REWIRE builds a Blueprint for the Cybersecurity industry and a concrete European Cybersecurity Skills Strategy. This strategy will bring together lessons learned from other initiatives (i.e. CONCORDIA, SPARTA, ECHO, CyberSec4Europe).REWIRE:• Designs and implements a Blueprint for the Cybersecurity industry • Develops a European Cybersecurity Skills Strategy and Framework• Develops a common methodology for the identification of existing and emerging skills needs• Creates a European Cybersecurity Skills Observatory integrated by specific actions, activities and tools that allow for anticipation and matching of skills supply and demands. • Supports the strategy and framework through the implementation of a digital on-line publicly accessible European Cybersecurity Skills Digital Observatory – CyberABILITY (for cybersecurity skills merging the market needs, the profiles, the competencies and the available training courses). • Pilots a federated cyber range hosted by multiple project partners to support the goals of the project.• Creates at least four (4) educational curricula and relevant skills certification schemes for new profiles contained in the Cybersecurity Skills Framework. • Promotes attractiveness of the sector and gender balance through specific actions to engage all relevant stakeholders • Develops actions for encouraging mobility through promoting the use of existing European tools (Erasmus+, EURES, EAfA etc.). • Creates networks to improve skills intelligence and information mechanisms and strengthening exchange of knowledge and practice between the cybersecurity industry and the education providers, adapting VET provision to the skills needs demanded by the sector.

"<< 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"

The healthcare industry is plagued by a myriad of cybersecurity-related issues posing new challenges in the Healthcare Sector. In an increasingly data-driven world, cyber security is no longer just a concern for experts. During the last 24 months, Europe came across an unprecedented number of cyber-attacks in terms of their global scale, impact on business sector and rate of spread.Characteristically, the May’s 2017 attack in England’s National Health Service (NHS) demonstrated in the most flashing way the vulnerabilities of information systems (IS) in any possible way. Healthcare organizations are some of the most-trusted entities holding the most sensitive information about patients: name, date and place of birth, medical records, social security details. Suffering from many flaws (low budget, lack of IT organization, excessive use of legacy systems), healthcare actors have become easy targets for hackers, facing more and more pressure and threats from them.The nature of the healthcare industry’s mission poses unique challenges since cyber-attacks can have ramifications beyond financial loss and breach of privacy.The General Data Protection Regulation (GDPR) 2016/679 which will be directly applicable in all member states by 25 May 2018 requires for healthcare organizations to re-think about their data flows and how they handle and monitor patient data to make sure they are in compliance with the regulation.At the same time, the expected massive growth of data protection jobs redrives new skills, knowledge and competences from Healthcare employees. As a result, Healthcare Sector is facing the risk of rising skills mismatch between data protection officers/employees across European countries with different occupational profile on skills and competences and most importantly, different level of legislation/integration on data protection.Our proposed Project aims at empowering the major actors with employees that are going to fill the gap and the identified skills mismatch through:•Developing enhanced regional and cross-regional partnerships to ensure that a sufficient number of healthcare employees and learners receive the right training / education based on current needs•Connecting educational and vocational training with healthcare industry and organisations in a more systematic and coherent way•Developing an environment that is going to foster employability of employees in the healthcare sector, providing adequate tools that will better their working conditions and the quality of services provided•Improving comparability and transfer of skills and competences focusing on-line training of current healthcare employees based on a blended approach, while introducing innovative education/ training initiatives•Raising awareness and improving the knowledge on patients’ data privacy protection as well as providing concrete information on rising legal aspects Concise description of the results and/or products expected:-A renewed Occupational Profile for DPOs accompanied by a new Skills Chart-A DPO VET Curriculum accompanied by a Peer Mentoring Scheme-An Awareness raising Curriculum on Data Protection for current and future employees-Data Protection and GDPR Learning Resources for learners and wider audiences-On line Peer Mentoring Toolbox-Development of effective feedback loops to enhance peer mentoringOur partnership has formed a coherent strategy to reach:•Stakeholders: Health associations, health/pharmaceutical industry, VET providers, independent data protection authorities Chamber Unions•End users: DPOs, Information security experts, lawyers of Bars Associations, current and future employees in the Healthcare sector, learners & trainers making use of the learning and training resources developedThe impact envisaged:SecureHealth is going to achieve an important Social and Financial Impact, specifically:1.For Stakeholders:•Strengthened interoperability network across employers and employees•Employers and social partners will maintain an important role in shaping DPOs VET provision•Industry-ready workforce meeting labour market needs•Increased confidence and mutual trust for Data Protection•Increased visibility of outputs through open multifarious dissemination channels2.End users: current and future employees in Data Protection:•Better employability chances•Transparent joint qualifications and trasferrable skills through a viable Certification Scheme•Enhanced competitiveness for the data protection field•Exchange of good practices through trans-regional mobility and advanced peer mentoring schemes•Harmonised but not homogenised learning-outcome based and teaching approach across the five countriesFinally, it must be underlined that within the project, special focus will be given in the management and accessibility of personal data in the context of outbreaks (such as the current COVID19 pandemics), following the European Data Protection Board's statement in March 2020.

<< Background >>The world is changing fast and it is vital that education keeps pace. Yet, at a time when innovation is most needed, the world of education is lagging: only 38% of recent entrants to the education sector believe their school/college is adept at adopting innovations, new knowledge or methods (Innovating Education and Educating for Innovation, OECD, 2016). InDo will support educators to rise to the challenge, helping them transform their teaching methods and bring learning to life through innovative and inclusive learning spaces.According to the Digital Education Action Plan (2021 – 2027), fostering the development of a high-performing digital education ecosystem and enhancing digital skills and competences for the digital transformation are the strategic priorities of European Commission. Based on the above, the InDo project outlines this vision for high-quality, inclusive and accessible digital education in Europe by upskilling the digital skills of educators in Higher Education Institutions (HEIs) through high-quality learning content and user-friendly tools so as to have confident and digitally competent teachers to maximize students’ capacity in the 21st classrooms. InDo project underlines the need of fostering digital capabilities among academic staff of HEIs and academia representatives, so as to improve their teaching, through a blended Understanding by Design (UbD) and Differentiated Instruction (DI) teaching by obtaining essentials skills, attitudes and techniques, based on the development of a curriculum and instructional teaching model in the 21st century classrooms.<< Objectives >>The main objectives of InDo project are to build capacities of educators in the deployment of UbD and DI as a structured approach to proactively cater for student diversity and inclusion through the developed resources, to empower educators to put technological solutions at the service of pedagogy and boost their teaching performance and finally to optimize relevancy and effectiveness for educators across Europe through rigorously research and test each resource. To succeed in this, the project will increase the visibility of digital technologies in the Higher education and it will support the incorporation of new teaching methods and learning tools into the curricula programmes of HE Institutions. It will encourage the educators and the professors to be more confident during the teaching by incorporating learning materials which will finally develop the maximum capacity of each student. Professors will be equipped with new skills and fresh teaching methods, while learners will be attracted by new digital applications during their learning path. The stronger the educators are as professionals in each of these areas, the more successful the students are likely to be. We firmly believe that “the quality of an educational system depends upon the quality of its teachers” (Teaching in Focus Brief 2, OECD, 2012) and so educators are at the heart of our work.<< Implementation >>Many educators sense that both teaching and learning have been redirected in ways that potentially impoverishing for those who teach and those who learn. Simultaneously, they find it increasingly difficult to ignore the diversity of learns who populate their classrooms. Educators need a model that acknowledges this gap so that young people develop powers of mind as well as accumulate an information base. The InDo project bridges that need and incorporated four (4) basic phases of implementation. Within this context, a number of activities affecting -directly or indirectly- the incorporation of the design and delivery of blended UbD and DI teaching and learning process, are being included in the InDo project. Our approach covers not only the training provision process of the educators (see R1) but also the practical application of the lessons learned (see R2, R3). Finally, the delivery of policy recommendations regarding ways of enhancing the digital competences of HEIs educators (R4) as well as a JST is going to provide a realistic testing of the blended UbD and DI functions and processes. • 4 Results and 18 Activities in total are foreseen, while a JST is going to provide a realistic testing of the UbD and DI functions and processes. • 3 TΜ (the first meeting will be organized with physical attendance. Ιf it is not applicable, budget will be transferred to other positions) • 5 MΕ• 1 Consultation with stakeholdersQuality classrooms evolve around powerful knowledge that works for each student. That is, they require quality curriculum and quality instruction. In tandem, UbD and DI provide structures, tools, and guidance for developing curriculum and instruction based on our current best understandings of teaching and learning.<< Results >>InDo project underlines the need of fostering digital capabilities among academic staff of HEIs, professors, researchers, trainers, HE practitioners, and academia representatives, so as to improve their teaching, through a blended Understanding by Design (UbD) and Differentiated Instruction (DI) teaching by obtaining essentials skills, attitudes and techniques, based on the development of a curriculum and instructional teaching model in the 21st century classrooms.On completion, InDo will have made it possible for educators in Higher Education to access training on inclusive and innovative pedagogic strategies which will help them create creative and differentiated learning spaces for their students. The long-term results will be improved learning outcomes for students from all backgrounds and more innovative, forward-looking educational institutions better equipped to address diversity and disadvantaged people. We will achieve this by working together to understand diversity and innovation best practice and creating accessible, engaging and practical training resources and tools for professors. We will work closely with specialists in pedagogic innovation, HE leaders and educators, generating results in two stages during the project: - stage 1 refers to tangible results that are produced by the partnership - stage 2 refers to the results generated when these results are used with the target groups, multiplier activities and the wider dissemination.Within this context, the following results (R) are going to be achieved during and upon the InDo project completion are:Stage 1: Tangible Results R1: One (1) Curriculum (available online as an interactive resource) covering the needs of ΗΕ for inclusive classrooms and fostering the educators with skills and attitudes R2: One (1) Compendium of experiential laboratory and Benchmarking for “Pedagogies for Innovative Classrooms” is going to be developed (available online for download)R3: One (1) App “InDo app for the 21st Century Classroom”R4: One (1) Policy Recommendation Report after consultation with representative stakeholders Stage 2: Results on participants and target group R1: 60 teachers and trainers assist in testing the resources and are immediately better prepared to begin implementing inclusive and innovative teaching and learning strategies R2: 400 teachers and trainers download/access the online course, compendium and app and develop: - improved awareness regarding the importance of addressing diversity and disadvantage in the classroom through innovation - increased knowledge of differentiated instruction as a discipline and of a wide range of specific pedagogic approaches that enable students to learn in their best way and develop 21st century skills and competences - strengthened ability to implement innovative and inclusive pedagogic approaches in their own classes R3: 150 mangers of educational organisations and education stakeholders download/access the online course, compendium, app and policy recommendation report and: - better understand and value differentiated instruction - explore new ways to empower and training educators to prioritise pedagogic innovation - commit to introducing InDo training and creating an implementation plan for innovative and inclusive education.R3: A strategic and differentiated dissemination campaign to ensure at least 550 educators, managers and stakeholders understand and use the resources in the short term.R4: A JST is going to provide a realistic testing of the blended UbD and DI functions and processes (12 participants)

Context of ProjectFollowing the OECD paper (2017) above 1.6 million of migrants families have a resident permission in EU during 2015. Despite the all the attempts and activities that have been made for migrants integrations, yet little is known on the specific challenges they face. While there is a continuous development of programmes that are associated with migration and social inclusion, however the majority does not share a holistic approach to evaluate their quality in terms of methods, values and perspectives that will offer a deep understanding of the migrants’ needs. These programs face the challenge of disintegration not only in their quality but also inside their procedures. As a consequence, they turn out as single-dimensional that obsolete methods and processes. Consequently, they alienate the person and its singularity and underpin an inconsistent way in migrants support.The challenge and at the same time the antidote lies at the understanding and embodying of the cultural background, the value system and principles these people carry on from their countries and the gaps that they face with the hosting country.The above provocations demonstrate an imperative need to support cooperation schemes in migration and social inclusion fields. The exchange of good practices among migration and social inclusion providers will give the practitioners and also the decision makers the chance to explore innovative ideas. HOPE will open the discussion among stakeholders to exchange opinions, concerns and questions in order to develop their practices, procedure and abilities for migrant education.ObjectivesO.1. Perform study visits, as a guide of effective communication, on leading migration and social inclusion providers in partner countries to investigate their structures, and exchange practices.O.2. Understanding and exploring the procedures, practices and methods that other agencies exercise for the social inclusion, and the education of migrants. O.3. Development of an efficiency and steady consortium is the preparatory work in order to achieve the smooth implementation of the project and achieve its objectives and aims.O.4. Encouragement for the development of Open Educational Recourses and WBL Schemes for the engagement and training of migrants.O.5. Support new approached to reduce inequalities in access and engagement with digital technologies.O.6. Enhancement of the quality learning opportunities that is tailor made to migrants needs.Number and Profile of ParticipantsDuring the implementation of the project more than 200 people will be directly involved. Partners from the participating organizations (1 per partner) will take part during the implementation of 4 Transnational Meetings. Furthermore, during the organization of 6 LTTA staff members from the participants’ organizations (4 per partner) will be involved in the staff training events. All this participants will come in touch directly will a lot of other organizations and agencies during the duration of the programme.The activities that HOPE includes:•4 Transnational Meetings, where 1 individual per partner organization will participate, in order to establish a strong implementation management team and good resource management. •6 Short-term joint staff training events where 4 participants per partner organization will be involved in staff training sessions.Results R.1. Participants of HOPE will have the opportunity to come in touch with persons coming from different European cultures, civilizations and adapt different practices.R.2. A stronger partnership will be developed between the major migration organization, creating a wider and more specialized network.R.3. Development of a “Knowledge Triangle” where an interaction between research, innovation and education will be provided. R.4. Understanding of structures of leading migration and social inclusion providers and exchange of good practices, through the implementation of study visits and among Germany, Cyprus, Greece, Italy, Malta and Greece giving the opportunity to practitioners as well as policy makers to investigate innovative ideas and also share practices and knowledge. R.5. Enhancement of migration and social inclusion training and education, through the up skilling of employees and trainers in order to provide better services against the new challenges and progressively develop the youth systems.R.6. Encouragement the development of Innovative Training Courses for Transversal Skills based on the “skills ecosystem”.R.7. A powerful tool as a platform will be designed in order to connect the executives, foster the exchange of good practices and include a flexible learning program. R.8. A new WBL scheme is going to be encouraged that is going to form a long-term alliance with VET providers at a national and transnational level.R.9. A sustainable exchange of resources among social inclusion providers.