<< Background >>NIST’s National Initiative for Cybersecurity Education (NICE) underlines that it should be done a crucial step toward remedying shortage of “people with the knowledge, skills, and abilities to perform the tasks required for cybersecurity work.” Such a workforce will include “technical and nontechnical roles that are staffed with knowledgeable and experienced people.” But it is difficult to produce a workforce with these interdisciplinary skills and to solve the problem of communication among educators, researchers and people who use information technologies. Collaboration and communication between these groups are necessary. One problem is that companies, particularly SMEs with less ressources need help to appreciate the competences and skills gaps of their employees, methods to evaluate the existing situation as well as using training possibilities to reskill their employees.<< Objectives >>The project will like to implement some solutions in this context. It has as objective first the development a Framework, which provides a mechanism for VET and companies to describe the digital gaps and other ones necessary in cyber security for professionals and not professionals in order to avoid cyber-attacks and help them to improve this situation. Taking into consideration of advantages of interdisciplinary training and mentoring programs particularly in the field of cyber security the project will develop, and test digital interdisciplinary training programs supported by e-mentoring for SMEs and adapt it for VET.<< Implementation >>There will be 3 transnational meetings in our project. It was planned in the 3rd, 13th and 20th month of the project. Some additional project meetings will be held as we think that 3 meetings will not be enough to run a 24-month project. These meetings are online and held regularly every month. The project senior management team will organize these projects. The projects will be led by the project coordinator, the WP leader.There will be 7 multiplier events in our project. Each partner institution will organize these activities to popularize the project idea in its own country and to share the developed products.Each partner institution will run the Interdisciplinary Training for SME employees and teachers in Cyber Security activity in its own country. Each institution will provide these trainings to 10 SME staff-teachers as it is directly related to the purpose of our project.<< Results >>So the outcomes of the project will be first a Framework which provides a mechanism for companies and VET to describe the digital gaps in cyber security for professionals and not professionals, to summarize the existing training (courses), to identify opportunities for improvements of these by using interdisciplinarity andmentoring and by developing a learning and mentoring methodology. Secondly a digital Interdisciplinary cyber security training for SMEs supported by mentoring andan adapted model for a VET special course will be developed and tested. A digital platform to support this training will be developed and connected with existingsources of information. Reports, how interdisciplinary skills provide advantages for SME and VAT will be developed as results of interviews. An European transferabilitymodel for the tested of interdisciplinary training and mentoring in cyber security will be also developed.Dissemination tools listed below will be developed as some outcomes need to be developed in order to disseminate our project.Project LogoProject Web pageProject Leaflets-BrochureProject posters-roll ups (at multiplier events)Social media accountsNewslettersPromotion materials (pencil, notebook, etc)

<< Background >>The crisis caused by COVID-19 has imposed, on the one hand, social isolation in different degrees depending on the evolution of the pandemic and, on the other hand, the adaptation of the universities' education system and learning processes to a digital model. On the one hand, social isolation has caused the disappearance of inter-university networks which under normal circumstances would have been strongly cohesive. The aim of this project is to re-establish the university network that allows the strengthening of connections between European universities, focusing on the teaching staff as intra- and inter-university anchors which facilitate the constitution of a knowledge transfer network related to good digital and flexible teaching practices. On the other hand, serious deficiencies have been observed while adapting the education system to the situational needs that have been demanded by a digital and/or blended model. Sixty percent of universities claim to have adapted their systems to a digital model, but few had the capacity to respond fully to the crisis (Multirank, 2020). One of the mistakes committed during the pandemic because of the urgency of the situation was to make decisions without a clear idea about what type of distance or blended learning model to implement. This led to the launch of stopgap measures and adjustments. In many cases, attempts were made to replicate the in-person model, onboarding digital environments but without any stable or consistent pedagogical design. It is unsurprising that, given the situation, institutions were caught short in providing a coherent and stable response. One of the reasons for this difficulty has been the lack of teachers digital training in flexible digital methodologies and pedagogies that might respond to these new needs. The project will provide an answer to a common need detected across all the partner countries, i.e., the introduction of a learning programme specialising in online teaching methods that teachers can implement and adapt to their subjects and students. It will introduce innovative resources, tools and methodologies for a quality digital university education. Why focus on teachers? Because we believe that the relationships established among university teachers act as weak ties (connections between acquaintances) that are the best source for acquiring new information. They are much more effective than if we rely only on strong ties which are formed by closer connections, with a greater degree of overlapping between members and, therefore, less likely to provide different information. Weak ties are fundamental for the growth and existence of groups. They constitute essential links for disseminating information, managing groups and building relationships. The project will provide a database of teachers with common interests (training in digital pedagogies) to the EPALE platform (community of practice and collaborative space), which will be configured as a communication tool and collaborative workspace in the construction of new quality pedagogical practices. This process will be complemented by digital networking and the expansion of the already initiated ReCoIn-TaD network (https://bit.ly/3g5FPiJ).In short, the training of academics in innovative flexible pedagogies (Connected, Collaborative and Investigation, Active and Flipped) and in the creation of accessible and inclusive contents, through a methodology based on microlearning (microlessons and NOOC, NANO Open, Massive and Online Course) will facilitate the constitution of a network for the transfer and exchange of good practices capable of responding to different scenarios depending on the circumstances that may arise.<< Objectives >>The main objective of the project is the digital training of academics in digital pedagogies, and the involvement of this community in building distributed but cohesive network of cooperation for the exchange of good practices and digital transformation:The specific objectives are:Objective 1: Reinforce the design and outreach of flexible teaching practices that harness the resilience of university institutions to different pedagogical scenarios and facilitate educational access to disadvantaged groups.Objective 2: Provide online training to lecturers on flexible digital teaching practices (connected, collaborative and research, active and invested) and the creation of accessible and inclusive content. To do so, we will harness a methodology based on microlearning (microlessons and Nano Open Online Courses) and on a critical, social, and network pedagogical model.Objective 3: Cement a model of European inter-university cooperation by creating a cohesive and distributed university network where teachers are posited as intermediary connection nodes (anchors) within and between universities for the exchange of practices in flexible digital teaching methods. Objective 4. Generate added value for the Erasmus+ programme by offering an online training programme in innovative digital methodologies that is multilingual (Spanish, French, English, Italian and Portuguese) and based on microlearning techniques (NOOCs). This will shore up lifelong learning and the recognition of official credits, and facilitate educational access to disadvantaged groups.<< Implementation >>Project execution will be collaborative and all partners. Alignment between partners is expected and the project objectives will be achieved in a collaborative manner. The different supported activities are inter-related and will in some cases be developed in parallel and in others be the basis for implementing the next ones. The project will develop six activities: Activity 1: Pedagogical design and preparation of the training programme. Led by Savoir*Devenir (France). The entire consortium will partner on specifying methodological, contents, objectives, technological resources, .... This activity will result in the plan training programme on digital skills (R1). This activity is the basis for the further development of the NOOCs (R2) and the guide to good practices (R3).Activity 2: Content development, digitisation, integration and production of the OERs. Led by the MAG Uninettuno, MAG S.R.LMAG will lead the coordination of this phase in which the OERs will be developed. The remaining partners will collaborate on development according to the technical instructions from the MAG. These will be interactive and accessible resources (virtual reality, augmented reality and/or simulations) with open and multilingual access (Spanish, French, English, Italian and Portuguese). Each NOOCs will have several OER: 5 interactive and 5 descriptive OERs. MAG S.R.L will be responsible for developing and updating the consortium’s responsive open website (https://recointad.com/). Activity 3: Content development, digitisation and NOOC integration and production. Led by UNED.The content of the different NOOCs will be digitised and integrated onto the OPENMOOC platform (Led by ECO Digital Learning) in line with the training programme. This work will be tasked to the ECO Digital Learning startup. Each NOOC will be developed in a different language and a different partner will be responsible for it: Spanish (UNED) French (Savoir*Devenir), English (Burgas Free University), Italian (Università degli Studi di Catania) and Portuguese (UAb). Each partner will also be responsible for a different NOOC and spearhead its development: 1 (S*D), 2 (UNICT), 3 (UAb), 4 (BFE) and 5 (UNED)Activity 4: Microlearning Programme Implementation. Led by UNED with the aim of delivering on project objectives 1 and 2. Each partner will also be responsible for a different NOOC. The training plan will be developed online through the OPENMOOC platform (Led by ECO Digital Learning).Activity 5: Microlearning programme evaluation to be led by UAb (Portugal), which will carry out the design and development of the course validation plan. This activity will include the integration of all partners. Activity 6: Creation of a network of inter-university cooperation to generate flexible and innovative practices, will be carried out. It will be led by UNED. This activity is cross-cutting throughout the project and related to integration with project management activities. The project will respond to a common need detected in all partner countries of the partnership and is the introduction of a training program specialized in digital pedagogies aimed at training teachers in its implementation and adaptation to their subjects and students. The project will introduce innovative resources, tools and methodologies for a quality digital university education. In addition, the project will generate a distributed transnational network that will strengthen a European interuniversity cooperation model, where teachers are configured as intra- and interuniversity connection nodes that will progressively increase throughout the life of the project and beyond.The open and free nature of the project results, as well as the distributed nature of the network, guarantee the sustainability of the project.<< Results >>The tangible results are the intellectual efforts that come together to achieve the main objective of digital training in flexible pedagogies and in the creation of the cooperation network between academics. These outcomes are: R1. Training Programme on digital skills in Flexible and Innovative Methodologies: A microlearning programme in digital training in flexible and innovative pedagogies, which will consist of five multilingual NOOC (NANO Open, Massive and Online Course) (English, French, Italian, Portuguese, and Spanish).R2. NOOCs (NANO Open, Massive and Online Courses) in flexible methodologies: 1. Connected and critical; 2. Collaborative and research; 3. Active and gamified; 4. Inverted or Flipped; 5. Design of flexible learning digital programs R3. Guide to good practices in flexible digital pedagogies. Based on the objective results, a guide to good practices in flexible digital pedagogics will be developed.R4. European network in D-flexible teaching: The main project goal is to develop an international distributed network of cooperation where teachers are configured as nodes that make inter- and intra-university connections possible and the dissemination of good, digital and innovative teaching practices.R5. Effectiveness research of microlearning based on NOOC which allows to advance a new way of learning through microlessons and in open environments. It will make it possible to reinforce new teaching methods on the basis of reliable scientific results.The main intangible result is the generation of added value to the Erasmus + programme through the offer of this digital training programme. Participating academics will have improved their ability to work in teams, to organiza themselves autonomously and to solve day-to-day problems of the teaching practice.

<< Background >>When establishing and running a business, women face many problems in accessing finance and information, training, accessing networks for business purposes, and reconciling business and family concerns. In order to solve these problems and support female entrepreneurs, the EU implemented the Entrepreneurship 2020 Action Plan and set “highlighting opportunities for women” as an objective of this plan. Our project will contribute to solving these challenges. EU states that women constitute 52% of the total European population but only 34.4% of the EU self-employed and 30% of start-up entrepreneurs. Female creativity and entrepreneurial potential are not used efficiently and should be further developed. In 2012, only 29 % of active entrepreneurs were women in Europe (‘Statistical data on Women entrepreneurs in Europe’, September 2014). Unemployed and never employed Women rates are more or less the same in all over Europe. More than 50% of the potential female workforce (aged 25-49) in 2016 is inactive in Spain. In 2018, the share of women outside the labour market aged 25-54 ranged from 10.1% in Slovenia and to 32.6% in Italy. It isobvious that there is a sectoral need for this project and it needs to be carried out transnationally.Findings of a new research report issued by Women’s World Banking shows that; there is an important opportunity in online business to increase women’s business growth and access to formal financial services. However, women should overcome well-documented barriers to digital inclusion. Because, e-commerce, social media, digital payment, delivery, and financial service companies are very competitive and women micro-entrepreneurs should be supported in order them to adopt and fully leverage digital platforms for their business, and to provide new financial services that help these entrepreneurs thrive. The better they address the needs and aspirations of this segment, the more likely they will be to retain these customers and grow with the sector.The project partnership is composed of very qualified organisations with long-standing experience in women entrepreneurship and represents all major European regions - Lithuania, Turkey,France, Croatia, Romania, and Italy.<< Objectives >>The outcomes of this project will guide the women entrepreneurs in finding a way out of all the challenges they face in the business world. There are thousands of women entrepreneurs inpartner institutions' networks. Many women have participated face to face training and online courses. Partner institutions have many women entrepreneurs in their networks. M3Cube is in touch with more than a thousand startups. All partners are important partners both locally and nationally. Hundreds of women from partner countries will benefit from the outcomes of this project.Policies should be implemented to offer job opportunities and solutions to the problems experienced by women entrepreneurs and also women entrepreneurs need consultancy and guidance services in business development processes in order to improve their economic activities. In order to ensure women's entrepreneurs strengthen in e-commerce, mechanisms aiming to improve the economic activities of women in digital media such as websites, portals and applications should be established. They also need training programs and seminars for improving their e-commerce skills. Through well-organized training provided through an e-commerce e-learning platform and a standardized set of e-commerce tools, this project will give its participants an opportunity to take part in labour force. This project will make a big difference for both direct participants of project activities and for the women entrepreneurs all over Europe.The main objectives of this project are;- Facilitating women’s access to information more easily with the use of E-Commerce Tools,- Improving digital skills of women entrepreneurs regarding e-commerce through E-Commerce E-Learning Platform.- Developing a training program dedicated to women entrepreneurs and offering training solutions according to their needs.- Contributing women’s employment and thus giving them a better chance to reveal their potential.- Certification of e-commerce skills of women entrepreneurs.<< Implementation >>As a part of PR1;A curriculum targeting women entrepreneurs will be prepared. In order to realize this project result, all partners will apply questionnaires, conduct literature review. Each partner country will organize workshops with 25 stakeholders to discuss the curriculum of the training and they write a report of workshop. The training modules will also be developed in line with the curriculum.KSU will develop measurement and evaluation tools for each module. All partners will test e-learning platform by 25 participants. APEC will prepare an online questionnaire to get the results of testing. As a part of PR2; The e-learning platform will be designed and launched after piloting and testing.The e-commerce tools will be developed: these tools will include interactive videos, gamification application and presentations. these tools will be in line with the curriculum and the modules.For each module interactive Videos, presentation, etc will be produced. PAR has experience in preparing Business Games Simulations. PAR team will prepare gamification application part for e-commerce related to e-learning platform. M3Cube and all partners will contribute.As a part of PR3 The E-commerce Guidebook for trainees will be prepared after completing the curriculum and modules. It will be in line with the curriculum, modules and e-commerce tools. For the dissemination of the project, partners will use their social media accounts. Also, social media accounts dedicated to the project will be launched. Seven e-newsletters will be produced for dissemination and will be sent to all stakeholders.In order to achieve a good project progress transnational meetings both online and face-to-face meetings will be organized. Also, Monthly online monitoring meetings will be organized in order to prevent any conflicts and delays in delivering project results.<< Results >>Results of this project will be;1. E-Commerce Curriculum and Modules(PR1)2. E-Commerce e-learning Platform with E-Commerce tools (Interactive Videos, presentations, etc)(PR2)3. A Guidebook of E-Commerce (PR3)Our project will tackle the unemployment of women while addressing their digital skill mismatches in the e-commerce world. This project will facilitate women’s access to information more easily with the use of E-Commerce Tools. It will also improve digital skills of women entrepreneurs regarding e-commerce through the E-Commerce E-Learning Platform. In the course of this project we will develop a training program dedicated to women entrepreneurs and offering training solutions according to their needs. This will contribute to women’s employment and thus giving them a better chance to reveal their potential.

Building Up Skills (ErasmusBUS) was a Strategic Partnership under the leadership of Akdeniz University. It was a consortium made up of two universities, four VET schools and two NGOs engaged in research and innovation in education. The project proposal was conceived in 2018 and indeed the project started one year before the COVID19 pandemic.With hindsight, the partners had foresight and consciousness that education is almost always reactive to change in society, industry, technology and the labour market. ErasmusBUS wanted to reverse this tendency by making education providers become constructive proactive players stimulating continuous professional development throughout one's career. This change was imagined to be possible through Modular Learning in Distance Education.The COVID19 pandemic is halfway through the project lifetime and this:- gave higher relevance to the importance of distance learning due to necessity with the closure of schools,- placed blended learning top of mind of policymakers in education as the way forward (and we were all late on this process) and- introduced a new avenue of discovery for the ErasmusBUS partners to see Modular Learning as part of blended learning not only to widen knowledge but also to deliver core educational content in the process of implementing curricula in VET but also to put lifelong learning from early years straight into post-school years.ErasmusBUS: - introduce Modular Learning methodology in VET so that trainers and students acquire a better understanding and background knowledge about their profession, - created OERs on cross-sectoral Technical Design so that learners acquire knowledge on the fundamentals of design in air conditioning, electrical, mechanical and hydraulic engineering and these were tested by trainers and students in the automotive industry in a Work and Learn balance, therefore, creating the mindset for continuous professional development, - carried out observations and analyses of the Work and Learn balance activities in the project and carried out further research to publish a strategy document on lifelong professional development through Modular Learning called MODULearn. The Work and Learn balance activities included trainers who followed the OERs produced while they work and students who practised the same balance in parallel to their studies in school or during their training mobilities in which they worked in the enterprise, studied Technical Design through distance learning. Students were also mentored and coached in the culture of continuous professional development during their careers. The research for the publication of the MODULearn strategy document was carried out:- within the partnership tapping in-house expertise,- during the pilot activities in school and during student training mobilities/apprenticeships,- through desk research and- through cross-project cooperation with another Erasmus+ project REBEL (VisMedNet is a key partner) that has and still is carrying out research on distance and blended learning environments and strategies in the post COVID19 pandemic.MODULearn is an open invitation to innovation in VET and HE in the hands policymakers, professionals in education management and the design of training paths. Now even in the post-project lifetime, the document is the subject of debate and dialogue even with the partnerships of two other E+ KA2 Projects BIG InternPrize and Mapping Teacher Training (also coordinated by Akdeniz University) given the common ground in new learning dynamics.This intensive cross-project cooperation was not planned at the start of the project lifetime but it was an opportunity that the partners grabbed given timing (with the project extension) and the COVID19 pandemic and mindsets being more open and experienced with blended learning as a necessity and no longer a possibility.ErasmusBUS started a process of experimentation and innovation in the automotive industry transferable to other sectors and crafts through MODULearn strategy to create an impact on learners and professionals and in general, is a strategy for robust links and smooth transition from formal education in VET to lifelong learning and training for upping of skills and competences in line with social, technological, economic, environmental, political and values drivers of change outside the school.During the project lifetime, - IO2: 12 E-Learning Videos and 12 Handouts were prepared on Airconditioning, Electrics, Hydraulics, and Mechanics. 8 sample videos and online quizzes were prepared.-15 students from 3 partners ( with 3 accompanying teachers from each partner) attended short term blended mobility in Malta. They studied IO2 online and did work & learn in Malta.-5 students from Greek partner could not travel and did blended mobility in their local city because of COVID-19. -Total 49 students and teachers tested IO2 Online Module on Cross Sectoral Technical Design. -Total 132 participants attended 4 Multiplier Events.