, according to the general accepted definitions of WHO or AAID, refers to a low IQ, but also to inadequate developed adaptive skills. The same phenomenon is seen in brain injury. People with these impairments show a lack of problem solving skills, flexibility, planning behavior,... all skills that are critical for being able to adapt to society, to deal with unforeseen circumstances, problems and changes. These skills, often summarized as transversal skills, are key for successful social inclusion and participation. For that reason the EU Skills Agenda (2016, 2020) and the “Union of Equality: strategy for the rights of persons with a disability 2021-2030” (March 2021) identify the need to address these skills among all citizens, in particular among people with disabilities.Adult educators, and by extension many professionals working with people with cognitive impairments in the field of disability, observe that the efforts to teach these transversal skills, have no long term effects and are not transferred to everyday life. This may not be surprising, as the same transversal skills are skills that are critical for the cognitive process of transfer. Research confirms this observation, but - at the same time - defines suggestions and methodologies to improve the acquisition of transversal skills and the transfer of these skills to everyday life, contributing in this way to successful social inclusion. Adult educators express the need to develop competences for successful transversal skills training and for ‘training for transfer’ of these skills. Including effective educational strategies (explicit goals on transfer, cognitive methodologies and tools for training and for transfer) will not only promote self-efficacy of the adult educators but also - at the end - social inclusion of people with a cognitive disability.<< Objectives >>The main objective of TETRA-S is to improve the competences of the adult educators 1. in teaching people with a cognitive disability transversal skills - that are critical for successful social inclusion - in an efficient and effective way and 2. to enhance the transfer of these skills in the everyday life of the learners.Several challenges need to be addressed to realise this general objective. Therefor, the general objective of TETRA-S is supported by subgoals:- to change hindering beliefs of adult educators on the learning potential of the learners and to reduce resistance and inertia towards the effective adoption and application of the appropriate (digital and non-digital) tools-to improve competences to create a powerful learning environment for teaching transversal skills, tailored to the needs of people with a cognitive disability as a prerequisite for an adequate learning process-to improve competences to create conditions and apply techniques for training of transfer, such as metacognitive reflections<< Implementation >>TETRA-S main activities are related to the development of innovative tools that contribute to the improvement of the competences of adult educators: a set of educational frameworks, self-assesment apps, webinars and handbooks will be produced and integrated into a validated interactive E-learning platform (MOOC). International meetings of the partnership during the project lifetime are intended to monitor the progress, to take well considered decisions on the content of the tools and to coordinate the development of the complete set to ensure coherence. A general management plan will support the activities and production of the project results, ensuring a qualitative outcome. A dissemination and impact strategy plan will contribute to a maximum impact of the project.Each partner establishes an internal project working group and a Local Expert Group, serving as a focus group, giving input and feedback on what is produced, to ensure that the project results really meet the needs of the adult educators and contribute to the social inclusion of the people with a cognitive disability.A training activity on the state of the art of transfer will be organised to share knowlege and experiences with adult educators and to receive input for the development of the aforementioned set of tools.The project will be closed with an international multiplier event to present the outcomes and to invite stakeholders to implement the tools.<< Results >>The outcome of the project will be available as an interactive MOOC (Massive Open Online Course), including an eLearning Management System (LMS) that will host all training/learning content and the developed webinars and apps. An interactive digital simulation environment will be provided through the LMS.The application provides not only the adult educators of the partner organisations and the local expert groups a validated MOOC as tool to improve competences to promote social inclusion of people with a disability but at the same time it offers a tool to the complete field of disability to promote social inclusion.