<< Objectives >>As an organization, we want to equip our students with competencies about a healthy lifestyle. We hope that our students will be able to plan and skillfully lead their activities towards the intended goals. They will consciously and critically make their choices that benefit their health. Cooperation with partners will enrich our workshop, which is going to improve the quality of the school's work<< Implementation >>During the project implementation, we intend to implement all comprehensive measures to ensure its success. These are planning, preparation, implementation, summarization, and dissemination. A global approach to the problem presented in the project will be implemented through the selection of appropriate methods and forms of work - trips, workshops, field games, thematic and integration activities, cooperation on the eTwining platform. This will ensure the effective and efficient implementation<< Results >>We expect that the result of our project will be a change in the way students and their families think about (broadly understood) health. We hope that the health condition of our students will improve. We expect progress in key competencies, including information, communication, social and linguistic skills. They will be able to use the acquired knowledge in everyday life, making reasonable choices in terms of nutrition and an active lifestyle.

The rhythm4inclusion project directly addressed the need to promote social inclusion in European Classrooms by developing, piloting and applying an innovative methodology to combine music and dance to promote social, emotional and learning skills of students focusing on mixed classrooms that include children with special needs. The innovative learning approach promoted by the project is the use of rhythm to enhance the students' skills and create an atmosphere of collaboration and respect in the classroom. The project partners have years of experience in using arts. In specific dance and music integration in traditional school curricula. They have also undertaken significant training programmes to enable teachers to use the arts in their teaching practices. This project moved one step beyond to focus on rhythm (both in music and in dance and their combination) and piloted ways to use rhythm to promote student engagement and collaboration while at the same time promote classroom management for effective inclusion of all children in the learning process including children with Special Education Needs.The involvement of participants in the different activities of the project proceeded gradually starting with the participation of the partners’ personnel and selected artists and teachers directly linked to the partners, from the start of the project, and ending with a wide participation of artists and teachers in pre-primary, primary and secondary education during the online training programme of the project that was implemented in the last semester of the project.The project developed a curriculum and implemented an online training programme offering to the teachers the necessary skills and knowledge to promote inclusive learning by using arts and in specific music and dance, secondly by acquiring psycho-pedagogical skills and knowledge that enabled identify the unique characteristics and needs of their students including students with Special Education Needs and build an atmosphere of collaboration and trust in the classroom in an engaging way. The project also promoted the acquisition of digital skills by teachers and developed a Digital Competences Assessment Framework that is inline with current developments on EU level (DigiCompEdu framework).The number of participants in the online training programme organized by the project reached 230. Most of them were teachers in primary and pre-primary education. Furthermore, teachers in secondary education and artists have actively participated. Several participants were teachers in Special Education. During the implementation of the training programme, apart from following the weekly webinars and accessing the training materials prepared by the project partners, the participants were able to discuss the applicability of the rhythm4inclusion approach and how it can enhance their daily teaching practices. Lesson plans that showcase the rhythm4inclusion methodology in the form of rhythmical exercise were developed by participants at the end of the training programme. A final evaluation questionnaire was also distributed to them. The results collected clearly demonstrate the effectiveness of the rhythm4inclusion approach and the need of teachers to use this approach in order to effectively address student inclusion and create a collaborative atmosphere in the classroom while promoting creativity and playful learning that engage students and cultivates important psychosocial skills.An important aspect of the project was its dissemination strategy, starting from the first phase of the project, to reach the greater number of teachers, raise awareness about the project topics and diffuse project results in the wider possible audience. Several dissemination events were organized including a number of multiplier events, one in each participating country and a final project conference organized in Edsbyn, Sweden by the coordinator that was organized as a blended event with local and remote participants, thus extending the possibilities of participation and sharing the project results. Scientific publications and articles in local media and TV reports were another important means of dissemination. Two special sessions were organized with the context of the IMCL 2019 and the IEEE/EDUCON 2021 conferences.

The priority of our project is based on the Convention on the Rights of Persons with Disabilities. Countries should ensure that persons with disabilities have their fundamental right to live at the same level as others. The transition from childhood to adulthood is one of the key changes in personal life because it has a great impact on the life of person and the life of his family. The main goal of life long education of persons with disabilities is:1. Social education - Social rehabilitation - support of self-reliance, independence, self-sufficiency, through development and training of abilities, strengthening habits related to self-reliance and basic social activities,2. Work education - Work therapy - developing work habits and skills related to work and spare time activities under professional supervision with the aim to maintain or develop physical and mental skills and to integrate the client into society,3. Cognitive education - Alternative communication, aid with expressing the clients’ thoughts, exploring the world, time perception, memory work. Project team members are working with young people and adults, supporting and helping them to become more independent. They are trying to find better approaches to lifelong learning through alternative methodologies and ways to engage parents in this process. Furthermore, the project team members are trying to work with other institutions, and therefore share experiences with other professionals. Each country has different experiences with alternative methodologies in lifelong education , therefore it is very important for them to meet transnationally. Participants are employees of special schools, social institutions, sheltered workshops with years of experiences, who work in direct contact with young people and adults every day. They are engaged in day-to-day training and participating on creating their own individual plan that respects their needs. Quality of education is conditioned with quality professional training of educators. The main outcome of the project will be the recommendation of alternative methodologies: art-therapy, music therapy, ergo-therapy, hydrotherapy, hippo-therapy and alternative communication, supporting the development of gross and fine motor skills and cognitive functions. New innovative learning processes will help improve the quality of education for people with disabilities - helping them to be independent and being part of the community - social inclusion.Getting new approaches and learning processes will help improve the quality of lifelong education by the standards of each organization and strategy of the European Union that aims to improve the position of people with disabilities in society. We expect participants to introduce and bring new innovative methods and practices in the field of education for people with disabilities, bring the flexibility of teachers' thinking, especially in the search for new ways of education and problem solving. Willing to cooperate and share new insights through internal seminars in partner ´s countries and online material that will be offered to the professionals , families and lay public. Our on-line material with recommendations for alternative methodologies in education will be available on each partner organization´s website for free.

The description is in English.

"Adult education is the key to sustainability and prosperity of society in future. In order to help adult learners to be self-directed in their development, meet the requirements of the labour market, discover new jobs, cooperate on international level, we should start with the educators and contribute to extending and developing their competences. The project partnership is represented by five organisations, working in the field of adult education: EDUCRAFTOR, Finland; L.C. EDUCATIONAL, Cyprus; Ljudska univerza Jesenice, Slovenia; Sintagmi, Italy and Vestifex Adult Learning Centre, Estonia (the project coordinator).The objectives of the project team:1. To make a foresight for adult education in 2035 including overviews of the researches made worldwide and recommendations for adult educators (IO1)2. To work out a e-learning course for adult educators ""Competences 2035"" with overview of all the main competences listed in future forecasts and focus on specific competences for adult educators according to the partners' backgrounds and experience (IO2). The selected competences are: Personalised learning and holistic teaching (approaches of adult educators) - Vestifex Adult Learning Centre, EstoniaInnovation and design thinking (creation of new content by adult educators) - Educraftor, FinlandActive learning and learning strategies, including unlearning and relearning (providing learners with a key for individual success) - LCEducational, CyprusEducation for social entrepreneurship and community health (competences to support learners for a sustainable society) - Sintagmi, Italy The first two groups of competences are connected first of all with adult educators' profile, the third - with learner's development on individual level and the last one - with learners' influence on society. 3. To create a validation tool for the adult educator's competences listed above (IO3). The responsible partner is Ljudska univerza Jesenice from Slovenia, which has a centre for validation of informal knowledge. They carry out procedures for adult educators learning validation and develop approaches for the monitoring and evaluation of key competences.The project participants are 2 team members from each partner institution. They were selected at the preparation stage of the project and contributed to development of the project application. There are 10 persons involved in total. They are all adult educators.In order to develop an effective project the partnership has planned the following activities (apart from the local project work):1. Kick-off meeting at Cyprus: team building, working out a detailed methodology and activity plan, distributing responsibilities.2. Short-term joint staff training event in Finland followed by the local development work: collecting best practices of innovation and design thinking, sharing experiences and challenges, learning from each other and competence of the host country, designing foresight for adult education in 2035.3. Short-term joint staff training event in Italy: sharing the materials used and putting the e-course together using each partners' results and the feedback received from the team.4. Short-term joint staff training event in Slovenia: sharing and learning on how to support learning of adults (approaches and tools), presentation of the validation tool (prepared by Slovenian partners), discussion and updating if necessary.5. Final evaluation meeting in Estonia: finalising the intellectual outputs, preparing them for dissemination, evaluation of the results achieved and working on the project final reportThe project results will be exploited in further activities of the partner organisations: carrying out the e-course 'Competences 2035"" for the adult educators, using the foresight Adult education 2035 and validation tool for development of international cooperation, increasing cooperation with local, national and international educational providers, implementation of the project findings and ideas for sustained transversal skills development of adult learners, supporting the development of the educator’s competencies. The project information and materials will be open to public (on organisations’ websites, on Erasmus+ and EPALE platforms) and can be used by any stakeholders in education."