The global emergency of COVID 19 pandemic requires a response through science and technology means, wherein nanotechnology approaches may contribute with advanced solutions. They can address the many clinical and healthcare challenges that have arisen from the coronavirus activity, the fight against the disease, and the ongoing mitigation strategies. The COVID 19 crisis has accelerated as well the need to digitally transform education and training systems. In Higher Education (HE), there is a need for strengthening the capacity to provide high quality, inclusive digital education and to realize an immediate impact of the new knowledge for combating the coronavirus pandemic. To address these needs, the project “Digital University Aula in Nanotechnology education to fight COVID 19 – Nano-Code” will develop an innovative educational programme, based on ICT and EQF/NQFs/HE strategic system for organization of an education process. It will improve the professional performance of HE tutors/graduates and encourage implementation of relevant quality standards in nanotech area. The objectives pursued by the project are:- To study the peculiarities of specific resources and define the applications of digital technologies in teaching/learning nanotechnology.- To create a virtual space (Digital University Aula) and educational content that offer individual solutions adapted to challenges and real situations at local level.- To apply EQF/NQF/HE principles for competence development of the target groups.- To show the innovative character of nanotechnology and its impact on COVID 19 combating through digital education.Nano-Code project consortium is created on the basis of mutual agreement and understanding for the HE needs to shift educational policy from traditional to digital environment and tools, operating through EQF/NQFs/ECTS instruments. It unifies 6 partners from 4 countries: Bulgaria (P1–P3), Germany (P4), Greece (P5) and Turkey (P6) and comprises 2 Universities (P1, P6), 2 R&D Centers (P2, P4), 1 NGO (P5), and 1 SME (P3). The project is structured in 4 phases comprising ordered work in terms of Activities (A) performance and technical, human and financial resources involvement.Ph1. Preparation (A1–2): Managerial and administrative arrangements and project commencement;Ph2. Implementation (A3–4): Methodology and work plan issue; Intellectual Outputs elaboration;Ph3. Follow-up (A5–6): Results evaluation, appraisal and verification; Dissemination & Use performance;Ph4. Sustainability (A7): Sustainability and impact: post-project sustainable actions organization.The methodology to be used in the project activities involves application of good managerial practice and methods for:- Administration: distribution of project tasks by time, type of activity and partners- Quality management: launch of objectives and processes required to deliver the desired results- Implementation: processes used to complete the work defined in the management plan- Monitoring & evaluation: managing and tracking the project activities- Dissemination & use (D&U): studying and evaluation of the project’s influence potential on target groups/sectors/users- Financial control: documentation and reporting to avoid financial conflicts and violations of contractual obligations. Nano-Code results will be elaborated in compliance with project development and will be defined by the outflow of the project phases:Ph1: Quality Management Plan, Project Communication Plan, D&U Plan and relevant supporting tools.Ph2: Intellectual Outputs O1: Nano-Code Digital University Aula design and establishment; O2: Digital competence concept: mapping advanced digital skills and knowledge; O3: Nano-Code innovative model for digital higher education; O4: Nano-Code digitally enhanced curriculum; O5: Fast Digital Organizer for teaching/learning on demand of HE tutors/graduates.Ph3: Follow-up & sustainability: Internal/external project assessment; Multiplier Events (E1–E6) performance.D&U and impact provision: dissemination checklist; publication of D&U materials.The envisaged Nano-Code impact will be realized among core players and wide audience at national/EU level. The innovative digitally enhanced curriculum in “Nanotechnology to fight COVID 19” creates prospects for targets-focused impact. Its structuring and operation within the established Digital University Aula through a Learning Outcomes-based model will contribute to the introduction of a competence-grounded approach to teaching/learning and assessment. The project will develop innovative educational materials and address a theme of particular EC interest: Nanotechnology vs. COVID 19. Potential longer term benefits are anticipated through implementation of project outputs into national HE systems and in-company training units; promotion of HEIs capacity to support and build up employability; mobilizing education, science and technology to realize positive effect in COVID 19 combat.

Precision Farming (PA) according to the European Parliament and the European Commission is the new innovative technology expected to change the agriculture as we know it today and convert it to the digital age. PA is considering as a major tool both in agricultural policies and environmental protection and climate change policies. In this proposed project special reference is made to the use of Unmanned Air Systems (UAS) in PA and the technology used in combination with them to support the advanced farm operator. The idea of this project was initiated after the completion of a previous Erasmus+ project Skills for Future Farmers (SKIFF, future-farmer.eu), where it was proved that there was a strong demand among agronomists, environmentalists and farmers for this subject, exceeding the number of 2.000 students and today is used for the training of students in several agricultural colleges in Europe. The output as module was limited and it was prepared as an initiation of one of the partners, which also participates in this project. Thus, this project is based on this primary work, however, the partnership has the ambition to exceed the previous number of students and produce a unique course for PA. The experience and the expertise of the partnership in major scientific aspects of the proposed project and in distance learning will be combined for the optimum result. In this project all the competences acquired by the partnership during participation in previous Erasmus+ projects will be fully exploited. The pademic conditions caused by covid-19 were taken into account and thsi project focuses on the solutions offered by PA for operations (farms) management without the necessity for natural presence of ecperts or farmers. Limited exposure is an important elements during this period. Additionally virtual project management solutions are provided through this project.

The project aims to reinforce the olive oil sector through capacity building for the production of high quality olive oil with health protective properties. The project will focus on the exchange of good practices in olive oil producing countries and aspires to create a pool of adequately trained stakeholders of the olive oil sector, namely: producers, olive millers, bottling companies etc. who will be able to add value to their final product. The project builds on existing know how developed within ARISTOIL project co- financed through Interreg Med programme regarding the Reinforcement of the Mediterranean olive oil sector competitiveness through development and application of innovative production and quality control methodologies related to olive oil health protecting properties. ARISTOIL has developed a database with approximately 2500 producers from Mediterranean who have already benefited from the project and participated to trainings. These producers whose number increases in the course of time can benefit also from a new project, the one proposed, which will focus not on experimentation and pilot testing anymore but instead on intensive training on topics that have been identified as crucial for all stakeholders to know in order to ensure olive oil of high quality and high competitiveness to the international markets.Training topics will be adapted to the needs of each stakeholder category, as identified by ARISTOIL project. In addition, past project under ERASMUS+ with title ECOLIVE has developed tools on distance learning regarding Organic production of Olive Oil which is going to be used to the extent that fits the purpose of the current proposal. SVIMED one of the partners of the proposed action had been a partner in ECOLIVE project too, so it will be them who will transfer this know-how to the current partnership.Producers will be trained on harvesting techniques, selection of the time for harvesting, plant protection and integrated pesticide management, olive mill selection criteria, organic production and integrated production management.Olive millers will be trained on olive oil management issues (standby temperature prior to pressing, cleanliness, etc.), temperature and time of kneading, centrifugation in the absence of water, Minimization of waiting time of olive oil in tanks before filtering.Bottling Companies will be trained on Ideal storage and bottling conditions for olive oil. Classification of olive oils with hygienic and organoleptic features.

The scope of the project is to develop and deliver a customised e-learning program to all interested parties in the agri-food supply chain focusing on cereals and rice (workers, supervisors, managers, farmers, producers, carriers, supply chain companies, warehousing and packaging companies, packing and freight forwarders, etc) in four Euro-Mediterranean countries (Greece, Spain, Portugal, Cyprus).Green logistics and grain sector were selected to set the framework of this project, because of their strategic importance in the regional and national economy . These countries are struggling to find ways to overcome financial crisis and quest sustainable growth. Towards this direction, supporting evidence indicate that logistics and agriculture may be the springboard for their growth. The coordinator, Department of Logistics Management (DLM, TEI of Sterea Ellada, Greece) is a HEI and its faculty members possess deep academic and business expertise in logistics, supply chain management, skills development, VET and e-learning. It is active in significant extended networks on local, regional and European level. EIEO (Greece) is an Institute focused on education and training in the field of agriculture, and develops expertise in EU agricultural policy, and precision agriculture.SEEDYZ (Greece) is a member of COCERAL (European association representing the trade in cereals, rice, feedstuffs, oilseeds, olive oil, oils and fats and agrosupply) and has a variety of members covering the whole cereals supply chain, providing valuable experience in transferring the scientific knowledge to practice and VET. SODEBUR (Spain) is a public body, which provides services to the Province of Burgos and its municipalities, and works to promote social and economical development of the Province. SODEBUR has a wide experience in the communication, dialogue and exchange with the most important entities, administrations and stakeholders at provincial, regional and national level.IAPA(Cyprus ) is a Non Governmental Organisation which has developed serious expertise on the field of rural and regional development in Cypriot agriculture.IPC (Portugal) delivers graduate studies in various fields, including business administration, communication and information science, and agricultural sciences, and has grounded long-term partnerships with private enterprises, public entities (e.g. Ministry of Agriculture) and other HEIs at the national and international level. Building on the integration of the knowledge triangle (higher education, research and business), training requirements surveys charting the current skills & competencies profiles of the logisticians in alignment with the best practices provided by the cereal and rice sector professionals, lay the foundation for the e-training program for the agrifood supply chain. Additionally, mapping the cereal and rice sector, as well as the collection of best practices in green logistics, guided the identification of project’s outcomes potential users (target groups). In particular, two field surveys were conducted, adopting qualitative and quantitative research methods (personal interviews, structured questionnaires, online survey tools). Findings grounded stakeholders’ skills profiling in the agri-food supply chain, and pointed out the lack of specific categories of skills and competencies in order to achieve higher performance . Thus, results guided project’s training curriculum content in four languages (English, Greek, Spanish, Portuguese) grouped in three distinct categories of skills and competencies: (i) Green logistics and operational skills in agro-food sector; (ii) Organisational skills (iii) ICT skills and competencies. The training program is completed with the evaluation which leads to the awarding of certificate of attendance by the TEISTE in alignment with ECVET guidelines. In addition, a trainer guide has been developed to support learners as facilitators for the creation of business networks and clusters. Moreover, a Documentary about the Journey of seeds was created (from crop to fork) to disseminate project's results and raise public awareness.The development and identification of best practices in the supply chain enhances awareness and highlight the importance of this sector. Consequently, aligning e-learning with national policies & strategies may secure sustainable growth as an asset for local and national economies. At the same time, cultivating a culture of distance learning among young farmers, workers, managers and entrepreneurs also brings multiplier benefits to the agri-food industry as it can easily be adapted and transmitted to other sectors. In this context, entrepreneurship is fostered and the involvement of young people (students, farmers, business managers and scientists) is strengthened by improving the quality of work through effective training actions and cross-border cooperation.

1. To create a shared awareness of emerging job profiles and existing gaps of skills and competences in the current work force.2. to create and improve a framework “Pathways for Agricultural Competence and skills based Training” (PACT) based on EQF and ECVET, which will allow the sharing of definitions among different actors involved, i.e. agricultural VET providers, SMEs, Research Institutions, NGOs and VET policy makers, and serve as a tool to modularise future training and make it more adaptable to the needs of the agricultural labour market.3. Training Modules: 3.1. Organic Farming Training Module 3.2. Organic Food Processing Training Module 3.3. Accessing to the Market Training Module4. to better recognize existing training opportunities which already address existing skills gaps in the agricultural sector, and make them more visible on a European level as well as to show-case and encourage VET providers who have already modularised their agricultural training to integrate elements into new training units.5. To give the Farmers a new skill on Organic Farming & Food Processing Technologies by a new Curricula in VET. 5.1. Organic Farming Curricula 5.2. Organic Food Processing Technologies Curricula6. To improve the life standards of Farmers by providing a channel to sell the Organic products by E-Commerce Platform7. Marketing Opportunities Report8. Need Assessment on Organic Farming 9. E-Platform for Training Modules10. Video Clips for Training Modules11. 2021 New EU Organic Agriculture Regulation Report & Book for VET teachers12. Multiplier Events in 4 Countries: 12.1. Ankara for 50 participants 12.2. Malatya for 40 participants 12.3. Bursa for 40 participants 12.4. Athens for 40 participants 12.5. Arad for 40 participants 12.6. Bari for 40 participants13. Organic Farming and Organic Food Processing Techniques Book, 1000 pcs for VET Learners14. Posters 1500 pcs. and Flyers 2500 pcs.15. Study Visit to Italy for the Staff of Turkish project partners16. Training implementation in: 16.1. Adiyaman Public Training Center 16.2. Nilufer Public Training Center 16.3. Athens in Greece 16.4. Arad in RomaniaThere are 5 Transnational Meetings in the project.1.Kick-Off Meeting in Kirikkale University, October 20192.Second Transnational Meeting in Bari-Italy, May 20203.Third Transnational Meeting in Athens-Greece, November 20204.Fourth Transnational Meeting in Arad-Romania, March 20215.Closing Meeting in Kirikkale-Turkey, August 2021