SNACKS was a transnational project between Lewisham Southwark College (lead partner), a Further Education college in England, IAL INNOVAZIONE APPRENDIMENTO LAVORO FVG, a non-profit training institution in Italy, Zeynep Mehmet Dönmez Otelcilik ve turizm meslek lisesi, a Tourism vocational school and Venosa Beach Resort & Spa, both in Turkey. Ultimately the project aimed to contribute towards improved skills amongst trainee and new chefs, in conjunction with college and work based learning.Traditional methods of delivering vocational qualifications are no longer fit for purpose, they lack flexibility and do not match the needs of learners or the requirements of employers. Students who struggle to understand things first time do not always grasp the principles from practical lessons. Limited time in teaching kitchens (in schools/colleges or work placements) mean that it is very difficult to catch up. Groups often have a wide range of abilities and less able students do not always want to highlight that they have not understood, this is sometimes not captured until assessment stage. SNACKS’ aim was to support vocational trainees in the areas of Hospitality, specifically trainee chefs. It did this by creating online video resources to supplement their main course along with built in opportunities for learners to earn Open Badges as recognition of their subject knowledge. An Open Badge is a digital reward which can be stored inside a student's ‘digital backpack' and used to supplement their qualifications when applying for employment.In the first phase, partners designed the structure of resources, including a range of core skills which are common to all trainee chefs and some local speciality dishes from each partner country. We then created the first 30 resources and piloted them with trainees to inform the final product and review the remaining planned resources to ensure that they were still the most appropriate in light of feedback from the pilot. In total we created over 100 short video resources and accompanying activities such as quizzes. Trainees can complete activities to receive Open Badges.This lends itself particularly well to a transnational project as core kitchen skills, especially preparatory skills, are international, as are the pressures in a commercial kitchen to produce consistent, high quality food to tight deadlines. The additional resources, including local specialities, will also have international appeal either as familiar or new dishes. For example, English cakes, Italian pasta and Turkish kebabs are already known in most countries, although young chefs might not yet know how to make them, and other dishesSNACKS targets professional trainees, allowing them to fit their studies around their work and family commitments and to learn at their own pace. The resources are focused on the commercial environment and are available for learners to remind themselves of lessons already learnt in class or catch up on missed sessions. We expect at least 500 trainees to use the resources, although they will not be formal project participants. The actual number of participants was approximately 50 students (attending project meetings, testing resources and providing feedback and assisting with videos, eg as chefs’ assistants) and 40 staff form the four partners.All three vocational schools offer an alternative form of education to the traditional academic route. Several of our trainees come from disadvantaged backgrounds and often do not live with their parents, either because of geography (in the case of Didim) or because of family circumstances, for example they are in the care of the state or their parents live abroad. We have found that there is a particularly high incidence of learning difficulties such as dyslexia amongst chefs and many also benefit from additional support with this.We held four project meetings - a kick off meeting in London followed by one meeting at each partner school. Interim meetings took place using Skype. The project working language was English, as this is learned by students at all three vocational schools, although resources were created in all partner languages. All resources are Open Access, so trainees have full flexibility about how and where to use them. Trainers now have a bank of materials produced by subject specialists to supplement classroom delivery, with the option to use them as part of their revision programmes or simply allow trainees to use them on an ad hoc basis. The system is fully flexible so that trainees can watch a series of linked videos showing different skills or watch the same demonstration several times if they are struggling to grasp something.

SolutionByInclusion gathers 4 countries from Denmark, Italy, Malta and Norway. Hereby all 4 countries struggle with ESL. Project research partners are Capacity Building and Evaluation (CABE) - a research group under Department of Culture and Learning Aalborg University (DK), NLP Aalborg subdivision Center for Unges Livsmestring (DK) and Norwegian regional center, RVTS Sør, focusing on mental health of the children and young people. Schools involved in development and test of the tools for prevention and intervention are vocational education school in Denmark (Tradium), community college in Italy (IAL INNOVAZIONE APPRENDIMENTO LAVORO FRIULI VENEZIA GIULIA SRL IMPRESA SOCIALE) and Guze Ellul Mercer school (GEM 16+) under Ministry of Education in Malta.In Denmark statistics of 2019 for VET institutions shows average ESL of 47%. https://dbrs.dk/artikel/trods-stigende-optag-erhvervsskoler-skal-skrue-op-for-fokus-p%C3%A5-frafaldThe statistics of ESL in Italy shows a rise in the amount of early schools leavers in 2018 by 0.5 % (15% in 2017). It places Italy in the 4th place (14.5%) in Eurobarometer data of 2018 between the EU countries having highest ESL rate. Malta is placed in the 2nd place by Eurobarometer data of 2018 between EU countries with highest early school leavers rate with 17,5% in average. Accordingly ESL is an overreaching challenge in Malta in school education as well as in VET institution.As ESL data is based on the young pupil in the age of 18-24, most of the youngsters are in the upper secondary institutions or VET institutions, accordingly this project addresses challenge in the cross sectoral perspective testing and developing tools in cooperation with schools and VET institutions, hereby developing approaches that can be applied at vocational education institutions and schools in the EU.ESL is a problem still affecting all member states of the EU to a different degree and it has a serious impact on the future of young people as well as on a society at large. Young people between 18 and 24 that drop out of their education can face difficulties to find an employment as well as they have limited career prospects. ESL is also connected with disengagement from social, political and cultural activities and may lead to significant mental challenges and social exclusion. As it requires differentiated and inclusive approaches to prevent and intervene before the ESL becomes a solution this project focus on methods and tools that will increase students social inclusion and mental well-being.SolutionByInclusion will contribute to tackling ESL through a digital toolbox with innovative methods and tools developed and tested in co-creation with the users and target groups: Students, educators and parents. Thus, Peer Advisory Boards that consists of students, educators and parents will be established. In co-creation with the Peer Advisory Boards the content of the digital toolbox will be developed and produced. The content will include: Videos with coaching techniques and tools, educational material with innovative approaches for teaching and learning, guidance, skills and competencies for educators based on the LINK program (used in Norwegian schools), questionairre and radar chart for measuring students mental well-being and social inclusion. The digital toolbox will be tested, implemented and adapted to the partnering VETs/SCLs curriculum making it easy for all VET institutions, SCLs and upper secondary schools in Europe to transfer, adapt and use the toolbox.Key results and outputs:1. Statistic tool to monitor students drop out and comparative baseline report of dropouts at VET institutions and SCL2. Questionnaire and radar chart for measuring students metal well-being and social inclusion (integrated in the digital toolbox)3. A digital toolbox implemented and adapted to the partnering VETs/SCLs curriculum.4. Evaluation reportThe key results and outputs will lead to the achievement of the project objectives:-To reduce the amount of drop outs by 40 % at each of the partner VETs/SCL at the end of the project -To provide new innovative tools strengthening competencies and one of the key skills - social skills (intrapersonal and social competencies) to social inclusion of youngstersCo-create and develop in cooperation with educators, parents and students more inclusive educational curriculum that will support student learning, applying and testing it on youngsters with different backgrounds and cultures.-To strengthen educators competencies and skills to deal with students well-being and challenges to fit in the class, group (social inclusion) and follow with the subjects on the same level as the rest of the class-To strengthen parents competencies to deal with their children's challenges.Increase the mental well-being that lead to social inclusion of students at VETs/SCLs. At the completion of the project the outputs and key results have involved approximately 5400 participant.

"More than 14 million family enterprises in Europe provide for 50% of GDP and 60 million jobs. In times of crisis, family enterprise play a crucial socio- economic role as an employment buffer and pivot of growth.Despite their role, at present there are no programmes and initiatives tailored to the specific needs of family enterprises whose competitiveness is undermined by specific challenges. As highlighted by the EU Parliament:1. The EU Commission does not have a family enterprise initiative since 20102. There are shortcomings in regulation, definitions, support system and training for family enterprises, exacerbated by high fragmentation among Member States3. There is a generalised lack of operational tools and training resources for family enterprises, especially those of micro-small sizeSuch challenges and needs are best captured by>(2210(INI)) 30.6.2015, “Family Business in Europe”, European Parliament>""Entrepreneurship Action Plan 2020"" EU Commission>“Identification of Future Skills Needs in Micro-Craft-Type Enterprises up to 2020”, EU CommissionSuch policy reports are corroborated by “industry reports”, like Ernst & Young “Family Business Yearbook” 2016/2017; KPMG “EU Family Business Barometer 2018”. Such official sources provide an alarming picture: family enterprises’ sustainability and competitiveness is undermined by specific challenges and needs:>promote specific training for family enterprises in fields like governance and management models>need to establish a direct link between training and family enterprises so that they can constantly upgrade and upskill their competences to face challenges in areas like management>develop digital entrepreneurship and digital skills for family enterprises>need for tailored training on internationalisation, especialy for family businesses of small and micro sizesVESTA has the objective of supoorting the growth and sustaining the competitiveness of family enterprises so that they can strive and continue to play that crucial role of social buffer and economic engine of growth, by developing innovative operational tools and training resources.PARTICIPANTS of the VESTA project include partners from the VET system (both formal and nonformal), support system and facilitation of entrepreneurship, family enterprises and Third Sector.VESTA brings together 6 partners from 5 countries, and at implementation will engage at least 200 target groups. A set of Associated Partners complement the participants, together with a series of policy and practice stakeholders that will be involved at implementation throughout various activities.ACTIVITIES that partner will carry out include:1. Develop and maintain the VESTA OER Platform to provide visibility to project activities and promote the adoption and use of the VESTA tools and resources in their multilingual versions2. Map the ecosystem of family enterprises to extrapolate dynamics of family enterprises to bridge the gap (operational, of definitions and training) identified by EU institutions3. Develop operational tools in support of family enterprises4. Develop and deliver innnovative training specifically tailored and targeted to family enterprises5. Validate in real operational environments the VESTA tools and training involving at least 200 target groups6. Promote the adoption and replication of VESTA by mainstreaming its use across EUMETODOLOGY is operational and practical, based on a “staged methodological approach” along the following phases:Mapping => Development => Delivery & Validation => Full OER Deployment ==> MainstreamingRESULTS of VESTA are the following:IO1 VESTA OER Platform that is open,free and multilanguageIO2 Mapping of the family enterprise ecosystem and family business dynamicsIO3 VESTA Operational Tools, at least 5 products, (Innovative governance models, generational transition, executive functions transfer, etc)IO4 VESTA Training, at least 10 courses with modular approach on specific family enterprise topics and content: governance, internationalisation, digital entrepreneurship, management, strategyIMPACT of VESTA is foreseen at various layers:=> Operational: 200 family enterprises will be involved at implementation in the pilot validation of the VESTA tools and training=> Systemic: facilitators of family enterprise and the VET system at large across EU can use, adopt, adapt and implement for free the VESTA tools and training=> Policy: VESTA provides inputs and informs the “evidence based policy making” mechanism providing and up-to-date and relevant mapping of the family enterprise phenomenon and its dynamics"

<< Background >>In the context of the coronavirus pandemic, the activity of the VET sector was severely disrupted, even worse than other education sectors (e.g. general education), and the needs in terms of upgrading digital competences of all stakeholders were more obvious than ever.According to a study carried out in 36 countries in May 2020 by the EC, ‘a majority of respondents call for support to develop simulation environments/virtual reality for VET specific learning content to train the specific practical sectoral skills.’ and ‘there are few cases of online vocational specific material.’ Although OERs on VET topics do exist, they are not all the time adapted to the specific needs of each learner. INTRAVET aims to support teachers of technical disciplines are able to develop and adapt their own training materials, their digital competences are addressed, not only general competences (there are many such trainings available already, various initiatives carried out by the Ministries of Education or private actors), but very specific competences and skills they are missing as resulting from various studies. The project titled ‘Innovative Training for VET Digital Readiness’ brings together 6 partners active in the field of Vet and training providers for VET professionals and VET managers (3 NGOs, 2 SMEs, 1 VET provider – social enterprise from Romania (Asociatia pentru dezvoltare durabila in educatie – coordinator and Malgrande Solutions – ICT partner), Belgium (INSTITUT DE HAUTE FORMATION AUX POLITIQUES COMMUNAUTAIRES), Poland, ( Foundation CIRCLE) and Italy (IDP SAS DI GIANCARLO COSTANTINO (ITALIAN DEVELOPMENT PARTNERS and IAL INNOVAZIONE APPRENDIMENTO LAVORO FRIULI VENEZIA GIULIA SRL IMPRESA SOCIALE ).INTRAVET is addressing the 3rd horizontal priority (Erasmus+ Guide 2021) – Addressing digital transformation through development of digital readiness, resilience and capacity as its main aim is to support VET providers, VET professionals and VET students to effectively manage the shift towards digital education. Through the creation of the 2 project results and the connected activities, INTRAVET will support the purposeful use of ICT in VET, along with building ICT skills for VET professionals, in line with DigCompEdu. It also addresses 2 field specific priorities, respectively – Increasing attractiveness of VET and Contributing to innovation in Vocational and Professional training. Without the pretense of proposing a revolutionary solution – as digital materials trainings on digitalization have been developed before, INTRAVET aims to fill specific gaps in VET learning, aspects to which, as practitioners of the field, the partners and other similar organizations have to deal on a daily basis, such as the lack of specific digital skills among VET trainers and teachers, limited availability and poor quality digital OERs for VET students. The project addresses teaching and learning, by equipping VET staff with specific skills and empowering them so they can create their own resources for the students –leading to increased attractiveness of VET, and increases interest and engagement among students, especially those in rural areas where opportunities for training and development are limited. INTRAVET is highly relevant especially now when most of VET students, even the most disadvantaged – have access to at least a mobile device for learning (tablet/laptop/smartphone) – as a ‘positive side effect’ of the COVID pandemic and are able to fully benefit from adapted digital resources.<< Objectives >>INTRAVET project aims to:- increase the capacity of the participating organizations to respond the training needs of their target groups and provide them free VET specific learning resources- support VET professionals to develop their digital competences, especially in terms of content creation, high quality delivery, ensuring learning engagement- support VET providers build their capacity to respond to digitalization related challenges in the context, by developing their competences related to strategic digital development,<< Implementation >>For effectiveness in implementation, all the tasks have been grouped in work packages, led by one or more partners. The work packages have been established leading to the delivery of the expected results and reaching the objectives has been established as follows:WP 1. PROJECT MANAGEMENTWP1/A1 – Definition of the project implementation manual and guidelinesWP1/A2 internal reporting toolsWP1/A3 regular online partners meetingsWP1/A4 internal reportingWP1/A5. Interim reporting to NA, Final Reporting WP1/A6 Transnational project meetings – 3 project meetings, in Brussels, Pordenone and Bucharest have been foreseen.WP2. DEVELOPMENT OF PROJECT RESULTS R1 –VET DIGITAL READINESS TOOLKIT PLATFORM AND INTRAVET NETWORKR1/A1 Establishing distribution of contents/partner Each partner will have similar work to do in terms of quantity, however, the output coordinator will need extra working days to create guidelines, centralize materials, collaborate with the IT partner.R1/A2 IO Leader prepares guidelinesR1/A3 Structure and launch the first version of the platform ready to be fed with contents R1/A3 Partners prepare English versions R1/A4 Multilanguage version of the platformR1/A5. Pilot testing/online training sessionsR1/A6. Embedding improvements according to pilot testing and validation feedbacksR1/A7 ReviewBetween months 2 and 6 the partners will identify and contact stakeholders and interested partners, to invite them to the online pilot sessions when the platform contents are available and to join the INTRAVET online community.R2 - DIGITAL COMPETENCE TRAINING FOR VET TEACHERS & TRAINERSR2/A1 Output lead creates guidelines R2/A2 Creating contents jointly – English version R2/A3 Embedding interactive elements – English versionR2/A4 Final versions in all languages R2/A5 Pilot testing activitiesR2/A6 Upload of digital materials created by beneficiariesWP 4. FINANCIAL MANAGEMENT WP4/A1. Development of guidelines and internal financial management toolsWP4/A2. Periodical internal financial reporting WP5. DISSEMINATION – LED by IHFWP5/A1 – Definition of the Dissemination PlanWP5/A2 – press releasesWP5/A3- Project website (different from the OER O1 platform, containing information about the project activities, partners, news) WP5/A4 – Periodical posts on social media/professional networksWP5/A5 – Dissemination activities carried out by partnersWP5/A6 – Multiplier events WP5/A7 – Internal reporting and centralization of dissemination activitiesWP6. QUALITY ASSURANCE, MONITORING, EVALUATION WP6/A1 Definition of the QA and evaluation plan – indicators, responsible, timing, means, tools(month 1-2)WP6/A2. gathering data, centralizing and making adjustments<< Results >>INTRAVET will produce both tangible and intangible results:Tangible results will be:-R1 VET Digital Readiness Toolkit and INTRAVET Network/online community – user friendly platform for VET students, providers, managers, professionals and stakeholders-R2 - Digital Competence Training for VET Teachers & Trainers – VET-specific e-learning course for VET professionals-Project Website-INTRAVET Network/Online community formed of at least 30 associate partners – VET providers, companies, intermediary organisms, authorities-project logo, dissemination materials, press releases, videos, TV materials-tools for project management/quality assurance, such as Project management plans communication plan, dissemination, etc-at least 120 VET professionals trained by the end of the project, out of which at least 30 VET provider institutions managers, 200 VET students, 1000 platform users- Digital Competence Training for VET Teachers & Trainers – authorized training with professional credited, embedded into ADDE’s and other partners’ training offersIntangible results- Better awareness among VET providers, companies and other relevant actors concerning the importance of VET digitalization measures and their complementarity with digitalizationand staff training- Better quality digital teaching and learning experiences for VET students and VET staff, along with increased financial effectiveness- Increased ownership of digitalization within VET institutions and more staff/VET professionals involved within the digitalization process- More effective use of the already existing European tools and opportunities- Better links and a more integrated approach of international activities, strategic development and staff training

"<< Background >>COVID-19 revolutionized the way we live, work and study: many daily activities have suddenly been translated into a parallel digital world where it is possible to live thanks to the web: family relationships, work, purchases, even education and professional training. The health emergency managed ""in an instant"" to convince everyone of the usefulness of technologies on educational processes.Now it is necessary to contain and value the difficulties that teachers, coordinators, tutors, students, parents have faced and are still facing today.The transition to online training proved challenging for students and was particularly burdensome for teachers and staff involved in the management and delivery of VET. Remote skills transfer is not limited to publishing online handouts, virtual classrooms and making sure users access them every day. It requires a change of mentality in particular of teachers and tutors / coordinators.Even before COVID, the digital skills of VET professionals were a problem: the OECD Teaching Learning International Survey (TALIS) involving 260,000 teachers and 15,000 schools from OECD countries (including 21 EU Member States), revealed the need to intervene on digital competences VET teachers who felt unprepared for mixed / online teaching. With the COVID-19 outbreak, the digital challenge for VET has become even more urgent and evident. The August 2020 United Nations Report ""Education during COVID & Beyond"" recognizes the challenge faced by trainers / teachers and clearly states that ""Teachers were largely unprepared to adapt to new teaching methodologies even in contexts with infrastructure and connectivity adequate "".Similar problems are registered for TUTORS and COORDINATORS, profiles that play a strategic role in the success of the training process but which, for unknown reasons, are not subject to specific investigations. These issues remain as evidenced by the surveys conducted by the central bodies in the project partner nations as well as by the direct experience of the members of the consortium.Organizations and the VET system, in general, must implement an urgent process of pedagogical digitization of staff and structures that will lead them to increase competitiveness, attractiveness, and resilience also by acquiring knowledge, practices, and experiences from other operational realities of the EU VET / educational ecosystem and applying in an innovative, practical and integrated way DigCompEdu European reference framework on digital skills of teachers and trainers, DigCompOrg, the European reference framework for digitally competent educational organizations and the SELFIE online self-reflection tool. At the moment, the integrated use of the three tools is almost unexplored and limited to teaching staff.In summary, the needs underlying RESET are:NEED FOR PARTNERSHIPDigitize/update the VET offerImprove and modernize VET servicesBroaden the operational horizons of organizationsProvide visibility to internal staff (both teaching and administrative) in international collaboration projects;Improve competitiveness and resilienceSupport growth and internationalization,Acquire knowledge, practices, and experiences from other operational realities of the VET/education ecosystem of Europe TARGET GROUPS NEEDDevelop digital pedagogical skills and abilities on a DigCompEdu basis for 1) FOR TEACHERS* Select digital assets; Create digital resources (Area2) * Use Evaluation Models (Area4)2) FOR TUTOR COORDINATORS* Manage the project for the use of digital tools in teaching (Area3)* Ensure access to educational resources and activities for all students including those with special needs (Area5)<< Objectives >>GENERAL OBJECTIVETrought the implementation of RESET, the partnership expects to contribute to increasing the resilience and attractiveness capacity as well as the efficiency level of the VET system in response to the COVID-19 emergency and in compliance with the European policy of digitization of the VET System.RESET will achieve this objective through the translation of the DigiCompEDU components, highlighted as critical for the teaching staff, tutors, coordinators in training pills and innovative, clear, easy-to-apply operational guidelines. RESET will also develop an innovative Multidimensional Matrix which, by combining the DigiCompEDU and DigCompOrg dimensions, makes them adaptable to diversified training contexts and organizational programs, supporting the VET digitalization or organizational process in a rational and exhaustive way.SPECIFIC OBJECTIVESAt specific and consortium level RESET intends to>> improve the performance of teachers as developers and providers of effective and inclusive remote and blended training content>> raise the skills of TUTORS / COORDINATORS and OPERATIONAL STAFF in the coordination and tutoring of training activities in online or blended inclusive mode, sustainable from a pedagogical and economic point of view>> raise the qualitative level of its IVET and CVET digital educational environments>> equip VET organizations to adequately support their users with innovative, effective, and captivating training solutions>> initiate/enhance the process of digitization, growth, and internationalization of the various partnerships>> acquire knowledge, practices, and experiences from other operational realities of the VET/education ecosystem of Europe<< Implementation >>DETAILED INFORMATION ON ACTIVITIESRESET will adopt a methodology for implementing the activities that follow a logic with linked phases, that is:Analysis ==> Development ==> Test & Validation ==> Use of OER ==> UseThese phases are in turn divided into specific activities which can be summarized, at a schematic level, in the following operational temporal structure:PR1 Open Education Resources RESET platformR1-A1 Develop the ePlatform frameworkR1-A2 Maintenance and continuous operation of the platform PR2 Digital Skills and Resilience of the VET System: Stock-Taking & BenchmarkR2-A1 Common working methodO2-A2 Mapping R2-A3 Drafting of PR2 ""Digital Skills and Resilience of the VET System: Stock-Taking & Benchmark""PR3 RESET Training & Operational Tools to Boost DigCompEdu in Operational VET SettingsR3-A1 Development of RESET tools R3-A2 Translation in 4 languagesR3-A3 Validation PlanR3-A4 RESET delivery to at least 180 target groupsR3-A5 RESET Validated: PR4 Multidimensional Matrix and Scoring Mechanism for RESET Adoption across EU VET EcosystemR4-A1 identification/definition of macro-categories R4-A2 identification of the reference indicators R4-A3 Matrix construction R4-A4 development of guidelines for adoption R4-A5. translation of all products<< Results >>RESET will achieve the project objectives by developing innovative operational tools and training courses:>> PR1 Open OER platform, free and in a multilingual versionA Platform developed taking into account DigCompOrg which contains in a single free access environment tools for the development of the ""digital skills"" of all VET operators (NOT ONLY TEACHERS but also TUTOR COORDINATORS and VET STAFF in GENERAL) and organizations, based on a framework methodology and a self-assessment tool benchmarked against EU tools and frameworks (DigCompEdu, DigCompOrg, SELFIE). Thanks to the OER Platform, the partners also have the opportunity to share different experiences, approaches, and cultural visions regarding the problem of digitization of operators and the VET System.>> PR2 Stock-Taking & Benchmark Analysis to understand which digital skills are most lacking among VET system operatorsA ""stock-taking"" and ""benchmark"" compendium of how COVID has accelerated the digital transformation process of VET and operators (NOT ONLY TEACHERS but also TUTOR COORDINATORS and VET STAFF in GENERAL) which highlights which digital skills were most needed and/or missing at the level of operators. The starting point of PR2 will be DigCompEdu (European Framework Digital Competence Educators) developed by the EU and the ESCO profiles of VET professionals.>> PR3 Operational Tools, at least 8 training products and 8 operational products including self-assessment formats (at least 8 different types) to fill gapsA package of Training and Operational Tools that allows operators to ""digitize"" the VET and its staff and ""make the DigCompEdu Framework operational in plug & play mode"". All the products in the package are tested and validated in real online and offline application contexts with at least 180 operators to verify their correspondence with actual needs and make it possible to adopt them in others. Regularly completed training courses will give access to Certificates of Completion automatically generated by the OER Platform with acquired competencies (knowledge and skills) and the associated EQF level.>> PR4 Multidimensional matrix and scoring mechanism to cross PR2 and PR3 results at the level of single intervention and at a systemic levelMatrix and Scoring, developed on the basis of the DigCompEdu and DigCompOrg frameworks, allow the operators of the VET ecosystem to capture their ability to deliver training interventions online/blended, anticipate digital needs, identify areas of intervention, develop strategies, and start/continue the organizational digital transformation process of their organizations."