In the context of current COVID-19 crisis Education and training systems are facing new challenges regarding online learning, for guaranteeing quality and inclusive digital capabilities. Modernisation and digital transformation of education is a main need at European level, and in particular for vocational education and training schemes in manufacturing sectors, based on face-to-face classes and workshops linked to industry. In particular, DITMEP project will focus on risk prevention modules, within the manufacturing of composites training schemes. This sector is of high interest for different industrial sectors at EU level, thus aiming to reinforce skills training for the EU industry.DITMET project aims to improve manufacturing training, in particular Risk prevention courses, generating digital capabilities on the methodology (through e-learning, gamification and augmented reality experiences) for educators and trainees. This will support and help the transformation of manufacturing in this current COVID-19 situation.The project general objective is to deploy a training course in an e-learning platform with a core syllabus on Risk prevention and health, prepared for its adaptation to specific countries regulation:- Deployment of a common gamification methodology for Risk Prevention training modules- AR mobile application development to support 2 series of learning experiences proposed as part of the core training (virtual spaces signalisation and emergency drills).- To reinforce learners and teachers with digital capabilities: guides on how to use the materials, how to complement in-presence teaching and to develop on-line trainings. A common structure in English will translated by the regional partners.- Tools and methodology evaluation through pilot training implementations (3 countries) with included tests for evaluation the procedures from the teachers/learners.The DITMEP consortium is composed of 5 partners from 3 different EU countries: - RSC (Germany), coordinator. RSC will bring its expertise in practical training with industry and a use case course during the project. SGS (Spain) will help with the project monitoring and collaboration all along the project. USC (Spain), from its previous experience in gamification applications, will develop the digital tools, an augmented reality mobile application to complement the blended-learning approach of the project. CETMAR (Spain) will participate in the development of the different methodologies for gamification of Risk prevention, and they will implement the Spanish use case in A Aixola non-formal training center. ISQ (Portugal) through the ISQ Academy will support the e-learning space to be implemented in their Moodle platform. They will also implement the Portuguese use case.The project is divided in 4 Intellectual Outputs and 6 Work Packages: - On-line e-learning space with digital blended-learning modules on risk prevention, adaptable to each country specific regulation (IO1).- Digitalization tools for innovative blended learning methods in risk prevention training modules (IO2)- Use cases for testing the new risk prevention digital training module (IO3)- Guidelines for implementation of the blended learning in risk prevention courses (IO4)3 WPs are transversal for Management, Quality and Evaluation, Dissemination and Exploitation. The other WPs are for development: adaptation of training contents in labour risk prevention courses to the DITMEP blended-learning approach, enhanced ICT tools for risk prevention courses, and use cases’ implementation, taking to real scenarios the products of the project, testing them and gathering evaluations and opinions, to finally generating the final guidelines and materials of the project. These will be created in English and translated to the national languages of the consortium.At the end of the project, DITMEP will have an e-learning space, with gamification elements and augmented reality mobile application that would be used for a blended-learning approach in risk prevention modules for manufacturing training, transferable from composites manufacturing to other areas. The results of the project are of highest interest for the partnership, and also for other stakeholders at national and EU level, as VET providers, formal and non-formal training centers, composites manufacturing companies and workers, occupational safety and risk prevention professionals, industrial associations and organizations, representatives of public administration, etc. DITMEP will reinforce digital capabilities in risk prevention and manufacturing schemes, through simulation of dangerous situations and testing different solutions during training. The use of digital resources in blended learning will support the digitalization of the taskforce, and improve their capacity to prevent risks at work, contributing to a more resilient industry and strengthening current employees’ skill sets and upskilling in EU manufacturing.

<< Background >>The European Green Deal officially set as key fundamental priorities for the European Unions’ strategy the focus on green skills, sustainability, environment awareness and fight against climate change, across all unions’ areas and sectors. This paradigm entails a growing demand for green skills throughout most economic sectors, as well as a prevalence of debates on how to achieve the transition to a green economy. Every job is going to have to contribute to making the economy more sustainable and for that Education and Training have a straightforward role. In effect, implementing green skills in VET provides an enhanced means to equip youth and adults with the skills needed in the changing world of work, including the knowledge and competency requirements to make the transition to green economies and societies. Sustainable and green education is therefore essential for institutions to train individuals on these requirements.Green Diving rationale was built having in consideration three needs’ levels:1)European relevance and need expressed in the field of green skills and sustainability capacitation of educational actors, including in the field of Maritime training at various levels (capacity building, resources provision, curriculums update, structures and processes greening…) – confirmed on by key studies (Cedefop, UNESCO, UNEVOC) and projects (MATES, SKILLSEA, ONBOARD);2)Observance of such macro level need within partners involved in this proposal (assessed through a need analysis questionnaire, available in annex);3)Consequently identification/confirmation of target group needs both within VET partners schools, as well as others not making part of this consortium (assessed also through a need analysis questionnaire, available in annex). These needs are reflected within the following Green Diving target groups:•VET teachers/trainers that teach maritime pathways (navigation; ports and shipping management; naval engineer; marine engineer; naval administration; or related courses like electrotechnical; engineering pathways which can lead into maritime). •Initial VET students/trainees (aged 15-25) in a VET Maritime Pathway.•VET maritime school leaders.In particular the project will meet the needs of the targets as follows:•Green Diving will mitigate VET Maritime teachers need to better and efficiently integrate green and sustainability principles into their vocational education and training classrooms. This need will be answered through the provision of a comprehensive set of pedagogical materials and tools that focus on green skills development, as well the support provided to VET teachers in the use of these new materials (R1,R2).•The project will also contribute to lessen the need of VET teachers to acquire specific green and sustainable skills adapted to their sectorial field. This will be achieved through the development of an appropriate offer for professional development of teaching staff on green skills and innovative sustainable methods (R2).•By equipping VET teachers with the appropriate resources and competencies, Green Diving will additionally contribute to narrowing the existing gap of students/future professional skills, in the sense that will meet the need of further green skills provision during training. (R1, R2).•The project will further contribute to meeting the need of improving educational institutions structures, which take into consideration rational use of natural resources and protection of the environment, through the development of a collaborative action plan on greening Maritime VET (R3).•Further, the project will contribute to the narrowing the need of attracting a younger workforce to the maritime sector and raising its public perception (SKILLSEA) by developing resources that foster blue sector employability and opportunities layout (R1).<< Objectives >>Green Diving has the twofold objective to 1) develop sustainability and green skills in maritime VET, by working on VET students’ level, as well as VET teachers/trainers and school directors, 2) the elevation of VET and Maritime professions attractiveness among school communities. Aligned to such mission, the specific objectives are:•Promote sustainability, climate change awareness and green skills connected to the maritime sector, namely among both VET teachers/trainers, as well as VET students.•Support the professional development of VET teachers and trainers, contributing to higher quality education by updating teaching methods with a focus on green skills and sustainability.•To strengthen the capacity of school directors to deepen knowledge on sustainability and green school transition. •Significantly increase students’ sustainable competencies, thus qualifying them to the growing needs for green skills in the Maritime job market.•Reinforce collaborations between different educational levels, as well as different stakeholders such as educational actors, business and others.•Improve the attractiveness of VET and public’s perception of the maritime sector and its professions, contributing to ocean literacy and the sustainable management of the ocean.Such objectives will be reached through the development of 3 main results:•R1: Digital Toolkit for Green Skills•R2: Green Skills Course for VET Teachers Professional Development•R3: Action Plan for Greener VET Maritime Schools<< Implementation >>To ensure common understanding by the consortium to meet the aims and objectives, the project implementation is built in various methodological phases which are transversal to all three results:Phase 1: Ideate & Co-Create This phase refers to all tasks and processes necessary to design and develop the pedagogical resources, tools and materials, as well as the training contents and the action plan. Such activities will set the scene in terms of fundamental knowledge, competences, skills and resources on green skills which targets wilk develop throughout the remaining project activities. In particular, this phase encompasses: •T1.1 Design the digital toolkit prototype (M1-M3)•T1.2 Develop the digital toolkit resources, materials and tools (M4-M10)•T2.1 Development of the training programme (M10-M11)•T2.2 Development of the modules and support resources (M12-M15)•T3.1 Protocol for action plan co-design (M16-M17)•T3.2 Co-development of the action plan (M18-M20)Phase 2: Capacitate & Implement After the development of innovative and educational tailored pedagogical resources and materials on green skills, as well as the online training course and action plan, Green Diving will initiate a pilot and a training process which will allow the targets to both acquire new green skills, as well as consolidate them through active implementation. In particular, this phase encompasses:•T1.3 Pilot the digital toolkit in schools/classrooms (M11-M14)•T2.3 Train the trainers and school leaders (M16-M19)Phase 3: Validation & Fine-tune•T1.4 Fine-tune the digital toolkit (M14-M15)•T2.4 Fine-tune the training course (M19-M20)•T3.2 Stakeholder’s validation workshops (M21-M22)•T3.3 Fine-tune the action plan (M23-M24)<< Results >>Green Diving outcomes and results will be developed within a framework of 3 key results (extensively described in their respective sections):R1, Digital Toolkit for Green Skills: development of a digital toolkit for green skills, which includes the creation of an adapted green skills referential, a set of materials, resources and tools for teachers and students’ use and a guiding e-book. R2, Green Skills Course for VET Teachers Professional Development: creation and implementation of online training course for maritime VET teachers and school directors will be developed in order to actively capacitate them to foster green skills, sustainability, and climate awareness. The course will include a training programme and support course materials.R3, Action Plan for Greener VET Maritime Schools: co-designing of an action plan for greener VET maritime schools which will define measures, steps, initiatives, changes needed and action lines to answer such changes in light of greening and sustainable processes. In particular, R1 includes the following specific results:•A digital toolkit on green skills for Maritime VET, counting with resources in 6 languages•A green skills’ maritime referential•An online green skills competition•VET attractiveness info sessions guidelines •At least 10 VET lesson plans developed •A guiding toolkit e-book•A pilot phase in 4 schoolsBesides these main results, R1 foresees to involve 8 VET Maritime teachers which will pilot the resources in their classes, thus reaching an average of 120 students. These students will produce a complementary result: organize 4 VET attractiveness info sessions.Specifically, R2 will produce the following results:•A training programme•An online training course with 6 modules for VET Maritime teachers and school directors in 6 languages•A training support pack.•A training deployment on maritime VET green skills, sustainability and attractiveness This result expects the involvement of a total 40 VET teachers, which will additionally produce the following result: 8 green skills lesson plans.Similarly, R3 will produce a set of results: •A co-design protocol•4 VET school working groups•An Action Plan for greener VET maritime schools•4 validation workshops This result expects the involvement of a total 8 VET teachers and 12 VET students, which will additionally produce the following result: 4 working groups short reports.Green Diving will additionally promote the following intangible results which are intrinsically related to competences development in each target group:VET Maritime Teachers•improve cognitive skills necessary to deal with the consequences of the climate crisis and thus that are closely related to green, environmental, climate and ecological awareness;•develop green skills which will enable them to act as “green agents”, efficiently passing them through their teaching to their students;•develop the ability to integrate green skills and sustainable competencies development into diverse classes/subjects;•acquire new teaching resources and skills on green, sustainability and climate awareness trough capacity building processes.VET Maritime students •increase capacity to include environmental concerns alongside others (such performance and safety) in taking decisions;•improve cognitive, interpersonal and intrapersonal green skills necessary to deal with the consequences of the climate crisis and thus that are closely related to environmental, climate and ecological awareness;•significantly increase their green skills, being able to apply them during their daily professional tasks.School directors:•Develop environmental, green and sustainable awareness;•Deepen knowledge on sustainability and green school transition. •Improve skills allowing them to define and implement an action plan for Greener VET Maritime Schools.

SAF21 is an interdisciplinary and intersectoral network that embeds the social scientists of the future into EU fisheries management systems. It trains experts in analysis of human social behaviour for the better management of socio-ecological complex systems such as fisheries. Behaviour of fishers is complex as trust building and norms acceptance influence compliance with fishing regulations in unpredictable ways. The desired behaviour of fishers is often different from the actual subsequent one as those involved adapt to and find ways around new regulatory regimes, often with catastrophic consequences on resources. Therefore, an integrated understanding of the fine mechanisms governing fishers’ behaviour in relation with the regulative processes is needed, to the benefit of decision makers, fishing industry and the environment alike. Academic research and training have insufficiently reflected this need. SAF21 will contribute to rectifying this by training researchers in using tools of the 21st century, e.g. computational sociology techniques, to analyse this topic from a multitude of angles: public understanding of fisheries, trust and norms, social and regulative norms, social marketing of fisheries norms, stakeholders interaction in different management systems and socio-economic resilience. This knowledge will initiate the development of innovative management strategies, especially when it comes to shifting to new regulatory regimes. The wide-ranging training envisaged will offer a structured doctoral training in academic and transferable skills in addition to highly intersectoral non-academic mobility opportunities. Thus, the SAF21 candidates will have the necessary skills and experience to cross disciplines and work sectors. SAF21 will provide researchers the opportunity to fulfill their scientific social responsibility at a higher level than conventional doctoral programs, by ensuring significant time and training for public engagement and outreach.

GREEN – GreeneR EuropEan vet Network proposal aims to identify, develop, test and assess innovative policy approaches for a “Greener” education that have the potential of becoming mainstreamed among systems, countries and contexts, to improve education and training systems, as well the effectiveness of policies and practices in the field of education and training across 6 industrial sectors (Automotive, Energy, Batteries, Defence, Maritime and Additive Manufacturing).GREEN will contribute to foster Green skills in the VET sector, by setting core green skills for the labour market and support the green transition across different economic sectors, by integrating this set into VET curricula as well as into training of teachers and trainers and professional development.Through the twinning of entities working on education, training, research, policy making and industry, GREEN will be capable of gathering the needs and best practices from different perspectives to enable the recovery and just transitions to digital and green economies, thus promoting innovation, creativity and participation, as well as social entrepreneurship in different fields of education and training and across industrial sectors towards the Green Transition. Transnational cooperation and mutual learning on forward-looking issues will be established amongst key stakeholders, empowering them to develop innovative solutions and promote the transfer of those solutions in new settings. Other specific aims are: to change mind-sets and prepare the workforce from different sectors within a multidisciplinary green and digital scope; to develop a cutting-edge Green curriculum, with teaching and learning methodologies that meet the industry needs; to develop student-centred approaches and flexible educational pathways; to boost a cross-fertilization of knowledge among universities, VETs and enterprises; to boost innovation in manufacturing, especially related with Circular Economy and Sustainability.