“TOUR FR(I)END- Friendly Redesign of Inclusive Experiences N’ Destinations for Deaf people” (TOUR FR(I)END) project aims to empower Deaf and hearing impaired people’ Inclusion and Development of Career opportunities of young people by Cultivating the Use of International Sign language in the field of tourism through a phygital toolkit and a serious game. The 2019 OESC report provides strong evidence that young people (15-24) in Europe are struggling to find work (15% of them are unemployed). On the other hand tourism is accounted in 2018 for 12.7 million persons employed. One of the most significant attempt in tourism is to create products and services that are accessible. However very few efforts have be done in terms of accessibility of Deaf people. The Statista (2015) estimated that 119 million people in the whole of Europe were deaf or hard of hearing. As “Tourism activities of Deaf people” (2013) research reveal the greater barrier Deaf people meet, is No Sign language provision. The vast majority of Deaf people suggest having the possibility to talk in sign language during a trip will enhance their accessibility and choice of destination. BLS predicts a 29% increase of interpreters of Sign language by 2024. TOUR FR(I)END proposes an innovative methodology through a phygital toolkit and a serious game, for developing both deaf and hearing young people skills competences and employability, as well as enhancing the accessibility in Tourism. More specifically the outputs of the project involve:O1- Methodological guide of TOUR FR(I)END projectO2- Learning training guide for basic skills of people working in touristic industry (especially in terms of language, dialogs etc)O3- Learning training guide for learning basic sign language phrases using them in the field of tourism (hotels, airports, booking companies, tourist offices etc)O4- Learning training guide for trainers focusing on touristic industry basics, international sign language and use of created game-toolO5- TOUR FR(I)END phygital Serious GameOBJECTIVES of “TOUR FR(I)END” project:-To promote social inclusion of Deaf people and accessible tourism-To support deaf and hearing young people (18-24) in acquiring and developing basic skills and key competences in the field of accessible tourism-To create an innovative phygital toolkit and serious game promoting open education and innovative practices in a digital era-To strengthen youth trainers, coachers, career advisors and relevant professionals skills-To create an innovative and efficient toolkit that youth trainers and relevant professionals can implement to their workTARGET GROUPS of the project are:-youth organisations, training centres, social innovation centres, organisations that deal with gamification processes (employees/ researchers/ youth trainers/ youth workers/ other professionals), institutions dealing with inclusive and accessible tourism/ disadvantaged groups/ deaf or hard of hearing people/ entrepreneurship education)-organisations that fall in the travel and tourism industries, namely the total of all businesses that directly provide goods or services to facilitate business, pleasure and leisure activities away from the home environment (tourism executives, hotel staff, travel agents, tour guides, HR managers)-deaf associations and sign language schools (deaf or hard of hearing people). The project meets a transnational need for innovation in the field of assesible tourism for Deaf people through a phygital toolkit and serious game.The partners Les Apprimeurs (France), CiP (Cyprus), Challedu (Greece), Enjoy Italy (Italy), SCS LogoPsyCom (Belgium), comes from different backgrounds and are capable to create a holistic approach. The materials and method that will be developed through the project, will be of globalinterest and will have the ability to be applied in different environments.

<< Background >>Climate change and, in fact, environmental sustainability is one of the most crucial challenges in nowadays society. As stated by the EU Commission “the last two decades have witnessed 18 of the warmest years on record, and an increase of extreme weather events” (Going climate-neutral by 2050 - ML-04-19-339-EN-C). The role of youth in implementing good practices and leading sustainable lifestyles are essential to creating a change on a long-term basis and has been recognised by the Action for Climate Empowerment (ACE). In particular, two of the six goals of the ACE are the main focuses of this project: education and training.We believe that professionals should play a key role in guiding young people to engage in volunteering activities as they represent the “bridge” between youth and active society.Community media are great tools to empower the young audience and vehicle important messages such as the ones related to climate change, due to their wide networking potential, sustainability, and accessibility for all; they facilitate active citizenship and enable innovative ways for e-volunteering and activism.Based on The National Youth Council of Ireland 2016’s statement “there are a lot of youth work practitioners who lack the digital skills or attitudes to fully benefit from the opportunities created by digital technologies for delivering quality youth work” and also that “many youth workers see digital media only as social media. Their understanding of the possibilities of digital media and technology should be widened” (Developing digital youth work - NC-02-18-021-EN-C). This is the reason why the main goals for this project are:Increasing digital skills and community media literacy amongst professionals working with youth, i.e. social and youth workers, mentors, trainers, tutors, school guides;Raising awareness of climate change through the engagement of youth in e-volunteering activities and activism, using community media as an innovative tool.For the above-mentioned reasons, with this project, we aim to equip social and youth workers, school guides, mentors, tutors, and, in general, professionals working with youth, with useful digital skills and tools based on community media, to promote and raise awareness amongst youth on e-volunteering and activism in the scope of climate change.<< Objectives >>One of the main innovative aspects of the ECO-Media project is its versatility: the creation of community media networks and tailored training are designed to comply with the scope of the project, i.e. climate change, but they can be adapted to any other field related to social change based on volunteering and social activities.The project aims to train professionals working with young people in using community media as a tool to enhance the quality of their work and communication as well as to raise awareness on other volunteering approaches, i.e. e-volunteering and digital activism, with a focus on climate change.The project will consist of 4 project results:R1: Descriptive map of community media approaches for digital youth workR2: Curriculum on climate changeR3: Youth work and young engagement toolkit in the scope of climate changeR4: ECO-Media e-learning platformSpecific objectives will therefore be:- To create a greater understanding of the recent situation of digital youth work around Europe, through the development of comparative analysis;- To provide the target groups with useful knowledge on youth pedagogical framework about community media and digital youth work;- To enhance the level of youth engagement through community media tools;- To create ad-hoc contents related to e-volunteering and youth engagement in climate change matters;- To support youth workers, and professional working with youth with the development of a digital toolkit on digital youth work in the scope of climate change;- To increase the motivation of youth workers on the engagement of young people in climate change and environmental challenges;- To create results that are transferable, versatile, and adaptable outside the scope of this project, to better guarantee its sustainability;- To make the partnership and cooperation of EU countries stronger, by implementing a transnational project based on common needs;- To enhance awareness of climate change through the engagement of youth in e-volunteering activities and activism, using community media as an innovative tool.<< Implementation >>The activities that will be developed to achieve the aforementioned objectives and to produce concrete project results (Rn) will be the following:- Comparative analysis on digital methodologies for youth engagement in volunteering activities (R1);- A pedagogical framework for best practices in youth work (R1);- Curriculum on youth engagement and e-volunteering through community media (R1);- Curriculum on youth work in the scope of climate change (R2);- A digital toolkit on digital youth work in the scope of climate change (R2);- 6 units for youth engagement, i.e. digital activism; E-volunteering for social challenges; networking; European opportunities for e-volunteering; community media for social responsibility; active citizenship.- 3 training units for youth workers, i.e. social media activism; engagement of young people; becoming a better youth worker/trainer/mentor.- ECO-Media e-learning platform, the means to share and make the outcomes of this project available for everyone;- Creation of dedicated social media accounts, in particular Facebook, Instagram, and YouTube;- 1 project website, with news, contacts, description of the project, its goals and objectives, useful links, and updates;- Creation of several promotion materials, newsletters, press conferences, and publications.<< Results >>Concrete results for this project will be:1. R1: Descriptive map of community media approaches for digital youth work, aiming at a more comprehensive understanding of youth work in the frame of community media and digital methodologies, through the creation of a pedagogical framework and the development of a database of community media;2. R2: Curriculum on climate change: aiming at the creation of a digital toolkit on digital youth work in the scope of climate change, to be included in the e-learning platform (R4) and to identify successful methodologies to engage youth in environmental sustainability matters;3. R3: Youth work and young engagement toolkit in the scope of climate change - the structure and the content of the e-learning platform (R4). It will involve the creation of 3 training units that will guide youth workers in their daily tasks as well as 6 units for young people engagement in e-volunteering and digital activism;4. R4: ECO-Media e-learning platform - it will include the outcomes of the other project results including - user-free registration system, divided into two separate entries, one for the youth workers (who will be able to access all of the 9 training units) and one for the young people, potential e-volunteers and digital activists (who will access their dedicated 6 units); - digital toolkit on digital youth work in the scope of climate change (R2); - digital animations, video, for the correct usage of the platform; - forum.4TPMs will be held throughout the project and each hosted by one partner organisation that will attend with 2 representatives. The meeting will be organised at key project milestones, to check on the progress, achievements, and conduct quality and evaluation controls. In this way, we can ensure a smooth implementation of the project activities, guarantee clear and transparent communication, and adjust working methodologies when and if needed.Relevant dissemination activities will be better described in its specific, dedicated section, and they will include, for example, press conferences, newsletters, social media posts sharing, and the organisation of 5 Multiplier Events.

"<< Background >>As all the partners of our consortium (WSBINOZ - Poland, SYnergia –Portugal, DRPDNM -Slovenia, AYPB – Bulgaria, Enjoy Italy – Italy) are involved in education and training of adult, but also youth and children, we all share the common need of structured educational methodologies, techniques, activities and materials to work with adult learners coping with learning difficulties, such as ADHD.As ADHD was perceived for a long time as a disorder that children face, it was a topic neglected in the adult education field, which we want to tackle, in order to overcome the needs of our adult educators, trainers, facilitators and their target group, in order to facilitate the teaching and learning process and acquisition of new skills and competences needed in the current labour market.In all our partners’ regular work of providing education and training services, we notice adult learners facing lack of motivation, frustration, all leading to ceeding life long learning activities, giving up the possibility to further develop their professional skills. Digging into the causes of the lack of motivation and frustration, we encountered symptoms which are related to ADHD. However, most of the adults are not diagnosed, nor aware that they suffer from this disorder and how this affects their quality of life, in different sectors, education being one of them.That is why we want to equip our educational centers and professionals with a proper methodology, techniques, methods, activities and materials to provide educational services adequate for adult learners which may cope with ADHD. The results of these project will be integrated in the regular work of the partnersAfter performing a desk research to understand the needs at the national level as well, all the studies and statistics found are related to children, backing up our internal need analysis, that the needs of adults coping with ADHD are not taken into consideration, in terms of improving their learning process and facilitating their daily professional life.Poland: Statistics on individuals diagnosed with ADHD are available for minors, however, they clearly indicate that this is the disorder most frequently diagnosed among those mentioned. The information on adults, on the other hand, indicates that the majority of diagnosed minors do not cease to display the disorder once they reach adulthood. Portugal:In a country where ADHD is a relatively recent medical category, still undergoing validation, the diagnosis is not primarily bound to an evidence-making role, and its epidemiology remains largely unknown. Notwithstanding, the diagnosis has been carried out by child psychiatrists and developmental clinicians who describe it as the most prevalent disorder that affects school-aged children and adolescents.Slovenia: ADHD is a common mental health disorder among Slovenian children and adolescents, but it remained underdiagnosed compared with Western countries. Studies indicate a need for improved timely interventions in Slovenia, not only in child and adolescent psychiatry but also in primary settings and adult psychiatry, where ADHD should be more efficiently recognized.Bulgaria:At this stage in our country there are not enough programs for people suffering from ADHD, and drug treatment is not paid by the NHIF. Early and quality treatment of the disorder reduces the costs associated with it in the future.Italy:A majority of studies regarding ADHD were conducted in school populations, while the rest were performed in clinical settings (2 in child and adolescent neuropsychiatric services and 1 in family paediatrician practices), using a whole population approach. Three of the school-based studies also involved child and adolescent neuropsychiatric services in the clinical confirmation of suspected ADHD, however it is not enough what is done neither in the research or education field of adults coping with ADHD.<< Objectives >>BFF project aims to create qualitative educational strategies, resources and activities as a support for adult educators who work with adult learners coping with learning difficulties, such as ADHD, in order to improve their learning process, acquisition of knowledge and development of needed skills and competences. Doing so we guarantee the extension and development of educators, related to a better understanding of the issues that adult learners face with learning difficulties, such as ADHD, as well as the know-how of creating inclusive learning environments and learning paths for those.The main idea of the project has as its base the benefits of neuropedagogy and how these can be transposed into educational strategies and practical resources, in order to facilitate both the teaching and the learning process of adults coping with ADHD. Through our project we aim to create two results which will serve as support for adult educators and adult educational centers in their daily work. We consider that the results are complementary, the online course for adult educators represents the theoretical part and the handbook of activities represents the practical part, which adult educators can directly implement with their learners. The activities of the Handbook will be created on the basics of neuropedagogy and each activity will be designed in order to help adult learners to develop and improve their soft skills needed to (re)integrate in the current fast changing labour market. Therefore, the Handbook will not only serve as support for adult educators to improve their teaching process, but will also benefit the adult learners from several perspectives: better understanding of the topics and development of soft skills.ADHD involves the limited or lack of function of neurotransmitters in the brain that pass signals for self-control. It is estimated that fewer than 20% of adults who have ADHD are diagnosed. The major characteristics of ADHD include inattention, hyperactivity, impulsivity, social-emotional difficulties, and challenges with executive functions. As children with ADHD become adults, typical characteristics begin to lean more towards inattention and less towards hyperactivity. Adults with ADHD often experience academic and occupational difficulties. Through our project and its results, we aim to provide adult educators with the needed resources and strategies to deal with the areas of need for adult learners with ADHD:Executive functions: planning and organization, managing time and space, paying attention and remembering details, determining what to focus onWorking memory: the ability to hold information in one’s head while working with itProcessing speed and production deficiencies: producing information in the time frame requiredAttention difficulties: difficulty sustaining attention in meetings, when reading or doing paperworkImpulsivity and hyperactivityThe priorities were chosen according to the needs encountered in the adult education and lifelong learning of both educators and learners. The objective were set targeting these priorities and needs:. To foster inclusion and personalized learning into adult educational centers;. To provide educational strategies based on neuropedagogy in order to support adult educators in their work with learners coping with ADHD;. To equip adult educators with the needed knowledge, competences and tools to make use of the benefits of neuropedagogy;. To create sustainable educational resources, adapted to the real needs of adult educators and adult learners.<< Implementation >>Activities A1-A15 (Gantt Diagram) are financed under project management and implementation.A1-Overall coordination of the project (P1), A3-Daily management (all) and A4- Transnational project meetings (P1, P2, P3, P4) are all needed to maintain a good communication flow between the partners and to organize the tasks according to the deadlines. A2– Actualization of Quality Plan (P5), quality controls and A7 are necessary to provide instruments and a process that guarantee the quality and the success of the project.A5-Collection and provision of documents for interim and final report for the NA is a standard and necessary activity that enables the consortium to organize all the necessary documents needed to report on the project development. (P1+ALL)Sharing and Promotion activities (P2+ ALL), ensure the visibility of the project and will create an online community interested in the topic of the project that will generate a wider impact and sustainability of the results and the overall project. These activities are also generators of tangible results: photos, videos, articles, publications and posts. The multiplier events and the webinars have the same purpose to promote and ensure the exploitation of the project results. A9 Create the final version of the sharing, promotion and communication plan (P2) A10 Create the visual identity of the project (P2) A11 Creation and maintenance of the project website (P2) A12 Creation and maintenance of the relevant social network pages (P5) A13 Preparation of the project brochure and newsletters (P4)A14 Webinars (ALL) A15 Monitoring the promotion process (P2)A6- Creation and updating of the COVID-19 protocols for all the presential meetings and events (P1) is needed to ensure a safe environment and to be able to plan each event according to the current normatives and restrictions.PRs are the key elements of the project, generating both tangible and intangible results, impacting both TGs by supporting high-quality and innovative teaching and learning creative tools, linking education with research and innovation and encouraging innovative and inclusive practices.The PRs had been structured into specific activities, each of them of major importance in the achievement of the final result. The activities follow a process which guarantees the creation of qualitative, impacting and sustainable results. A process in which the TG is involved in all the steps: ideation, creation, testing and validating the content and the design of the PRs, as they are the beneficiaries and the futures users and beneficiaries of the tangible results, as well as the ones in which will be seen the intangible results.PR1 - Online course - ""Educational strategies for ADHD learners based on Neuropedagogy"" is structured into 9 activities as following:PR1/A1Research on the benefits on neuropedagogy applied to the teaching and learning process of ADHD learners - P4PR1/A2Create the chapters of the course, according to the needs on the topic of the adult educator - P1PR1/A3Create the content of each chapter - P4PR1/A4Create evaluation methods for each chapter - P5PR1/A5Create the platform of the course - P2PR1/A6Design the graphics and visual elements of course - P2PR1/A7Pilot phase of the online course - P3PR1/A8Collecting and Analysing Feedback - P3PR1/A9Update the course content according to the feedback - P1PR2 - Handbook of Brain-Friendly Activities (BFA) is structured into 8 activities as following:PR2/A1Create the structure and methodology of the BFA - P1PR2/A2Create BFA activities - P5PR2/A3Create evaluation methods for each activity - P4PR2/A4Design and craft the BFF materials for the activities - P2PR2/A5Design the visual elements of of the Handbook - P2PR2/A6Implement the activities with the TG - P3PR2/A7Collect and analyse feedback about the activities - P3PR2/A8Create the final version of the Handbook according to the feedback - P2<< Results >>BFF expects both tangible and intangible sustainable results to achieve the objectives set and target the priorities chosen. The project was planned with the aim to generate innovative,creative, sustainable, impactful and transferable results to other educational sectors.THE MAIN TANGIBLE RESULTS will be 2 project results, which will be concretized into free educational resources which will support adult educators and educators in their work with adult learners facing learning difficulties, such as ADHD. These tools will further facilitate the teaching and learning process, leading to a better performance of the educators and a better acquisition of knowledge and competences of the learners. The following deliverables will result from all the activities done in the creation of the PRs.PR1: Online course - ""Educational strategies for ADHD learners based on Neuropedagogy"" - Research on the benefits on neuropedagogy applied to the teaching and learning process of ADHD learners - P4- Index of the course - P1- content of each chapter - P4- Peer review on the content – ALL - evaluation methods for each chapter - P5- the platform of the course - P2- graphic and visual elements of course - P2- Feedback questionnaire for the educators piloting the course - P3- Conclusions of the feedback questionnaire - P3- Final version of the course - P1PR2: Handbook of Brain-Friendly Activities (BFA)- the structure and methodology of the BFA - P1- Brain Friendly Activities- P5- Peer reviews on the Brain Friendly Activities – P2- evaluation methods for each activity - P4- visual& graphic elements of of the Handbook - P2- Feedback questionnaire for the educators - P3- Feedback questionnaire for the learners – P3- Conclusion of the feedback about the activities - P3- final version of the Handbook - P2TANGIBLE RESULTS will be generated through the promotion activities during the entire life cycle of the project.- Sharing, Promotion and Communication plan (draft attached)- The website and its content (A10) that will be maintained and updated periodically according to the promotion and communication plan – P2- Social media pages and the posts (A11) – P5- Social media posts strategy (A11) – P2- Project brochure (A12) – P5- Visual identity of the project (A9) – P2- Tool to monitorize online and offline promotion of the project and all partners (A15) – P2- Presentations, photos and videos taken during the implementation of the BFA (PR2/A6), transnational meetings, multiplier events- Presentations, recordings and photos of the webinars (A14) - ALLTANGIBLE RESULTS generated during project management activities:- Project Manual – P1- Quality Plan – P5- Quality evaluation surveys (4)- Covid-19 Protocol (draft attached) - P1 - Green Guide - advices and recommendations for an eco-friendly project (draft attached) – P5- Digital Guide – explanation of digital tools needed for a efficient implementation of the project (draft attached) – P2 - Certificates for the participants in the transnational meetings - ALL- List of signatures of the participants of the MEs - ALLINTANGIBLE RESULTSThe intangible results are expected to be seen in the partners, the staff involved, the TGs involved in PR1/A7, PR2/A6 and all the end-users of the Online Course and Handbook in terms of:. EXPANDED KNOWLEDGE AND SKILLS of the adult educators in applying and creating brain friendly strategies and activities for adults facing learning difficulties, such as ADHD . EXTENDED CAPACITY AND EXPERTISE of the partners and their staff to create sustainable educational resources, adapted to the real needs of adult educators and adult learners;. RAISED AWARENESS of the associated partners and stakeholders on the issue of ADHD learners and their need to personalize learning strategies and inclusive educational centers.. BETTER PERFORMANCE OF LEARNING AND ACQUIRING KNOWLEDGE AND SKILLS of adult learners, facing learning difficulties, such as ADHD"

No country’s economy can be viable without successful businesses. Recognizing this, both the European Union and the Hungarian government consider the development of entrepreneurial skills and abilities, the dissemination of entrepreneurial knowledge, and the promotion of self-employment and entrepreneurship to be of paramount importance. One of the aims of the project is therefore the development of entrepreneurial competencies in a non-formal way. Another goal of the project is to reduce the gender imbalance by developing among women the competencies needed to become a successful entrepreneur.The Modern Lady Talk project objectives are: - To develop youngsters’ autonomy, individual and collective responsibility through entrepreneurship and start-up mind-set - To foster entrepreneurial skills for youngsters in order to make them ready to enter in the labour market - To increasing equal opportunities in the labour market It can be observed that the proportion of women businesses is much higher in developed societies than in Hungary, which is why we choose partners who have this kind of innovative thinking. Our team is made up of young women who are committed to changing social attitudes.Our main target group is women aged 16-30 who are determined enough to start a business and be successful in the future. With our activities we will have a direct impact on 150 young people, and with our indirect activities we will involve 2500 young people. We expect all participants to be deeply motivated to take part to the activities to have better results and to motivate other young people to take a step forward. Using non formal and infomal methods we will carry out different activities: 3 in person meeting among partners, 4 trainings on different topics( video editing & communication techniques; create your business plan; women's empowerment training; event promotion and marketing training); we will create 2 local actions in each country, which will include meetings with woman entrepreneur. An extra activity carried out by participants will be the creation of video podcast contining interviews to young women entrepreneur. The expected impact on young participants:- will increase their knowledge about entrepreneurship and a sense of initiative - develop entrepreneurial mind-set in them- will enter the labor market easier, realize their ideas better and become entrepreneurs easier by themes- will enrich themselves with new intercultural experiences that will broaden their minds and understanding about the differences of people- will be more motivated and committed- will gain a unique learning experience- will learn to collaborate with others- will form a community- develop their communication skills- develop their foreign language skillsThe expected impact on participating organisations:- will strengthen the partnership and they will be able to grow up together with the exchange of information and sharing best practices- will promote the organisation- will redesign of the social media strategy and content and the promotion of their values throughout them- recognise other organisations and partners working for the same goals, in different environment- learn about their own abilities, strengths- develop their foreign language skills- develop their openness, flexibility, tolerance- will be more visible and recognised on local, national and international level- will build network for widen and deepen cooperation- will benefit from the motivating factors of employees and volunteersThe expected impact on target groups:- learn efficiently through non-formal learning methods- get to learn new possibilities, different programs- adopt good practices in this field- make a well-established decision on career choice- will receive an inclusive, modern and efficient problem solving structure- will be empowered to become entrepreneursThe expected impact on local communities:- will increase the quality of youth projects- take care of gender equality- sensitizing the youth on the topic- they think of starting a business as a solution- tool for developing an entrepreneurial mind-set- with the development of startups, they create jobs- young people improve their employability skills- also improve their foreign language and communication skillsAs result, we plan to reach directly and indirectly min. 2500 young people all over Europe and inspire them to take a step forward on their life.

"The COVID-19 pandemic has disrupted the routine learning schedule of the students. The active hours that they would be spending at school for learning is being spent at home which means they are left behind their routine learning activities. Challenges of Distance learning were much more disruptive on language lessons that require dual, equal and intense interactions between teachers and students as well as between student peers. Therefore, we decided to provide a first aid kit for the distance learning with ""Distance education through Investigation of Services, Tools, Assessment, Interactions, and Design"" (DISTAID) project to find efficient and attractive solutions for the obstacles of distance learning in ESL perspective.DISTAID is a collaborative project among 5 partner institutions from Turkey, Romania, Poland, Portugal and Italy. ""DISTAID"" undertakes a key role of taking attention to online engagement strategies if applied for English teaching, learning and assessment purposes will help our learners to continuously involve themselves in the learning process and will also foster good study habits in them. All 5 institutions share common objectives, and will work together, both from a distance and during real meetings, to reach their aims.During the period of the DISTAID, participants will enhance their capacity for the development and integration of digital technologies and online resources in ESL teaching. Then, they will create new online resources and compile the existing ones that can be used to enrich the ESL lesson content, including; a list of innovative online tools, online resource usage manual, “Distance Learning Best Practices” catalogue, English Teaching Program, website, report, posters and presentations. The project will also enhance pupils experiences of modern and future communication technologies through a series of intercultural dialogue exchanges on platforms where they will be given opportunities to see that distance is no longer a barrier to effective and immediate communication. Now, more than ever, is the time to open up resources and share experiences to support the continuity of learning for all. The transnational structure of DISTAID will be a gateway to spread the learning solidarity as far and wide as we can, we will come out of the crisis as stronger learners empowered by digital. Teachers and students will have an opportunity to compare what is going on in their localities with other realities at a European and global level in order to confront opinions, as well as to find out different cultures, people and methods. Students will work in mixed, international groups helping each other to complete the tasks by sharing their methodological and language competences as well as their knowledge, which will help to develop their skills further. The teachers from different countries will be able to create innovative tasks and develop new methodological approaches in teaching while sharing and comparing their national approaches and experience. E-twinning is going to be used as a way of long – distance communication and working and is planned to be a continuation after the project is over.To implement our partnership and hit our objectives we have shared tasks amongst us according to each other’s experience and expertise. We’d like to take advantage of the resources we have at schools, meaning teachers, advisers, parents, graduates companies and institutions representatives (e.g. e-learning center, research and development centre), who have declared free help and consulting in the project. The project held 5 transnational meetings at which each partner prepared 2 good practice examples of digital methods, based on an evaluation grid, providing criteria for good digital teaching. The practices had been documented in a e-catalogue which is for free downloadable.As a result, this partnership will not only help our learners (about four hundred) to develop spoken skills in foreign languages and build their European citizenship, but will raise their future social inclusion opportunities as well. Teachers involved (around fifty) will be given the opportunity to develop their language skills and learn how to incorporate innovative digital and ICT teaching tools in their practices and make their classes more engaging and more challenging for their pupils."