Objectives of the Project

The general objective of SafeWay is to establish a certified and transferable training pathway for Traffic Safety Teachers, enhancing educators’ competencies and supporting the integration of Traffic Safety and Mobility Education into school communities.

• Develop a certified training pathway for Traffic Safety Teachers
  To define the required competences and provide structured training for teachers, trainers, municipal staff and road safety professionals involved in TSaME.
• Strengthen educators’ capacity in road safety and mobility education
  To equip school teachers and relevant professionals with practical tools, lesson plans and learning resources for delivering traffic safety education.
• Enhance Traffic Parks through digital and AR technologies
  To create interactive learning experiences through AR scenarios, QR-based activities and digital educational resources.
• Promote safe and sustainable mobility behaviours among students
  To encourage walking, cycling, multimodal transport and responsible road behaviour from an early age.
• Strengthen cooperation between schools, municipalities and road safety organisations
  To connect education providers, local authorities and mobility experts through a common school-community approach.
• Support the institutionalisation of Traffic Safety and Mobility Education
  To develop policy recommendations and promote the formal recognition of Traffic Safety Teachers and TSaME in education systems.

Expected Main Results

• A competence framework and certified training pathway for the Traffic Safety Teacher profile.
• A Traffic Safety and Mobility Education training toolkit for teachers, trainers and relevant professionals.
• A MOOC platform with digital learning resources, microlearning content and self-paced training materials.
• AR-enhanced Traffic Parks and interactive learning scenarios for experiential road safety education.
• Pilot training activities involving educators, professionals and school communities.
• School-based activities engaging students in traffic safety, responsible road behaviour and sustainable mobility.
• Policy recommendations and dissemination actions supporting the wider adoption of Traffic Safety and Mobility Education.

Project Activities

• Conduct a needs analysis on Traffic Safety and Mobility Education in participating countries.
• Develop the SafeWay competence framework, curriculum and training pathway for Traffic Safety Teachers.
• Create digital learning materials, microlearning resources and a MOOC-based training environment.
• Design and pilot AR-enhanced educational activities for Traffic Parks and school settings.
• Train educators and relevant professionals and pilot the SafeWay approach with students and school communities.
• Promote cooperation among municipalities, schools, education providers and road safety organisations.
• Disseminate project results and develop policy recommendations for long-term sustainability and adoption.

SO1: Develop a common framework for recognising the non-formal skills that are essential for maritime professionals today

SO2: Align these skills with IMO, STCW, and EU qualification frameworks to support transparency, relevance, and wider recognition

SO3: Create a digital tool that helps assess and certify non-formal skills in maritime education and training

SO4: Support maritime educators and trainers in delivering and assessing non-formal skills through pilot activities and train-the-trainer actions

SO5: Promote the long-term use and recognition of the framework through stakeholder engagement, certification guidance, dissemination, and sustainability planning.

Expected Main Results

ER1: A validated non-formal skills recognition framework for maritime professionals, supporting the structured identification and description of key non-technical competences in maritime VET

ER2: A digital assessment tool for evaluating non-formal skills through structured, user-friendly, and scenario-based approaches in maritime education and training

ER3: A set of innovative training and assessment resources to support the development, observation, and recognition of skills such as teamwork, leadership, communication, decision-making, and problem-solving

ER4: Certification guidelines and validation outcomes that strengthen the recognition and long-term use of non-formal skills in the maritime sector

ER5: A more attractive, modern, and industry-relevant maritime VET environment, with stronger links between training providers, employers, and certification stakeholders.

WP1 Project Management
WP2 Development of the Non-Formal Skills Recognition Framework
WP3 Development of the Non-Formal Assessment Tool
WP4 Validation of the Tool
WP5 Promotion and Dissemination

SO1: Develop the Superyacht Qualification Framework (SYQF) with clear career pathways and certification routes for new and experienced professionals

SO2: Support lifelong learning through accessible, industry-specific training, including online and blended learning

SO3: Integrate sustainability and inclusion into training through dedicated modules on biofuels/energy efficiency and gender balance/non-discrimination

SO4: Build the capacity of educators and training providers to deliver high-quality SYQF-based learning across the sector

SO5: Ensure the adoption and long-term impact of the SYQF through stakeholder consultation, open-access resources, NEET outreach, and accreditation within the Malta Qualification Framework (MQF)

Expected Main Results

D1.1 Project Management and Coordination Plan
D1.2 Quality Assurance and Monitoring Reports
D1.3 Project Progress and Internal Coordination Report
D2.1 Mapping Report on Existing Superyacht Training Programmes and Skills Gaps
D2.2 Superyacht Job Roles, Responsibilities and Qualification Descriptors
D2.3 Provisional Superyacht Qualification Framework (SYQF) Document
D3.1 Educational Module on Biofuels and Energy Efficiency
D3.2 Educational Module on Inclusion, Diversity, Gender Issues and Non-Discriminatory Practices
D3.3 Introductory Module on Maritime Career Pathways in the Superyacht Sector (for NEETs)
D3.4 Delivery Report of the Introductory Module
D4.1 Evaluation Questionnaire and Stakeholder Consultation Tools
D4.2 Post-Consultation Report (Stakeholder Feedback and Recommendations)
D4.3 Final SYQF Document (Long and Short Version)
D4.4 Online Repository Hosting the SYQF and Supplementary Documents
D5.1 A Train-the-Trainer Programme for Educators and Course Developers
D5.2 Training Delivery Report 
D5.3 Submission Package for SYQF Accreditation to the Malta Qualifications Framework (MQF)

WP1 Project Management
WP2 Development of the Superyacht Qualification Framework
WP3 Biofuel, Inclusion and diversity, Gender issue and Non-discriminatory practices
WP4 Final draft, Testing, and Validation of the Framework
WP5 Training for Course Developers and Trainers

SO1: Develop and implement a structured, trauma-informed rehabilitation programme for GBV offenders across the justice pathway (pre-custody, in-custody, post-release)

SO2: Build the capacity of correctional and frontline professionals to deliver gender-sensitive, restorative interventions

SO3: Promote a participatory, peer-led model for restorative transformation within prison settings

SO4: Strengthen interagency coordination and integrate victim-centered, gender-equality principles across GBV perpetrator work

SO5: Increase public awareness and promote the sustainability of non-violent behavior through targeted outreach and dissemination

Expected Main Results 

• D1.1 PM Handbook
• D1.2 QA Reports
• D1.3 External Evaluation Reports
• D1.4 Data Management and Ethics Plan
• D2.1 Conceptual Framework of GRACE Rehabilition Programme
• D3.1 GRACE Training Material for GBV prevention, tackling & post-release
• D3.2 E-learning platform 
• D3.3 Staff Handbook on Pedagogical Practices & Manual for the Implementation of GRACE Programme
• D4.1 Early-Intervention Training Report
• D4.2 GRACE Rehabilitation Training Report
• D4.3 Ambassador Scheme Handbook
• D5.1 Dissemination of communication material & tools
• D5.2 GBV Prevention & Awareness Campaign Kit
• D5.3 Policy Recommendations Briefs
• D5.4 Dissemination Activities Report

Work Package 1: Project Management and Coordination
Work Package 2: GBV Needs Assessment & Stakeholders Experiences
Work Package 3: GRACE Rehabilitation Programme Development
Work Package 4: Implementation & Delivery of GRACE Programme
Work Package 5: Dissemination, Communication & Sustainability

The EPIGENIUS project aims to empower disadvantaged learners in Vocational Education and Training (VET) by integrating the scientific principles of epigenetics and neuroplasticity with the European LifeComp framework. It seeks to foster inclusion, resilience, and self-efficacy through digital tools, personalised learning, and innovative trainer support.

Specific Objectives:

Identify needs of disadvantaged learners and enhance collaboration between VET actors (WP2).
→ Target: 80% positive feedback from trainers and learners; 10 new cooperation agreements across partner countries.

Develop and validate digital and educational tools combining epigenetic science and LifeComp competences (WP3).
→ Target: 1 digital “ExperiMENTAL Kit App” and 1 Epigenius Methods Database finalised and tested by 100 VET trainers.

Implement personalised learning and counselling pathways for disadvantaged trainees (WP4).
→ Target: 120 participants trained across 4 countries; 80% report improved self-efficacy and motivation.

Train and certify VET trainers in the application of epigenetic and neuroplasticity-based teaching methods (WP4, WP5).
→ Target: 80 VET professionals certified; 85% satisfaction rate in pilot training evaluation.

Promote awareness of inclusive and science-based learning environments across Europe (WP6, WP7).
→ Through dissemination activities, events, videos, and digital campaigns reaching at least 5,000 people.

• Empowered learners: Over 120 disadvantaged trainees gain improved self-efficacy, resilience, and life competences through personalised learning pathways.

• Innovative VET tools: Development of the ExperiMENTAL Kit App, Epigenius Methods Database, and Evaluation Toolkit integrating epigenetic and neuroplasticity principles.

• Skilled trainers: 80 VET professionals trained and certified in applying science-based, inclusive teaching methods.

• Inclusive learning environments: Adoption of learner-centred and evidence-based practices within VET institutions across partner countries.

• Enhanced collaboration: Stronger partnerships between educational, scientific, and social inclusion actors at national and European levels.

• Increased awareness: Broader understanding of the role of epigenetics and neuroplasticity in lifelong learning and empowerment through dissemination, social media, and events.

• Sustainability plan: Ensures long-term use of project outputs, supporting future innovation in inclusive and science-driven VET.

WP1 – Project Management
Ensures efficient coordination and monitoring of all project activities, communication between partners, financial control, and compliance with EU and ethical standards.
→ Oversees administrative, reporting, and quality procedures to guarantee the timely and effective delivery of results.

WP2 – Content and Specification
Defines the conceptual, pedagogical, and scientific framework of EPIGENIUS by translating findings from epigenetics and neuroplasticity into educational practice.
→ Specifies the structure of the ExperiMENTAL-Kit App, Epi-Sensor, Methods Database, and Evaluation Toolkit, ensuring alignment with the European LifeComp framework and VET needs.

WP3 – Platform / Database / App Technical Realisation
Designs and develops the project’s digital tools — including the ExperiMENTAL-Kit App, Methods Database, and Epi-Sensor.
→ Ensures the creation of a user-friendly, accessible, and scientifically validated digital environment supporting learners and trainers.

WP4 – Implementation and Evaluation
Implements and pilots all EPIGENIUS outputs in real VET contexts across partner countries.
→ Involves VET trainers, managers, and disadvantaged learners in testing and validation, collecting feedback, and evaluating results against inclusion and learning criteria.

WP5 – Dissemination
Disseminates project activities and results through social media, events, and digital platforms; raises awareness about the role of epigenetics and neuroplasticity in inclusive education.
→ Develops communication materials, success story videos, and ensures sustainability and long-term exploitation of project outcomes.

1. Adopt and integrate the Living Lab methodology into VET organization and practices, enabling a user-centered, open-innovation ecosystem that fosters collaboration among students, educators, businesses, and the community.
2. Establish and strengthen Public-Private-People Partnerships (PPPPs) that involve VET providers, industry, SMEs, local communities, and public authorities.
3. Design, develop, and pilot innovative VET curricula that integrate green and digital skills, addressing current and future market needs.
4. Build the organizational, pedagogical, and technological capacity of VET providers to lead and support the green and digital transition.
5. Create a dynamic framework for continuously identifying and responding to emerging skill needs in the green and digital sectors.
6. Ensure that VET programs are inclusive and accessible to all, particularly targeting underrepresented groups, and to address the gender gap in green and digital occupations.

Expected Main Results 

• D1.1 Project Management Handbook
  D1.2 Quality Assurance & Evaluation Plan
  D2.1 Baseline Analysis report
  D2.2 LIVEVET Living Lab Methodological Guide
  D3.1 LIVEVET Capacity Building Toolbox
  D4.1 LIVEVET platform
  D4.2 LIVEVET Best Practices Catalogue
  D5.1 LIVEVET Communication & Dissemination Plan
  D5.2 LIVEVET Policy Recommendation
  D5.3 LIVEVET Outreach Plan
  D5.4 LIVEVET Sustainability & Exploitation Plan

Work Package 1: Project Management & Coordination
Work Package 2: Development & integration of the VET Living Lab methodology and establishment of PPPP frameworks
Work Package 3: VET Capacity Building for supporting the Green and Digital Transition
Work Package 4: Development of the Digital VET Living Lab tool & piloting actions
Work Package 5: Communication, Dissemination & Exploitation

The AWARE project aims to reduce long-term unemployment among disadvantaged women by scaling up the Rural Social Innovation (RSI) model (from the prior InnovAgroWoMed project), integrating it with gender-sensitive and personalised approaches.

Specific Objectives:

Identify needs of long-term unemployed (LTU) women and enhance collaboration between employment actors (WP2).
→ Target: 80% positive feedback, 15 collaboration agreements.

Modernise training and employment guidance by upscaling the RSI model with a gender-sensitive, personalised approach (WP3).
→ Target: 80% satisfaction rate; 20 women trained per country.

Increase employability of LTU women and foster community bonds between employment actors (WP4, WP5).
→ Target: 80% employer satisfaction; 80 women employed.

Promote inclusive workplaces and raise awareness on gender gaps in the labour market (WP6, WP7).
→ Through dissemination, events, and digital tools.

• Empowered LTU women: 80 women trained and employed, improved employability, self-esteem, and skills.
• Gender-sensitive workplaces: Adoption of inclusive HR policies in agri-food enterprises.
• Enhanced cooperation between employment, education, and social innovation actors.
• New digital resources: The AWARE Digital Platform for information, education, and counselling.
• Stronger social cohesion and awareness of gender equality in the labour market.
• Sustainability plan ensuring long-term use of project outcomes.

WP1 – Project Coordination and Management

Ensures efficient coordination of activities, communication among partners, financial oversight, risk management, and compliance with EU and ethical standards.

WP2 – Research and Needs Analysis

Identifies the needs of long-term unemployed women and of local agri-food labour markets; maps opportunities and builds local multi-stakeholder collaborations.

WP3 – Upscaling the Rural Social Innovation (RSI) Model and Training Development

Adapts and expands the RSI model with a gender-sensitive, personalised training programme focused on skills for sustainable employment in the agri-food sector.

WP4 – Counselling, Coaching and Career Guidance

Implements tailored counselling and coaching sessions to support women’s empowerment, employability, and readiness for re-entry into the labour market.

WP5 – Employment Pathways and Workplace Integration

Creates subsidised job placements, facilitates cooperation between employers and trainees, and promotes inclusive workplace environments through mentoring.

WP6 – Quality Assurance and Evaluation

Monitors project progress and assesses the quality and impact of actions; produces evaluation reports and lessons-learned for future replication.

WP7 – Dissemination, Awareness Raising and Sustainability

Communicates project preinclusion and audiences, raises awareness on gender equality and employment inclusion, and ensures long-term use of project outcomes.

Educational Innovation at a European Level