Since the adoption of the EU Cybersecurity Strategy in 2013, the European Commission has stepped up its efforts to better protect Europeans online. It has adopted a set of legislative proposals, in particular on the network and information security, earmarked more than €600 millions of EU investment for research and innovation in cybersecurity projects during the 2014- 2020 period, and fostered cooperation within the EU and with partners on the global stage. The Commission has further strengthened its approach in the past year by including cybersecurity at the heart of its political priorities: trust and security are at the core of the Digital Single Market Strategy presented in May 2015, while the fight against cybercrime is one of the three pillars of the European Agenda on Security adopted in April 2015.Europe as a whole need more security experts and the need for cyber-security in all professions is thus apparent. Especially important is this in ordinary jobs where people normally are very uninformed about the field.In order to reach that aim we need to start with students in VET since they are the future backbone of Europe’s workforce, and since there is no such education incorporated in VET yet, we see a very clear need for this type of focus at initial VET level.Objectives:1. Develop, implement and evaluate a training package for teachers in VET to increase awareness of Cyber-security inspired by the American GenCyber program. The modules will be:1.Privacy, 2.Cyber-security, 3.Social media and Internet hygiene, 4.Digital vulnerability, 5.Hacking methods and password security.Cyber Clever shall:•Train teachers and students in cybersecurity•Develop and test a European Cyber-security course for VET students inspired by the American GenCyber program. •Evaluate and learn from this project so as to allow us to develop further courses and curriculums in Cyber Security in VET•Increase Teacher’s and student’s awareness of their capacity to act as role models and curators of learning environments where cybersecurity is the main focus in all subjects•Increase Teacher’s and student’s awareness of cultural differences in Cyber Security focus and the way in which different cultural norms may affect the way in which people act.•Provide strategies and resources that can be integrated into education setting to allow teachers to provide an integrated school-wide approach to addressing Cybersecurity concerns.•Provide support for students who are distressed about Cyber Security issues by training teachers to be better at focusing on these issues and better able to be support people or capable of providing relevant referrals.The final objective – to promote awareness in key stakeholders and policymakers in VET of the impacts of Cyber Security deficits and why it should be an integrated part of VET educationMethodology:A SCRUM type of methodology will be used in the project. Fundamentally, Scrum is about empowering a self-managing team to deliver and defines roles and responsibilities to create a healthy tension between delivering the right thing, the right way, as fast as possible.Impact on participants:-first and foremost increased competence in Cyber Security as a topic and how you teach this to young people who are often more technically advanced than the teachers.- Broader understanding of practices, policies and research in relation to young people’s usage of technology in everyday life and the security risk it brings along - Increased capacity to trigger changes in terms of online behaviour - Greater understanding and responsiveness to social and cultural diversity; - Increased opportunities for professional and career development: We aim to raise focus on Cyber Security concerns for teachers as a catalyst for permanent change. - Increased motivation and satisfaction in teachers daily work.Long term impact:A workforce that is Cybersecure attentive and who will help SMEs and micro-businesses to focus on the danger of the digital age.

Psychosocial health is critical to fostering students’ ability and motivation to perform well at school. Especially, poor body image and appearance concerns are important aspects of adolescent psychosocial health and development. An estimated 50-70% of students in Western societies are dissatisfied with some aspect of their appearance (McCabe & Ricciardelli, 2004). Further, a large-scale study of 47 schools across Europe found that the most common reason for teasing/bullying was differences in physical appearance (British Council, 2008). Migrant populations are also at risk for poor body image, with increased social pressure to conform to Western ideals of beauty, dress and appearance during the acculturation and social integration process. Poor body image and appearance-related discrimination is a significant concern for the education sector as they both have been associated with poor school performance and psychological and physical health problems including eating disorders, drug and alcohol use, suicidal ideation, low self-esteem, depression and difficulties to integrate into society. Moreover, students who are concerned about their appearance or experience appearance-related bullying are less likely to attend school. One of the main reasons for drop out is psychological health issues (School dropout and completion, Markussen 2011). The objectives are: Develop, implement and evaluate a training package for Youth workers in education who deal with refugees and migrants to: Increase awareness of appearance issues, including; body image, appearance concerns, TABU, and appearance-related teasing, bullying and discrimination and its impact on integration for migrants/refugees. The participants will mainly consist of youth workers and potential youth workers, but some trainers will be involved in each organisation for curriculum development and testing. The project foresees 5 transnational meetings, a national report, a pedagogic report, course development, piloting, finalizing the training materials, joint short time training event, blended mobility week and multiplier events. We will develop a course with 5 modules: 1- Social determinants, 2- Interventions, 3- Cultural and gender issues, 4- Psychological issues on body image, 5- Specific issues for Migrants/refugees. In addition there will be a theoretical report from each country about situation and a pedagocical report as a basis for the course.Methodology will be desk top research, development, testing, evaluation, training staff, implementation and multiplying.Impact foreseen: -Improved competences, linked to their professional youth work: the trainings aim to create an active and inclusive youth work base and enhance their exploring possibilities for inclusion of refugees and migrant youth. This is in line with the study of the European Commission “Working with young people: the value of youth work in the EU” , that identifies the factors that lead to successful youth work outcomes and describes the following as elements of quality youth work: “The youth worker’s relationship with young people; Active outreach to young people in need of help and support; Flexibility, accessibility and adapting to the needs of young people; Learning opportunities, goal setting and recognition of achievements;- Broader understanding of practices, policies and research in relation to young people with refugee/migrant background or those at risk of marginalization and their body image and TABU concerns..- Increased capacity to trigger changes in terms of inclusion of new groups and understand their concerns within their organisations: Youth workers will learn how to work evidence based towards young people with refugee/migrant background with body image and TABU concerns- Greater understanding and responsiveness to social and cultural diversity; Long term benefits: Enhanced quality provision in youth workers ability to deal with the psychosocial issues migrants/refugees have.New youth organisations use our training materials and improve their staff competence in this field.

In Europe, about 23% of our population is at risk for poverty or social exclusion together with that studies in Europe show that around half of all patients cannot understand basic health care information that is presented to them by healthcare professionals. This segment of the population is clearly underrepresented in health and medical research (Bonevski et al., 2014) and there is also an established priority by the European Commission (2019) that we need to generate a better understanding of specific health and care needs and better solutions for addressing those needs, including specific needs of people in vulnerable stages of life, people with physical or mental impairments, or of population groups in socioeconomic situations with structural disadvantages (https://ec.europa.eu/research/pdf/horizon-europe/annex-1.pdf) in order to improve the transparency and equality in our health care. The first step is to provide healthcare professionals (HCP), patient organisations and other relevant stakeholders with the basic understanding of the role, function and characteristics of research in general together with how to approach this neglected target group.By implementing an innovative approach for teaching and learning, based upon evidence-based outcomes, as well as to design continuing education and training activities that link with the European Social Charter (ETS no.163) and the European Pillar of Social Rights (2017).The objectives of this project are to (i) develop, (ii) test (iii) implement and (iv) disseminate the training package for HCP, patient organisations and other relevant stakeholders, enabling them to facilitate person-centred care and support the inclusion of patient and public involvement, especially those from socially disadvantaged groups, in health research. A further objective is to produce a functional training programme, reflective of the sociocultural diversity across Europe. The project aims to make the training material accessible to a broad range of HCP and other relevant stakeholders and will do so through multi-mode delivery.In the partnership, there is highly experienced researcher partners (Norway, Sweden) and knowledge mobilisation partner that has extensive VET experience (Norway), Health Care providers and other relevant stakeholders (Estonia, Cyprus, Greece, Romania, Serbia, Slovenia, and the Netherlands) who are highly motivated to implement the training into service provision.Project methodology and activities comprise:1.A functional and evaluated training material that is based upon research evidence and the needs analysis from the target recipient nations.2.The training will quickly have an impact through high quality continuing vocational education and training (CVET) that enhances service provision by addressing the need to support the inclusion of patient and public involvement, especially those from socially disadvantaged groups, in health research.3.Health care organisations and other relevant stakeholders will have access to this open resource material so they can provide continuing education and training that will update their health professionals' knowledge in this area in order to maintain a safe and effective practice4.As prioritised by the European Commission, it is paramount to create a more sustainable healthcare system that can address that everyone has access to affordable, preventive and curative health care of good quality. Therefore, it is paramount to ensure transparency and equality in health and medical research through improved clinical research and measurement literacy.5. The training will be economically viable to implement and at the same time, be able to reach a large group of members of healthcare staff, students or other relevant stakeholders. This is due to the methodological design of concrete and focused 1-day training course that emphasis on addressing knowledge and skill deficits in this area.In the long-term, the training package together with its implementation plan, will be updated and adapted for other partners' operational directives. The project's key products will remain freely available online for a minimum of 5 years after funding, allowing longer-term access for HCP and relevant stakeholders. It is anticipated that the transnational networks and relationships formed through this project will also lead to new training initiatives and projects across Europe.The project will result in raising a European awareness of these aspects, which adheres to the established priorities of the European Commission (A strong social Europe for just transitions, Brussels, 14.1.2020 COM(2020); European Commission Communication 'European Disability Strategy 2010-2020: A Renewed Commitment to a Barrier-Free Europe', November 2010; European Commission Communication 'The European Platform against Poverty and Social Exclusion', December 2010).