Unlike the EU Emissions Trading Scheme and large companies, SMEs have less technical human and financial resources to improve their energy efficiency. Barriers have been deeply investigated including lack of awareness, low capital and difficulty to access financing, doubts around actual saving potential and the lack of technical human resources. So, national schemes are finalized to provide them with technical resources such as methodologies, best practices, technologies inventories and subsidies. Some of the schemes introduce mandatory actions (energy analysis) to obtain such subsidies. Nevertheless, national policy schemes have failed to some extent to convince SMEs that the energy audit is something more than a “bureaucratic fulfilment” to obtain a contribution and to push also large companies to take the step from the analysis to the investment. To overcome that, DEESME aims at a) Enabling companies to manage the energy transition by taking profit of multiple benefits and energy management approaches, b) Supporting the development and the implementation of EU policies on energy efficiency in the framework of art. 8 of EED beyond the project by providing national authorities with guidelines proposals and recommendations on how to strengthen the national schemes and c) Enhancing the adoption of the DEESME approach by National Authorities beyond the project timeline through the implementation of institutionalization activities. DEESME will target primarily National Authorities to address their needs from the incumbent policies and to make them aware of the resources available to empower their schemes under art. 8 using the multiple benefits approach. Moreover, it will also target SMEs to assist them to develop and test the technical DEESME solutions by organising information and training initiatives, realising energy audit and implementing energy management systems starting from international standard and adding the multiple benefits energy efficiency approach.

CONTEXT - BACKGROUND This project is focused on the design, testing and integration of QA methods and tools that consistently enhance the quality of e-learning in the VET environment, in various combinations of technology-supported Trainings. The e-learning delivery during the first wave of the pandemic has shown that the extent to which technology is integrated in the operation of a VET Provider and the design and delivery of e-learning solutions is dependent on the size and previous experience of each Provider, creating inequalities between the large and regional/local VET Providers. Other dependencies that affect the design and delivery of VET e-learning courses include the Subject (Profession) of the Training, the preferred style of teaching and the VET teacher's skills and competences, creating a situation where different VET Providers offer a different learning experience for the same subject, creating confusion to the learners, affecting the image of VET, since they learners are not sure whether they are acquiring the same level of skills and competences as in the physical face to face learning environment. On the other hand, methods, tools and system model for the quality assurance in the design and delivery of e-learning have been developed for HEIs who have a long-standing experience in distance learning, while the VET System lacks of such supporting mechanisms. EQAVET, a detailed framework for quality assurance in VET, is only covering the design and delivery of physical face2face trainings and not the transformation needed for delivering the same VET learning experience online. OBJECTIVESWithin this context, a number of activities, procedures and steps, affecting -directly or indirectly- the quality assurance of the design and delivery of Vocational e-learning, are being included in the PERCEIVE Project. Our approach covers not only the training provision process, but all related fields, such as legislation, financing, organization and management of e-learning, technical solutions needed, upskilling of human resources, including VET Teaching and other VET Staff.Hence, the objectives of the project include:1. To propose a process-oriented lifecycle model for ensuring quality in e-learning development and delivery.2. The development of a QA Certification that is going ensure that specific quality criteria are being applied in the design or delivery of e-learning solutions. 3. The delivery of Training Material for VET Professionals supporting the adaptation of the QA Framework in their operation. NUMBER AND PROFILE OF PARTICIPANTS • VET providers who wish to design and deliver e-learning programs / curricula, assuring the quality of the delivered Trainings • VET Leaders who are going to receive QA certification for their e-learning programs / curricula • VET teachers who are going to deliver better online teachings, with training solutions that are in compliance to the new VET e-larning QA Framework • VET learners, who are going to participate in better Vocational e-learning programs, resulting to their upskilling and to better employment opportunities in the post-covid labor marketMAIN ACTIVITIES • 3 IOs and 15 Activities in total are foreseen, while a JST is going to provide a realistic testing of the QA Framework, its functions and processes. • 4 Transnational Meetings (the first virtual) • 5 Multiplier Events • 1 Consultation with stakeholdersRESULTS • One (1) QA Framework (available online as an interactive resource) covering the design and delivery of e-learning in VET is going to be developed and introduced to the VET System • One (1) Certification of Quality for VET e-learning programs is going to be introduced • Fifteen (15) e-learning Courses are going to be subject of QA, using the new Framework • Fifteen (15) VET e-learning course Quality Certificates are going to be awarded • Five (5) e-tools related to the adaptation of the QA Framework in the VET system are going to be developed and made available for download or accessed online. • One (1) consultation with representative stakeholders, taking the form of an Expert Panel is going to be organized (to review and finalize the QA Model) • Training material (8 modules) for VET Professionals, including VET Teachers, upskilling them in regards to QA in the design and delivery of VET e-learning courses, is going to be made available on-line in the form of OER.IMPACT - LONG TERM BENEFITSThe design and delivery of the VET e-learning QA Framework, accompanied by a relevant Certification are expected to create a systemic Impact in VET, since the two main VET Umbrella Associations are going to adapt it and present it to their Members (VET Providers). The creation of a Quality Label is going to increase the acceptance of VET as a first choice, enhancing the wider acceptance of the quality of the VET e-learning programs, which is vital in the covid/post-covid era.

People with disabilities face difficulties when accessing education and vocational training, particularly recognition of acquired skills, and when searching integration in the labour market when compared to other citizens of Europe. The aim of REVADIS project is to allow people with disabilities the same access to opportunities of education/training and access to the labour market by enabling them to enhance their professional qualifications and gain mobility in the European space. We propose to improve the offer in the area of recognition of acquired skills for people with disabilities by adapting 4 professional referential to 5 different types of disabilities, a total of 20 new professional key skills referential involving testing and validation by a total of 120 people with disabilities throughout the European space. The adaption of the referential will be made to the population with cerebral palsy and other neurological-skeletal disabilities, mental illness, vision impairment, hearing impairments and intellectual disability. We will apply to this methodology the system of ECVET thus allowing these people to achieve a specific number of ECVET nomenclature transferable to all Europe. This experience will be anchored in a best practice by the Portuguese Ministry of Education and Ministry of Economics regarding the recognition of academic acquired skills that allowed hundreds of people with disabilities to obtain a diploma of the 9th grade. Based on this best practice we will adapt professional referential of recognition of acquired skills to people with disabilities making a statement we hope will proliferate among all State-Partners. The general activities are as following a) make a diagnosis of the needs in terms of professional areas in the countries involved with the help of social partners and labour unions and write a report based on the findings b) choose 4 professional referential and make the adaptations and apply the system of ECVET in order to create a common platform transferable throughout Europe c) test the referential and methodology applying them to all 5 groups of disability in a total of 120 persons with disabilities involved and write the referential and methodological guide d) implement strategies of dissemination to produce a cascade effect within the countries of the consortium and among partner institutions of Europe e) a Guide of recommendations will be published f) the consortium will make an evaluation of the work produced regarding the tasks and aims of the project. Methodology The expected quantitative results will be 20 new professional referential available with involvement of 120 persons with disability in its construction and testing. Two reports published with diagnosis of needs and recommendations and a methodological guide published on how to apply the system of recognition of skills to people with disabilities (all 3 in 5 different languages and English). More qualitative results are also expected: an affirmative evaluation of the referential by social partners and labour unions is required as they are crucial for the success of the project as is a positive evaluation of satisfaction of the people with disabilities involved and their families. The impact to direct target-group: a) increasing of professional qualifications of the individuals with disabilities involved b) acquisition of new technical and social skills c) acquisition of labour market integration skills d) acquisition of mobility in the European labour market d) enhancement of self esteem and motivation. The global impact will be: a) new 20 professional referential of recognition of acquired skills available in the training/education market b) implementation of system of ECVET to the recognition of acquired skills as a new step taken in education/training c) new methodology adapted specifically to disabled people d) involvement of social partners and labour unions in the area of recognition of acquired skills and disability e) know how on how to develop professional referential of recognition of skills adapted to disabled people. In longer term benefits the project will create a new dynamics regarding the application of recognition of acquired skills to people with disabilities and the utilization of ECVET that will more easily make the methodology flow among State-Partners. We believe it is an innovative project because it addresses specifically the recognition of skills applied to people with disabilities guaranteeing their access to the professional market with the same possibilities other citizens do and also by integrating the ECVET system we are taking it a step forward in promoting their possibilities of Inclusion in the European space.

"UP&UP -UPscaling trainers's and teacher's competencies on gender stereotype to UPscaling the awareness among young people and fight the gender based violence is a project that would be define a new methodology and a training package available online aims to increase skills's educators, teachers, tutors, trainers and citizenship skills of young (especially those living in outskirts and internal areas) on a specific topic concerning respect for diversity, with particular reference to gender differences. The project depart from the assumption that only teaching of teachers and realization of a joint path with young people is possible breaking down stereotypes. The title of the UP & UP project summarizes this innovative proposal which, starting from the experience carried out of the partners, intends to raise both competencies of educators and young people. Thanks to an international comparison, the partners of this project will define products shared training and export in all educational contexts (schools, associations, training organizations). For the characteristics and the aims that the project intends to pursue it is placed within two of the priorities defined by the Program:- ""VET: Further strengthening of key competences in initial and ongoing VET"" where the objective is to raise one of the competences of the European Recommendation (Recommendation 2006/962 / EC of the European Parliament and of the Council, of 18 December 2006): the social and civic competence of the young generations. The project, by stimulating the reflection of young people through innovative and engaging methodologies, aims to increase awareness of the value of difference. This reflection helps to increase the sense of respect and grow up civic conscience by acting on the break down of the prejudices that are the basis of intolerance and hatred.- ""VET: initial and continuous professional development of VET teachers, trainers and tutors in school and work contexts"" as it intends to produce intellectual products for trainers but also tutors and mentors engaged in formal and non-formal learning contexts involving the young people (for example teachers and coaches engaged in sporting activities, but also tutors in work contexts), because they are easy to apply and enjoyable. Furthermore, in line with the above, the project pursues the transversal priority of the ""Supporting Educators"".For the realization of these objectives and the pursuit of the indicated priorities, the project is divided into two lines of action:1) Analysis and deconstruction of gender stereotypes, during which, each partner will conduct with the young (students, drop outs, young volunteers, young people involved in sports activities) the recording of internalized gender stereotypes, analyzing the cultural conditionings and families facing life trajectories and choices based on our biological sex. The link between sexist stereotypes and gender-based violence will also be investigated. The stereotypes contained in the mass media and those spread on social media will be analyzed through meetings and workshops with educators and young people.2) Development of an educational package for educators, aiming to product:- a manual for the early contrast to gender stereotypes, containing theoretical and practical references- an interactive training package consisting of operational tools for educators.It is planned to provide a version in all the languages ​​of the partner countries and an English version of all the contents and tools and will be made available and usable through the project website.All the activities of the project will also be video-documented: educators and young people will be subject to building a storyboard of the project that will tell the central phases and the products of the activities carried out. The docufilm will be one of the Intellectual Outputs envisaged, alongside the web-doc and the training package.The project intends to evaluate the results of a counterfactual type strategy thanks to a methodology that includes a control group and a conclusion of the project. The 6 multiplier events foreseen, supported by the WAVE network, will allow the dissemination of the products and are an international and international level.The Department of Equal Opportunity of the Presidency of the Council of Ministers supports the project, ensuring a huge disseminations of the products."

"SMEs are the backbone of the European economy. Numbering over 20 million, SMEs represent 99% of European businesses, and provide 85% of all new jobs (Source: FLASH EUROBAROMETER 421, “Internationalisation of SMEs”, October 2015). Manufacturing is a central pillar of the European economy – the EU manufacturing sector accounts for 2 million companies and 33 million jobs. Fasttechnological progress requires from employees, technicians and professionals in industry to constantly refresh and update their professional knowledge. This is especially the case in manufacturing sector, where many jobs require knowledge from mechatronics, which is identified as one of the structural drivers of change in the industry. For this reason, it is important to provide high quality, learning sources and training materials to employees and students in this field. Up-to-date learning contents, delivered by using modern education methods and suited to the needs of manufacturing SMEs’ managers, people employed in SMEs (technicians, administrative staff) as well as vocational students and trainers/consultants, have to be available for this purpose. MechMate project addresses the problem of lack of training means to facilitated innovation mechatronics - based technology introduction in manufacturing SMEs in Europe tailored for manufacturing SMEs’ managers and workers (technicians, administrative staff) as well as students and trainers/teachers.The core product of the project is the ""MechMate Training Course"" – the course itself as well as all other training materials included in the MechMate training is meant to reflect and address the training needs of the project target groups in the field of mechatronics and advanced technologies and to equip them with the necessary skills and competencies to effectively implement and use innovative mechatronic-based technologies into the everyday working processes.The training modules in MechMate training programme cover the main aspects of Mechatronics:Module 1 ""Mechanics and machine elements""Module 2 ""Fundamentals of electrical engineering and electronics""Module 3 ""Signals, systems and control in mechatronics""Module 4 ""Digital Systems""Module 5 ""Embedded systems in mechatronics""Module 6 ""Communication interfaces and protocols""Module 7 ""PLC systems""Module 8 ""Measurement and data acquisition""Module 9 ""Sensors in mechatronics""Module 10 ""Actuators in mechatronics""The training course is accompanied by the MechMate Methodology, Curricula and MechMate Guidelines for SMEs and VET providers.The ""MechMate Methodology"" - a detailed didactic methodology specially designed for the MechMate training course in mechatronics. The Methodology combines new learning approaches including classical and e-learning. The document provides general information to the used e-learning method, e-learning content design, online collaborative learning, as well as detailed overview of the e-learning platform of MechMate (Coursevo), information about Coursevo services, organisation and course management.The MechMate Curricula – a modular curriculum for the MechMate training course in mechatronics applicable for managers and employees in SMEs, VET providers, as well as university students and teachers. This product is a core product for the whole project and is based on the results from the conducted desk research and focus groups with representatives of project target groups in Poland, Bulgaria, Estonia and Greece. The curriculum outlines the main topics that are included in the MechMate training course.The Guidelines will help manufacturing SMEs’ managers, people employed in SMEs (technicians, administrative staff), as well as VET providers, students and trainers/teachers in terms of mechatronics effectively use the MechMate learning materials and interactive platform.All of the MechMate project products were elaborated based on the results from a conducted desk research and focus groups with representatives of MechMate project target groups in Poland, Bulgaria, Estonia and Greece. Therefore they precisely reflect the project target group needs in terms of comprehensive well prepared training environments in the field of mechatronics and advanced technologies."