Digital learning has come to the fore due to the Covid-19 pandemic in all european countries, as VET educators were forced to quickly start delivering courses online. Most of them didn't have any experience with such a way of teaching not to mention using online tools for designing learning implementation & retention tasks hence supporting learners working remotely in knowledge implementation. Partners observed similar problems with their educators, who expressed lack of mobile learning implementation tools that could be easily added to the system they currently use for online education & the content they teach. Such a system would fill the gap & make learning more attractive, engaging & interactive, thus increasing learners’ motivation to implement the knowledge in their workplace. Another pressing issue & challenge that became obvious was to reduce the gap between digital competencies & experiences of VET educators & learners. VET educators are mostly “PC generation” while learners are mostly “mobile generation” & new educational methods should help educators to adjust their way of teaching to new generation expectations.The overall Project goal is to build digital education readiness of VET educators at the same time closing the gap of not being able to support learners in knowledge application efforts. In particular, the project aims at:equipping VET educators with learning implementation process & digital tools to design Mobile Learning Experience Modules that could amend any type of learning event leading to new skills & knowledge implementation in the workplace.expanding VET educators’ digital competencies by involving them in MobiLEx development raising awareness of VET educators that supporting learners in learning implementation can boost up their engagement & motivation to learnThere will be 2 groups of participants involved in development of IOs (needs analysis, testing & piloting activities):VET Educators in partner’s countries & inside partners organisations (120)VET learners: managers, coaches, mentors, team & project leaders (80)The partnership comprises 4 organisations from 4 EU countries (DE,PL,EL,IT) with complementary skills from the worlds of VET (PAIZ), higher education (FHM), digital tools (MILITOS), sectoral representation (EFFEBI) all experienced in EU Projects.Activities:-MobiLEx System development activities & deployment in 5 lgs.-Development of 4 Mobile Learning Experience Modules (How to motivate people who are working remotely, Sustainability manager, Periodic effectiveness appraisal, Skills oriented team-building) using MobiLEx Editor, in 5 lgs. -Development of Manual & Video tutorial: “Working with MobiLEx System on Learning Experience Design” -Sharing outputs at multiplier events, inviting target groups to uptake MobiLEx results & to act as further multipliers.Results:MobiLEx Learning Implementation System with Editor for PC & Mobile App for IOS & Android users with Manual & Video tutorial for Educators 4 Mobile Learning Experience modules for knowledge implementation & retention with Resources & Knowledge Tips for mobile App will supplement existing educational processes to encourage VET learners to immediately make use of new skills & knowledgeVET Educators encouraged to use newly developed digital competencies to design Learning Experience Modules in other educational eventsPartners’ staff will broaden their knowledge of mobile educational solutions, increase competencies in designing Learning Experience modules for supporting VET knowledge & skills implementation.VET educators (40) using MobiLEx system will develop digital competencies & be able to design learning paths to increase engagement & learning implementation for learners, especially those working remotely; will increase digital skills in at least 5 DigCompEdu competency areas; will be actively promoting among their peers the approach to use digital solutions supporting learners.Due to dissemination activities the expected number of educators impacted by the project results will be extensively bigger than that, since the potential group of educators of adults in partner countries is 725 195 & even if we reach 5% with Project Outputs, 36 260 may be impacted. Learners, involved in the Project, will: - gain access to a pool of OERs in 5 EU languages- put to practical use specific set of competencies in 5 areasPartners expect that, with planned dissemination activities, the number of VET learners impacted by the project results can reach as much as 442 369 (modest 5% out of CEDEFOP 8 847 377 employees participating in education & training in 2019). PARTNERS’ educators will experience all project benefits described above & Partners’ project staff will further develop multinational cooperation.STAKEHOLDERS benefits will be related to the fact that project IOs will further enhance the attractiveness of training & development among managers, trainers, & professionals.

"<< Background >>Covid-19 Pandemic gave a push in digitalisation: Processes have been shifted into the virtual space, work was organized remotely, new business models have been created. Increasing interconnectivity generates interdependencies, and vulnerabilities to possible threats. It must be stated, that digital transformation will not success, if the most valuable resources – data, information, and know-how – are not well protected. Information security and digitalisation are inseparable. ""In a world that has become hyper-connected, cybercriminals pose a significant threat to the internal security of the European Union and security of its citizens online. The COVID-19 pandemic has highlighted the need for more security in the digital world. People have increased their presence online to maintain personal and professional relations, while cybercriminals have taken advantage of this situation... The frequency and sophistication of cyberattacks is rising speedily, while at the same time the use of ICT infrastructures and technologies by individuals, organisations, and industries is increasing rapidly. The needs for cybersecurity knowledge and competences exceeds the supply. European Union Agency for Cybersecurity (ENISA) underlined the urgency to invest in building competences and talents in cybersecurity at all levels, from the non-expert to the highly skilled professional.""Recent survey, conducted during Corona crisis state that cyber-attacks have grown during the pandemic and are becoming increasingly prevalent. Symantec cybercrime report reveals that data breaches cost US$114 billion annually. Current study “The indelible impact of COVID-19 on Cyber Security”, conducted by Bitdefender (05/2020) in times of Corona Pandemic confirms, that cyberattacks were on the rise during this period (85% of respondents). The Office for Information Security in Germany (BSI), through its recent ""IT Security in the Home Office"" survey of 2020, found that 8% of the 1000 SMEs surveyed were affected by cyber-attacks. PT and IT are facing the same situation. Home working/remote learning and communicating caused specific risks, which were not perceived relevant prior to COVID-19 crises. It is highlighted, that one of the biggest vulnerabilities for cyber threat are staff members, being not aware of CS threats and consequences and not well-equipped with knowledge, skills in this field. Protection cannot only take place on the IT-level but must be incorporated and practiced by all employees /staff members to ensure an a safe and secure navigation in digital space in both areas - living and working.In the regard the topic of cyber security became much more urgent and fundamental changes and adaptions are necessary not only on the organisational level, but also on the educational. Especially VET institutions can contribute to the facilitation of skills and competence highly needs on the labour market. CS go beyond the digital skills are become at least equality important to act and interact in the digitalized global world. VET organisations should provide training contents, tools, and solution, helping to cope with the challenges companies are confronted with. Euipped with appropriate Cyber Security skills. The Pandemic situation has brought an immense change into working life so deficits, weaknesses, and vulnerabilities, became more obvious.<< Objectives >>""The Covid 19 pandemic alone required more digital skills than ever before. 90% of all jobs will encounter the digital world soon. So far, around 35% of European workers still lack the digital skills needed to gain a solid ground in the digital world. The European Commission’s Digital Education Plan aims to support the objective of the Skills Agenda of ensuring that 70% of 16 to 74 year olds should have at least basic digital skills by 2025.” (Digital Education Action Plan 2021-2027) . Working in a digital world implies further skills to make the navigation safe and secure and to ensure data and information protection. digital transition can only succeed, if information is protected. Current study “The indelible impact of COVID-19 on Cyber Security”, conducted by Bitdefender in May 2020 in times of Pandemic confirms, that cyberattacks were on the rise during this period (85% of respondents). Home working/remote learning and communicating caused specific risks, which were not perceived relevant prior Covid-19 crises. The Office for Information Security (BSI), through its recent ""IT Security in the Home Office"" survey of 2020, found that 8% of the 1000 SMEs surveyed were affected by cyber-attacks. In regard the topic of Cyber Security became much more urgent and essential – for both employers and employees. In all participating countries common problems and needs have been identified, building the base for this project:•Main emphasis was mainly put to close the existing gap of Cyber Security (CS) specialists by offering study programs and further trainings, much less attention was paid to trainings for non-technical/non-IT staff or VET learners •VET teachers and trainers are not well equipped with knowledge and especially instruments and tools relevant to hold CS trainings for non-technical staff/VET learners in an appropriate and appealing way, also fostering the knowledge retention•Online training programs aiming to raise awareness and train CS subjects mimicking real-life and real-work environments in an engaging way, are still lacking •Especially SMEs don´t recognize the relevance of informing, sensitizing, and training non-technical staff for CS matters. Cyber literacy and generally the awareness is still not on the agenda of many SMEs Europe wide. Status quo is calling for additional actions and measure. Against this background the project idea aims * to improve CS skills among non-technical staff/VET learners by developing an innovative online training by using the “Escape Rooms” approach* to provide the VET trainers/institutions with an approved and evaluated online training as well as learning and teaching tools in the field of Cyber Security* to raise awareness among the SMEs and VET institutions for the importance of CS subject* to contribute to the establishment of a Cyber Security Culture in SMEs and also the VET sector Partners intend to design and incorporate at least six scenarios mirroring real working situations and allowing the learner to gain experiences, knowledge, and skills by making choices, observing consequences, and obtaining relevant immediate input to retain knowledge. Experimental learning is hereby in the focus: through the direct engagement in a real-life, authentic situation replicating a working environment, experiences can be collected. The immediate observation the consequences, own choices and actions lead to makes the reflection and a better understanding possible. Making conclusion and learning experiences will lead to a higher knowledge retention and the transfer of what was learned into the working life. Project partner decided to test CS training by using the Escape Room approach, intending to •Give a better understanding of CS •Increase the engagement and learning experiences though the interactive and emotional learning•Explore of “Escape Rooms” approach for educational purposes•Measure the effectiveness of the online training using the “Escape Room” Mode<< Implementation >>O1 - Activities: 1.A1: Definition of the quality criteria Development of selection criteria necessary to identify and present Cyber Security Cases, and to make them comparable, diverse, applicable and transferrable into the (VET) educational /learning environment.1.A2: Definition of the structure of the compendiumTo make the cases comparable and applicable for educational purposes common structure as well as the methodology to collect data and information will be specified and commonly approved. 1.A3: Selection of Case StudiesAll partners have a strong local and national network, which will be activated in this project phase. All partners will identify companies and organisations, preferably SME, and get in touch with them to gain relevant information and data. Methodology encompasses secondary and primary data collection.1.A4: Elaboration of the CompendiumHaving collected and filtered data from both steps, partners will prepare the compendium. Every partner will illustrate their cases according to the predefined structure, as well as describe the national strategies and situation regarding CS.O2 - Activities:2.A1. Specification of the topics for at least 6 different set of situations. Definition of most relevant topics. Scenario topic should cover preferably different field and areas of Cyber Security integrating more strongly the security issues of remote working models like Home Office.2.A2. Definitions of learning objectives Having determined the topic and areas for the scenarios the learning objectives will be identified. Partners will figure out, what kind of knowledge and experiences learners will have to acquire, gain and possess after the completion of the “learning process”. 2.A3 Definition of appropriate situation for a scenario The prioritization of the situation follows. The principals here are the importance of the situation for the real life and the likelihood they can appear in practice/work environment. 2.A4. Scenario frameAs an innovative type for raising awareness for Cyber Security and training the application and adherence to relevant rules and principles of working and living in a safe virtual environment, the Escape Room Model was chosen.2.A5 Design of the scenariosAt least 6 selected scenarios will be composed. Scenarios have to be engaging and also educationally effective and mimic the working reality. O3 - Activities.3.A1 Specification and design of the virtual escape room platform The requirements for the scenarios in O2 will be used to guide this activity. The characteristics of the platform and its core functionality will include elements of communication (text and video, synchronous and asynchronous) and interaction with the with the scenario for the players to get the clues and submit the solutions.3.A2 Technical / software implementation of the virtual escape room platformThe technical implementation will translate the game mechanics (game rules) into data and algorithms that supports the desired user experience but will also allow to instantiate programmatically the scenarios produced in the previous result into the platform. This will be done in a modular way so that new scenarios could be created and integrated at any moment with minimum effort.3.A3 Alpha and beta testingAlpha test will involve partner s to conduct usability and game experience assessment. Beta Testing will already implicate the participation of end users to test the virtual escape room setup.3.A4 Improvements to the platform and scenariosThe resulting feedback will be analysed and a list of requirements for improvements will be produced to guide further development of the platform and tested scenarios.3.A5 Pilot testingA larger-scale testing will take place 3.A6 Improvements to the platform and scenariosFollowing the evaluation of the pilots, improvements to the contents and methodology. optimization of the output<< Results >>OO1: Compendium of Cyber Security CasesThis output aims at putting together and disseminating Cybersecurity Cases which de facto took place in partner countries, especially SMEs. These Cases bundled in the compendium provide the variety of different situations, describing cyberattacks, frauds, social engineering occurred in companies. The illustration of problems, its origin and possible reasons will be extended by solutions and actions, companies introduced and realized to rectify the security leak. These Cases should serve for educational purposes and deliver content, input, based on real-life examples to VET trainers on the one hand and lay the foundation for the creation of the Output 2 “Scenario Cyber Alertness” on the other.O2 – Scenarios “Cyber Alertness”Inspired by the examples and cases from Output 1 partners will design various set of situations for facilitating knowledge and competences in the field of CS. To make the virtual training more engaging a scenario-based approach was chosen. Since the topic of Cyber Security is perceived as highly complex the aim is to create a well thought out, interactive and appealing scenario -based training strategy, supporting the information reception, knowledge application and retention. Scenarios are effective for learning since they provide realistic context and emotional engagement and can increase motivation and accelerate expertise. Especially, in field of Cyber Security the reference to realistic situation might have a very positive effect and additional value since learners can better comprehend the situation, observe the consequences, reflect and transfer it into working environment. Having made these experiences, it can foster and accelerate the learning process, enhance the skills and knowledge and lead to a better performance in the job. The target groups the scenarios are suited for are persons from different professions with non-technical/non-IT background in the continuing VET sector. The Scenarions contain set of situations, relevant for the improvement of the CS awareness and skills, enabling VET learners to act and react in the digital working and living environments.O2-1 Apart from the scenarios partner will work out a methodological guide for the conceptualization and the implementation of Escape rooms as didactic tool in the context of CS. Incorporated will be also the experiences of the participating trainers and learners. O3 – Virtual Training Escape RoomDeveloped scenarios (O2) are the base for the development of the virtual platform and training. The characteristics of the platform and its core functionality include elements of communication (text and video, synchronous and asynchronous) and interaction with the scenario for the learner to get the clues and submit the solutions. Therefore, design includes the core mechanisms that create experiences and build the expected knowledge that is transferable to the real world through active learning practices that simulate problem solving in the real world. The virtual platform incorporates tested scenarios for CS and will be made openly available to the target group and all potential stakeholders.O3-1 A user guide will be a part of the project to inform them about the concept of the training, and the handling.Further results1) Project Webpage2) 4 Multiplier Events3) Dissemination strategy: dissemination of project results for their sustainable use also beyond the partnership is a core task of the project. A comprehensive dissemination staregy will therefore be established for all partner organisations4) Quality plan and reports: the assurance of a high product and process quality is an important factor for the success of the project. Therefore Effebit (P4) will be especially responsible for the quality management in the project."

<< Background >>Many EU member states experience high unemployment and underemployment, yet many surveys still find that more than one in three employers have problems filling vacancies.The latest European company survey (CEDEFOP, 2019) found that about 40% of firms across the EU had difficulties finding staff with the right skills. A Eurobarometer survey found some 33% of employers identifying a shortage of applicants with the right skills as their main challenge in filling vacancies.One of the sectors that distinctively have trouble meeting the need of workforce is the construction sector. It is estimated that, by 2030, the employment in the EU construction sector will increase by 4.3% and according to the European Centre for the Development of Vocational Training (CEDEFOP), about 1 million new and replacement workers will be needed by 2051. Only in Sweden, the Construction Federation estimates that the need of additional labour amount to more than 10.000 persons. The situation is similar in the Netherlands, France, Italy, and Greece. The result has been an import of construction workers from outside European Union.At the same time, many EU member states are facing a growing problem with long term unemployment, especially among immigrants/refugees. In 2015, 1 321 560 refugees claimed asylum in the EU, out of which 292 540 applications were approved (Eurostat). At the same time, migrant unemployment and social exclusion remains one of the main socio economic challenges for most European countries. Even though this group is heterogeneous with a big variation in employment patterns between the member states as well as due to indicators as educational background, prior experience, social status and personal situation, immigrant tend to run a higher risk of unemployment or underemployment (part-time and temporary employment) according to EUROSTAT. Most refugees live in the EU member state of asylum, struggling to prove themselves in economies which are unable to absorb and make full use of their labour market potential. As a result, their skills often remain unused and become obsolete over time. Key challenges for Europe are to promote integration of immigrants into the labour market at the same time addressing existing and future skill gaps and labour market needs.One of the main challenges to pave the way for labour market integration of immigrants and matching them with economic sectors that can provide them with employment is a lack of well defined vocational and labour market guidance for these target groups. In Italy, France, Sweden, and Greece an immigrant/refugee is provided an amount of hours for learning the host country language followed by Work Based Learning (WBL). This “one size approach for all” in the best scenario has led to unqualified jobs or grey economic activities. By this approach, the group is the first one to become long term unemployed during difficult economic times, as now during COVID. This group is not given any guidance about the labour market, sectors in need of labour force and vocational guidance to enter those sectors.Many previous studies have proven that immigrants’ smooth integration into new labour markets is very dependent on both the actual and the perceived extent of mismatch between their skills and competencies and those required in the new setting (Alla-Mensah et al., 2019). Thus, this was tackled by many organizations (including partner organisations of this project) through the initiation of projects creating a fast tracks for immigrants towards the European labour market in specific sectors. For instance, in Sweden, there has been an initiative of fast tracks within the healthcare sector. The purpose was make the best use of valuable skills possessed by NAIs in shortage occupations so that they can be matched more quickly with the needs of industries and enteprises (Swedish government, 2016).However, the “Adapted VET guidance for NAI” project has a more general approach to tackle this problem.<< Objectives >>The project aims at facilitating and fostering early and effective integration of newly arrived migrants into the labour market through adapted vocational/labour market guidance, which targets to enhance host country language, as networking with employers who will actively be engaged in project activities. It addresses the need to “promote swift integration of newly arrived migrants into the labour market through strengthened cooperation and mobilisation of employers and social and economic partners”.On one hand, being one of the most vulnerable categories in a society, NAIs need to have a resilient strategy/ approach to support their integration into labour markets, especially in crisis contexts (for instance, the current COVID 19 crisis). They are not given any guidance about the labour market, sectors in need of labour force and vocational guidance to enter those sectors. On the other hand, many European countries face the challenge of labour needs and skills shortage in several sectors. This is a result of a labour market mismatch problem.Thus, this project is designed to simultaneously address both challenges; the NAIs inclusion and solving the labour market mismatch problem. This will be done through the development of training materials as well as guidance for stakeholders in order guarantee a smooth and efficient integration of NAIs in European labour markets. The project is not only based on the target group needs in terms of skills, it also accounts for several labour market requirements keeping away the “ one size fits all” approach.<< Implementation >>The following activities are classified by workpackage and will be implemented in order to ensure an efficient impact for the project. Workpackge 1: Mapping needs of stakeholder for providing vocational/labour market guidance This workpackage focuses on mapping the needs of knowledge, skill, and attitude relevance of counselling services in an educational setting.This will be done through the following activities: 1. Development of methodology for needs assessment, complementary questionnaires and interview questions.2. Implementation of questionnaires and the interviews for individuals from involved organisations (employment services).3. Production of national reports on questionnaire and interviews’ results.4. Organisation of focus groups meeting for feedback.5. Development of joint reports on needs of professionals for provision of vocational/labour market guidance.Workpackge 2: Development of vocational/labour market guidance toolkit The toolkit will result in an effective vocational and labour market counselling of NAI.This will be done through the following activities:1. Development of methodology for the structure and content of the digital toolkit.2. Development of the information module covering vocational and labour market information based on desk research and focus groups workshops (the content will take into consideration local/regional conditions).3. Development of guidance module covering methods, organisational structure, and resources.4. Organisation of feedback workshops with focus groups on developed modules.5. Finalisation of the toolkit.Workpackage 3: Training curriculum (handbook) for guidance staffThe training curriculum will be developed in the form of a distance course through an open source. The structure of the course will be modular with 6 modules.This will be done through the following activities:1. Performing a Training Needs Assessment.2. Developing Training Materials Learning Objectives.3. Implementing the training. 4. Evaluating the training.5. Finalising the training materials.Workpackage 4: Validating the toolkit and training materialsThe validation is supposed to be through a piloting phase.This will be through the following activities:a) Developing the pilot test and reviewing questionnaires.b) Informing the selected participants about the piloting phase.c) Defining a timetable for each selected stakeholder for testing and reviewing.d) Implementing the pilot test as well as collecting and documenting feedback.e) Analysing feedback.f) Updating and finalising of the toolkit and training materials.<< Results >>The project will produce a number of results. First of all, it will produce a report on stakeholders' needs for providing vocational/labour market guidance. Secondly, it will develop a guidance toolkit for the vocational/labour market to be used by professionals in various organizations. Based on that, a training curriculum for guidance staff will be produced and piloted in order to achieve the last result of this project. The last results will be the final version of the toolkit and training material. Below is a classification of the expected results by workpackage. Workpackge 1: Mapping needs of stakeholder for providing vocational/labour market guidance This workpackage focuses on mapping the needs of knowledge, skill, and attitude relevance of counselling services in an educational setting.This will result in the production of: 1. Needs assessment methodology and interviews’ questionnaires.2. Conducted interviews for individuals from involved organisations (employment services).3. National reports on questionnaire and interviews’ results.4. Focus groups meeting for feedback.5. Joint reports on needs of professionals for provision of vocational/labour market guidance.Workpackge 2: Development of vocational/labour market guidance toolkit The toolkit is supposed to result in an effective vocational and labour market counselling of NAI.This will result in the production of:1. Methodology for the structure and content of the digital toolkit.2. Information module covering vocational and labour market information, based on desk research and focus groups workshops (the content will take into consideration local/regional conditions).3. Guidance module covering methods, organisational structure, and resources.4. Feedback workshops with focus groups on developed modules.5. Finalised toolkit.Workpackage 3: Training curriculum (handbook) for guidance staffThe training curriculum will be developed in the form of a distance course through an open source. The structure of the course will be modular with 6 modules.This will result in the production of:1. Training Needs Assessment.2. Training Materials Learning Objectives.3. Implemented training. 4. Evaluated training.5. Finalised training materials.Workpackage 4: Validating the toolkit and training materialsThe validation will be done through a piloting phase.This will result in the production of:a) Developed pilot test and reviewed questionnaires.b) Timetable for each selected stakeholder for testing and reviewing.c) Implemented pilot test.d) collected and documented feedback.e) Analysed feedback.f) Updated and finalised toolkit and training materials.

Studies on implementation of newly acquired skills show that without support mechanisms, learning itself does not result in knowledge & new skills being used in the workplace. A research conducted by Project Partners confirms employers and HR departments’ desire for a tool that would support implementation of training effects into the workplace. Respondents of the research agreed that such a tool, available online, would help to grow their organizations. Introduction of innovative ICT tools in continuing vocational education and training is strongly supported by European Authorities’ recommendations.The aim of ELSS project was to increase effectiveness of implementation of newly developed skills, gained during trainings, by providing an online service supporting the transfer of learning into the workplace that can be used for any classroom training, e-learning module or other forms of learning. Such a tool is of interest to Partner’s organisations (their trainers, trainees) and their target groups: employees in private & public sector, SME owners, HR departments, employers, employers’ associations but also for institutional stakeholders e.g. VET education institutions officials.2 outputs were created to reach Project aim.First, the Extended Learning Support System (ELSS),an online service supporting learning implementation. It allows to create pre- and post- learning tasksfor trainees to motivate them to learn, to secure knowledge retention and implementation of learning in practice. Through its functionalities it encourages social learning and enforces involvement of trainees’ supervisors as coaches and mentors.since as research shows they are crucial for on the job implementation of knowledge and skills inside organizations.To create the System, Partners analysed expectations of possible userspertaining to its functionalities, designed and tested the system at all development stages, applying changes when necessary. The final System version is available online free of charge in 4 language versions: English, Greek, Italian and Polish.To evaluate ELSS impact on learning implementation and provide necessary improvements, Partners needed a reference point hence communication skills e-learning course was developed - a standalone solution as well, together with pre- and post-learning tasks in ELSS for this e-learning, both in 4 languages. Together theyform the second output, ELSS with e-learning, which is now ready to be used by trainersand organizationswho want to be sure that the training on communication skills for their trainees/employees produces real, positive changes in their work.Results of ELSS evaluation confirmed that the system encourages trainees to implement learning into the workplace and increases knowledge retention and skills implementation, which was the desired, qualitative impact of the Project. As for quantitative measurement of ELSS impact, it was counted that as a result of the actions leading to the development of outputs as well as dissemination activities more than 12 000 organisations are likely to implement the ELSS methodology.Project results were disseminated to target groups both within Partner’s organisations & outside. Stakeholders expressed their interest in using ELSS, also because they saw this as opportunity to spread learning culture throughout their organisations partly due to involvement of trainees’ supervisors in the process. Producing and disseminating 2 high quality outputs was possible by forming a Strategic Partnership of 5 experienced partners from 3 European countries:PAIZ Konsulting (PAIZ, PL), Project Leader, has significant experience in coordinating EU-funded training projects, has been a partner in Lifelong Learning & Erasmus+ projects developing vocational competences, including development with the use of ICT tools.Effebi Association (Effebi, IT) is working in the field of development of HR & organizational models in banking & financial sector, has a consolidated experience in the management of EU projects in the field of quality assurance for VET systems & in projects aimed at using ICT tools for learning purposes.Hellenic Society for the Promotion of Research & Development Methodologies (PROMEA, GR) is an entity with experience in the development of new technologies for pedagogical purposes & in EU co-funded research & cooperation. The Italian Confederation of small and medium private industry (CONFAPI, IT) is one of the main actors in the Italian economic & political environment, implementing initiatives & programs aiming at promoting economic & social development in the country in collaboration with National & European Institutions.The Italian Association for People Management (AIDP, IT) is an association of managers & professionals active in the field of HR; experienced in activities on national & territorial level (conferences, research, surveys, workshops, publications).

<< Background >>The right of all learners, to have access to a high-quality inclusive education, is one that is widely acknowledged in a number of international human rights frameworks. In particular, the UNESCO Salamanca Statement of 1994 and UN Convention on the Rights of Persons with Disabilities of 2006 (UN CRPD) both strongly endorse the right persons with disabilities have to inclusive education. In the European Union, all 28 Member States have signed the UN CRPD since its adoption, committing themselves to implement the necessary changes at all levels to achieve inclusive education. Despite this commitment, there is no single country in Europe, or across the world, who can boast truly inclusive education systems for all learners at all levels. The project idea start in the FOCUS GROUP of SFINLIT project, when we invite to it representants of dissabled people training between first and secondary school and adapted vocational training, also in company training in especial work centers. We realised that this target group received adapted finantial literacy education and we are also futur subjects of sustainable finances training. The aim of the proposal is to develop sustainable financial literacy skills for youth disabled .The project intends to introduce financial decision making not only from an economic perspective but also considering extra-financial aspects (social, environmental and good governance). These financial decisions have evolved together with social norms and values. Inequalities, negative externalities, poor corporate governance practices, as well as environmental impacts and climate changes as a result of business activity, have led to ESG (Environmental Social and corporate Governance) aspects being considered in the different processes related to finance. Regarding this priorites, EASPD (European Association of Service providers for persons with disabilities), in the summary report of 2020, displays the fact that inclusive education is as of yet not the reality for most learners with disabilities, and despite generally upholding the right to equal access to inclusive education, in many of the countries surveyed, current statutory legislation does not facilitate the accommodation of the individual learner’s support needs. Hence this proposal will take into account one of priorities of the Erasmus + Programme, Inclusion and Diversity, in order to provide equal access to inclusive education. The DisFinLit is a project placed in school sector because is at this moment when the early intervention help our target group to undersatnd how important are the sustainable finances for thier future, we involve secondary schools but no directly, trough their providers of financial education and training as IEF, EURODIMENSIONS and EFFEBI, includes the association of especial employment centers who are resposible of the most important number of labor inclusions, at nacional level, of disabled youth when they leaves school, who know well the lacks in financial competencies for work and life of this target group, an certifify organization, ACEEU who ensure the ECVET dimension of our project results and DFW2W non profit organization expert in developing of projects related with social and labor inclusion of disadvantage groups, they are experts in active European employment policies aimed at young people with disabilities, which is our framework of action since this target group goes directly from secondary school to employment. All of them in collaboratively work with the associated partners represent the whole cycle of formal education and training from secondary school to initial VET and to Continuing VET at the companies. The diversity of education and VET providers, including experts in finantial literacy allows DisFinLit to cover the range of ages from 12 to 18.<< Objectives >>The purpose of our project is to respond to this rapidly rising need of high-quality online tools and platforms by developing a tool with pedagogically sound approach that helps youth disabled to develop sustainable financial know-how, make smart and sustainable financial decisions, understand money management, deal with a constantly changing economy, navigate inevitable challenges and take charge of their own financial future. All project will take part to develop ways to ensure they can benefit from high-quality education in an inclusive setting, where special needs are taken into consideration and pupils do not face discrimination arising from their disability. And, develop an accessible material for everyone that favors learning in sustainable finance education contributing to an improvement in this area, such as in their personal finances in the next future under green deal framework.<< Implementation >>The main activities of the project are : 1. Adapted curriculum and materials for disabled people from existing financial literacy courses paying special attention of sustainable finances.This result will have 4 activities:A1 -Compendium of the existing educational material and Good Practices on financial literacy and sustainable finance. All partners must do the following tasks1.1. Overview and analysis of the already existing recent/updated material (OER) regarding the socially responsible finance in English for other languages publications.1.2. Analysis, collection and curation of good practices1.3. Development of the Compendium in the field of sustainable financial literacy adaptable to disabled peopleA2- Defining LOs in line with the EU LLL instruments for disabled people A3 -Developing the adapted training curriculum for disabled people We will be helped by the same focus groups professionals than A2 and we take as basis the curriculum of sustainable finances literacy from SFinLit projectThe curriculum must include also the following parts:• Origin of training course: Justification and previous experiences• Selection of participants: EQF level and pre-requisites• Selection and preparation trainers: CV and experience• Main areas of knowledge and modules related to units of competency• Activities proposal to be carried out in training sessions with the following aspects: methodology and sessionA4 - Select the existing training materials adapted for disabled peopleFrom the A1 in agreement with LOs defined in A2 select the training materials able to be used by disable people in face to face or elearning methodology.2. Community of good practices to include all the existing training available and new materials.This result will have 3 activities: A1. Contact and create community with the most number as possible as stakeholders of our subject and related with our target group in EU, in and out partner countries 1.1. Define the profile of the future participant in the community, their origin, their professional profile and their preferences in order to create a content and promotion strategy for our project. 1.2. Define the common interests of future participants in order for them to feel identified and see that they are not the only ones with the same need for content and products adapted to people with disabilities 1.3. Contact future participants contact them trough partner and associated partners networks 1.4. Invite future participants to complete a survey (EU survey tool)with m¡the most important info to can answer of their fruture demands A2. Create or select the best platform to place the community contents and communication tools.2.1.Include items of value to future participants, so they can share tips, experiences, and create stories. 2.2.Listen to the opinions and contributions of future participants who can show support, validate opinions and empathize with the needs of the other 2.3 Define clear rules for participation, set limits on the type and amount of content that will be accepted to build credibility, and a fair and safe environment for participants to feel comfortable expressing their opinions and ideas. 2.4.Focused on solutions to meet the needs of future participants in a professional way but without leaving the most social part related to our group A3. Include with contents and start sharing and dinamize.<< Results >>Share this products trough the Community of good practices to arrive at much as possible to the learning providers of training adapted from disable people at school level firt of all but also at the rest of educational levels.Potential transferability: To the learners with disabilities or learning difficulties from other educationall level as VET or adult education.