<< Background >>The latest School Education Gateway survey (2021) exposed that the school curriculum should change and include new topics. One of the important topic, that is less frequently taught is financial literacy, which is strongly connected to cryptocurrencies nowadays.Further, Eurydice report (2019) recognized the importance of developing relevant digital competences to learners and teachers, as well as the pedagogical use of technology in teaching, learning and assessment. After making its first notable appearance in 2009, cryptocurrency has shown to be a vital and rapidly growing component in today’s digital economy. Beside multiple investors and traders the market is attracting an increasing number of young individuals, viewing it as an easy way to make money. A large pool of teenagers and young adults want to hop on this train, but a lack of cryptocurrency literacy, as well as financial literacy in general amongst youth, together with their inexperience with investing makes them even more vulnerable to an already high-risk investment. Although it is difficult to determine the exact number, according to the Crypto.com report the number of unique active users of cryptocurrencies (February 2021) is estimated to be more than 100 million. As stated by Statista, more than 9% of European consumers indicate they own a type of cryptocurrency in 2018. Furthermore, the analysis of Blockchain Capital Blog (2019) highlights that cryptocurrencies are a demographic mega-trend led by younger age groups. All this lead us to decide that we should focus on secondary schools as the main target group. The reason for chosen countries in the partnership:Austria: Attitudes towards cryptocurrencies in Austria (ING, 2020) are more positive in the group of 18- to 34-year-olds. This survey results reflect a trend: While older people are concerned about security, and volatility, the young would like to own cryptocurrencies, because it promises them quick earnings and big jumps. In this aspect, the consequence of insufficient financial literacy leads to increased risk in the younger target groups. Spain: The use of cryptocurrencies in Spain is growing According to survey (Statista, 2019) the share of people owning cryptocurrency (10 %) puts Spain among the top countries in the EU. The use has become a hot topic in the country, especially among young people who want a quick way to make money. The UNI Murcia, is a valuable project partner, because of their expertise in the content, but they will benefit from the project with getting the knowledge on innovative teaching methods that can be used also at UNI. Slovenia is taking the global lead as the country with the highest number of physical locations accepting cryptocurrencies and the nation where individuals an use their crypto wallets in daily life. Young people in Slovenia are increasingly opting to invest in virtual currencies.Netherland is a country, where the interest in owning cryptocurrencies is high in comparison with other countries (10 % of population used crypto in 2020). Also in Netherland the majority of crypto investors are young poople.Universities (FHJ, Breda Murcia) need to increase the knowledge on new innovative teaching methods. Secondary schools included in the project need to get the knowledge on innovative teaching tools; further they need to increase the financial and crypto literacy skills. Further, there is a need to include them in the project because their inputs are important in developing PR as being representative of the primary target groups and consequently being familiar about the needs and capabilities of secondary schools. PLATFORM need to get the experience in being included in EU project; further they need to increase the financial and crypto literacy skills.CRYPTOPOLIS is in line with European Skills Agenda,2030 Agenda for Sustainable Development Goals (goal 4), as well as with Supporting key competence development:Learning approaches and environments in schools.<< Objectives >>CRYPTOPOLIS focuses on the financial management knowledge of teachers and the emerging field of risk management and risk analysis of cryptocurrencies. In line with a goal of increased student motivation, teacher readiness, and teachers’ professional development this will be done with development of several innovative teaching tools which will be included in Online Academy for Financial and Crypto Literacy. In this way, teachers will be able to develop their career, but also the students to get to know about the possible risks of modern digital financial tools. The main objective of CRYPTOPOLIS project is to increase the capacity and readiness of secondary schools to manage an effective shift towards digital education in the field of crypto and financial literacy. The project will develop the purposeful use of digital technologies in financial and crypto education for teaching, learning, assessment and engagement in the form of Online Academy for Financial and Crypto Literacy. Besides, CRYPTOPOLIS aims to improve the financial management knowledge of teachers, by taking into consideration that development in this area has occurred through the development and use of blockchain technology and related cryptocurrencies. With the main objective also the following objectives will be reached: - To support teachers in delivering competence-based teaching (Online Academy will be developed in a competence-based teaching method and it will be based on student´s demonstration of desired learning outcomes as central to the learning process; in this sense students will not be able to play a learning simulation games if they did not understand the training materials developed etc.) - To make teaching careers more attractive and diverse (Online Academy, learning simulation game and virtual trainings are innovative products that will not just make the teaching process more attractive, but will also enable teachers to include some teaching tools in other courses they teach and will get the knowledge on how teaching process can be different, more attractive and interesting) - To develop innovative teaching and assessment methods (within the PR 2 the innovative teaching methodology toolbox will be created. It will include detailed descriptions and examples on how different innovative teaching tools/methods can be used. Further, in PR 3 innovative teaching tools/methods will be included within Online Academy) - To include new topics in the school curriculum (based on PR 1 topics in the field of financial and crypto literacy that will be further developed and included in Online Academy will be defined; teachers will though get new important and interesting knowledge on topics that can be included in their regular courses; with the implementation of trainings in PR 4 teachers will develop financial and crypto literacy skills and will be able to transfer the knowledge gained to their studetnts)The main result of the project will be development of Online Academy for Financial and Crypto Literacy including financial market simulation games together with teacher virtual training for increasing financial and crypto literacy in secondary schools. On the Online Academy topics related to investment decisions in line with personal risk attitude, assessing risk and risk management, functionality of crypto currencies and other crypto assets, secure handling and secure storage of crypto assets, fraud and scam protection in digital or online investments, market functionalities and financial behavior of market participants. A financial market simulation game that will also be developed will give teachers and students a playful way in which they will learn about risk, return, bubbles, price drops and how crypto assets work in comparison to traditional assets. With virtual teacher training teachers will be well trained to be able to act as multipliers and will forward their newly gained skills to their pupils.<< Implementation >>CRYPTOPOLIS is built on four pillars with the following activities: Pillar 1: Gather information The goal of Pillar 1 is to conduct comprehensive research on status quo. The following activities will be implemented: -Desk Research – to gather detailed information and identification of good practice examples on existing innovative teaching tools used in the secondary schools and on digital tools used in the secondary schools to create a basis for the development of the following activities and to find country-specific data related to financial and crypto literacy. -Focus groups – implementing one focus group per country with school teachers and experts of innovative teachers to support the process of the identification of good practices and to define their needs -Online survey - builds on the inputs received during the focus groups including the needs and competence assessment. -Common report preparationPillar 2: Definition of the master concept and strategy The aim of pillar 2 is to use the information gained for a comprehensive and holistic strategy and to define the structure, the learning objectives but also already the possible tools, namely the innovative teaching methods. The following activities will be implemented: - Development of the skill card, strategy design and curriculum: According to the research done in the preparation phase, the following topics could be included: functionality of crypto currencies and other crypto assets, secure handling and secure storage of crypto assets, fraud and scam protection in digital or online investments, investment decisions in line with personal risk attitude, assessing risk and risk management, understanding market functionalities and financial behaviour of market participants - Development of an innovative teaching methodology toolbox in order to assure that topics regarding financial and crypto literacy could be emerged in different cross sectorial education curricula Pillar 3: Implementation As part of the Pillar 3 activities, the core of the project will be implemented. The following activities will be implemented: -Design and implementation of a web based online academy which can be used by teachers and their students -Creation of all course content (texts, presentations, tasks, videos, etc.) and teacher packages, -Development of the Financial Market Simulation game, a freely available cross platform app. Pillar 4: Sustainable dissemination A sustainable use of the project results requires a sustainable and targeted dissemination. We will achieve this through the activities of pillar 4: -Video guides for teachers in English which will be translated into national languages -Evaluation of the online academy, teaching materials and the market simulation game. -Implementation of the virtual teacher training within an online learning management system-Pilot Phase: Together with one pedagogical university in each partner country, the content, the Online Academy and the game will be tested and evaluated with at least 10 teachers including their students (in practical lessons). In each Secondary school which is partner within the project, the Online Academy and the game will be pracitically tested as well within classes with at least 25 students each, or 100 students in total. - Quality assurance report -Cryptopolis transferability handbook development - Implemenation of the virtual teacher trainings: the partner will make sure that at least 50 teachers in each country will do the training and then serve as multipliers (200 in total)-Round tables with experts, teachers, parents' associations, school authorities and pedagogical universities to inform and discuss about the project results.<< Results >>The following main results will be finalized during the CRYPTOPOLIS: - Catalogue on Good Practice in Innovative Teaching Methods and Training Needs in the Field of Financial and Crypto Literacy. Focuses on the identification and collection of good practices from Europe about existing cases and good practices on innovative teaching methods with a special focus on successful teaching methods in the recent months. The main methods used are desk research, focus groups, and an online survey. The catalogue will be compiled in English. - Skill Card creation and innovative teaching methodology toolbox creation Which includes a detailed description of all learning objectives and defines how these objectives and through which activities the needed competences can be acquired by the students during the course will be developed. According to the research done in the preparation of the project proposal, the following topics could be included: functionality of crypto currencies and other crypto assets, secure handling and secure storage of crypto assets, fraud and scam protection in digital or online investments, investment decisions in line with personal risk attitude, assessing risk and risk management, understanding market functionalities and financial behaviour of market participants. Once the skills are defined, the teaching methods needs to be decided to define the strategy design of the course contents. The good practice methods researched in PR1 will be used to develop the appropriate innovative teaching methods. - Online Academy for Financial and Crypto Literacy It will be an interactive virtual classroom for teachers, that will include teachers´ package material for teaching about financial and crypto topics in secondary schools. It will be built on modern technology with new learning environments including inquiry-based as well as collaborative and technology-enhanced learning approaches. The learning environments will be hybrid entities, in which multiple tools and technologies (e.g. MTSD, social media, games) for individual access, communication, sharing, and joint knowledge construction will be used. Further, also simulation games will developed to improve the understanding of the functioning of asset markets and in particular crypto markets in a playful way. With the simulation game participants will learn about risk, return, bubbles, price drops and how crypto assets work in comparison to traditional assets. The simulations can then be used together either in class or over a longer period of time (e.g.: semester), both in the classroom and as part of distance learning. We thus enable flexible use, both in the classroom and in distance learning, and at the same time we promote cross-border exchange between schools, students and teachers. - Virtual Teacher Training and Transferability handbook First part of this PR will include CRYPTOPOLIS video guides for the virtual teacher training. It will include all instructions in video format how to use training materials developed in previous PR. For quality assurance of the project results a pilot phase to test the online academy with virtual training will be implemented. The results of this pilot phase and the evaluation results will be used to improve the quality of all project outcomes. In the second part, the CRYPTOPOLIS Transferability Handbook that will provide all lessons learnt and the applicability of the Online Academy will be created. Further, it will also give instructions how to multiply and repeat the trainings including the usage of the Online Academy in other countries and schools. In this way the generated products of the project can easily be transferred to other countries in an easy and effective way. All CRYPTOPOLIS products created follow the open access rules of the EACEA to create change and improvement in the EU wide and international in terms of financial and crypto literacy for secondary school teachers and students.

“ALL HANDS ON DECK” is a signal used on board ship, and it means that everyone is needed in a particular situation; but the crisis of the last years has two important labour victims who have suffered the worst of the crisis: younger ones (because they are not receiving their first opportunity) and professionals beyond 45 years old. Current work panorama at European Union is quite different from a decade abroadMoreover, workers beyond of 45 years old has the additional obstacle that over time the possibilities diminish and they become long-term unemployed with the risk of exclusion, with the aggravating that in some countries it is being studied to extend the retirement age which could be a clear problem for them (and it is worst when a whole family depends of their salary). In fact, there are some countries like Spain and Greece where the unemployed rate for people beyond 50 are large (more than 15% at the beginning of 2018 according Eurostat), this is worst in some sectors like furniture where in those countries has decreased a lot the number of employees in the last 10 years (32% in Spain and 57% in Greece)For that, in line with ET2020/European Agenda for Adult Learning, it is necessary to give more opportunities to possible career transitions in case of long-term unemployment.At the same time, it is found that some job opportunities like shipwright are growing in some parts of Europe (like UK and Sweden) and it is expected to be replicated in other European countries because it is more environmentally friendly and there are not a lot of current professionals working on this. Moreover, boosting the transition to this job position, we are helping to recover immaterial heritage around Europe which is part of our common identity and help to preserve it.In order to this, this project will develop an online repository with clue documents (including videos with current workers) about shipwright in the 6 European Maritime Regions (Intermediterranean, Atlantic arc, Baltic, North sea, Balkan & Black sea and Islands) according CPMR classification to be used by professionals, researchers or trainers; a study about the current trainer offer for this job position; a training course to adults according previous background (furniture, upholstery and close sectors) for acquiring shipwright skills implemented in an e-platform compatible with smartphones and tablets and available in English, Spanish, Italian, Greek, Polish and French; mentoring course for adult learners to preserve and spread the immaterial heritage of shipwright to the new young generationsThese results will be achieved in a 24-month project. These results will be totally open and free accessible to the public and the partners will ensure of that with the publication of all the material in the own project website and e-learning platform and additional publication in different open platforms to have bigger impactThese available outputs will have impact and could be used by adult professionals (mainly potential learners - unemployed of furniture or related sector), Professional shipwrights, Young learners, Heritage researchers, Teachers and trainers, Experts in Human Resources, Educational decision makers and other Stakeholders but they will be available for general public and it exists the possibility of transference to other sectors of some of the materialALL HANDS ON DECK brings together 6 partners from 5 different countries and maritime areas according CPMR: Spain, Greece, Belgium, Italy and Poland with complementary skills and with necessary background to achieve the goals of the projectThe coordinator is Murcia University (Spain) with their Chair of Naval History and Heritage with their experience in shipwright and other maritime job positions and the recovering of some old procedures and documents and developing courses. WULS/SGGW (Poland) could be one of the most skilled universities in Europe for designing a training course for transferring people from furniture sector to shipwright. CEIPES (Italy) has a great experience in developing adults and mentoring courses and e-platforms. IDEC (Greece) has an extensive experience in adult learning (each year it hosts approx. 300 adult learners in more than 15 thematics) and numerous contacts with maritime training, they will adapt the contents. CETEM (Spain) is a VET and adult learning provider and research center in furniture sector, they will develop the repository and some contents. INNOVAWOOD (Belgium) has an extent network of institutions in 27 European countries to disseminate the results to stakeholders across de EU.This project will have impact at local, regional, national and European level with the most important impact in the conservation of immaterial cultural heritage and in the level of long-term unemployment in some sectors through the transition to other potential careers

"The project ""Inclusive Playgrounds: Teacher Training Programme"" (PINC), aimed at students in Education and Sports Sciences, has as its main objective to design and develop training that provides them with skills to facilitate inclusion in recreational environments during childhood. With the PINC training we want to encourage all teachers to leave their initial training with the necessary skills to feel and perform as teachers of all students.This training will be materialized in the following intellectual products:- ""General Guide for Students: Inclusive Processes in Education"" It will provide students with a deep understanding of the fundamentals of an inclusive education sensitive to children with disabilities. The guide will focus on promoting inclusive attitudes and values and not just knowledge and skills.- ""Game theory guide: Playing as an inclusion facilitator"". This guide will focus on introducing students to the benefits of inclusive play and the fundamentals of play design, methodology and evaluation for all.- ""Practical guide on play: active games and necessary adjustments to favour accessibility"" based on good practices and previous experiences of the countries of the consortium. Will present accessible games preparing future teachers to eliminate barriers and facilitate the enjoyment of leisure for all children, both in the school yards and in other recreational spaces.- ""Guide for leading an educational community: strategies for raising awareness towards inclusion"". It will constitute a document based on good practices with strategies to empower the entire educational community (students, faculty, parents, town halls, associations and other entities in the area) by creating opportunities for all members to collaborate with the common goal of promoting inclusion in school playgrounds.- ""Guide for teachers: resources and didactics of PINC training"". This guide will offer teachers of the PINC training a didactic to follow that favours the efficient acquisition of competences by students of Education and Sports Sciences and that improves their perception of competence in the face of the inclusive challenge.At present, education, training and youth systems are required that are more in line with the needs and opportunities offered by the labour market (Erasmus+ Programme Guide, 2019). Career opportunities for students in Education and Sport Sciences are related to profiles of leisure and recreation educators in sports clubs or associations, or profiles of teachers in primary or secondary schools. In all these areas they will develop actions with children with disabilities and, at that time, it will be their responsibility to make the necessary adjustments to favour the inclusion and healthy enjoyment of leisure of these children.However, the university curricula of the Degrees of Education and Sports Sciences in different European countries do not provide sufficient compulsory training to enable future educators to develop skills to address the problems they will encounter in the labour market in relation to caring for diversity and social inclusion in periods of childhood recreation.The competences of the teachers trained in PINC (Inclusive Playgrounds) will allow them to facilitate accessibility to active play for children who have barriers to participation and to apply strategies to facilitate their inclusion and prevent the emergence of aggressive or exclusionary behaviour in recreational environments. To this end, the project will gather good practices and experiences from each of the participating organisations, developing a joint intervention model that will strengthen the European dimension and allow for the permanent implementation of successful educational models that will last over time.We consider the importance of a transnational project that involves a labour mobility facilitator in the field of social inclusion between countries and a promotion of European values such as non-discrimination, tolerance, justice or solidarity (Article 2. Treaty on European Union), which should be favoured from the Erasmus+ Programme (Erasmus+ Guide 2019)."

Animal welfare has become a fundamental aspect of livestock production. Current animal welfare assessment tools usually rely on momentary recordings and on awkward integration of various indicators with different units. Besides, existing tools to assess farm animal welfare are time consuming and costly. Precision livestock farming (PLF)-technology allows to monitor and optimise farming processes. PLF systems generate large volumes of on-farm data that can be used to monitor welfare in pigs and dairy cattle. ClearFarm proposes to use PLF technology and integration of animal-based data, based on a blockchain approach, to enable improved animal welfare across the entire production chain. This will contribute to improved sustainable pig and dairy cattle production, the two livestock production systems with the highest shares in Europe. ClearFarm aims to co-design, develop and validate a software platform powered by an algorithm integrating PLF data to provide animal welfare information, as well as other environmental and economic sustainability information that will assist (i) production chain stakeholders and (ii) consumers on decision making within the pig and dairy cattle value chains. Regulators, consumers and producers, policy makers, among other stakeholders, will get involved in the design of the new solution, seeking thus a multi-actor approach in most of the stages of the project. The software platform will be capable to inform the welfare status in a variety of production systems, considering geographical divergences within production systems in Europe. The outcome of the algorithm will feed a user-friendly platform that will be adapted to inform the different targeted audiences. ClearFarm will assist producers in optimizing production process, but also for consumers to have more insight into the background of animal products, providing thus a better understanding of animal welfare.

The Inflammation, Cancer & Immunotherapy (ICI) European Joint Master will aim to introduce students to understand the different pathways in which cancer cells and the immune system interact, to learn how cancer immunotherapies are developed, as well as to learn cutting edge advancement of treatments that are either currently used or are under clinical research to prolong the lives of cancer patients. The course will provide to biomedical or life scientists to acquire an extensive knowledge and key skills relating a deep understanding of inflammation and other immune effector mechanisms, their relation to cancer as well as the fundamental bases of cancer biology and its application to the treatment of cancer. ICI European Joint Master will provide an in-depth understanding of the molecular targets at which the different classes of immunotherapy drugs are aimed, as well as their evolution. Cancer is increasing worldwide, and in a decade, there are expected to be >22M new cases per year. Within this full-time 2 year (120 ECTS) European Joint Master programme the students will be trained to be the next generation of highly qualified interdisciplinary professionals who can be immediately implicated in the design, development and implementation of immunotherapy for cancer, positively impacting on the global burden of cancer. The programme will be delivered by world leaders with internationally renowned research groups at the forefront of inflammation, cancer and immunotherapy research across three leading European universities: University of Murcia (Spain), University of Rouen Normandy (France) and University of Ferrara (Italy). The teachers will also include clinical staff who are involved in the delivery of immunotherapy to patients, as well as in early phases of clinical trials for the study of novel immunotherapy approaches as chimeric antigen receptor T cells. For these goals, ICI will have key non-academic collaborations with hospitals, research centres and industry