<< Background >>Europe continues to be impacted by restrictions brought on by the pandemic and as has described in the results of an international survey “Career guidance policy and practice in the pandemic” (Cedefop; European Commission; ETF; ICCDPP; ILO; OECD; UNESCO (2020), this forced most guidance professionals to offer their services online and after the initial lockdowns, 51% still offer their guidance services partially online. Digital tools and the provision of services in an adaptable form (online, hybrid) is a necessary part of guidance services moving forward.In June of 2020 Cedefop made a release which highlights the risk to gains against Early School Leaving made around Europe in the face of the Covid-19 crisis. The Cedefop’s ambassadors for tackling early leaving from education and training call for further support to address the needs of learners at risk and ensure their equal access to quality distance learning. The Pledge project responds to this call by offering a model for gamified online model of academic and career guidance for young people to support young people online in education as they transition to other stages of education and pathways. The Pledge Project results offer structured and tested online, gamified guidance activities for schools to develop Career Management Skills, a student-centered CMS Assessment Tool and training for teachers and guidance practitioners.Students face challenges and disorientation or misguidance. Elements that can contribute to this are, to name some are: globalization, technology and its evolution, rapid changes in many business sectors, crisis and negative context generated by Covid-19. The Pledge Project anticipates their future, anchored in a today that will be their past.The Pledge Project proposal takes into account both the psycho-pedagogical and guidance aspects, providing active learning methodologies, which put the student at the center of learning and impact their motivation, as well as the current reality of schools and teaching staff. The potential and impact of the use of technology in the orientation process has also been considered, prioritizing those technological resources that the educational community - students, teachers and families - currently use. And we propose learning in and with emotion, using gamification to motivate students to participate actively.<< Objectives >>The main objective of the Pledge project is to develop an online school guidance program that is solid, with foundations and attractive to users, encouraging them in the decision-making process, it is an adventure in which guidance is accompanied to give you the tools and resources you need to deal with the different transitions. It works from the idea of ​​empowering students to make decisions. In the project, a whole series of gamified activities and actions will be put into practice, in which orientation towards making use of digital tools will be carried out. It is about offering guidance services for students to improve skills related to career management as well as to accompany them in transitions throughout their lives - life-long and life-wide skills necessary to navigate their educational and professional pathways. The objectives of the project are:- Offer and allow easy and equal access to online gamified counseling activities, having a structured format for students and families. To develop the competences that promote the evolution of the individual. - Empowerment and autonomy in decision-making. Promote through the project that students acquire the necessary skills for decision-making as well as skills related to career management.- Help all students improve skills and competencies for transitions. Learn to make decisions and manage transitions throughout life.- Accompany in the construction of the life and professional project and in the management of the professional career: o It is not about specific interventions at specific times o It is a continuous process o Allows people to determine their skills, competencies, interests, etc. o It is a continuous process that is defined through training, personal and professional decisions o It is a comprehensive project. Personal aspects, training offer and professional opportunities come into play.<< Implementation >>The Pledge project will created gamified collection of guidance activities for guidance and advice for young people (school education) to develop career management skills. And the Pledge partners will also develop a pre and post assessment methodology and tool which makes the student an active participant in the evaluation and will finally, create a training programme for guidance professional in the gamified methodology of online guidance provision and development of career management skills. and putting the student as an active participant in the evaluation.<< Results >>At the conclusion of the Pledge Project the expected results and outcomes are:An online school guidance programme; A student oriented Career Management Skills Assessment tool; A Training Module for teachers, guidance practitioners and other educators; 160 students and guidance practitioners who participated in the Pilot Action of the Pledge Programme and CMS Assessment Tool; 60 teachers and guidance practitioners trained in the Pilot of the Pledge Training Module, 110 participants in the multiplier events of the project;and a total of at least 200 education professionals participating in the project activities to develop the Pledge resources.

Tackle is the collection of tools necessary to complete a task as well as the verb to mean the determined effort to deal with a complex problem. The TACKLE project does both of these - it provides a digital toolbox for schools to tackle Early School Leaving and disadvantage through guidance. The digital tools will support schools in evaluating their services and work to assure that, despite the additional pressures on schools within the Covid-19 crisis, they are prepared to tackle disadvantage and early school leaving. The pathways to education, training or access to the labor market by young people who are finishing school and young people in school who are at risk of Early Leaving, must be accompanied with quality guidance services because many connections have been broken as a result of the current Covid-19 crisis.According to Eurostat, the proportion of early leavers from education and training in the EU in 2019 ranged from 3.0 % in Croatia to 17.3 % in Spain . In the TACKLE partnership countries great progress has been made in reducing Early School Leaving and meeting the 2020 benchmark goal. In 2010 the proportion of early leavers in Spain, Italy and Greece was 28.6%,18.2%, and 13.5% respectively compared with 17.3%, 13.5% and 4.1% in 2019. A 2010 Cedefop report by its ESL ambassadors altered that marginalized and vulnerable learners especially are more at risk for disengaging and dropping out and that actions are needed to support students and schools so that the progress made prior to the Covid-19 pandemic in the early leaving from education and training should be sustained and strengthened. As a result of the Covid-19 crisis in Europe, the need for guidance services, monitoring and support in schools for their students is even more urgent. According to a June 2020 study by the Bertelsmann Foundation, the challenges for guidance in times of Coronavirus have been and will be to continue to offer support and follow-up with students and their families despite the conditions and the needed digitalized of guidance and the increase of access to guidance resources overall.The objective of this project is to develop digital evaluation tools for Secondary schools to self-evaluate their academic and career guidance program, to develop an academic and career guidance plan to tackle new challenges and offer an online training module for teachers, guidance practitioners to work with the TACKLE Toolbox and to support teachers in their role to support students, with digital tools and resources, in this unprecedented time. The TACKLE project activities by the numbers:- 1 online school guidance diagnostic Checklist- 1 Guidance Action Plan and Resources creator- 1 Training Module for teachers, guidance practitioners and other educators- 3 contexts - Spain, Italy, Greece- 5 partner organisations- 75 schools participating in the Pilot Action of the Toolbox- 65 teachers and guidance practitioners trained in the Pilot of the TACKLE Training Module. - 45 participants in the multiplier event of the project- A total of at least 200 education professionals participating in the project activities to develop the intellectual outputs.The methodologies that will be used to develop these tools and achieve the planned results are participatory - involving the professionals on the groups in secondary schools as well as the broader school -business community through focus groups or an expert review and validation process. The desired impact of the TACKLE project is for the schools using the TACKLE toolbox to provide career education and guidance activities that support transitions to further education, training and work from Secondary Schools and to tackle Early School Leaving with a coherent and school community-wide guidance action plan implemented by trained professionals. The current coronavirus crisis makes more urgent the need to ensure that schools and educators continue and strengthen their academic and professional guidance plans and resources in support of the transitions, decision-making and pathways of their students, but the need for these tools does not end with the pandemic. The TACKLE toolbox will relevant for schools to employ beyond the pandemic and to strategically implement guidance actions, be guiding schools, that tackle the complexities and supporting their students on their education and training pathways.

The Keyway project aimed to support the evaluation and evidence-based reform and design of guidance policies and services by developing the Keyway set of tools for guidance organizations to measure the impact and results of their guidance services. The Keyway project connected guidance organisations and services to Key Performance and Impact Indicators. The Keyway partnership made up of diverse organisations within the field of school education and guidance (a university, a Provincial Council, research and training organisations and organisations directly providing guidance services), built upon the existing research to develop a methodology and tools to promote the practical collection and analysis of evidence indicators related to the impact and results of academic and career guidance activities. To do so, the Keyway project involved more than 250 education and career guidance professionals, both internal and external to the Keyway partnership. The Keyway partnership actively involved academic and career guidance practitioners within the project through quantitative and qualitative consensus methodologies to develop its products. In this way, the Keyway project not only succeeded in bringing together the experience in the field from the 4 countries represented by the partnership, but also additional academic and career guidance professionals and experts. The Keyway project provides tools to guidance practitioners so that they know how and why they should invest within the analysis of the impact and results of their guidance services and are better prepared to provide evidence to policy and budgetary decision-makers. The Keyway project identified and analysed the diverse areas of impact that guidance activities have on the lives of citizens with the result of the Keyway Conceptual Impact Map. The project partnership then went on to define Key Indicators of Performance and Impact (KPIs) based on desk research and consensus methodologies. These indicators (defined and supported with bibliographic references) give guidance services the needed measures to evaluate and valorise the services they provide. Finally, the project developed a Methodological Guide to support guidance services as they begin to carry out performance, results and impact evaluation with the Keyway tools.The project had the objective of consulting and incorporating the opinion of at least 40 external school education guidance experts through consensus methodologies in small group sessions and an online consultation process - in total the project involved more than 60 experts in this role. The involvement of these experts supported the quality and applicability of the activities and intellectual outputs of the Keyway project. The Keyway tools has succeeded in bringing forward the research in the field and making it available at the operational level through the Keyway tools to promote modern, dynamic and efficient guidance systems within school education.The Keyway project gave guidance services specific tools to begin the evaluation of their performance and impact. The project tested the tools specifically with professionals from 8 organisations, but also presented and contrasted first impressions of the resources with more than 120 professionals through the multiplier event practical seminars. The longer-term benefits of the project can also be seen through the innovation and incorporation of the Keyway tools and methodology within the training programmes of the project partners which directly affect school education and guidance professionals at the local and regional levels.

<< Background >>It is widely accepted that climate change and environmental degradation are an existential threat to Europe. Relevant policy initiatives and actions target the need to create awareness of sustainable development among people around the world and to promote a healthy lifestyle in response to research evidence supporting the growing connection between environmental issues and individual human behaviour and attitude. Yet, awareness-raising alone has proved insufficient as the value-action gap still persists across the EU. It seems that Europeans, even though, they think that climate change is a serious problem in their country which is impacting their lives, they display lower or little commitment to change certain behaviours and habits. These social patterns negatively affect the perspectives and habit formation of children, whose environmental attitude and behaviour starts to stabilize and consolidates, according to research, between 10 to 14 years old.Therefore, children’s pro-environmental attitude and behaviour need to be proactively addressed in order for them to become true change agents, adopting sustainable individual habits, preferences and lifestyles as early as possible. They need to be aware about environmental and climate change challenges and equipped with the necessary tools that enable sustainable individual preferences, consumption habits and lifestyles. Investing in children’s education regarding sustainability is viewed as a promising public investment, including their contribution to a sustainable development of societies.Based on these, GreenGame aims to support children to engage in pro–environmental behaviours and to achieve an environmentally friendly lifestyle by establishing an enhanced degree of motivation, willingness, autonomy and commitment. Its objective is to develop innovative and creative activities to enable pro-environmental behaviour in children and to support educators in delivering competence-based teaching approaches and developing sustainability competencies.<< Objectives >>GreenGame will develop targeted interventions to promote pro-environmental behaviour in school children (10-14 yo), mainly based on the processes of self-regulation and self-control, and facilitated by new technologies. The aim is to support children to engage in pro–environmental behaviours and to achieve an environmentally friendly way of living, by establishing an enhanced degree of motivation, willingness, autonomy and commitment and to assist teachers in stimulating pro-environmental behavior to their students. The project intends to develop: a. psycho-education program on development of pro-environmental behaviour based on mindfulness and awareness raising interventions, material and activities, enhanced by advanced ICT technologies and b. a pro-environmental behaviour serious game which will include empowerment and motivation enhancing interventions for habit formation and change, focusing on linking individual behaviour change with overall social benefit.<< Implementation >>Activities that will be implemented in order to achieve the results of the project are the following:-Development of PR1: GreenGame Psychoeducation program on development of pro-environmental behavior, through the realization of: a best practices and pro-environmental actions research (PR1/A1), the development of Training content – activities (PR1/A2), the organization of focus groups and first draft version of the program (PR1/A3), the online teachers’ training –webinar (PR1/A4) and the Piloting training program & final release (PR1/A5).- Development of PR2: Pro-environmental behavior serious game, through the realization of: the content creation of the game (PR2/A1), the setting up and adjusting game environment (PR2/A2), the internal testing (PR2/A3), the implementation of fixes and suggestions for improvements and introducing translations (PR2/A4) and the testing with target groups and final release (PR2/A5)- Development of PR3: GreenGame handbook for children and GreenGame companion for teachers, through the realization of the 1st version of the companion and handbook (PR3/A1 &2), the testing of both (PR3/A3) and the final version of both (PR3/A4 & 5).Apart from the implementation of activities that lead to the production of the PRs, other important activities that will be implemented for the success of the project are: A1. Day to day management of the project which will include daily communication with partners, monitoring of budget spending, preparation of reports and other needed tasks. It will also include preparing meeting agendas, organising meetings and writing minutes from the meetings, virtual management meetings. A2. Day to day dissemination and exploitation which will include overlooking realisation of dissemination strategy, constant updates of the dissemination plan according to the changes taking place in the project environment, building networks of stakeholders and maintaining contact with them, evaluation of dissemination activities and received feedback, creation of project visual identity elements, monitoring that the project website is up to date, creating social media accounts and maintaining them, preparing dissemination reports. A3. Systematic quality assurance, monitoring and evaluation of work which will include realisation of strategy included in the Monitoring and Evaluation Plan, preparation of tools (questionnaires via internet or in paper form for multipliers) and their distribution, gathering feedback and preparing reports and recommendations. A4. Website creation and maintenance. The website will be the main point of information about the project and place from which all the PRs will be accessible.A5. News items, in order to inform target groups and wider audiences on the results and the different stages of the project.A6. Sustainability plan - the draft will be prepared at the beginning of the project, then updated and ready at the last month. It will contain country specific opportunities for sustainability<< Results >>The project results that GreenGame intends to develop are: a. psycho-education program on development of pro-environmental behaviour based on mindfulness and awareness raising interventions, material and activities, enhanced by advanced ICT technologies, b. a pro-environmental behaviour serious game which will include empowerment and motivation enhancing interventions for habit formation and change, focusing on linking individual behaviour change with overall social benefit and c. guidance and description material on the serious game both for teachers (companion) and children (handbook).Apart from substantive results being inseparable elements of Project Results, the project will also develop the following tangible outcomes:1) Project visual identity items including logo, website, document and presentation templates;2) Social media profiles;3) Leaflets, news items and relevant sharing and promotion material;4) A project management manual including Activities and timeline, Results and outputs, Communication and dissemination, Evaluation, Budget, Reporting and Risks.5) Sustainability plan.Intangible results concerning target groups, relevant stakeholders and partners will be: a.Exercise and development of pro-environmental behaviour in children;b.Increased knowledge and awareness of the merits of an environmentally friendly lifestyle through informal learning;c.Experiential engagement of children with innovative and creative activities;d.ICT and digital skills in children enhanced through the interactive online serious game;e.Facilitators’/teachers’ skills supported in developing sustainability competencies, participatory education, blended-learning and competence-based teaching methods and tools;f.ICT and digital skills of facilitators enhanced through the webinar and the digital companion developed;g.Through the continuous sharing and promotion activities, schools and general public are more aware of the importance and potential of pro-environmental behaviour and sustainability competencies as well as creative, competence-based activities as a learning tool/approach.

The Cultura Universalis project intends to develop and practice a collection of creative culture-based activities workshops and an interactive online game to enhance intercultural competence and prosocialness through art in children aged 7-14. Globalization has brought a wide range of cultures in closer contact than ever before while Europe itself is a context of great cultural diversity. Yet, evidence shows that there is a widespread lack of intercultural competence (IC) and prosocialness both in national educational curricula and the general population, as well. This is emphatically confirmed by the general social tense on immigration and social inclusion issues. Since research confirms that IC and prosocialness are to be developed early onwards our main target group is pupils 7-14 years old, so as to provide them with skills and cultural incentives which are not easy to develop otherwise. In this context, arts and culture serve as multipliers in achieving our objectives and as a means for ensuring children’s attentiveness. Approximately 250 students and 100 teachers will be involved directly in the development and testing of the outputs, while the results of the project will be disseminated to more than 9800 persons through multiplier events (200), social media (800) and further dissemination activities (8800). Activities supported from the grant for Project Management and Implementation are the day to day management, dissemination and exploitation, the systematic quality assurance, monitoring and evaluation, the creation and maintenance of website, the creation of project visual identity, Leaflets, News items, a project management pack and a sustainability plan. The Cultura Universalis project foresees the development of 3 Intellectual Outputs. IO1 – a Training Programme for Intercultural competence enhancement through arttargeted to pupils, including also a webinar for teachers on the training methodology and implementation. The content of the training will be based on various forms of arts. IO2 – an interactive game, aiming at testing the knowledge acquired during the Training programme and furthermore teaching/testing attitudes, beliefs and enhancing students’ prosocial skills towards their peers with diverse characteristics, origin and religious background. IO3 - a digital handbook for children and a digital companion for teachers aiming at providing them with guidance before gaming, assisting them during gaming, and also including additional creative activities for intercultural competence improvement.The progress, quality and achievement of project activities will be monitored in accordance with the Management Plan, Dissemination Plan, Quality Assurance & Evaluation Plan and Risk Management Plan by the Coordinator in close cooperation with all partners, while quality of the intellectual outputs will be managed by each leading organisation, thus CI in the case of IO1, AHE in the case of IO2 and ISON in IO3, with all partners’ collaboration as well.All developed in the project results will be available as Open Educational Resources in the seven languages of the partnership, apart from English. The Consortium is built of partners from a variety of geographical and professional backgrounds to ensure the successful implementation of this multilevel project.Among the main expected results of the project are the exercise and development of intercultural and prosocial competences in children, to increase their knowledge and awareness of Europe’s cultural heritage through informal learning and to actively engage them with various forms of art and the interactive online game. Moreover, facilitators/teachers are expected to develop their skills in participatory education, blended-learning and competence-based teaching methods and tools. Accordingly, the expected impact on children is to increase their knowledge about their own as well as others’ cultural background and their creativity while cultivating their intercultural and prosocial competencies and exercising their digital skills. Teachers, through their involvement, are also expected to increase their intercultural, prosocial and digital skills. More importantly, teachers, relevant stakeholders and the general public are expected to acquire knowledge on participatory, culture-generated, and art-based teaching methods and tools which can be used later on.