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.

Eldicare 2.0, as the continuation of the Project Eldicare: Matching Skills in a growing European Silver Economy, aims to strengthen the cooperation among sectoral partners on elderly care and educational providers in healthcare, as well as to update the occupational profiles and competencies of professionals in the elderly caregiving sector, by providing a sectoral skills long-term strategy that will tackle skills gaps on the labor market and anticipate future skills. In parallel, its specific objectives include the a) up/reskilling of the elderly care professionals, b) upgrade the existing and emerging Occupational Profiles with up-to-date and essential skills for the elderly care practitioners, c) establishment of a joint methodology for addressing future skills needs, d) enhancement of the quality and the attractiveness of training in the health care sector at a European, National, Regional and Local Level. In order to achieve these objectives, the following activities will be implemented:-Definition of a forward-looking Upskilling and Reskilling Strategy for the elderly care sector-Development of a set of up-to-date Occupational Skills Profiles for elderly care practitioners-Design of modular competence-based training curricula for the reskilling and upskilling of elderly care practitioners based on the new Occupational Profiles-Pilot delivery of Trainings-Offering hands-on solutions to generate long-term impact and sustainability in the elderly care sectorIn the consortium, we are going to involve Educational Providers of Healthcare Trainings (VET & HEI), Market Representatives (elderly care nursing homes, EU Associations) and Partners that provide specific expertise. We are going to train 850 learners, while 60 mobility flows will be implemented. Inter alia, the following results are expected: Blueprint Report on the future Elderly Care Providers, 6 Competence Based Curricula, Policy Recommendations, updated Occupational Profiles in caregiving sector.

Contexto y antecedentesUn curriculum relevante y la estrecha colaboración con el mundo del trabajo situan a los centros de FP en una posición envidiable para fomentar la competencia emprendedora en este nivel educativo. Sabemos a cierta que la Formación Profesional está prestando cada vez más atención a este tema. Son muchos los países que han integrado materias específicas en los currículos oficiales y proliferan iniciativas como las mini-empresas o los concursos de ideas empresariales. A este panorama tan alentador se viene a sumar en los últimos años un creciente interés por los aspectos pedagógicos de la eduación para el emprendimiento sin embargo, pensamos que los centros de FP pueden hacer mucho más por reforzar la competencia emprendedora de sus estudiantes y esto pasa por enfocar el problema desde una perspectiva de centro que les haga transformarse en nodos locales/regionales de emprendimiento. ObjetivosLa participación en esta asociación estratégica ha supuesto una mejor comprensión y articulación de la educación para el emprendimiento y el apoyo a la creación de empresas en los centros de FP europeos. Nuestra visión de los centros de FP como nodos de emprendimiento transciende la mera función de apoyo a la creación de empresa y considera que los centros de FP deben liderar un proceso donde las autoridades locales, empleadores, start-ups, profesorado y estudiantes colaboren para lograr una mejor integración curricular del emprendimiento aprendiendo unos de otros y enfrentándose de manera conjunta a retos relevantes en el contexto local. Objetivos•Identificar los elementos básicos de un sistema de apoyo al emprendimiento en FP desde una perspectiva de centro analizando iniciativas existentes. •Diseñar un plan de acción metodológico a nivel de centro que permita transferir y adaptar alguna de las lecciones aprendidas durante el desarrollo del proyecto. Perfil de los sociosDesde el punto de vista geográfico, la asociación estratégica estaba formada por ocho instituciones de cinco países de la UE (Bélgica, España, Estonia, Finlandia y Grecia) que aportaban habilidades, perspectivas y experiencias complementarias. Los perfiles incluían dos centros de FP (OMNIA, PKHK), una red europea de centros de FP (EVTA), dos organizaciones públicas (SYNTRA, VALNALON) que actúan de puente entre las políticas y la práctica, un centro de innovación para la FP (TKNIKA) y dos socios del sector privado especializados en comunicación y diseño gráfico. (MILITOS y KNOWL) Descripción de las actividades principalesPara abordar el desarrollo de nodos de emprendimiento eficaces y sostenibles en los centros de FP se identificaron cuatro grandes categorías:1. Crear una visión: Los centros de FP como nodos de emprendimiento2. Formación y apoyo a la creación de empresas en FP.3. Cambio organizacional e implicación de diversos agentes.4. Planificación de acciones y sostenibilidad. Cada uno de estos temas se abordó sucesivamente en 4 visitas de estudio de 2 días de duración. Estas visitas tenían formato de taller y se procuró que en cada caso la temática se alinease con el área de especialización de la organización anfitriona. El programa de los talleres incluía visitas de estudio a nivel local y/o contacto con agentes implicados (ej. Profesorado, empleadores). Resultados e impactoEl producto intelectual del proyecto es la web INCUVET (www.incuvet.eu) que incluye la guía interactiva “VET Schools as Entrepreneurial Hubs”. La guía identifica 7 áreas estratégicas en un gráfico interactivo. Al hacer click sobre una de las áreas, ofrece una introducción concisa sobre el tema en cuestión como antesala a una selección de buenas prácticas (37). Además se incluyen 4 informes detallados sobre las visitas de estudio , 4 newsletters y 2 entrevistas con agentes implicados llevadas a cabo durante el desarrollo del proyecto.

TUTOR is a 36-month project with main to develop a European and International outlook in teacher education on inclusivity. More specifically, TUTOR aims to:-Improve the teacher education policies and practices in Europe.-Define a forward-looking strategy upskilling strategy for secondary school teachers.-Enhance the European dimension and internationalization of teacher education through innovative and practical collaboration-Foster holistic inclusivity in the learning environment, covering all its aspects such as tolerance, non-discrimination, flexibility, etc.-Assess current and future skill mismatches in the targeted profession.-Disseminate widely all project products & maintain them after project closureThe above-mentioned objectives are going to be achieve through the following activities:WP2: Definition of a forward-looking Upskilling Strategy for teachers, delivering a comprehensive research exercise on teachers’ needsWP3: Development of an innovative Joint Curriculum on Inclusivity and 3 Specialization Courses for secondary education teachers, delivering a Joint Curriculum on inclusivity and 3 Specialization courses aiming to upskill and/or reskill teachers.WP4: Pilot delivery of Trainings, providing innovative methodologies of training in f2f, online and blended learning and in ToT activities WP5: Exploitation and Dissemination Activities, spreading the word of TUTOR in local, nation and EU level.Ιndicators of beneficiariesMore than 800 teachers / future teachers to be trained via the e-learning platform (200 per country)80 learners / future teachers will participate in the F2F trainings through mobility (20 per country * 4 countries) 40 teachers of secondary schools will participate in the Train the Trainers workshopMore than 400 teachers will participate in future mobilites via the establishment of the “TUTOR Teacher Academy’s Internationalization Office”More than 1600 stakeholders will be targeted (400 per country)

CONTEXT - BACKGROUND This project is focused on the design, testing and integration of QA methods and tools that consistently enhance the quality of e-learning in the VET environment, in various combinations of technology-supported Trainings. The e-learning delivery during the first wave of the pandemic has shown that the extent to which technology is integrated in the operation of a VET Provider and the design and delivery of e-learning solutions is dependent on the size and previous experience of each Provider, creating inequalities between the large and regional/local VET Providers. Other dependencies that affect the design and delivery of VET e-learning courses include the Subject (Profession) of the Training, the preferred style of teaching and the VET teacher's skills and competences, creating a situation where different VET Providers offer a different learning experience for the same subject, creating confusion to the learners, affecting the image of VET, since they learners are not sure whether they are acquiring the same level of skills and competences as in the physical face to face learning environment. On the other hand, methods, tools and system model for the quality assurance in the design and delivery of e-learning have been developed for HEIs who have a long-standing experience in distance learning, while the VET System lacks of such supporting mechanisms. EQAVET, a detailed framework for quality assurance in VET, is only covering the design and delivery of physical face2face trainings and not the transformation needed for delivering the same VET learning experience online. OBJECTIVESWithin this context, a number of activities, procedures and steps, affecting -directly or indirectly- the quality assurance of the design and delivery of Vocational e-learning, are being included in the PERCEIVE Project. Our approach covers not only the training provision process, but all related fields, such as legislation, financing, organization and management of e-learning, technical solutions needed, upskilling of human resources, including VET Teaching and other VET Staff.Hence, the objectives of the project include:1. To propose a process-oriented lifecycle model for ensuring quality in e-learning development and delivery.2. The development of a QA Certification that is going ensure that specific quality criteria are being applied in the design or delivery of e-learning solutions. 3. The delivery of Training Material for VET Professionals supporting the adaptation of the QA Framework in their operation. NUMBER AND PROFILE OF PARTICIPANTS • VET providers who wish to design and deliver e-learning programs / curricula, assuring the quality of the delivered Trainings • VET Leaders who are going to receive QA certification for their e-learning programs / curricula • VET teachers who are going to deliver better online teachings, with training solutions that are in compliance to the new VET e-larning QA Framework • VET learners, who are going to participate in better Vocational e-learning programs, resulting to their upskilling and to better employment opportunities in the post-covid labor marketMAIN ACTIVITIES • 3 IOs and 15 Activities in total are foreseen, while a JST is going to provide a realistic testing of the QA Framework, its functions and processes. • 4 Transnational Meetings (the first virtual) • 5 Multiplier Events • 1 Consultation with stakeholdersRESULTS • One (1) QA Framework (available online as an interactive resource) covering the design and delivery of e-learning in VET is going to be developed and introduced to the VET System • One (1) Certification of Quality for VET e-learning programs is going to be introduced • Fifteen (15) e-learning Courses are going to be subject of QA, using the new Framework • Fifteen (15) VET e-learning course Quality Certificates are going to be awarded • Five (5) e-tools related to the adaptation of the QA Framework in the VET system are going to be developed and made available for download or accessed online. • One (1) consultation with representative stakeholders, taking the form of an Expert Panel is going to be organized (to review and finalize the QA Model) • Training material (8 modules) for VET Professionals, including VET Teachers, upskilling them in regards to QA in the design and delivery of VET e-learning courses, is going to be made available on-line in the form of OER.IMPACT - LONG TERM BENEFITSThe design and delivery of the VET e-learning QA Framework, accompanied by a relevant Certification are expected to create a systemic Impact in VET, since the two main VET Umbrella Associations are going to adapt it and present it to their Members (VET Providers). The creation of a Quality Label is going to increase the acceptance of VET as a first choice, enhancing the wider acceptance of the quality of the VET e-learning programs, which is vital in the covid/post-covid era.