The EU considers that education plays a crucial role in achieving economic and social development. In this sense, the main goal of the Europe 2020 strategy is to reduce the EU average early school leaving rate to less than 10% by 2020 as well as to ensure that at least 40% of the younger generation have a tertiary education. Furthermore, between the 8 priority areas, education and training is the key element in the shift towards inclusive education and lifelong learning, as well as the access and successful completion of the third level education for persons with disabilities. In this context, is a priority that persons with disabilities, especially young people, exercise their right both to inclusive education and access to higher education, which expands their job opportunities.In Europe, the early school-leaving rate is very high between persons with disabilities. More than a half of them drop out of high school and the number of University students with disabilities makes only 1.3 % of a total number students. There are many obstacles that do not let them complete their studies. The main goal of the INnetCampus project is to encourage them to continue their studies after high school, as well as to promote their access to higher education, in order to ensure their full inclusion in the society, while entering adulthood. Moreover, the aim is to enhance the participation of persons with disabilities in international mobility programs, giving them the opportunity to acquire transversal competences offered by this type of programs. In addition, the project’s final long-term goal is to ensure quality education for persons with disabilities, in order to give them access to better job positions, as well as to increase European Universities’ awareness of the importance to open their doors to persons with disabilities and to be in compliance with the CRPD.In order to achieve the aforementioned goals, the following actions were taken: six Campuses (mobility experiences of young persons with disabilities in three countries), coordinated by the ONCE Foundation and held at three partner entities (University of Granada, University of Lisbon and Artesis Plantijn University College). Each University was responsible for the management and organization of the Campuses. Moreover, the project served as a gathering point for producing ideas in order to improve its realization, thanks to several partner meetings held at different Universities. In this sense, two International Conferences were organized in the framework of the project (Madrid 2017 and Granada 2018) with 135 attendees. The Conferences offered a unique opportunity to exchange experiences between partners, as well as to increase their project’s impact by inviting experts in inclusive education to share their knowledge. The project was finalized with the European Conference on Inclusive Education held in Antwerp, with a large participation of the representatives of European institutions, departments and organizations that are working in this field and having set mutual goals in order to continue progressing. Moreover, many intellectual outputs were created: six documents with the experiences of Inclusive Campuses, a “Methodological guide for an educational transition to higher education” and a publication titled “Inclusion of students with disabilities into Universities: mobility program experience”, which contains program’s analysis and impact. All the aforementioned documents were widely disseminated by ONCE Foundation and the partners.In regard to the Inclusive Campuses as the most important activity, were first three pilot Campuses, and then, 3 consolidated Campuses. They were held in the following order:-3 pilot Inclusive Campuses held in Granada, Lisbon and Antwerp (July/September 2016);-3 consolidated Inclusive Campuses in the same cities (July/September 2017).The students took part in a variety of activities such as academic, vocational guidance and cultural and leisure activities.At the end of the project, all participants filled out a qualitative questionnaire that revealed that their positive experience exceeded their expectations. The project included the Universities at a high level, with the participation of University high representatives, and the President of the University in the case of Granada, as well as representatives of political and educational institutions of the aforementioned countries.

"Educa4all Project has developed a process with the implementation of the concepts of Universal Accessibility and D4All in the Architecture and Civil Engineering curricula as a goal. This process starts with a self-evaluation tool to evaluate the starting situation of the universities (IO1), followed by designing a ""training of trainers"" to ensure the quality of the implementation and the adequate training of the students (IO2). Finally, the Educational Program adapts its Study Plans by integrating new learning capacities in UA&D4ALL (IO4). The objective is clear: to ensure that future professionals in architecture and civil engineering obtain professional skills in accessibility and design for all people after their time at university. This objective responds to another major one which is that people with disabilities can enjoy accessible physical environments designed by the professionals of the future.The intellectual products generated will serve as tools and models for those universities interested in completing the training curricula of their university studies in architecture and civil engineering in terms of skills and quality, while also recycling the training of their teachers by offering them training in the subject. In order to teach students, teachers must be trained in the subject (and unfortunately, many of them are not trained in accessibility and design for all).These intellectual products have been developed in parallel with various awareness workshops held at the universities partners of the project. Held as a culmination of the project, during the month of July 2020, the final event of dissemination of the project together with an online awareness workshop of great impact and assistance (it was planned to be held in Madrid, but the situation of alert caused by the COVID19 forced to hold this event on line).The dissemination of results has been important throughout the duration of the project, through social networks, the project's web portal, international events in person or virtually, press releases, etc. The impact has been really important given the innovative nature of the project when considering accessibility not only outside the university (classes, campus, teaching materials, ...) but from within the content to be taught to students which definitely also influences the training of teachers in the subject.Therefore, the EDUCA4ALL project is and must be a reference for future proposals in order to achieve an ultimate goal that is the global accessibility of society and therefore, a fair and equal society for all people."

The project LABOTRANS seeks to evaluate the pedagogical and educational potential of gamified transmedia, immersive and argumental, as a multidisciplinary tool TIC of educational innovation focused on the student, a stimulus of autonomous learning y transversal competencies (soft skills), for the labor integration of qualified (titled) university students facing unemployment and without access to the labor market for more than five years after their graduation. The project will test the effectiveness of an innovative tool based in gamification and transmedia for the formation of soft skills (TRANSWORK) facing a traditional e-learning system configurated with habitual elements of a MOOC at use, focused in the formation of transversal competencies/ skills that are essential for employment. The chosen competencies/ skills have been indicated by different studies to be key points for employability, especially for the group of people who are highly unemployed, many of them considered as difficult education given their transversality. They are the following: Thinking Skills • Problem solving • Creative thinking Interpersonal skills • Cooperation with others • Empathy Personal skills • Self esteem • Time management In the same way they claim to enhance/ encourage, in a way transversal to them, the digital TIC competencies, as an indispensable element for employability. Based on the above the specific objectives of the project are the following: • Comparative analysis of the formative/ educational experiences in the education of unemployable adults in gamified systems y transmedia materials. • Study of the inadequacies in digital and transversal skills/ competencies of the university graduates unable to access the labor market for a long duration (five years or more) • Evaluation of the efficiency of transversal skills/ competencies in increasing labor integration of highly unemployed university graduates. • Design of a transmedia gamified training tool capable of working cross-cutting skills difficult to tackle by current e-learning methods and comparison of formative results compared to the methodology based on standard MOOC systems. • Monitoring and analysis of the efficiency de the educational results for the labor integration of the group formed by both systems. The project is aimed at university graduates with high unemployment and more than five years without employment after their graduation. This target has been indicated by different study as a group of the population with high education and one that, with more than five years without access to the labor market, multiplies the possibilities of them not joining it themselves, including with levels of unemployment higher than the group of people that are unemployed without a university degree. This necessity has been answered by foundation ONCE by tracking the university graduates with disabilities/ inabilities inscribed in their data base of job seekers. On the other hand, from inGenio Labs and Transmedia Storytelling Ltd. They have conducted corresponding experiments of educational digital resources (gamified web, transmedia tools, audiovisual education, etc.) focused in adult education, nevertheless, both organizations have detected the necessity to develop this type of resource directly aimed at the specific characteristics of the adult group that’s unemployed, adapted to different types of unemployment and enhancing soft skills a lot, something unhabitual in digital formation. In actuality, the prevailing weakness of the MOOC, as it has been proven by FUNDEN in theirs, has been revealed by recent work/ studies about online learning, noting that in those participants they seem to be disoriented, overloaded, with low probability of interaction and low possibilities of efficiently addressing more complicated competencies such as self-esteem or personal motivation (Calderon, Ezeiza y Jimeno, 2013), both key competencies for employability and of major importance in cases of groups of unable people. The transnational realization of the project is proposed to assess the independence of the formative (educational) results of the respective cultural characteristics or similarities that affect the group of unemployed university graduates, especially paying attention to these. At the same time a proposed approach to the new educative tool from different labor markets, with specific needs and demands, focused in the betterment of the weak educational results of the MOOC. The trans national completion of the project configures itself, with that in mind, the best way to test the efficiency of the proposed innovative method for a group in high risk of exclusion.

"VET and Community Care services involve thousands of people with disabilities in Europe. Consequently, the impact that VET have on the quality of life of people with disabilities is of fundamental importance and has to be taken into consideration as a key element when addressing this issue.However, this analysis does not find space in the activities of the VET and Community Care providers, thus reducing their positive impact on QOL of PWD. This main problem is generated by 3 main factors:1: The concept of QOL and the indicators to measure it change fast and measurement tools get outdated soon.2: Professional skills and tools of VET and CC providers’ workers on the topic of QOL are often incomplete and often don’t take into consideration the input of PWD themselves.3: The impact of VET and CC provision on QOL of PWD is difficult to measure.QOLIVET Objective and results:•Main Objective: Better QOL of life of PWD;•Result 1: Tools and competences are updated frequently and keep up with QOL constantly changing topic;•Result 2: Tools innovation and professional skills are supported and take into consideration the input of PWD;•Result 3: The impact of VET and CC on QOL of PWD is easier to measure.Target Group: People with Disabilities, specifically the ones that benefit from VET and Community Care provision (regardless of their ability, gender, age, cultural level, etc.)Activities and deliverables1. Research and Analysis at national and EU level;2. Good Practices Guidelines production: Leading to the development of I.O.1 Good Practices Guidelines on Vet and Community Care service provision;3. Training Course development:Leading to I.O.2: Online Training Course on Quality of Life Impact of inclusive Vocational Education and Training and Community Care;4. ONLINE QOL Portal development:Leading to I.O.3: Quality of Life portal;5. QOL Impact Assessment Tool development:Leading to I.O.4: Quality of Life Impact Assessment tool (I.O.4).Profile and number of participants:•VET and CC specialists: they will have to: introduce newly acquired skills in their daily work, disseminate the content of the trainings within their organizations, etc.;•Middle management staff: Decision-makers at operational level, so that the innovative solutions and digital tools, can more easily lead to a structural change; •End users (PWD): In compliance with the principle ""Nothing about us without us"", their involvement is expected in all the most important phases of the project.•ICT expertsThe project will implement 3 Training Events in which a total of 42 participants from the above mentioned groups will attend.Methodology:QOLIVET involves VET and CC provision simultaneously, as the methodology allows to adapt the tools and project outputs to both fields with the same effectiveness. At the same time, the project plans to involve mainstream VET providers, for a a more complete and richer feedback regarding the efficacy and transferability of the outputs.The project activities are designed to ensure that an iterative process of learning and development informs the production of the intellectual outputs. The project starts with a transversal activity, Research and Analysis, which cuts across and provides an evidence base for all other project activities. It leads to the first draft of the Good Practice Guidelines (I.O.1) that will be subject to expert peer review prior to publication.An Online Training Course on Quality of Life Impact of inclusive Vocational Education and Training and Community Care (I.O.2) is developed, aimed at managers and front-line staff in VET and CC providers, disability representatives and program evaluators.While I.O.1 and I.O.2 are developed, the Quality of Life Portal is implemented, preparing it to host all project’s I.O.s and external resources and the QOL impact assessment tool (I.O.4). The tool provides both staff and participants the opportunity to rate a VET or CC service on the same items. Impacts and long term benefit:•Improved professional competences, both theoretical and practical of participants and project partners•Improved quality and effectiveness on VET and CC intervention at EU level;•Better support to PWD social inclusion, impacting directly on PWD families, Volunteers and Community associations, etc. •Better CC provision, impacting on the community texture in general, reinforcing the role and contribution that PWD.•Greater contribution of PWD in society, enhanced labour inclusion and economic self-sufficiency, decreased discrimination against them.•Reduction of social exclusion in a particularly fragile category and at risk of becoming NEET. •Increased mutual understanding between community and PWD, helping improve general attitude towards socially less integrated categories, not just PWD•At policy level, increased knowledge of decision makers and support the introduction of better policies in the of QOL for PWD•Better QOL of PWD."