cational Education and Training (VET) have a fundamental role to play in achieving the ‘Europe 2020’ objectives. The Copenhagen process and Bruges communiqué emphasize that vocational education and training has a key role in providing relevant high quality skills and competences. ‘Youth on the Move’ initiative of the proposed ‘Europe 2020’ points up one flexible learning pathway, more workplace and entrepreneurial learning experiences, working and learning abroad (formal, non-formal and in-formal learning) as well as acquiring the basic skills needed for further learning and that there are more opportunities to learn later in life. ‘Agenda for new skills and jobs’ initiative highlights the need to upgrade skills and to boost employability. "Digital skills in education – transforming teaching and learning of digital skills in a lifelong learning perspective, including the training of teachers" is one of the targets in the Commissions "Digital Skills and Jobs Coalition" under DG CONNECT (Directorate General for Communications Networks, Content and Technology of the European Commission). A modern, knowledge-based economies require people with higher and more relevant skills. Transversal skills such as the ability to think critically, take initiative, problem solve and work collaboratively will prepare individuals for today's varied and unpredictable career paths. Attention should be particularly focused on the development of digital skills, because they not only contribute to new business creation but also to the employability of young people. Investment in education and training for skills development is essential to boost growth and competitiveness: skills determine Europe's capacity to increase productivity. In the long-term, skills can trigger innovation and growth, move production up the value chain, stimulate the concentration of higher level skills in the EU and shape the future labour market. The massive increase in the global supply of highly skilled people over the last decade puts Europe to the test. The time when competition came mainly from countries that could offer only low-skilled work has come to an end. The quality of education and supply of skills has increased worldwide and Europe must respond. (“Rethinking Education: Investing in skills for better socio-economic outcomes“. Communication from the commission to the European Parliament, the Council, the European economic and social committee and the committee of the regions.) Information and Communication Technologies (ICT) help us learn better, more efficiently and creatively, to innovate, to solve complex problems and access wider and more up-to-date knowledge. ICT provides everyone with flexible and accessible learning opportunities, in and outside the classroom. But if we are to succeed in giving the future students the knowledge, skills and competencies to cope with the labour market in the digital era, we need to focus on the teachers' digital knowledge, skills and competencies. The teachers are the ones who are responsible for quality ensuring that the pupils and students learn what they need to learn also when it comes to digital competencies. If the digital transition is to be successful, then the teachers should be properly prepared pedagogical and didactical to disseminate the new teaching contents and education forms that appear as a result of digitization of education. Additionally do the educational institutions and their managements need to be ready to support the digital transition, because it is not something that comes by itself as digitization has the potential to recaulk the way we are conducting education today and therefore we also need to expect resistance. This project are aiming to addresses these challenges for the world of VET by creating an interactive handbook that can be used learning resources for VET staff both educator and management.
Information and communication technologies (ICT) help us learn better, more efficiently and creatively, innovate, solve complex problems and access broader and more up-to-date knowledge. ICT provides all flexible and accessible learning opportunities inside and outside the classroom. But if we are to succeed in providing prospective students with knowledge, skills and competencies to cope with the labor market in the digital age, we must focus on teachers' digital knowledge, skills and competencies. Teachers are the ones responsible for quality assurance that pupils and students learn what they need to learn, even when it comes to digital competencies. If the digital transition is to succeed, then teachers should be properly pedagogically and didactically prepared to convey the new teaching content and forms of education that arise as a result of digitization of the educations. In addition, educational institutions and their managements must be ready to support the digital transformation, because this is not something that comes naturally, as digitalisation has the potential to recreate the way we conduct education today, and therefore we must also expect resistance. Project, at its inception, aimed to address these challenges for the VET world by creating an interactive handbook that can use learning resources for VET staff. The implementation of the project has been quite a special outbreak of the COVID-19 pandemic in the middle of the project implementation. The project was originally planned to be a two-year project, but it ended up being three-year-old when in March 2020, the world shut down due to COVID-19. The main results of the project are an interactive handbook (IO1) that can be used as an open learning resource for VET staff across Europe. This main intellectual output of the project consists of the project's four intellectual outputs, namely: 02 / A1: Inspiration cases based on best practice for adapting planning and execution of VET in the digital age. 03 / A1: Development of digital learning platforms 04 / A1: Development of joint teaching courses for teachers 05 / A1: Development of digital VET courses (in the project called micro modules) All in all, in the project we have created a product that can inspire institutions to embark on a digital change process that ensures better and more up-to-date education. Of course, the project is not fully implemented as described in the application. Firstly due to COVID-19 and secondly because reality always overtakes a project application, as you start working with the project matter, you find that reality is usually more complex. We reached four out of six planned physical TMs before the world closed due to COVID-19, after which the project consortium switched to online meetings with a higher meeting cadence, in total we held 12 online TMs. We managed to complete both short training activities, however, the last activity had to be carried out as a hybrid activity, where some partners participated online and others physically due to diverse COVID-19 restrictions. Finally, we completed 3 of the 5 planned Multiplier Events despite the difficult circumstances provided by the COVID-19 restrictions. Overall, during the project we have involved: 10 person as core staff during the project period 28 people associated with the learning activities in the project 46 external persons in connection with Multiplier Events 233 external persons have participated in face-to-face dissemination activities 5893 external persons have been in contact with digital dissemination activities Thereby, the project has had a directly measurable impact on 6203 people.