"<< Background >>The COVID-19 pandemic, the fear of its spread in the community and the closure of VET centers brought distance learning to the forefront. Some European countries, which had already included distance learning in the educational process found themselves in an advantageous position over other countries that are now seeking to learn how to use these tools and are working to establish such mechanisms (Huffpost, 2020). According to Glushko, Romanova and Romanova (2020) 90% of VET centres all over the world had to terminate on-site activities and start applying digitalised strategies to continue delivering trainings. The same authors are highlighting the significant disparities that were present among VET centers in different national contexts, as high-income countries had the essential technological and economic capacity to utilize and incorporate digital practices that can facilitate and enhance the quality of the distance-learning experience, while low-income countries were merely delivering the learning material in a broadcasting way, where VET learners had less opportunities to interact with the deliverable teaching materials and consolidate the knowledge through the experiential learning process.The current consortium strongly agrees that distance learning is an outstanding teaching methodology, but a mere online streaming teaching approach is not effective as more online interactive methodologies should get applied. In all training centers of the current consortium there is a high need for interactive distance learning methodologies that will sender the learning more enjoyable and prevent drop outs, and another need is also present for specialized training on interactive distance learning skills addressed to VET educators. For that reason, d-ICT project aims at creating an innovative gamified asynchronous eLearning experience addressed to VET educators to strengthen their distance teaching skills and enhance the distance learning experience, in order to prevent drop outs.To sum up, the current partnership tried shed light on the COVID’s lockdown implications on the VET education and found some significant gaps that led them to apply for the project. The fast-moving transition to the distance learning education caught the VET educators unprepared as many of them have not built the capacity to provide interactive lessons online so far. For that reason, the current project seeks to deepen its knowledge about the needs of VET educators, through a second-stage bottom-up analysis and address those needs by compiling, developing and disseminating interactive digital educational experiences and tools.<< Objectives >>Through the current project, the consortium partnership aims to achieve the following objectives: -To meliorate the digital skills and competences of VET educators in the field of distance learning-To create an innovative gamified asynchronous eLearning experience-To combine the assets of gamification and distance-learning -To boost the interest and curiosity of VET learners and keep them captured in the process of teaching, thus, reducing the phenomena of drop-outs due to the boredom non-interactive distance-learning creates-To empower interaction and teamwork with classmates under distance learning circumstances-To raise awareness about the significance of facilitating the distance learning methodology through interactive approaches like digital gamification<< Implementation >>The activities planned can be categorized under 4 classifications: MANAGEMENT ACTIVITIES that include:•All activities organized by the Coordinator, such as the Transnational Project Meetings, the Work plan settlement, the Project Management Kit establishment, that are ongoing processes to which the consortium needs to pay the appropriate respect. These activities will ensure fair collaboration among all partners, as well as regular communication. Moreover, risks are going to be identified and been kept to the minimum, while all partners will feel free to discuss their problems at any time.MONITORING ACTIVITIES to ensure KPIs, milestones and results have been reached, t include:•The subcontracting of the External Evaluator (EE) to unbiasedly assess the project•The establishment of the Quality Action Plan by the EE•The establishment of the Internal Evaluator which is University of Peloponnese and will collaborate with the EE to provide feedback to the Steering Committee •The overall assessment of the project and its Project Results in three phases: a) at the begging (FIRST) b) during the project/project results (INTERIM) and c) at the end of the Project/ Project Activities (FINAL) PROJECT IMPLEMENTAION ACTIVITIES that include:•The production of 3 Project Results a) Lessons Learned: Exploring the taken resolutions aimed at facilitating distance learning in the COVID-19 era (PR1), b) “d-ICT e-Toolkit”: Introducing distance learning practices and digital tools to facilitate the e-Learning experience and prevent drop outs (PR2) and c) Gamified asynchronous eLearning Experience (PR3)•The implementation of 7 national piloting of PR2 & PR3 toward VET educators who will utilize the aforementioned materials in real e-classroom circumstances and provide meaningful feedbacks•1 C-Training Activity that will be hosted by the technical partner of the Project, ISQe in Portugal, and partners will test and validate the PR2 & PR3 resultsDISSEMINATION ACTIVTITIES to achieve the maximum dissemination/exploitation of the results, include:• 7 National Multiplier Events with at least 20 participants per partner (ISQe is excluded as will be the technical partner)•Dissemination plan construction by the Leader•Construction of Project’s Social Media accounts•Design of e-flyers and other dissemination materials•Translation of products and materials for dissemination and exploitation purposes•Posts of the project through social channels of partner organizations •Participation in European wide dissemination activities conferences and/or in-network meetings by all partners•Involvement of Associated partners to the project<< Results >>With regard the Project Results:PR1: Lessons Learned: Exploring the taken resolutions aimed at facilitating distance learning in the COVID-19 era vPR2: “d-ICT e-Toolkit”: Introducing distance learning practices and digital tools to facilitate the e-Learning experience and prevent drop outsPR3: A Gamified asynchronous eLearning experience With regard the project outcomes:-The video-recording of Digital Storytelling interviews by 5 VET educators, as a significant experiential and educational material through the distance learning engagement with their learners. Through these interviews, VET educators can talk about their struggles during the lockdown, the digital resolutions taken per country, while they can also clarify points for improvement. The participants-storytellers of the Digital Interviews will play the role of ""Role Models"", who will influence others having the same concerns and facing similar barriers, in order to initiate a journey through their personal and professional development in VET distance learning innovation.-One “d-ICT e-Toolkit” translated in consortium country languages (Excluding the technical partner language Portuguese [ISQe] who will use the English version) from English, as an introduction to the world of distance learning innovation including:1.An e-Currculum:•With e-Units•Learning Outcomes of each e-Unit, in terms of Knowledge, Skills and Responsibly & Autonomy•hours of learning and acquired ECVET points 2.an e-book with: •Practical interactive distance learning techniques •Introduction to Digital Gamification and its applications in distance learning•Digital gamification techniques•e-Tips for VET educators•Techniques to make e-Classrooms more enjoyable•Techniques to prevent VET drop outs due to distance learning •The theory behind the aforementioned•Assessment methodology3.an e-tool with:•Interactive educational tools•Digital gamification tools•Tools to facilitate distance learning experience-The construction of the Gamified asynchronous eLearning experience that will incorporate the products and deliverables of PR1 & PR2 as an example of the interactive distance learning innovation. The Gamified asynchronous eLearning experience will be available in .scorm format, while stakeholders will also have the chance to download the format as it can be easily recognized by almost any Learning Management System (LMS)-The “d-ICT Website” that will act as an Open Educational Resource (OER):•Providing access to Digital Storytelling Interviews •The deliverables of d-ICT e-Toolkit•Gamified asynchronous eLearning experience compiling the PR1 & PR2 materials in .scorm format-Piloting sessions in 6 countries, by 7 organizations to 20 target users per partner that will test and validate the produced material with a 5 beneficiaries each (per VET educator) in real e-classroom-7 national Multiplier Events"

"As identified in the initial project proposal, the App and Teach Project sought to facilitate the participation of SMEs in apprenticeship by equipping in-company VET trainers with the necessary skills and innovative ICT-based tools to support both the management and the training activities involved in apprenticeship programs. The project achieved this primary goal by providing cutting-edge digital resources and training for the promotion of digital skills and innovative ICT-based tools that support a variety of learning approaches which can be offered to apprentices during progression through the different levels of apprenticeship programs and work-based VET.The developed project outputs have been subject to testing, feedback & re-development a number of times over the course of the project to align them as closely as possible to the needs of the target audience & VET sector & the main outputs (primarily the mobile app, online platform & associated training material) are currently freely available on all major mobile formats & in public repositories such as the iOS store & Google play store. Feedback from pilot participants indicated an extremely positive opinion towards the use of the app and mobile platform for learning.The project has exceeded expectations in a number of key areas. In particular, the project has developed a large number of resources, beyond the initial targeted expectations identified in the project proposal. In particular, the project has developed a number of online platforms (3 in total, a project website, an “app generator” platform and the e-learning platform) in order to diversify and promote the individual elements of the project - the developed project app, a “app generator platform” supporting the development of apps for users and the ""official"" online project platform housing all developed project resources.The project has developed a large and varied amount of training material as part of the app development process and has made this material across multiple formats and media, ranging from the online training courses to printable resources, to mobile learning apps and online resources to support all of the above. The project has developed an innovative mobile app, which not only serves as an engaging tool addressed to teachers and educators from VET schools, training providers and intermediary bodies to design and co-create tailor made Mobile Apps to be used by in-company VET trainers- but has also, as part of this development, created a range of innovative mobile apps, developed by in-company VET trainers and others involved in the management of apprentices with the necessary skills and innovative ICT-based tools to support both the management and the training activities involved in apprenticeship programs. In-company VET trainers can build on apprentice’s learning by accessing a range of these existing mobile apps, developed by and for those involved in the training and management of apprentices, but can also create their own bespoke VET online training resources through the online learning platform and/ or project app (and app generator platform) in order to deepen apprentice’s learning in addition to face to face activities and supports. In this way, the project has provided project stakeholders with the tools required to take concrete and practical steps within their own country, in order to create genuine impact.The project results have been validated with a large audience - primarily the key target audience of in-company VET trainers and professionals working with apprentices, but involving apprentices themselves - who are the ultimate beneficiaries of the project outputs. In addition to this, organisations and institutions charged with supporting the management of apprentices and VET education alongside policy makers, education representatives, public representatives, etc have also provided feedback on the project. Feedback on the project outputs has been mostly positive and ongoing activities look to embed the resources in the area for VET organisations and schools across Europe. The project was widely disseminated to a large range of participants across multiple channels locally, nationally, across Europe and internationally - through face-to-face meetings, conferences, festivals and events, through piloting activities and trainings and through a wide range of online means. The developed project outputs are freely available and have been developed and provided so that they remain freely available indefinitely on open online portals such as the Google Play store and Apple iOS store, maximising access and visibility not only to the target audience, but to the general public as well."

<< Background >>With less than a decade to achieve the 17 Sustainable Development Goals (SDGs), set by the UN Agenda 2030, it is imperative to train the workforce of the future in the principles of sustainable economy, environmental protection, and inclusion to shape the working and business culture of the next generation. The private sector is an essential part of sustainable development and SMEs, which represent 99.8% of business in Europe and employ 97,74% of the workforce (Statista, 2018), are a key part of the sustainable challenge.The Agenda 2030 set by the UN is a mainstream inspiration and aspiration for policy makers, the industry sector, and education institutions worldwide. Sustainable development is also a priority for the EU and its commitment to the SDGs is strong as shown by the Commission's 'Whole-of-Government approach', both in economic and environmental sustainability (European Green Deal, 2019), and in the ambition of creating a Europe that is fairer, more inclusive, better educated and leaves no one behind (European Pillar of Social Rights, 2020). To meet the SDGs, the UN emphasises the KEY ROLE of Education for Sustainable Development (ESD) through cross-cutting competencies and a holistic approach. SDG targets 4.7 and 5.5 call for all LEARNERS to have acquired the knowledge, skills, and attitudes necessary to PROMOTE SUSTAINABLE DEVELOPMENT in both their personal and professional lives by 2030.However, despite public administration’s efforts to promote the SDGs, in Europe, the vast majority of the population is unaware of their concept, let alone their application. This CONSORTIUM has a privileged position in terms of its connection and presence within the most powerful industrial sector and educational decision-making institutions, as well as with regional and national associations of SMEs and VET providers in Spain, Italy, Portugal, Turkey and Ireland. This direct relationship and joint collaborations in previous projects have facilitated a comprehensive NEEDS analysis of businesses and VET education related to the implementation of sustainable practices, to be addressed by this project:-The SMEs’ demand for young workers trained in the SDGs to respond to the challenges of the future faced by the private sector-The lack of a holistic approach in VET institutions that addresses not only environmental responsibility in all professions and business models, but also the key aspects of the Agenda 2030 such as inclusion, gender equality, cooperation, and innovation for development.-Lack of coordination between VET educators and in-company trainers to guide and assist apprentices with a common understanding<< Objectives >>Sustainable Apprentices will be the transmission belt between the labour market and VET by creating work-based learning opportunities through apprenticeships aligned to the new economic challenges, and new businesses demands for more sustainable working methods and competences. Sustainable Apprentices will be addressed to VET educators and in-company trainers, as target users, and to VET students and SMEs, as target beneficiaries.The AIM of Sustainable Apprentices is to support VET teachers and in-company trainers to create new Work-based Learning opportunities to foster the implementation of the SDGs in SMEs through digital tools and Project-based Learning methods. The concrete OBJETIVES are:-Develop a new European ECVET Curriculum to support the implementation of SDGs in SMEs through Apprenticeship programmes-Train the workforce of the future with Green Skills and the SDGs to support the adaptation of SMEs to the current sustainable challenges and new economic demands-Raise awareness on the opportunities derived from the implementation of the SDGs in SMEs’ business strategies-Generate and develop SDGs project-based learning approaches adapted to different working sectors through Work-based Learning -Understand in practice the individual capacity of workers to promote sustainable improvements in society through their working environments.The cooperation of partners from Spain, Portugal, Italy, Ireland, and Turkey for the creation of a new Sustainable Apprentices ECVET European Curriculum will: 1) guarantee a transnational approach to needs close to the reality demanded by SMEs and VET providers and 2) contribute to the unification of criteria on supporting Apprenticeship programmes to implement the SDGs in SMEs. This transnational and holistic approach will be crucial to row in the same direction at a supra-state level in the economic transformation and the achievement of the 2030 Agenda, providing a holistic approach that include the SDGs in a cross-cutting manner in the different areas of VET to educate future generations of workforces in a sustainable mindset that contributes to a new way of doing business and a greener and more inclusive economy.The project will engage VET students through PROJECT-BASED LEARNING, developing cross-cutting sustainability competencies, getting familiar with the SDGs through GAMIFICATION and being able to choose their preferred sustainable domain to develop a project applied to their field of work. This will produce specific cognitive, socio-emotional, and behavioural learning outcomes that will enable this working force of the future to deal with the challenges of each SDG in their working environments and personal lives, and, therefore, supporting their achievement by 2030.<< Implementation >>Sustainable Apprentices will carry out the following activities for the implementation of the Project Results. First of all, the ECVET Curriculum (PR.1) will start after the kick-off meeting by defining the theoretical and competence frameworks. Then, the consortium will design and develop the Educational Program itself.The consortium will dedicate most of the project lifecycle to develop the Online Open Learning Materials Platform (PR.2). The process will start with the design and development of the E-Directory, and the gathering of resources to be carried out during two parts of the project implementation: before the third meeting and between the fourth and fifth meetings. Partners will continue by elaborating the Conceptual and didactical core, developing training contents and pragmatic resources, as well as the evaluation techniques. Expected to be ready by month 10, these activities will constitute the basis for the blended learning (b-learning) course. The consortium will design the course structure and management system and generate interactive contents. After the third meeting the B-Learning course will be operative. A training of trainers’ capacity building short course will be carried out during the third meeting, to train the partners in the implementation of the b-learning course with target users. Before the fourth meeting, users from each piloting country will attend the B-Learning course. After the fourth meeting, partners will start the trial stage, aimed at evaluating the project results and gathering feedback to finalise the Online Platform. The trial stage will finalise before the last meeting, Finally, the Methodological Framework (PR.3) will start with the comparative analysis, after the third meeting, and the design of the methodology for the trial stage, before the fourth meeting. The trial stage will facilitate the evaluation of the project results in educational context with the involvement of users and beneficiaries. An evaluation report will be developed after the trials, including the feedback acquired. The final meeting will provide an agreed consensus to finalise the project results, as well as agreements for their sharing, promotion, and exploitation.Sustainable Apprentices will implement the above-mentioned activities according to the following methodological approaches:- Shared responsibility The whole consortium will be involved in the development of all the activities with the supervision of one lead partner per project result - Promotion of innovation in educationThe project is aimed at the generation of innovation in Education by means of developing project results. This will facilitate the generation of new learning and teaching opportunities and will enhance the acquisition and recognition of skills in term of learning outcomes.- Technological educative project results The following innovative technological educative project results will be developed: Online Platform of Open Learning Materials, E-Directory and B-Learning courses - Training of trainersA capacity building short course for target users will be carried out to train them before the trial stage.- Trial stage Testing and assessment of the project results during the trial stage to be implemented in Spain, Portugal, Turkey and Italy. This stage will provide the consortium with useful feedback and recommendations from users and beneficiaries to evaluate the project results in educational environments.- Multiplier conferences Being the main objective to share, promote and exploit the project results, it would also be taken into account the promotion of networking and further exploitation possibilities with relevant stakeholders, users and beneficiaries, at national and European level<< Results >>Sustainable Apprentices will produce the following outcomes DURING THE PROJECT:DELIVERABLES:- A structured set of competencies based on EU standards and methods in supporting Apprenticeship programmes to implement the SDGs in SMEs (PR1).- An ICT-based educative instrument to upskill VET educators and in-company trainers in implementing the SDGs in SMEs through Apprenticeship programmes, including a Digital Database, Theoretical and Pedagogical Basis, and a Blended learning course (PR2)- A Methodological Framework to facilitate transferability and replicability of the project results in other European and international VET providers and SMEs (PR3).- Develop, adapt, and test innovative practices and digital technologies to train VET educators and in-company trainers in implementing the SDGs in SMEs through Apprenticeship programmes through pilot activities.- A project's Quality Management and Assurance Strategy- A Sharing, Promotion and Exploitation Strategy that ensures the involvement of partner organisations, stakeholders, networks, and policy makers in the dissemination of results and their transferability.PRACTICE ACQUISITION outcomes:- For partner ORGANISATIONS: improve capacity to innovate and cooperate with other organisations at national and European level, identifying similar challenges, co-creating common solutions, and developing new pedagogical approaches.- For the STAFF of the partner organisations: improvement of skills in connection with the implementation of EU funded programmes, including teamwork, project management, leadership, communication and second language skills.- For VET educators and in-company trainers: extend and develop their skills in supporting Apprenticeship programmes to implement the SDGs in SMEs by creating new Work-Based Learning opportunities to foster this implementation of the SDGs in SMEs through digital tools and project-based learning.- For VET students and SMEs: access to education and training opportunities tailor-made to their needs in implementing the SDGs in SMEs. - For STAKEHOLDERS: collaboration with partner organisations and with other stakeholders and/or associated partners to establish a community of practice in Supporting Apprenticeship programmes to implement the SDGs in SMEs at local, regional, or European level to share information, improve skills and actively work on advancing the general knowledge of this field.Sustainable Apprentices is also expected to produce the following outcomes UPON ITS COMPLETION:INTELECTUAL outcomes: - Exchange experiences and good practices among countries with diverging experience in Apprenticeship programmes and SDGs implementation (in SMEs).- Adopt and implement a curricula and courses in training programmes of the partner organisations and other training providers, on implementing the SDGs in SMEs through Apprenticeship programmes to support VET educators and in-company trainers.- Set the basis for future and long-term international cooperation by strengthening a pan-European team of experts in the field of this project.AWARENESS RAISING outcomes:- Raise awareness in all European countries about the relevance of Apprenticeship programmes to implement the SDGs in SMEs - Increased participation of VET educators and in-company trainers in implementing the SDGs in SMEs- Better understanding and increased recognition of the skills in supporting Apprenticeship programmes to implement the SDGs in SMEs and further professionalisation of this practice.- Increased motivation to learn and improve on the implementation of the SDGs in SMEs through Apprenticeship programmes among VET students and SMEs.

<< Objectives >>Tracking graduates is a key policy priority but specific solutions for DUAL VET remain unattended. The aim of FOLLOW APP project is to set-up and test a graduate tracking method supported by digital tools designed to track employment and career progression of apprentices in DUAL VET programmes, addressed to VET teachers, counsellors, in-company trainers and learners, improving the responsiveness of VET to the changing demands in the labour market and strengthening the Quality Assurance in VET.<< Implementation >>1. Implementation of a Quality Assurance strategy for project monitoring and evaluation.2. Development of the European Framework of Competences on graduate tracking of apprentices in DUAL VET.3. Generation of digital-based solution on graduate tracking of apprentices in DUAL VET.4. Testing and evaluation activities in Spain, Italy, Greece and Turkey, producing guidelines and recommendations.5. Sharing and promoting project results with an exploitation and sustainability strategy.<< Results >>The manin project results are:MR1. Quality and Evaluation PlanMR2. European Framework of Competences in graduate tracking of apprentices in DUAL VETMR3. FOLLOW APP Virtual CampusMR4. Mobile App on graduate tracking of apprentices in DUAL VETMR5. Pilot actions in Spain, Italy, Greece and Turke involving VET teachers, counsellors and in-company trainers and apprenticesMR6. Report of Guidelines and Recommendations MR7. Sharing & Promotion PlanMR8. Exploitation & Sustainability Strategy

"Disasters vary in types, causes, and consequences, they may result from natural causes.During the last decades, natural disasters caused by different factors pose a serious threat to life, property, and infrastructure in ways of material damage, economic losses, causalities and emotional well-being of humans for many parts of Europe.The natural disasters have disproportionate effects on people with disabilities like blind, deaf, persons with reduced mobility and their family caregivers.Specific reports from 2004 to 2014 showed that persons with disabilities suffered from natural disasters 2-4 times more than non-disabled people (Report on 2011 disaster of Japan). The UN Convention on the Rights of Persons with Disabilities (CRPD), in its articles 11 and 322, requires that persons with disabilities benefit from and participate in disaster relief, emergency response and disaster risk reduction strategies. Underlining the legal obligations enshrined in the UN Convention on the Rights of Persons with Disabilities, particularly with regard to Article 11 requesting the States Parties including international humanitarian law and international human rights law, to take all the necessary measures to ensure the protection and safety of persons with disabilities in situations of risk, including humanitarian emergencies and natural disasters.Aligned with UNCRPD, European Disability Strategy 2010-2020: a renewed commitment to a barrier-free Europe which is aimed at raising awareness of the needs of persons with disabilities, including accessibility, in the area of emergency and humanitarian aid, as well as promoting the rights of people with disabilities and their families in the external action of the EU and the Member States. Also with the the drafted resolution on EU Disability Strategy post 2020, priorities to be effective in fostering meaningful inclusion and participation of persons with disabilities and their caregivers has been set.However, ""Living with Disability and Disasters"" global survey conducted by (UNISDR) in 2014 and scattered evidence reveal that PwDs still have no significant representation in building resilience to disasters and only a small percentage of respondents are aware of disaster management programmes in Europe and majority express desire to be included in these programmes. Within the given context, EMPOWER project aims to empower people with disabilities through effective disaster management; raise awareness of persons with disabilities and their caregivers about the increasing risks of disasters; to make PwDs and their caregivers better prepared for natural disasters through training contents and accessible learning materials on the accessible learning hub; support the caregivers in the disaster management processes; increase the knowledge and awareness of authorities and policy makers responsible for disability and disasters, volunteers in civil protection and professionals working with PwDs; to build a culture of disability and disasters in community-at-large; to mainstream disability into disaster management cycle.The target groups of this project are persons with disabilities (35 in online testing) caregivers(140 in pilot trainings), volunteers/professionals working in the field of disability and disasters, NGOs, local/national authorities, first responders. (160 in project activities; focus groups, round-table meetings, validation and valorization workshops)The following project outputs will be developed to achieve the foreseen results by focusing on ""earthquakes, fires, floods, and pandemics"".IO1 European Reference Framework on Effective Disaster Management for CaregiversIO2 Training Content on Effective Disaster Management For Caregivers of Persons with DisabilitiesIO3 Accessible Learning Hub with Accessible Learning Materials for Persons with Hearing and Vision ImpairmentsIO4 Disability-Inclusive Disaster Management Reference HandbookIn order to empower PwDs through effective disaster management, a participatory and holistic approach has been planned in the development and implementation of the project activities and outputs. That's to say that all interested parties persons with disabilities, formal and informal caregivers, authorities and policy makers will be actively engaged in the project through focus group meetings, round-table meetings, questionnaires, validation and valorization activities, pilot trainings and online testing.EMPOWER will have a direct impact on raising awareness about disasters, better preparedness of caregivers and people with disabilities for disasters, empowerment of people with disabilities through effective disaster management, resilience of PwDs to disasters, mainstreaming disability into disaster management. The envisaged impact will be development of high-quality and disability-inclusive disaster management trainings, developing disability-inclusive strategies and policies, as well as more accessible learning resources in Europe"