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Today, cybersecurity remains a central topic in the international and national agendas, and is gaining importance within the private sector. Large corporations and MSMEs are increasingly becoming aware of the need to equip themselves with the right tools and strategies to prevent and respond effectively to any cyber threat. Based on ENISA’s classification of the “top 15 cyber-threats in Europe”, this report highlights main finings in terms of level of awareness and preparedness of EU MSMEs on cybersecurity and. As expected, while still maintaining its “EU relevance”, the topic of cyber-readiness seems particularly urgent for micro and small medium enterprises established in Southern/Balkan regions and operating in non-ICT dominant sectors. Results suggest that the cyber-lag experienced by the vast majority of EU MSMEs is firstly and foremost and issue of culture and cultural understating. Despite the numerous initiatives implemented at EU level to increase the awareness on the topic, EU SMEs are still failing to comply with the very essentials of cybersecurity. As final Intellectual Output of the project, partners compiled already two different document, one addressed to the community of practice of cyber education, and the other to policy makers and public’s representatives in charge of policy actions for private sectors’ competitiveness, digitalisation and education and training in general. The experience gathered by partners throughout this 2-year period of implementation of the CYBER MSME project, allowed them to consolidate key triggers, guidelines and recommendations to sustain project’s replicability, and most importantly, the benefits that CYBER-like initiatives can bring at EU level In its The EU’s Cybersecurity Strategy for the Digital Decade (2020), the European Commission analyses and reviews the measures implemented at European level and anticipates future developments in the cybersecurity domain. Despite the number of initiatives and a general awareness in the cybersecurity field, Europe has not yet reached a sufficient level of cooperation with national authorities. National authorities do not systematically collect and disseminate data that could help the EU to develop situational awareness. Currently, there is only a limited “mutual operational assistance” among member states: there is no “operational mechanism” among member states, EU institutions, agencies and bodies, capable of guaranteeing an effective protection and response scheme in case of large - scale and cross - border cyber - attacks. The EU is faced with heterogeneous security regulations and several levels of cybersecurity maturity in the Member States: these are obstacles to an effective cross - border collaboration. It is crucial that future regulatory changes are the same in all Member States so that EU enterprises are not subject to different levels of security, the global pandemic of COVID-19 has shown the importance of collaboration and coordination at global level also in the area of cybersecurity. The increasing awareness of enterprises on possible cyber threats has led cyber criminals to adapt their attack’s schemes. As described in the report “Emerging trends” by ENISA (2020), cybercriminals are taking advantage of the pandemic: they are increasingly well-prepared and use more sophisticated tools. This result, which is a sign of a general response of the enterprises to cyber threats, also shows the need to constantly implement cybersecurity procedures and tools, adapting IT systems to new conditions. The future workforce needs to possess both knowledge, skills and life-learning mindset to quickly adapt to market needs and technological advances. Elements that can train the future workforce in digital skills (i.e. logical thinking, critical analysis, coding and algorithms) require an adaptation of the current educational system For a full overview of this project’s deliverable, and all other resources made available by partners, please consult: https://www.cybermsme.eu/

CREATE2Evaluate is a follow-up of the previous CREATE project which intends to reinforce its aims and goals enhancing the performance and efficiency of Adult Education (AE) by intervening at systemic level at the nexus between overarching EU Policy (EU2020) and implementation on the ground, i.e., regions tasked with policy formulation and implementation of education programmes.   The aim of CREATE2Evaluate project is to identify reliable tools for the evaluation of adult education at various layers of governance. Identifying these tools will advance the formulation of effective adult education policies and programmes.   Now that the project is approaching its formal conclusion, partners are finally consolidating the last two main deliverables foreseen by implementation:   Training Suite for the target groups of policy makers to guide them with step-by-step procedures on the use and implementation of the tools to evaluate policy interventions in the domain of AE. The Training Suite includes user-friendly and flexible training resources for policy makers, among which: Guidelines on the policy evaluation tools to fully describe the functionalities of the tools, their field of application, scale and scope. This is crucial to clarify the real validity of the CREATE 2 Evaluate tools, manage expectations from users of what the evaluation tools and deliver and under which circumstances, and also depending on the scenarios Scenario setting and profiling tools: in this instance, the training Suite will include guidelines on the type and extent of data/information/statistics and input requirements for the policy evaluation tools to provide meaningful insight. Users need to be aware of the operational implications and data requirements of the policy evaluation tools Users’ manual: this is a crucial element of the training suite, as it provides hands-on advice on how to implement the evaluation tools in diverse operational settings Introduction guide to the CREATE2Evaluate ToolBox   A Green Paper to advance the debate and stimulate the discussion on policy formulation, implementation and evaluation of AE. The AE Policy Evaluation Green Paper will collect and collate all the findings and results stemming from the implementation   These two resources provide for an operational set of tools that allows for the upscale of the CREATE2Evaluate project results while igniting the policy dialogue and exchange on how to advance the discourse on the importance of adult education as a whole for socio-economic development and integration. Indeed, the project as a whole is devoted to the cohort of policy makers for their adoption of the tools in operational environments, providing capacity building elements.   To know more about the project, the organisations involved and all resources available, please feel free to consult the Open Education Resource Platform of Create2Evaluate: www.create2evaluate.eu

Cybercrime is the fastest-growing form of criminal activity and appears to be targeting a specific segment of our economies. According to the latest figures, the economic impact of cybercrime rose fivefold between 2013 and 2017, and microenterprises and SMEs (MSMEs) – the backbone of the EU economy – are disproportionally impacted by the phenomenon. Despite MSMEs being the most vulnerable group to the growing threat posed by cyberattacks, MSMEs are very seldom aware of the risks they face, let alone be prepared for them. In 2019, an industry report estimated that 66% of senior decision-makers in small businesses believe they are unlikely to be a target of online criminals (Keeper), whereas UNIPOL calculated that 14% of MSMEs are prepared to tackle cyber threats (2018). Throughout 2021, CYBER MSME’ partners carried out a detailed and very comprehensive report which highlighted: State of MSMEs’ cyber-threats preparedness and awareness Identification of best practices as regards MSMEs support in the area of cybersecurity Further recommendations in the domain of innovation and competitiveness for private sector   The wealth of knowledge gathered by participating organisations on MSMEs cyber resilience has been finally consolidated in an official document “Guidelines implementation of project results” that is intended to provide for STKHs and group of interests key coordinates to implement within their ecosystem of practice Cyber MSME-inspired initiatives – or transfer as a whole into their initiatives the resources made available by partners. From a more metaphorical perspective, the document can be intended as the digital legacy of the project: a storytelling on how to carry out capacity building programmes aimed at strengthening the IT and cyber readiness of small and micro-enterprises. The vast majority of these inputs stems from the deployment of the CYBER-MSME curricula in pilot version implemented by partners as formal activity of Intellectual Output 3 so as to validate the into-practice operationalisation, and the pedagogical reliability, of the training material. The aforementioned document – available for free, in open access format and in multilanguage version via the official Open Education Resource Platform of the project – is very concise and comprehensive, so as to ease and maximise as much as possible its readability from users: The first section introduces readers to the general scale and scope of the project, and details specific learning outcomes developed by partners, and tested with targets The second-deep dives into the cyber security professional’s profile as envisioned by partners – informed by the needs-assessment carried out at transnational level in preparation of the curricula The third highlights content, structure and methodology of the pilot programme and the functionalities of the OER platform as a support tool to the testing phase Finally, a robust set of key recommendations and takeaways compiled by trainers and teachers, that readers and interested STKHs can leverage on to fine-tune and tailor their deployment strategy All in all, this set of guidelines is intended to upscale the impact of CYBER-MSME even beyond the formal life cycle of the project, easing the replicability and portability of its deliverables, and most importantly, their functionalities and into-practice implementation. CYBER MSM contributed to give continuity to an important stream of initiatives co-financed by the E+ Programme aimed at strengthening the digital and cyber literacy of EU private sector. For more information about the project, please consult: https://www.cybermsme.eu/

SMEs are the economic core of Europe and social buffer generating jobs. Internationalisation and Export outside of Europe represent a great opportunity, creating million jobs. However, the socio-economic potential of EU SMEs is underexploited: only 18% of European SMEs export to extra-EU markets and are truly international. Official papers from the European Commission (EU/UN-INTRACEN report 2019 “From EU to the World: Understanding Challenges for EU Businesswomen”) confirmed that the extra-EU internationalisation process is exacerbated for female enterprises. Interviews with female entrepreneurs showed that this target group needed the following trends: grow and bring their businesses within international markets training sessions in digital aspects, and internationalisation legal policies strengthen their marketing and communication strategies boost their global competitiveness through training session in digital format E4F project aims at empowering women-led businesses, creating opportunities to increase their productivity, expanding the geographical markets in which they operate. E4F aims to implement the following points: Boost the global competitiveness of EU female SMEs in Fashion, Food, Handicraft sectors by using innovative, operational, and practical trainings. Develop an open and multilingual platform called OER, that will host innovative training. Identify needs and challenges of female small businesses Correct the gender gap to establish conditions that allow internationalisation of female small businesses The training material of the project will be developed on the basis of the results and findings of the desk research carried by partners in the last nine months. Partners analysed quantitative indicators on the phenomenon of internationalisation of EU female-led SMEs, Qualitative indicators on internationalisation in their country (skills-gap and need assessments), opportunities and challenges women entrepreneurs may find. The main objective of the research was identifying new competitiveness opportunities for female entrepreneurs in fashion, food and handicraft industries by leveraging on the global demand of these goods in relation to the gender perspective. This kind of analysis considered the main worldwide trends highlighting real and concrete favourable circumstances that greatly enhance female entrepreneurship empowerment.   To find more about the project visit www.e4f-network.eu

Since March 2021, S.O.S. Creativity Erasmus+ project supports the development of IT key competences for adults to let them exploit cultural offers and artistic contents available online, while boosting their level of consciousness toward the potentialities and the risks of the net such as phishing, fraud, fake news, invasion of privacy, defamation etc. To this end, a consortium of 8 partners from Spain, France, North of Macedonia, Poland and Italy has run a high-quality mapping of Cultural and Creative Resources and Digital Skills to perfectly tailor the training modules to the users’ prospective. In addition to this, a never seen SOS Self-Assessment Tool has been created to enhance ICT and Cultural literacy in seniors, opening to them a wonderful world of arts and creativity resources that could cheer their lives up. All the resources, available in the multilanguage mobile friendly OER Platform https://www.soscreativity.eu/, also address the needs of a variety of adult education professionals working in international settings to foster seniors’ social participation. Innovation in the project relies on the fact that SOS CREATIVITY is one of the few European projects that provides practical ICT solutions for seniors to spend actively their free time online. A comprehensive and challenging dissemination program has been undertaken and the training units have been piloted in all project’s countries through a wide variety of media, with online and face-to-face seminars, international Multiplier Event (still ongoing) with adult learners and stakeholders, e-mail campaigns to UE Member of Parliament, social media posts, conferences etc. The impact and feedback provided at the end of the meeting are highly-motivating with the potential to transform and even revolutionize the way seniors are trained at all levels. There is clear opportunity for all who work in the adult education to be excited by what the project has produced, and exploit the materials created to enhance their digital skills and their ability to advance in the cybersecurity.  

Mapping the Impact, Validation and Evaluation of Adult Education Policies has identified that EU wide AE Evaluation is highly fragmented and lacks common definitions and standards. This makes it very difficult for policy makers to control and assess the effectiveness of current AE policies. Plain coherent and straightforward policy development is needed. Any AE evaluation framework should ensure that cross organisational policy coherence occurs in vertical and horizontal terms. Vertical coherence requires that the different levels of government – national, regional, and local – follow common policy objectives and align systems of funding, accreditation and quality assurance. Horizontal coherence implies that there is understanding and coordination across policy areas within national or regional or local government. The challenge for the wider adult learning community is to articulate targets and indicators for adult learning that capture the humanistic conceptions and practices of nonformal adult learning. The articulation of such a metric would ensure that this domain of adult learning can no longer be considered as ‘invisible’ by the state. With reference to findings and evidences provided by partners, the CREATE 2 Evaluate ToolBox is conceived to ensure that local and regional policy makers from across Europe will be able to use the policy tools to better plan, design, implement and monitor Adult Education policies with a clear vision of sustainability of public funding in AE. The CREATE and CREATE 2 EvaluateToolBox comprises a series of practical tools for policy makers to ensure evidence-based policy making and better align AE policies and programmes with local socio-economic development. Resources elaborated and published by partners are available in free, open and multilanguage version so as to ease and sustain the visibility and dissemination of training and education opportunities stemming from the model. The ToolBox is structured in six different areas, each area includes specific resources and references that sustain local policy makers in better strategizing the alignment, consistent and coherence of local lifelong learning plans to EU long-term objectives and horizons. Consistency of the objectives and outcomes Checklist to assess consistency of the objectives and outcomes of the AE trainings and programmes with the overarching strategies and agendas adopted by the EU   Programme creation at the policy/public administration level Checklist for providers: Evaluation of provider inclusion in Adult Education Policy Making Evaluation of Creativity in Adult Education Policy Making Matrix Focus Group Questions Survey for providers Survey for Public Administration Staff   Inclusivity of AE policies and availability of AE programmes Checklist to assess: Inclusivity of AE policies and availability of AE programmes in geographically excluded areas Dimensions of Diversity in Adult Learning   AE trainings and programmes delivery Individual Interview with participant: Methods, equipment and personnel in Adult Education and adjustment to the target group.   Value added stemming from the participation in AE Measuring the Wider Benefits of Adult Learning – Focus Group Guidelines for Learners and Training Providers Value added stemming from the participation in AE.   Continuity of programme evaluation and use of its results to improve AE policies Valorisation and Follow-Up to Evaluation. Some Success Factors Critical Success Factors: A Case Study Tips for policy makers seeking stakeholder engagement     All resources developed by the CREATE2Evaluate partnership are available via the official OPEN EDUCATION RESOURCE Platform of the project: www.create2evaluate.eu

Evaluation and Valorisation are crucial steps in creating viable strategies with long-term benefits. Yet many AE policies on the local and regional levels are not systematically evaluated. This is partly due to policy makers lacking the appropriate tools. CREATE2Evaluate addresses this gap by designing a set of useful tools and templates to help AE policy makers and agents active in the AE policy processes evaluate existing strategies, draw actionable conclusions and design better strategies in the future.   The rationale for our project CREATE2Evaluate stems from the thorough investigation of the state of the art and the needs analysis that builds a multi-pronged approach:   robust investigation of the field through the analysis of relevant public policy documents at both national and EU levels that confirm how at present there are no effective means and tools to monitor and assess AE policies and programmes; and where those exist, they are used in a very fragmented way.   direct experience of the partners: the proposal brings together AE providers (both formal and non-formal, both public and private), umbrella AE organisations, AE practitioners from research & academia, the third sector and the public sector (represented by local authorities tasked with policy formulation and monitoring & evaluation).   the results of another Erasmus+ Project KA2 funded in Germany that was recently (2019) and successfully completed (final evaluation score from the National Agency of 85), the CREATE Project that developed tools for appropriate policy formulation in the domain of AE – in the 24 months of implementation and constant involvement of local policy makers, the clear need for monitoring and evaluation tools and mechanisms emerged.   During the first half of 2021, the CREATE2 Consortium finalised a very detailed cross-dimensional and transnational mapping activity aimed at identifying current methodologies, frameworks and/or models applied at local level for policy evaluation.   The final report is available for free by consulting the section of the CREATE2 Open Educational Resource Platform of the project.   Results, takeaways and findings suggested that the primary focus of current evaluation policy is quantitative outputs and student specific learning outcomes. Within any quantitative outcome evaluation partners identified a range of gaps and inconsistencies in target group statistical data, and in private and non-formal evaluation provision. Whilst significant qualitative evaluation is conducted in adult education centres according to project partners, the valuable data emerging remains inaccessible due to lack of transparent systematic overarching analysis and learner protection requirements. This makes it particularly difficult for policy makers to assess the effectiveness of their adult education policies.

On the 8th of July 2022, the SEAH project partners gathered online for the 8th working project meeting. The meeting, originally planned face-to-face- was related to the final units of IO3, the testing and finalisation of learning objects, the forthcoming multiplier event and the deadlines of the project final stages. After the official greetings and some internal management, administration and communication points, the coordinator team presented the reports of the testing phase for the first 4 units of each language and of the video presentations with also an overview of the fifth unit, recently available in the OER platform. It followed a very detailed presentation of the learning platform (called learning corner), comprehensive of each type of exercise presented in the learning units by Internet Web Solutions, the IT partner of the project. Partners shared a deep emotional moment as the final results for international students in the field of Architecture and Construction. The meeting followed with a detailed report of the first SEAH project Multiplier Event. Indeed on 5th July, the Escuela Técnica Superior de Arquitectura de Madrid (ETSAM) hosted the Multiplier Event and Dra. Paloma Úbeda Mansilla from the Spanish Board Team of UPM told that it was a successful moment to disseminate the work of this innovative European project and to reflect on the Spanish specific language of architecture and construction with International students. The last Multiplier Event will be organized by the UdA- team at the Language Department at the University of Pescara and it is scheduled on the 29th September 2022 (11:00 a.m. - 1:00 p.m.) for both in-person and online participants.

he women entrepreneurs of the French West Indies will soon have a digital platform. They will be able to collaborate with their counterparts in Belgium, Italy, Slovenia, Spain and France in order to improve their practices, develop tools or methods, and transnational networks. It is the project of the CCEM (Collective Cooperation Export Martinique) that has been selected by the European program Erasmus +. A digital platform will bring together women entrepreneurs from Europe and the Antilles-Guyana. Funded by the European program Erasmus+, this website specially designed to meet the information needs of women entrepreneurs will be operational in November 2022. Strict regulations The Martinique association (CCEM) has respected the precise timeline set up for an Erasmus+ project. Its president Viviane Chiffrin and her partner Denis-Antoine Hérault of OPEN-It, participated in a call for proposals that included a number of steps. First, they had to develop a project eligible for the European program, and support their idea in front of a commission. These calls for proposals are subject to the legislation governing public procurement.   This project of several thousand euros is taking shape with partners from Belgium, Italy, Spain, Slovenia and France. The digital platform managed from Martinique by the CCEM is expected to be operational in November 2022. In the meantime, the project partners must send an interim report to the Erasmus + agency on the project's progress. Making a place for yourself This platform for women entrepreneurs is integrated into the Erasmus+ program for the period 2021-2027. This project allows the financing of study and professional mobility (internships, continuing education) within Europe and internationally at all ages and for all levels of training. The issue of gender parity is gradually making its way into the business world. All is not completely won. This digital platform project will also connect women who hesitate to start their own business, between self-censorship, feelings of illegitimacy and complicated access to credit.

The Escuela Técnica Superior de Arquitectura de Madrid (ETSAM) held the Multiplier Event Madrid Universidad Politécnica de Madrid (UPM). SEAH project to promote the teaching of Spanish for architecture and construction for international students. The acronym SEAH comes from Sharing European architectural heritage: Innovative language teaching tools for academic and professional mobility in Architecture and Construction. The event took place to give visibility to the SEAH team at the UPM. On July 5, the Escuela Técnica Superior de Arquitectura de Madrid hosted the Multiplier Event of the SEAH Project, an event to enhance public awareness of the work carried out by this European project and to reflect on Spanish for architecture and construction. The program speakers, composed entirely of women, included two renowned professors in this field, Carmen Espegel and Margarita de Luxán. The event began with the presentation and explanation of the project by Dr. Paloma Úbeda Mansilla, coordinator of the Spanish SEAH team at the UPM, who gave a brief outline of what the management of this project has involved, and explained the work done by her team. This two-year project started in 2020 and was co-funded by the Erasmus+ KA203 Programme. Women in Architecture with a Vision of the Future The introduction was followed by four talks on the topic of the project. The first lecture, given by Carmen Espegel, Professor of Architectural Projects, was entitled: “New architecture in old industrial architecture”. Then, Margarita de Luxán, Professor of Graphic Ideation gave her presentation on “The complex letter C”. The third lecture, “Use of the SEAH Corpus for the teaching of specialized language in architecture and construction”, was given by Valentina Castrignanò, from the Università degli Studi ‘G. d’Annunzio’, Chieti (Italy). Next, Ruth Rodríguez Cuadrado, cultural journalist, presented, “The title of a project: where words add value”. Finally, María Luisa Escribano Ortega, from the Vice-Rectorate for Internationalization, and Dr. Paloma Úbeda Mansilla presented the course outline and the didactic units designed within the framework of this project, through the SEAH project website. About the Project The objective is to create academic and professional language modules for French, German, Italian, Russian and Spanish as a foreign language in the field of Architecture and Construction (AC), in order to encourage student mobility and to improve the results of mobility programs. The SEAH project has two parts. The first is the creation of an AC corpus of one million words, in each of the languages mentioned above, for foreign language learners. The second is the didactic development of the corpus with five thematic modules in each language. This project is being carried out and managed by the Università degli Studi ‘G. d’Annunzio’ Chieti-Pescara (Italia), through the Department of Languages, Literatures and Modern Cultures with European partners. Apart from the University in charge, five European universities and a technological partner participated in the project: Université Bordeaux Montaigne (France), Masarykova Univerzita (Czech Republic), Polotsk State University (Belarus), Universidad Politécnica de Madrid (Spain) and Internet Web Solutions (Spain).

The CARE OER platform is now online in four languages at https://www.careforplanet.eu/, providing specific info on project aims, activities and results. The Platform will contain all the Project information, deliverables and results. CARE's driving idea is contributing to the health of the planet but also to that of individuals and communities by promoting more austere, traditional and healthy lifestyles. CARE targets people who care about the present and the future, who want to develop responsible behaviour that mitigates the human impact on the planet, and, with their small daily decisions, help make a better world. The very user-friendly Platform has been built by the Spanish partner, IWS (Internet Web Solutions) and will be constantly updated by the partnership as a whole during the project implementation. CARE OER Platform is available in four languages (English, Spanish, Italian and Portuguese) and is composed of multiple sections freely available to all navigators. HOME: the section introduces users to the CARE platform by highlighting the three main results of the Project:  • Knowledge: a virtual community of knowledge and experiences on responsible consumption  • EduCARE: a set of awareness-raising and training courses for responsible consumption  • PROMOBIZ: a responsible business forum that will function as a seedbed of ideas PROJECT: describes the main Project objectives and results. PARTNERS: describes the Partners involved in the CARE Project. ASSOCIATES: to involve as many Associated Partners as possible and spread the word about CARE to end-users, targets, the general public and ultimate beneficiaries. NEWS: to remain always updated with CARE latest developments…   CARE is managed by seven partners from four countries, i.e. Spain, Italy, Portugal, and Belgium, and is co-financed by the Erasmus+ Programme of the European Commission.

On the 25th of March 2022, the SEAH project partners from Università degli Studi 'G. d'Annunzio' Chieti, Université Bordeaux Montaigne, Masaryk University, Polotsk State University and the Universidad Politécnica de Madrid and Internet Web Solutions gathered online for the 7th working project meeting. The agenda previously shared and agreed among the consortium was mainly related to the presentation of the learning platform and to the digital display of the first language didactic unit, designed step by step by colleagues in Italian, French, Spanish, German and Russian. After the greeting of the coordinator and some internal management, administration and communication points, Internet Web Solutions, the IT partners from Spain responsible of the development of the OER SEAH platform: https://www.seahproject.eu/index.php provided a report on the total visits since the website opening thanks to an effective SEO strategy and functional dissemination activities. It followed a very detailed presentation of the learning platform (called learning corner), comprehensive of each type of exercise presented in the learning units. Partners were amazed by the digital presentation of the units they authored tailored to international students in the field of Architecture and Construction. A new template for the fifth IO3 units was submitted to all the partners and presented by Paloma from Universidad Politécnica de Madrid. It was based on a short presentation (an elevator pitch) to be done by the students, based on a spidergram that will be implemented in the platform soon. It will be followed by listening and writing exercises, related to the intended pitch. Mariapia from Ud’A informed the partners also about an upcoming special issues of a linguistics journal «RILA [RASSEGNA ITALIANA DI LINGUISTICA APPLICATA]», dedicated to SEAH. Every team is invited to submit abstract proposals and also to organise Multiplier Events aimed at illustrating methodology, Intellectual Outputs and general objectives of the SEAH-Projects to scholars, incoming and outgoing students in the fields of Corpus Linguistics, Language Teaching, Architecture and Construction, professionals both in the fields of Architecture and Construction, and in that of specialized translation and tourism.