<< Background >>Covid 19 has caused crises in the economic and social areas, as well as in the health field on a global scale. With the Covid-19 pandemic, a sudden and compulsory transition to remote work has been experienced all over the world. According to the statistics of the European Commission, while 16.1 percent of its employees in the European Union were able to work from home in 2019, during the pandemic, this rate approached an average of 40% at the EU level. This mandatory transition has highlighted both the need for digital skills in individuals and the concepts of digital readiness for institutions. Regarding the fact that, 44% of individuals in European countries still do not have basic digital skills, it becomes clear that, with transition to remote work, individuals will face new difficulties about finding jobs, staying in employment, and re-entering employment. As a matter of fact, people who cannot adapt to remote working methods have started to stay out of the labor market. In a report prepared by Eurostat, it was stated that if the digital skills gap in EU countries is not addressed urgently, 1 person out of every 3 is in danger of being unemployed by switching to remote work. In this context, RemoteNET aims to improve skills to overcome the digital skills gap related to remote work. Thus, in this project, it will be tried to prevent individuals; situations such as entering employment, remaining in employment and progress in employment from being endangered due to the lack of digital skills. RemoteNET has been prepared with the awareness of the importance of digital skills required by remote working methods for independent employees and entrepreneurs. Accordingly, it has been prepared as a model regarding adults with transition to remote work in labor markets. The increasing problem of digital adaptation, with transition to remote work, led to prepare strategies, by leading institutions of the business life and trade unions. As a matter of fact, the International Labor Organization (ILO) emphasized that during the pandemic period when face-to-face training is not possible, online training and manuals should be prepared by establishing “digital-based workstations” to support individuals in identifying, understanding and solving the risks of working remotely. This may eliminate the risk of exclusion from the labor market for individuals who are already in the labor market and do not have digital skills for remote working methods. The European Trade Union Confederation (ETUC) has suggested that labor and employer unions, universities, and regulatory institutions in the labor market come together to develop digital skills-focused works. In this context, RemoteNET has been prepared by taking into account the suggestions of the EU Commission and Erasmus + and important social partners in business life. In the studies conducted as an evidence-based project, RemoteNET realized that working remotely created new problem areas. Accordingly, it has been observed that individuals working remotely, especially women, may experience socio-psychological problems related to work-life balance, time and stress management. In addition, as a result of working remotely and wrong posture and working positions, it has been observed that significant disorders in the musculoskeletal system increase in employees. Accordingly, RemoteNET aims to develop an inclusive model for individuals working remotely. The project will focus on the digital skills gap that becomes evident with the transition to remote work, and will also develop practices and resources to eliminate other physical and psycho-social problems caused by remote work. Within the scope of these needs, RemoteNET aimed to create an inclusive social support model based on the results of needs analysis.<< Objectives >>RemoteNET has been prepared in partnership with important actors in the labor market of the partner countries. Workers and new entities will come together at this digital-based Workstation, tobuil d an EU-level digital adult education provider network. Thus, they will be able to offer the digital-based workstation as an auxiliary platform, which is an important infrastructure element, for future trainings. Employees in the digital-based workstation will be able to experience the virtual office. Within thisplatform, they will be able to access all digital skill resources they may need during their remote working processes. Accordingly, they will have digital skills in different topics such as cyber security awareness and first measures, remote working software, digital communication tools and digital literacy. Individuals' adaptation to this transformation process in working life, will increase, as the contents address the topics, that may be needed in the remote working process. This will strengthen people's participation in employment, retention and advancement in employment. The RemoteNET project aims to fully support the well-being of individuals, in the remote working process, by developing an online guide, that will improve time management, stress management, work-life balance and ergonomics practices related to other problems. Accordingly, the aims of the project in the EU, especially with the project partners, Turkey, Spain and Bulgaria, are as follows;• Designing a digital-based workstation for the acquisition/enhancement of digital skills based on remote work. Accordingly, to present skills resources such as digital communication tools, remote working software, basic cyber security awareness and digital literacy in an inclusive way.• To improve the digital skills of individuals in the labor market and to contribute to the improvement of digital skills gap statistics. Thus, to support adults in the labor market to remain in employment.• Developing digital skills based on remote work, that will facilitate the entry of currently unemployed adults, into the labor market.•To provide adults with the ability to manage the situations ,(stress and time management, work-life balance) that negatively affect the psycho-social lives of persons, caused by remote work,• To increase the capacity of "Ergonomics" applications, in order to prevent physical health problems caused by remote work. Developing Augmented Reality supported outcomes to demonstrate correct working positions in ergonomics.RemoteNET aims to carry out project activities in different countries such as Turkey, Italy, Spain and Bulgaria, based on the inclusive growth in the EU. It aimed to carry out these activities in a social dialogue environment, by including all actors ofworking life, and thus to include different social partners in the project implementation process. RemoteNET aims to close the digital skills gap in EU countries, and this situation will improve productivity and employment in the labor market in the long run.<< Implementation >>The RemoteNET project will provide the skills needed, in the remote working process, together with the resources, to prevent the psycho-social and physical deformation, caused by working remotely. Accordingly, RemoteNET will produce 3 intellectual outputs designed with new generation digital methods. These three intellectual outputs will be designed with the participation of different social partners, using design-oriented research methods. Qualitative and quantitative research methodswill be applied on the RemoteNET target audience and beneficiaries. In the development of intellectual outputs, different steps such as pilot applications, content and technical tests and expert opinions will be used, and outputs will be produced. In the design phase of the intellectual outputs, project management outputs such as the preparation of large-scale field research reports, pedagogical framework and strategy will be obtained and the development of the intellectual outputs will be supported.IO1: Digital Workstation for Remote Work: In this intellectual output, an ICT based digital business platform proposed by ILO will be developed. Within this platform, the learning outcomes of the project will be defined and adult learners will be able to continuously access these outcomes according to their needs. They will be able to have the tools they need in an office environment with add-ons such as personal storage, note space and time schedule creation. Thus, they will have reached the virtual office that will support them in the remote working process.IO2: Massive Open Online Course for Remote Skills: With this output, individuals will have access to a learning resource that will increase their digital skill capacities with a focus on working remotely. In remote work process, different digital skills such as digital communication tools, basic cyber security awareness, digital literacy and remote working tools will be developed that employees may need. Thus, different skills needed in remote work will be improved in a holistic mannerIO3: Interactive Guidline for Work Wellbeing: With this output, online guideline will be developed to improve the indicators, that affect the physical and psycho-social well-being of individuals in working remotely, with field research. In the content of this output, time management, stress management and ergonomics problems (back and neck posture disorders), that stand out in field studies, will be discussed. Information will be given on how to deal with these problems. The output will be supported with Augmented Reality, to make posture disorders visible in ergonomics. Thus, individuals will be able to experience correct ergonomics practices while working.In the project, 4 multiplier events will be planned, and the results will be disseminated to large segments, and social impact reports will be prepared by taking the opinions and suggestions of the partners.<< Results >>RemoteNET aims to develop digital skills, which are one of the most needed skills in labor markets, through the transformation process with Covid-19. RemoteNET, which focuses on adult learners in the labor market with the ‘Lifelong Learning’ approach, focuses on the new needs that arise with the transition to remote work.Target Groups:• Men and women who are currently working remotely in the labor market: With the transition to remote work, they will be supported to have the necessary equipment while performing their profession at home. This will increase their efficiency at work. It will support preventing the risk of individuals being excluded from the labor market • Individuals who have been out of employment with the transition to remote work: their skills that will facilitate their re-entry into the labor market will be strengthened. They ill be able to integrate into the labor market that makes a transition to remote work. In this process, they will have open access and free resources.Accordingly, the primary effects of the project on the target audience are as follows.- Preventing individuals from being excluded from the changing and transforming labor market by improving their digital skills (IO1-1O2)- To adapt individuals to the digital skills needs of the labor market by supporting digital skills within the scope of DigiComp 2.0 'Framework with remote working skills (IO1-IO2)- Increasing the working efficiency of individuals currently working remotely (IO1-1O2) To increase the skill levels of at least 1000 adult students regarding digital tools within the scope of the European Digital Competence Framework during the project.- Facilitating the employability of adult learners who are re-entering the labor market and will be entering the labor market for the first time. (IO1-1O2)- To develop digital skills that will make it easier for currently independent employees to work remotely to establish their own business models. (IO1-1O2)- Providing a virtual workplace experience environment (IO1)DigComp 2.0 The Digital Competence Framework for Citizens is an important resource that has addressed digital competencies in the EU. As a matter of fact, under the title of * Protecting Health and Well-Being *; It is specified as To be able to avoid health-risks and threats to physical and psychological well-being while using digital technologies.Accordingly, in line with IO3, individuals are expected to improve the following problem areas that arise due to remote work.- To increase the awareness of peoples posture errors / problems that negatively affect human health while working with ergonomic practices and to develop knowledge that will improve their physical well-being with AR-supported resources.- To acquire the ability to overcome psycho-social problems such as stress management, work-life imbalance that may arise with remote work.Hak-İş and Fetico are participating in the project as a confederation of trade unions and have a large number of member employees. Thus, the well-being of the members of the relevant institutions in the areas targeted by the project will increase. In addition, it is expected that the capacity of the jobs offered in the field of Ergonomics in the Occupational Health and Safety units within their organization will increase. Similarly, digital education resources will increase with the AR supported IO3 output of major disciplines such as health and ISG within the body of IU. The widespread impact of these intellectual outputsin the Project partner countries and EU countries is expected to strengthen. The infrastructures of Hak İş, Fetico, BCCI and Ankara Development Agency will be strengthened for future trainings. Resources will be an important input in other training and development processes of institutions.

Intimate partner violence (IPV) is a prevalent problem with comparably more adverse effects on women. Therefore, the current action will aim to prepare an implement an intervention against IPV with an emphasis on women victims. Proximal antecedents to violent episodes have been shown to be the most significant predictor of IPV occurrence. Therefore, three intervention manuals will be prepared for victims, perpetrators, and couples focusing on proximal antecedents to violent episodes (Objective 1). These manuals will be tailored to the differential needs of victims concerning the findings of the inquiry of victim typologies (Objective 2), perpetrators concerning the existing perpetrator typologies and couples. Findings related to objectives 1 and 2 will be theoretically reviewed for suitability to adolescence during the secondment. Implementation of the manual for victims will be held during the (re)integration (Objective 3). Implementations for perpetrators and couples will take place following the end of the action due to time constraints. Research experience of the researcher with IPV victims will be transferred to the host organisation in return for research and practice experience of the host organisation with perpetrators and couples. This two-way transfer will support the independent future career of the researcher. The outputs of the action will be communicated with society starting with the implementation of the intervention for women victims. The host organisation, the secondment, and the beneficiary have a longstanding history of inclination towards participatory research supporting the communicability of the action. This successful history of experience will support the security and the applicability of the action against potential risks of feasibility.

The DEFEND consortium will target two viral diseases of livestock which are emerging into Europe – African swine fever (ASF) and lumpy skin disease (LSD). African swine fever virus (ASFV) is the causative agent of ASF, a highly contagious disease of domestic pigs which causes a haemorrhagic syndrome with up to 100% mortality. ASF is endemic in sub-Saharan Africa and on the Italian island of Sardinia. In 2007 the disease was reported in Georgia. Since then it has spread to Russia, Ukraine, Poland and neighbouring countries. In 2017 outbreaks were reported in the Czech Republic and Romania. Wild boar are susceptible to ASFV and facilitate the continuing spread of the disease in Europe with regular spill-over into in-contact domestic pigs. The capripoxvirus Lumpy Skin Disease virus (LSDV) causes a classic systemic poxvirus disease in cattle and spreads rapidly in warm humid conditions, most likely due to insect-borne transmission. LSDV entered Europe, the Balkans and Caucasus for the first time in 2015. The ongoing epidemic has caused the deaths of thousands of cattle through mortality and eradication campaigns. ASFV and LSDV represent an immediate and serious threat to the pig and cattle industries in Europe and eastern and central Asia. The aim of the consortium is to control the growing LSD and ASF epidemics in Europe and neighbouring countries by understanding the drivers of LSDV and ASFV emergence, and generating research outputs which underpin novel diagnostic tools and vaccines and authenticate appropriate and rapid responses by decision-makers. A multi-actor approach will be incorporated as a central tenant of the project, with collaborations between experts from academia, industry, and government bodies including EU and non-EU partners from countries affected or threatened by ASF and LSD.

The project developed and implemented two international online Micro Masters, which provided by a virtual campus of four HEIs – Istanbul University (Turkey), Institute of Communication Studies (Macedonia), DOBA Faculty of Applied Business and Social Studies (Slovenia), and the Vytautas Magnus University (Lithuania). The 6-month specializations provided deep learning in the specific career fields of (1) Entrepreneurship Ecosystem and Innovation Strategy, and (2) Digital Communications and Marketing. A total of 271 students from the two programs, 81 from the “Entrepreneurship Ecosystem and Innovation Strategy” program and 190 from the “Digital Communications and Marketing” program, provided with knowledge and competences relevant for the international labor market and gain a competitive advantage for professional success and personal development. Virtual mobility and collaborative online learning enriched the international experience and intercultural understanding of students from different European countries. Game-based learning had been used as an innovative teaching method capable of offering students key skills and information regarding different subject matters, while incorporating collaborative learned. The Micro Master credentials was recognized with a formal degree within the study programs of the four partners HEIs.ContextThe project enabled internationalisation at home (IaH) of the curriculum and learning process that is now becoming mainstreamed at the national and institutional level in most European countries and received a central place in the European policies for internationalisation of higher education. IaH has been seen as an effective strategy for integration of international and intercultural dimensions into the curriculum for all students within domestic learning environments. Thus the non-mobile majority students will have benefit from this project. The Micro Masters had been designed for those who need to complete a specialisation to enhance entrepreneurship, management and/or marketing competences, advance their education and/or career, find a (better) job, or launch own business. Objectives1. The project had improved the quality of education through pursuing internationalized teaching and learning in a virtual environment and to enhance individual’s potentials to effectively enter an inter-connected, cross-cultural market and to take part in the public life.2. Curriculum for both programs was designed to provide participants with entrepreneurial, innovation and digital marketing skills applicable in a transnational corporate environment. Curriculums was designed as 6 course syllabuses and 2 project syllubuses.3. A learning management system had developed that would facilitate virtual mobility, students´ engagement and learning, and collaboration with foreign peers and lectures. 4. Acquiring international and intercultural experience via virtual mobility and establishing interaction and networking among peers from other European countries had been achieved.5. An innovative learning game as a platform for game-based learning had been developed.6. Free online educational resources (OER) relevant to specific areas har been developed.7. App for mobile learning had been developed in order to deliver videos and interactive course materials on demand.Participants:-Istanbul University’s Faculty of Communication (Turkey) (Project leader) - the oldest and longest established communication faculty in Turkey. Offering a theoretical and applied education, the faculty currently gives BA, MA and PhD education in three departments - Journalism, Public Relations, and Advertising and Radio/Television/Film. Having a dual education program, the faculty has also been providing distance education.-The Institute of Communication Studies (ICS) (www.iks.edu.mk) is a non-profit scientific-research institution that administers one-year and two-year Masters Programmes for (1) Management of Strategic Communications and (2) Media Management and Multimedia. Since 2013, the MA studies are accredited by the Board for Accreditation and Evaluation of Higher Education of the Republic of Macedonia.-DOBA Faculty for Applied Business and Social Studies (Slovenia) - online business school dedicated to the development of innovative individuals and eLearning. It offers BA and MA programmes in the areas of Business & Management, Marketing, Social Services and Lifelong Learning. With an annual intake of about 1500 students DOBA is the largest online distance education provider in SEE.-Vytautas Magnus University (VMU) is the public institution implementing liberal arts study policy based on the Harvard study model, and relevant research activities aimed at contribution to the society, as well as global community. In 2015, VMU has implemented more than 94 study programmes for almost 8000 students at bachelor, master and doctoral level. Studies at VMU are organized by 9 faculties and the Music Academy. Activities:•Transnational Survey Research (to experts): 376 experts in the fields of entrepreneurship, innovation, digital communication and digital marketing in Turkey, Macedonia, Slovenia and Lithuania, to identify the deficiencies in the fields to be trained, to offer suggestions for the creation of the courses to be given within the scope of the program, to conduct an international survey. In order to provide a perspective, a survey study was applied. Survey results were presented to educators prior to curriculum discussions at Joint Staff Traning.•Transnational Desk Research: All the consortium board members from the four partner countries were asked to make a list of the best schools in two major topics: Communication with a focus on digital communication and Entrepreneurship with a focus on Innovativeness. For the next step, the list of schools was analyzed according to three main questions ((1)What are the keywords that come up on the explanation of the programme? What are the main focuses of the programme? (2)What are the key topics that come up in the curriculum? (3)What are the most innovative and up-to-date courses?). Using the technique of retrospective web analysis, web pages of the schools were studied in detail. An information from the desk research provided initial understanding of the educational environment and policies and •Joint Staff Training was organised for 24 HEIs representatives and mutual database for providing a coherent professional program was developed.•Curriculum, including syllabuses, learning materials and OER was developed, and 3 online courses and 1 Capstone Project were provided for each traning program by the mixed teams of lecturers from different countries. (total 6 courses, each course consists of 4 weeks and 2 Capstone Project each consist of 8 weeks)•The Learning Management System facilitated the management of the virtual classroom by tracking the students' progress.•Innovative learning game developed as a platform for game-based learning for support to learning process.•The good practices from the project MASTER@HOME presented on a one-day public discussion about the trends of internationalisation strategies in higher education both at home and abroad. Public Debate, which was held online due to the pandemic, registered 200 people as listeners.•Two academic papers and two posters was prepared at the end of the project on the basis of the evaluation of the MicroMasters and the project`s results overall. Papers and posters were presented at four different conferences.•The meeting budget, which could not be realized due to the pandemic, was used for the development of intellectual outputs and as part of the dissemination activities, for a monograph. Online and print monograph of articles from mixed teams of lecturers from all partner HEIs was published by Pearson. Impact and long-term benefits•Improving the entrepreneurial and innovation capacity of students.•To enable students to adapt to the digital environment in marketing.•Strengthening the skills of students for a transnational competitive environment.•Networking among students and professionals from different European countries.•Strengthening the cooperation of HEIs.•Developing learning game to support to educational process.