<< Objectives >>Into The Deep brings the worlds deep ocean to your laptop: we teach participants about four distinct deep sea marine habitats, show the impact which human behaviour has on them. Then we train users in a new web-based tool to make species observations in sea floor videos. Results feed into ongooing research. Users gain a deeper understanding of marine conservation policy and agency through their research. Our outputs will encourage more collaboration to protect our valuable marine ecosystems.<< Implementation >>1) Online course for awareness- and agency raising in four deep sea marine habitats2) Move from learning to doing: a novel web-based Marine Image Analysis Tool for Citizen Scientists to analyse real data and take ownership of ongoing research.3) Test a feedback methodology and create handbook for non-formal STEM learners. Encourage collaboration between science and communities 4) Collate all this and more on The-deep.eu, an online hub for to access courses, the tool and all our social media<< Results >>1) Four online awareness raising courses raising real research questions about deep sea ecosystem resilience, from four different deep marine locations. 2) BIIGLE Lite citizen science tool to support user agency in climate change and to progress science 3) Tailored feedback and evaluation methodology to give us rich data to find out what worked4) CS Handbook to build confidence in reseachers5) The-Deep.eu platform to sustain and enlarge on this work

As the quality of the environment is continuously degrading, the vision of the Sea4All project was to contribute in reversing this tendency through the formation of a strong environmental awareness and consciousness. And the best way to start is school age, through the creation of innovative educational and electronic material. To this end, the appropriate learning strategies were elaborated in collaboration with the teachers as a driver to transfer and spread the knowledge to the schools.Sea4All has developed educational games and classroom material focusing on marine pollution and especially oil spills and floating objects (e.g. plastics) for school children around the world. A team of scientists from Greece, Cyprus, United Kingdom and Romania has developed new innovative educational material for teachers and an online learning game that were: a) pilot tested in multiple countries in Europe, b) used in a series of outreach events to enhance the awareness of local communities in terms of the environmental and economic impacts of marine pollution events. All the tools of the project are created mainly for educational purposes as part of a special educational curriculum for enhancing environmental awareness in schools, but can also be used out of the school setting and are addressed to all interested stakeholders. This endeavour was a result of the collective and interdisciplinary work of experienced teachers, marine scientists and computer scientists. The teachers created the Training Curriculum and the Pedagogical Handbook for teachers and students, enriched by scientific and environmental data concerning marine pollution and coastal environment, presented by ICT tools, also based on the same scientific and pedagogical material. Several activities took place in order to achieve the main goal of the project, and prepare the five Intellectual Outputs of the Sea4All project:-The Training Curriculum was created with the aim to contribute to the teacher’s professional development on marine pollution issues, providing them with all the necessary scientific knowledge and educational competencies to transfer the knowledge in the classroom and motivate the children.The Training Curriculum will help the teachers understand the marine pollution and conservation issues and its impacts not only to our health but also at the social, cultural, ecological and economic level.-The Pedagogical Handbook is designed to be used as a useful guide for school teachers, educators and counsellors. It consists of conceptual knowledge, pedagogical approaches and assessment methodologies based on successful and inspiring experiences on marine pollution. The ultimate goal is the transformational learning and the acquisition of new attitudes and behaviour on marine pollution by the pupils in class but also by the whole school community. It consists of 10 analytical lessons that can function as models and inspiring examples, for teachers to use them in class but also adapt them and take them further, according to the needs and pursuits of their pupils. -Technological developments in marine pollution, concerning the study of oil spills and floating debris affecting the marine environment. New research data was gathered and analyzed,and vast geographical, geological and oceanographic scientific databases were incorporated, in order to make the produced scenarios and simulations more realistic and adapted to local conditions. All the scientific material is presented in a simplified way, understandable by teachers but also generally non-specialists, highlighting the different aspects of pollution and its environmental impact. -The e-learning platform contains all the scientific information and knowledge produced in the project , but it also goes further. The platform is open to more information, in order to serve as a point of reference in the future, and contain all related information on marine pollution, educational methodologies and ESD competences for people who would like to enrich their knowledge and skills. -The ICT based learning game was created as a complementary educational tool for embedding acquired knowledge. The e-Game was designed in order to attract the interest of children and help them understand the marine pollution issues in a more active and experiential way, facilitating the acquisition of appropriate knowledge.This online learning game was developed mainly for 10-14 old pupils. All participants, but mainly teachers that took part at the various activities provided valuable feedback for the successful completion of the outcomes. They were very much interested and even enthusiastic about embedding innovative educational and electronic material in class, easy and understandable to use in classroom. All countries aim to embed these tools in their curriculum according to their different educational systems.

"<< 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"

Context /background of ProjectThe Mediterranean region is vulnerable to land degradation, which affects important sectors of the economy (agriculture, fishing, tourism) and the supply of vital goods (water, food). Although “actions to restore ecosystems and biodiversity have significant potential to create new skills, jobs and business opportunities” ((ED 2011/2307(INI)), there is a considerable shortage of skilled workers in this field due to the lack of proper training. This is especially important in Southern Europe, where youth unemployment is extremely high.Objective of the projectThe overall objective of LANDCARE was to improve training capacities in relation to Land Degradation and Rehabilitation (LD&R) in Southern Europe, in order to fulfil the demands of an emerging labour market and contribute to the green economy. LD&R is a field that requires training involving real study cases and hands-on experience. For this reason, the educational path proposed in the project combined short-term international mobility and innovative online learning: Personal Learning Editions (PLEs) and Small Private Online Courses (SPOCs). Employability skills were enhanced by means of personalized training and hands-on practices. To increase the scope of this strategy, the project reinforced interactions between students, educators, researchers, companies/agencies/NGOs and decision-makers.Number and profile of participantsThe consortium consists of 8 partners from Spain, Greece, Portugal and Italy. The four academic partners comprise educators/researchers with recognized expertise in LD&R and project management. The partners also have university entrepreneurship abilities. The four professional partners include Small and medium Enterprises-SMEs, an NGO and decision-makers. The professional partners complemented the training and also increased the scope of the project outcomes. The coordinator (USC) is the academic partner with the strongest structures in place for virtual learning, employment and Quality Assurance.Description of activitiesThe main activities focused on training both staff (from academic and professional partners) and students (High Education Institutions-HEI, company staff and selected unemployed people). Teacher training included a) intensive training in innovative online learning tools (PLE, SPOCs) and b) short-term, joint events to reinforce training capacities in LD&R.The student training was based on two types of blended mobility. The concepts of LD&R were taught by means of an intensive study programme, involving mobility and flexible online training (PLE, SPOC). Practical experience and employment skills were provided by means of an internship programme combined with solid online and personalized training in employment and entrepreneurship. The trainees included HEI students, staff of companies involved in LD&R and selected unemployed people. As expected, certain teaching outputs of the project had strong multiplier effects: the development of blended mobility to enhance employability in the “Green Economy”, publication of the first handbook linking Land Restoration and employability opportunities and launch of a peer teaching network. The main multiplier social effect was the enhancement of the green economy to create jobs.Methods to be used in carrying out the projectThe project was divided in four main logistical phases:1. Stock-taking of good practice and evaluation of available materials and resources for LD&R training. 2. Collection and production of materials and case studies for the interactive courses.3. Implementation of a pilot project. The trainees travelled from the home institutions to attend training sessions and also used the online learning tools.4. Dissemination/multiplier events towards outcomes, at three levels: a) dissemination of good practice by all participants, b) interactive courses and an electronic platform involving universities, social media and alumni and c) launch of a LD&R network with peer teachers and experts.Short description of the results and envisaged impactThe impacts at individual levels include access to innovative methods and techniques in LD&R, improvement of language and digital skills and increased employability of the workforce. At organizational levels, the companies/agencies/NGO have benefitted from access to knowledge and special facilities and increased supply of skilled workers. University structures involving online learning and employment have also been reinforced. Help has been provided to decision-makers to solve certain environmental cross-border challenges.SustainabilityThe results of the project are maintained after the project as a result of the effects on the structures of the institutions. The products are published in open access. The creation of a network on training ensures the long-term impact of the benefits.