Context/background of the projectNAFTES was based on an innovative idea at developing a holistic Naval Fire Fighting Training and Education System (NAFTES) to complement existing training infrastructure available in a special Unit of the HMOD (Hellenic Navy, Naval Training Command). The innovative aspect of the project was the development of specialized content, currently missing by the training and content market, but highly demanded from the naval industry, i.e., content for training crew members and staff of engineering premises on facing effectively fire situations. In addition, the business aspect of the project was to highly increase the training capacity of the Damage Control School, in order to meet the challenges and needs of modern maritime businesses. Finally, the technological innovation was the integration of Augmented Reality (AR) technologies, interfaces and equipment, for on-site training, enhancing NAFTES drills and exercises. ObjectivesThe NAFTES project aiming at enhancing the quality of the training of ships crews, both military and commercial ones, on firefighting operations. The training is provided through an on-line platform, called NAFTES Etraining, which includes the use of rich media content, interactive content, innovative tools, mobile apps and AR (Augmented Reality) applications. Participating organizationsThe partnership comprises a multi-disciplinary team of four partners: naval firefighting experts from both navy (HMOD) and commercial shipping (DANAOS), education and pedagogic expert partners as well as ICT and multimedia specialists (GUnet, IES).ImpactThe ability to train crews and officers on a vessel stationed away from relevant premises or on board is will have a positive impact in the shipping businesses and in this sense it will have a broader international effect and impact. The Initial Training of a crew combined with traditional drills, and the completion of the training at a later time at the crew's convenience will only have a positive effect. At the same time the use of cutting edge technology such as AR prepares the crew, both mentally and physically, to achieve better fire-fighting skills and techniques. The efficiency in dealing with similar crisis situations onboard is of paramount importance for all participating countries (e.g., Greece, Cyprus and Italy) where the maritime industry is a key asset.Results The most important results of the project are the following: - The User Requirements Report (Output 1) made clear the need for onboard training, teleconference facilities, more AR Scenarios, in addition to the online blended firefighting training. The report includes analysis and discussions on the current state of art, good practices, pedagogical approaches, and the needs of the target groups. The main results had a major impact in the way that NAFTES was designed. - The NAFTES Fire Fighting Toolbox (Output 2), aimed at developing original, high quality and interactive educational materials for NAFTES Firefighting Training that follow the requirements and the standards of both adult and vocational training. It includes: a) the NAFTES Fire Fighting Training Curriculum an outline of the two different levels of Fire Fighting Training – A. Basic Firefighting, B. Advanced Firefighting, b) Course modules design and development of all training materials, c) Video shooting complete firefighting scenarios into the Fire Simulator in the HN Damage Control School and d) Translations into partners’ languages: en, it, el.- The NAFTES eTraining Platform and AR Application (Output 3) supports the delivery of all materials of the project and make online interactive tools such as teleconference, online synchronous and asynchronous communication, interactive modules, self-assessment exercises, etc. All educational materials are also presented open to the public through the NAFTES Open Digital library. Additionally, the NAFTES Etraining platform support the content downloading and its offline usage (without the need of Internet) supporting onboard training.- NAFTES Mobile Etraining application is a native app that provides an alternative means of accessing the materials hosted in the NAFTES Etraining platform and can be used as a virtual information and learning environment as well as for disseminating the project results. - NAFTES Firefighting AR Apps is one of the most important innovations introduced by the project and can be used as a tool for acquiring knowledge, motivating and encouraging trainees. At the NAFTES application only one AR App for Hololens Glasses was promised, but finally 3 different AR application for mobile devices and 3 for Hololens glasses were developed.Longer-term benefitsNAFTES is expected to increase significantly the training capacity of the Damage Control School and can be considered as a stable basis for building new training activities for ship crews and for the personnel of any kind of engineering premises.

The SKIVRE partnership developed a multi-modular training scheme for manufacturing and marketing high-quality handcrafted products of European monasteries. Monastic heritage represents an important part of European heritage, shared by all EU countries mainly in their rural areas. Monasteries served not only the transmission of the Christian faith but were economic hotspots for the exchange of goods and services. Today, there are different “business models“ for monasteries: some are still organised and led by their Orders with a focus on ecclesiastical duties. The majority is either profaned or (co)financed by public authorities on a regional level and located in rural areas.Monasteries link cultural heritage to the economy: They employ administrative, technical, and managing staff, pay taxes and social costs. There is regular staff for maintaining the buildings, opening them for visitors and producing products for selling on the premises. The manufacturing of monastic products is an enormous economic chance for many monasteries to gain income for their preservation efforts as well as for creating employment for local actors, specifically in rural areas. They contribute to the tourism industry and economy. The production of monastic products (e.g. handcrafted personal care products (soaps, lotions), textiles, food (bread, marmalade, liquors, beer, wine, religious gadgets) is, therefore, a mean for income and a contribution to preserving heritage. Without the production of these products, monasteries could not survive. The knowledge of manufacturing these products is part of the intangible cultural EU heritage. The SKIVRE training material - improves the level of skills for the development and marketing of monastic products, with particular regard to their relevance for the labor market in rural areas,- generates employment opportunities for citizens in rural areas,- offers European cooperation in product development, design, and sales,- provides knowledge in establishing monastic products in distribution strategies in EU markets, - strengthens capacities to produce high quality, innovative and marketable products,- offers practical and free training in a particular sensitive business,- creates a business environment that accepts the dignity of sacred locations- unlocks economic potential for authentic products of monasteries in a socially accepted way,- raises awareness of historic arts and crafts for generating new businesses,- uses digital instruments in the training and marketing of monastic products.The SKIVRE partnership comprised a multidisciplinary European team that represented the target groups and expertise needed for training development:- Monasteries (active by Orders or operated by third parties like municipalities, county districts, foundations): Bronnbach monastery- Local actors in close collaboration with monasteries like parishes, non-profit associations like “friends of the monastery”: Future for Religious Heritage / Belgium- Training developers: media k / Germany, INI-Novation Bulgaria Ltd. / Bulgaria and Wissenschaftsinitiative Niederösterreich / Austria- Digital training tools providers: GUnet / Greece.The SKIVRE team implemented the following activities:- Development of the SKIVRE multilingual modular training scheme for monastic products in manufacturing and marketing, including a testing phase and business development activities- Development of the SKIVRE digital learning platform- Creation of the SKIVRE Implementation Guidelines for professional production and marketing in shops or at special retailers- Publication on historic crafts of monasteries and their potential for social entrepreneurship for citizens in rural areas.SKIVRE focused on a most interactive training approach, which targets staff, nuns, and monks at monasteries in a committed and responsible way. All activities geared towards gaining relevant skills for raising revenues for the preservation of religious heritage sites.Results, impact, and long-term benefits: SKIVRE closed a training gap at European monasteries working hard in the preservation of their sites. The training opens new markets and improves access to existing markets. Staff at monasteries can upscale knowledge and train for the employment market. European citizens get better access to high-quality monastic products with a background linked to their own heritage. SKIVRE established innovative training for employment specifically in rural areas, where most monasteries are located.

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

Migrants are vulnerable to serious health disparities, with many of them experiencing worse health outcomes. The access to social and health services is a primary indicator of the level of integration (www.migranthealth.eu)These health risks demand effective strategies to empower migrants to recognize, minimize, and respond effectively to potential health problems in the host country (www.ncbi.nlm.nih.gov/pubmed/18387773)Digital Health Literacy (DHL) is the ability to seek, find, understand, and appraise health information from electronic sources and apply the knowledge gained to addressing or solving a health problem (Digital Health Literacy. WHO). Digitally health literate citizens are empowered to play a more active role in their health self management, resulting in improved prevention, adherence to a healthier lifestyle and better health outcomes (H2020 IC-Health). DHL involves the development of proper Digital Health Skills: Operational skills; Navigation skills; Information searching; Evaluating reliability; Determining relevance; Adding content; Protecting privacy (Van der Vaart & Drossaert.2017)MIG-DHL is launched with the main objective of increasing the competences (attitudes, knowledge, skills) of Migrants for improving their DIGITAL HEALTH LITERACYThe project will have the next specific objectives:•To aware Migrants about the importance of Digital Health Literacy•To develop Digital Health Skills within the Migrants population and empower them to play a more active role in their health self-management, strengthening the aspects related with the prevention and treatment of COVID-19 and other similar situations.•To train Health Professionals to be able to support the Migrants population•To involve and train Migrants Peers to be able to support Newcomer Migrants Through the execution of this Project the next results will be obtained;•Co-Created Methodological Guide (I.O.1) will be developed, involving the direct participation of End Users, with the main objective of determining the key contents, methodologies and tools needed for creating and improving the critical competences of the Migrants population (including Newcomer Migrants and Migrants Peers) and Health Professionals on increasing Digital Health Literacy.•Training Materials (I.O.2) addressed to the Migrants (including Newcomer Migrants and Migrants Peers) and Health Professionals on increasing Digital Health Literacy.•Design of Practical Training Activities (I.O.3); They will be the core of the Training Program and they will enhance the practical training of the Migrants (including Newcomer Migrants and Migrants Peers) and Health Professionals on increasing Digital Health Literacy, including the optimal exploitation of aforementioned Training Materials through activities oriented to the specific needs of trainees.•Development of a responsive e-Training Platform and Mobile Application (I.O.4), for supporting the implementation of the Training Methodology, including Training Materials, Workspace and link to applicable ICT Tools. MIG-DHL will benefit a number of persons during the project lifetime:• 100 persons will be trained, including Newcomer Migrants, Migrants Peersand Health Professionals (25 in Germany, Spain, Italy, Greece) through their participation in the validation actions of Training Materials, Designed Practical Training Activities and e-Training Platform. • 2.000 persons including Newcomer Migrants and Health Professionals (500 in Germany, Spain, Italy and Greece) will be aware through multiplier events and dissemination actions After the project lifetime, and through the MIG-DHL Units, we estimate to create a multiplier effect achieving the next impact:• 200 persons will be trained, including Newcomer Migrants, Migrants Peersand Health Professionals (50 in Germany, Spain, Italy and Greece) yearly during the 5 years after the completion of the project• 2.000 persons including Newcomer Migrants and Health Professionals (500 in Germany, Spain, Italy and Greece) will be aware yearly during the 5 years after the completionthrough dissemination actions

"Within a few weeks, the Corona crisis has led to developments in the field of volunteer work which for years seemed unthinkable and which have turned current developments that gave cause for concern into the opposite. Even though data cannot be available at the time of writing this application, it is already possible to say with certainty:-Voluntary work and the associated assumption of responsibility in civil society have gained a completely new appreciation.-The tools developed for this purpose (such as platforms for placing volunteers) were developed, activated and used virtually ""overnight"" thanks to digital technologies.People not only volunteer for the well-being of their neighbours, offer interactions with people who cannot leave the house or take on shopping services. They also take on activities that have nothing to do with their actual job: Those affected by short-time work or lack of orders are also involved as volunteers in areas outside their profession where support is urgently needed: in care, in agriculture, or in the mobility economy. Regardless how different in terms of professional background the volunteers are, they have one thing in common: Volunteering in times of the pandemic is an opportunity to proactively combat limited employment and loss of income, to be socially active and to feel being part of civil society. Equally important, it is also a way to gain new soft skills like team spirit, critical faculties, communication skills, intercultural competence, stress management, discipline, and self-confidence. Volunteering is an effective learning environment, especially for those people who had to realize that their professional activity is by no means systemically relevant in terms of crisis management. Strictly speaking, volunteering is a great opportunity, namely that of acquiring and validating soft skills and then being able to use it in any professional environment as an additional qualification. However, how can a volunteer recognize and validate those new skills? How can an employer be made aware of these skills as an added value for the creation of teams, stress situations or intercultural tasks? Consequentially, it is absolutely fundamental to properly validate those “soft skills”, i.e. new personal competences. Although the wording suggests otherwise, it is ""soft skills"" that can make the difference in working life.Therefore, the overall aim of the CRISISS project is to provide organisations which employ volunteers with support and guidance to implement internal systems of recognition of soft skills, in order to empower volunteers to recognize and appreciate their growth in soft skills. In order to reach this objective, the specific objectives are-to create Soft Skills Identification (IO1) and Assessment Tools (IO2), in order to support volunteers to recognize and validate their own soft skills, increase the awareness of the importance of soft skills in professional life, and to recognize informal and non-formal competences through evidence gathering;-to elaborate Self-Promotion Tools (IO3) which will assist volunteers in promoting their soft skills they have acquired in volunteering, and provide the instruments they need to use for presenting and taking advantage of their soft skills in an effective way; -These materials will be made available at a multilingual and interactive e-platform (IO4) and as mobile apps for smart phones (IO4). Parts will also be available as podcast or can be activated by smart-home voice assistants such as Alexa or Siri. All products will remain accessible at least five years after the end of the project, i.e. until 2027.The transnational collaboration will benefit from the various experiences and competences of the partnership which consists of 7 institutions working with volunteers, organisations working with people with disabilities, youth and family counselling organisations, social partners, adult education institutes, social research centres and ICT experts for the development of open educational resources (OERs).The primary target groups for our project are organisations which employ volunteers in their daily work. The secondary target group are the volunteers who will be able to use the assessment and promotion tools and for whom the visualisation, documentation and recognition of formally, non-formally and informally acquired soft skills in the field of volunteering during the pandemic will increase their career opportunities as well as their personal development."