mainDSS represents a disruptive innovative IT solution supporting industries to improve the performance of their maintenance dept., irrespectively of the industrial sector and the plant size. The key idea lies on the fact that maintenance consultants always extract data from the corporate CMMS in order to assess maintenance data, apply performance indicators, and offer recommendations and audit reports for the management; a process that is obviously time-consuming, error-prone and costly! Capitalizing on this state-of-practice, mainDSS offers a unique IT system that, using a plug-in approach, dynamically ‘bridges’ with CMMS repositories and builds, piece-by-piece, the current ‘picture’ of the company's maintenance performance. This ‘picture’ constitutes the grounds on which mainDSS builds its expected outcomes, namely: maintenance ontology incorporating assessment criteria and KPIs for dynamic auditing, benchmarking for comparatively assess the performance of the industry, time-wise or in relation to other comparable companies, and effective recommendations (DSS) for improvements. Within this proposal, our main goal is to conduct a feasibility assessment and produce a business plan in order to enhance the current pre-commercial product with additional features and intelligence, and develop a solid product marketing in EU and globally. Highlights: * Assess viability of planned technical activities for product improvement. * Develop comprehensive market analysis (EU, global) and market plan, setting up sales network, campaigns and collaborations. * Study IP issues and decide on patents to be filed. * Assess economic viability of the venture (projections, market barriers, regulations and other constraints). mainDSS will have a significant impact to the EU industrial market, as it provides added value to all companies having a maintenance department, looking to improve the management of their assets, increase assets’ availability and control life-cycle costs.

CONTEXTThe 1Point project aims to transform a standard quality assurance method and information security process used in the industry into a creative and innovative training methodology for the VET sector. Our focus is the training of future maintenance professionals in order to improve IT skills, foster employability and develop innovative thinking. The training course will be designed in accordance with high quality VET standards in order to meet the labour market needs.The next generation of industry workers should be tech savvy, but VET programs and teaching methodologies have not caught up yet. 1Point will promote a work-based learning approach and the acquisition of concrete knowledge and skills. Therefore, training with the 1Point methodology will support participants to carry out and reflect on tasks that are directly connected to their future workplace (vocational context). The methodology will include the use of modern ICT technologies, accessible from different mobile devices (e.g. tablets, laptops) and will include gamification aspects (badges, missions). In this way, the 1Point lesson model creates benefits for VET providers, trainers, learners and the industry.MAIN OBJECTIVES1Point will identify current needs and key competences for maintenance professionals. Further, it will develop training content and contribute to a curriculum. Additionally, it will develop the 1Point methodology, a virtual Learning Motivation Environment, a skills and achievements framework and trainer guidelines.NUMBER AND PROFILE OF PARTICIPANTSThe partnership comprises 6 partners from 5 countries: 2 VET providers, a consultancy, an ICT-SME specialised in maintenance, a European non-profit association on digital learning and a national research institute for VET. The project is targeted to VET trainers and VET students of the maintenance area, but will also pay particular attention to low-skilled maintenance professionals and trainees through continuing VET. It intends to form digitally skilled maintenance workers that are close to the market and aware of their future operational environment. Additionally, it wants to enrich the continuing training of the educational staff, by enabling them to create, use or modify attractive digital learning content. Finally, professionals and trainees requiring upskilling will able to improve their digital skills and, thus, will become more “employable”, competitive and innovative.ACTIVITIES1Point project will develop, transform, test, evaluate, improve and disseminate an innovative training framework comprising a new methodology along with an online training course. Based on these results, 1Point will provide a learning motivation environment, a skills and achievements framework, trainer guidelines as well as a validation and recognition plan.METHODOLOGYThe methodology proposed by the 1Point project is used under the Total Productive Maintenance (TPM) approach in industries operating at World Class Manufacturing level. It has not been applied yet in the field of VET, nor anywhere else in formal educational settings. Our project proposes an innovative training concept that will allow the transfer and implementation of the 1Point methodology within formal and informal educational settings of the VET sector (VET centres and industry), enabling not only trainers to organise concrete knowledge information in concentrated and digital modular pieces, but also trainees and professionals to gain and claim ownership of the knowledge they acquire. The content-development and course preparation will be based on the results of an analysis of current learning needs and digital skills-gap and a comparative analysis of current maintenance-training offers. The training methodology will be developed through adaptive transformation of the 1Point methodology for the field of VET with focus on the specialities of the maintenance topic. The Learning Motivation Environment will be a responsive web application, accessible from different mobile devices (e.g. tablets, laptops) and will include gamification aspects (badges, missions).RESULTS AND IMPACT1Point will develop a new methodology (1Point) for the VET sector that will systematically prepare maintenance professionals. It will define the ECVET Curriculum of the Maintenance Expert and will design and develop a virtual Learning Motivation Environment fostering the use of ICT applications. Further, it will develop a skills and achievements framework and a set of trainer guidelines. Finally, it will develop one validated VET programme for maintenance professionals boosting key digital competences.POTENTIAL LONGER-TERM BENEFITS1Point will promote the organisation of knowledge in ways more suitable for the labour market and the competence-development of VET trainers. It wants to match the demand for training with supply and give better access to lifelong training for certain groups, and so support a competitive and innovative society.

Context/background of the project:Digital technologies and software may be quite expensive, unsecure and not customisable to specific needs of users. Free and Open Source Software (FOSS) can offer an alternative: anyone is freely licensed to use FOSS, copy, study, and change the software in any way, and the source code is openly shared. The benefits of using FOSS can include decreasing software costs, increasing security and stability (especially in regard to malware), protecting privacy, avoiding lockup in commercial solutions and giving users more control over their own hardware. Open source therefore brings several benefits for European SMEs, so it is necessary to equip them with the skills and competences necessary to make good and efficient use of FOSS. According to our findings, there were no studies, researches or surveys available, focused specifically on the use of FOSS by European SMEs. This is the reason why the present project focused on European skill gaps and delivered tailored outcomes.Objectives:The project intended to equip European SMEs with the skills and competences to properly use Free and Open Source Software, so to improve their digital performances and competitiveness. The project also aimed to facilitate recognition and transferability of competences, thus mobility, by implementing the ECVET system to the professional profile of the FOSS Business User (FOSS-BU).Number and type/profile of participants:The target audience of the FOSS4SMEs was mainly SMEs (210), public administrations, policy makers (40), organisations and individuals. Incubator centres, enterprise agencies, chambers of commerce and start-up organisations on national and international levels were also contacted in order to reach as many SMEs as possible. (120) Stakeholders, including awarding bodies, professional bodies and associations with a significant and relevant membership, research centres were engaged and helped the project reach even larger audiences. The overall reach out of the project is estimated to 7,000 people.Description of undertaken activities:Firstly, a desktop research necessary for the ECVET curriculum and a field research with a training gaps and motivation analysis were conducted. Based on these results the partners designed the curriculum of the FOSS Business User, which served as a basis for the development of O2. In the second phase, the team worked on the development of the training course (5 units), its translation in national languages (GR, IT, DE) and the development of the distant learning tools, namely the FOSS4SMEs platform. In parallel the team conducted assessment activities, and involved SMEs in short training activities. Similarly, VET providers have also provided their feedback. In the last phase the team worked on the policy recommendations, which were presented to the general public (mainly policy makers) during the final international conference in Brussels.Results and impact attained:The tangible results of the FOSS4SMES project are:1. The definition of the ECVET curriculum of FOSS Business user, with a reference curriculum that allows international recognition of skills and competences.2. The vocational education and training (VET) course for managers and staff of existing and start-up SMEs on how to use FOSS in their business activities, hosted on a distant learning platform and freely available to individual students as open educational resource. The project allows them uptake the open software digital transformation. The course can be used by public and private bodies providing support, consultancy and training to businesses, which will be able to organise training courses using the results of the project.3. The Policy Recommendation Report addressed to decision-makers and VET providers to promote digital migration to FOSS among European SMEs. Longer-term benefits:Besides individual people and organisations participating in the project, the FOSS4SMEs initiative managed to promote a change of approach to ICT within European SMEs. In line with the uptake of the sharing and collaborative economy, open source was presented as a form of usage of ICT that entails a change of patterns, from simple consumption to contribution (as open source requires contributing to the code development and usage).

CONTEXTCovid-19 crisis has disrupted the education process especially in VET, where digital readiness was not uniform. While remote learning offers some educational continuity, VET sector has been hardly hit by the crisis (The impact of covid-19 on education, OECD report). However, increase is foreseen in the generated value and growth rate until 2027 in TVET in Europe (Report Ocean market research, Sept.2020). Current and next generation of trainers and workers needs to be more tech savvy, as ICT skills are required to offer & receive education & training. Digital natives are not necessarily digital literate. VET centers need to monitor and improve the quality of the provided training, in order to reach digital readiness that is becoming even more necessary today. VET centers/teachers need to adapt/act quickly, supporting learners from remote areas, offering blended teaching and promoting a safer, more responsible and ethical use of digital technology. However, everyone seems to focus on online tools, evaluation and examination methods, but there is no framework to assess the digital readiness at VET level. Even the online survey launched by the European Commission demonstrates this gap. The EFQM Model combined with the capabilities offered by the Digital Competence Framework can serve as a basis for this process. VET centers and trainers will be allowed to identify the key criteria they need to focus, according to their strategic objectives. There is already a map of the previous EFQM Model with EQAVET that can serve as a basis for this effort. The project will support opportunities for trainers and experts to acquire key competences in assessing digital education readiness. It will also support the professional development of educators and foster actions supporting high-quality and innovative assessment, combined with the deployment and evaluation of digital tools. OBJECTIVESGeneral objective: offer a methodology for a quality plan to VET centers and trainers for them to: 1) adopt a quality-centric point of view for their services and internal operations, 2) address digital education readiness issue, 3) assess training methods’ adaptability, 4) assess quality of online/distance/blended learning in the post covid-19 era. Main objectives:-understand more deeply the digital education readiness status in the VET sector;-assess a mixture of Quality Assurance (QA) methods and models and provide the novel Q4EDU framework;-prepare the ECVET curriculum for an expert and develop a novel methodology for specialised training. -develop training content, keeping in mind the quality criteria and performance indicators;-develop the Digital Readiness Assessment Tool that incorporates the proposed Q4EDU framework, perform trials and assess results, - develop Policy Recommendation/Guidelines document.NEEDS / PROBLEM TO BE ADDRESSEDVET trainers need to:-acquire key competences and be properly prepared to respond to new challenges in VET raised by the emergence of covid-19;-be able to adapt and act quickly, supporting learners from remote areas, offering blended teaching and promoting a safer, more responsible and more ethical use of digital technology; -be provided with methodologies to evaluate training methods and courses (i.e. online, blended and distance learning);-learn how to ‘value’ the use of new technologies and workflows in their trainings;-upskill with new competences.VET providers (i.e. managers and professionals) need:-updated curricula and attractive portfolios, engaging various education methods (online/distance/blended learning) adapted to emerging conditions;-to adapt/act quickly, supporting learners from remote areas, offering blended teaching and promoting safer, more responsible and ethical use of digital technology;-to employ specialised and highly trained trainers;-to provide additional courses tailored to trainees' needs.VET students need to:-be better prepared for challenging future careers enjoying inclusive nature of learning opportunities;-be provided with high-quality VET services.TARGET GROUPSVET trainers who want to be familiarised with high quality assessment of mixed/online/distance learning courses are mainly targeted and thus supported to enhance their digital readiness capabilities. Secondary target groups include VET professionals (e.g consultants, managers etc.) who want to evaluate the digital readiness of their organisation, as this is important for their competitiveness and sustainability. The project intends to outreach to more than 200 VET providers/trainers/trainees, more than 200 participants in multiplier events belonging to the defined target groups, at least 600 stakeholders at conferences/dissemination events and at least 5000 audience overall.

“Landscape means an area, as perceived by people, whose character is the result of the action and interaction of natural and/or human factors” (Art.1 of European Landscape Convention (ELC)). Landscape is both a physical reality and the representation that we make of it. It is the face of a land with all its natural and anthropological elements and, at the same time, the feelings and emotions that it arouses in us when we see it. The ELC (aka the Florence Convention, 20/10/2000 came into force on 1/3/2004, Council of Europe Treaty Series no. 176) indicates that assessment of different dimensions that exist in landscapes should be taken into account. ELC aims to encourage public authorities to adopt policies and measures at local, regional, national and international level for protecting, managing and planning landscapes throughout Europe. The Covid-19 crisis seems to have hit a pause to these policies and activities, but it is not the time to ignore such issues nor forget about the training of trainers, students and citizens required to achieve these objectives. With this situation in mind, GEOLAND focuses on NATURA 2000 sites. ParticularlyGEOLAND will:1. explore and develop educational procedures for the effective participation of Higher Education (HE) students in decision-making for landscape management, planning and protection of NATURA 2000 sites. 2. enable the uptake of novel ways to engage and empower HE students in environmental science and stimulate participatory decision-making. In particular, it will provide the opportunity to students, citizens & stakeholders being interested in the definition and implementation of landscape policies to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO). 3. attempt to identify and summarize the environmental/cultural stratification in the examined landscapes through a sophisticated Landscape Character Assessment (LCA). On the basis of this Assessment, the capabilities of geospatial technologies (Earth Observation and Geographic Information Systems) and web-based GIS applications will be exploited. 4. encourage/introduce innovative pedagogies (citizen science), technologies and state of the art approaches (LCA) to higher education studies in Europe, while addressing issues of teaching and learning about Landscape as a multidisciplinary subject area in universities. PARTICIPANTSPartnership of 7 partners from 5 countries: 1 Research center, 2 Higher Education Institutes, 3 Non -Governmental Organizations, 1 ICT small-medium Enterprise and 1 chamber of commerce.RESULTS- Promotion of latest digital innovative technologies for Landscape monitoring in Higher Education.- Support of ELC comprehension from students regarding the knowledge of the landscapes (identification, analysis, assessment) and the definition of Landscape Quality Objectives in higher education.- Progress towards a coordinated and targeted approach to the best use of geospatial technologies and relevant data and their fusion on a multidisciplinary level in educational landscape ecological services.- Support the participation of students in environmental monitoring and landscape management.- Synthesize and integrate readily communicable, to a wide audience, findings suitable for awareness raising and policy negotiations among students in Europe.- Highlight the role of training students in real-life interaction between them and available geoinformatic technologies to set up a successful format.The aforementioned results will be materialised through the generation of:1. Educational Handbook for monitoring European Landscape2. Training Course - Web based GIS platform3. Policy outreach activities4. Online gallery of student’s work5. Digital educational readiness assessment tool.LONG TERM BENEFITSBenefits expected from above results will be felt in many ways, especially in the pedagogical, environmental and digital skills fields. In particular, they can be defined as follows:- Min. 30% increase (in participating organizations) in the number of students who will be aware of the most important pieces of ΕLC.- Min. 30% (in participating organizations) increase in students' awareness of Natura 2000 sites and network, as well as their environmental and socio-economic value.- Min. 500 students handling the most updated geoinformatic technological applications, products and services derived from the project.- Min. 40% (in the participating organizations) increase in the amount of students participating in proposed processes for the monitoring, management and protection of NATURA 2000 landscapes.- Identification and recommendation of policies and measures from HE students and professors aiming at landscape management and protection of landscape.