"Cybersecurity is a growing concern in all parts of the world, with cyberattacks happening every second and annual cybercrime damages expected to reach $6 trillion by 2021 (source: Cybersecurity Ventures). At the same time cybersecurity education is significantly lacking. ""According to the 2017 Global Information Security Workforce (GISW) Study, two-thirds of its nearly 20,000 respondents indicated that their organizations lack the number of cybersecurity professionals needed for today’s threat climate"" (source: ""The Cybersecurity Talent Gap Is An Industry Crisis"", Brian NeSmith, Forbes Technology Council). By 2021 the number of unfilled positions in the field of cybersecurity is expected to reach 3,5 million. The project's objective is to create an innovative, attractive and effective e-learning course that will teach basic cybersecurity skills to students of internal security, computer science, economics, management and law. The knowledge and skills gained will help graduates in their professional and everyday lives and significantly boost their employability. The tangible result of the project will be an open online course comprising of 6 modules with videos, interactive animations, quizzes created using state-of-the-art e-learning software. Three universities from Poland, Czech Republic and Portugal will cooperate. The main target group are the students of the aforementioned departments at these universities, whose number is expected to reach several thousand in the first year of the project results' implementation. The other beneficiaries include companies and institutions who will be able to use the results to train their employees thanks to the open online character of the course and its ability to be used as a standalone course with no further instruction necessary. The project results are only the first in an expected series of e-learning courses that will ultimately become a complete, highly specialized, innovative e-learning Master's degree in cybersecurity - the first of its kind in Europe. This is a part of a wider long-term strategy of the institutions involved."

<< Background >>We decided to apply for this project because it will allow us to meet several needs observed and reported by partner universities. These needs are concentrated in several areas:-Methodological: lockdown showed us the need to change the approach to teaching methodology. Conventional ways of transmitting and controlling learning outcomes have been successfully transferred online, but in the long term, Project Partners found that students were tired of listening to and concentrating on online lectures for long hours. There were problems with the objective assessment of the learning outcomes. We need an innovative, more engaging approach to teaching, allowing for quick reactions, enabling an objective and comparable assessment of students' work and knowledge in reality and virtual reality.-Substantive: sustainable development will be possible if we change an approach to production and consumption. The economy based on the idea of a circular economy and bioeconomy is possible. However, the experiences of the partners show the lack of awareness of the importance, scope and even definition of the bioeconomy among the internal stakeholders of universities. Bioeconomy does not evoke positive associations, so the directions associated with it are rarely chosen and are not perceived as attractive and future-oriented. It needs to be changed. Bioeconomy is interdisciplinary, it is important to take it into account in the way of teaching. It is important to use the intellectual resources of students and lecturers and to stimulate the search for solutions in a creative way. We need to create a positive feeling and higher awareness regarding bioeconomy.-Related to the skills of teachers: taking into account the specificity of online teaching and the specificity of the interdisciplinary area of bioeconomy, we need appropriate tools that will allow us to create better quality together, use the creative energy of teachers and stimulate it among students. Teachers need methods such as co-creation and design thinking adapted to the teaching process.-We need the innovative interesting, inspiring tools for teaching.-W need to cooperate for better quality of the results of our work.<< Objectives >>- create an Agile Teaching Methodology, allowing one to move freely from reality to virtual reality, offering an innovative formula of classes, involving design thinking and co-creation process.- generate a collection of best practices/guide for users in this methodology- teach teachers how to use co-creation and design thinking methods adapted to the needs of education- prepare an innovative, interdisciplinary trial course in the field of Bioeconomy, based on the developed methods- design and create educational tools and materials tailored to Agile Teaching Methodology- create the basis for permanent cooperation between partner universities, so as to implement joint transnational studies in the future- increase awareness and positive associations with the bioeconomy among internal stakeholders<< Implementation >>-Kick-off meeting-Bioeconomy awareness research among students and lecturers of partner universities. Stakeholder mapping-4 individual meetings in partner university countries with representatives of M-Powered, during which: 1. teachers will learn the design thinking and co-creation method adapted to the needs of education 2. Teachers use design thinking and co-creation methods, with the support of M-Powered they will conduct the creation process Agile Teaching Methodology.-Co-creation meeting of all partners - joint Agile Teaching Methodology development session-Creation of a book of methodological best practices / user manual, series of webinars and / or podcasts on Agile Teaching Methodology-An internet platform that collects the generated and existing resources in the area of bioeconomy-Creating substantive content adapted to the tools and methods developed in the initial phase of the project, along with didactic materials – partners meeting-Launching a trial course for students based on Agile Teaching Methodology-Evaluation of the project results - researching the opinions of students and teachers on the implemented methodology and the image of the bioeconomy-Closing the project, a meeting of partners and dissemination of results among stakeholders<< Results >>- Strengthening the cooperation of the Project Partners- Assessment of the image and understanding of the bioeconomy by internal project stakeholders- Project stakeholders map- Gaining new competences and knowledge of methods of making the didactic process more attractive- Creation of a methodology enabling the simultaneous, qualitative conduct of classes in reality and virtual reality- Creation of a collection of best practices / user manual disseminating the created methodology and tools- A joint trial course on bioeconomy based on the created tools and methodology- Bringing innovative tools for education- Strengthen the digital aspect of education- Disseminating and strengthening an image of the bioeconomy

"<< Background >>How to respond to the challenges of the agro-ecological transition and more specifically to climate change and its impact on viticulture.The vine and wine sector is particularly sensitive to the new challenges of 21st century agriculture (soil erosion, water management, reduction of inputs, societal pressure, migration, health and food safety) and is a particularly sensitive marker of climate change and its disruptions (hail, frost, drought, etc.). All the world's wine-producing regions are concerned by these issues and will be impacted in the decades to come. They will have to regularly renew and adapt their production methods and question their current practices. Winegrowers' practices must therefore be adapted. Agricultural education must also innovate in order to develop existing professions, thanks to the dissemination of eco-technologies, eco-products, and the appearance of new ways of producing and working (eco-actions). Agricultural education must raise awareness of the need to produce differently.As an essential issue for future generations, the DEMAIN project is designed to enable young professionals in viticulture and educational teams to develop new skills through the exchange of practices and knowledge in the field of viticulture and oenology.<< Objectives >>- To understand the levels of commitment to agroecology in viticulture education in each of our European partners- To facilitate the exchange of good practices between students and teachers to study the measures taken in favour of agroecology in viticulture:- Equip pupils with skills on the 3 central themes of agroecology:o Producing differently by rethinking our production systems, basing them on an optimal use of resources and natural mechanisms;o Preserving the resources on which our wine production is based and on which we depend;o Respond to society's legitimate demand to move winegrowing towards new possible growth models. (winegrowers and local residents)- Provide teachers with tools to learn how to produce differently.- Enable company representatives to adapt/transfer the practices studied. - To discover the identity and culture of the partner regions- To work through the implementation of measures to fight with the right gestures against this ecological crisis<< Implementation >>This project is based on :- Mobilities between young students entitled ""I would go and make wine at your place"" exchanges between young Europeans in order to share winemaking/sizing/production and other practices, taking into account the necessary adaptations due to climate change, the agro-ecological transition and the management of tomorrow's vineyards.- Implementation of joint training programmes for technicians and educational teams.These meetings/workshops will be set up, technical visits linked to the issue of the agroecological transition will be moments of strong exchanges between partners in order to structure the educational resources which will be the subject of 3 educational resources ""Learning to learn differently by taking into account the ecological crisis"".- The creation of 3 educational resources on the following themes1 - Training module: Adaptation of winegrowing practices for a successful ecological transition (results of the exchanges during the meetings entitled Collection of practices for a successful ecological transition)2 - Production of teaching aids via technical tutorials covering the tools/behaviours/methods/techniques for an accepted and not submissive ecological transition. How to reinvent/ diversify? Technical tutorials produced with the students3 - Teaching aids adapted to facilitate the integration of migrants into the winegrowing profession (labour shortage)<< Results >>Training modules are being developed to provide teachers with tools to learn how to produce in a different way.- Technical tutorials are available and accessible to facilitate this ecological transition- Companies or cooperatives adapt or transfer the practices studied.- The meetings entitled ""I'd go and make wine at your place"" between agricultural high schools enable young people to pool their points of view and analyse situations and to benefit from the feedback of ""pioneers"". (Regions that lose, regions that win)- Easier employability for young people due to their knowledge/skills/experience adapted to the challenges of tomorrow.- Intercultural exchanges thanks to the ""I'll go and make wine at your place"" workshops allow language learning, in particular the acquisition of new technical terms- A sense of European belonging strengthened by the creation of alliances to consolidate a European network of wine schools and actors of the wine industry.- Facilitate the integration of migrants wishing to join winegrowing estates by means of adapted training materials- To enable the Teachers/Producers pair to confront their approaches, to test the proposals in terms of agroecology.- To bring teaching closer to the company and encourage the development of professional training courses"

Context/background of the project; aims and objectives:The project aimed to support young unemployed Europeans in the difficult phase of school to work transition by developing, testing and evaluating a European concept to help them shape their vocational biography. The project intended to make them practically set up and visualize their competences and interests by actively producing media, uploaded on a Web-based multimedia portfolio environment. A course curriculum design to support reflection and appropriate media formats for individual biographical narratives was developed, tested and evaluated. Within the project, both the web-based online multimedia environment and the consultancy of young people was be developed in the form of accompanying courses offered in 6 countries. The main activities undertaken were the following:1. A desk study (analysis, literature review) of the situation of vocational preparation organised and embedded in the VET system and the employment situation of young people in the countries. This is necessary in that no studies are at present available on the analysis of the integration of the concept of vocational biography design in vocational preparation in the participating countries; 2. the development of the courses (curriculum design) and 3. the application in the 6 partner countries, followed by 4. a set qualitative interviews and surveys with the social actors involved, such as trainees and trainers, accompanied by a series of transnational work meetings. A staff training event was set up to train project workers in the countries. A multiplier event was set up to improve impact and dissemination of the results at transnational level. The didactic approach of the course design was based on constructivist and constructionist media education, combining active design and reflection processes of the young participants to visualize their vocational biography, strengths and competences. The project focussed on learning processes for the conception and production of authentic media products and biographical narratives for vocational self-presentation in online multimedia portfolios. These biographical media products served to present the young people in the context of their educational backgrounds, vocational experience and interests. The online multimedia portfolio environment was co-designed by the project partners, according to the needs identified in the countries and technically realized by the partner Pontydysgu. 6 institutions with a high expertise within media education with young people, media design, visual culture, as well as VET, vocational preparation and continuous training constitute the strategic partnership. They have very wide experience in research within European projects. All of them have participated in a considerable number of projects within European Commission programmes related to VET and media: most or even all of their research is carried out by means of contracts with external institutions such as social partners or individual enterprises: The Institute of Vocational and General Education (IBP) at the Karlsruhe Institute of Technology KIT (coordination) undertaking research and teching in VET, including technology didactics, vocational preparation and orientation target gorups; The University of Barcelona's Esbrina research group undertaking educational research in visual culture and media education; Pontydysgu ltd., U.K. a research and development company in Wales; AxA Consulting, a training provider in Bucarest/Romania as well as the Zavoid Nefiks, a non-profit provider offering pre-VET projects in Ljubljana/Slovenia.Results and impact attained: The courses were applied sucessfully with young people in all partner countries. To facilitate the dissemination of the project’s approach and results, an international Youth Panel was set up. Depending on the strong partnership and cooperation in the project, both the social actors, stakeholders and policy makers involved in pre-VET were integrated in the project and part of the multiplier event held. Bringing together policy makers, practitioners and researchers, a wide spread of results was realized.. Long-term benefits are implemented through the inclusion of university students of the partners in higher education. Further pre-VET training providers and schools involved in the project plan to continue working with the concept in the future.