"The DAhoy project proposes a Decision Skills Framework for Higher and VET Education to face VUCA situations: Volatile, Uncertain, Complex, and Ambiguous. The world became VUCA early 2020 . Higher and VET educational institutions faced, and are still facing, the crisis. It’s now time to prepare for the future of educational systems and support new skills: ""good decisions at right times"".A. Bell, Scottish-born scientist who patented the first telephone, originally suggested ‘Ahoy’ as the standard greeting when answering a call. DAhoy project, to be understood as “DecisionShip Ahoy”, invites with methods, processes and tools, Higher Education (HE) and Vocational Education & Training (VET) stakeholders to integrate decision-making skills in their curricula. DAhoy organised 6 training weeks for teachers, staff and students in 2018 and 2019. During these mobilities, participants experienced about 30 different situations of learning decision-making. These training weeks were the source to define an educational framework and reflect on curricular integration at micro to macro levels, thanks to the qualitative and quantitative analysis conducted in with faculty, educators, teachers, industrial, and students all along the project. DAhoy members recommend more emphasis on transversal decision-making skills in educational pro-grammes, flexible curriculum structure, and career and employability concerns. For teachers and faculty or educational specialists, the DAhoy teaching & learning resources, learning kits and VUCA toolbox are trans-ferable to other institutions. The 3 DAhoy reports may guide university leaders and STEM programme mana-gers, so as accreditation and quality assurance bodies, in revising existing measures and processes to prepare for the VUCA future of higher and VET education. The 7 decsion making skills characterised as transversal in the project are:* D1 Recognise and qualify the VUCA-lity of a family of situations* D2 Analyse VUCA situations * D3 Make judgement in VUCA situations* D4 Face complexity of VUCA situations* D5 Organise and implement actions in VUCA situations* D6 Take responsibilities in the Decision process in VUCA situations* D7 Learn from his/her experience of VUCA situationsThese D-Skills provide a set of statements (in VUCA environments) that will help to create a common basis of skills that could potentially be linked to National Qualifications Frameworks (NQFs) and other European Tools. They promote reference to decision skills and/or VUCA-capabilities in programme outcomes or in graduate profiles. The DAhoy project actively encourages systemic integration of decision-making skills into existing programmes. To support continuous improvements in the HE and VET sectors for transversal decision-making skills, maturity models from quality assurance and quality enhancement processes were followed on their methodological foundations. Capacity and rubrics were formalised accordingly, with hierarchical scales of maturity. Rubrics with process maturity measure the program’s progression against the DAhoy reference models. All 6 DAhoy Reference Models (RM) form a constellation which permits enhancing systemically educational programmes: * RM1 VUCA D-Skills Programme Vision and Strategy: to fix the decision-making skills principles, foster an explicit agreement of faculty to transition to integrated transversal skills, and ensure support from program leaders to sustain reform initiatives;* RM2 VUCA D-Skills Learning Outcomes: to emphasise the importance of decision-making skills and/or VUCA capabilities inclusion in the learning outcomes and the alignment and/or inclusion in the relevant NQF for recognition of these skills;* RM3 VUCA D-Skills Learning experiences: to underline the importance of working at different levels of intensity the VUCA criteria from the identified D-Skills;* RM4 VUCA D-Skills Learning Assessment: to highlight the importance of fair and accessible assessments, to ensure that the learners have achieved the VUCA skills;* RM5 VUCA D-Skills Enriched Curriculum: to emphasise the importance and quality of decision learning in programmes and courses, an HE or VET institution must commit adequate methods and processes for decision skills curricular integration;* RM6 VUCA D-Skills Teacher competence: to reinforce the pertinence decision skills in HE and VET programmes and the quality of decision learning with accurate assessments in various pedagogical styles, HE and VET institutions are to commit adequate resources for faculty staff development."