"As identified in the initial project proposal, the Promoting Green Games project sought to develop an educational digital game & associated resources to innovate & support improvements in the area of sustainability education in schools, along with a toolkit for teachers to aid in the integration of this game in the classroom. The project achieved this primary goal by creating a game & associated resources to support the introduction, integration & support of sustainability (&/ or climate action) education & activity within schools for both students & for teachers. The developed project outputs have been subject to testing, feedback & re-development a number of times over the course of the project to align them as closely as possible to the needs of the target audience & education sector & the main outputs (primarily the game & associated training material) are currently freely available on all major mobile formats & in public repositories such as the iOS store & Google play store. Feedback from pilot participants indicated an extremely positive opinion towards the use of the game for teaching & learning.The project has exceeded expectation in a number of key areas. In particular, the project has developed a large number of resources, beyond the initial targeted expectations identified in the project proposal. In particular, the project has developed a number of online platforms (3 in total, beyond the single platform - O5 - defined in the proposal) in order to diversify and promote the individual elements of the project - the developed project game (http://penjiithegame.com/), the teacher back-end supporting the game (https://teachers.penjiithegame.com/) and the ""official"" online platform housing all developed resources (http://greenskillsgame.eu/). The project has developed a large and varied amount of training material as part of the game development process and has made this material across multiple formats and media, ranging from the in-game learning resources to classroom-based posters, to online animations. The project has developed an innovative digital game, which not only serves as an engaging tool for supplying and raising awareness about key sustainability/ climate action areas - including climate change, plastic pollution, biodiversity, the SDGs, climate justice, household water, food and energy waste - but has, as part of this development, created an innovative approach supporting sustainability and climate action education in which Game-Based-Learning can be used as part of a flipped classroom approach to support climate action education inside of and outside of the classroom and which can ultimately support teachers and students in creating genuine impact and action. This innovative approach arises from the presence of a “Teacher Back-End”, linked to the developed digital game, through which teachers can release specific levels to students so that students can learn about one or more of the 4 key climate action areas covered by the game - either in-class or outside the classroom. Teachers can then further build on students’ in-game learning by accessing a range of curated existing climate action education resources, alongside bespoke climate action education resources developed as part of the project, through the teacher back-end website and/ or project game website in order to deepen student learning through in-class activities and supports. Teachers can also, as a fourth step, utilise a database of climate action initiatives aimed at primary and secondary schools available on the the game website and teacher back-end to identify suitable initiatives which their students and/ or schools can become involved in, in order to create genuine impact. The project results have been validated with a large audience - primarily the key target audience of teachers and students in primary and secondary schools, but also with organisations/ institutions charged with supporting sustainability/ climate action education alongside policy makers, education representatives, public representatives, etc. Feedback on the project outputs has been uniformly positive and ongoing activities look to embed the resources in the area of sustainability/ climate action education for schools across Europe. The project was widely disseminated to a large range of participants across multiple channels locally, nationally, across Europe and internationally - through face-to-face meetings, conferences, festivals and events, through piloting activities and trainings and through a wide range of online means. The developed project outputs are freely available and have been developed and provided so that they remain freely available indefinitely on open online portals such as the Google Play store and Apple iOS store, (where the digital game has currently amassed in excess of 500 downloads), maximising access and visibility not only to the target audience, but to the general public as well."

CONTEXTIn order to stay competitive and generate sustainable growth, European manufacturing SMEs need to keep up with Industry 4.0, which contributes to the merge of the physical and digital systems. The heavy reliance on computer systems, however, poses numerous challenges for the companies and Industry 4.0 in general.In recent years, one of the most pressing problems of the digital world is cybersecurity and data privacy protection. SMEs’ defence capacity is typically weaker compared to large enterprises and figures suggest that only 14% of the affected SMEs can recover on their own. What is more, „60% of SMEs which undergo a cyber-attack lose their business within 6 months” (National Cyber Security Alliance) and “Manufacturers are much more prone to threats to their security because of connectivity in IT and OT systems through Industry 4.0 digitalization,” (2017 Verizon data breach report). At the same time, SMEs manufacturing executives lack cybersecurity managing tools to assess their cyber risks and make sound decisions during a security incident. In addition, most manufacturing companies across Europe do not have a cyber team due to lack of talent. Responding to these challenges, ENISA stated that “to address the lack of IoT and Industry 4.0 security talent, it is essential to cultivate such knowledge both within and across organisational boundaries. Persons in charge of security within Industry 4.0 organizations should invest in state-of-the-art dedicated cybersecurity trainings that cover all necessary aspects specific to IT/OT convergence and Smart manufacturing. Lastly, trainings and courses at schools and universities (considering localisation to reach a wider audience) will further promote a better understanding of Industry 4.0 security among younger generations and thus in the long-term will contribute to raising awareness.” OBJECTIVES The Encrypt 4.0 main aim is to strengthen the capacity of manufacturing SMEs to ensure security of their data in the Industry 4.0 context and to contribute to tackling the cyber security workforce shortage via creating a comprehensive training package.The specific objectives of the project are:+ Enabling manufacturing SMEs management to adopt a proactive approach towards cybersecurity by supporting them in the process of analysing, identifying and tackling the cyber risks and threats applicable to their organisations+ Promoting interactive project-based learning with regards to boosting cyber-security skills and competences of SMEs’ employees or/and cybersecurity professionals;+ Strengthening peer-to-peer dialogue in the field of cyber security and give free access to critical analyses of lessons learned and cyber defence roadmaps TARGET GROUPS •Executives and head of departments in manufacturing SMEs;•Employees and/or cybersecurity professionals from manufacturing SMEs transitioning to Industry 4.0;•Vocational students with technical profiles;•VET trainers/consultants in the field of cybersecurity.INTELLECTUAL OUTPUTS01: Encrypt 4.0 Cyber Risk Audit Matrix (CRAM) – a comprehensive tool aimed at supporting managers of manufacturing SMEs to perform a comprehensive analysis of their processes taking into account the use of innovative Industry 4.0-based technological solutions and identify cyber risks and support them into designing and setting effective controls at place. O2: Encrypt 4.0 Cyber security training lab - a flexible online training tool that will follow a project-based training approach and where SMEs employees and other interested parties will be able to work collaboratively on different projects and case studies and thus boost their cyber-security skills.O3: Encrypt 4.0 Documental battery on cyber attacks – a tool which will give access to critical analysis of real cyber-attacks and lessons learned as well as roadmaps on how to prevent, identify, tackle and recover from them. The documental battery will be available online and interested parties will be able to share their experience with cyber-attacks and thus ensure constant upgrade and sustainability of the project output. IMPACTThe overall long-term impact sought by the project is to contribute to diminishing the skills & knowledge gaps between cybersecurity skills provided by VET and the ones sought by employers in the manufacturing sector, through the creation of sustainable VET-business cooperation.TRANSNATIONAL DIMENSIONSince Encrypt 4.0 aims to provide manufacturing SMEs across Europe with a package of tools to combat cyber treats, a pan-European effort is needed, ensured by the extensive expertise of all partner organisations. What is more, the transnational nature of cyber-attacks prompts that cyber crime goes beyond national boarders and only through shared knowledge and practices it can be adequately addressed.

The Project Title: “Change in Classroom: Promoting Innovative Teaching & Learning to Enhance Student Learning Experience in Eastern Partnership Countries” (PRINTeL)The main goal of the project is to enhance student learning experience in Armenia, Georgia and Belarus by promoting development and innovation in teaching and learning (T&L), supporting integration of instruction with technology, and dissemination of good practices. This goal is achieved through the accomplishment of the following objectives:1. Strengthening Teaching Staff Development Centres (TSDC) in PC universities through enhancing capacities of staff and trainers, modernizing infrastructure and introducing innovative teacher training programmes. 2. Building up capacities of partner country higher education institutions (PC HEIs) teaching staff by developing their innovative and technology-enhanced T&L skills and competences.3. Establishing Virtual Academy of Teaching & Learning (VATL) as an international community of teachers interested in applying innovative T&L methods and tools and using open educational resources (OER).4. Promoting awareness on the types and methods of innovative and technology-enhanced T&L and disseminating best practices.The following outcomes and outputs are achieved as a result of the project implementation: • 30 staff and 100 trainers of the PC HEIs’ TSDCs have been trained on organization and operation of present-day TSDCs and on innovative technology-enhanced T&L and online instructional methods. • 4 new TSDCs have been established in the PC HEIs and the 5 existing TSDCs have been modernised and strengthened with new technology, trainers and teacher training and counseling programmes. • 18 technologically-enhanced Active Learning Classrooms (ALC) for teacher trainings and 9 multimedia Lecture Capture Studios (LCS) for video-content building have been established, 5 new teacher training courses on innovative and technology-enhanced T&L are introduced in the PC HEIs TSDCs. • Over 4,500 university teachers have been trained in innovative and technology-enhanced T&L methods, online instructional tools and technics, and OER development. • Virtual Academy of Teaching & Learning (VATL) has been established (https://vatl.ysu.am/ ) as an online interactive experience sharing and mutual learning platform to promote innovative T&L practices, creating digital educational content, and serving as an OER depository. • 5 Virtual Ccommunities of teaching practice, Annual virtual forum on innovative T&L and 9 Institutional annual award programmes for the excellence in T&L and promoting development and awareness on innovative pedagogy are created. • 800 copies of the good practice Teacher’s Handbook on Innovative and Technology-enhanced T&L are published and an e-version is made available in the project website: http://printel.am/uploads/page/pdfs/Teacher's%20Handbook__.pdf

The project “Mainstreaming Procedures for Quality Apprenticeships in Educational Organisations and Enterprises” (ApprenticeshipQ) wanted to support educational institutions and placement providers to offer high-quality education to their apprentices. The project’s proposed assessment of quality has made these processes more manageable and will benefit all stakeholders. These benefits include lifelong learning for teachers, professors and tutors, enhancements for placement providers, improvement of apprentice’s skills development and overall higher quality of the learning experience.Quality is key to assuring positive outcomes for all stakeholders involved and this project therefore focused on approaches to securing and developing high quality apprenticeships that will in turn help foster stronger collaborations between employers, providers and students. However, experiences, concepts and vision on how to leverage the potential of practice and work-based learning (WBL) for the field of HVET was lacking. The project addressed this issue through comprehensive quality criteria to give guidance and orientation on how to structure those parts of HVET which take part in the world of work. In fact, no proposal existed on how European Higher Vocational Institutions may adapt their internal quality systems to ensure proper supervision and control of apprenticeships, or even what a minimum level of quality for an apprenticeship should entail. The intention of the ApprenticeshipQ project was to:develop an ApprenticeshipQ toolkit, which provides a clear framework for quality management of apprenticeships at organisations, particularly educational institutions and placement providers, ensuring systematic feedback; foster mutual trust and respect through regular cooperation and better quality management between the apprenticeship partners;ensure the content of HVET programmes is responsive to changing skill needs in companies and society;ensure fair, valid, and authentic assessment of learning outcomes in apprenticeships; support the continuous professional development of in-company trainers and improving their working conditions. The ApprenticeshipQ toolkit was developed by:identifying and analysing different forms of apprenticeships and work-based learning to design and test a typology of apprenticeships;identifying the strategic goals of the main stakeholders involved in HVET to inform quality management;identifying the factors that stakeholders consider essential for QM within the strategic partnership;providing a set of best-practice examples for QM at education institutions and at placement provider sites;identifying quality criteria including their measurement indicators in different education institutions and various industry sectors. This knowledge was applied for target groups including educational institutions, placement providers and apprentices by creating the ApprenticeshipQ toolkit, consisting of:an institutional quality management framework for apprenticeships;an online-assessment tool for quality management;an apprenticeships QM manual for educational institutions containing instruments, methods and tools they can work with to develop a joint quality culture between themselves and small and medium enterprises; an apprenticeships QM manual for enterprises containing instruments, methods and tools they can work with to develop a joint quality culture between themselves and educational organizations. a harmonisation and translation guide with policy recommendations. To test, validate form consensus in the field the project consulted extensively with stakeholders by organising:Workshops in 6 countries involving more than 500 QM experts and other expert stakeholders from the training and education site;Field tests in 6 countries involving more than 300 employers, quality managers, trainer and teachers, HVET institutions, etc.;Surveys, interviews and presentations in 6 countries involving more than 1.300 employers, QM person responsible for the placement as well as the HVET institution site, teachers and trainers.Through the involvement of chambers of commerce, standardization bodies and associations of European institutions of Higher VET in the project, ApprenticeshipQ reached a wide impact, and ensured the inclusion of its processes amongst both placement providers and educational institutions. This in turn led to an enhanced quality management and hence improved quality of apprenticeships in Higher VET around Europe, which is going to increase the attractiveness of HVET as an educational pathway thus enhancing the employability of apprentices and students.