Project BEAGLE – Bioethical Education and Attitude Guidance for Living Environment bases its work on three pillars: ethic values (personal values –my self and nature); democratic and societal values (my society and the nature – what can I do?) and bioethical / environmental values (preservation of biodiversity – what we can do? How to live in harmony with the nature?). Our aim is to address the field of bioethics and values education and focus on empowering education of primary and high school students, teachers and educators in formal and non-formal education. Why is this our intention? Our opinion is that the recent galloping development of technologies demands a new approach to education. As educational system and professors struggle to keep up with the swift rise of numerous technological options, our aim is to present a toolkit for educators that can help them introduce innovative practices in modern environment. Moreover, as the process of digitalization rapidly takes over our everyday routine, children are getting more disconnected with their environment, nature especially. This partnership strongly believes that bioethics and values as well as critical thinking are becoming crucial aspects in the development of a democratic, pluralistic, knowledge-based and nature- conscious society. Bioethical education and critical thinking have thus a significant role in forming an bioethical mature human being. That being said, our aim is to design, test and implement an innovative practice-oriented learning environment focused on bioethical values. Main motivation for our action is the fact that bioethical topics are not much covered in educational system, and we will use knowledge from past ethical project to develop innovative educational materials and curriculum using modern technology and knowledge. The project partners come from different fields and complement each other in their knowledge and performance capabilities. The coordinator Mala filozofija (CRO) together with STePS (ITA) are pioneers regarding approaches to formal and non-formal learning. Also, Mala filozofija is expert on critical thinking and early education. With two higher education institutions with strong erudite tradition, University of Split (CRO) and University of Ljubljana (SLO) our goal is even more underlined. Lastly, Greek association Internet now! is expert in new digital technology and digital media, which will aid in project's overall aim of implementing new technologies in the field of education. More so, all partners cooperate with elementary and high schools in their countries, which is excellent opportunity for integration of associated partners in the upcoming BEAGLE project. From the methodological point of view the project activities include collaboration among teachers and problem-based learning approaches via workshops, promoting agreed bioethical values within a framework of socio-cultural environment. The regular reflection on practice through observation and the documentation of children’s experiences which will be implemented will allow teachers to face new challenges by being responsive to the needs and potentialities of all children. Teachers will also collaborate in the design of the curriculum. In addition, an open learning approach will be addressed and integrated. Teachers and other staff members from participating institutions will use collaborative online documents open for all participants in order to pose pending issues, problems, cases, questions to be solved through collaborative efforts. Teachers will benefit from collaborative activities designed in the curriculum. So again, collaborative learning method will be the key method used in the project. To retort, BEAGLE project will create international teacher guidelines in bioethical education for primary and high schools and develop open educational materials and peer-to-peer learning methods with an aim to enhance the professional development of those active in the school education sector, by increasing the quality and range of initial and continuing training. Furthermore, BEAGLE will implement a school curriculum for bioethical education in the partners’ countries, complemented with a preparatory review of the current provision for 6-18 teachers regarding learning about bioethics, values education end critical thinking. In the end, BEAGLE will develop online archive for bioethical education which will prove to be useful for all teachers and educators from Europe to implement innovative education methods in schools and non-formal education institutions. At the end of the project, at least 150 teachers will participate directly in the project development, more than 100.000 EU citizens will be informed about BEAGLE and more than 2000 organizations and institutions will be informed about the online platform. Considering our developed sustainability plan, these numbers will continue to rise, even after the active phase of the project is finished.

The strategic partnership project “Empowering LTU’s” meets 5 partner organizations from 4 different countries that have been notably affected by long term unemployment on adults over 45 years olds (LTUs). The partnership was composed by Fundación Coremsa (Spain), as leader of the project, and Action Against Hunger (Spain), Inova Consultancy (United Kingdom), Steps (Italy) and Knowl (Greece) as rest of the partners. The aim of this partnership has been to provide LTUs the chance of experience empowering and professional recovery through self-development, creative thinking and exploring their own chances. In order to achieve this objective, LTUs adults must overcome obstacles that block to adopt more effective and proactive approaches.The “Empowering LTU’s” project provides needed strategic support and training not only to professionals who work with unemployed adults (advisors and trainers), but also to LTU adults themselves through individual, customised and emphatic approaches. This has the aim to improve the skills of advisor and professionals who work directly with LTUs adults and to empower adults with the needed skills and mind to explore, open and unblock their professional potential.The specific aims of this project are:* Providing to career advisors new methods, tools and resources, more effective and individualised in order to support LTU adults. * Supporting and training LTUs, by helping to change their mentality and discover their strengths, skills and interests. * Promoting the creation of an European network between public and private entities and organizations that work with unemployed adults so they can collaborate by giving support and advising, new methodologies and skills to unemployed adults. * Increasing the level of participation of LTUs adults in lifelong learning training. During the life of the project, two intellectual outputs have been released:1) Handbook about training strategies and tools to empower and activate the employment of adults over 45 years by promoting their return to the labour market, which includes:a)Inventory of skills and competences needed in today’s labour market aimed to career advising professionals who deal with LTUs adults.b)Adaptation and validation of the methodology based on the inventory through a group of training experts and professionals on career advising by every participant partner. This transnational activity took placed in Sheffield and it lasted five days. The aim of this piloting was exploring and exchanging new ways that inspire the design and development of the training activity (IO1). c)Comprehensive training action made of 3 essential training modules and 2 complementary modules: 1) Neuro-Linguistic Programming and “Coaching Circles” methodology; 2) Social media skills, 3) Personal Branding; 4) Competences and skills to network, work team and self-confidence; 5) Entrepreneurship mindset.d)Implementation of the five training modules on three levels: 1) career advising counsellors, trainers and professionals; 2) long term unemployed adults over 45; 3) “Coaching Circles” methodology. 25 professionals and 50 long-term unemployed adults over 45 have participated on this training activity e)Recommendations for career advisors and trainer on strategies, methodologies and practical tools used to empower and activate LTUs adults. 2) Short Film “Create your personal roadmap to success”, which is released on the Youtube cannel “Empower 45plus”. It is made of a set of videos with interviews to each partner experts who participated in Sheffield, unemployed adults and professionals and trainers who participated in practical workshop, some cases of success, etc. Those videos serve to empower unemployed adults to participate in this kind of actions and to who new tools and practical resources to career advisors and trainers.All developed materials and contents are gathered on the website of the project www.empower45plus.eu. They are available free of charge in a PDF and e-book version. Also, they have been translated into the four languages of the project. Also, the videos of the short film have been subtitled in English, which is the vehicle language of the project. All of them can be displayed in our Youtube channel which is also free of charge. We are also actively present on social media @EmpoweringLTUOlderWorkers (Facebook) and through the contact email info@empower45plus.eu

The role of Today´s School is not easy and very different from what it was just few decades ago. The school finds itself facing the challenge of responding to the demands of the complex society we live in: a globalized highly competitive, constantly changing and increasingly complex world that demands professionals capable of innovating and managing innovation and flexible to adapt to the changing environment. Individual´s future opportunities increasingly depend on skills, human capital and the capacity to obtain, maintain and interpret information and to employ and acquire knowledge. But what happens if every sixth young person in EU27 leaves school with no more than lower education and does not participate in learning after that point? In some countries the situation in alarming (Spain 23,5%, Italy 17% and Turkey, EU candidate member, 41,9%). There are many reasons that lead to school failure; social, cultural and religious origins, parent´s and students attitude, cultural levels and competences, family situation but also school´s indifference to difference and inflexible and boring teaching and learning. The overall aim of this proposal is to reduce early school leaving by identifying the most effective prevention strategies, with special focus on alternative and motivating paths for “in-risk” students to engage with school, continue their education and empower them for life and participate in the progress of their community. To do so, the partnership will exchange and collect best practices with other European institutions that have experience on ESL and deign and test experimental activities that will be tested with at least 10 students from each participating school. The aim of this activity is to motivate and empower students and increase the attractiveness of education. Thus, SMILE aims: • To compile a Handbook containing the most effective strategies to reduce early school leaving and containing prevention & early intervention measures that can be used in schools• To design, test and implement an “alternative educational path” – e.g. set of activities that will develop students competences and motivate “in risks” to engage with school and actively involve the school, families and community in their learning process• Increase the attractiveness of education and training by using newest ICT in learning, motivating learners, empowering them with competences and thus, ease their transition from school to work• To promote European networking between schools with holistic collaborative approaches to teaching, develop methods and create conditions for personalized teaching and learning for pupils, thus increase their individual opportunities for the future7 partners from 5 European countries, forming a transnational cooperation unit with a balanced geographic representation of the Erasmus + area, which will be able to deal with the organizational, pedagogical, technological and project challenges and the desired impact due to their experiences, knowledge and skills:• Schools: IES Albayzín (ES) -PROMOTER, Liceo Científico A. Romita (IT), Graafschap College (NL).• Innovation Centers: STEPS srl (IT), Zahareña Conocimiento (ES), Technology Education Research Group (TEdU) of University of Helsinki (FI)• Public Entities: KMEM (TK).Main activities1. Integration of the partnership as a collaborative structure (Visits to educational institutions and Debates around the problem of school dropout)2. Experimental motivational Actions (IES Albayzín and Liceo Romita) for students at risk of school dropout, attractive and with intensive use of ICTs.Results1) Situational diagnosis about school dropout.2) Compilation of good practices and prevention strategies3) Design and development of experimental activities during the course 17/18 in IES Albayzín and Liceo Romita.Impact• In schools, direct participation of more than 30 students (many at risk of dropping out), 20 teachers and, indirectly, the entire school community.• In the schools comunities, actions with public entities and associations of Granada and Campobasso.• Transnational.Benefits in a long term-Sensitization of the entire educational community around the problem of school dropout.-Improvement of family-school and administration-school relationships.-Use of Google tools in the daily performance of teaching.-Inclusion in the Center Project of new educational methodologies.-Creation of mediation groups for the resolution of conflicts in the center.-Promotion of Erasmus + projects as a way to strengthen and develop the competences of students and teachers in the EU environment.-Creation of affective and emotional ties between the students participating in the project, between the Italian group and the Spanish group.-Interest to know other cultures, to have educational experiences in other countries.-Creation of professional and affective ties between the members of the strategic association.

Project Real Life aimed at the social inclusion of prisoners by improving 21th century skills through serious gaming and virtual reality, gamification. Many people in prisons have no diplomas and no or little access to digital media. Excluding this disadvantaged group from 21st century developments will only widen the gap between them and the labour market. The goal of this partnership is to close this gap. The project partners therefore developed a very innovative blended learning environment for people in closed facilities. Skills needed for employability and life outside the prison were trained in a personalized environment through off- and online exercises. The specific target group of Real Life is people living in closed facilities, like prisoners. The project involved the target group closely by co-creating the learning platform with prisoners from five European countries. Involving the target group in the development of the blended learning environment contributed greatly to the quality of the developed materials, like the online tool, games and exercises. In total the project developed five games: three serious games, one virtual reality game and one practical tool. These games train specific skills like social media awareness, self-knowledge when it comes to personality traits, self-management, communication and cooperation. The practical tool is called Real Life Pathways in which players can create their own plan for reintegration. The project also facilitated a guide for mentors and educators working in prisons and a workbook for prisoner. Real Life shows that gamification is a user-friendly method that can surely be applied in prisons. The method contributes to employability and reduces possible recidivism of prisoners. Many among the end-users have learning disabilities and reject more traditional teaching approaches. This project shows that the development of new, innovative and informal learning possibilities can be rewarding for disadvantaged groups like these and can lead to validated learning outcomes in the form of an official certificate. The impact of the project can be considered rather successful. After getting to know the positive results of this project, the Turkish Ministry of Justice supports implementation of Real Life in all Turkish prisons. In the Netherlands it will be implemented in the biggets Dutch prison in the city Zaanstad. On top of that this project provided new insights for discussing the importance of education in prisons. This project definitely sets some important first steps in closing the gap between people living inside closed facilities and life outside the prison walls. Europe could be on the frontier of discovering how to use innovative technology to improve 21st century skills of disadvantaged groups in general. Specific information about the project can be found on www.reallifeproject.eu and to access the website please go www.my-real.life and log in: Erasmusplus and password: Erasmus+RL2018@.

"The EPBE project has created many Open Educational Resources (OER) with the aim of helping students to build their own personal brand and look for a job, using technological tools 4.0 and favouring access to the labour market on the Internet, as well as the acquisition of digital skills in a training and work context. The main objective of the project is training and raising awareness among students and vocational training and higher education teachers of the acquisition of digital skills in a training and work context (creation of a personal brand, job search and training aimed at teachers that can be replicated in any other educational centre). This project favours the use of innovative techniques by means of the use of the results created: Quality Guidelines for the preparation of Massive Open Online Courses (hereinafter, MOOCs) ""Personal Branding"" and ""Job Hunting 4.0"", and a Handbook on methodological and pedagogical approaches on distance education with ICTs to create a personal brand and look for a job on the Internet. 8 members from 5 European countries have participated in this project:P1. Universidad a Distancia de Madrid (UDIMA) (Spain): Project Coordinator. Private 100% distance learning university specialised in the use of ICTs applied to education, innovation and research.P2. Fundació Prat (Spain): Foundation associated to the Centro de Estudios Prat that offers training for different levels through innovative teaching techniques.P3. STePS (Italy): Pioneering company in formal and informal approaches to favour a sustainable change within organisations and territories.P4. Learning Plans for All (LPfA) (Greece): Company specialised in lifelong learning and in providing continuous learning opportunities. Experience in the field of vocational training.P5. Marconi University (Italy): First distance learning university of Italy. Devoted to research, development and testing of innovative pedagogical methods using the latest technologies.P6. Marak Digital (Spain): Advertising agency specialised in promotion, marketing and emerging technologies.P7. Deloitte (Cyprus): Service consulting company. P8. Radio Leinehertz 106.5 (Germany): Non-profit company working in the field of the media and in education for young people and adults.The main activities (Intellectual Outputs -O-) developed were the creation of a Quality Guidelines (O1), the curricular design of two MOOCs (O2 and O3), the preparation of said MOOCs (“Personal Branding” -O4- and “Job Hunting 4.0” -O5-), the creation of a Handbook to facilitate the creation of MOOCs and on-line courses in general (O6) and, lastly, the creation of a Toolkit (O7) composed of a repository containing all information and tools developed in this project, available for free download for all teachers, educational centres or companies wishing to use them.From the beginning of the project and in parallel to the work made, we have worked in an online marketing campaign for the promotion of same, including the creation of a web site (epbe.eu) where you can find all information and results created subject to be freely used. In addition, a Promotion Plan, a Quality Management Plan and a Results Use Plan has been created, as well as a training activity applying the B-learning methodology for teachers from all educational sectors with the aim of multiplying and transferring the results and know-how created.Finally, for the presentation and dissemination of the results of the project, an International Workshop was celebrated on 1 June 2017 in Barcelona, in front of an audience composed of professionals of the sector, students, teachers, stakeholders and general public. Said event was streamed with the aim of ensuring the widest circulation possible, and it can be watched on-demand from the project's web site. The project tries to have an influence on the improvement of the accessibility to the labour market of European young people through the enhancement of their personal brand on the Internet. MOOCs and a specific methodology previously mentioned have been developed to this aim. Thus, students and teachers can acquire the necessary knowledge to improve their employability, teaching activity and digital skills. On the other hand, the presence of a free and permanently open repository of results on the project's web site containing many audiovisual educational resources ensures the project's sustainability and applicability in all educational contexts and its use for all potential users and interested parties."