<< Background >>With schools closed for long periods of time to slow the spread of the coronavirus, principals are leading their school communities into the uncharted territory of distance learning. School leaders must support teachers figuring out how to translate classroom curricula into engaging virtual lessons, and ensure that all students from a cultural diversity perspective—including those with limited access to resources such as students with migrant background—continue learning and connecting with their teachers and peers. In addition to handling questions from teachers related to taking lessons online and troubleshooting tech issues, it’s important that school leaders also take on the role of chief information officer and distance learning counsellor for the school community with special focus on those in vulnerable situations to avoid the early school leaving.In this context, and in line with the Digital Education Action Plan (2021-2027), which outlines the European Commission’s vision for high-quality, inclusive and accessible digital education in Europe, school principals need up-skilling in online & inclusive intercultural education leadership. To this end, the e-PRI4ALL partnership aims to develop an innovative programme to guide the development of digital pedagogy and expertise in the use of digital tools for teachers, including accessible and assistive technologies and the creation and innovative use of digital education content by handy OERs for primary school principals to improve their skills in areas such as: online & intercultural inclusive pedagogy with special focus on vulnerable students, (age diverse) digital skills, motivational strategies for e-learning, digital tools for designing learning materials, reinforcement of parental involvement in the distance learning process, distance learning management and school community counselling from a intercultural perspective.<< Objectives >>In line with the Erasmus+ Programme and call priorities, the e-PRI4ALL project objectives are:OBJ-1. Develop up-to date evidence-based learning outcomes to support training for primary school principals in online intercultural inclusive education leadership.OBJ-2. Enhance open access of primary school principals to original curricula in the form of Open Educational Resources (OERs), Massive Open On-line Course (MOOC) and mobile game-based application.OBJ-3. Address diversity in relation to the access and use of online learning pedagogies by all, and in particular by under-represented groups such as students and families with migrant background.OBJ-4. Support the use of the European frameworks on digital competences of educators and organisations by developing OERs, and free open-source educational software, such as the School Education Gateway or eTwinning.Target groups-Primary school principals (and K-12 education leaders in general)-Academic institutions responsible for the training of school principals-Education experts and VET providers-Sciences of Education students-Education policy stakeholders<< Implementation >>-Evidence based learning outcomes for primary school principals to address the emerging skills' gap in online, digital and inclusive learning.-Innovative OERs (learning units, materials and specifications) compiled in a digital open manual.-Massive Open Online Course for Primary School Principals in online & inclusive education.-Mobile game-based pedagogy for primary school principals to get self-paced, handy and open access to training in online & inclusive education.-Curricula evaluation and validation by the project target groups. -Four national workshops in Spain, Italy, Poland and Greece to promote, pilot test and evaluate the e-PRI4ALL OERs and pedagogy.<< Results >>OVERVIEW OF PROJECT OUTCOMES, ACTIVITIES, AND EVENTSThe following list provides an overview of the outcomes, results and multiplier events of the e-PRI4ALL project:1. Sector-validated learning outcomes for primary school principals to address the emerging skills' gap in online, inclusive intercultural education leadership (R1).2. Innovative OERs: learning units, training materials and integration guidelines compiled in a digital open manual (R2).3. Massive Open Online Course for primary school principals in online and inclusive education (R3).4. Mobile game-based application for primary school principals to get self-paced, handy and open access to training in online & inclusive intercultural education leadership (R4).5. Evaluation of the developed OERs by the project target groups (R4).6. Four national workshops in Greece, Italy, Poland and Spain to promote, pilot-test and evaluate the e-PRI4ALL project results (E1-4).Results supporting project management and implementationThe following results are expected to: a) facilitate project management and implementation, and b) assist in the monitoring and evaluation of project outputs.1. Progress and final report: Each annual report will provide a thorough overview of project progress, achievements, revisions, and deviations (if any), including delivered outputs and supporting evidence. (UAL: M13, M24).2. Quality assurance plan: Operational definition of quality assurance and risk mitigation processes and tools (e.g. template forms and checklists), partners' roles, and communication & naming conventions. (UAL: M1).3. Quality assurance reports (twice a year): Presentation of the evaluation results of project activities, outputs, and events, as well as the risks encountered and corresponding actions taken (if any). (UAL: M7, M13, M19, M24).4. Impact analysis report: a) presentation of the methodology applied during the project (depending of type of actions), and b) rolling impact assessment of project activities. (UAL: M13, M24).Results supporting dissemination and sustainabilityThe partnership will deliver tools and materials for the dissemination of project activities and outcomes. These results will be addressed to a transnational audience, in order to: a) inform, promote, and build a solid case for the uptake of outputs by sectoral stakeholders, and b) stimulate the cross-sectoral adaptation of outputs and/or the development of corresponding materials in the field of training and education. To this end, all results related to dissemination will take into account intercultural considerations, and will be available in the partnership languages.1. Project website: One stop online access to all project outputs and resources, facilitating all target groups and stakeholders in comprehending, assessing, and adopting e-PRI4ALL results (DANMAR: M1)2. Direct e-mail campaign: Addressed to target groups and stakeholders all across Europe, aiming to inform, motivate, and promote involvement in project activities (All: M1-M24).3. Online social media pages, videos, and presentations: These tools aim to extend the reach of dissemination efforts by exploiting the appeal of new media, especially to those not reached by other project dissemination activities (All: M1-M24).4. Printed materials: Brochures/flyers and posters to provide concrete information during project and third-party training, dissemination, and networking events (All: M2-M24).

SAFE project was carried out by four organizations in Turkey, Portugal, Spain and Poland Cooperation. Project was completed successfully by the cooperation of organizations which are providing adult training and ICT solutions. Nowadays, the importance of technology adaption in education is increased due to rapildy developing technology. With this rapid development, computers have shrunk into our pockets and smart phones have become an indispensable part of our lives. The aim of the SAFE Project is to develop digital skills of adult students and teachers and making trainings more qualified. Within this scope, project partners conducted a extensive research regarding mobile applications by checking all the existing applications and results was shared with the target audience. This posts are shared on www.smartapps4you.eu website and social media accounts. For the trainees who had no previos experience of using computers, a variety of online courses were taught in order to provide a different learning concepts. First, “Mobile application development” course for the trainers which was held in Poland. After that, those trainers started to teach this course in their own countries for other trainers and adult trainees. The questionnaires were developed and applied to the trainees in order to determine the readiness levels of the trainees before the trainings. Within the scope of this courses, 160 adult trainees and 183 trainers are trained.Within the scope of “intellectuel output”, 25 mobile applications are developed which are used for adult trainers and uploaded to Google Play Store and project website. For better project outputs, cooperations made with universities and meetings, workshops were held as well as brochure and poster preparation. During the project, 30 dissemination events were held. At the end of the project process, partner organizations also announced project to their local organizations. Project was completed with a final event where the project activities were introduced, the use of technology in adult training was discussed, new ideas were put forward and good practices were also shared.SAFE Project can be considered as an original project as a result of working in a current and needed area and it is also thought that it will lead to new projects in this field.

"""DigiCulTS - Digital Culture for SMEs"" is an innovative approach to support Small and Medium Enterprises (SMEs) up to 50 employees to find their place in the digital society. Digitalisation as an transformation process meets all aspects of life. It changes our concepts of the individual, of reality, time, the possibility of representation, the archives of memory. It influences our attitude to hierarchies, community, transparency and work life balance. In this societal shift ""digital competence is a key transversal competence that means being able to use digital technologies in a critical, collaborative and creative way"" (DigComp into Action, 7). To intensify this reflexive perspective on the digital transformation this project links basic digital skills to a more philosophical, cultural studies point of view. In the context of the scientific ""cultural turn"" transversal competences will be re-embedded in culture and society (Karl Polanyi: The Great Transformation).DigiCulTS will put the emphasis on the cultural and educational aspects of our digital society focused on SMEs up to 50 employees. In reference to the ""Digital Education Action Plan"" COM (2018)22 and to the ""European Digital Competence Framework"" of ""JRS science Hub"" (e.g. Dig Comp, DigComp in Action, DigCompOrg, DigCompEdu, EntreComp, DigCompConsumers) we will point out, that ""digital skills development is inherent to the success, employabilty, creativity and prosperity of every individual"" (DigComp into Action (2018), 7), if it is cultural reflected.SMEs up to 50 workforces are challenged by the ""Digital Revolution"" in a very specific way: on the one hand new technologies offer new business opportunities, (almost) independent of size and place to any enterprise. On the other hand resources for change processes and research activities to implement competitive products and services often are lacking. Changes, chances and challenges are obvious. But how to find the right way to digital future?ResultsAgainst this background our project will support SMEs by the ""DigiCulTS_Package for SMEs"" comprising 3 Intellectual Outputs:O1 - DigiCulTS_Diagnosis (assessment tool); O2 - Digital_Culture (online course: curriculum; learning platform); O3 - DigiCulTS_Guide (OER and content development).They will help to reach followingObjectives1) Identification of digital skills by an assessment tool, 2) Improving awareness of digital culture by an online course and 3) Finding a pathway to strengthen the strength or improve weaknesses in digital competences through a digital guide with access to Open Educational Resources (OER)Target groups A) Management - individual level (competences)and organisational level (structure & strategy); B) Staff - individual level (competences) C) Job candidates, seasonal workers (individual level); D) Stakeholders.MethodologyO1 - DigiCulTS_Diagnosis is an assessment tool including an automatically generated report describing transversal (including digital) competences. The methods used are: desk research, matrix analysis, qualitative interviews, online questionaire; programing,testing, feedback loop. The innovation is to use the framework of DigiComp 2.1 and other ""European reference framework""-tools for a taylored ""Package Digital Culture for SMEs"". DigiCulTS_Diagnosis will define the digital profile of a business as an organisation and for individuals. Managers as employees get a SELFIE of themselves. For job seekers and seasonal workers the results of DigiCulTS_Diagnosis can be part of their portfolio or Europass enhancing their chances on the job market.O2 - Digital_Culture will develop a curriculum for an online course, accessable by the DigiCulTS_website. Implementing a learning platform (e.g. moodle) it is open for future developments. Modular learning units will be created as creative commons in different designs (text, audio, video ...). O3 - DigiCulTS_Guide will offer E-Learning Courses (MOOCs, OER) related to the results of O1 and O2. Next to making use of already existing open educational ressources and online education programs, the project consortium will add to the pool of already existing open education resources. They will create several open educational resources based on project results. The overarching goal of the DigiCulTS OER is to support a digital culture and digital competences among SMEs. Benefit and Impact""DigiCulTS_Package for SMEs"" will be accessable by the projects and partners website and can be used by social partners and other associations for free. It fosters participants digital competences and raises awareness for digital culture.PartnershipSMC Study and Managment Center Saalfelden (AT) www.studienzentrum.at; Sea Teach (ES) www. sea-teach.com, Danmar Computers (PL) www. danmar-computers.com.pl, Danube University Krems (AT ) www.donau-uni.ac.at and Militos Consulting (GR) www. militos.org are well-experienced in projects at different levels (SMEs, ICT, Edu)."

Hate targeting specific groups of people is realized in both speech and action. It is grounded on ideology and prejudices that are modified culturally and are enforced in everyday interaction. There are different forms of hate, from mild hate speech to violent hate crimes. Hate speech covers many forms of expressions which spread, incite, promote or justify hatred, violence and discrimination against a person or group of persons for a variety of reasons. It poses grave dangers for the cohesion of a democratic society, the protection of human rights and the rule of law. If left unaddressed, it can lead to acts of violence and conflict on a wider scale. In this sense hate speech is an extreme form of intolerance which contributes to hate crime. While there are not recent data for hate speech in an EU level we have data from the reported cases of Hate Crime. According to the latest data from the website of the Organization for Security and Cooperation in Europe the hate crime rate in some countries is worryingly increasing. In Austria in the yearly Anti-Discrimination report the hate crimes reported to police doubled since 2014, also a reason that V-Start a DG Justice co-financed V-Start (Victim Support through Awareness Raising and Networking). In Greece the hate crime reported cases has been tripled in 2017 and in Italy, Poland it increased significantly from 2015 and onwards. Since the connection between the hate speech and hate crime is being identified there is a need for working in the prevention and reduction of the Hate Speech phenomenon.The Internet has opened up new ways of saying things, and it has opened up new avenues to say them to more people. The constraints, however, on what we can say online are far fewer than those which exist offline: we can say things over the Internet that we would not dare to say in public in the ‘real’ world. In many online platforms, anonymity allows people to make hurtful comments on the internet without facing accountability, unlike in many situations in real life.Dealing with Hate Speech has different levels of actions, legal approach to the problem, monitoring activities and finally the education, prevention and capacity building for various social actors, including, youth workers, teachers and young people themselves. Youth workers can heavily contribute in the prevention level and increase their capacities in dealing with hate speech online and offline themselves as well as to empower young people to become active in campaigning against online hate speech, racism and cyberbullying as well as offline. Hate Busters: Youth against Hate is a 24-month project that includes 5 partners:an NGO from Austria, a Lifelong Learning Center from Greece, an international NGO from Italy, an NGO from Denmark and an SME from Poland and aims to equip youth workers and young people with skills on recognizing, dealing with hate speech online and offline and empower them to work further for preventing the causes that lead to this dangerous phenomenon, by connecting more the offline –“real-life” behavior with the online behavior and the real life impact that online hate speech and cyberbullying have on individuals.Project target groups are:-youth workers, trainers, educators, teachers and NGO members-young people, with special focus on young people at risk of marginalization and of migrant background Project results and activities:C1: HateBusters TrainingIO1: HateBusters Guide: how to build a bottom-up campaign against HateIO2: HateBusters Awareness ToolkitIO3: HateBusters AppFor the production of these results we intend to use non formal and human rights education methodology,mindfulness and self responsibility theory. Hatebusters’ objectives are to:-develop and disseminate tools and mechanisms (a guide, a toolkit and an app) for youth workers and young people for recognizing, identifying and classifying hate speech online and offline and its various forms and components such as discrimination, segregation, racism, bullying, cyberbullying, violence and its impact among young people-equip youth workers and young people with the know-how, tools and methods for building a bottom-up campaign against the perceiving problem of hate speech-raise awareness of the importance of human rights online activism and youth mobilization and support young people’s sense of initiative in the social field and the combat against hate speech-open up youth work to cross-sectorial and transnational cooperation across the field of youth and enhancing youth workers capacities in preventing racism and intolerance among youthThe HateBusters will have 305 direct participants from both target groups in its activities (TPMs, multiplier events, training activity, local focus groups) and through its products aims to reach 300 youth workers and 1000 young Europeans in order to create HateBusters multipliers and contribute to a less hateful, more diverse and accepting Europe.

<< Background >>The damaging effects that humans have on the environment has been shown and proven over and over. In fact, the recent coronavirus pandemic has clearly demonstrated how well our environment does when human destructive activity is reduced. Despite the obvious negative consequences of COVID, a clear positive side-effect was that most people became aware of how we are all interconnected. Especially with nature.As countries try to open up again, it is the perfect time to reconsider the importance of addressing global environmental issues. One of the main pillars of our society is education. It is, in fact, within the educational system that changes can be made in order to approach environmental sustainability, through tangible changes. Our project, PESEs, aims at raising awareness on important environmental issues that need to be addressed. It aims to have a ripple effect, where students who take part in our project continue the process of educating their families and friends. All partners in this project undoubtedly believe that we need to address environmental sustainability in our schools. Specifically ELC, a group of schools having first-hand contact with kids, felt the genuine need for students to truly understand environmental issues such as climate change, the circular economy model (reduce, reuse, recycle and refuse adverse practices). Younger generations are the future, if we expose them to these important environmental issues from a young age, get them involved, ask them to tell us THEIR stories, it will increase the chances of a shift in paradigm, to empower them and make them feel they are important players to improve the present situation. In fact, these young students will be future parents, stakeholders, perhaps even policy makers, and it is our mission to face this challenge in a constructive, positive way.<< Objectives >>The main, long-term goal of the PESEs is to introduce environmental sustainability in the school curricula, and make it a pillar of their education, which will in turn have a direct positive impact on the environment. We propose to create a hidden curriculum that can be integrated into their formal one, into their everyday lives.Our specific desired achievement during the duration of the project is to create a multinational community of people who take an active role in the promotion of environmental change. We want to facilitate the inclusion of environmental sustainability topics in the school curricula; in a way that is fun, interactive, and incites students to keep learning and take responsibility for their actions. One of PESEs’ main objectives is to bridge the gap between acquired knowledge and behavioural (actions) concerning sustainability in the younger population.<< Implementation >>There will be 2 international training activities (LTTAs), several national piloting sessions, amongst other activities aimed at increasing social awareness of environmental sustainability in a school setting. After the initial teacher training workshops on Digital Storytelling (DST), we intend students to produce their own and digital stories related to sustainability and environmental issues. The approach will be motivational and participatory within the school system. Partners will guide and engage secondary school students in the development of digital stories. The main goal is to empower these students to become vectors of this information and educational tools into their homes and their communities. Very importantly, they can also serve as catalysts for actions and social change. We also hope to use a self-generated means for students to voice their concerns, become engaged and seek more involvement from their local (and international) student communities. In terms of sustainability, the project is also targeted at improving the local and social economy and ecology. We will emphasize a participatory, hands-on design process by which students can generate ideas, share their own stories and create small projects. All results and proposals will be hosted and managed in an interactive, multilingual digital platform. This platform will be available even after the end of the project, so that other students, teachers and staff members can keep benefiting from the results of this project long after it is over.<< Results >>Specifically, the main outcomes of this proposal are: PR-1 (a): A METHODOLOGICAL FRAMEWORK for implementation. Presented in the format of an electronic book (eBook), this outcome will include a literature review, analysis and evaluation of the existing educational national examples based on the UN's sustainable development (environmental) goals (SDGs). The learning and training needs for our target groups will set the structure for both of the subsequent intellectual outcomes, PR2 ( a training curriculum with the SD topics), and PR3 ( a Training Toolkit for the resources). PR-1 (b): A LEARNING ENVIRONMENT providing access to the full range of educational resources generated throughout the lifecycle of the project will be set up by ELC and AdM with the help of all partners. It will include access to the eBook and its updates (downloadable), the training curriculum, and the toolkit. The final outcome will thus include a comprehensive compendium of all intellectual outcomes for PESEs, which will be presented in the final conference scheduled for M23 in Madrid, ES. PR-2: A TRAINING CURRICULUM AND SUSTAINABILITY STORIES on sustainability development. Initially, selected groups of teachers from all the partner institutions and associates will be properly trained on the DST methodology, in order to be able to transfer it at a local level. This will be done using one of the two training activities planned (C1). Each partner will previously select local target school student groups and volunteer teachers to guide them through the process of creating their own digital stories on specific environmental and sustainable development topics chosen. This intellectual outcome is one of the central ones. The compendium of personal digital stories will be hosted and organised in an online platform that will offer flexible educational paths for the use of these stories on environmental pollution and sustainable development. PR-3: A PRACTICAL TOOLKIT of guidelines and resources for teachers and practitioners who want to use the materials generated in this project. It is intended that professionals in education have an organised and easy access to the guidelines and tools generated so that they can run DST sessions on their own, anytime, anywhere they may be. All the intellectual outputs will be maintained at least 5 years after the lifetime of the project. Further results are also expected from the 5 national multiplier events and a final conference, all planned at the final phase of the 2-year project. All these results will be integrated into the platform and project network, and as part of the on-going evaluation, a report will also be presented to describe potential improvement tools.