Category: SMEs

A model for industry engagement in the accreditation process

Best practices A model for industry engagement in the accreditation process Users: Policymakers, Industry, SMEs | Theme: Accreditation and certification | Action: Policy/guideline | Beneficiaries: Training Providers (Private), Training Providers (Public), Policymakers, Industry, SMEs | Countries: Ireland. Skillnet Ireland Skillnet Ireland Donal Grimes The EU Commision report titled Pact for Skills: Analysing of Upskilling and Reskilling Policy Initiatives and Identifying Best Practices” ranked the model deployed by Skillnet Ireland in Ireland, first out of 47 in benchmarking, based on overall average key performance metrics, as well as topping the analysis for impact on businesses and impact/contribution to the economy including to the digital and climate agenda. Central to the Skillnet Ireland model are the Skillnet Business Networks: clusters of private sector businesses that collaborate based on a sector, or multiple sectors within a region, to provide upskilling and reskilling programmes to companies. With 70 Skillnet Business Networks nationwide, companies can find a network based on a particular sector, or within a region. The business networks identify the skills needs impacting their region/sector and establish the requirements for the respective industry in relation to accreditation. The challenge? In the Irish context, the challenges nationally include: Fragmentation across sectors: Different industries and sectors often follow different accreditation frameworks (e.g., QQI in education, NSAI in standards, CORU in healthcare). Populating the talent pipeline and addressing skills shortages: There can be a disconnect between what training/education providers offer and what industry actually requires in accredited qualifications. SME Engagement and awareness: Small and medium-sized enterprises (SMEs) often lack awareness, resources, or understanding of accreditation processes. Funding and support structures: Accreditation processes can be costly and resource-intensive. Lack of real time labour market intelligence: Difficulty in gathering timely and localised data on evolving industry needs. Our solution The Skillnet Ireland Business Network Model is built on a national framework of business networks. These networks act as intermediaries between enterprises and training providers, fostering collaboration and ensuring that training programmes are demand-driven and aligned with both sectoral and national priorities. Rather than relying solely on traditional education systems, the model empowers businesses—particularly SMEs—to identify critical skills gaps and co-develop training solutions that often lead to recognised accreditation. Business networks facilitate engagement across diverse sectors, reduce administrative burden, and support access to micro-credentials, recognition of prior learning (RPL), and formal qualifications. They also enable real-time intelligence gathering by maintaining close contact with employers, allowing for agile and targeted responses to emerging trends. This collaborative and flexible structure helps address a range of systemic challenges: it supports alignment across fragmented accreditation systems, ensures training is relevant and recognised, simplifies SME participation, and makes accreditation more accessible and cost-effective through shared resources and financial supports. Outcomes 1. Increased Alignment Between Industry and Accreditation Bridged the gap between industry needs and education offerings, resulting in more job-ready graduates and upskilled employees.  Enabled the mainstreaming of micro-credentials and flexible learning pathways—recognised increasingly in formal systems. 2. Enhanced SME Participation in Accreditation and Upskilling Over 80% of Skillnet Ireland’s participating companies are SMEs, many of whom could struggle to access accredited training, without the Skillnet Ireland support systems and funding 3. Improved Responsiveness to Skills Shortages Real-time employer feedback through Skillnet Business Networks and rollout of new training (e.g., in AI, sustainability, cyber, medtech). Enabled the rapid scaling of talent pipelines in high-demand sectors (ICT, pharma, construction, green economy). Supported sectoral transformation by enabling existing workforces to transition into new, accredited roles (e.g. Offshore Wind Academy). 4. Reduced Regulatory and Administrative Burden Networks can act as a ‘navigator’ for regulatory complexity, streamlining access to compliance-related training and accreditation. 5. Increased Labour Market Intelligence and Policy Influence Networks support the production of sector-specific Talent and Skills Reports, influencing national policy and education programme development. Anticipated emerging skill gaps (e.g., cybersecurity, data governance, AI ethics), enabling pre-emptive programme development. Key takeaways Build governance structures that put employers in the lead of programme design. Avoid ‘top-down’ training mandates – instead, co-design solutions with end users (businesses) Create collaborative, peer-based training networks around shared industry needs or regional challenges. Use intermediaries (Chambers Ireland, industry groups) to build bridges between businesses and training/accreditation providers. Embed accreditation partners early in programme development. Use modular, stackable credentials that can build toward formal qualifications over time. Build agile programme structures that can pivot quickly. Establish ongoing labour market sensing mechanisms through direct employer feedback. Design services and communications specifically for SMEs, with practical guidance, shared services, and peer learning. Use localised/regional outreach and relationships to engage hard-to-reach businesses. Leverage real-time data from industry networks to inform policy and programme direction. Consider training networks as a two-way channel: delivering skills on the ground and gathering intelligence for policymakers. Learn more here

Bringing Industry to the Classroom: Expert Conferences Connecting Students with Digital Twin Innovation

Best practices Bringing Industry to the Classroom: Expert Conferences Connecting Students with Digital Twin Innovation Users: Training providers (public) | Training providers (private) | Theme: Industry engagement | Action: Education programmes/courses | Beneficiaries: Training providers (public) | Training providers (private) | SMEs | Industry | Learners (non-STEM background) | Learners (STEM background) DIGITWIN4CIUE – Digital Twins for Complex Infrastructures and Urban Ecosystems DIGITWIN4CIUE Beatriz Martin Bautista Cerro Rocío López Espinosa Digital twins represent a rapidly growing field in the built environment. Their adoption by private and public sectors highlights the need for professionals who understand both the technical and strategic value these tools bring to infrastructure planning, design, construction, and operation. To meet this need, the European project DIGITWIN4CIUE aims to “foster collaboration: build a culture of cooperation between academia and industry to drive innovation and develop sustainable, efficient construction practices”. This vision is realised through the Entrepreneurship Pillar of its Centre of Excellence, which promotes initiatives bridging academic knowledge and professional innovation. A flagship action is the Executive Master’s in Digital Twins for Infrastructures and Cities, a specialised programme for professionals and engineers in civil engineering, smart cities, and related fields. It offers training in advanced digital technologies, preparing participants to design, implement, and manage innovative solutions across the infrastructure lifecycle. This academic offer meets labour market needs and supports ongoing professional development, helping organisations stay at the forefront of technological progress. The challenge? In an increasingly competitive environment, with a growing academic offering and rapid technological advancement, prospective students are becoming more discerning in their choice of programmes. Attracting top talent is therefore a strategic priority for the success and sustainability of the DIGITWIN4CIUE project, and an opportunity to strengthen its position as a leader in innovation and digitalisation in the infrastructure sector. This situation posed a challenge during the design of the master’s programme. The aim was to ensure it stood out by combining high-quality education with the practical application of cutting-edge technologies, while aligning with the real needs of the labour market. At the same time, a key question emerged: how can we attract students by offering a programme that is up-to-date, dynamic, and aligned with scientific and technological innovation? Our solution As a response to the identified challenge, the Executive Master’s in Digital Twins for Infrastructures and Cities established the Conference Cycle: a series of public sessions led by global experts that go beyond the conventional applications of digital twins. These events delve into real-world use cases across a variety of sectors—including structural assessment of infrastructures (such as buildings, bridges, tunnels, and dams), transport and mobility, the construction industry, hydrology, and energy. The sessions provide valuable insights into how digital twins can improve asset maintenance, enable data-driven decision-making, and increase resource efficiency. The conferences are held on a biweekly basis, in both virtual and in-person formats, across the five partner universities delivering the master’s programme. Through this initiative, students benefit from continuous exposure to industry leaders, researchers, and professionals, allowing them to: Engage directly with key stakeholders in the field; Gain up-to-date knowledge on the latest developments in digital twin technologies; Participate in discussions that bridge academic learning with real-world industry demands. Outcomes This initiative has successfully created a dynamic learning and knowledge-transfer environment by bringing master’s students into direct contact with leading voices in the field. The Conference Cycle has featured guest speakers from renowned institutions such as the University of Colorado Boulder (USA), Technische Universität Dresden and Universität der Bundeswehr München (Germany), and Edinburgh Napier University (United Kingdom), as well as from prominent companies and organisations including ARUP, the Barcelona Supercomputing Center (BSC), AdvaNet Hungary, SENER, and Bentley Systems, among others. As a result, the master’s programme has gained increasing international visibility. This is evidenced by the significant growth of our communication and outreach channels – driven largely by the Conference Cycle – with over 3,000 followers on LinkedIn and approximately 10,000 views on YouTube. Notably, more than 80% of prospective students now discover the programme through one of these two key platforms. The initiative has also fostered a learning environment centred on continuous development, where students are encouraged to engage in meaningful knowledge exchange beyond formal assessments, driven by curiosity, critical thinking, and professional ambition. In addition, the in-person sessions of the Conference Cycle provide valuable networking opportunities, enabling students to connect directly with guest speakers during dedicated engagement moments. These face-to-face interactions are essential for building professional networks, exploring career trajectories, and stimulating future collaborations within the fast-evolving digital twin ecosystem. Key takeaways Schedule integration within academic hours: Embedding Conference Cycle sessions within the master’s regular timetable ensures consistent student attendance and reinforces their value as an essential component of the learning experience. Bridge between industry and academia: Favor direct interaction with industry leaders, researchers, and policymakers aligns academic learning with real-world market needs, enhancing students’ readiness for professional challenges and supporting their career development. Include student’s participation at the Conference Cycle: Include student’s participation directly at the Conference help students to keep themselves highly motivated and disciplined throughout the course. Learn more here

The Master of Professional Practice

The Master of Professional Practice is the Ireland’s first interdisciplinary stackable Master’s degree. It addresses the SDG of quality
further education.

Bringing Industry to the Classroom: Expert Conferences Connecting Students with Digital Twin Innovation

Best practices Bringing Industry to the Classroom: Expert Conferences Connecting Students with Digital Twin Innovation Users: SMEs, Training providers (public), Training providers (private), Industry | Theme: Indsustry Engagement | Action: Education programmes/courses | Beneficiaries: SMEs | Labour force (employed) DIGITWIN4CIUEDIGITWIN4CIUE Beatriz Martin Bautista Cerro DIGITWIN4CIUE, through the European Center of Excellence in Digitalization of Infrastructures and Cities, offers an Executive Master’s in Digital Twins for Infrastructures and Cities. This program features a flexible academic structure, attracting professionals from various disciplines in the built environment industry.Designed for professionals and engineers passionate about digital transformation in civil engineering, smart cities, and related fields, our program provides comprehensive training in key digital technologies for digital twins in infrastructures. It equips participants with the ability to conceive and develop digital twins to tackle specific challenges in infrastructure planning, design, construction, operation, and management, while also fostering the skills needed to identify business opportunities arising from digital twin technology.The Joint Institutional Executive Master diploma is issued by three of Europe’s top engineering universities: UPM (Spain), ENPC (France), BME (Hungary) and ITU (Turkey). The challenge? How can we ensure that students not only learn about Digital Twins in class but also engage with cutting-edge innovation, industry advancements, and real-world applications?Creating direct connections between students, researchers, and professionals is key to fostering career opportunities, expanding networks, and shaping a future-ready workforce. Our solution To bridge this gap, we established a structured series of expert-led conferences throughout the academic year. These sessions take place every two weeks in both online and in-person formats and are hosted across the five partner universities delivering the master’s program.Through this initiative, students benefit from continuous exposure to industry leaders, researchers, and professionals, allowing them to:• Engage directly with key players in the field• Gain insights into the latest advancements in Digital Twin technology• Participate in discussions that link academic learning with real industry needs Outcomes This initiative fosters a growth-focused learning environment, where students exchange knowledge beyond exams and assessments—driven by curiosity and professional development.Additionally, the in-person conferences enhance networking opportunities, giving students the chance to interact first-hand with guest speakers during dedicated networking sessions. These moments are crucial for establishing connections, exploring career paths, and sparking future collaborations in the rapidly evolving Digital Twin ecosystem. Key takeaways ‘Structured & Recurring Industry Engagement: Organizing expert-led conferences every two weeks ensures continuous exposure to industry leaders and real-world applications, keeping students engaged with cutting-edge advancements.Bridging Academia & Industry: Direct interaction with industry leaders, researchers, and policymakers aligns academic learning with market needs, enhancing career readiness and professional development.Networking & Career Development: Dedicated networking sessions provide students with valuable opportunities to connect with professionals, explore career paths, and foster collaborations in the Digital Twin ecosystem. Learn more here

DIS4SME: Fostering Skills in Location Data Interoperability for the Digital Transformation of SMEs

Best practices Fostering Skills in Location Data Interoperability for the Digital Transformation of SMEs Users: Training providers (public) | Training providers (private) | SMEs | Theme: Programme development | Action: Education programmes/courses | Beneficiaries: SMEs | Labour force (employed) DIS4SMEdis4sme.eu Mayte Toscano The Level “Digital transformation and data interoperability are fundamental pillars of the European Union’s strategy for global competitiveness. The European Data Strategy and the European Digital Strategy seek to create a single market for data, promoting digital sovereignty, accessibility to open data and cross-border cooperation in key sectors such as mobility, agriculture and urban planning.At a legislative level, the EU has adopted several key regulations to ensure secure and equitable access to data: Data Governance Act (DGA): mechanisms to improve the availability of data and regulates the reuse of sensitive public data. Data Act (Data Act): equitable access and use of data generated in the EU, promoting interoperability and innovation. INSPIRE Directive: legal framework for interoperability and accessibility of geospatial data. European Common Data Spaces: data exchange platforms in key sectors. In this framework, location data plays a fundamental role in urban planning, mobility, agriculture and other key sectors. However, SMEs still find it difficult to benefit from these initiatives due to a lack of training and adequate resources. The challenge? Despite the solid regulatory framework and the opportunities offered by the data economy, many European SMEs face significant barriers to the adoption of interoperable solutions: Lack of knowledge and technical skills Lack of awareness of European open data and location standards (INSPIRE, OGC, ISO) or how to apply them Disconnect between regulations and business adoption Lack of alignment between national and European regulations Fragmentation in data governance Complex administrative procedures Resource, money and time constraints According to reports from the OECD and the European Commission, the digital divide between large companies and SMEs is growing, with many small businesses lagging behind in terms of access to and use of digital technologies. Our solution DIS4SME has developed a comprehensive approach based on: Programmes of specific training in location data interoperability, with different modules for managers and technicians. These courses, aimed at managers, technicians and job seekers, cover topics such as: Mobile food market Digital agriculture Social monitoring of road conditions 3D, BIM, Digital Twins for urban planning Learning strategies adapted, with short courses, interactive seminars and digital platforms that allow flexible access to the content. Collaboration with digital innovation hubs to promote synergies between companies, institutions and regulatory bodies. Sector-specific business cases, addressing interoperability in strategic sectors such as precision agriculture, smart mobility and urban planning. Outcomes Development of a curriculum based on 30 Horizontal Learning Outcomes: This structured set of training objectives has made it possible to adapt the content to the specific needs of both managers and technicians in SMEs, guaranteeing the coherence and scalability of the programme. The use of e-learning modules, video tutorials, webinars and practical workshops has provided flexible and accessible training, adapted to the different profiles and availability of SMEs. The initiative has fostered the creation of synergies between SMEs, digital innovation hubs and public bodies, promoting the exchange of knowledge and the adoption of best practices. The bottom-up methodology, based on gathering feedback from participants, has allowed the training content to be refined and optimised, ensuring that the educational offering adjusts to the real demands of the business environment. SMEs have been strengthened to face the challenges of digital transformation, facilitating their integration into the European market and the adoption of solutions based on open data. Key takeaways Adaptability of the training approach: The model of short, modular courses with flexible access allows managers, technicians and job seekers to acquire knowledge without interrupting their daily responsibilities. Public-private collaboration: The participation of digital innovation hubs, regulatory bodies and SMEs has been key to ensuring that the courses respond to the real needs of the sector. Use of open standards: Incorporating standards such as INSPIRE, OGC and ISO facilitates data interoperability and ensures that SMEs can integrate into the digital economy without relying on proprietary solutions. Focus on strategic sectors: Designing courses around real business cases (digital agriculture, mobility, urban planning) makes learning applicable and replicable in different industries. Scalability and replicability: The model can be expanded to other sectors and European countries, adapting to different levels of knowledge and the specific needs of SMEs. Learn more here

Enhancing Cybersecurity Training: Effective Learning Strategies, Clear Communication, and Demand-Driven Programs

Best practices Effective Learning Strategies, Clear Communication, and Demand-Driven Programs in Cybersecurity Users: Training providers (public) | Training providers (private) | SMEs | Theme: Reskilling and upskilling | Action: Professional training | Beneficiaries: Industry | SMEs | Labour force (employed) | Labour force (unemployed) CYRUSCYRUS Project Enrico Frumento, CEFRIELAlessia Golfetti, Deep Blue In the constantly evolving realm of cybersecurity, the human aspect is crucial yet frequently underestimated. Cybersecurity involves protecting IT systems from threats posed by cybercriminals. These criminals might aim to manipulate systems, steal or export data, or disrupt or alter services. However, what occurs when individuals, rather than IT systems, become the focus of these attacks? Moving from targeting systems to targeting people necessitates a different methodology and a shift in tactics. The CYRUS European project developed personalised cybersecurity training programmes specifically for the manufacturing and transport sectors. The project identified key findings regarding the distinct skill shortfalls and training necessities within these industries. These sectors’ peculiar challenges are not merely technical. There is a strong request of personalised training to enable employees at every level, from the factory floor to the executive suite, to recognise and counter cybersecurity threats effectively. The other need is the decoding of complexity of cybersecurity, which often is more focused on basic skills and personal cyber hygiene. The challenge? Today, we witness an increasing demand for advanced skills and a chronic lack of dedicated time from learners. Due to these challenges, cybersecurity experts and instructors have explored alternative teaching methodologies in cybersecurity training. Cybersecurity is one of the most challenging areas due to the rapidly changing Tactics, Techniques, and Procedures (TTPs) used in cybercrime. Defensive technologies are keeping up with the same speed of change. This challenge is where CYRUS comes in – experimenting with pedagogical methodologies to enhance and make cybersecurity training more efficient. On one hand EU is heavily investing in creating training opportunities, but with a quite often sub-optimal approach. The result is a crowded panorama of training offerings, sometimes overlapping and of hetereogeneous quality. One of the challenges of CYRUS was to create a training catalogue which is clear, multilingual, prepared with modern pedagogical approach and ground based on which are the real pains of the working forces and companies. Our solution Select the proper learning paradigm among pedagogy, andragogy and heutagogy, especially cybersecurity learning: Instructional methodologies are categorised into four macro areas: Non-Interactive Learning, Interactive Learning, Shared Learning, and Evaluation and Monitoring, each tailored to address the unique needs of adult learners. Non-interactive learning methodologies, rooted in traditional pedagogy, emphasise direct instruction and structured content delivery. Interactive Learning methodologies, informed by andragogical principles, prioritise active engagement and collaboration among learners. Shared Learning methodologies, inspired by heutagogical principles, underscore the importance of community, collaboration, and knowledge-sharing. Evaluation and Monitoring methodologies are crucial in assessing learning outcomes and guiding ongoing improvement efforts. Do massive use of instructional design: The instructional design approach for the CYRUS Project reflects a dynamic and adaptive framework rooted in the principles of pedagogy, Andragogy, and heutagogy. Clarity of language: use the ISO 24495-1:2023 on plain language Ad-hoc training: Root your training catalogue on ground truth, which means the actual pains and lack of companies and people. For example, in the CYRUS project, one of the most requested courses was on personal and corporate cyber hygiene, which reflects the fear of most people of wrongdoing and perils in the cyber realm. We started to affect behavioural shifts in cybersecurity from there. Outcomes CYRUS free Courses catalogue: The CYRUS project is ongoing, and the course catalogue will be delivered in April. Chunk courses, choose the best learning paradigm, and keep content simple (i.e., the KISS approach) but effective: The pilot programs, performed between October 2024 and February 2025, helped us identify some interesting challenges and refine the training content. One of the most significant findings is the necessity to present the material in small, interactive chunks (e.g., chunking was preferred over nudging). This approach aligns with current trends in online training in other educational sectors, but less on cybersecurity, where long and complex courses are still the norm. Basic skills are the most requested: There is a greater demand for basic skills that are immediately applicable to everyday work. For instance, the most requested course was on personal and corporate cyber hygiene to protect themselves, their families and loved ones, and the corporation. Key takeaways Explore and Apply New Learning Paradigms: Effective cybersecurity training requires selecting the right approach or combination of approaches—pedagogy, andragogy, or heutagogy—based on the audience. Given that many learners are professionals balancing work and training, programs must be flexible, engaging, and tailored. Additionally, training programs for trainers are essential to ensure effective knowledge transfer. Cybersecurity Training must go beyond technical skills, behavioural shifts are key: Cybersecurity training is a risk reduction method that enhances an organization’s overall security posture. Training should foster a cultural shift where security is seen as a way to improve both personal and professional well-being. Instead of reinforcing a “”toxic culture of error,”” training should make online security natural and stress-free. The Role of Instructional Design: A strong instructional design framework, like the one used in CYRUS, helps create structured, impactful, and adaptive cybersecurity training programs. Clarity in Communication: Using ISO 24495-1:2023 plain language principles ensures that complex cybersecurity concepts are easily understandable, making training more accessible. Demand-Driven Training for Relevance: Cybersecurity training should be rooted in real-world concerns. In the CYRUS project, cyber hygiene training was in high demand, highlighting the importance of addressing learners’ fears and practical needs. This approach increases adoption and drives meaningful behavioral change. Learn more here

Industry-oriented hackathon to drive SME involvement in master programme design

MERIT is developing master’s degrees and short-term courses in AI, cybersecurity and IoT, with the participation of NGOs, non-profits, research organisations, companies and SMEs. These are delivered by technical universities across Estonia, Lithuania, Latvia, Italy and Spain.

Having consistent, hands-on engagement from industry is fundamental to the project’s operational model and objectives.

Fit4internet’s IT screening project for upskilling and reskilling unemployed workers

fit4internet is a non-profit initiative aimed at enhancing digital literacy across Austria. By using the Digital Competence Framework (DigComp AT), which identifies key components of digital competencies and aligns with European standards, fit4internet helps individuals showcase their digital skills. The fit4internet platform offers a way to track and prove digital competencies, helping with employability and ensuring that the Austrian workforce has the necessary ICT skills to meet market demands. Through the digital skills profile platform, the initiative supports both individual growth and the development of a digitally capable society.