Establish in Cyprus a Science and Research Center to: a. Undertake competitive interdisciplinary research of excellence for the development of innovative tools and exhibits for Science, Technology, Engineering, Art and Mathematics (STEAM) Education and Science Communication. b. Promote science literacy and capacity building through informal STEAM Education using interactive Science Technology and Engineering (STE) exhibits, demonstrations and contact with scientists. c. Contribute towards a Responsible Research and Innovation (RRI) culture through open schooling, Science Communication and outreach activities. d. Provide teacher professional training for integrating in-house developed ICT tools in formal STEAM Education and promote endorsement of new STEAM educational strategies and curricula. e. Serve as a hub to communicate and disseminate to public and industry innovative technology research outcomes and evidence-based practice to policy makers and provide a platform for entrepreneurship for supporting public engagement in entrepreneurship and start-up companies. Research excellence and innovation will be attained through “Teaming” collaborations, exchange visits and networking with EU Centers of Excellence in ICT research and STEAM Education, and with renowned Science Centers and the public and private universities of Cyprus. The Center will work with academics, expert in various fields, and employ staff and researchers with expertise in Computer Science and ICT, STEAM Education and Science Communication. An entrepreneurship unit hosting a prototyping platform for innovation will be used for dissemination of research outcomes, advising innovative patents, promoting start-ups and establishing links with the industry. The Center will be a unique landmark with a positive long term impact on innovation, Cyprus economic growth and Education, in accordance with “Europe 2020”, and adhering to the objectives of the Teaming Phase I Call.

"The high school students are facing new challenges for career and life management arising from the complexity of current global economy, industries, and technology change. The main purpose of a comprehensive educational and developmental guidance in a school setting is to promote and enhance the learning process, to equip students with the necessary knowledge, skills and values to make informed decisions for successful transition from school to further education or work. School counselors are in a great position to assist students through the post-secondary planning process and to help in resolving problems they face in regards to career choice. The goal of SUCCESS Project was to create an innovative training package for school counselors based on principles of Positive Psychology (PP) that would be successfully applied to support students after their graduation from high schools. The SUCCESS Project was oriented to enhance school counselors’ competencies in developing student’s employability skills based on PP principles.According to the results and responses gathered during focus groups and quantitative research in each partner country the SUCCESS team were able to pin out the 10 Employability Skills that are of outmost importance and need to be acquired by students in order to sustain and thrive a successful career path. These skills are: Self-Awareness, Self-Regulation, Self-Presentation, Creativity, Critical Thinking, Decision Making (Problem Solving), Negotiation Skills, Teamwork, Communication and Engagement (Flow). All of the Employability Skills suggested above, can be taught, developed and nurtured through the use of a variety of activities that derive from Positive Psychology. The 4 pillars of Positive Psychology that can support and cultivate the aforementioned desirable outcomes are Positivity, Character Strengths, Resilience and Meaning (Meaning of life). Overall, 80 activities were developed across the four pillars (modules), amounting to a total implementation time of approximately 60 hours. Activity types ranged from personal written tasks based around reflection and self-awareness to more active exercises including role playing, cooperative tasks and etc., in order to create a flexible training package. Each activity was developed using the following template structure: Activity Title, Duration, Skills to be enhanced, Activity Type (Individual/Group/Homework), Activity Level (Beginner/Intermediate/Advanced), Materials (if required), Implementation Instructions, Evaluation & Reflection. The SUCCESS Training Package along with the SUCCESS Online Training Platform were tested on trainers who afterwards had training sessions with 25 school counselors in each project partner country. The SUCCESS Training Package consists of the “Guide for SUCCESS Handbook” and “SUCCESS Handbook: Activities & Instructions"". The SUCCESS Training Package was prepared in English language and translated in 3 languages (Greek, Lithuanian, Italian). The online SUCCESS Training Package (Guide for SUCCESS Handbook and SUCCESS Handbook: Activities & Instructions) is accessible through the SUCCESS Project website (https://www.successlearning.eu/training/).Information about SUCCESS On-line platform, Guide for SUCCESS Handbook and SUCCESS Handbook were sent to schools, school counsellors, project stakeholders and other professional organizations and networks. The main target group of the SUCCESS Project was school counselors, who had possibility to access new knowledge and develop new skills that would assist them in progressing at both professional and personal level. 125 school counsellors from project partners’ countries who participated in pilot trainings evaluated the SUCCESS Training Package very positively. The counsellors agreed on the fact that it was important to implement this kind of training package in schools as beneficial for both, students and counsellors. In order to disseminate the tangible outcomes of the Project, the multiplier events have been conducted in all project partner countries. During the multiplier events, the final results and outcomes of the Project and the online educational platform were presented to the attendees. The content of the multiplier event has been evaluated highly positively. All 240 participants expressed their intention to share the SUCCESS resources with other professionals and were strongly motivated to implement the presented tools in their career guidance work with students."

The attention to e-learning in higher education (HE) has been raised in the past years after the arrival of the massive online open courses (MOOCs) while digitalisation in HE stands high on policy agendas at European and national levels (Bologna Process Implementation Report, 2018). This year the Covid-19 pandemic has caused the largest disruption of education in history having an impact on learners and trainers in all levels and types of education (United Nations, 2020). The transition to online training wasn’t an easy task and particularly not for the educational staff. The higher education staff (HES) and particularly those that teach more theoretical topics do not necessarily have the appropriate ICT knowledge and skills to successfully support online training. Successful online training is not only accomplished by using online educational methods and tools such as interactive platforms, videos, web conferencing tools, online creation of assignments and quizzes or the selection of high quality online educational resources. It is the appropriate online delivery pedagogy that engages students through online learning. In management education (ME) this process is even more demanding as a set of social and economic studies which is associated with solving problems and decision-making situations (Carneiro, 2004). Thus, theory, practice and reflection must continuously be linked in the learning process. In this context adult educators should integrate technologies and pedagogies in order to create and maintain positive learning environments, where students are actively engaged, cooperate, analyse situations, make decisions, face and solve problems.OLMedu project aims at the creation of an open lab for the up-skilling of HES staff in online management education. Its main objectives are:a) To provide higher educational staff with the proper knowledge, skills and competences required to facilitate distance learning using technologies and tools of online training b) To cultivate their ability to embed the appropriate pedagogies, into the online environment, form their teaching-learning process using online methodologies, adjusted to the training context of management education c) To create training activities and learning material to be studied and followed by HEI educational staff in order them to effectively create positive learning environments for their students, train them to collaborate, make decisions, solve problems and integrate them into strategic scenarios d) To create the capacity of HEI training staff to develop online simulations and integrate them in their training offering practice using a newly developed user-friendly tool e) To create an open access learning repository and online community of practice for the development of online training delivery skills and competences for HEI educational staffFive organisations from three Mediterranean countries (Cyprus, Greece, Italy) (4 HEIs and 1 SME), with experience in management education, development of platforms and tools for distance education and development and delivery of training and consulting services, are members of the OLMEdu partnership.The activities foreseen aim to produce the following outputs:a) The development of training content for the up-skilling of HES in the use of ICT technologies and online training in MEb) The development of learning material for the use of online training and ICT technologies in teaching managementc) The development of a Toolbox for developing online simulations in ME d) The development of an online learning repository for HEI educational staffOLMEdu will apply a combination of active, collaborative, experiential, reflective and transformational learning, employing project work, team work, design thinking, problem solving and other process-oriented, adult learning techniques. Such a combination has never been developed before in ME. The project approach is based upon 4 logical steps: RESEARCH – DESIGN – TESTING – STREAMLINING. Products will be tested in a piloting phase adapted and presented in multiplier events. Activities have been designed in a goal oriented and sequential manner. The results expected from the project are both tangible and intangible and the expected impact is multilevel and addressed at local, regional, national, European and/or international level. The potential of the funded activities will be maximised via the production of high-quality and transferable results and dissemination activities to ensure a large number of potential stakeholders shall use the results beyond the lifetime of the project.

The pandemic emphasised the need to accelerate the deployment and market uptake of digital health technologies, many of which were developed to contribute to the fight against the spread of COVID-19. This recent transformational innovation in Europe offers the opportunity to revolutionise the Health sector, which needs to adapt to the latest technological developments and become more digital and more sustainable. Providing an opportunity to university students and graduates to enhance the entrepreneurial, digital and green skills needed by a transformed healthcare sector is essential towards innovation. Health2Innovation aims to inspire, mentor, train and empower students and graduates, through the development and execution of a dedicated, standalone and hybrid training course focusing on the skills needed by a digitally transformed health sector.Health2Innovation brings together higher education institutions, incubators, vocational education training organisations, SMEs and tech experts from Sweden, Germany, Portugal, Spain, France, Ireland, Greece, Cyprus, Lithuania, Poland and Romania to exchange knowledge and best practices, co-design and deliver a training course targeting students and/or graduates in Life Sciences, Medicine, Business, Engineering or ICT-related studies. The partnership will create a training course on the basis of each partner’s expertise knowledge and experience that will enhance learners’ understanding in key areas related to health, such as digital health, data literacy, artificial intelligence, cybersecurity, biotechnology and circular economy, as well as their entrepreneurial, digital and green skills. The partnership will also develop a digital learning hub and a mobile app and it will also bring to life a Health Innovation Bootcamp and an Apprenticeship programme in innovative health clusters, namely the Medicon Valley in Denmark and Sweden and the Lille Northern France Health Cluster.

<< Background >>Rural communities are small in size, sparsely populated, distant from population concentrations, and do not offer enough educational opportunities or practice (traineeship, learning by doing…). Classes in rural schools are relatively small, and teachers tend to report satisfaction with their work environments and relatively few problems with discipline.Students' motivation to learn is low because they do not have confidence in their future, do not have enough positive role models through learning and possibilities for traineeship or learning by doing. They have to work hard and make sacrifices just for the opportunity of an education.Teaching methods are more diverse, but new approaches that encourage participation and active learning are not widely spread. The project’s main objective is to use the opportunity that digitalizion offers, and to equip teachers from rural areas with techniques and skills for more participative teaching and the use of the innovative methodology of a digital traineeship. Through an innovative model of Digital Traineeship, schools will now include mentors (entrepreneurs and managers) into the mentorship work with students. These entrepreneurs will help the student learn skills they need but also give them empowerment so that they can explore more opportunities for themselves.What is really important is that these needs come from all sides, employers, students and teachers. -Employers are having problems finding qualified workers. -Students are not motivated for learning because they don't see a point of what they learn. -Teachers try to show them as realistically as possible what their job should look like, but they are not really in a business environment. Traineeships are extremely important to the development of a young person’s career and their personal progression. The Traineeship programme includes a work placement, work preparation training, on the job training with the employer and under some circumstances a vocational ‘taster.’ Through traineeship, students can work on their communications skills and relationship building with their mentor. This relationship will help them develop active listening and attention to their co-workers that will benefit their personal and professional growthWe see Digital Traineeship as a perfect solution for the students in remote (rural) areas. -The trainee is not required to attend the physical location where they work, but rather work on a specific project, related to the study and requirements of the company providing mentoring.-On the other hand, mentors will have an opportunity to help young people to gain skills that the labor market needs, without leaving their offices.With new teaching methods and more practical work, students will be better prepared for the labor market.<< Objectives >>In the past, there has been a significant divide between those who live in rural areas and those who live in urban areas. For example, studies have shown that children from non-urban populations are less likely to be enrolled in higher education programs like vocational schools. This is largely due to the fact that these students often lack access to accurate information about their educational options as well as difficulties transporting themselves and their families long distances for school visits. In some countries, especially in Eastern Europe, even if usually the educational levels are quite high, there is still a problem of illiteracy that affects mainly rural areas. Moreover, the quality of education is lower in rural areas due to both education infrastructure and level of qualification of staff. Many schools need rehabilitations and building endowments, also according to didactic needs. Usually ICT is very scarce and equipment for vocational and apprenticeship education is obsolete or missing in rural schools. Project will introduce innovative approaches that go beyond the formal education sector and improve the quality of VET in rural areas.Our vision is to raise the competences of VET students in remote (rural) areas through developing mentoring and traineeship systems in the digital environment.By implementing the project, we will achieve at least 2 highly important objectives for VET schools in European rural areas. By the end of the project, further results will be achieved:-Developed and implemented Digital mentorship/Traineeship that encourage participation and individual development of VET students in rural areas-Increased community and business sector involvement in VET education for more practice and learning by doing approach in rural areas-Improved inclusiveness of students from rural area and make VET system more sustainable<< Implementation >>Here are the steps for the development of the project:S1:Research and gathering of good practices, available options and curricula under digital mentorship and traineeship strategies. This initial research will involve exploratory, descriptive, and explanatory study using qualitative and quantitative data collection methods. The Qualitative method that will be employed includes interviews, while the quantitative approach will involve both students and teachers to express their views.S2:Analysing the data collected, listing the key findings to form a consolidated report and analyse the identified gaps. This will be the base for developing the processes needed in schools and mentors to support all steps required in digital form. Processes are required by implementing the Mentoring portal and developing the Competence and Skills matrices of target groups involved.S3: Based on the findings, we will develop a Skill Matrix for all three target groups. These results will be evaluated in focus groups with the help of external experts and finalised in the final DigTrain methodology.S4: Skill matrices will define the structure of Digitrain educational content, educational goals, and topics to form the base structure for the development of the program. Data collected from previous steps will be utilised to create a draft. Again, focus groups of experts will check the structure and give feedback before developing content and teacher training programmes for teachers, students and mentors.S5: All prepared materials will be supported with a training preparation set: surveys, checklist, assessment tools, feedback forms, described methodology, training plans, lessons, guidelines and other didactic tools to allow easy implementation in any VET organisation. S6: Meanwhile, the development of the mentoring portal is already in effect, implementing all prepared processes into digital form, easy to be used by VET schools, mentors and students. Portal will be put in the first test phase with some initial projects, repairing all bugs and then put into the actual pilot phase.S7: Prepared methodology and training materials will be checked on LTT in Porto, Portugal. Here we will educate country promoters who will later organise pilot education phases and help in implementations. Participants will also provide feedback for improvement. S8: Pilot testing phase of teacher training, students training and mentors training. This piloting will test the training programme, skills of the country promoters educated in the LTT and give feedback for improving the training programme.S9: Pilot implementation of the digital traineeship portal and all involved processes in VET schools, mentors, organisation, and VET students. It will take ten weeks and will be an important test for the project. In this period, mentors will need to submit their small projects for students, students will be applying and be involved in traineeship under the mentor's guidance, and all documents will be signed.The pilot implementation of a digital traineeship portal and all the processes involved in VET schools will be put to the test. Mentors from both private and public institutions need to submit their small projects for students, while students should select projects and apply. The 10-week test pilot will be an important milestone. All documents are signed between mentor//student with guidance from the respective school's facilitator or VET teacher.<< Results >>Outcomes of the project: • More chances for students from the rural area to become a skilled worker and to improve their future possibility to learn and work • Elevated competencies of VET students in remote (rural) areas through digital mentoring and traineeship system developed by the project • Improved teachers' competencies to improve students' mindset and motivate proactiveness in everyday life, starting with traineeship searching. • Improved digital competencies of teachers • Implemented systems of digital mentoring and traineeship, helping in small steps to the digital transformation of VET systemsTangible results of the project: • State of the art analysis of good practices of digital mentorship in Europe • Developed competence matrices of VET teachers, students and mentors in companies for the implementation of sustainable digital mentoring systems • Developed methodology for digital mentorship • Educational content designed for upskilling students, teachers and mentors based on the competence matrices • The developed teacher training program, mentoring training programmer and students lessons • Guidebooks for teachers, students and mentors • The online digital mentoring system will allow VET schools, VET teachers, students and mentors from companies working togetherResult 1 - Digital mentoring and traineeship methodology development In this PR, partners will analyze prior research, praxis and case studies about VET education in rural areas and digital traineeship possibilities. Examples of good European practice will help them get better insight into this complex problem. PR will be developing the processes required to find mentors, negotiate on mentorship, sign contracts, deliver offers for mentorship on the designed portal for students to find them and create Competence and Skills Matrix, presenting skills needed to complete any given task. Developed content will be checked and commented on by the experts in the field and academics, giving us feedback and proposals for improvements. These necessary analyses will allow us to finally create digital mentorship processes and prepare the final methodology.Result 2 - Development of educational content about Digital mentorship and traineeship based on the developed competence matrixThe goal is to prepare educational content based on prepared competence matrices for all target groups. Ready content will be checked in focus groups by field experts and then finalized by all partners. Prepared content will be used to prepare the Train the trainer's program for teachers, prepare student lessons, and prepare training programs for Mentors. This content will be checked on LTT in Cyprus.Results 3 - Guidebooks for VET schools, VET students and mentors in companiesWhile teachers, trainers and students understand better opportunities for cooperation on raising students skills, motivation and working together, they still need precise instructions on how to implement it. The general goal of this PR is to prepare convenient manuals on using our methodology, different good practices, techniques and approaches for all our target groups.Results 4 - Online digital mentorship, traineeship and talent searching portalPR will develop and implement a Digital mentorship portal, which connects all three target groups into one seamless process. Based on existing developed methods and training material, the partnership will do a user's needs analysis to build the portal. Here companies can post small projects for a traineeship program targeting students with skills in demand by industry partners. Student applicants are responsible for submitting an application form inviting them to submit their resume and any required documents from VET schools. The automated workflow is designed so every documentary requirement is fulfilled before accepting applications, making it easy for each applicant to find what they need without hassle!