Many VET organisations and their teachers did not feel well prepared for online learning when Covid-19 struck Europe (OECD, 2020). The OECD15 reports a recent TALIS 2018 survey has shown that the use of information and communication technologies (ICT) for teaching was the second highest area of professional development that teachers (18%) report a high need for. However, only 56% of teachers across the OECD countries had participated in training in the use of ICT for teaching as part of their initial education or training, and only 43% of teachers felt well or very well prepared for this element when they began teaching. These weaknesses have been exposed since early 2020 when Covid-19 arrived in Europe.Additionally, the COVID-19 pandemic’s call for online distanced learning as a solution to the lockdown, is far from the realities of most VET courses which focus on the learner being physically present at the VET centre, particularly vulnerable groups of learners such as low-skilled, upskilling and job seeking adult learners, NEET youths. The pandemic has had a greater impact on VET teachers as many VET courses focuses on work-based learning, which cannot be transferred as easily to an online contact as academic learning. To support learners at risk, teachers/schools: ensured learners had access to internet and equipment; translated / sourced materials in native languages for refugees and migrants; offer training opportunities for learners on digital skills; monitored engagement during online classes; and provided individual support where possible; but this was not always possible (CEDEFOP, 2020).The main concerns for VET teachers and trainers regarding distance learning are the use of equipment / reliability of internet connection, their own lack of digital skills / competence, poor experience in creating digital content, lack of e-learning experience, in particular around teaching practical components; and concerns over privacy, copyright and data protection (CEDEFOP, 2020). For learners, there is no digital inclusion without social inclusion’ marginalised and vulnerable learners are less likely to be involved in distance learning, which in turn, increases their chances of dropping out of VET (OECD 2020).Objectives:1. Facilitate European VET centres to embed digital technologies into teaching, learning and assessment2. Provide VET centres with bespoke analysis and insight to support learners, teachers and trainers in adapting to online/distance learningTarget Group:Vocational Education and Training Centres which provide initial vocational training to vulnerable learnersThe project will produce the following intellectual outputs:IO1. DigiVET Integration HandbookIO2. Interactive Digital Strategy Benchmarking ToolIO3. Modular Framework for a VET Digital StrategyIO4. “Learn Digitally” Guide