PROJECT BACKGROUND & INTENDED IMPACTS: The overarching goal of the project was in line with two priorities of the Europe 2020 strategy: SMART & INCLUSIVE GROWTH. The priorities should be supported by empowering young adults in the acquisition of web security, personal data protection/GDPR skills following the INDUSTRY 4.0 trends within the EU. With an awareness of and know-how in different legal/IT schema individuals develop greater problem-solving capabilities, can advocate their interests and gain a sense of self-efficacy. This enables them to better adapt to new conditions, make potential career shifts and be more open to mobility within the European Union. Furthermore, web security, personal data protection/GDPR training should strengthen their entrepreneurial spirit and civic engagement because they know about related laws/IT and the effectiveness of their actions. PROJECT AIMS B-SAFE is now providing the European educational landscape with an innovative non-academic web security, personal data protection/GDPR following the INDUSTRY 4.0 training which enables future participants to • use of the knowledge to expand access to basic and core knowledge • understand by which national and EU laws they are affected and which rights and duties they have • autonomously read and understand the learning texts focus on the web security and internet safe • know the basic rules of the responsible behaviour on the Internet This gain in qualifications and skills will have economic and social benefits: Simultaneously, it is enhancing training participants’ chances of employment by championing not only professional skills but also know-how for web security and Internet safety issues (e.g. data protection, INDUSTRY 4.0, risks on Internet, inappropriate content and behaviour on Internet etc.). • Greater work mobility on the European job market due to knowledge gain on online platform and job seekers’ realisation that there are support mechanisms for foreign employees in different EU states. • Positive impact on society because more citizens are knowledgeable in web security, personal data protection/GDPR following the INDUSTRY 4.0 issues and can estimate legal/IT consequences of political/economic decisions, thus making informed decisions as voters. TARGET GROUP • first, multipliers (teachers and those working in adult education) should have a chance to use the new interactive educational tool for law teaching • furthermore, this tool should give jobseekers knowledge about their rights in the EU work context For the implementation and dissemination of B-SAFE we identify the following stakeholders: • National Employment Service • national further education institutions as well as welfare institutions with labour and social policy objectives Those stakeholders have a clear mission vis-à-vis the final target group and know their demands as well as the economic demands across national boundaries. PROJECT PARTNERS • P1(CZ): bit cz training is highly experienced in compiling training materials, customized and pedagogical development of training and online programs as well as in project implementation. It was the responsible partner for the final online platform development. • P2(PT): EDIT VALUE has a broad network of relevant stakeholders and is essential for the dissemination of the project inputs and results. P2 was responsible for the legal aspects of Internet safety. • P3(UDIMA): Open Madrid University has provided academic support and essential inputs for the curriculum content as well as the learning materials. The researchers from the University were focused on the Current Status of web security and personal data protection. • P4 (AT): bit Schulungscenter is providing several training programs for youths and adults and is a training centre specialized in trainings and certifications. That´s the reason why it was focused on the Development of the specialized texts. METHODS & ACTIVITIES: An appropriate legal training and the training of multipliers should enable the capacity building of non-academic web security, personal data protection/GDPR skills following the INDUSTRY 4.0 education in European countries. In particular, competencies relevant to the increase of employment opportunities should be conveyed. Additionally, employment and social provisions in the EU member states should be promoted in order to point out the benefits and advantages of the EU for the individual scope of action. The acquisition of non-academic web security, personal data protection/GDPR knowledge was extended, standardized and validated through B-SAFE. All B-SAFE products were developed and tested in a pilot testing for quality assurance by 27 of adult educators and 82 young adults. The results are corresponding to European standards and are openly accessible on project websites. KEY OUTCOME & IMPACT: • B-SAFE Current Status of the web security and personal data protection • B-SAFE Legal aspects of Internet safety • B-SAFE Development of the specialized texts • B-SAFE knowledge platform

The industrial revolution is something unique, something that is not happening every year or every decade: 1st industrial revolution – 1784, 2nd industrial revolution – 1879, 3rd industrial revolution – 1969. Now, in this very moment, we live in a so special time when the 4th industrial revolution is in the process! The fact is, that people are in these days overloaded by information and it is not easy, or better it is not possible to read all newspapers, web info servers, etc., moreover, for media, in general, the 4th industrial revolution is not the main topic for the evening news. As a result of that, we live in a society which roughly now what the 4th industrial revolution is. Also somehow there is a lack of people with technical skills on the labor market – a combination of lack of interest for technical education and growing demand for technically educated people could be a devastating impact on the industry within the EU. Employees, employers, young adults as well as VET/UNI students do not have enough information as well, there is not enough communication, support and political influence to solve this situation. What is a smart industry and what does “Industry 4.0” mean exactly? Put simply, Industry 4.0 represents the coming fourth industrial revolution on the way to an Internet of Things, Data, and Services. Industry 4.0 will be implemented by means of machine perception, auto-configuration and auto-diagnostics, and computer links and machine parts. Using the methods and tools of industry 4.0 would lead to savings in time and money and increased flexibility companies. Industry 4.0 brings the hope of improving the quality of human life by increasing labor productivity and the disappearance of monotonous and physically demanding professions. With INTRO 4.0 we want to offer a standardized non-academic knowledge base with the learning material to spread out the information about the 4th industrial revolution within the EU. National contexts were taken into account as well as transnational contexts. The knowledge platform audience now can get the core of the INDUSTRY 4.0, understand its content and transform achieved information in their work, companies, future studies or/and everyday life. PROJECT AIMSThe project aims on spreading information and innovation, which delivers Industry 4.0. The specific content - knowledge base - comes from deep researches and analysis (legislature, web, educational systems) and surveys (adults, employers, employees). This unique knowledge base will be implemented in the online knowledge platform. Following the feedback from the manufacturing companies - all information will be adjusted for optimum readability and then transferred to the knowledge platform. The final platform will be a valuable tool for spreading information among the target group. Everyone would find there a lot of new information which will give them a better chance to find a job, motivate them for further studies, etc. The platform could be also an inspiration for employees of manufacturing companies who can find there useful information that can help them to implement innovative elements in their companies. The knowledgebase can be also used by - VET schools and Universities. TARGET GROUP The target group of INTRO 4.0 can be divided as follows: • Adults • Educators like (VET/UNI) teachers, trainers, coaches • Employers, employees • General public PROJECT PARTNERS P1 (CZ) EuroProfis: the coordinator and the initiator of the project idea. It has experience with the development of learning materials, teaching methods, and ICT expertise, it will take the lead of overall PM. P2 (PT) EDIT VALUE: has a wide experience in designing and coordinating projects, research and development in the field of R&D, Entrepreneurship, Innovation, Training/ Employment, piloting innovative solutions, accompanying and evaluating projects. P3 (SP) ANCED: ANCED’s primary aim is to represent, empower, and protect the interest of its more than 80 associated members, which altogether sum up to 900 education centers and 51.300 employees. P4 (AT) bit schulungscenter: as one of the biggest education centers in Austria - it has a unique experience/knowledge with learning materials and very close to the INTRO 4.0 content. INTELLECTUAL OUTPUTS • O1 Current Status of the Industry 4.0 (P2) • O2 Expert interviews and specific research on the field of manufacturing companies (P3) • O3 INTRO 4.0 Development of the specialized texts (P4) • O4 INTRO 4.0 Knowledge platform development (P1) In accordance with the Erasmus+ program, INTRO 4.0 will contribute to: • Supporting ICT-based teaching and better exploitation of the ICT potential • Supporting technical education • Access to open educational resources (OER) • Development and delivery of new teaching/training materials and methods • Supporting innovation practices in a digital era

<< Background >>A. CONTEXT OF THE ACTION Boosted by advancements in communication and transport technologies, economies are becoming more and more globalized. Globalization generates migration of jobs and migration of workforces. As economies become increasingly globalized, VET (VOCATIONAL EDUCATION AND TRAINING) and AE (ADULT EDUCATION) policies must be internationalized accordingly. Many strategic documents on European and national level (strategies and recommendations) emphasis the urgent need, VET and AE polices has to ensure the quality and relevance of the outputs and outcomes vis-à-vis global labor market needs and adapt to the new trends of internationalization. These needs are highly prioritized in following documents:COUNCIL RECOMMENDATION on vocational education and training (VET) for sustainable competitiveness, social fairness and resilienceETF recommendation for a stronger, regulation of private providers, in order to ensure the quality of training.Internationalization in education is implementing by national strategies involving:(1) Introducing transnational contents in qualifications/curricula, including languages, cross-cultural competences, internet competence, international norms/standards, etc. (2) Fostering international experience through training/work placements abroad; and (3) Internationalizing the ‘form’ of qualifications through transnational development of joint qualifications, mutual recognition of ‘foreign’ qualifications, credit transfer and interoperability of qualifications. B. SPECIFIC PROBLEMS AND NEEDSTo enable interoperability of qualifications, and respond to the new world of globalization and technology, VET and AE providers have to:- Adopt common methodology for modular learning, based on learning outcomes and micro-credentials- Participate in European Digital Credentials Infrastructure, developing under Europass platformBoth needs are identified as one of its 12 flagship actions In the NEW European skills agenda, published on 1 July 2020, to support the quality, transparency and uptake across the EU:Action 10: A European approach to micro-credentialsAction 11: New Europass platformAnd are parts of Communication for achieving the new European Education area by 2025.C. WHY IS THE ACTION RELEVANT?This project will improve standardization and quality, both in VET and AE education. Additionally, will improve strategic and cross-sectoral cooperation between different VET and AE providers, across Europe and their internationalization.Implementation of Europass Learning Model will enable digitalization, transparency and transferability of qualifications on European level. The Europass Learning Model aims to capture the results of any non-formal and formal learning across Europe, as well as the validation of non-formal and informal learning. It is designed to provide a single format to describe certificates of attendance, examination results, degrees and diplomas, diploma supplements, professional certifications, employer recommendations and any other kind of claims that are related to learning.Any school, college, university or training provider in Europe may use this tool to issue credentials for free and secure them with their e-seal. Credentials can be e-mailed to learners or directly deposited to their Europass profiles.A micro-credential is a proof of the learning outcomes that a learner has acquired following a short learning experience. These learning outcomes are assessed against transparent standards.The proof is contained in a certified document that lists the name of the holder, the achieved learning outcomes, the assessment method, the awarding body and, where applicable, the qualifications framework level and the credits gained. Micro-credentials are owned by the learner, can be shared, are portable and may be combined into larger credentials or qualifications. They are underpinned by quality assurance following agreed standards.<< Objectives >>Main objective of this project is: Contributing to the quality assurance in VET and AE, by adaptation of private VET/ AE providers to the sustainable model of certification based on micro credentials, and introduction of digital tool for issuing digital certificates, compatible with the Europass Digital Credentials Infrastructure (EDCI), with full implementation of the standards, modules and credits for qualifications and trainings they provide. SO1 Adopting common principles and methodologies in regular work of AE/VET providers, to enable interoperability of qualifications;SO2 Improve quality standards at AE/VET providers on European level;SO3 Introduce digitalization in systems for certification; andSO4 Facilitate validation of non-formal and informal learning.Target group are VET and AE providers (non-formal) across the Europe, beneficiaries of their services, practitioners and policy makers in the field of VET and AE and wider all stakeholders active in those fields.The project aims, VET and AE providers to go digital, minimize the need for paper documents and issues all documentation directly to the learners’ portfolio. This initiative will improve quality assurance in VET and AE, and it is in line with:Priorities of the new Erasmus+ program Erasmus initiative – Erasmus without paper, Digital Education Action Plan (2021-2027)A European Green DealProject is cross-sectoral enabling joint improvement to the quality and standards both in VET and AE providers across Europe. All partner organizations are provides in VET and AE . From that perspective, the project fits well, both in the field of VET and in the field AE. The main objective of this project is interoperability of qualifications, with the main focus on the vocational qualifications. In that regard this project is prepared for the VET field.<< Implementation >>The project will have 30 months of international and interdisciplinary collaboration between AE/VET providers from North Macedonia together with other EU based partners (Austria, Italy and Croatia).Project activities could be grouped in the following format:A. Project management activities- Coordination of project implementation;- Establishment of mechanisms and procedures for communications among the partners;- Ensuring clear division of task and responsibilities among the partners;- Organization of events, activities and providing operational capacity;- Providing logistic;- Project administration / providing proper documentation; - Reporting;- Budget planning and cost management;- Selection of experts and participants;- Ensuring quality in implementation.B. Implementation activitiesTransnational project meetings. This project envisages two meetings of the project partners with physical presence and at three online meetings. The first meeting will be at the start of the project implementation, with aim to formally establish the partnership and formalize all rules and procedures for project implementation. The next two will be in online. In M22, before production of the last Project result, partners will meet to evaluate the project implementation and ensure the quality of dissemination activities. M5 will be online for final coordination of multiplier events and reporting preparation.Development of project results. This project will deliver 5PR:PR1 Mapping of applied methodologies in developing existing curricula of accredited trainings at AE / VET providers and benchmarking report, with recommendations for development of common methodology.PR2 Research and development of common methodology for adaptation of existing curricula, to the modular learning (based on learning outcomes and micro-credentials).PR3 Infrastructure for digital certification compatible with Europass model and digital credentials.PR4 Guideline for VET/ AE providers how to introduce micro-credentials digital credential model to their systems for certification.PR5 Policy recommendations for improving the national systems for quality assurance in VET and AE, by implementing standards and principles from European models.Multiplier events. This project envisages fife multiplier events, per one in each of participating countries and one online targeting wider community. Relevant stakeholders will be invited to be acknowledged about the project results. Learning training and teaching activities:Joint staff training1: How to implement common methodology for curricula development, based on learning outcomes and micro-credentials.Joint staff training2: How to integrate digital certification system in to regular work of AE/VET providers.C. Monitoring and evaluation activitiesMonitoring and evaluation infrastructure will be established at first TPM of the partners. Plan of activities „Quality Management Plan“ with clear qualitative and quantitative indicators will be adopted at the start of implementation. All partners will be responsible to check, control and fulfill all tasks for achievement of indicators. D. Dissemination activitiesThis project will be implemented with a clear strategy for dissemination in order to optimize the value of the project, to strengthen its impact and to transfer its achievements to the other contexts. Partner organizations will start draft a plan for dissemination at the first and adopt it on second TPM. This plan will provide clear division of task and responsibilities and will include all projects results and achievements.<< Results >>MAIN outcomes of the project are related with the Project results that will be delivered in the phase of implementation.Measurable PROJECT RESULTS:1.Prepared and published PR1 Mapping of applied methodologies in developing existing curricula of accredited trainings at AE / VET providers and benchmarking report with recommendations for development of common methodology;2.Prepared, published and implemented PR2 Common methodology for adaptation of existing curricula, to the modular learning (based on learning outcomes and micro-credentials);3.Prepared and implemented PR3 Infrastructure for digital certification compatible with Europass model and digital credentials;4.Prepared and published PR4 Guideline for VET/ AE providers how to introduce micro-credentials digital credential model to their systems for certification;5.Prepared and published PR5 Policy recommendations for improving the national systems for quality assurance in VET and AE, by implementing standards and principles from European models6.Trained staff for implementation of joint methodology for curricula development, based on learning outcomes and micro-credentials.7.Trained staff to integrate digital certification system in to regular work.Intangible results of implementation activities:- Improved transparency and quality standards of VET/AE providers; - Improved strategic and cross-sectoral cooperation between different VET and AE providers across Europe;- Improved internationalization of European VET and AE providers;- Increased flexibility and opportunities in VET and AE.Measurable results of overall PROJECT MANAGEMENT:- Communication plan;- Partnership agreements;- Established reporting and monitoring system;- Interim and final reports;- 2+3 transnational meetings;- Proper documentation from each activity.Intangible results of overall PROJECT MANAGEMENT:- Smooth project implementation within budget frame and time schedule;- Improved cooperation on international level;- Improved management competences in EU projects;- Increased quality in the preparation, implementation, monitoring and follow-up of EU/international projects.Measurable results of PROJECT DISSEMINATION and awareness raising:- Dissemination plan;- Social media campaign;- Multiplier events;- Media articles;- Web publications on partner websites.Intangible results of PROJECT DISSEMINATION and awareness raising:- Broad outreach to target groups & well informed and motivated target groups;- Positive attitude towards the IQ-DigitS project and its values;- Good attendance in project events & creation of IQ-DigitS community via social media and networking events.Measurable results of SUSTAINABILITY- Sustainability and exploitation plan;- Awareness campaigns to other VET/AE providers.Intangible Results of SUSTAINABILITY- Increasing IQ-DigitS community;- Increasing number of VET/AE providers implementing IQ-DigitS concept;- Increasing public authorities and stakeholders interested in IQ-DigitS concept.

"<< Background >>Art and culture are central factors of socialisation, instruments of access to the world and the basis for the acquisition of key competencies. Cultural education promotes tolerance, broadens the view of the world, invites reflection and differentiated discourse, and is an essential cement for a united European society. We live in turbulent times, the migration crisis, advancing digitalisation and the COVID19 pandemic create a lot of uncertainty - especially among people affected by obstacles such as educational distance, long-time unemployment, language barriers or economic obstacles. Challenges of our time can only be solved together, and this requires cohesion and a common cultural understanding of a colorful, diverse, common Europe. But when it comes to European culture, to understanding that everyone is an important part of Europe, especially the group of young adults with restrictions face some difficulties. They perceive culture as something abstract and elitist that does not touch their own life reality, and they do not feel interested in participating in cultural events. Therefore, it would be important to shorten the distance between this group of people and European culture, to show them that culture can be fun and that they can shape culture easily on their own. A cultural education that guides these people would be of high importance.But at the moment, educational measures for adults are limited in most cases to concrete ""on the job"" applicable skills or to the acquisition of language. In the field of cultural education, there are not freely accessible and digitally available materials for adults, according to the preliminary research for the project. Therefore, the project CisU provides awareness raising and cultural education for a large target group (adult learners with diverse restrictions). The project supports people in developing their abilities to participate in and contribute to society. Culture should not be (mis)understood as something abstract and elitist, but is part of the common identity to which all people in Europe belong and which should be shared and shaped by everyone. We want to show these people that culture is not the preserve of a particular group of people, but that everyone can easily contribute to European culture, we want to show them that CULTURE IS YOU.<< Objectives >>The OVERALL GOAL of this project is to foster cultural awareness and understanding among young adults with restrictions (low level of qualifications, long-time unemployment, economic obstacles, migrant background, etc.). We want to contribute to making culture more accessible for this group of people and to integrate them better into society.Providing basic cultural education for all people in a society has positive effects on the whole society as well as on the individuals. People who are trained in this way are better integrated into society, gain easier access to culture, gain self-confidence, but also access to the labour market or opportunities for career advancement are increased. For the society as a whole, it is expected that this project will have a positive impact on integration efforts, help to reduce polarisation and division and contribute to building a European sense of community.SPECIFIC OBJECTIVES of this project are:- Bringing European culture closer to people with disabilities and letting them actively experience and shape culture- Providing adult educators with a teaching concept and materials regarding cultural education they can directly use in their trainings- Raising awareness of the importance of culture- Supporting the acceptance and understanding of cultures of different European countries- Preventing exclusion through the inclusion of young adults with different restrictions in a cultural Europe- Supporting cultural institutions by opening up for a new target group<< Implementation >>ACTIVITIES AND METHODOLOGY: To create materials tailored to the target group of young adult learners that face different restrictions and educators who are training these learners in cultural education, it is crucial to involve them in all activities of the project. In PR1 we will create a DIDACTICAL CONCEPT and a CURRICULUM as basis for the learning materials, the videos and the game that are developed within the other results. To assess the special needs of our target groups and ensure a high practical relevance of these results, we conduct INTERVIEWS with at least 3 adult educators and 3 adult learners per partner organisation regarding the contents and methodology that should be included in the materials.The results of PR2 are LEARNING MATERIALS and VIDEOS that contribute to the further development of the cultural competences and the raising of interest in cultural activities of adult learners with restrictions. To ensure a high potential of use and attractiveness of these materials and videos, we organise a PILOT TESTING with our target groups (trainers with their young adult learners) in each partner organisation.In PR3 we develop a HAPTIC BOARD GAME and INSTRUCTIONS for this game. This game will also be PILOT TESTED by the target groups when we organise the testing for the learning materials and videos because our aim is to make it as userfriendly and fun as possible.PR4 contains the creation of a WORKSHOP CONCEPT that can be directly used by trainers in their educational programmes. Furthermore, we compile a GUIDE for adult educators on how to use all the developed materials and tools in the most effective way. To ensure again a high practical relevance, there will be at least two TRAINERS per partner organisation that USE THE MATERIALS and tools WITHIN THEIR COURSES and give feedback on the quality and impact of the results. In addition, we organise an INTERNATIONAL EXCHANGE EVENT where adult educators that have tested our materials can exchange their experience and build new networks. This event will be held online via an appropriate communication tool and is part of this project result.MULTIPLIER EVENTS:To disseminate the results of this project as widely as possible, each partner organisation will organise a Multiplier Event with the involvement of key stakeholders.<< Results >>In the project CisU, we realise the following four project results:PR1 – Development of a DIDACTIC CONCEPT and a CURRICULUM for the learning materials and videos (PR2) as well as the board game (PR3): We create a concept and curriculum based on the latest didactical and methodological findings to be able to develop user-friendly learning materials, videos and the game. These outputs include the contents of the following results, but, what is of the same importance, they also show HOW these contents can be taught in the best way to the target group.PR2 – Development of LEARNING MATERIALS and LEARNING VIDEOS to bring our target group closer to European culture: We create learning materials and videos that contain information about culture in general, about different cultural fields and about how the learners can participate in cultural events. But we do not only give them information on these topics, but we create interactive contents where they can learn by doing and trying new things out. The goal is to show them that culture can be fun and to raise their interest in participating in further cultural programmes.PR3 – Creation of a HAPTIC BOARD GAME: We create a board game that can be played in educational contexts, but also in private context. It should bring them closer to culture in a playful and fun way and make the players experiencing and enjoying culture. To ensure a smooth gameplay, we also develop game instructions that are visually appealing and easy to understand.PR4 – Development of a WORKSHOP CONCEPT and a TRAINERS’ GUIDE: To give trainers an idea on how they can include our developed materials into their teaching, we develop a workshop concept for an online as well as for an offline course. In addition, we compile a guide that explains how the developed materials and tools are interrelated and how they can be used in order to exploit their full potential. The CisU project will have the following impacts and long-term benefits on all geographical levels: - adult learners get access to cultural education, get into social dialogue, understand European culture better and thus get better included into society - adult learners become more motivated to participate at further educational programmes - adult educators know how they can train their adult learners in cultural education - awareness of diverse target groups for the importance of being part of European cultureThe OPEN SOURCE ACCESS to all project results will be guaranteed for at least 5 years after project end. Our aimed impact is to bring young adults with disabilities closer to European culture, to support them in shaping culture by themselves and thus to contribute to a better inclusion of these people into society."

"This project has developed tools for intercultural competence for VET staff and work-based mentors to facilitate the transition for refugees to employment as e.g. woodworkers, vehicle mechanics and metal industrial workers in industries that demand labour. Some years ago, Mrs Marlis Tepe, President of GEW (Gewerkschaft Erziehung und Wissenschaft) the largest teacher union in Germany pointed out the need for intercultural competence. It was likely to believe that VET staff and work-based mentors have a need for intercultural competence to support and motivate learners and apprentices and to more effectively achieve the learning outcomes of VET-learners with multicultural backgrounds as well. It is a win-win situation if bottle necks can be reduced for the large number of new arrivals to get jobs in industries that have a great need for workers. The wood, metal and vehicle industries are screaming out for employees.In Germany, the Netherlands and Sweden industry needs to enlist thousands of employees. Many industrial companies have difficulty in finding new staff with the right skills, particularly technicians and mechanics. At the same time new arrivals need to be established in the labour market. VET is an important piece of the puzzle for integration and will face new challenges for many years to come. Experienced technical teachers know. You can’t just copy your teaching methods from ‘regular students/learners’ for newcomers (i.e. immigrants and refugees). We therefore developed (with the help of Erasmus+) a compact online (free of charge) tool. The main project objective was the development of an e-Learning tool to promote intercultural competence in VET. To deliver a more effective learning experience for VET-learners, the project should combine international experience on how to, as effectively as possible, promote competence building of VET teachers/mentors. Learning content is typically written by individual experts. In this project, it was possible to create a didactically consistent learning content, based on the expertise and input of many authors. On one hand the contents are based on the experience of four different vocational education systems and on the other hand we were able to implement a variety of different but successful strategies to overcome intercultural challenges in VET education. That is to say, multicultural content to optimize multicultural education. The main activity to achieve the project goal was via five stages, each with clearly defined intellectual outputs (IOs), each building on the other. Those stages were:IO.1 - Survey among VET mentors in the partner countries (SE, NL, DE, AT) to identify the areas with the biggest challenges in student groups with a high proportion of migrants and/or refugees. Report (PDF/EN)IO.2 - Identification of quality criteria that could be met with the presence of high intercultural competence of VET teachers/mentors in the areas identified in IO.1 and their categorization: (1) Environment, (2) Pedagogic-Didactic, (3) Competences. Report (PDF/EN)IO.3 - Derivation and description of learning objectives for VET teachers/mentors to be able to develop such competences required to fulfil the identified quality criteria of IO.4 - Description of the quality objectives and required competences summarized in 16 modules, published as teachers/mentors/stakeholders' manual (PDF/EN).IO.5 – Development of e-learning modules with learning content for competence building in 16 most relevant competence areas for VET teachers/mentors (published on an online platform, Moodle-based)The learning content comprised approximately 40 learning hours for different aspects of intercultural training. The content is tailored to the specific needs of the project’s target groups: VET trainers working in intercultural environments on the one hand and their superiors on the other hand (manual).The outcome and impact provide support to companies, trade, VET staff and workplace mentors, to develop and deepen intercultural learning. They receive knowledge and valuable tips based on experiences from Austria, Germany, the Netherlands and Sweden. Methods can be used directly or adapted to develop and improve learning outcomes. This also resulted in new projects aimed at the target group. The new online course as e-learning for professional teachers and supervisors can facilitate the work of newly arrived learners. Industry experts in the supply of skills have said: ""Very interesting"", ""Solid content”,” It can clearly be useful in our work so we gratefully accept it"".PartnersAmledo & Co, coordinator delivering high quality consultancy solutions in VET. Aventus is a VET college for secondary vocational education and training. The Chamber of Skilled Crafts in Gera monitoring 1,820 learners. The Bit Schulungscenter is experienced in carrying out projects in the VET field"