Demographic aging is one of the most serious challenges for Europe. The scale of this phenomenon and limitations in the access to institutional care for the elderly means that a rapid, professional and integrated on a European scale the development of informal care services is necessary. Currently, about 60% of carers of the elderly are the closest family. These carers, while providing home care, usually have their own intuition and life experience, and not proven, substantive theoretical and practical knowledge.The project HomeCare for Dependent Elderly People - Educational Path for Informal Carers - HomeCare is a response to the existing and deepening skills gap in the provision of home care for the elderly by adults from their close environment.The aim of the project is to strengthen the care skills (knowledge and skills) of adults-informal carers in home care over dependent older people and provide professional, personalized and relationship-based home care educational path for informal carers of elderly people.As part of the HomeCare project, two key results will be created:-The Training Pathway for Home Care for the Elderly for Informal Carers, which assumes a holistic approach to the issue of caring for an elderly dependent at home, i.e. provides basic knowledge and skills in caring and proactive approach to aging.-Open online course for Informal Carers of Older People at Home (MOOC), which is intended to equip adults with necessary competences (knowledge and skills) to act as carers for dependent elderly people.An adult-homecare carer will get open, universal access to a modular course that develops the care skills of older people through informal learning. Professionalizing the services of informal carers will complement and support the institutional care system for the elderly at their place of residence and in a more individualized way, which is particularly important and needed in the context of demographic forecasts.

"<< Objectives >>Through ""Make It Thrive"", we intend to help teachers to cope with psychological issues in the school; to support educators on the path to digital transformation by helping them in developing their digital skills; to promote professional training and development of the teachers; to promote individual and group mobility for learning purposes; and to disseminate the results created among the community, in order to reach as many educators as possible and promote the content developed.<< Implementation >>In addition to the results and outcomes that we will develop, we intend to implement two training sessions that will train educators in the field of mental health in the classroom; four transnational meetings between partners; five multiplier events (one of them, the final one, will have a larger dimension) and several dissemination activities. All this under the management of the coordinating entity.<< Results >>The main results of the project will consist of tools and methodologies that will be compiled on a website to support educators, so that they can develop a mental wellbeing plan in their classrooms. It will involve role play simulations, case studies, publications and research, examples of exercises to promote mental health in the classroom, a toolbox, an educator ""Check in"", a Q&A ""Box"", and a forum where teachers can exchange experiences and opinions."

"<< Background >>Covid-19 Pandemic gave a push in digitalisation: Processes have been shifted into the virtual space, work was organized remotely, new business models have been created. Increasing interconnectivity generates interdependencies, and vulnerabilities to possible threats. It must be stated, that digital transformation will not success, if the most valuable resources – data, information, and know-how – are not well protected. Information security and digitalisation are inseparable. ""In a world that has become hyper-connected, cybercriminals pose a significant threat to the internal security of the European Union and security of its citizens online. The COVID-19 pandemic has highlighted the need for more security in the digital world. People have increased their presence online to maintain personal and professional relations, while cybercriminals have taken advantage of this situation... The frequency and sophistication of cyberattacks is rising speedily, while at the same time the use of ICT infrastructures and technologies by individuals, organisations, and industries is increasing rapidly. The needs for cybersecurity knowledge and competences exceeds the supply. European Union Agency for Cybersecurity (ENISA) underlined the urgency to invest in building competences and talents in cybersecurity at all levels, from the non-expert to the highly skilled professional.""Recent survey, conducted during Corona crisis state that cyber-attacks have grown during the pandemic and are becoming increasingly prevalent. Symantec cybercrime report reveals that data breaches cost US$114 billion annually. Current study “The indelible impact of COVID-19 on Cyber Security”, conducted by Bitdefender (05/2020) in times of Corona Pandemic confirms, that cyberattacks were on the rise during this period (85% of respondents). The Office for Information Security in Germany (BSI), through its recent ""IT Security in the Home Office"" survey of 2020, found that 8% of the 1000 SMEs surveyed were affected by cyber-attacks. PT and IT are facing the same situation. Home working/remote learning and communicating caused specific risks, which were not perceived relevant prior to COVID-19 crises. It is highlighted, that one of the biggest vulnerabilities for cyber threat are staff members, being not aware of CS threats and consequences and not well-equipped with knowledge, skills in this field. Protection cannot only take place on the IT-level but must be incorporated and practiced by all employees /staff members to ensure an a safe and secure navigation in digital space in both areas - living and working.In the regard the topic of cyber security became much more urgent and fundamental changes and adaptions are necessary not only on the organisational level, but also on the educational. Especially VET institutions can contribute to the facilitation of skills and competence highly needs on the labour market. CS go beyond the digital skills are become at least equality important to act and interact in the digitalized global world. VET organisations should provide training contents, tools, and solution, helping to cope with the challenges companies are confronted with. Euipped with appropriate Cyber Security skills. The Pandemic situation has brought an immense change into working life so deficits, weaknesses, and vulnerabilities, became more obvious.<< Objectives >>""The Covid 19 pandemic alone required more digital skills than ever before. 90% of all jobs will encounter the digital world soon. So far, around 35% of European workers still lack the digital skills needed to gain a solid ground in the digital world. The European Commission’s Digital Education Plan aims to support the objective of the Skills Agenda of ensuring that 70% of 16 to 74 year olds should have at least basic digital skills by 2025.” (Digital Education Action Plan 2021-2027) . Working in a digital world implies further skills to make the navigation safe and secure and to ensure data and information protection. digital transition can only succeed, if information is protected. Current study “The indelible impact of COVID-19 on Cyber Security”, conducted by Bitdefender in May 2020 in times of Pandemic confirms, that cyberattacks were on the rise during this period (85% of respondents). Home working/remote learning and communicating caused specific risks, which were not perceived relevant prior Covid-19 crises. The Office for Information Security (BSI), through its recent ""IT Security in the Home Office"" survey of 2020, found that 8% of the 1000 SMEs surveyed were affected by cyber-attacks. In regard the topic of Cyber Security became much more urgent and essential – for both employers and employees. In all participating countries common problems and needs have been identified, building the base for this project:•Main emphasis was mainly put to close the existing gap of Cyber Security (CS) specialists by offering study programs and further trainings, much less attention was paid to trainings for non-technical/non-IT staff or VET learners •VET teachers and trainers are not well equipped with knowledge and especially instruments and tools relevant to hold CS trainings for non-technical staff/VET learners in an appropriate and appealing way, also fostering the knowledge retention•Online training programs aiming to raise awareness and train CS subjects mimicking real-life and real-work environments in an engaging way, are still lacking •Especially SMEs don´t recognize the relevance of informing, sensitizing, and training non-technical staff for CS matters. Cyber literacy and generally the awareness is still not on the agenda of many SMEs Europe wide. Status quo is calling for additional actions and measure. Against this background the project idea aims * to improve CS skills among non-technical staff/VET learners by developing an innovative online training by using the “Escape Rooms” approach* to provide the VET trainers/institutions with an approved and evaluated online training as well as learning and teaching tools in the field of Cyber Security* to raise awareness among the SMEs and VET institutions for the importance of CS subject* to contribute to the establishment of a Cyber Security Culture in SMEs and also the VET sector Partners intend to design and incorporate at least six scenarios mirroring real working situations and allowing the learner to gain experiences, knowledge, and skills by making choices, observing consequences, and obtaining relevant immediate input to retain knowledge. Experimental learning is hereby in the focus: through the direct engagement in a real-life, authentic situation replicating a working environment, experiences can be collected. The immediate observation the consequences, own choices and actions lead to makes the reflection and a better understanding possible. Making conclusion and learning experiences will lead to a higher knowledge retention and the transfer of what was learned into the working life. Project partner decided to test CS training by using the Escape Room approach, intending to •Give a better understanding of CS •Increase the engagement and learning experiences though the interactive and emotional learning•Explore of “Escape Rooms” approach for educational purposes•Measure the effectiveness of the online training using the “Escape Room” Mode<< Implementation >>O1 - Activities: 1.A1: Definition of the quality criteria Development of selection criteria necessary to identify and present Cyber Security Cases, and to make them comparable, diverse, applicable and transferrable into the (VET) educational /learning environment.1.A2: Definition of the structure of the compendiumTo make the cases comparable and applicable for educational purposes common structure as well as the methodology to collect data and information will be specified and commonly approved. 1.A3: Selection of Case StudiesAll partners have a strong local and national network, which will be activated in this project phase. All partners will identify companies and organisations, preferably SME, and get in touch with them to gain relevant information and data. Methodology encompasses secondary and primary data collection.1.A4: Elaboration of the CompendiumHaving collected and filtered data from both steps, partners will prepare the compendium. Every partner will illustrate their cases according to the predefined structure, as well as describe the national strategies and situation regarding CS.O2 - Activities:2.A1. Specification of the topics for at least 6 different set of situations. Definition of most relevant topics. Scenario topic should cover preferably different field and areas of Cyber Security integrating more strongly the security issues of remote working models like Home Office.2.A2. Definitions of learning objectives Having determined the topic and areas for the scenarios the learning objectives will be identified. Partners will figure out, what kind of knowledge and experiences learners will have to acquire, gain and possess after the completion of the “learning process”. 2.A3 Definition of appropriate situation for a scenario The prioritization of the situation follows. The principals here are the importance of the situation for the real life and the likelihood they can appear in practice/work environment. 2.A4. Scenario frameAs an innovative type for raising awareness for Cyber Security and training the application and adherence to relevant rules and principles of working and living in a safe virtual environment, the Escape Room Model was chosen.2.A5 Design of the scenariosAt least 6 selected scenarios will be composed. Scenarios have to be engaging and also educationally effective and mimic the working reality. O3 - Activities.3.A1 Specification and design of the virtual escape room platform The requirements for the scenarios in O2 will be used to guide this activity. The characteristics of the platform and its core functionality will include elements of communication (text and video, synchronous and asynchronous) and interaction with the with the scenario for the players to get the clues and submit the solutions.3.A2 Technical / software implementation of the virtual escape room platformThe technical implementation will translate the game mechanics (game rules) into data and algorithms that supports the desired user experience but will also allow to instantiate programmatically the scenarios produced in the previous result into the platform. This will be done in a modular way so that new scenarios could be created and integrated at any moment with minimum effort.3.A3 Alpha and beta testingAlpha test will involve partner s to conduct usability and game experience assessment. Beta Testing will already implicate the participation of end users to test the virtual escape room setup.3.A4 Improvements to the platform and scenariosThe resulting feedback will be analysed and a list of requirements for improvements will be produced to guide further development of the platform and tested scenarios.3.A5 Pilot testingA larger-scale testing will take place 3.A6 Improvements to the platform and scenariosFollowing the evaluation of the pilots, improvements to the contents and methodology. optimization of the output<< Results >>OO1: Compendium of Cyber Security CasesThis output aims at putting together and disseminating Cybersecurity Cases which de facto took place in partner countries, especially SMEs. These Cases bundled in the compendium provide the variety of different situations, describing cyberattacks, frauds, social engineering occurred in companies. The illustration of problems, its origin and possible reasons will be extended by solutions and actions, companies introduced and realized to rectify the security leak. These Cases should serve for educational purposes and deliver content, input, based on real-life examples to VET trainers on the one hand and lay the foundation for the creation of the Output 2 “Scenario Cyber Alertness” on the other.O2 – Scenarios “Cyber Alertness”Inspired by the examples and cases from Output 1 partners will design various set of situations for facilitating knowledge and competences in the field of CS. To make the virtual training more engaging a scenario-based approach was chosen. Since the topic of Cyber Security is perceived as highly complex the aim is to create a well thought out, interactive and appealing scenario -based training strategy, supporting the information reception, knowledge application and retention. Scenarios are effective for learning since they provide realistic context and emotional engagement and can increase motivation and accelerate expertise. Especially, in field of Cyber Security the reference to realistic situation might have a very positive effect and additional value since learners can better comprehend the situation, observe the consequences, reflect and transfer it into working environment. Having made these experiences, it can foster and accelerate the learning process, enhance the skills and knowledge and lead to a better performance in the job. The target groups the scenarios are suited for are persons from different professions with non-technical/non-IT background in the continuing VET sector. The Scenarions contain set of situations, relevant for the improvement of the CS awareness and skills, enabling VET learners to act and react in the digital working and living environments.O2-1 Apart from the scenarios partner will work out a methodological guide for the conceptualization and the implementation of Escape rooms as didactic tool in the context of CS. Incorporated will be also the experiences of the participating trainers and learners. O3 – Virtual Training Escape RoomDeveloped scenarios (O2) are the base for the development of the virtual platform and training. The characteristics of the platform and its core functionality include elements of communication (text and video, synchronous and asynchronous) and interaction with the scenario for the learner to get the clues and submit the solutions. Therefore, design includes the core mechanisms that create experiences and build the expected knowledge that is transferable to the real world through active learning practices that simulate problem solving in the real world. The virtual platform incorporates tested scenarios for CS and will be made openly available to the target group and all potential stakeholders.O3-1 A user guide will be a part of the project to inform them about the concept of the training, and the handling.Further results1) Project Webpage2) 4 Multiplier Events3) Dissemination strategy: dissemination of project results for their sustainable use also beyond the partnership is a core task of the project. A comprehensive dissemination staregy will therefore be established for all partner organisations4) Quality plan and reports: the assurance of a high product and process quality is an important factor for the success of the project. Therefore Effebit (P4) will be especially responsible for the quality management in the project."

<< Objectives >>1.Developing the skills of 25 youth workers from all project organizations to create blended-learning training courses for young people taking into account the Well_Youth methodology2.Development of social & emotional skills and competencies regarding stress management, financial management, time management of 50 unemployed youths3.Reducing online time and digital addiction by providing integrated and holistic leisure solutions through the use of the Youth Move On application<< Implementation >>1. A methodological learning framework - Well_Youth 2. Well Youth MOOC course addressed to unemployed young people who have faced or are facing mental health problems (anxiety, depression, low self-esteem, etc.). 3. Interactive online application Youth move ON-<< Results >>A methodological learning framework - Well_Youth (WP2) for the development of educational design skills among youth workers with a view to promoting mental health among unemployed young people Well Youth MOOC course addressed unemployed young people who have faced or are facing mental health problemsInteractive online application Youth move ON- which aims to discourage digital addiction and which promotes social interaction by offering different types of social activities and interaction outs

<< Background >>One of the most important priorities in the European Union is to ensure food safety and protection of consumer’s rights.Society and politics are constantly changing. This causes society's priorities to change over time, which, in turn, translates into new needs and situations that must be evaluated. Consequently, food law, to cover new social needs and situations that arise because of changing reality, is constantly updated. The ignorance of operators and food businesses about these kind of changes in food law negatively affects the essential priority for the European Union: food safety and consumer’s rights protection. This safety can be promoted through the dissemination of the necessary knowledge to keep it intact, allowing, therefore, the learning and development of knowledge of those sectors required to obey these laws.There is an important need to modernize higher education to keep up with the globalization and technological developments all over Europe. TRIFLIM attends to the need of professional development for technicians and professionals from agri-food sector and related industries.On the other hand, the changing demand of different products from different countries caused by globalization and the access to on-line platforms which allow consumer’s access to many food products from different countries, can negatively affect food safety. There is a relevant lack of knowledge in food law area and this lack is increasing through the years. This lack become worrying when comes from food businesses or people who works in food lawAlso, the ignorance of the requirements indicated in laws entail that this target groups could find barriers when they will try to market their products because they do not follow these requirements and it makes making more difficult their daily activities. So, there is a need to ensure food safety, avoid outbreaks and situations of crisis and help food businesses. This safety can be promoted through the dissemination of the necessary knowledge to keep it intact, allowing, therefore, the learning and development of knowledge of those sectors required to obey these laws.<< Objectives >>The objective of the project is the development of an innovative e-learning programme about European Union food law providing the acquisition of knowledge and the specialization in food law supporting opportunities in acquiring and developing key competences to foster employability and socio-educational and personal development. Training will be achieved using the latest ICT tools and designing the gamification of content to foster user motivation. This will make the process of learning more innovative and attractive. This objective will be reached ensuring the clarity, completeness and quality of the work programme, including appropriate phases for preparation, implementation, monitoring evaluation, sharing and promotion.The result that the project will reach is an innovative and motivating digital training that exploits the latest technologies and learning approaches based on gamification and storytelling to make the whole process more modern and attractive, adapted to the training needs and the preferences of the attendees.The project involves youth and adults from rural and geographically isolated areas to take part in long distance trainings.Agricultural production and food processing are very important sectors of the Greek, Italian, Portuguese and Spanish economy, with large development potential; size, quality and environmental sustainably wise. Additionally, knowledge based and digitally supported Agrofood production may become a sustainable source of income that will keep youth population in rural areas, which is also a focus of our consortium engagement and in accordance to the 6th European Youth Goal “MOVING RURAL YOUTH FORWARD” (E.U Youth Strategy 2019-2027). Through the TRIFILM project, the partners will acquire deeper knowledge and specialized digital tools in order to transfer this knowledge to Agrofood entrepreneurs, especially these in rural areas who have less opportunities.TRIFLIM project is oriented to the education field to increase quality education. The European Union agenda for suitable development includes its 17 sustainable development goals. The 4th sustainable development goal is «Quality education» which is necessarily related to the 8th and 9th goals «Decent work and economic growth» and «Industry, innovation and infrastructure» for the reason that ensuring «inclusive an equitable quality education» and promoting «lifelong learning opportunities for all» necessary entails, on the one hand, the promotion of «sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all» and, on the other hand, the building of «resilient infrastructure» and the promotion of «inclusive and sustainable industrialization and foster innovation».This project is designed in an eco-friendly manner and incorporates green practices. The implementation of an e-learning programme promotes a «0% paper» initiative. The heart of the European Green Deal is the «from farm to fork» initiative, being part of the food safety policies from the European Union. This project is directly related to food safety in the European Union.AINIA, coordinator of TRIFLIM project, is part of these BTSF initiatives since 2006 so, this project will follow the main and the specific objectives of BTSF training strategies, sharing the same views, following the initiatives of the European Commission and meeting its plans.<< Implementation >>The project requires to carry out various activities in which all partners will have an active role. The activities to carry out with the support of the grant requested under the item «Project management and implementation» are the following:Activity 1-Management. AINIA, as the project leader, will establish a management plan for the achievement of all the milestones during the development of the project. Activity 2-Design, development and implementation of a Quality Plan. In order to ensure that the project implementation is of high quality, completed in time and on budget, there will be quality control plan. This activity will be led by CRETHIDEV and will consist of a set of organisation activities and procedures that the consortium will use during the project to support its quality management, setting the quality required to carry out the project successfully. Two will be the main axes of the quality auditing: Quality of Results and Quality of Procedures. All partners will contribute to the quality follow-up stated, which will be checked during all Consortium Meetings.Activity 3- Communication, Dissemination, sharing and promotion activities.This activity will be led by AINIA. The participants will actively contribute to the dissemination of the course in their own countries. It is explained in the sharing and promotion activities section of this document.Activity 4- ExploitationThis activity will be led by LEX ALIMENTARIA, will be setting a plan for ensuring the sustainability of the project being the most important activity the introduction of the course into the partners training portfolio and transferring of the course to other domains.<< Results >>The expectations of the project are the consecution of 2 results:1.E-LEARNING TOOLS: these tools could be transported to different fields and matters and could be used in another different projects with other partners from different Member States creating synergies between different fields of education and training and opportunities for collaboration. All the participants will benefit from their cooperation with partners from other countries, in the fields of education and training, giving the opportunity to organize other European Projects. The main impact of this result will be the creation of tools which could be implemented in e-learning programmes being a good quality training in food law providing knowledge acquisition in the European Union. This will improve skills and qualifications to facilitate personal and professional development. The Pilot course has foreseen to enrol a minimum 12 people.2.E-LEARNING PROGRAMME: The involvement of the participants organizations in the development of the e-learning programme materials give them deliverables that can be transported to different fields and matters and could be used in another different projects with other partners from different Member States creating synergies between different fields of education and training and opportunities for collaboration. All the participants will benefit from their cooperation with partners from other countries, in the fields of education and training, giving the opportunity to organize other European Projects. The main impact of this result will be the creation of the grounds of an e-learning course that will be a good quality training in food law providing knowledge acquisition in the European Union. This will improve skills and qualifications to facilitate personal and professional development. Also, the Pilot course has foreseen to enrol a minimum 12 people.