Overurbanization has led to a considerable pressure on establishing an ecological harmonization in the relationship between natural environment and human beings. Against this background, the benefits and the positive impact from urban farming are numerous. Οrganic and vertical farming in and around cities can boost social, economic and environmental sustainability. Among others, urban farming contributes to the mitigation of the climate change implications, allows consumers produce local food and curbs at a significant level air pollution in big urban areas. Urban farming is also a unique opportunity for engaging city dwellers in active community participation and establishing community-based initiatives. Having in mind that urban farming requires little initial investment and installations, it can also encourage individuals in developing their small-scale businesses either from their balconies, small gardens, rooftops or even in community gardens and public parks. Further to that, the financial crisis in the EU had a severe impact on the public and private investment of training programs. The number of low-skilled adults and those excluded from lifelong learning has been increased over the past years (European Association of Region and Local Authorities for Lifelong Learning). To this end, uRBFARM project is suggesting a training program which combines face-to-face and on-line learning in urban farming and entrepreneurship skills tailored to low-skilled adults’ capacities, potential and needs. uRBFARM is an innovative blended-learning program which aims to:-Teach adults green skills, entrepreneurship and food literacy-Enhance active participation and community-building in urban areas-Boost-up the number of people in adult education and build awareness on Erasmus+ lifelong learning opportunities-Develop innovative adult education opportunities (i.e. blended learning) and encourage widespread implementation-Increase e-learning/on-line literacy among adults-Trigger more environment-friendly individual lifestyle and behaviours -Deploy Erasmus+ to foster and cultivate a common European value among citizensuRBFARM target groups are:-Low skilled adult learners interested in urban farming, green skills and entrepreneurship-Unemployed individuals-Senior citizens-VET & adult education providers-General publicThe main results of the uRBFARM program are:-A blended-learning program for low-skilled adult learners-A program with four core training modules in a) organic farming, b) vertical farming, c) entrepreneurship skills and d) community-based initiatives-Labs for sustainability skills-uRBFARM Massive and Open Online Course (MOOC)- 1 info day for each partner-A multi-lingual toolkit explaining country particularities, characteristics and challenges in urban settingThe partnership has put in place a concise project and management plan in order to ensure the smooth execution of the project (such as quality assurance, budget control, management, risks mitigation, partners responsibilities) for its 24-month duration. The training program will be developed according to the three intellectual outputs. In the meanwhile, three transnational meetings are foreseen to take place (kick-off meeting in Germany, 2nd project meeting in Austria and 3rd meeting in Italy) while online permanent communication among all partners will run throughout the lifespan of the project. Among the other dissemination and exploitation strategies, one-day info days will be projected in each partner city. In addition to that, key stakeholders will be involved and contribute to supporting the project partners to establish an inclusive and novel training program.Impact on the participants: -Equip EU citizens with urban farming and green skills-Empower low-skilled adult learners with entrepreneurship skills-Engage individuals in community-based actions and initiatives-Enhance blended learning for adult learnersImpact on the partner countries:-Broaden knowledge and build awareness on sustainable urban farming practices -Extend European network-Build synergies and collaboration at local, national and EU level -Build staff capacities in adult education and blended learning -Motivate partners to undertake/join similar projectsIn terms of long-term impact, we expect to have contributed to engage more and more city dwellers in actions which can lead to positive effects on environment and create a generation of low-skilled adults who pursue education no matter of age or level of education. Further to that, by implementing similar projects, EU citizens become more acknowledged about EU values and the common community they belong to.

BACKGROUNDThe main purpose of our project is to design an innovative vocational curriculum on Regenerative Agriculture, which will provide learners skills and knowledge to implement sustainable cultivation methods, therewith giving impetus to transform agricultural practices and landscapes.In the EU, more than 90% of the fields are cultivated conventionally. This type of cultivation creates serious problems for human health, the climate, biodiversity, soils’ fertility, freshwater bodies and the ecosystem as a whole. (UNEP Foresight Brief, 013, May 2019)Regenerative Agriculture with its subtopic Permaculture, responds to all above-mentioned problems as it is a conservation and rehabilitation approach to farming systems focusing on topsoil regeneration, increasing biodiversity, improving the water cycle, supporting bio-sequestration, increasing resilience to climate change and enhancing soil fertility.OBJECTIVESOur overarching objective is to promote, facilitate and accelerate the global transition to regenerative food, farming and land management in order to restore climate stability, increase biodiversity, rebuild soil fertility and produce healthy food.Therefore, the project aims to: 1) close the skills gap in agriculture education by providing a web-based training on Regenerative Agriculture. The course will enable learners to apply alternative cultivation methods, therewith equipping them with the competences to respond to the challenges the agricultural sector is experiencing.2) Inform VET authorities and policy makers about regenerative agriculture thereby giving impetus to include teaching contents on the subject into national framework curricula.3) Integrate the course into curricula of agricultural VET providers, training companies and HEIs.4) Conduct an awareness raising campaign on national and European level giving policy makers, VET providers, farmers and the general public a coherent picture of the state of the art of regenerative agriculture and help improve the perception about alternative farming, its benefits and the possibilities to upscale measures.TARGET GROUPSThe RegAgri4Europe VOOC will empower a new generation of farmers. The course is ultimately targeted to apprentices and other interested persons with an agricultural background (end users). Furthermore, the project targets two additional groups:a) Persons, who actively participate in the development of training curricula and examination queries for agricultural vocation on national level. These include public authorities for vocational education, members of national VET (sub)committees, members of specialist groups, representatives of training networks and policy makers. By including VET representatives and policy makers, the project gives impetus to include contents taught in the project course into the national framework curricula for agricultural education. In doing this, the consortium ensures the achievement of highest possible impact and sustainability of its outputs.b) VET providers in agriculture, training companies and higher education institutions offering agricultural education. By engaging training providers, the consortium ensures the integration of the course content into curricula of independent education bodies and therewith achieves optimal exploitation results.RESULTS IO1: Status Analysis on Regenerative Agriculture in today's agriculture, education sector, public awareness and industrial demand. The major aim of the status analysis is to gain a comprehensive understanding of the present situation of Regenerative Agriculture/Permaculture in today’s agriculture, education sector, public awareness and industrial demand.IO2: Development of RegAgri4Europe Training ProgrammeThe RegAgri4Europe training programme includes: Course catalogue and handbook, reading material, video lessons, learning activities, a virtual library, assessment exams, certificate in all partner languages and English. IO3: RegAgri4Europe Virtual Learning Environment (VLE) - creating an accessible Vocational Open Online Course (VOOC) containing the training and assessment material developed. It also contains a Virtual Community space to support community interactions among learners, professors and teaching assistants.IO4: RegAgri4Europe International Accreditation and TransferabilityThe project also includes a Learning Teaching Training Activity on the Permaculture farm Schloss Tempelhof providing work-based learning experience to participants. IMPACT•Learners' acquisition of important skills and knowledge on Regenerative Agriculture•Improved digital competences of educators and learners•Integration of RegAgri4Europe course content into national VET programs and curricula•Improved perception, awareness and understanding of Regenerative Agriculture by all stakeholders and the general public•Influencing political approaches and measures towards a sustainable agricultural turnaround

"The healthcare sector is dominated by a myriad of cybersecurity-related issues that pose new challenges to the healthcare sector. In an increasingly data-driven world, cybersecurity is no longer just an issue for experts. In the past, Europe has encountered an unprecedented number of cyber-attacks in terms of their global scale, their impact on the business sector and their spread rate.Healthcare organizations are among the most trusted institutions with the most sensitive information about patients: name, date and place of birth, medical records, Social Security information. Health care players have become an easy target for hackers because of many difficulties (low budget, lack of IT organization, overuse of legacy systems) and are facing increasing pressure and threats from them. In particular, the situation under Covid19 showed the vulnerability of many IT systems. Through home office and travel restrictions, many contacts were carried out virtually, in the health care system (health offices, medical practices, hospitals, pharmaceutical surge, health insurance) many processes were switched to online and this in a short time, which did not allow much room for safe development. This situation has been exploited by many cybercriminals.The healthcare industry faces major challenges, as cyberattacks can not only result in financial losses and privacy violations. The General Data Protection Regulation (GDPR) 2016/679, which will be directly applicable in all Member States by 25 May 2018, requires healthcare organisations to analyse their data flows and to reconsider how they deal with and monitor patient data to ensure that they comply with the Regulation. At the same time, the expected massive growth in data protection jobs is leading to new skills, knowledge, and skills of healthcare workers. As a result, the health sector faces the risk of a growing mismatch between the qualifications of data protection officers/employees in European countries with different occupational profiles in terms of skills and competences and, most importantly, a different level of data protection legislation. This project aims to equip the main actors with staff who will fill the gap and the identified mismatch between qualifications: - developing improved regional and supra-regional partnerships to ensure that sufficient health workers and learners can receive the right training/training based on current needs.- More systematic and coherent link between education and vocational training, with the health sector and health organisations - developing an environment that promotes the employability of workers in the health sector by providing appropriate tools to improve their working conditions and the quality of services provided.- Improving comparability and transfer of skills and competences through online training for current or future healthcare workers. - Raising awareness and improving knowledge of patient data protection and providing concrete information on legal aspects In order to achieve these objectives, the following products were created by the consortium members during the project:1. Report on the results of the country-specific needs for the skills and knowledge of data protection officers, a Best Practice research on the training opportunities offered and a summary of a transnational professional profile.2. Two online courses: ""Specialization course on data protection in healthcare"" and ""Awareness Raising of data protection in healthcare""3. A manual on how to apply the developed work-based learning (WBL) provides guidance on how to apply Mobility Tool (see point 4), videos and webinars (especially in pandemic times), as well as a guide how to perform internships in normal times. 4. A mobility tool to mediate contacts between healthcare companies and trainees or job seekers in the field of data protection.5. Report on the specific methodology for quality assurance of educational provision. It also includes a report on the methods that training providers use to monitor the sustainability of their education offerings, as well as more far-reaching suggestions (graduate tracking).7. A website that provides general information about the project and makes all these products publicly accessible in four languages (English, German, Greek, Romanian) without restriction of access.8. Trainers were trained how to use the GDPR4H training material and the online courses."

"<< Background >>Because of the extreme relevance of online and blended learning programmes at the current time we emphasize the need for a digital transformation through development of digital readiness, resilience and capacity of Math Education.During 2019 Covid outbreak, schools around Europe were forced to implement a distance learning or a hybrid learning model. This meant that, under time pressure, the proper digital tools had to be chosen, the educational content had to be digitalised, and most importantly the whole learning process had to be transferred to on-line environments. Although, many researches of the past decade were aiming to increase the educational organisations’ readiness to perform such a swift, it was, most commonly, not expected to occur so rapidly.Thus, leaving little time to educators to research suggested approaches and tools and find the method that would best suit their teaching approach.The lack of data and information to enlighten the decision makers, as well as the lack of a platform capable of integrating all those tools led to students using multiple and different tools for different subjects at school, after school classes, when changing schools, etc.This resulted in a feeling of confusion to educators that expected a greater level of guidance during the sudden digital swift. The need to support the teachers and educators will be met with the design of the European Platform of Video Lessons hosting videos accessible by teachers, students at any time and any place and through any device applying an approach of BYOD (Bring Your Own Device). Added value of the European platform BYOD-Learning is that will be dynamic allowing its continuous growth and updating with more subjects, more levels and more languages.The second need to develop students key competencies particularly mathematical and digital competences will be met with the produce of a prototype methodology and specifications for the design of the video lessons including but not limited to (PPP, animations, application of software, videos, instruments used, external links, comics, infographics, etc) and making it appealing to students.BYOD-Learning aims at fundamental changes of students' learning. A shift towards more active, exploratory, self‐regulated, autonomous, communicative and collaborative learning is intended. This way of doing mathematics will help to develop a broad variety of key competences in students.BYOD-Learning platform and methodology also emphasizes and encourages Hyper-personalisation of learning. Despite our awareness of a disparity between students, the normal practice still is having the same teaching approach for all students. BYOD moto is that learning can be enhanced when the instructional process accommodates the various learning styles of students. New teaching BYOD approach, with the use of the video materials and digital tools offer every student a personalised approach to learning where they control their own pacing and where they can see themselves as successful students, and allows students to choose their own learning pathways.BYOD Learning platform and methodology support students with mix ability knowledge by developing their key competences and provides inclusion in the learning process reducing disparities in learning outcomes affecting all learners, especially underachievers.BYOD consortium joined forces to contributes for overcoming the European problem of low‐achievers. These changes of students' learning require and are based on changes of teaching. Many teachers encounter new problems and feel somewhat isolated and uncomfortable in the new online environment. Teachers are uncertain about the level of students’ commitment to learning. Project will support teachers and educators needs of digital transformation of teaching with clear strategy and approach for application of digital online materials, framework of competences and methodology.<< Objectives >>With the project we would introduce a new and innovative approach for the teachers and students in Math education to follow and use as additional teaching material. The idea behind the project proposal is to provide an alternative flip-classroom learning environment through video lessons covering the curriculum in support of two-fold solutions (1) digital learning solution (2) support to mix ability classes outside the classroom. The current project will focus to students learning mathematics in secondary education, especially 7 graders. The innovative environment solution and methods will be a basis for hosting more grade levels and more subjects.The digital learning will occur through developing videos with Math contents, based on the specific curricula in the partnership countries. The innovative aspect of the proposal is the fact that each content will be designed in three different time duration frames, for the different types of achievers. 15-minute videos for the overachievers in Math, 30 minute for the average students, and 45 minutes for the underachievers. This idea of a-3-frame videos does not exist; moreover, it will contribute to the process of inclusion of the weak students in the process of learning but also of the higher ability students in the process of learning challenge.The project will produce a prototype methodology and specifications for the design of the video lessons including but not limited to (PPP, animations, application of software, videos, instruments used, external links, comics, infographics, etc) and making it appealing to students . The project’s main result is the European Platform of Video Lessons hosting videos accessible by teachers, students at any time and any place and through any device applying an approach of BYOD (Bring Your Own Device). It will be dynamic allowing its continuous growth and updating with more subjects, more levels and more languages.General Aims: Didactic concepts, teaching and learning material as well as corresponding assessment methods for mathematics education will be developed, tested, evaluated and disseminated on the European level. BYOD-Learning project uses the power of initial and in‐service teacher education to put innovative pedagogical and didactical approaches into practice. The aim of the project refers to two target groups, teachers and students. (1) supporting teachers and teaching professionals by providing digital resources that will help them in their everyday work (2) support students with mix ability knowledge by developing their key competences and provides inclusion in the learning process.More specifically, the project aims to the following concrete objectives:- to develop innovative approach to teaching math and integrated methodology of good practices; - to reduce disparities in learning outcomes affecting all learners, especially underachievers;- to incorporate ICT-based methodologies for learning Math and providing more attractive education and training, implementing OER and digital tools;- to create an European e-platform for teaching and learning mathematics applying an approach of BYOD (Bring Your Own Device), allowing its continuous growth and updating with more subjects, more levels and more languages; - to improve assessment of the key-competences (mathematics and digital skills);- to develop Personal, social and learning to learn competences in students;- to enhance professional development of teachers involved in the process of education;- to enable teachers and schools to transfer part or the entire educational process in a digitally supported environment allowing them to implement distance/hybrid learning models;- to provide the competence framework for teachers that will empower teachers to rapidly adapt to a transition to a distance/hybrid learning environment.<< Implementation >>The implementation of the project will be realized through development of several work packages that will be included in the methodology applied: WP 1 - throughout the project’s cycle.Management activities (planning of the meetings, allocation to workload per partners, keeping records on the progress of the outputs, interim report and final report) WP 2 - months 1 - 3. Preparatory activities (Selection of staff involved in the project, distribution of tasks on work-teams and individual experts (job descriptions, specific procedures, schedules and objectives for teams and experts) establishing a communication network, preparation of participants: task related, linguistic support, digital training, inter-cultural education, risk-prevention and security in work) WP 3 - months 2 - 13 Design of an European Platform of Video Lessons hosting videos accessible by teachers, students at any time and any place and through any device applying an approach of BYOD (Bring Your Own Device). WP 4 - months 9 - 21 Design of a Methodology and specifications for the design of the video lessons and Set of digital tools and guidance on the digitalisation of the educational content to facilitate the learning processWP 5 - months 13 - 24 Design of a Training course for supporting teachers and educators to digital transformation through development of digital readiness, resilience and capacity.WP 6 - throughout the projectQuality assurance (monitoring and evaluating the quality of the activities and the results, Budget control and time management, Risk management, Accountancy andfinancial reports, management of unpredictable events and situations) WP 7 - months 5 - 24 Acquisitions (consumables, website, translation services, communication services services used for preparatory actions etc. Legal assistance WP 8 - months 12 - 24 and after the project Dissemination activities (coordination between the partners, implementation of activities to promote the project’s results outside the partnership, evaluation of those activities according to the dissemination plan and its objectives; within the institutions involved in the project; in other institutions, public events; dissemination through mass-media, publications; dissemination through graphic materials; dissemination through online environment) WP 9 - months 1, 9, 21Transnational project meetings 1. Kick-off meeting in December 2021 (Poland) 2. Second Transnational meeting in August 2022 (Bulgaria) 3. Final transnational meeting in August 2023 (Greece) WP 10 - months 22, 23 Multiplier events - E1, E2, E3, E4, E5, E6 Events for sharing the results of the project in every participants countries in the second year of the project's life cycle (Poland, Greece, North Macedonia, Cyprus, Bulgaria, Spain) - October 2023WP 11- month 23 Training event- An LTTA for 2 participants from each organization of the Partnership after the completion of the third intellectual output in Cyprus, leading organisation CMS leader of IO3WP 12 - months 22-24Exploitation plan and Sustainability (discussion within the partnership and agreement on activities for exploitation of the project’s results with specific emphasis on the sustainability of the project after its completion)<< Results >>Consortium intend to develop, transfer and implement innovative practices at organizational, national or European level. The outcomes would be:- innovative approach to teaching math and integrated methodology of good practices; - reduced disparities in learning outcomes affecting all learners, especially underachievers;- ICT-based methodologies and use of OER for learning Math and providing more attractive education and training;- creation of an e-platform for teaching and learning mathematics;- improved assessment of the key-competences (mathematics and digital skills);- enhanced professional development of teachers involved in the process of education;Deliverable and results expected during the project: 1. A Project Management Strategy, including guidelines and rules for partners regarding communication, project meetings, administrative and financial arrangements. 2. An Integrated Dissemination Strategy, describing and scheduling all dissemination activities and outputs, including: - Content marketing and SEO optimization of the website - Newsletters, for distribution to partner networks 3. An Integrated Sustainability Strategy including strategies that must be implemented during the project to optimize uptake of resources upon project completion. 4. A Quality Management and Evaluation Strategy, to establish expectations, procedures for quality both in outputs and processes, and the means to monitor, evaluate and propose corrective measures to optimize quality throughout the project. This strategy would include a commitment to and detailed description of website maintenance throughout the project. 5. A Project Logo which will be used on the heading and all forms of reporting used by the partners throughout the project lifetime 6. A Website, creation and maintenance of the project website to be active for a minimum of 3 years post project completion. The website will have its own control panel and ""back-office dashboard"". 7. A Project Facebook Page 8. An Evaluation Report to examine the project through internal and external questionnaires. 9. QARM (Quality Assurance Risk Management) for avoiding and handling potential problems 10. A Dissemination Report containing all internal and external evaluations of the project 11. Stakeholders contact database, which will ensure that a full list of partners' local and extended networks is created to provide 6 monthly updates on progress during project delivery and a full report that will be disseminated to a wide reach as possible post project completion to European stakeholder networks (press releases, published articles, TV, radio, internet social networks, digital media, etc.) The strategy will ensure ongoing visits to the website and use of the Intellectual Outputs once they are created, by interested organizations and potential trainees; and the active participation and contribution of relevant organisations to the development of Intellectual Outputs.Direct outcomes as intellectual outputs and work package results: 1. European Platform of Video Lessons hosting videos accessible by teachers, students at any time and any place and through any device applying an approach of BYOD (Bring Your Own Device), accessible in three different formats for promoting the inclusion and aiming to reduce the number of underachieving students.2. Methodology and specifications for the design of the video lessons and set of digital tools and guidance on the digitalisation of the educational content to facilitate the learning process.3. A training course for supporting teachers and educators in the process of digital transformation through development of digital readiness, resilience and capacity4. An LTTA for the teachers/researchers from each partner organization to test the effectiveness of the platform and BYOD methodology5. Multiplier events held in each country of the partnership, to promote the project and share the results."