ECHO delivers an organized and coordinated approach to improve proactive cyber defence of the European Union, through effective and efficient multi-sector collaboration. The Partners will execute on a 48-month work plan to develop, model and demonstrate a network of cyber research and competence centres, with a central competence at the hub. The Central Competence Hub serves as the focal point for the ECHO Multi-sector Assessment Framework enabling multi-sector dependencies management, provision of an ECHO Early Warning System, an ECHO Federation of Cyber Ranges and management of an expanding collection of Partner Engagements. The ECHO Multi-sector Assessment Framework refers to the analysis of challenges and opportunities derived from sector specific use cases, transversal cybersecurity needs analysis and development of inter-sector Technology Roadmaps involving horizontal cybersecurity disciplines. The Early Warning System, Federation of Cyber Ranges and Inter-sector Technology Roadmaps will then be subject of Demonstration Cases incorporating relevant involvement of inter-dependent industrial sectors. The ECHO Cyber-skills Framework provides the foundation for development of cybersecurity education and training programmes including a common definition of transversal and inter-sector skills and qualifications needed by cybersecurity practitioners. The ECHO Cybersecurity Certification Scheme provides a sector specific and inter-sector process for cybersecurity certification testing of new technologies and products resulting from the proposed technology roadmaps. The project will develop and operate under an ECHO Governance Model, by which the efforts across the EU Network of Cybersecurity Competence Centres can be coordinated and optimized to provide lasting and sustainable excellence in cybersecurity skills development; research and experimentation; technology roadmaps delivery; and certified security products for improved cybersecurity resilience.

Cultural and creative industries are recognised as smart, sustainable and inclusive growth drivers for Europe. Besides contributing to economic growth, they foster social cohesion, nurture innovations, and create jobs at the local and regional level, despite the challenges facing European economies following post-crisis restrictive public budgets. The non-technological innovations most effectively bridge the social and economic development priorities.Yet, business and arts education and training do not adequately reflect this trend, especially in the Southern and Eastern European countries. The necessary sector-specific skills of the CCIs refer to management of knowledge and creativity and change quickly. FENICE project is built on the rationale that for CCIs to sustain their social impact, they need interdisciplinary and relevant vocational education that builds on subjects from business, management, entrepreneurship, IT, media and others, in addition to culture and the arts.This project is a partnership initiative involving four Higher Education Institutions with different profiles and one universities’ network. FENICE has the overall objective to promote cooperation, innovation and exchange of good practices among stakeholder organisations from 5 Programme countries (Bulgaria, Greece, Romania, Portugal and Serbia) in enhancing the quality and relevance of business education for the CCIs, fostering their innovative potential and social impact.The specific objectives of the project are:- to support research and best practices exchange in the field of management and entrepreneurship for the CCIs in adapting education to creative economy’s skills needs, innovation and sustainability value- to initiate cross-fertilisation between business/economics, arts, heritage, IT and media studies to develop innovative syllabuses that fully integrates the subjects of innovation and change management, cross-sectoral collaboration, cultural co-creation, creative technologies and cultural entrepreneurship in the teaching/training materials- to develop a model for HEI-business partnership to promote incubation, start-ups and entrepreneurship in CCIs, including career counselling/professional pathways for traditional and non-traditional students- to contribute to the establishment of functional creative partnerships between HEIs, business and public authorities to sustain the innovation and spillover effects of the creative economy- to maximise the impact of the integrated innovative syllabuses by demonstration initiatives, pilot trainings and the development of a pilot e-learning platform for training in management and entrepreneurship for the CCIsThe main target group is faculty and students in the fields of CCIs, arts, media, tourism, management and entrepreneurship. A secondary target group are independent researchers, artists, entrepreneurs and managers in CCIs who will be able to enhance their knowledge, skills and competences regarding the management of CCIs through the e-learning platform with online courses and the database of case studies.The activities of the project include the development of intellectual outputs, transnational project meetings, sustainability activities, dissemination activities, an international study program, and evaluation activities. The main project outputs and results are:- Database of good practices and Roadmap for entrepreneurship and innovation in the CCIs- Course syllabuses “Management and Entrepreneurship in CCIs”- Teaching/training materials for courses “Management and Entrepreneurship in CCIs”- E-learning platform with online courses for training in management and entrepreneurship in CCIs regarding non-technological innovations- Model for HEI-business partnership to promote incubation, start-ups and entrepreneurship in CCIs, including career counselling/professional pathways for traditional and non-traditional students- 5 national-level Creative Partnerships Conferences in the 5 project countries- an International Intensive Study Program and national pilot training sessions- 5 focus groups with academia, cultural entrepreneurs, SMEs in CCIs, NGOs and a representative of local public authorities in in every project country- a peer coaching for start-up ideas in CCIsThe project’s intended longer-term impact is:- to reconfirm the credibility of the CCIs as innovative, inclusive and sustainable sectors- to contribute to the development of interdisciplinary education programs that respond to the current and prospective skills’ needs of the CCIs and increase the positive spillover effect on the other industries and society- to contribute to the establishment of university-driven creative partnerships involving business and public authorities the support the CCIs within the communities and regions- to facilitate knowledge and capacity transfer in managing the CCIs between the European education institutions and regions

European Academy of ParticipationEuro-skepticism, populist forces, nationalism and the fragile cohesion between majority and minority cultures are often fueled by a negative use of the human need for belonging and inclusion. The European Academy of Participation (EAP) consortium believes in a more inclusive Europe, in which people live together in mutual respect of their differences. The EAP project sees participatory practice in art and culture as a tool to involve communities in a positive process of constructing identity: non-populist, moderate, pro-European and culturally inclusive. Nothing is needed more in the current climate of Europe. EAP brings together organizations, groups and individuals concerned about the current educational offers in the field of Higher Education (HE) in the Arts and the Humanities. They have identified a skills gap between the profile of graduates and the employment needs of the third sector. Participatory practice is, if at all, a marginal aspect of these programs. The consortiums main objective is to help bridge the identified skills gap. This will lead to enhanced employability of graduates as well as real partnerships between HE and third sector organizations.The project especially aims at1. recognition of participatory practice as a distinct aspect of graduate profiles relevant for employment and expressed in terms of knowledge, skills and competences on various levels of the European Qualification Framework.2. developing and broadly implementing an exemplary intensive course for postgraduate and mature students in the arts and humanities that involves both theory- and professional practice-based learning.3. becoming a self-sustainable platform organization advocating and championing participatory practice in arts and culture across the EU sustaining the project outcomes and impact beyond the eligibility period.EAP targets postgraduate students from the humanities and the arts and practitioners like artists, trainers, teachers, curators etc. of cultural organizations from the third sector that seek further education in lifelong learning provisions.EAP will implement three strands of activities:1. Drafting a QUALIFICATIONS FRAMEWORK for programs geared towards participation. Representatives of HE and employers will together investigate what is needed for graduates to be fit for employment in participatory practice. Following the Tuning template they will describe participatory practice across Europe, graduate profiles, access requirements, a qualifications framework of the HE levels 6, 7 and 8, assessment methods and criteria, employment possibilities, ethical issues and quality assurance.2. Based on the tuning document an exemplary INTENSIVE COURSE PROGRAMME will be developed that involves both theory and practice; to be delivered as a low residency module as part of a flexible part time CPD activity based on blended online and face-to-face learning, including live project work.3. Setting up a support-structure to broadly implement the course modules across Europe, complemented with an ONLINE AND LIVE PEER EXCHANGE PLATFORM to ensure currency of the program and its positions through the exchange of best practice, peer coaching and mutual learning. The ambition of EAP is to tap into the existing potential of higher education and the unique and hard won endeavors of creative projects and organizations scattered across Europe that are engaging the public as active agents in their work. Through their cross-fertilization both sectors impact on the diversifying societies of Europe, capitalizing on participatory practice in the arts.EAP will build on the outcomes of the LLP Multilateral Project “Time Case” (2012-14) with its online resources of participatory practice case studies, a toolkit and the Spectrum of Participation. EAP will use these outcomes and the network built during the first project cycle to reach out to new areas of Europe. As a significant new step EAP will help establish participatory practice as a focus area of the humanities and the arts, a sustained peer-exchange platform between theory and practice and an innovative intensive course program.EAP will support cultural organizations from the third sector to build sustainable creative partnerships with higher education institutions, which will enhance their own participatory practice projects and Higher education institutions like art schools will enhance their curricula and course offers to better enable graduates to find a job in the field of community work and collaborative art practice.

"<< Background >>AdeleRS was elaborated to answer effectively to the needs of the primary beneficiaries of the Project, i.e. graduates in conservation and restoration of cultural heritage including training activities for their specialization. In particular, the proposal aims at their easy entry into the labour market, through a) the consolidation of their professional skills and knowledge and digital abilities; b) participation in a large community of specialist practice at European level; c) vocational language learning in the Cultural Heritage sector; d) an easier and more favourable approach to the world of work.”AdeleRS develop, in fact, a technological-organizational system that allows the provision of remote training processes, including the internship phases that will be carried out in smart-working (e-Stage) and a package of advanced specializing training Modules.The System AdeleRS will offer an e-Learning and e-Stage environments and an innovative Community of Practice. This Community will use: a communication platform, a specialist Wiki-encyclopaedia, and an e-Library, both can be enriched in content also by the learners themselves. These environments promoting non-formal and informal learning.The System will be implemented through careful integration of open-source IT platforms and Apps that are already widely used. It will be managed through a Teleservices Center, a Service Center for KMCI and e-Work, an e-Learning Center.The contents of the AdeleRS System will be developed with a multilingual approach to also encourage language learning for professionalizing purposes.The development paradigm of the Project have solid theoretical, technological and organizational foundations able to provide advanced solutions in VET field by use of innovative methods and technics of e-learning, e-Work, Knowledge Management and Collective Intelligence. These foundations cover topics such as:- processes to create knowledge and competence;- methodologies for assessing the effectiveness of work performance;- knowledge and learning sizing models;- person's needs in work and learning;- the Collective Intelligence models and integrated Knowledge Management systems;- the models for working and learning at distance in a Web 2.0 environment;- simulation models of production processes.The Consortium involves 9 partners from 4 countries, respectively from Italy, Malta, Portugal and Romania The Promoter is ETS ""ARTE E FEDE"", with advanced skills in the Cultural Heritage sector and specialized training in the Restoration. The Partnership include: four Universities, with previous experience in restorers training – i.e. the University of Calabria (IT), the University of Malta (M), the University of Evora (PT), the University National of Arts of Bucharest – and: the Centre for Advanced Technologies of the Polytechnic University of Bucharest (RO), with very high skills in innovative digital infrastructures; DATABENC Scarl, one of the largest national networks, based in Campania (IT), specialized in the sector of Cultural Heritage; the Belt Victoria Foundation which manages the Gozo Museum in Valletta (M) and finally the largest museum in Portugal that is the National Museum of Ancient Art in Lisbon (PT). The final products of the Project are as follows:1. The AdeleRS System, which can be used through a digital dashboard and consists of subsystems for: Advanced Communication, Knowledge Management and Collective Intelligence (KMCI), e-Learning, e-Stage.2. The organizational structures for the management of the System.3. A package of manuals and guides for using the AdeleRS System.4. A content package for the initial power supply of WikiAdeleRS and eLibeRS.5. n. 3 training Modules and related contents – to be provided in e-Learning and e-Stage – for the specialization of restorers, also elaborated using the CLIL methodology.<< Objectives >>The AdeleRS Project responds to two specific priorities of the Program,- Address digital transformation through the development of digital readiness, resilience, and capacity (horizontal priority).- Contributing to innovation in vocational education and training (specific priority for the VET.To respond to these priorities, the Project has identified the follows General Purpose and detailed General and Specific Operational Objectives.Project General Purpose""To develop an innovative system of e-Learning and Smart-Working and related contents that allows to carry out advanced training interventions and internships (stage) at distance of graduated in the sectors of the Restoration and Conservation of Cultural Heritage, aimed at ensuring them:- consolidation of their professional skills and knowledge,- acquisition of advanced techniques for the restoration and cataloguing of specific types of cultural heritage,- participation in a large specialistic community of practice at European level,- vocational language learning in the field of Cultural Heritage,- easier approach to the labour market.”General objectives• use innovative technological-organizational solutions for the virtualization of training (e-learning) and internship (e-Stage) processes for the specialization of subjects to be included in the labour market;• foster the construction of a network of specialists in a continuous learning environment;• to enable the acquisition of vocational language skills;• facilitate the training of weak people with fewer opportunities for access to the labour market, through highly education and training environments truly inclusive.Specific objectives• foster the professional growth of new restorers, through their specialization on advanced techniques of restoration of various types of cultural heritages and building materials;• foster learning of vocational linguistic competences in the sector of the restoration and conservation of cultural heritage to expand job opportunities in other countries;• use innovative technological tools aimed at the virtualization of training processes that allow: to limit or eliminate the mobility of learners and to carry out formal, informal and non-formal learning processes;• implement an innovative system of remote work aimed to realize of internship activities in telework within the training processes of specialization of restorers developed by the project also to limit the mobility of learners;• create a European-level practice community of operators in the field of cultural heritage restoration with the aim of continuous learning.<< Implementation >>The Project has been divided into nine macro-activities of Results Development (R1-R9) and four macro-activities of Management and Implementation (A1-A9).The macro-activities from R1 to R6 will develop the technological and organisational parts of the System AdeleRS:- Service Dashboard- Advanced Communication Subsystem- Subsystem of KMCI- e-Learning subsystem- e-Stage subsystem and Virtual Educational (restoration) Site- Organizational and management infrastructureIn the macro-activities R7 all the Guides explaining the use of the AdeleRS System with respect to each of its training, internship and information components will be elaborated.In the macro-activities R8 will be developed the e-Learning contents of three specialization training Modules. These courses have an experimental aim, but any way they will be complete. The courses chosen are finalized, respectively, to the specialization in the conservation, restoration, and enhancement of:1. paintings on canvas and table2. works in Stone Material3. works in Paper MaterialThese three courses will be provided, on an experimental basis, to 40 young people (for each Partnership country) graduates in discipline as:-Archival-History of Art-Diagnostic-Architecture Cultural Heritage-Restoration-Restoration AssistanceThe experimentation will also be open to people with disabilities.With the macro-activities R9 will be developed the e-Stage materials.For each of the previous courses, ""construction site"" application activities will be developed that will constitute the phases of distance internship (e-Stage). The basic idea of the Project is to provide training completely remotely, trying to eliminate the mobility of trainees and trainers. Obviously in the internship (stage) phases this may not be possible for all the activities planned in a restoration process, also due to the impossibility of ""virtualizing"" parts such phases. In this case, the AdeleRS training model forecast that these non-virtualizable craft activities will be carried out in the countries of the participant, at the Partner's sites.The four macro-activities for the management (A1-A4) will be structured as follows.A1 - Executive Design and Construction of Work TeamsFirst in order of time. It works on the ""Executive Project"" and designs the organization of the Partnership, with roles and functions and the rules of communication and management, as well as the criteria and principles of production. For that, specific operational Groups and Committees will be organized.A2 - Project Management and Administration - Operational Coordination of the PartnershipThe task, which has the duration of the entire Project, provides for the management of all the project phases, of the administrative and financial control and operational coordination of the Partnership. A3 - Quality ManagementIt will be managed Quality of the Project in terms of products and process, monitoring the quality of both through the application of qualitative-quantitative control tools and applying specific procedures for risk resolution.A4 – Dissemination and EnhancementAt this transversal macro-activity is assigned a central role to determine the impact of AdeleRS' results in its contexts and targets but also the modalities for its transferability in other contexts and for other targets.The main methodological lines that the Partnership will use for the dissemination (and enhancement) of the intermediate and final results of the Project will be based on the realization of a ""coordinated image"" of the AdeleRS System and on a continuous information process, through the development of a specific Portal (website) and the use of various information products, including brochures, e-Zine, press releases.In addition, no. 5 transnational meetings will take place during the Project and no. 4 Public Conferences to launch the results, each in one of the Consortium countries, in the last three months.<< Results >>THE AdeleRS SYSTEMA technological-organizational infrastructure composed as follow:a) An Advanced Communication subsystem among learners and with the operators (chat, video conferencing, instant messaging, etc.) to promote, in particular, the growth of cohesion among those involved in the community formed by AdeleRS, reduce their mobility, accelerate learning processes, promote language learning for professionalizing purposes..b) A Knowledge Management and Collective Intelligence (KMCI) subsystem that can handle a large collective learning space based on the following components: - AdeleRS.org / AdeleRS.eu which will represent the services portal of AdeleRS.- AdeleRCommunity, a learning/practice community that will use: blogs (network diaries), vlogs (video diaries), forums and social networks.- WikiAdeleRS, a specialized wikipedia for the target field. It will allow to capture and semi-structure the “liquid knowledge”, which is a basis for ""non-formal"" learning- eLibeRS, a virtual library capable of collecting publications (in any electronic format) of interest.c) A subsystem of e-Learning for the provision of ""structured"" and “traceable” training. The subsystem will include a learning Management System (LMS) 2.0 that will use advanced types of learning objects such as: highly interactive content, video lessons, simulations.d) A subsystem for the e-Stage (Apprenticeship in Telework) that in addition to collaborative document production, de-materialization, cooperative work management (common agendas, shared software, etc.) will include a Virtual Educational Shipyard in which some stages of conservation and restoration processes will be virtualized and that will use: simulations, case studies videos, reconstructions of yards.e) An “organizational system” based on enabling technologies, functions and procedures at the base of three organizational centers for the government of the AdeleRS System:- A Teleservice Centre, aimed at the evolutionary management of technological infrastructures and innovative related services (connectivity services, communication, document management, etc.), as well as the helpdesk for the support to the users;- A Service Centre for the KMCI and for the e-Work, aimed, in particular, at supporting the users in its activities of learning and cooperative work, to contribute to the population of repositories and reference databases for KMCI, to manage of eLibeR and services in support of AdeleRCommunity;- An e-Learning Center, which will have the responsibility to realize, publish and provide users of AdeleRS continuous training in e-Learning mode, also assisted.THE TRAINING PRODUCTSThe AdeleRS system will be powered by three specific content:a) A package of training modules for the restorers developed by the project and which will use all the components of the AdeleRS System (including the contents for the eStage phases) and which will be partly developed also using the CLIL.b) A database of wiki-pages that will feed the subsystem WikiAdeleRS.c) A set of Books, Manuals, Booklets all in eBook format that will form the starting content of the eLibeRS.EXPERIMENTAL DELIVERY OF THE SPECIALIZATION MODULESThe AdeleRS System and the three Training Modules Packages will be tested through the provision to 180 young graduates (45 for each Partnership country), even with fewer opportunities for disability or health problems. Each module will see the participation of 60 people and will have a forecast duration of 25 days, including a training-on-the-job phase supplied in e-Stage/Stage way.OTHER RESULTSA rich portal powered by diversified materials for the dissemination of the Project.A Cooperation Agreement between the Partners for the exploitation of the results after the end of the Project."