<< Objectives >>FLER Project aspires at equipping low financial literate adults from rural areas with a digital learning process -the Virtual Escape Room- focused on Financial Literacy, purposed at enabling them to make sound financial decisions in their everyday life and/or their businesses, thus eventually improving their individual financial wellbeing. The Virtual Escape Room will embed real-life scenarios, giving rise to a motivating and emotionally engaging, thus foster knowledge acquisition and retention.<< Implementation >>FLER activities will mainly consist in field research via Focus Groups and collection of good practices for an appropriate development of a Scenario-Based Learning course on Financial Literacy. The selection of topics and Learning Outcomes will lead to its definition. On the other hand, the concrete design and technical development of the Virtual Escape Room will be implemented, and then Alpha, Beta and Pilot tested by relevant stakeholders to gain a high-quality product.<< Results >>FLER Project is mainly expected to produce a Scenario-Based Learning (SBL) course on Financial Literacy, addressed to low skilled adults from rural areas and tailored to the specific learning needs of the target group. The SBL course will include real-life scenarios about 7 different Financial Literacy topics and defined by specific Learning Outcomes. Moreover, FLER will create a digital pedagogical tool, consisting in a Virtual Escape Room, which will embed the scenarios previously developed.

The summary is already in English

"<< Background >>Covid-19 Pandemic gave a push in digitalisation: Processes have been shifted into the virtual space, work was organized remotely, new business models have been created. Increasing interconnectivity generates interdependencies, and vulnerabilities to possible threats. It must be stated, that digital transformation will not success, if the most valuable resources – data, information, and know-how – are not well protected. Information security and digitalisation are inseparable. ""In a world that has become hyper-connected, cybercriminals pose a significant threat to the internal security of the European Union and security of its citizens online. The COVID-19 pandemic has highlighted the need for more security in the digital world. People have increased their presence online to maintain personal and professional relations, while cybercriminals have taken advantage of this situation... The frequency and sophistication of cyberattacks is rising speedily, while at the same time the use of ICT infrastructures and technologies by individuals, organisations, and industries is increasing rapidly. The needs for cybersecurity knowledge and competences exceeds the supply. European Union Agency for Cybersecurity (ENISA) underlined the urgency to invest in building competences and talents in cybersecurity at all levels, from the non-expert to the highly skilled professional.""Recent survey, conducted during Corona crisis state that cyber-attacks have grown during the pandemic and are becoming increasingly prevalent. Symantec cybercrime report reveals that data breaches cost US$114 billion annually. Current study “The indelible impact of COVID-19 on Cyber Security”, conducted by Bitdefender (05/2020) in times of Corona Pandemic confirms, that cyberattacks were on the rise during this period (85% of respondents). The Office for Information Security in Germany (BSI), through its recent ""IT Security in the Home Office"" survey of 2020, found that 8% of the 1000 SMEs surveyed were affected by cyber-attacks. PT and IT are facing the same situation. Home working/remote learning and communicating caused specific risks, which were not perceived relevant prior to COVID-19 crises. It is highlighted, that one of the biggest vulnerabilities for cyber threat are staff members, being not aware of CS threats and consequences and not well-equipped with knowledge, skills in this field. Protection cannot only take place on the IT-level but must be incorporated and practiced by all employees /staff members to ensure an a safe and secure navigation in digital space in both areas - living and working.In the regard the topic of cyber security became much more urgent and fundamental changes and adaptions are necessary not only on the organisational level, but also on the educational. Especially VET institutions can contribute to the facilitation of skills and competence highly needs on the labour market. CS go beyond the digital skills are become at least equality important to act and interact in the digitalized global world. VET organisations should provide training contents, tools, and solution, helping to cope with the challenges companies are confronted with. Euipped with appropriate Cyber Security skills. The Pandemic situation has brought an immense change into working life so deficits, weaknesses, and vulnerabilities, became more obvious.<< Objectives >>""The Covid 19 pandemic alone required more digital skills than ever before. 90% of all jobs will encounter the digital world soon. So far, around 35% of European workers still lack the digital skills needed to gain a solid ground in the digital world. The European Commission’s Digital Education Plan aims to support the objective of the Skills Agenda of ensuring that 70% of 16 to 74 year olds should have at least basic digital skills by 2025.” (Digital Education Action Plan 2021-2027) . Working in a digital world implies further skills to make the navigation safe and secure and to ensure data and information protection. digital transition can only succeed, if information is protected. Current study “The indelible impact of COVID-19 on Cyber Security”, conducted by Bitdefender in May 2020 in times of Pandemic confirms, that cyberattacks were on the rise during this period (85% of respondents). Home working/remote learning and communicating caused specific risks, which were not perceived relevant prior Covid-19 crises. The Office for Information Security (BSI), through its recent ""IT Security in the Home Office"" survey of 2020, found that 8% of the 1000 SMEs surveyed were affected by cyber-attacks. In regard the topic of Cyber Security became much more urgent and essential – for both employers and employees. In all participating countries common problems and needs have been identified, building the base for this project:•Main emphasis was mainly put to close the existing gap of Cyber Security (CS) specialists by offering study programs and further trainings, much less attention was paid to trainings for non-technical/non-IT staff or VET learners •VET teachers and trainers are not well equipped with knowledge and especially instruments and tools relevant to hold CS trainings for non-technical staff/VET learners in an appropriate and appealing way, also fostering the knowledge retention•Online training programs aiming to raise awareness and train CS subjects mimicking real-life and real-work environments in an engaging way, are still lacking •Especially SMEs don´t recognize the relevance of informing, sensitizing, and training non-technical staff for CS matters. Cyber literacy and generally the awareness is still not on the agenda of many SMEs Europe wide. Status quo is calling for additional actions and measure. Against this background the project idea aims * to improve CS skills among non-technical staff/VET learners by developing an innovative online training by using the “Escape Rooms” approach* to provide the VET trainers/institutions with an approved and evaluated online training as well as learning and teaching tools in the field of Cyber Security* to raise awareness among the SMEs and VET institutions for the importance of CS subject* to contribute to the establishment of a Cyber Security Culture in SMEs and also the VET sector Partners intend to design and incorporate at least six scenarios mirroring real working situations and allowing the learner to gain experiences, knowledge, and skills by making choices, observing consequences, and obtaining relevant immediate input to retain knowledge. Experimental learning is hereby in the focus: through the direct engagement in a real-life, authentic situation replicating a working environment, experiences can be collected. The immediate observation the consequences, own choices and actions lead to makes the reflection and a better understanding possible. Making conclusion and learning experiences will lead to a higher knowledge retention and the transfer of what was learned into the working life. Project partner decided to test CS training by using the Escape Room approach, intending to •Give a better understanding of CS •Increase the engagement and learning experiences though the interactive and emotional learning•Explore of “Escape Rooms” approach for educational purposes•Measure the effectiveness of the online training using the “Escape Room” Mode<< Implementation >>O1 - Activities: 1.A1: Definition of the quality criteria Development of selection criteria necessary to identify and present Cyber Security Cases, and to make them comparable, diverse, applicable and transferrable into the (VET) educational /learning environment.1.A2: Definition of the structure of the compendiumTo make the cases comparable and applicable for educational purposes common structure as well as the methodology to collect data and information will be specified and commonly approved. 1.A3: Selection of Case StudiesAll partners have a strong local and national network, which will be activated in this project phase. All partners will identify companies and organisations, preferably SME, and get in touch with them to gain relevant information and data. Methodology encompasses secondary and primary data collection.1.A4: Elaboration of the CompendiumHaving collected and filtered data from both steps, partners will prepare the compendium. Every partner will illustrate their cases according to the predefined structure, as well as describe the national strategies and situation regarding CS.O2 - Activities:2.A1. Specification of the topics for at least 6 different set of situations. Definition of most relevant topics. Scenario topic should cover preferably different field and areas of Cyber Security integrating more strongly the security issues of remote working models like Home Office.2.A2. Definitions of learning objectives Having determined the topic and areas for the scenarios the learning objectives will be identified. Partners will figure out, what kind of knowledge and experiences learners will have to acquire, gain and possess after the completion of the “learning process”. 2.A3 Definition of appropriate situation for a scenario The prioritization of the situation follows. The principals here are the importance of the situation for the real life and the likelihood they can appear in practice/work environment. 2.A4. Scenario frameAs an innovative type for raising awareness for Cyber Security and training the application and adherence to relevant rules and principles of working and living in a safe virtual environment, the Escape Room Model was chosen.2.A5 Design of the scenariosAt least 6 selected scenarios will be composed. Scenarios have to be engaging and also educationally effective and mimic the working reality. O3 - Activities.3.A1 Specification and design of the virtual escape room platform The requirements for the scenarios in O2 will be used to guide this activity. The characteristics of the platform and its core functionality will include elements of communication (text and video, synchronous and asynchronous) and interaction with the with the scenario for the players to get the clues and submit the solutions.3.A2 Technical / software implementation of the virtual escape room platformThe technical implementation will translate the game mechanics (game rules) into data and algorithms that supports the desired user experience but will also allow to instantiate programmatically the scenarios produced in the previous result into the platform. This will be done in a modular way so that new scenarios could be created and integrated at any moment with minimum effort.3.A3 Alpha and beta testingAlpha test will involve partner s to conduct usability and game experience assessment. Beta Testing will already implicate the participation of end users to test the virtual escape room setup.3.A4 Improvements to the platform and scenariosThe resulting feedback will be analysed and a list of requirements for improvements will be produced to guide further development of the platform and tested scenarios.3.A5 Pilot testingA larger-scale testing will take place 3.A6 Improvements to the platform and scenariosFollowing the evaluation of the pilots, improvements to the contents and methodology. optimization of the output<< Results >>OO1: Compendium of Cyber Security CasesThis output aims at putting together and disseminating Cybersecurity Cases which de facto took place in partner countries, especially SMEs. These Cases bundled in the compendium provide the variety of different situations, describing cyberattacks, frauds, social engineering occurred in companies. The illustration of problems, its origin and possible reasons will be extended by solutions and actions, companies introduced and realized to rectify the security leak. These Cases should serve for educational purposes and deliver content, input, based on real-life examples to VET trainers on the one hand and lay the foundation for the creation of the Output 2 “Scenario Cyber Alertness” on the other.O2 – Scenarios “Cyber Alertness”Inspired by the examples and cases from Output 1 partners will design various set of situations for facilitating knowledge and competences in the field of CS. To make the virtual training more engaging a scenario-based approach was chosen. Since the topic of Cyber Security is perceived as highly complex the aim is to create a well thought out, interactive and appealing scenario -based training strategy, supporting the information reception, knowledge application and retention. Scenarios are effective for learning since they provide realistic context and emotional engagement and can increase motivation and accelerate expertise. Especially, in field of Cyber Security the reference to realistic situation might have a very positive effect and additional value since learners can better comprehend the situation, observe the consequences, reflect and transfer it into working environment. Having made these experiences, it can foster and accelerate the learning process, enhance the skills and knowledge and lead to a better performance in the job. The target groups the scenarios are suited for are persons from different professions with non-technical/non-IT background in the continuing VET sector. The Scenarions contain set of situations, relevant for the improvement of the CS awareness and skills, enabling VET learners to act and react in the digital working and living environments.O2-1 Apart from the scenarios partner will work out a methodological guide for the conceptualization and the implementation of Escape rooms as didactic tool in the context of CS. Incorporated will be also the experiences of the participating trainers and learners. O3 – Virtual Training Escape RoomDeveloped scenarios (O2) are the base for the development of the virtual platform and training. The characteristics of the platform and its core functionality include elements of communication (text and video, synchronous and asynchronous) and interaction with the scenario for the learner to get the clues and submit the solutions. Therefore, design includes the core mechanisms that create experiences and build the expected knowledge that is transferable to the real world through active learning practices that simulate problem solving in the real world. The virtual platform incorporates tested scenarios for CS and will be made openly available to the target group and all potential stakeholders.O3-1 A user guide will be a part of the project to inform them about the concept of the training, and the handling.Further results1) Project Webpage2) 4 Multiplier Events3) Dissemination strategy: dissemination of project results for their sustainable use also beyond the partnership is a core task of the project. A comprehensive dissemination staregy will therefore be established for all partner organisations4) Quality plan and reports: the assurance of a high product and process quality is an important factor for the success of the project. Therefore Effebit (P4) will be especially responsible for the quality management in the project."

<< Background >>Many EU member states experience high unemployment and underemployment, yet many surveys still find that more than one in three employers have problems filling vacancies.The latest European company survey (CEDEFOP, 2019) found that about 40% of firms across the EU had difficulties finding staff with the right skills. A Eurobarometer survey found some 33% of employers identifying a shortage of applicants with the right skills as their main challenge in filling vacancies.One of the sectors that distinctively have trouble meeting the need of workforce is the construction sector. It is estimated that, by 2030, the employment in the EU construction sector will increase by 4.3% and according to the European Centre for the Development of Vocational Training (CEDEFOP), about 1 million new and replacement workers will be needed by 2051. Only in Sweden, the Construction Federation estimates that the need of additional labour amount to more than 10.000 persons. The situation is similar in the Netherlands, France, Italy, and Greece. The result has been an import of construction workers from outside European Union.At the same time, many EU member states are facing a growing problem with long term unemployment, especially among immigrants/refugees. In 2015, 1 321 560 refugees claimed asylum in the EU, out of which 292 540 applications were approved (Eurostat). At the same time, migrant unemployment and social exclusion remains one of the main socio economic challenges for most European countries. Even though this group is heterogeneous with a big variation in employment patterns between the member states as well as due to indicators as educational background, prior experience, social status and personal situation, immigrant tend to run a higher risk of unemployment or underemployment (part-time and temporary employment) according to EUROSTAT. Most refugees live in the EU member state of asylum, struggling to prove themselves in economies which are unable to absorb and make full use of their labour market potential. As a result, their skills often remain unused and become obsolete over time. Key challenges for Europe are to promote integration of immigrants into the labour market at the same time addressing existing and future skill gaps and labour market needs.One of the main challenges to pave the way for labour market integration of immigrants and matching them with economic sectors that can provide them with employment is a lack of well defined vocational and labour market guidance for these target groups. In Italy, France, Sweden, and Greece an immigrant/refugee is provided an amount of hours for learning the host country language followed by Work Based Learning (WBL). This “one size approach for all” in the best scenario has led to unqualified jobs or grey economic activities. By this approach, the group is the first one to become long term unemployed during difficult economic times, as now during COVID. This group is not given any guidance about the labour market, sectors in need of labour force and vocational guidance to enter those sectors.Many previous studies have proven that immigrants’ smooth integration into new labour markets is very dependent on both the actual and the perceived extent of mismatch between their skills and competencies and those required in the new setting (Alla-Mensah et al., 2019). Thus, this was tackled by many organizations (including partner organisations of this project) through the initiation of projects creating a fast tracks for immigrants towards the European labour market in specific sectors. For instance, in Sweden, there has been an initiative of fast tracks within the healthcare sector. The purpose was make the best use of valuable skills possessed by NAIs in shortage occupations so that they can be matched more quickly with the needs of industries and enteprises (Swedish government, 2016).However, the “Adapted VET guidance for NAI” project has a more general approach to tackle this problem.<< Objectives >>The project aims at facilitating and fostering early and effective integration of newly arrived migrants into the labour market through adapted vocational/labour market guidance, which targets to enhance host country language, as networking with employers who will actively be engaged in project activities. It addresses the need to “promote swift integration of newly arrived migrants into the labour market through strengthened cooperation and mobilisation of employers and social and economic partners”.On one hand, being one of the most vulnerable categories in a society, NAIs need to have a resilient strategy/ approach to support their integration into labour markets, especially in crisis contexts (for instance, the current COVID 19 crisis). They are not given any guidance about the labour market, sectors in need of labour force and vocational guidance to enter those sectors. On the other hand, many European countries face the challenge of labour needs and skills shortage in several sectors. This is a result of a labour market mismatch problem.Thus, this project is designed to simultaneously address both challenges; the NAIs inclusion and solving the labour market mismatch problem. This will be done through the development of training materials as well as guidance for stakeholders in order guarantee a smooth and efficient integration of NAIs in European labour markets. The project is not only based on the target group needs in terms of skills, it also accounts for several labour market requirements keeping away the “ one size fits all” approach.<< Implementation >>The following activities are classified by workpackage and will be implemented in order to ensure an efficient impact for the project. Workpackge 1: Mapping needs of stakeholder for providing vocational/labour market guidance This workpackage focuses on mapping the needs of knowledge, skill, and attitude relevance of counselling services in an educational setting.This will be done through the following activities: 1. Development of methodology for needs assessment, complementary questionnaires and interview questions.2. Implementation of questionnaires and the interviews for individuals from involved organisations (employment services).3. Production of national reports on questionnaire and interviews’ results.4. Organisation of focus groups meeting for feedback.5. Development of joint reports on needs of professionals for provision of vocational/labour market guidance.Workpackge 2: Development of vocational/labour market guidance toolkit The toolkit will result in an effective vocational and labour market counselling of NAI.This will be done through the following activities:1. Development of methodology for the structure and content of the digital toolkit.2. Development of the information module covering vocational and labour market information based on desk research and focus groups workshops (the content will take into consideration local/regional conditions).3. Development of guidance module covering methods, organisational structure, and resources.4. Organisation of feedback workshops with focus groups on developed modules.5. Finalisation of the toolkit.Workpackage 3: Training curriculum (handbook) for guidance staffThe training curriculum will be developed in the form of a distance course through an open source. The structure of the course will be modular with 6 modules.This will be done through the following activities:1. Performing a Training Needs Assessment.2. Developing Training Materials Learning Objectives.3. Implementing the training. 4. Evaluating the training.5. Finalising the training materials.Workpackage 4: Validating the toolkit and training materialsThe validation is supposed to be through a piloting phase.This will be through the following activities:a) Developing the pilot test and reviewing questionnaires.b) Informing the selected participants about the piloting phase.c) Defining a timetable for each selected stakeholder for testing and reviewing.d) Implementing the pilot test as well as collecting and documenting feedback.e) Analysing feedback.f) Updating and finalising of the toolkit and training materials.<< Results >>The project will produce a number of results. First of all, it will produce a report on stakeholders' needs for providing vocational/labour market guidance. Secondly, it will develop a guidance toolkit for the vocational/labour market to be used by professionals in various organizations. Based on that, a training curriculum for guidance staff will be produced and piloted in order to achieve the last result of this project. The last results will be the final version of the toolkit and training material. Below is a classification of the expected results by workpackage. Workpackge 1: Mapping needs of stakeholder for providing vocational/labour market guidance This workpackage focuses on mapping the needs of knowledge, skill, and attitude relevance of counselling services in an educational setting.This will result in the production of: 1. Needs assessment methodology and interviews’ questionnaires.2. Conducted interviews for individuals from involved organisations (employment services).3. National reports on questionnaire and interviews’ results.4. Focus groups meeting for feedback.5. Joint reports on needs of professionals for provision of vocational/labour market guidance.Workpackge 2: Development of vocational/labour market guidance toolkit The toolkit is supposed to result in an effective vocational and labour market counselling of NAI.This will result in the production of:1. Methodology for the structure and content of the digital toolkit.2. Information module covering vocational and labour market information, based on desk research and focus groups workshops (the content will take into consideration local/regional conditions).3. Guidance module covering methods, organisational structure, and resources.4. Feedback workshops with focus groups on developed modules.5. Finalised toolkit.Workpackage 3: Training curriculum (handbook) for guidance staffThe training curriculum will be developed in the form of a distance course through an open source. The structure of the course will be modular with 6 modules.This will result in the production of:1. Training Needs Assessment.2. Training Materials Learning Objectives.3. Implemented training. 4. Evaluated training.5. Finalised training materials.Workpackage 4: Validating the toolkit and training materialsThe validation will be done through a piloting phase.This will result in the production of:a) Developed pilot test and reviewed questionnaires.b) Timetable for each selected stakeholder for testing and reviewing.c) Implemented pilot test.d) collected and documented feedback.e) Analysed feedback.f) Updated and finalised toolkit and training materials.

Development of Innovation was the project general objective, based on the priorities:•Further development of the VET quality assurance mechanisms; and•Contribution to the improvement of the Inclusive youth education and training.The project aims at elaboration of a VET quality offer for SEN learners, with a specific focus on learners with attention deficit and hyperactivity disorder (ADHD), through the implementation of Quality Assurance (QA) principles in VET in line with the EQAVET recommendation. The team developed a QA Framework (QAF) and Tools for an effective support to VET providers to plan, implement, monitor & evaluate their training strategies related to participation in iVET and cVET; and to the continuous feedback loops between the two systems.Innovativeness:•Implements holistic approach to apply QA in VET for ADHD learners. Aims at defining a QAF (including principles, indicators, tools and guidelines) for iVET and cVET;•Applies a lifelong learning strategy in order to support education and training of ADHD learners at all ages;•Brings together relevant organisations with broad experience in QA - iVET and cVET, teacher training institutions, education and training of ADHD learners, business, HEIs and ICT;•Includes iVET & VET providers who to facilitate dissemination and test the QAF by majority of providers in the participant countries and across Europe;•Includes also business representatives, teacher education institutions, organisations training ADHD learners which guarantee the stakeholders' validation and recognition of the project key outputs and thus, to facilitate the mainstreaming and thereby sustainability. Target audience:iVET & cVET Providers, training teachers and ADHD learners; Teacher’s, School ADHD associations; ADHD learners; Project Partners; National and European organisations active in the VET field and inclusive education and training; National authorities (relevant Ministries, Agencies, regional Offices, etc.)Project outputs: •Compendium of good practices in the field of EQAVET implementation in VET for learners with ADHD. ISBN: 978-954-07-4510-7. The objective is to highlight examples of good practice in the field of EQAVET implementation in VET programmes addressed to ADHD learners, incl. details regarding the methodologies applied and results achieved. •Quality Assurance Framework for VET for learners with ADHD. ISBN: 978-954-07-4511-4. This is the key output of the project and the objective is to provide a user friendly tool as a benchmark for QA systems for the VET providers acting in the field. Based on the evidence summarised in the “Best Practices” compendium and the defined Indicators, “Guidelines Assisting VET School Boards in Delivering Special Education Services for Students with ADHD” were developed. They are structured around the three main dimensions “Improving my organisation”; “Improving my training delivery”; and “Improving my teaching methods”. http://tools4adhd.eu/guidelines/. The Introductory text is translated to all national languages of the consortium partners. •Toolkit for VET providers training ADHD learners. ISBN: 978-954-07-4512-1:In order to concretely support VET providers in understanding, implementing and measuring QA management systems, partners have also provided a QA Toolkit including tools for the three QA phases and related to the quality principles and indicators designed within the project. All these documents are published in the web-site designed to serve the specialised audience.Attained impact:The produced outputs:ocontribute to the support of VET-programs to align their quality initiatives with European and national policies in the field of inclusive VET;ohelp providers and local/regional/national authorities understand the level of change required of providers and VET-provision to align their QA approach with the inclusive ET policies;opromote awareness of the quality exercise among stakeholders and obtain the commitment of key stakeholders;ofacilitate the assessment and document stakeholder interests, influence and importance concerning QA in VET for ADHD learners;ogenerate a desire to change and improve VET-programs addressed to ADHD learners, e.g. indicate planned and ongoing initiatives that may be supportive of the alignment exercise, either national or regional/local level.Consortium:Eight institutions from BG, IT, GR, ES and SE were members of the consortium. The contribution of each of them is particularly important for the project success. Coordinator was Sofia University “St. Kl. Ohridski” (BG). Methodological coordinator was the team of Effebi (IT). Swedish partner led the development of the Toolkit. SciFy partner developed the web site for the users http://tools4adhd.eu. UNINETTUNO led the development of the Compendium with best practices. The Spanish partner developed the Glossary of the most used ADHD terminology then translated into all national languages.