"The title of the project was ""Digital gap threathens social inclusion"" and its aim was to overcome social exclusion between young digital natives and adults through ICT and English language. Hence a partnership of schools and associations was set and the participants agreed on basing the project as a model of good practise to realize a non-formal learning in a non-formal setting.The partnership was made of : 6 schools at different levels from the following countries: Italy (2 schools), Romania, Greece, Portugal , France; :2 cultural associations working in the ICT field, 1 from Italy, 1 from Portugal; The aim to reduce the gap between young people and adults was planned for all the partners but also with difficulties because of the cultural heritage of each partner so we started from different basis but with a unique aim: create a non formal learning model. It was adapted by each partner in its country. Also the role of each partner was defined since the beginning of the project and in each meeting all partners shared what was done and how, pointing also weakness and how to face them.There was collaboration with all of them. that's why we reache our results in producing and applying a model valid for all partners. It was made also a questionnaire, to monitor the initial situation of our young and adults participants iin order to point the action to go on with. A particular situation happened: young people were tutors of adults durign training courses and application of the model; natives in relation witn adults: two worlds in touch. It took place within the aims of the Institute which reflect the Lisbon 2020 lines promoting lifelong learning, experimenting, in this project, new methods of teaching, new practises with different “ actors”.The activities developed in differents moments since the 1st meeting, then they took place indipendently in each partners’ schools and associations, but shared and rearranged in each meeting. At the end all partners share, focused and experienced good practises.Other results referred to the increase in motivation and participation of students in the activities as tutors of adults in a no-formal learning setting.On the other hand, the results were good for the motivation of adults in their approach to a new world, the digital one.The preparatory phase developed: social, cultural, linguistic and technology, motivation for teaching, sharing of knowledge and skills,knowledge of the mechanisms of European funds for the school.The mobility phase developed: social and interpersonal skills, awareness and cultural expression, skills of citizenship, linguistic knowledge and technological, organizational and professional skills, sharing of good practices, construction of a network of professional knowledge, reinforcement of cooperation and collaboration within the group and with the teachers of the partner school, understanding of own strengths and weaknesses.The project allowed the participants to acquire a greater range of learning and communication methodologies and strategies, as well as promote equity, cohesion of the populationand active citizenship. The methodology of learning by doing, cooperative learning, tutoring and peer education are also victorious with adults: making them as participants and an integral part of the organization, implementation and evaluation of each activity, allowed them to ""enter"" completely into the project as actors together with the students and not mere users."

In 2006 the EU recognised Digital Competence (DC) as one of the 8 key competences along with literacy and basic skills in science and maths. DC should not be confused with ICT skills rather the ability to apply ICT in a creative and/or critical way. This could be at home, in education, in social interaction, education and the world of work. There are 3 participating countries. Led by a local authority in each country, primary and secondary schools have been given the opportunity to participate. This project aims to upskill young people to prepare them for the world of work but also aims to offer targeted professional development opportunities for teachers and prepare them fully for the classroom and their own professional advancement. Coupled with this we aim to upskill parents and members of the wider community by actively involving them in the planned activities. We aim to meet the individual needs of participating countries whilst ensuring EU priorities are met.The European Commission Digital Competence in Practice document highlights that digital competence requires understanding in a number of fields. Digital Competence Frameworks around Europe have adopted these areas and through this project we will discover practical ways of implementation. The DC fields of focus are: Information management -Collaboration -Communication and sharing -Creation of content & knowledge -Ethics & Responsibility -Evaluation & Problem solving -Technical operations Each participating country has identified its own needs. Our digital frameworks offer guidance as to how one might develop a focused digital approach to education, this project will allow education authorities and schools the opportunity to unpick the theory and put it into practice, trialling methodology with young people at the fore.

The IoT for new business (Internet of Everything) project has been a challenge for all transnational partners. Somewhat familiar with the theme, the beneficiary invited into the project and encouraged the participation of the other partners, from the perspective of the technical-scientific and methodical-pedagogical contribution that each one could and offered within the project. The project started from 2 very clear realities: a super digitized economy that can no longer be satisfied with a certain level of competences of employees and national educational systems quite conservative in accepting that they must update to meet the needs of the economic environment. Of course, steps towards a curricular reform can be found in all partner countries, but it seems that this reform does not have the same pace as the European Agenda on Education. We all know what we have to do but how much do we do from what we need to do? The experience of the project has shown us that VET is that part of the educational system with great openness to innovation. We do not want innovation for the sake of innovation, but because we know, understand and accept the need to appropriate students' professional competences to the economic reality. This project has undertaken to connect people, information, processes and things. (IoE), starting from a technological reality: IoT and from a system need: bringing the curriculum closer to economic reality. The project encouraged peer learning through LTT activities, the collegiality being extended between students and teachers participating in the training sessions. We went beyond the concept of a project in which only some learn and we showed that our schools must be schools that learn, that in school both the student and the teacher must always learn, each from the perspective of his role in the educational act. Have we been able to create a network of IoT/IOE schools? Sure we did! We managed to prepare students and teachers the resource for others in terms of IoT curricular innovation for new business (Internet of Everything). Sure we did! We managed to bring to our educational systems, through the partners schools, a support for curricular updating: curriculum, textbook, e-learning platform? Sure we did! We managed to draw the attention of the local economic environment in our communities to the openness we have to learn about things that seemed inaccessible or undesirable to be known by VET? Sure we did! The participants: students and teachers, supported by representatives of local companies, of local public authorities, of regional educational authorities, have acquired added value professionally, by acquiring competences that other students and teachers, from other schools, do not have and have not designed to acquire! In this way, the partner schools in the project, VET schools have become more visible in their educational communities, more interesting as a school and vocational option, more reliable in the relationship with the economic environment. The whole project aims to make the IoT/IoE generation aware of the opportunities it has, on the challenges it has to respond to, on the solutions it has to provide. The project proposed a curricular innovation to help the schools that want to implement it to obtain the aforementioned results. It is a closed circuit: the educational environment must be more adequate to the economic environment which, in turn, through the evolutions it proposes, must support the educational environment to innovate. The project is an answer, but there may be others (through other projects) for constructive intervention, based on high-quality IoT competences and digitized entrepreneurship, in the economic future of the communities from which the direct and indirect participants come, but, why not, also thought from the perspective of the European economy.

The Strategic Framework for Education and Training (ET 2020) for Europe has at its core the important target of reducing the number of young people leaving school early that become Not in Education, Employment or Training (NEET). According the EU statistics about young people and NEETs the countries involved in this project are all facing similar problems related to the youth’s disengagement from education, labour market and, in worst cases, from society. In 2011, 14 million young people 18-29 years in Europe were NEET - this problem is still an issue. In all four countries the situation of young people being excluded from education many through social disadvantage is an on-going problem. A radical new approach is required to create longer-term solutions. The project is based on a combined approach of early intervention, parental education coupled with active participation by young people falling into the risk category of becoming NEET to tackle this issue head-on developing a unique, innovative and inspiring project. This 3-year project aims to look at the causes, influences and barriers to education that result in so many young people becoming NEET. The many strands to this project aim strategically to explore what viable alternatives there are nationally and internationally to traditional learning models that contribute to the challenge faced by many young people in both the primary and secondary sector but also to the parenting behind these young people. The project will focus on engagement with schools, pupils, their families and local organisations working at grass roots to support pupils and their families to explore how collaboratively we can support pupils to remain in school/educational setting. We will also work with local businesses to scope how we can support young people in the world of work through better work experience models. To support these aims, objectives, and training activities we will develop seven Intellectual Outputs: • Baseline assessment • Early Identification Tool • Phase 1 of the World of Work Toolkit • Phase 2 of the World of Work Toolkit • Good Practice guidelines • Research & Analysis report • Good practice guidance There will be one multiplier event in Cardiff to promote the aims of the project and widen participation in the using resources and methodology developed. Pupils and staff from Wales and from partner regions will deliver workshops. Delegates will learn of the good practice and will be encouraged to become involved in this project through in order to widen the participation across Europe. There will be FOUR short exchange programmes for pupils – with opportunities for them to share experiences, develop pupil voice and develop as global citizens through inter-cultural dialogue. There will be THREE short-term joint staff training events for staff to share experience and develop approaches to working with pupils at risk of becoming NEETS. There will also be opportunities to work shadow while on the short-term study visits. The participants in this project include: 9 Schools 4 Local Authorities/Regional Authorities 1 social enterprise/non formal education – Non Governmental Organisation We will also involve local organisations who work at grass roots level with young people who are potential NEETS and local businesses, but not listed as partner organisations. As a direct result of this project, we expect to see increased engagement by pupils and their parents in education. The result from which will be raising in standards and a reduction in the number of pupils becoming NEET.

"The ""My Europe - Your Europe - Your Say"" project (ME-YOU-US) aimed at teaching students age 11 to 15 to be more open-minded, more tolerant and empathic, learn about the universal human rights and get skills and competences of living and acting in communities in which community member feels valued and accepted, know their rights and obligations as citizens. The second major target group were the teachers who got a tool and were trained so that they acquired the skills of delivering trainings to students making use of project outputs. The project used as a basis the manual of the ""Otherness"" Erasmus+ strategic partnership project (2015-2018) but took it a step further both regarding contents and geographical spread. The ME-YOU-US project involved some of the founding partner from Portugal and Greece, but also 3 new partners who contributed with their expertise, experience and potential to deliver trainings to larger numbers of numbers of teachers. The new partners were representatives of different stakeholders involved in school education - a representative of tertiary education, of regional authorities in school education and a nongovernmental organization working with vulnerable groups. The partners revised and upgraded the training resources from the ""Otherness"" project, created 18 new teaching resources (lesson plans and accompanying digital resources) and the final edition of the Resource Pack finally comprises 66 teaching resources which were used by teachers in the implementation phase. The collection of e-resources was created with cutting edge technologies. They are primarily meant to be used as complimentary to the activities described in the Teacher's Manual, but could also can be used independently by students as food for thought or tutorials for acquiring new skills. A project website was designed in 7 languages (English, and the partners' mother tongues - Bulgarian, Greek, Polish, Portuguese, Romanian and Spanish). Both intellectual outputs are freely available on the project website in the respective language version. The implementation phase of the project involved some 5200 students in training activities making use of the Resource Pack created within the project. The project was implemented in 3 new countries (Poland, Spain and Romania) as well as in the old partner countries: Bulgaria, Portugal and Greece. The students in the ME-YOU-US project took part in regular training activities during two school years (2019/20 and 2020/21) on a monthly basis. Two opinion polls were carried out to analyse what we have achieved by designing the Resource pack and organizing training activities with it. We evaluated the changes in students' attitude to people, the new concepts and ideas they learned about and embraced, their skills as active citizens and members of communities, as citizens who care about and value all people regardless of their social status or cultural background. The poll questions can be grouped in several categories: Differences between people, Tolerance – Diversity – Mistreatment, Traditions– Culture – Refugees/Migrants, Socioeconomic Status, Disabilities, Aggressive Behaviour and Human Rights. There are positive changes in all categories, especially concerning the percentage of students who initially indicated they had no opinion, were not sure in their understanding of the poll questions or stated that they were neither for nor against the statements. Project results and findings were disseminated through the partner websites and internal networks, through the project Facebook page, through the multiplier events organized as face-to-face events in Bulgaria, Romania and Greece, and through the project web site. According to Google analytics, which was activated in December 2019, the monthly average of visitors is 131 sessions, corresponding to 715 page views; the ratio of new to returning visitors is 53% to 47% for the project duration; the vast majority of visitors to the website come from the countries of the partner institutions in the project, but access from other countries in the EU, the USA and China is also relevant."