The project ”YES for Entrepreneurial Youth NGOs, YES for Millennials Changers” was implemented by 3 organizations from Romania, Spain and Germany. It had a duration of 14 months. The consortium was consisted of ACE-ES Romania, Cesur and bbw gGmbH.Within the current organizational structures and environments, youth organizations find an increasingly difficult to raise funds. Therefore, in this time of social and economic crisis social enterpreneurship could be strongly seen as a viable mechanism for NGOs’ sustainability and also a powerful tool for inspiring, educating and supporting new generations to act as active and responsible citizens. The percentage of NEETs in Romania, in Spain and all over the Europe is very high. The new youth generation – so called ”Millennials – The Generation Y” (Engaged, Optimistic, and Charitable) requires creative and entrepreneurial ways of involvement as active citizens. The European Commission stressed the fact that the youth organisations are one of the main providers of non-formal and informal learning leading to an entrepreneurial mindset and skills. In this regard, it was an urgent need to strengthening the support for youth organisations in providing guidance, mentoring and quality training. But to do so for their beneficiaries the youth NGOs also need trained human resources, work tools, focused action plans and professional volunteers to sustain them. A youth NGO needs to become a “professional actor” capable to attract the best resources, to produce significant changes, to create value through social business/social economy, to include more beneficiaries, to expand the area of intervention and to develop new services and projects.The general aim of the project was to stimulate transnational exchange of good practices and relevant experiences in developing modern and challenging action-based learning contexts for professional people of the youth NGOs (with a special focus on youth workers) based on social enterpreneurship so that they could stimulate development of their organisations and their target groups on economically sustainable basis. The project has focused on 3 specific objectives:O1 – Enhancing the professional development of at least 30 experts of youth NGOs from Romania, Spain and Germany (with a special focus on youth workers) through combined training approach in social entrepreneurship (practical workshops and elearning modules).O2 – Promoting a proactive and innovative non-formal way of learning/working with young volunteers of an entrepreneurial youth NGO called LIVE Laboratory and elaborating a methodology for this Lab.O3 - Strengthening the cooperation between youth organisations and public authorities through a transnational online network in order to foster social entrepreneurship initiatives.Project methodology was a participatory one based on:- creative tools and methods so that activities were implemented with participants rather than for them;- a culture of transnational cooperation and knowledge among different types of participants. There were a variety of activities grouped into 3 components consisting of: practical workshops; collaborative online group; developing 8 e-learning modules to expand social enterpreneurship knowledge and practical experiences of the youth workers/experts from youth NGOs; developing an implementation methodology of LIVE Lab as a new way of working with volunteers for the prosperity of the organization as a whole; setting up a transnational online network of cooperation composed of a large mix of organizations, for learning and acting together in terms of fostering social enterpreneurship within the youth NGOs.The main results were the following:Youth workers and other experts of youth NGOs were getting new know-how, professional skills and awareness on social entrepreneurship so that they could promote and use the take-up of practical entrepreneurial experiences in education, training and youth work. It was promoted LIVE Laboratory - a proactive and innovative non-formal way of learning/working with young volunteers in the spirit of an entrepreneurial youth NGO. A transnational online network was created from different type of organizations in order to foster social entrepreneurship initiatives.The long term benefits of the project: the participants became resource persons and they could support cascading of knowledge in their orgnizations and their local communities; participating organizations transfered each other information, good practices and know-how and fostered a more dynamic and committed environment inside them; the stakeholders contributed to a better understanding and recognition of the role played by youth NGOs, Millenials and social entrepreneurship for a brighter social and economic future.

<< Objectives >>A key objective of the project is to enable innovative forms of training and continuing education in companies through the use of virtual teaching-learning solutions. The focus is on the training topic of CNC multi-sided machining. The developers take into account cognitive, affective and psychomotor learning objectives as the basis for didactic planning.<< Implementation >>- Development (design and creation) of a digital training platform for the use of digital training materials (apps, videos, basic materials for download); also included is an additional evaluation to achieve a skills pass.- Transnational meetings for action planning, interim quality review and sustainability- 2 user groups (month 4 and month 11)- 1 hardware experience day month 17- Final conference - Project management reports of financial execution/documentation<< Results >>The project will develop the following 2 outputs:1. an online digital training platform for APPs-based learning, with videos and basic material for download, that will train CNC trainees in multi-sided machining and make them fit for the job market. 2. project management reports and dissemination activities (final conference).

<< Background >>Identified in the 2017 report of the French Inspectorate General of Social Affairs – IGAS, “digitalisation of vocational training is likely to profoundly renew pedagogies and training courses”. Indeed, e-learning practices in VET open the way to a large modernisation of the pedagogical approaches: development of new supports, increase of the interactivity, diversification of the tools, flexibility, and empowerment. All of these are crucially linked to the needed adaptation of the training offer to the learners’ needs, enhancing their motivation, and commitment to learning. Indeed, because of their remote, modular, and often asynchronous distribution methods, digital training is likely to remove certain constraints that limit access to training; a 2013 INSEE survey showed 16% of adults quit the VET sector due to the distance from the place of training. Using the modularization and adaptability of pedagogies and courses by developing digital learning ecosystems is then a great opportunity for the learners, gaining in flexibility and benefiting from a tailored approach.In that context, tackling the objective of developing more active and inclusive modalities for all is a real challenge for the VET sector, facing a large range of difficulties considering the learners’ heterogeneity: demographically (from 17 to 70 years old, from rural to urban areas, facing diverse socio-economic background), across large value chains, for employees or job seekers, all these differences modifying their learning needs, objectives, and styles. Meanwhile, digitalisation can also create or reinforce inequalities: difficulties to take into consideration the learners’ particular needs, especially the ones facing learning difficulties while shifting from physical to online training, computer illiteracy and lack of digital skills to benefit fully from the tools. Hence, the modernization and digitization of the VET sector remain to this day a modest and unequal process (IGAS).However, nowadays, all the educational sectors are digitalising in emergency reacting to COVID-19. The acculturation to digital tools is then a crucial step to answer to the current needs and strategy of the sector. This digitalisation hence supposes taking a qualitative leap forward, however, these changes are not natural, and more cooperation needs to be strengthened, to enable developing an innovative and digital system more broadly, on the one hand, to limit the risk of exclusion of the less qualified or from fragile territories and on the other hand to modernize vocational training.The UPTOOL project has been launched to answer these inter-related challenges of developing qualitative, learners-based digital approach in VET training, by facilitating active pedagogies and a better understanding of the heterogeneity of learners’ profiles in offering a tailored online educational ecosystem.<< Objectives >>To specifically tackle this global challenge and context, the project will rely on 4 concrete objectives:OBJECTIVE 1: STIMULATE THE DEPLOYMENT OF TAILORED AND ACTIVE PEDAGOGIES RELYING ON DIGITAL SOLUTIONS. Learners are individuals, and as such each is different. Different learners have different needs; they differ, for example, in their goals, prior knowledge, learning styles and skills. In the world of educational research, we are now beginning to introduce the issues linked to the cognitive differences of learners by deploying more and more adaptive systems, integrating the specificities of each learner in the construction of learning methods. In the field of VET training, performing these adaptations are crucial but difficult, as, on the contrary with other sectors with more homogeneous cohort, there is a greater need for personalisation in vocational training. In that way, implementing active pedagogy is a real challenge in which the use of digital learning can provide a range of supporting tools: by providing more flexibility on the learning rhythm, by enabling to access diverse supports including short and brief precise contents for workers, and longer-term handouts on a specific topic for learners with more needs in terms of didactic information. However, identifying and understanding these needs is a complex process as it requires analysing the learners’ profiles and their interactions with the tools. To bring insights to this challenge, the project will propose a strict methodology in which the learning profiles will be assessed and translated into case studies enabling.OBJECTIVE 2: PREVENT LEARNING DROPOUT WHEN SHIFTING FROM TRADITIONAL TO ONLINE MODALITIES and target learning impairments and disabilities by tackling several profiles in the recommendations, including learners with cognitive impairments. As stated in the IGAS report, “digital modalities should not contribute to increasing inequalities in access to training but on the contrary, should be used to reduce them. This requires ensuring the production of an offer aimed at priority audiences, namely job seekers and employees of small businesses; to reduce the situations of illiteracy”.OBJECTIVE 3: SUPPORT LEARNERS, TRAINERS, AND INSTITUTIONS IN THE SHIFT TO MORE DIGITAL MODALITIES BY OFFERING BEST PRACTICES TOWARDS AN INCLUSIVE VIRTUAL LEARNING ECOSYSTEM, FIGHTING AGAINST DIGITAL ILLITERACY. By offering support on the modernisation and digitalisation of the VET sector, the project will enable working on the participants’ acculturation to the digital transformation processes, that, even if the society is more and more digitally aware, remains a challenge. This is also the case for the trainers and pedagogical teams regarding their digital skills to implement qualitative e-learning contents, as, according to IGAS, the ability to use digital tools is a brake on the implementation of this digitalization. The lack of digital skills in the team represents still a barrier to digital training in 63% of cases. Hence, specific materials dedicated to the trainers will be developed, enabling them to acquire new digital skills enabling to ease the transformation process.OBJECTIVE 4: SUPPORT THE DEPLOYMENT OF A QUALITATIVE E-LEARNING STRATEGY, even more in the context of COVID-19, to avoid short term visions and take the opportunity of the situation for developing a more inclusive educational model instead of digitalising in the hurry.<< Implementation >>To achieve these objectives, the partners agreed on a set of activities leading to the achievement of the 4 project results and 10 project management and implementation activities. The logical set of activities will include: STEP 1 - ANALYSIS OF THE LEARNING PROFILES. The partners will identify how various learning situations reflect on the individual learning process of the learners and gather this information in use cases. This will be feasible by theoretically assessing the learners’ profiles and the reactions of learners on small tests on diverse e-learning modalities crossing with several criteria, likely to integrate at least: demographic information, analysis of the pedagogical challenges of the learners including metacognitive skills, learning motivations and digital. STEP 2 – TRANSLATION OF THE THEORETICAL MODELS IN LEARNING MODALITIES. A digital awareness-raising training module will be created based on pre-existing contents (digital practices, literacy, cybersecurity) and digitalised on diverse formats and modalities answering the needs of each use case i.e. learners' particular needs. This will include applying modifications of formats (text form, reading supports, graphic environment, sound environment, interactivity, offering radically different e-learning modalities (asynchronous, mobile learning, microlearning, web-based ecosystems, social learning, flipped learning, serious game for instance), and finally, diverse pedagogical approaches (inquiry-based learning, didactic, active and discovery-based pedagogies ...). Combined, these three levels will enable a strong personalisation of the training to the learners' needs.STEP 3 - EXPERIMENT AT REAL SCALE. Once the materials and tools will be ready, yearly experimentation will be launched. Based on a learning analytics module, key metrics will be collected: completion rates, students' progress, when a user last logged in, course status, number of students enrolled, total time spent training, individual assessment/quiz scores, learning path data, number of answer attempts. STEP 4 - ASSESSING AND SUSTAINING. Once collected, these data will be translated into recommendations for the pedagogical engineers and learners, in a view to supporting active pedagogies in VET education. These practices will be gathered in a handbook structured around the current issues encountered by digital training systems. Its ambition is to show what questions to ask yourself to improve the training systems in line with developing active and learners-centred learning modalities. This guide will provide a co-construction axis to VET learning where pedagogical engineers, trainers and learners can dialogue to reconcile digital and an optimal learning experience. Materials will be created for upskilling trainers and the pedagogical engineering teams regarding the use and understanding of the different e-learning modalities that can enable developing a better tailored and inclusive digital learning programme for the learners. A large dissemination campaign will enable enlarging, replicating and transferring the project outcomes at a larger scale. To achieve this methodology, the partnership will rely on a multi-stakeholder approach, gathering a specialist of e-learning modalities (Haikara), 2 VET centres in France (Purple Campus) and in Germany (BBW) as well as the University of Latvia, through their Faculty of Education, Psychology and Art enabling to approach digitally-enhanced education with a concrete and specific assessment methodology.<< Results >>The project will eventually result in several tangible and intangible outcomes: 1. The release of documented strategies towards digitalization and active pedagogies applied to the VET sector and gathered in a final handbook.2. The deployment of a training module on digital literacy, highly replicable by being universal and crucial nowadays in several professions from ICT to non-ICT workers. 3. The release of an e-learning ecosystem on the topic targeted, developed based on each theoretical definitions of the learners’ profiles. 4. Eventually, pedagogical material for training the trainers and pedagogical engineers to operationalise the results of the project in their daily activities. Intangible results and impacts will be reached including:1. By promoting inclusive learning and active pedagogies: better reaching the pedagogical objectives of the VET digitised courses; reducing the dropout of digital learning sessions and increasing inclusiveness of the learning pathways2. By supporting the modernisation of the VET sector: increasing digital competencies of learners and trainers3. By developing awareness-raising contents on digital skills: working on computer illiteracy of the learners, even the youngest that do not have nowadays access or the proper understanding of the possibilities offered by technology-enhanced pedagogies; participating in the integration of digital skills for non-ICT related professions

<< Background >>Work-based learning and apprenticeships are at the core of VET. European Commission published a report on the 20 guiding principles of high-performance apprenticeships and work-based learning. Systematic cooperation between VET schools and companies was one of the identified principles to ensure high performing apprenticeships and work-based learning. Some years before, Business Europe presented 12 main recommendations on how to improve quality and image of apprenticeships on three levels; the European Union, the Member States and employers’ organisations through cooperation. Latest Digital Education Action Plan (2021-2027) outlines the European Commission’s vision for high-quality, inclusive and accessible digital education in Europe for the purpose to learn from the COVID-19 crisis and to make education and training systems fit for the digital age. When we put these developments in the context of VET offer, we may observe that wide impact of crises in manufacturing posed by COVID 19 have accelerated transition to Industry 4.0 even much faster. Certain parts of the production process will be outsourced or digitalized and even more of the process will be controlled from central control rooms than on the plant floor. Thus VET should not only follow up digitalisation in the industry but has to boost further developments.Project partners from Germany, Spain, Poland, Greece and Bulgaria which represents VET centres and Association of Companies in metal and electro sector have agreed that many dimensions of the VET-Industry cooperation should be improved in order not just to respond to the demand of the sectors but also to generate change, particularly the change related to transition to Industry 4.0. which has been accelerated even faster during COVID19 pandemic. This cooperation has been seen through a) VET process b) level of cooperation.<< Objectives >>Our project seeks to active following specific objectives: a) VET process: Adapting vocational education and training to labour market needs through skills assessment demand framework which will support the project to develop European training module according to demand of SMEs in metal and electro sector occupations. b) Level of cooperation: Improving collaboration between VET teachers and company trainers/ mentors in their use of digital tools in teaching, having in mind their complementary roles and responsibilities in performance of apprenticeships and work-based learning.<< Implementation >>a) VET: Adapting vocational education and training to labour market needs Cooperation of metal and electro industry with vocational training centres in order to overcome skills shortages through:1. Development of company survey (or skills assessment tool) which is consisted of: - background information on the company- selection of a particular occupational profiles -metal and electro sector;- series of occupation-specific tasks and emergence of any new tasks- questions on major changes and innovations introduced in the organisation and their impact on the selected occupational group and selected job profiles2. Development of European training module based on survey results. - Training module will take the form of the European training module which reflects Industry 4.0. aspects of advanced analytics and artificial intelligence, robotics and automation and process digitalisation and software automation. - Training module will be structured around TOPIC (particular competency); b) SHORT CONTENT, GOALS, OBJECTIVES, LEARNING OUTCOMES, THEORETICAL INPUTS and EXERCISES (in companies).- Training module should be design in a way that each VET centre can introduce it in the core curricula for the metal and electro sector qualifications.b) Level of cooperation: Cooperation of teachers from vocational schools and companies in order to improve quality of teaching (use of digital applications in vocational schools - open source platforms, augmentative reality, internet of things etc.) 3. Blended training programme for VET Teachers and Work-place Trainers -for sharing information and knowledge on digital technologies (online learning and OER, simulation (augmented, mixed and virtual reality and digital assessment tools and credentials)- main aspect of the training is to elaborate how pedagogical innovations and digital learning technologies might be better used in VET. 4. digital JODAlab - updating and sharing educational apps applied in class or during the apprenticeship - each partner upload up-to date elaboration of use of digital tools in VET, ongoing or future projects which deals with development of digital tools for VET and sole digital tools staff will further communicate with VET teachers and workplace trainers in order to inform them about newly created platform and a way how they can make contribution and use the benefits from the JODAlab. - platform will be open to all users at their first visit. - in order to enter the JODAlab platform teachers will have to contribute to the platformOTHER ACTIVITIES:In order to support achieving the key outputs (company survey, training module, blended training and JODAlab), additional activities will be implemented: - Development of NETWORK of at least 150 companies (with focus on SMEs) in manufacturing industry from 5 EU countries – metal and electro sectors in order to participate in survey - Producing TWO DOCUMENTED ANALYSES on skills demand in occupational profiles of metal and electro sector based on survey results in order to summarise intelligible survey results - Organisation of EUROPEAN CONFERENCE - VET-Industry cooperation and introducing training module into curricula for the metal sector qualifications - challenges and perspectives, in order to train multipliers to understand and introduce Training Module in regional VET curriculums - Organization of National workshops in each partner country for VET practitioners in order to replicate European conference to a wider audience - VET practitioners and company mentors<< Results >>RESULT 1: We expect that, by the end of 2022, minimum 30 companies per country (150 in total) from metal and electro sector are involved in process of updating information about skills demand as “occupation task screening”. It means that through developed frameworks i.e.FactCheck skills assessment tool and network of companies, VET centres will have information which will be used in order to make an intervention more effective and efficient. The key success factor appears to be the presence of a committed companies that have the capacity to identify its skills needs and engage in cooperation with educational institutions to have them matched in curricula. However, such capacity is often a function of firm size and therefore it is unlikely that small companies can be expected to be able to initiate this kind of cooperation. Thus in this project we will provide framework for SMEs to imitate and participate in these activities.RESULT 2: We expect that, by the end of 2023, VET centres will have all relevant information to adapt their curriculum according to European Training Module. In order to support this projects, FactCheck project will develop training programme/module based on the survey results. This training programme will be example of good practice for all centres to refresh their modules and programmes. Training programme will take the form of the European training module constituted of identical European learning outcomes in the field of given occupations (focusing on use of innovative software, machines and digital tools used in metal and electro sector). The programme should meet the demands of industry with the VET system in targeted partners’ countries.RESULT 3: We expect that cooperation among teachers and trainers from participating countries will be improved. This cooperation will be possible through work at JODAlab and Blended training programme for VET teachers and Workplace trainers. We expect that minimum 100 teachers and workplace trainers will participate in these activities. Following outputs will be produced within the FACTCHECK project: • NETWORK of at least 150 companies (with focus on SMEs) in manufacturing industry – metal and electro sectors • SKILLS ASSESSMENT INSTRUMENT for industry (SMEs). This instrument will be used by companies to update information on skills demand and by VET Centres in order to adapt curriculums according to needs of the companies• TWO DOCUMENTED ANALYSES on skills demand in occupational profiles of metal and electro sector based on survey results • EUROPEAN TRAINING MODULE developed according to task-occupational screening for selected occupational profiles developed• EUROPEAN CONFERENCE - VET-Industry cooperation and introducing training module into curricula for the metal sector qualifications - challenges and perspectives • Digital JODALab developed. Digital laboratory will be developed for active use of VET teachers and Workplace trainers in order to share information and knowledge on digital software and open source platforms and update information on new developed modules in the sector for specific occupational profiles • BLANDEDE TRAINING COURSE for VET teachers and Workplace trainers on use of ICT tools and methods in training courses and workplace training and• National workshops organized is each partner country for companies and VET centres

<< Background >>The context of COOPERATE is represented by COVID-19 pandemic which has demonstrated the EU national health-care systems’ inability to counter it.All involved EU countries - Germany, Italy, Spain, Greece, Poland – have been unprepared to manage the crisis, adopting restrictive measures on freedom, which have halted the economy while failing to contain the virus.After a year, thanks to the science, EU countries are benefiting from vaccinations and easing those measures. Nevertheless, due to the experimental nature and the scarcity of vaccines and the virus’ constant mutation, the pandemic is still far from its resolution.In particular, what emerged was the inadequacy of the protocols of health-care facilities, which failed to avoid that the virus caused thousands of deaths among the most vulnerable, like the elderly.According to the Director for Europe of the WHO Hans Kluge, in Europe, in April 2021, almost half of the people died from COVID-19 were residing in care facilities.Based on official sources, like the European Center for Disease Prevention and Control, countries such as Germany, Spain and Italy have suffered a high toll in terms of deaths in these structures. In Germany, 29% of COVID-19 deaths are long-term facility residents. In Spain, more than 13,000 elderly people have died in the residences. In Italy, out of 7,300 facility residents who died, 40% tested positive to COVID-19 and presented flu symptoms. Similar situations can be found in Poland and Greece.The main criticality found in these facilities has been the scarce or absent information on the procedures to contain the infection.In light of this and considering that, a year later, it is possible to leverage on more evidence, the priority need of COOPERATE is to provide a “European” response to the pandemic from the point of view of its management in the health-care facilities. The project is based on the awareness that, despite common problems, each EU country has dealt with the virus in a specific way and presents practices on which it is necessary to leverage to equip the health-care facilities, and related professionals, with more adequate transversal and technical skills to face COVID-19 and future crises. The need is, in other words, to promote the skills improvement and professional development of health-care operators by realizing a quality, European and EQF-aligned VET training offer.<< Objectives >>COOPERATE aims at achieving, as overall objective, the improvement of the health-care system from a VET point of view and within a European framework.This objective is framed as follows:- to gather the learning outcomes that, in each country, define the health-care sector, as described by the national Qualification Frameworks. Thus, facilitating partners’ understanding of how the sector is regulated in other countries represents a key step to provide a common, European and quality training response to the pandemic;- to leverage on the best VET programs of the represented countries. In fact, each country has its quality programs which it is strategic to take into consideration;- to assess the professional gaps found in the target facilities, in order to identify potential points for improvement. Analysing the main challenges of health-care operators and facilities is extremely strategic.The project pursues other aims connected to these objectives and to partners’ needs.Partners aim at promoting a more accessible use of the training offer, in line with the contemporary trends of online realization of events. Partners intend, also responding to one of the Programme’s horizontal priorities, to favour an experimentation of digital fruition of their training offer.Secondly, partners intend to sensitize VET providers, health-care organizations and operators and policy-makers on the project and its results, to give sustainability and visibility to the action and create future partnerships, for the improvement of the activated cooperation and the creation of on-the-job schemes.Finally, partners aspire to increase the European dimension and the network with actors committed to the improvement of their structure.<< Implementation >>COOPERATE will reach its objectives through the following distribution of activities.Transnational Project Meeting 1 – Month 1: Kick-off Meeting, occurring in Germany, Dresden and lasting 1 day, hosted by BSW.Project's result 1 - Months 2-12: C-VET Professional Course on pandemic management for health-care technical and management professionals.-PHASE 1 - Months 2-4: deployment of Expert Teachers which will study the national situation in terms of Qualification Frameworks and excellence courses. Based on this, each Expert will develop a proposal of the potential contents to include.-PHASE 2 – Months 5-8: deployment of Researchers, which, with the support of project assistants, will carry out a country-based assessment targeted to health-care professionals organizations, to identify learning gaps relating to the specific country and labour market.-PHASE 3 – Month 9: Transnational Learning Activity, which will occur in Warsaw, Poland. Partners’ Managers, Teachers and Researchers will gather and share the produced evidence to define the most important learning outcomes to include in the Course.-PHASE 4 – Months 10-12: BSW will be in charge of elaborating the C-VET Course, based on the cooperation realized with the partners.Project's result 2 – Months 13-15: Technical Description of the Course, with the specification of training modules, translated in all involved languages.-Months 13-14: BSW’s Expert Teacher will edit the Description, translated in all involved languages.-Month 15: the Description will be shared within a second Transnational Learning Activity occurring in Dresden, Germany. The event will be attended by partners' managers, Expert Teachers and 3 trainers per partner, with the aim of building the capacities of local trainers to deliver and also evaluating the Course.Project's result 3 – Months 15-20: digitalization of the C-VET Course.An IT technician, incurred by FORMAC will develop, liaising with the Expert Teachers, the digital contents of the Course. This result will support the digital transition of the involved VET providers organizations. National Experts will be tasked with developing the contents of the Course in their native languages. The IT technician will also be tasked with uploading on the project website - Project's result 4 - all the developed digital contents. Each partners’ Expert will be supported by IT Technicians in the development of the Course's contents in digital format. In order to ensure the quality and effectiveness of this result, Partners’ Managers will be given additional staff costs to directly participate in the implementation of this activity.Transnational Project Meeting 2 (TPM2) – Month 21: Final Transnational Project Meeting, occurring in Madrid, Spain, lasting 1 day. It will be hosted by FAB.Project's result 4 – Months 1-24: project’s website.-Months 1-3: creation of a dedicated website for the project.-Months 3-24: communication and dissemination of project’s activities.-Month 20: uploading by the IT technician of the digitalized Course on the website which will also represent the web platform for its online delivery. Each partner's website will have a link to this website.Multiplier Events – Months 21-24: In order to facilitate the dissemination of project’s results to the national communities of stakeholders (health organizations and institutions, health-care professionals, policy makers and national authorities), each partner will autonomously carry out a country-based dissemination Conference, with the aim of involving, each, 25 national stakeholders. This activity will be led by each partner’s coordinator which will leverage on partners’ networks to reach the most valuable and strategic national stakeholders to share the results of the project, increase their sustainability and trigger their use and visibility. Conferences will be carried out in Germany, Poland, Spain, Italy and Greece.<< Results >>COOPERATE intends to achieve different outcomes, which will concern the impact of the project on the participating organizations and the involved management and technical staff and 4 specific project’s results, representing the bulk of the project.In terms of participating organizations, the expected outcome is the increased European dimension of the partners forming the consortium. In fact, the project will involve organizations from Germany, Italy, Spain, Poland and Greece. The facilitated cooperation will have the objective of increasing their ability to interact and create partnerships at the European level, developing the skills needed to manage and/or participate in transnational consortia. Furthermore, for Fondazione SMA, COOPERATE will represent the first experience at the Erasmus+ and EU level, which means that the project will represent an opportunity to make an important step in terms of internationalization for a new comer.Another related expected outcome is the improved designing skills of educational development and partnership projects at the European level, which will concern the management staff that has participated in the preparation of the project and will participate in its activities.A third expected outcome that the project aims at producing will be the improved, always within a European perspective, participating VET organizations’ training offer relating to the topic of the project. This improvement will happen in terms of both the training contents – which are expected to improve as a result of the cooperation between partners from different European countries - and the delivery and fruition methods – i.e. development, delivery and fruition of training contents in digital format.The three mentioned expected outcomes will be achieved leveraging on 4 project’s results, aligned with and functional to the same outcomes:1. Developed a C-VET Professional Course for pandemic management targeted to both technical and management health-care professionals. The expected outcome is to create, through the cooperation between training organizations from several European countries, a Course that has relevance at the European level and is aligned with the National Qualification Frameworks and the labour market needs of involved countries, as well as with the European Qualification Framework.2. Edited a Formal Technical Description of the developed Course, containing the specification of learning outcomes, training contents, required skills and qualifications and career opportunities. The Description will also include a description of the European-based cooperative learning process that has facilitated the development of the Course. The Course and the related Description are expected to be available in each involved EU language.3. Facilitated the digitization of the Course through the development of its training contents in digital format for its online delivery and fruition. The digital contents are also expected to be available in all involved languages;4. Created a website of the project which will serve as platform for both the project’s communication and dissemination and for the delivery of the Course's digital contents.The final expected outcome is the increased EU civil societies’ and relevant stakeholders’ understanding of Erasmus+ and of project’s results, as well as of the need to improve the national education and training framework through the European cooperation. The Project aims at disseminating its results to the national communities of stakeholders involved in VET training processes, in the health-care professional sector and in policy making. The aim is to encourage the sharing of the cooperation practices activated in the project, as well as to extend the visibility of Erasmus+ and the project’s results to the widest possible audience, to increase the number of actors (including VET providers) and professionals in the sector interested in the Course’s contents.