<< Background >>PRODISK responds to a need detected in the implementation of a previous Erasmus + funded project (LINCE) carried out between 2017 and 2019. The results of LINCE included the implementation of collaborative projects by VET students following a project-based learning methodology developed by the partnership to favour employment. One of the conclusions of this previous project was that VET teachers involved in subjects with few technological components do not have often available resources and tools to assist the instruction and to assess the digital competences required by the students in order to face the labour market. The most specific detected lack by the participating teachers was a contextualised practical frame to enable mapping the activities of the students with the practiced and acquired digital skills. The teachers and VET centres involved indicated that without the additional support of the international project the quality of the students' results would have been reduced. Former partners have continued the work in the past months and the COVID-19 pandemics has made even stronger the need of the mentioned resources with the requirement of the instruction partially conducted in distance learning modality. In PRODISK proposal we have contrasted our needs diagnosis with the diagnosis of the European Commission in the recently published Digital Education Plan for the 2021-2017 period and other specialized research sources in this field quoted in our proposal. We have realized that our need responds to a priority for the digital transformation educational goals in Europe.All the partners in our partnership bring a number of experiences in the use of digital skills for practical purposes in the fields of vocational and higher education. We want to apply for PRODISK project to strengthen our previous partnership and benefit from the international cooperation to respond to the need detected by our target groups.We consider that the cooperative approach, providing our intended product with a broad international context to practice and assess digital competences will enrich its quality and the possibilities to use it with a larger impact that those expected with single local initiatives.<< Objectives >>The specific objectives of PRODISK proposal are the following ones:1.- The development of a Digital Skills Evaluation e-learning course to assist VET teachers to recognize and ultimately certify the digital competences acquired by the students (from initial and continuous VET) in the development of their VET cycles.The course will be based on DigComp, the digital competences framework elaborated by the European Commission. 2.- To integrate the Digital Skills Evaluation course in a digital Learning Environment addressed to VET teachers and students. The learning environment encapsulates PRODISK main result and builds on additional results obtained in previous projects. In order to make this learning environment clearer in our proposal, we present a specific learning frame in the section devoted to results. The ultimate purpose is to adopt this Learning Environment as a resource in the Curriculum of VET centres participating in our project. 3.- To disseminate the Learning Environment in which the Digital Skills Evaluation course is integrated to VET centers in the three participating countries with the support of the official partners of the partnership and associated partners. And to extend the promotion of this resource internationally to any interested party for online use as an Open Educational Resource, including the own calls for didactic materials of the European Commission related to DigComp. 4.- To achieve relevant indicators of sustainability at the end of the project by applying our learning environment to certifying practices and pilot actions for employment purposes.To achieve these objectives, we have designed a specific workplan to develop the main result. In addition, we present in the proposal our management plan, our dissemination plan and our quality plan to ensure that the development of our main result is obtained with the intended quality and it produces the expected impact.Impact goals have been established with qualitative and quantitative indicators focusing on the target groups of teachers and students of VET centres, and with civil society institutions (chambers of commerce, professional associations and regional education authorities). Impact goals have been defined as well at broader international level through specific promotional activities including participation in international events, publication of specific papers and making our main result available in online educational platforms.<< Implementation >>In line with the specific objectives of PRODISK proposal, our workplan includes the following groups of activities:1. Related to the achievement of the first two objectives associated to the development of the main result. We have organised them in different phases.Phase A (completing competence mapping): Each country has selected 2-3 key digital competences according to the DigComp frame which are relevant for their target groups in the preparation of this proposal. They cover most of the competences in the two first competence areas (CA) of Digcomp: (1) Information and Data Literacy and (2) Communication and collaboration, and they extend partially to the other areas, in particular (3) Digital content creation. Activities.A1. Review the choice presented in this proposal and enabling the partners' discussion on the interactions needed to cover the full range of competences within the scope of the PRODISK project in a coordinated way. Phase B (Selecting and creating contextual elements): Partners in each country will identify existing audiovisual elements and create new ones that will be used as a context to practice the digital competences mapped in phase A. Activities.B1. All partners will select the elements, which in general will be audiovisual productions like short videos. Some of them may originate on the basis of local/ international projects and other will be created specifically to address the goal of practising digital skills in a realistic environment. B2. Partners will produce elements to tackle partially the competence: developing digital content. This will have also the purpose to involve teachers and students in an early phase of the project through consultation processes. Phase C (Design of Interactive activities): This is one of the core innovative parts of our product. ActivitiesC1. Each country will design specific interactive activities for the students to practice digital skills. These interactive activities will help the teachers to evaluate the digital competences mapped in phase 1 and contextualized in phase 2 . Phase D. (Technical production): This phase will integrate technically the interactive activities in the contextualised audiovisual elements. Activities.D1. The partners will carry out the needed technical tasks to implement the interactive activities for practising digital competences. Phase E (Development Learning Environment): Finalisation of PRODISK main result as an accessible open educational resource.Activities.E1. The main activity will be to encapsulate the e-learning course with the assembled interactive activities to produce the online learning and evaluation environment.2. Related to the adequate management of the project and the accomplishment of the last two objectives of PRODISK project associated to promotion and sustainability of its results. We have organised them in the following transversal core activities.Management.a) Preparation and signing of agreements to be taken between FEI and each partner. b) Drafting, discussing and approving the management guide establishing the funded activities, the protocol of periodic reporting and performance controlling.c) Monitoring and follow-up control tasks. This involves periodic reporting from partners to the promoter through specific management tools described in the proposal, aiding quality control.d) Transnational meetings for coordination purposes every 6 to 8 months.Promotion and Dissemination.e) Creation and periodic update of the webpage of the project f) Dissemination at local/regional/national and international level including: i) Periodic Newsletters. ii) Participation in info session and events. iii) Writing promotional articles related to the progress and outcomes of PRODISK. iv) Maintaining PRODISK website.g) Organising multiplier events in each of the participant countries towards the target groups.Quality Control.h) Evaluation of project outcomes by the partnership and external stakeholders.<< Results >>The main project result consists of an e-learning course integrated in an open Digital Learning Environment to facilitate the instruction, evaluation and recognition of Digital Skills. TARGET GROUPS: teachers and students of initial and continuous VET courses, including social and professional subjects. Aim: To practice digital competences in working environments with initial and intermediate levels of difficulty according to DIGCOMP. Covered needs: 1.- Bringing DIGCOMP closer to VET schools with practical application of digital competences in regional and work-related contexts. 2.- Helping teachers to evaluate the students' practised digital skills with specific tools oriented to certification for initial and continuous VET. 3.- Assisting socioeconomic organisations (chambers of commerce, professional associations) in certification methods of digital competences for employment and career development purposes.In addition, we present other outcomes related to the management transversal tasks to be used as verification sources of our work that we will make available to SEPIE.1. Signed partnership agreements establishing the rights and responsibilities of each party in the project. 2. Management Guide as approved by the partnership, including: a) Description of the flow of information. b) Management tools and description of how and when to use them. c) Decision making procedure for relevant contractual issues (technical or budgetary performance, for instance). 3. Minutes, list of participants and certification of participation for the Transnational Meetings.4. Compilation of the timesheets accrediting the deployment of human resources. 5. Dissemination plan as approved by the partnership, including: a) dissemination objectives; c) visibility tokens (logo and project webpage) according to Erasmus + visibility policies; c) dissemination method including planned activities; d) multiplier events approach; d) timing of the dissemination plan; e) tools to register the dissemination activities and estimate their impact.6. Compilation of the dissemination activities with indication of nature of the activity, target groups, impact reached and supporting evidences, which will contribute to achieve the impact goals and the sustainability of the main product.7. Multiplier Events individual reports, including: a) the description of the event, b) signature list and affiliation of the participants, c) evidence of the organisation of the event: agenda, pictures, presentations and other testimonials.8. Quality Plan, as approved by the partnership. It encompasses the management and dissemination plans as contributing instruments, and it includes in addition: a) principles of evaluation; b) methodology of the evaluation; c) action plan with evaluation tasks to perform with the assistance of questionnaires, interviews and other consultation methods.