<< Background >>The Covid-19 pandemic has led to the digital transformation of many industries. Feedback from entrepreneurs in the agri-food sector (many of whom are in isolated and rural locations) is that they felt ‘left behind’ and lacked the training and support to transition online. Our needs analysis identified that VET educators felt ill-equipped to support their agri-food entrepreneurship learners in a digital environment. The needs we plan to address as part of this project is the digital upskilling of VET educators to enable the digital transformation of VET agri-food entrepreneurship training.<< Objectives >>The overall objective of this project is to equip agri-food entrepreneurship VET educators with the know-how, confidence, skillset and essential tools and resources to digitalise and develop their teaching practice to facilitate learners in agri-food entrepreneurship VET programmes to create an online identity for their local brand and business. The project aims to review and adapt vocational education and training to meet the specific digital training needs of agri-food entrepreneurs according to the digital competence framework. This project will a) assess the digital competencies and skills of VET educators (according to the DigCompEdu framework) and provide digital skills training to support their transition online and b) equip VET educators with the necessary resources as a ‘digital skills series’ to facilitate their learners in developing their digital competence.Digital competence has been reviewed in other disciplines but has not to date been included in the curricula of VET agri-food entrepreneurship programmes. Through the proposed results, the project will introduce new innovative teaching methods and supports for VET educators to upskill them in the area of digital competence to enable them to engage the agri-food entrepreneur online.<< Implementation >>The project methodology and activities have been designed to specifically meet the growing needs of our target audience (VET educators). The partners will apply a mixed methods approach utilising a combination of both qualitative and quantitative methods throughout the project. Examples of the research tools to ensure delivery of planned results include, data analysis, case studies, surveys, questionnaires, focus groups, networking events, document analysis and formal and informal interviews with mentors and stakeholders. Each of the project activities feeds into the overall objectives of the project. Partners effectively implementing communication, dissemination and impact plans and activities with the target audiences and stakeholders will support and lead to the achievement the project objectives. In addition to that, the activities detailed below will support the achievement of the project objectives and planned results. •It is intended that over 200 participants will engage in these activities including VET educators, food producers, farmers, researchers, the wider agri-food sector, and relevant stakeholders. •Five transnational meetings will take place throughout the lifetime of the project to ensure that the project is on track and to facilitate communication between the consortium. •A dedicated learning, teaching and training activity (LTTA) has been planned to enhance the development of the project’s results. •Multiplier events have been scheduled in every partner country to ensure maximum dissemination of the project’s results and outputs. Additional activities that will play a role in achieving the project objectives: •Management of timeframes etc - ensure that all project activities and events occur as per the schedule and engage the target audience as appropriate. •External evaluators - reports and guidance on improving the quality of the project outputs and activities will ensure that the outputs are in line with the project objectives and meet the needs of the target audiences. •Interim reports - adherence to timelines and management of budget ensures the project is on schedule and within budget. •Communication - communication amongst partners and with the target audiences and stakeholders will increase the number of people in engaged with the project ensure that the project aim is achieved. •Assessing risk - using the risk assessment, the partners will be in control of the project and can predict and manage project related risks to ensure that project is kept on track and in line with its aims and objectives. •Evaluation of feedback - collating feedback on project events and activities will allow the partners to ensure that the projects objectives are being met and that the needs of the target audience are being addressed and that the results are having a positive impact.<< Results >>The project will significantly contribute to the digital transformation of VET agri-food entrepreneurship education and lead to continuing innovation of VET by providing VET educators with the resources and skills to adjust food entrepreneurship training to the enhanced requirement of digitilisation and online market systems and labour requirements. As results to the project we are proposing:R1: How to Engage your Rural Agri-Food Learner Online? -Specific digital skills training for VET educators - An online resource tool for VET educators on how to engage their rural Agri-Food learners.R2: Let’s get DigiFE Started – the setting up Online - Digital Skills Series (build knowledge & skillset) - An online module for VET educators to use in helping their learners; rural food producers and entrepreneurs in setting up online with ease. R3: Fostering Design Thinking with Agri-Food Entrepreneurs Digital Skills Series (analyse, adopt and enhance) -a ‘design thinking’ training course that will equip VET educators with the materials to design a course specific to food entrepreneurs.R4: Let’s get DigiFE Sales Ready- Setting up Sales Online Markets - Digital Skills Series” (build knowledge & skillset) - An online module for VET educators to facilitate their rural food entrepreneur learners set up their own online shop. R5: Online Savvy Food Entrepreneur – Digital Infographic booklet. A digital booklet providing specialised digital skills for VET educators to use with their learners.Developing skills in new digital capabilities, will provide opportunity to increase rural routes to market generating sales online, increase inclusion, resilience and diversity for local food producers throughout Europe.The project will help to:1.Create educational resources to transform VET pedagogies to ensure that VET educators can support the rural agri-food producer with training and resources in their transition to online platforms and technologies to enhance market reach and sales capacity.In doing so, it will also help to:2.Prevent market segmentation and exclusion of rural agri-food entrepreneurs who are often isolated due to their rural location and skill deficiencies in digitalisation. 3.Improve digital literacy and confidence in those providing training to rural agri-food entrepreneurs.

"<< Background >>Maritime sector is strategically important for the EU, as it directly employs over 640,000 workers at sea and on shore and it supports over 1.4 million workers through indirect employment, with a total share of EUR 147 billion (direct-indirect and induced impact) in European Union's GDP. Being the world’s largest maritime territory, EU coastal regions are home to almost half its population and account for almost half its GDP (2017 Oxford Economics Study). Almost 90% of goods transportation globally is done by ship, making shipping the most efficient as well as the greenest mode of commercial transportation as it accounts for less than 2.2% of world's CO2 emissions. However, shipping industry could achieve even greater results, responding to the European Green Deal which aspires to fight climate change and environmental degradation by turning Europe into a climate neutral region by 2050. Within this context, EU plans for zero emissions of greenhouse gases and endorses investment in environmentally friendly technologies, moving a step further from IMO's Initial GHG Strategy which envisages a reduction of international shipping emissions to 50% by then. Despite the striking record of lowering emissions by 19% between 2008-2018, the maritime industry needs to invest ""in alternative green technologies, carbon-neutral fuels and energy sources"" and attempt a radical change in its supply chain, based on ECSA’s Secretary-General, Mr. Martin Dorsman's statement after the offician announcement of the European Green Deal in late 2019.Overall, maritime industry walks on its complete decarbonization and sustainable operation, constantly evolving and striving for increased innovation, not only with regards to the applied technologies but its human resources as well. According to ECSA, the total number of students and cadets in European Maritime Academies exceeds 38.000, which further explains why innovation in learning and upskilling/reskilling in the sector is so important. Schematically, the project will address the following needs:1. PARTNERSHIP: Ν1: Fragmented know-how among different VET Providers and member states on green skills in maritime sector which necessitates the exchange of expertise, especially because of the highly internationalized character of the industryN2: High segregation between VET Education and Market which requires a better connection for result-driven approachesN3: Necessity of transnational collaboration among partners from different sectors and member states which will enable the partners to build in common their capacity of tackling the mismatches in green skills2. TARGET GROUPS:N4: Outdated Curricula which do not meet the emerging needs of Maritime Industry/fall behind new advancements (VET Institutes)N5: Lack of green skills and competences that are (or will soon be) required by the maritime/shipping industry (VET Learners and current employees)N6: VET Teachers/Trainers/Staff's limited knowledge and/or disposal of old teaching tools and methodologies that do not effectively meet the demand for new skillsN7: Traditional (in-classroom) learning methodologies or expensive seminars who fail to engage a satisfactory number of end-users, especially in a highly internationalized economic sectorN8: Lack of shipowners/shipping companies' interest or commitment to initiate change N9: Non-existence of a common certification system for green navigation at EU level<< Objectives >>With Up-Sailing project, we would like to introduce an holistic methodology which will bridge VET Education and Maritime/Shipping Industry, promote a green certification system and contribute to the respective policy dialogue with lessons learnt and good practices that will be developed throughout the project, starting from the participating countries (Italy - Greece - Malta - Portugal - Germany) and then expanding it to other European countries.In alignment with the regulations of International Maritime Organization, the Integrated Marine Policy of the EU and Era 2030, Up-Sailing Project wishes to respond directly to the existing gap in green skills that is observed in the maritime/shipping sector, aspiring to cover a wider spectrum of stakeholders; opposite to other initiatives, the new Curriculum will not focus on VET Learners' skills mismatches but it will address the needs of VET Providers, current employees and shipowners, in an attempt to bring together actors from both education and market and reverse the mindsets of the whole industry.More specifically, we want to meet the following objectives: O1: To provide concrete, though customized, training materials which will respond to the learning needs of diversified target groups, keeping them updated on the latest trends and technological advancements in green maritime/shipping practices;O2: To encourage VET institutes to introduce a Curriculum on green skills in complementarity or in replacement of their outdated coursesO3: To support Maritime VET Teachers/Trainers/Staff Maritime to update their skillset and transfer their knowledge to Maritime VET studentsO4. To offer upskilling/reskilling opportunities to current employees who may have not the time or the resources to attend sector-specific and expensive training seminarsO5. To support shipowners/shipping companies by addressing the lack of required green skillset among current anf future employees O6. To offer a simple, practical and accessible certification system to shipowners/shipping firms towards green transformation of the sector O7. To introduce a bottom-up approach in decision-making by strengthening policy dialogue on maritime green transformation with the participation of shipowners/shipping firmsO8. To serve a universal, intergenerational and high-priority cause for the society<< Implementation >>To achieve the aforementioned objectives, we will implement the following activities: 1. Analysis of the current status quo in the maritime sector in terms of green skills 2. Development of a new Green Skills Chart3. Design of a diversified Curriculum addressing the needs of 3 different target groups:4. Development of training materials in the form of O.E.Rs covering, indicatively, sustainable practices on-board and on-shore, waste management etc and entailing the most innovative learning methodologies and tools in VET/adult learning 5. Design of an online platform which will serve as an e-portfolio for end users, encouraging distance and self-directed learning 6. Setting up of an online Green Label Registry where shipowners/shipping companies that apply green policies in vessels may register after completing a self-assessment questionnaire7. Organization of cluster meetings/policy dialogue with the shipowners' participation regarding green transformation of the maritime/shipping industry8. Elaboration of a policy paper containing lessons learnt and good practices generated throughout the project and grasping the industry's views through a bottom-up approachDissemination and sustainability componentApart from the listed activities, we will work on the greatest possible visibility of the project and the sustainability of its results, through:1. The development of a detailed Dissemination Plan2. The design of a project's website and social media page3. The organization of 5 Multiplier Events (one of which will be conducted virtually)4. The promotion of the project's results through the partners' network and social media5. The maintenance of our project's results for 5 years after the end of the project<< Results >>Within the framework of Up-Sailing project, we are going to enable institutions and individuals (target groups) to utilize the new wide range of relevant information on learning opportunities, qualifications and guidance.As a result, users will be able to access a full range of services on skills and qualifications, providing a unique learning pathway that will enable access for all.Our learning material will also allow an easier exchange of information and better access to the market opportunities of maritime VET students, regardless of geographical and regional constraints. Furthermore, it will assist Maritime VET trainers in their way to upskilling and updating their existing knowledge and competences in terms of the green skills needed in the maritime sector in the Era of 2030.A. DURING IMPLEMENTATION- TANGIBLE RESULTSR1: Design of an innovative, online training programme offered through O.E.Rs, which will cover the particular learning needs of three different target groups; (a) VET Institutes, (b) current employees and (c) shipownersR2: An online training platform accessible from end-users all around Europe and from different media (PC, mobile phone etc)R3: An online Green Label Registry for shipowners who apply green technologies in their vessels/companies, supported by a self-assessment questionnaireR4: A comprehensive Set of Recommendations, drawing from the project's experience and lessons learnt which will hopefully foster policy dialogue on the green transformation of shipping/maritime industryR5: At least 40 VET teachers / trainers / staff who will access the developed materials and 22 of them who will take part in the JSTA.R6: More than 500 learners will benefit from the project, either directly (coming from the participating VET Providers) or indirectly (through the partners' network and dissemination activities) resulting to the full use of the developed scheme.R7: More than 20 shipping and maritime companies will consider registering into the Green Label Registry and accept our newly developed scheme during operationB. DURING IMPLEMENTATION AND ON COMPLETION- INTAGIBLE RESULTSR.8: An increased systemic impact towards a high number of beneficiaries, stakeholders and the society for raising awareness on the significance of the applicability of the latest technologies in the maritime/shipping sector and respective upskilling/re-skilling opportunities R.9: An upgrade of the quality of VET Maritime Studies by ""leading the way"" to a greener future R.10: A vigorous engagement of shipowners into concrete commitments for the green transformation of the industryR.11: The establishment of viable partnerships among different stakeholders towards a common goalR.12: A revitalizing interest in relevant projects across Europe"

As conventional cropping systems face deterioration of soil quality, loss of biodiversity, and declining ecosystem services, there is an urgent need to change practices to more sustainable yet productive systems. Intercropping enhances biodiversity, maximizes land productivity, and optimizes biogeochemical cycles in agroecosystems, but is lacking acceptance from European farmers. Legume-based intercropping takes advantage of biological diversity and synergistic effects between companion plants while reducing external inputs. A major objective of LEGUMINOSE is to identify the obstacles to intercropping and enhance farmers’ acceptance by providing knowledge and demonstrations that promote economic, environmental, and social benefits of legume-cereal intercropping. LEGUMINOSE will assess intercropping potential by focusing on pesticide reduction, plant-microbe mediated element cycling, soil health improvement, and crop quality and health. To overcome barriers to intercropping implementation, we will establish a network of six field trials and farm labs (20 farms in each country; 180 on-farm trials) in different pedo-climatic zones across Europe (IT, DE, DR, ES, PL, CZ, UK), Egypt, and Pakistan. Furthermore, we will integrate remote sensing and crop modelling to survey fields, upscale the field-scale results, and create a web-based decision support system on intercropping. In collaboration with various stakeholders, legume-intercropping systems' economical, ecological, and social gains will be assessed and disseminated with international outreach from farm-level to policymakers. We will recognize and involve the whole value chain to explore and test innovative marketing strategies for the products of intercropping. LEGUMINOSE will contribute to the ecological intensification of European agriculture by providing science-based, farmer-led, and economically viable transformations for legume-based intercropping systems.

Bread & baked goods industry is an important industrial sector in EU with annual revenues over 130 billion euros, according to the 2012 GIRA FOODSERVICE report, of which 62% is attributable to industrial baked goods and 38% to artisan products. This data reflects this sector's important role in the EU economy where Turkey ranks first with bread production exceeding 8 million tons, followed by Italy in a distance, with 3 million and Spain with 1,699,000 tons. The bakery & pastry sector is a complex chain made up of SME and large companies that in recent years have evolved enormously thanks to the implementation of new technologies. Some companies may develop a range of products which goes up to approximately 1.000 products; whilst others may specialise in particular solutions for bakers. Companies in the bakery & pastry ingredients sector supply tailor-made solutions (intermediate bakery/pastry foodstuffs) which can be used ultimately by the artisan & industrial bakeries, chocolatiers or patissiers. This complexity added to the environmental concerns, and a growing population of intolerantes and allergenics of foodstuffs have produced several changes in many aspects of bakery & pastry production. Therefore hygiene, quality, food safety & good environmental practices training is essential for this sector.Main objective of BakeSus is ensuring a high level of hygiene & quality of bakery and pastry products and an efficient management of natural resources and efficiency of learning processes by means of design and validation of training materials based on ICT and fully adapted to the bakery & pastry sector taking as a reference the achievements got in the training methodology developed in the framework of the project LdV “FoodSafety Cheese” .Specific objectives: 1-To approach training about EU policy on food safety in a uniform way. 2-To use hygiene, quality and environmental protection training as a strategy to increase employees adaptability to the changes and developments emerging in the sector, thereby improving their employability and European bakery and pastry sector competitiveness. 3-To provide food safety and good practices training for bakery employers and employees to ensure products of high quality, safe and environmentally friendly. 4-To facilitate access to NICTs, especially to those groups with low levels of use of these technologies. 5-To adapt the training methodology developed in the ‘Food Safety Cheese’ project to the EU bakery and pastry sector. 6-To guarantee the product quality by continuing evaluation during the project development and by means of a final validation of technical aspects and developed educational materials in the pilot schemes These objectives are in close connection with the EU priorities of enhance the professional development of those working, training and youth fields by innovating and increasing the quality and range of initial and continuing training, including new methodologies.Results: Adaptation, update and transfer of FoodSafety Cheese; new materials for training courses; Exchange the experience of all partners involved also allows us to increase knowledge in both food safety & quality, efficient resources management and special features of the sector. To achieve these results the Partnership composed by 6 organisations from Turkey, Spain, Italy and Czech Republic have established the project planning considering some groups of transversal actions during the whole duration of the project: -WP 1.Management & Coordination (WP Leader: MERSIN UNIVERSITY)-WP 5.Monitoring & Evaluation (WP Leader: MERSIN UNIVERSITY)-WP 6.Dissemination & exploitation (WP Leader: CIA UMBRIA)Other specific work packages are proportionally organized according to the specific weight necessary for the project intervention: -WP 2.Analysis & research (WP Leader: VUPP)-WP 3.Adaptation & transfer of the original project (WP Leader: BETELGEUX)-WP 4.Testing & validation (WP Leader: TMBC)Impact : To provide food safety and good practices training for bakery employers and employees to ensure high quality, safe and environmentally friendly products; More favourable environment to the diffusion of the use of new technologies on education; Improvement of the training courses given of the VET system; To improve the employability and competitiveness of the workers.The expected number of participants in the different planned activities, apart from the partnership, are at least 120. Project target group are bakery & pastry industry work and experts, products processors, food engineers, veterinary surgeons, quality managers, food safety responsibles, students, etc. that will benefit from the learning materials improving their competencies and skills.

"CONTEXT: In the community support framework 2,000-2006 and the 2007-2013 financial framework of 39% of all projects had implications for rural development. These data should be added to the Community initiative LEADER + rural development specific. Does not exist in the Member States a vocational qualification, or Transversal competence in community rural development within the professional families of MEC (Marco Europeo de las Cualificaciones), without specific training to prepare versatile professionals adapted to these specific needs. OBJETIVES: 1) Develop, recognize and validate a Transversal Competence (horizontal Priority Strategic Partnerships in the field of education, training and youth ) in the European Qualifications Framework ( EQF) for a new professional profile "" rural community development technician HORIZON 2020 ""to contribute to European rural development strategy that takes into account the regulations and related EU directives rural areas . Transferable skill that will be included in the professional qualifications of the following professional families of related INCUAL rural areas in the EU: 1) land ; 2) hospitality and tourism ; 3) food industries; 4) safety and environment ; 5 ) energy and water; 6) sociocultural community services and 7) physical and sports activities .2) Increase transparency of this new professional competence to influence qualifications and employability through the professionalization of rural development. Over 60% of workers in the sector or have no formal qualifications or are not high and unrecognized . They are necessary qualified to advise , train, assist and implement the work of all stakeholder rural professionals.3) innovative pedagogical approach based on TRAINING IN ALTERNATING OR DUAL referred to alternating learning in rural enterprise ( multiple jobs ) and the school as a successful recipe for successful transitions to work and having the following 4) Develop a methodology for cooperation centers formal and non-formal agricultural unions, local authorities and local action groups of LEADER , to facilitate the development Itinerary serve rural economies.5 ) Design the units cross competition (valid for seven professional families ) and appropriate for the development of the training on 7 areas with the completion of a pilot training course in 6 countries to validate the technical manuals professional profile.PARTICIPANTS- ACTIVITIES: 1 ) Each partner will perform in the first six months 6 local seminars informative, explaining the project to sign RURALITY 25 accessions to the stakeholder project (total 175 indirect beneficiaries).2) For the selection of the 20 students in the course structured pilot training each of the 7 partner contacted over 450 potential beneficiaries: a) agricultural centers, formal or informal training working in vocational training. b) Local Action Groups (LEADER projects) working in the area of rural development and help start-ups. c) family and small business companies where the Agent is a tool to facilitate communication with job seekers, improving demand-employment relationship needs real labor. d) Unemployed receive support Agent Development to abandon their unemployment by contacting with companies or individuals and counseling for self-employment, management training needs. e) national / regional for approval and government agencies who need professional development (municipalities, municipal councils, prefectures, regional authorities, local action groups, agricultural unions) educational authorities.3) Indirect beneficiaries through INTELLECTUAL OUTPUTS contemplating applying ICT (Facebook, Website, Linkedin, New Letter ..) and will be approximately 2,200 indirect beneficiaries.RESULTS-IMPACT: 1) Study and analysis of the occupational families and existing qualifications in Europe to adapt to Cross competition with professional qualification level 1, 2 and 3 of the following professional families.2) Community rules required Research 2014-2020 report on the potential for job creation in rural areas and entrepreneurship in 2020. HORIZON to know the potential of R & D applied to rural areas, which is a priority of the EAFRD Regulation and HORIZON 2020.3) Development of competencies: curriculum complete with the following training modules and pilot course in six countries.4) Teaching materials for students: alternating training twofold: the part of an innovative Guide alternating pedagogical methodology based learning approach between enterprises and schools; union of theory and practice, systematic and random. Rural business practices are considered an important factor in student learning.5) The materials methodology Guide Open Educational Resources ""rurality"" (OER); publishing the results according to. free ""digitized materials offered and open to educators, students and self-learneS."