<< 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.

The project “Enhancing Capacities of Youth Policy Makers Across Europe” (Youth Capacity), is aiming at creating a network of Youth-Focused Local and Regional Authorities that will design concrete Strategic Plans for young people, will promote EU’s agenda on Youth Policy, promote youth-focused activities, youth participation and inclusion. Policy makers and Youth Workers from the participating Local and Regional Authorities will be trained to develop Soft Skills in order to become better in delivering their work with young people. They will also be trained on EU’s Youth Strategy, on potential sources of funding for Youth Projects, on youth entrepreneurship, on the No-Hate Speech movement campaign and on opportunities for youth voluntarism. The project’s objectives are: • To create a network of Local and Regional Authorities with concrete Strategic plans, showing their commitment to devote resources for the young population.• To train youth policy makers on EU’s Youth Agenda, on funding opportunities for youth activities, on youth entrepreneurship, on youth voluntarism and the European Voluntary Service as well as the European Solidarity Corps, on issues of non-discrimination, equality, inclusion and the “No Hate Speech Movement”. •To train Youth Policy Makers and Workers to develop Soft Skills to perform their Youth Work role more efficiently and help them engage youth into society in order to avert radicalization that is one of today’s major threats for Europe's fundamental values. • To promote a culture of participation and engagement amongst youths so that they do not feel excluded from society. Project’s activities will include:•Drafting of annual Strategic Plans on Youth for each Local or Regional Authority. The Strategic plans will include measurable and concrete actions in the field of Youth for year 2020, that will act as prototype for the years to come.•Training course for youth policy makers at regional and municipal level on Youth issues, development of Soft Skills, voluntarism, on youth entrepreneurship, and funding opportunities for youth related activities.In order to disseminate the project’s activities, 4 Multiplier events - one in each partner country – will be organized.

<< Background >>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 especially teaching practical skills online can be difficult for both teachers and learners. The practical skills are essential to the labour market and the demands for more skills and competencies increase through digital age, new methods that can contribute to the development of the necessary skills of the 21st century such as developing technological skills, creativity, communication, etc are essential. Those skills need to be tough to trainers, educators, teachers since traditional teaching methods does not include them.DDBS-Learning is a project that embraces the DDBSL method into the adult learning world. Demonstration based teaching combines all necessary characteristics for efficient adult skill learning. In this study we introduce a method for efficient and accountable Distant Demonstration Based Skill Learning (DDBSL). By arranging observation and feedback devices in a way to observe and reflect on the skills’ characteristics and information the DDBSL method allows for distant delivery of practical skills.Adult educators and staff of education institution will be the direct beneficiaries of the project. Educators will learn through the online platform how to include the DDBSL method in their training methods. A pilot program will be test the application. After the test pilot phase a manual-handbook will be create for the adoption of the DDBSL method from any organisation in their own educational materialTo achieve the objectives of the project, the partnership will develop 3 IOs:IO1 The DDBS-Learning curriculum for vet providers (The aim of the curriculum is to define the framework for developing of the training content in the online training platfom under the IO3)IO2: HANBOOK for adult educators and “train the trainers”IO3: The DDBS-Learning online platform.Each partner will be responsible involved in the creation of content Training digital materials, which will be divided into 6 thematic parts: Each part will be coordinated by another partner:1.Skills / characteristics of an adult educator- GSI SLV2.Teaching methods and techniques- EMPHASYS3.DDBSL method -TIHC4.Digital tools of distance learning - INFODEF5.Cultural awareness - TIHC6.Designing online teaching and learning activities, courses, and assessment for practical skills using the DDBS method through live streaming examples)- DIMITRA<< Objectives >>With education institutions across the world having to close as part of broader measures to curb the spread of COVID-19, information and communication technologies (ICTs) have been used more than ever before, for keeping abreast of health information and staying in touch with friends and relatives, among other functions. Adult learning is key in ensuring people can obtain the practical – technical skills and competencies required in a COVID-affected labor market and society. Adult learning is key in ensuring social inclusion and, therefore, the employability of most vulnerable groups. The crisis, and its widespread impact on economies and societies globally, has also highlighted the prominent role of adult learning in a COVID-19 affected world. However, the education and learning system was not ready for the transition in distance learning in so little time because of the COVID-19, the adult learning providers and educators facing multiple challenges in continuing their education offers and adapting to the situationDDBS-Learning is a project that embraces the DDBSL method into the adult learning world. Demonstration based teaching combines all necessary characteristics for efficient adult skill learning. In this study we introduce a method for efficient and accountable Distant Demonstration Based Skill Learning (DDBSL). By arranging observation and feedback devices in a way to observe and reflect on the skills’ characteristics and information the DDBSL method allows for distant delivery of practical skills.The project aims to enhance the digital and teaching skills and competencies with the DDBSL method 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 of practical skills with distance learning, and adapt to the new situation.ObjectivesIn 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. • Second will learn how to use the DDBSL method to deliver online training course with practical and technical topics.•Next, they will delve into a host of innovative teaching techniques like DDBSL that will turn their adult learners into active learners and set them up for success. •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•They learn the DDBSL method, a method for efficient and accountable Distant Demonstration Based Skill Learning (DDBSL). By arranging observation and feedback devices in a way to observe and reflect on the skills’ characteristics and information the DDBSL method allows for distant delivery of practical skills.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.DDBS-Learning curriculum2.DDBS -Learing self-assessment tool and “train the trainers” 2. The online training platform 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 3 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 DDBS-Learning 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 DDBS-Learning Handbook and Self-assessment tool1.3 - IO3: The DDBS-Learning online patform 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 (300 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

<< 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.

IN_DIGIT2EU project aims to provide to skills for internationalisation to SMEs by providing integrating tool from one side evaluating the readiness for internationalisation and from the other allow access to upskilling path adopted to needs of SMEs. It includes an integrated self-assessment audit tool to test the readiness for internationalisation and a professional training course and additional resources, totaly delivered online, to support the development of skills for the implementation of internationalisation plans in companies. While EU and EU entrepreneurs strongly recognise the role of internationalisation, companies need to be prepared to face the challenges of internationalisation and involve skilled people, prepared to understand the requirements of these processes and capable to take advantage of the opportunities. Following the financial barriers (54%) and complicated administrative procedures (51%), EU entrepreneurs recognise that they do not have skills to identify and connect with foreign business partners (49%), do not have qualified staff to deal with export (48%), don't know the rules (46%), don't know where to find information (41%). While the need for providing qualified staff is clear, SMEs encounter problems in aquiring suitable qualified resources commonly more attracted to big organisations from one side and do not have common access to upskilling pathways in the area that would suit the needs for their staff skills development - especially the limited time and financial resources. IN_DIGIT2EU project is based on the perception of the need for companies to held skills and competences to face internationalisation, the importance of this skills to support employment, and the constraints that companies face to ensure the availability of these skills. For this, the project proposes the delivery of a self-assessment tool to test the readiness for internationalisation connected with of a Professional Training Course, that provides the opportunity to create training paths adjusted to the companies needs, totally delivered online, suitable for learning in working context and that combines e-learning features with a multi-sensory and interacting approach. Through the Online Platorm tool to be developed, users can not only gather knowledge and develop skills for internationalisation but also interact with users from many other locations, exchanging experiences, discussing opinions and learning with each other. Composed by 6 partners: Arad CDA (RO), Danmar Computers (PL), Kaunas University of Technology (LT), Technical Institute of Heraklion Chamber (GR), GrantXpert (CY) and E&D Knowledge Consulting (PT), the partnership represents 6 countries of the EU territory: Romania, Poland, Lithuania, Greece, Cyprus and Portugal. To achieve the objectives of the project, the partnership will develop SMEs needs specific learning solution integrating 5 IOs: 1. IN_DIGIT2EU Self-Assessment methodology and tool 2. IN_DIGIT2EU Training methodology and guide 3. IN_DIGIT2EU Training Toolkit 4. Online platform 5. Best practice guide During the Piloting experience, in which the partnership will aim the involvement of, at least, 120 participants from the 6 countries of the partnership, participants will have the opportunity to test the resources produced, attend online learning events and develop skills for internationalisation in interactive virtual environment. t the end of the project, the final users will have available an online tool with a self-assessment tool, a professional training course were they can also learn through webinars and online workshops, and contact with users from other countries. Based on the research of currently existing gaps the training will cover: i. international networking ii. international marketing iii. business models for internationalisation iv. e-commerce v. International Open Innovation Management As well as revision of the existing contents to systematise them for the purposes of the SMEs training needs