The attention to e-learning in higher education (HE) has been raised in the past years after the arrival of the massive online open courses (MOOCs) while digitalisation in HE stands high on policy agendas at European and national levels (Bologna Process Implementation Report, 2018). This year the Covid-19 pandemic has caused the largest disruption of education in history having an impact on learners and trainers in all levels and types of education (United Nations, 2020). The transition to online training wasn’t an easy task and particularly not for the educational staff. The higher education staff (HES) and particularly those that teach more theoretical topics do not necessarily have the appropriate ICT knowledge and skills to successfully support online training. Successful online training is not only accomplished by using online educational methods and tools such as interactive platforms, videos, web conferencing tools, online creation of assignments and quizzes or the selection of high quality online educational resources. It is the appropriate online delivery pedagogy that engages students through online learning. In management education (ME) this process is even more demanding as a set of social and economic studies which is associated with solving problems and decision-making situations (Carneiro, 2004). Thus, theory, practice and reflection must continuously be linked in the learning process. In this context adult educators should integrate technologies and pedagogies in order to create and maintain positive learning environments, where students are actively engaged, cooperate, analyse situations, make decisions, face and solve problems.OLMedu project aims at the creation of an open lab for the up-skilling of HES staff in online management education. Its main objectives are:a) To provide higher educational staff with the proper knowledge, skills and competences required to facilitate distance learning using technologies and tools of online training b) To cultivate their ability to embed the appropriate pedagogies, into the online environment, form their teaching-learning process using online methodologies, adjusted to the training context of management education c) To create training activities and learning material to be studied and followed by HEI educational staff in order them to effectively create positive learning environments for their students, train them to collaborate, make decisions, solve problems and integrate them into strategic scenarios d) To create the capacity of HEI training staff to develop online simulations and integrate them in their training offering practice using a newly developed user-friendly tool e) To create an open access learning repository and online community of practice for the development of online training delivery skills and competences for HEI educational staffFive organisations from three Mediterranean countries (Cyprus, Greece, Italy) (4 HEIs and 1 SME), with experience in management education, development of platforms and tools for distance education and development and delivery of training and consulting services, are members of the OLMEdu partnership.The activities foreseen aim to produce the following outputs:a) The development of training content for the up-skilling of HES in the use of ICT technologies and online training in MEb) The development of learning material for the use of online training and ICT technologies in teaching managementc) The development of a Toolbox for developing online simulations in ME d) The development of an online learning repository for HEI educational staffOLMEdu will apply a combination of active, collaborative, experiential, reflective and transformational learning, employing project work, team work, design thinking, problem solving and other process-oriented, adult learning techniques. Such a combination has never been developed before in ME. The project approach is based upon 4 logical steps: RESEARCH – DESIGN – TESTING – STREAMLINING. Products will be tested in a piloting phase adapted and presented in multiplier events. Activities have been designed in a goal oriented and sequential manner. The results expected from the project are both tangible and intangible and the expected impact is multilevel and addressed at local, regional, national, European and/or international level. The potential of the funded activities will be maximised via the production of high-quality and transferable results and dissemination activities to ensure a large number of potential stakeholders shall use the results beyond the lifetime of the project.

<< Background >>The project idea is to help SMEs adjust and adapt to the new normal. A new normal is emerging for small businesses, even as the trajectory of COVID-19 remains unclear. Small businesses face a landscape forever altered as the first wave of economic disruption settles. Life is changing for business owners. Increasing numbers of employees are staying home, customers are spending less money on leisure, and businesses worldwide are laying people off. In this time of unforeseen challenges, business owners need to make significant changes to survive.For many SMEs, retooling themselves for remote work is the only solution – and that is easier said than done. Business owners worry about communication problems, employee isolation, data security issues, and diminished productivity. But these challenges can be solved with the right technology and a few best practices. Further, there are business benefits of remote work that extend beyond weathering the coronavirus storm.Additionally, digital tools can help avoid a complete economic halt for SMEs during the COVID-19 crisis. Having the ability to go digital became a matter of life and death as it was seen all over the world. Many SMEs who demonstrated their ability to change their business model survived, many others could not stay afloat. As with every business, SMEs differ in size, industry, and level of experience. No matter the differences, going digital is proven to be an essential advantage pre and post COVID-19 crisis. Digitalization and digital tools can help SMEs reduce costs, standardize, and automate business processes and reduce the reliance on manpower. Moreover, going digital will enhance SMEs' competitiveness and understand of consumer behaviors. The project aims to help SMEs (SMEs, managers, employees, new entrepreneurs and low skilled adults) adjust and adapt to the new normal by improving their digital skills and remote working skills.To achieve the objectives of the project, the partnership will develop SMEs needs specific learning solution integrating 3 IOs:IO1 The “new normal” curriculum ( The aim of the syllabus is to define the framework for developing of the training content in the online training platfrom under the IO3. )IO2 HANDBOOK FOR ADULT STAFFIO3: The “new normal” online training platformEach partner will be responsible involved in the creation of content Training digital materials, which will be divided into 5 thematic parts.The project will design a online training course and a handbook to help SMEs and SMEs’ employees to respond to a “new normal” that is changing day by day. Many companies are relying on “working from home” arrangements for the first time. Some are thriving while others are struggling to adapt. The projects’ output will provide timely assistance to the target group.Target groupThe project’s target group is primarily the SMEs, SMEs' employees, managers, employees, new entrepreneurs and low skilled adults<< Objectives >>Disruption caused by the coronavirus outbreak created financial difficulties for small and medium-sized enterprises (SMEs) in Europe. Although it is widely assumed that the impacts of the pandemic are greater for small businesses, there has been little detailed information available on the subject. Insights from an ITC COVID-19 Business Impact Survey help to fill that gap. The findings confirm that the crisis has affected small businesses more severely.The majority (55%) of businesses responding to the survey said they had been strongly affected by the pandemic and the measures taken to contain it. Smaller companie tended to be more strongly affected by COVID-19 than larger ones.Small businesses are finding ways to compete against all odds, as they always do through their abilities to adapt, innovate and leverage their smaller size to act nimbly. The new twist is technologies that help small businesses leverage that agility to legitimately compete with competitors of any size. Looking beyond the current crisis-imposed moment, adopting future-forward technologies may seem like a distant priority, but it’s precisely what the new normal requires. The new normal requires a more flexible workspaces and especially the remote working. The project aims to help SMEs (SMEs, managers, employees, new entrepreneurs and low skilled adults) adjust and adapt to the new normal by improving their digital skills and remote working skills.The main objective of the project is the development, test and delivery a set of integrated online digital tools:1)self- assessment tool to Evaluate the current stage of the digital transformation of SMEs to work remotely2) HANDBOOK for adult staff2) training course, completely delivered online, aiming at the development of skills of the target group, to support effective design and implementation the digital transformation of SMEs to work remotely.The project will design a online training course and a handbook to help SMEs and SMEs’ employees to respond to a “new normal” that is changing day by day. Many companies are relying on “working from home” arrangements for the first time. Some are thriving while others are struggling to adapt. The projects’ output will provide timely assistance.Considering the nature of the project, the importance of the territorial coverage and representation of European cultural diversity, skills required for the development of the solutions, and delivery of solutions suitable to the EU territory, the success of the project can only be achieved through transnational cooperation. Not only the different backgrounds, experiences and skills profiles of the partnership are perfectly combined to provide answers in the several dimensions of the project, but the different visions of the problem, knowledge of the SMEs needs, and the cultural diversity of the partnership will contribute to provide a real European dimension to the solutions to develop and promote a wide dissemination of these in the EU territory.With partners from 5 countries, the partnership provides a multiplicity of visions, cultures and understanding that converge to provide a solution for the common problem.<< Implementation >>1. Day to day management (Lead by FH JOANNEUM) of the project which will include setting up the project space in on-line management system, daily communication with partners, monitoring of budget spending, preparation of reports and other needed tasks. It will also include preparing meeting agendas, organising meetings and writing minutes from the meetings – responsibility for preparation of the agenda will be shared between the coordinator and the host partner (minutes will be prepared by the hosting partner and will be agreed first by the coordinator and by consortium members). It will also include virtual management meetings – at least four common virtual meetings will be organised, using Skype. At the crucial project stages it is foreseen that bilateral virtual meetings might be needed and will occur as appropriate.2. Day to day dissemination and exploitation (Lead by ALLI) which will include overlooking realisation of dissemination strategy, constant updates of the dissemination plan according to the changes taking place in the project environment, building of networks of stakeholders, contacts with them, evaluation of dissemination activities and feedback, creation of project visual identity elements (logo, templates for newsletter and documents, etc.), building, maintaining and updating website, creating social media accounts and maintaining them, preparing dissemination reports. The Sustainability plan - the draft will be prepared at the beginning of the project, then updated and ready at the last month. It will contain country specific opportunities for sustainability.3. Systematic quality assurance, monitoring and evaluation (Lead by GRANTXPERT) of work which will include realization of strategy included in the Monitoring and Evaluation Plan, preparation of tools (questionnaires) and their distribution, gathering feedback and preparing reports and recommendations with the support of all partners and and additional with the assistance from the VMU4. Creation and maintenance of website - the structure and hosting of the website will be provided by TIHC. Website will be the main point of information about the project and place from which all the outputs will be accessible. 5. Creation of social media profiles, templates for newsletters, documents and presentations– those will be created in the beginning of the project by ALLI. The plan is to use at least two social media channels (Facebook and YouTube).6. Leaflets (at least 200 per partner) – will be designed by ALLI in the 3rd project month. Its aim will be to provide general information about the project. It will include the address of the website in order to direct recipients to the project website for more information. It will be translated to all partners languages and distributed at different events and in cooperation networks.7. Newsletters – one in every 6 months. The design and editing will be responsibility of dissemination leader- ALLI. Each partner will distribute the newsletters to own cooperation networks relevant to the project subject.8. Output 1 will be led by FH JOANNEUM in terms of coordination of works related to the creation of Curriculum scope 9. Output 2 will be led by UFV in terms of coordination of works related to the creation of the handbook and the learning-teaching activity will coordinate by GRANTXPERT10. Each partner will be responsible involved in the creation of content Training digital materials, which will be divided into 5 thematic parts: Each part will be coordinated by another.1.Digital transformation of SMEs led by FH JOANNEUM2.Digital business model and strategy Led by UFV3.Tools for digitalization Led by GRANTXPERT4.Remote working led by TIHC5.Tools for remote working led by ALLIReferring to the way of management of the project, Partners will use cloud like as google drive to save all the task, activities and the outputs.<< Results >>Within the project 2 types of results are expected during the project implementation and on its completion:1) direct outputs of the project implementation will be:To achieve the objectives of the project, the partnership will develop 3 IOs:1.1 - IO1 The New Normal curriculum (The aim of the syllabus is to define the framework for developing of the training content in the application under the IO3. )1.2 - IO2: The Handbook for adult staff1.3 - IO3: The New Normal online training course Each partner will be responsible involved in the creation of content Training digital materials, which will be divided into 5 thematic parts: Each part will be coordinated by another partner:1.Digital transformation of SMEs led by FH JOANNEUM2.Digital business model and strategy Led by UFV3.Tools for digitalization Led by GRANTXPERT4.Remote working led by TIHC5.Tools for remote working led by ALLI1.3. Multiplier events – each partner will carry out an information seminar where project, its aim and activities implemented in its region will be presented, at least 60 will bepresent (300 altogether)2) outcomes achieved through the implementation of the project:•Prepared basis for establishing the new curriculum.•Developed innovative educational materials with very relevant and actual topics in digitalization and remote working •New knowledge gained from neighboring regions •All results (intellectual outputs, multiplier events and training activities) are described in bellow parts of the proposal.

MyHandScraft was implemented over 31 months in Italy, Greece, UK, Cyprus and Lithuania, all countries where migrants’ talents and culture are still not enough recognised and where the project implemented a complex set of activities aimed at releasing the potential of migrants in the EU.In spite of the challenges related to the COVID19 pandemic which hindered the delivery of face-to-face activities in all the involved countries, MyHandScraft has encouraged the sharing of valuable knowledge between migrant and local handcrafters, fostering intercultural dialogue, cross-cultural collaboration and mutual-learning, highlighting the value of handicraft to address integration obstacles.MyHandScraft has managed to achieve its overall aim to offer high quality learning opportunities tailored to the needs of low-skilled adults in the handicraft sector, and to reach its specific objectives, i.e.: •developing an attractive e-educational programme (IO3) able to improve migrants’ basic skills, increasing their opportunities for social & economic integration;•up-skilling / re-skilling migrants & local handcrafters through handicraft to unleash their talents, boosting inter-cultural dialogue and cross-cultural collaboration;•increasing the competencies of adult educators offering an innovative approach to education based on valorising participants’ cultural heritage;•triggering and reinforcing cooperation among local handcrafters and migrants through handicraft;•supporting the contribution that migrant and local handcrafters make to the creative economy & European society.The project methodology was focused on valorising migrants’ and locals’ traditional handicrafts, to trigger their social & transversal skills. The action started with a Field study research (IO1), whose outcomes were used during the 6-day staff training event (C1) and provided the basis for the creation and implementation of an E-educational Programme (IO3). A Handbook for Adult Educators (IO4) & a Digital Guide for Handcrafters (IO5) collecting video-testimonies of workshops’ migrant participants were developed, and all project outputs were made available on the E-Learning platform (IO2). 10 multiplier events (5 Forums, 4 local Festivals, and 1 International Festival) were delivered.The project has involved adult migrants experienced in handcrafts, local adult handcrafters and adult educators as direct target groups. More specifically:-250 respondents (25 migrant handcrafters + 25 local handcrafters / country) involved in the field study research across 5 countries to develop the state-of-the-art report (IO1)-23 participants across 5 countries, having designed their personal portfolios (IO2)-67 among migrant and local participants involved in the local workshops (IO3) across 5 partner countries-22 video-interviews with migrants, 2 with locals and 10 tutorials included in the digital guide (IO5)-10 adult educators (2/partner) attending the training event in Palermo (C1)-85 people reached through the MyHandScraft Forums (E1-5): 17 per country-155 people reached through the MyHandScraft Festivals (E7-12): 40 (IT) + 27 (CY) + 23 (GR) + 25 (UK) + 40 (LT) RESULTS & IMPACT:•Developed educational offer targeted to migrants, to improve their Key Competences and creative skills.•Supported development of social, entrepreneurial & intercultural competences of migrants & local handcrafters and enhanced socio-economic integration;•Unleashed potential of migrants skills, and valorised knowledge & expertise;•Unleashed innovative and creative capacities of local handcrafters/artists;•Enhanced competences of adult educators, equipped with an innovative educational methodology based on valorising cultural heritage; •Reinforced cooperation among educational and cultural fields;•Elaborated ICT resources to promote inclusive education by approaching social, entrepreneurial, and handicraft skills;•Enhanced inter-cultural dialogue and cross-cultural collaboration; •Promoted knowledge of cultural heritage.In the LONG TERM, the project will contribute to innovate educational and training offer for migrants at EU level by providing flexible and tested resources able to promote their social and economic integration, their employability and the interaction with the hosting societies, while encouraging them discover their own talents. The resources developed by the project will remain available in the long term, thus supporting cross-fertilisation between cultural and educational sectors, local and migrant artists, and participants will continue to act as role models for other people through their stories told through the digital guide. The project’s outputs will represent a precious resource for adult educators too, especially those working with migrants. Finally, the success of the action will inspire new initiatives building on the lessons learnt during the implementation.

Context: Multiple and complex challenges faced by EU economies, related to continuous changes on labor market (including the digitalization of more fields of activities), imminence of an economic crisis as result of COVID-19 pandemic, weaker chances of women on labor market and under-representativity in entrepreneurship, cause the increase of socio-professional exclusion risk in case of women with lower ability to adapt to the new dimensions of society development.Context analysis in partners countries shows a high fluctuation/dropout in the first year after taking up a new job and a relatively low survival rate of newly founded businesses, due to the fact that traditional training measures are not focusing enough on identification of the individual key strengths and competences. Also, educators/adult trainers targeting the group of women in the labor market, need to upgrade their competences to guide, motivate and encourage women in such precarious and uncertain, but potentially also promising transitory situations.Objectives: Specific objectives of CCNET project have in view: a) the development of the counselling competences in case of 20 adult trainers, through effective use of digital technologies and innovative solutions, in order to identify and assess the portfolio of competences necessary for socio-professional integration of 80 women that intend to reorient professionally or are in risk of socio-professional exclusion; b) raising awareness regarding own competences and support those women for developing professional life, including entrepreneurship as a career option, through occupational online networksNumber and profile of participants targeted: - 20 adult trainers act as counsellors from partner organizations, that are working with women that intend to reorient professionally or are in risk of socio-professional exclusion- 80 women that need support for socio-professional re/integration - 220 participants at multiplier eventsDescription of activities: Development of 4 IOs: - Handbookfor Competency Counseling Based Methodology for Counselors (IO1), - Handbook for Animation of Women Peer Support Networks (IO2), - Workbook of Material for Participants (IO3), - Handbook for Production of Snack Orientation Support and Learning Material (IO4) 5 days training activity in competence balance portfolio methodology for 20 counsellorsAssistance for identification and assessment of competence portfolio for 80 women that need support for socio-professional re/integration 5 Multiplier Events with 220 participants Wide dissemination activities through partners networks Methodology to be used in carrying out the project: Using the updated timetable, the project implementation will be closely evaluated and the potential risks should be easily estimated.Depending on the type of intellectual output / activity, the methodology applied is: planning the meetings (face to face or online) using agenda; elaboration of reports to ensure the achievement of the objectives; desk research and content analysis and questionnaires for the field work; interviews with persons that can provide quality information; feedback from the Advisory Boards; didactical design methodologies; design and translation of the materials; interactive training techniques, web communication methodologies, community building methodologies; evaluation and user-feedback; presentations, share of articles and news that can be interesting for the target groups, updated on the websites of the partners and social media channels.Results and impact: an easily transferable holistic concept of initial identification of job and entrepreneurship relevant competences of women and building of women mutual support networks in Romania, Portugal and Cyprus.20 counsellors trained in using “competence balance portfolio” methodology80 women assisted for socio-professional re/integration320 users of project IOs Qualitative results expected:-development the trainers and counsellor competences related to identification and assessment of competence portfolio, as result of using the most innovative methods, scientifically proved, and due to exchange of know-how between learning professionals from different countries;- increasing the capacity of working with target group through online support networks;-increasing the chances for socio-professional re/integration of women on labor market;-increasing the partnership capacity to manage innovative projects in the field of socio-professional reintegration of vulnerable groups.By valorizing the IOs in the current activity of each partner, on long term the benefits will refer to:- strenghtening the capacity of professional counselling in case of partner organisations, improving and extending the supply of high-quality learning and support networks; - enhance the occupational learning opportunities for women in risk of socio-professional exclusion and increasing their employability.

<< Background >>*Project idea:In this age of rapid technological and economic change life-long learning is becoming a way of life but the COVID-19 pandemic has presented unique challenges to all types and levels of learning including vocational education training (VET) and adult learning in general. On a more negative note, a great number of adult education programmes have stopped due to the crisis meaning that learning has been disrupted for many adult learners. This is impacting the most disadvantaged and vulnerable groups in society more prominently - all the more so as they are the ones most in need of face-to-face courses. Cedefop’s findings show that vulnerable groups are women, older employees, migrants, those lacking basic skills, low-qualified and low-educated adults. Also, the learning provided in the workplace delivered online, which is no longer taking place given that workers are not present in the workplace. The COVID-19 pandemic has forced a digitalisation of education and rapidly pushed education and training systems to explore new ways of teaching and learning. The crisis, and its widespread impact on economies and societies globally, has also highlighted the prominent role for adult learning in a COVID-19 affected world. Within and beyond the crisis, adult learning is key in ensuring people can obtain the (new) skills and competences required in a COVID-affected labour market and society. Adult learning is increasingly seen as a potentially important ‘tool’ in the response to the crisis. However, adult learning providers and educators face multiple challenges in continuing their learning offers and adapting to the situation.*The aim of the project:Therefore the project consortium has identified the need to improve and require new skills, competencies for educators and other adult education staff. Specifically the aim of the project: to enhance the digital and teaching skills and competencies of the adult learning providers, VET providers, and educators required in the digital age, as well as allow them to face the multiple challenges needed for a Covid affected society and continuing their learning offers and adapting to the new situation.Through this project, we want to directly help the adult educators, or the wannabe adult educators to learn how the adults learn online – and at a distance, the VET providers and all the institutions of adult education to make the transition to distance learning.Also, we want indirectly help the persons in disadvantaged and vulnerable positions ( low skills adults, women, immigrants, elders, unemployed, etc.) Participation in learning throughout each person’s working life is crucial and must continue through the COVID-19 era even with online distance learning. It helps maintain existing work-related skills and acquire new in-demand ones (OECD, 2019). In particular, training will be important for the increased number of unemployed to gain skills that are likely to be in high demand in the post-COVID‑19 world. Yet, today, only about 40% of adults, on average in OECD countries, participate in formal and non-formal job-related2 training annually and they are disproportionately high-skilled. Among the low-skilled, the incidence of adult learning is just over 20% on average (OECD, 2019). Lack of time, scheduling conflicts and distance constraints are among the key barriers reported by those who do not undertake any training, along with a lack of financial resources. Online learning has the potential to address these barriers to training.*Project target group: The project’s target group is primarily the educators, i.e. groups of people who are responsible for vocational education and training, ideally, to bring about sustainable change. This group of persons includes, for example, trainers of instructors, instructors in companies, head of the department, institution leader, consultants, mentors and in inter-company training centers as well as teachers of vocational schools.<< Objectives >>The COVID-19 pandemic has presented unique challenges to all types and levels of learning including vocational education and training (VET), adult learning, etcWith the current global crisis caused by COVID-19 and the education and training system paralised in Europe, learning continuity may only be ensured thanks to educators and educators digital skills, flexibility and creativity to develop and use creative solutions with online resources. Unfortunately, not all educators and trainers are equally prepared. In a profession exercised predominantly in its traditional format, where personal interactivity and proximity are essential, social distancing certainly poses new roles and challenges for VET trainers, educators, mentros, etc. The online learning environments require them to demonstrate high-quality digital delivery skills, knowing about data security issues, digital tools, confidence in using web conferencing solutions, etc. it is vital to protect and support the education and training system, within and beyond the crisis, adult learning is key in ensuring people can obtain the (new) skills and competences required in a COVID-affected labour market and society.Therefore the project consortium has identified the need to improve and require new skills, competencies for educators and other adult education staff. Specifically the aim of the project: to enhance the digital and teaching skills and competencies of the adult learning providers, VET providers, and educators are required in the digital age and allow them to face the multiple challenges needed for a Covid affected society, continue their learning offers, and adapt to the new situation.In the last decades ( it is an EU EU 2020 goal of 15% of learners’ participation in lifelong learning) life-long learning has become a way of life and it is vital to maintain that and to overcome the barriers of the COVID crisis. *Specifically the objectives of the project are:In this project, they will discover how to use the newest educational methods to create a learner-centered classroom and online classroom that's perfectly suited for adult learners.•First, they will be introduced to adult learners' unique needs and motivations and find out just what expectations they have. •After that, they will examine their learners' different learning styles and multiple intelligences and look at how they can teach to each learner's strengths.•Next, they will delve into a host of innovative teaching techniques that will turn their adult learners into active learners and set them up for success. They will discover high-tech, low-tech, and no-tech educational tools they can use to capture and hold their students' attention.•They learn how to design their materials effectively and their courses. They will also explore a wide range of assessments and how to grade them. Finally, they will learn how making your classroom accessible and enjoyable for students with disabilities*Skills the educator will learn•Designing online training activities•Design online assessment•Supporting diverse learners online•Teaching online•Selecting learning technologies•Developing persuasive arguments•Design online courses<< Implementation >>1. Management and coordination includes all tasks related with the administrative management and coordination of the project and partnership. 2. Communication, dissemination and exploitation, includes all activities related with the communication of the project outside the partnership, multiplier events aiming dissemination and strategies for the exploitation of the IO and sustainability of the results after the end of the project3. Monitoring, evaluation and quality management will include activities aiming to follow the project development, achievement of goals and indicators, identification of constraints, obstacles and delays and implementation of corrective measures in order to ensure the success of the project. *The partners focused on the development of innovation, from which will result Intellectual Outputs are: 1. EduAdult self-assessment tool and training course 2. The mobile application, the key output of the project, aiming to deliver a completely autonomous self-assessment, learning platform and contents to the final user 3. Finally, the Piloting will aim to experiment the training course and mobile app with the final users. *Across these IOs PMI will be carried out related with: • Management and coordination of the project, including administrative, financial and reporting activities;• Development and implementation of the communication strategy and exploitation planning, including preparation of communication materials, dissemination of information, animation of social network pages, preparation of scientific papers;• Involvement of key stakeholders, including the creation of the LAG• Development of tools, implementation of monitoring and evaluating activities and preparation of reports to support decision making by the partnership;• Preparatory work for the pilot phase, including, preparation of privacy policies, involvement and follow up of participants, preparation and implementation of piloting evaluation;• Development of sustainability plan, including the exploitation and IPR agreements;• Administrative support to IO development;• Management of participants and stakeholder engagement• Management of translation process.<< Results >>Within the project 2 types of results are expected during the project implementation and on its completion:1) direct outputs of the project implementation will be:To achieve the objectives of the project, the partnership will develop 3 IOs:1.1 - IO1 The EduAdult curriculum for vet providers (The aim of the syllabus is to define the framework for developing of the training content in the application under the IO3. )1.2 - IO2: The EduAdult Handbook and Self-assessment tool1.3 - IO3: The EduAdult learning application for adult educators Each partner will be responsible involved in the creation of content Training digital materials, which will be divided into 5 thematic parts: Each part will be coordinated by another partner:1.Skills / characteristics of an adult educator2.Teaching methods and techniques3.Digital tools of distance learning 4.Cultural awareness 5.Designing online teaching and learning activities, courses, and assessment1.3. Multiplier events – each partner will carry out an information seminar where project, its aim and activities implemented in its region will be presented, at least 40 people and 80 people the lead parnter will bepresent (240 altogether)2) outcomes achieved through the implementation of the project:- Prepared basis for establishing online distance learning courses- Developed innovative educational materials with very relevant and actual topics, important for educators and VET teachers,- Better educational preparation for new educators and VET teachers in the distance learning- New knowledge gained from neighbouring regions and also from regionAll results (intellectual outputs, multiplier events and training activities) are described in bellow parts of the proposal.