The DigiVET Project aims to address the current challenges of the VET sector emerged from the transition to the digital era and the impact of COVID-19 in the provision of VET for both trainers and trainees. The pandemic outbreak accelerated the long-expected turn to digital technology in education and training, providing for a reliable solution during these turbulent times, while the VET sector has been disproportionally affected since its strong work-based component does not allow for much flexibility and reliance on digital tools. The need for innovative solutions is even more apparent to motivate learners to seek for quality VET opportunities and combat the increasing levels of early leaving. The unprecedented shift to digital tools and resources during the pandemic fed the development of the Digital Education Action Plan (2021-2027) to reset education and training for the digital age, focusing on fostering the development of a high-performing digital education system, and enhancing digital skills and competences for the digital transformation. The DigiVET Project aims to contribute to VET trainers’ professional development through improving their digital competences, in particular their capacity to develop digital learning resources to address contemporary needs of trainees. As clearly mentioned in the European Framework for the Digital Competences of Educators (DigCompEdu), professionals dedicated to teaching need to able to effectively use digital technology in various fields of teaching/training delivery. Taking into consideration the challenges faced by VET trainers in their efforts to adapt to the unfolding situation that requires high incorporation levels of digital technology in VET, the DigiVET Project aims to: - Develop VET trainers’ digital competences, in particular the development of digital learning resources for VET, - Build the capacity of VET trainers to adapt their delivery of VET in the digital era, through the incorporation of digital resources and tools, - Support the provision of flexible, high quality VET, adapted to correspond to the requirements of the digital era and the COVID-19 impact, - Develop an online VET Hub that will provide open access to digital learning resources in various VET sectors, - Motivate VET trainees to select quality VET opportunities that reflect their needs and interests, contributing to personal and professional development. To that end, the partnership will first of all, carry out a brief yet comprehensive research to identify in more detail the impact of COVID-19 on the provision of VET, involving at least 360 VET trainers who will respond to questionnaires, participate in face-to-face (or online) meetings and get in-person interviewed on their emerging needs. Based on the research’s findings, the DigiVET Training Programme hosted in the DigiVET e-learning platform will be developed to provide theoretical and practical skills and knowledge on the development of interactive, engaging digital learning resources according to the identified needs of trainees, aiming to keep them motivated in participating in VET, thus contributing to their personal and professional development. The DigiVET Hub, directly linked with the DigiVET e-learning platform and the Project’s website, will act as an open space providing free access to a variety of digital resources, courses, modules, etc. developed by VET trainers who will have completed the DigiVET Training Programme. VET learners and the public in general will have access to quality training opportunities in various fields, improving their personal and professional skills and knowledge, while at the same time having the VET sector adapting to the digital era. Once the Project’s results are pilot tested and finalised, they will be made freely available to the public in English and all partner languages. VET trainers will have the opportunity for professional upskilling through the attendance of the DigiVET Training Programme, hosted in the DigiVET e-learning platform. Once they complete the training, they be able to develop their own digital learning resources to use them in their every-day work on VET delivery, and if they wish, to upload it to the DigiVET Hub to be accessible for free. The Project foresees to equip VET trainers with all the necessary knowledge and skills to incorporate digital technologies in VET provision, thus increasing their adaptability to the digital era, amid the COVID-19 pandemic. Moreover, VET trainees will have the opportunity to access a variety of VET modules and other digital resources that will be available for free in the DigiVET Hub. The variety of training opportunities offered will substantially contribute in getting trainees engaged with VET, contributing to their personal and professional development.

<< Objectives >>- Provide resources and tools through a MOOC to a large number of educators to raise awareness of cyberbullying among young people.- Create an online cyberbullying awareness campaign in each of the partner countries based on 3D animation videos that appeal to young people.- Create pilot workshops based on virtual reality in which young people can have an immersive experience of cyberbullying situations.<< Implementation >>MOOC on cyberbullying aimed at educatorsTraining course for facilitators of the pilot workshops on cyberbullying with virtual reality methodology.Pilot workshops on cyberbullying with virtual reality methodology.Online awareness-raising campaign with 3D animation videos.<< Results >>MOOC on cyberbullying aimed at educatorsTraining course for facilitators of the pilot workshops on cyberbullying with virtual reality methodology.Pilot workshops on cyberbullying with virtual reality methodology.Online awareness-raising campaign with 3D animation videos.

LEARNING BUBBLES is a strategic project for innovation lasting 24 months. The consortium of partner organizations includes REPLAY NETWORK (IT), PISTES SOLIDAIRES (FR) which are non-formal education organizations dealing with young people and adults, SOCIAL FARMS AND GARDENS (UK) the British network of community gardens, secondary schools ISS PIAGET -DIAZ (IT), INSTITUT JEAN ECCART (FR) and BROCKHILL PARK PERFORMING ART COLLEGE (UK) and the UC LEUVEN-LIMBURG (BE) university with its department of Psychology and Educational Sciences.The Covid-19 crisis made it necessary for teachers from all over Europe to acquire IT tools and methodologies in the shortest possible time and according to the health emergency, which they often had to put into practice without being able to access the temple of formal education, the school. For students, on the other hand, new conditions of difficulty in accessing the educational offer have arisen, which in some cases risk even causing their exclusion from the right to education. However, this impressive step forward in the integrated use of technology in teaching has highlighted two very relevant aspects:• the inability in many cases of families to be able to provide quality and individual technological equipment to (all) their children, as well as to be able to adapt their working time structure to support them• the significant commitment of other civil society actors, who enter the life of young people on a daily basis, in assisting the school and its teachers in providing individualized educational support to those most in difficulty. A difficulty that is often neither visible nor certifiable, because it is determined by the changing conditions and contained at homeLearning Bubbles is an intervention project to support the secondary school and its most vulnerable students, which aims to respond in an innovative way to the needs that emerged during the pandemic, but considering it only one of the risk factors to be taken into account and to be addressed by bringing back the student at the center of an Educating Community that varies spaces, actors, approaches and timelines to guarantee access to quality education.It is proposed to:• develop and test a methodological system aimed at re-establishing the conditions of equity in students' access to teaching, with a cooperative pedagogical approach between different educational actors and involving complementary and outdoor learning spaces such as urban community gardens• develop an innovative ecosystem that facilitates the co-planning and co-creation of educational paths between schools and non-formal education organizations for more effective and efficient use of digital content, tools, and services specially adapted for personalized learning• continue to provide a training offer generally aimed at everyone, but able, even in a blended learning mode, to support single pupils in difficulty or with special needsThe learning context from the students' point of view is the intersection of formal and informal spaces, a dynamic hybrid learning environment in which synchronous activities meet in both virtual and face-to-face dimensions. Individual spaces to access distance learning activities offered by the school to groups of students, having an adequate educational support on-site, while being immersed in the green environment of urban community gardens. These are places of proximity, naturally dedicated to socialization, participation and growth of individuals and where students can experiment, deepen and expand the contents proposed by teachers, making creative use of the digital applications supplied through the Learning Bubbles, searching for their own way of learning and strengthening their key competences.3 intellectual products to be made in 2 years:• I.O.1 - an operational guide that outlines the pedagogical framework of the intervention, also making available a training format for the actors involved in its implementation, tested by teachers, educators and gardenisers during the international training (C1)• I.O.2 - a toolkit that will develop operational and immediately usable tools for communication and synergy at multiple levels in favour of students at risk of exclusion• I.O.3 - will feed a research-action path on 3 countries where the pilot projects will be carried out, from which to elaborate and analyse the impact that this intervention has on the inner readiness of students and teachersAn experimentation of collaboration between very different worlds: school, community urban gardens and the digital world. A proposal that seeks to combine the beauty of the natural environment, technological innovation and tradition to promote the well-being of its local communities.

Gardeniser Hub will create opportunities for the exchange of good practices, a chance to share resources and information and create new training opportunities for Gardenisers and Gardeniser Trainers. The training will use the ECVET system and builds on the Gardeniser Pro project by creating and delivering training to the potential trainers of Gardeniser Pro as well as for the public sector and schools. The project will start in October 2020 and finish in March 2023. Gardeniser Hub builds on the work done in EU GO and Gardeniser Pro which created a recognised training program for people working on community/urban gardens and farms. Gardeniser Hub will now use the work done in Gardeniser Pro to create a new European ECVET system training program which develops new trainers who can train the Gardeniser course and also develops a new format aimed at supporting the public sector and primary and secondary school sectors who want to work with community/urban farms and gardens.The project objectives are to: • Develop skilled people to become trainers of Gardeniser to increase the pool of trainers able to deliver this course. • Create and deliver new formats of training to support public sector and school sectors who want to work with or create urban/community gardens and farms in their areas or sites. • Use the Gardeniser website to connect trainers in Europe, Gardenisers from the public and school sectors and to allow people to find Gardeniser Hub training courses which will extend the reach of the project. Participants will all be over 18 For those undertaking the Gardeniser Trainer course they will need to:- Have three years training or relevant experience in an urban/community garden or farm or have completed the Gardeniser Pro training course.-Have some experience of working in an urban/community garden or farm.-For those students doing their training abroad they will need to have an intermediate level of the English, French, Dutch or Italian. For those from the public sectors they will need to:- Be currently employed in the public sector-Have a strong motivation for improving their own competencies to enhance their learning and their role where they are employedFor those from the school sector they will need to:-Be currently employed in a school or be a parent, trustee or governor of the school-Have a strong motivation for improving their own competencies to enhance their learning and their role within the school.60-100 people will be trained as Gardeniser Trainers in the 4 partner countries -60-100 Public sector and school staff up-skilled and trained in the enhanced version of Gardeniser Pro Gardeniser Hub intends to develop 5 Intellectual Outputs which are:-IO1, The European Credit System for Vocational Education and Training (ECVET) format of training for Gardeniser Trainers-IO2, Development of Gardeniser trainer’s license-IO3, Pilot of the Gardeniser Trainers course-IO4, A training format for the public sector and for schools -IO5, Develop an online Gardeniser Hub platform Each IO will be tested by each partner before it is considered to be finished and then will be adapted depending on the results from the testing and evaluation. The IO's have been planned to be consequential.Once Gardeniser Hub is concluded and all the IO's are completed public dissemination events will be organised in each country. Each activity will be tested by all the partners and adapted as required before it is considered to have been achieved.Project Management will be undertaken by SF&G .The management of evaluation and dissemination will be done by all the partners who will be responsible for delivering these activities but there will be coordinators for the following:-Management and coordination- SF&G-Dissemination- REPLAY Network with support from EFCF-Evaluation- Pistes Solidaire with support from REPLAY Network Responsibilities will be shared among the partners and tasks assigned will be consistent with their specific competencies and with the added value that each partner can bring.Gardeniser Hub program will, by the end, establish a professional qualification for the trainers of this course and also engage with and support public and school sector employees. The aim of Gardeniser Hub is to create and test an innovative European training programme promoting the development of a new professional role –the Gardeniser Trainer and the Gardeniser within schools and public sector. It will strengthen knowledge, skills and competencies of the people undertaking the training, testing the evaluation of their learning achievements through the ECVET system, with the objective of paving the way for their recognition in the educational and professional training systems, both at a regional and national level and enhancing their learning .This will lead to a larger pool of Gardeniser trainers who will upskill and develop their competencies and deliver Gardeniser training.