CONTEXTEU schools play a vital role for creating inclusive and resilient societies as they are the starting point for professional development of young people and play important part in the lifelong learning process. However, they face a number of common challenges:+high share of students underperform in general school subjects. According to the latest OECD PISA survey and Education and Training Monitor 2018 the share of underperforming school students (15 years old) in science is 20.6% and in maths-22.2% meaning that 1 in 5 students in the EU has insufficient proficiency in these subjects which is serious lag compared to the ET 2020 target of less than 15 % of 15 years olds to be under-skilled in these subjects. +increased skills gap arising from the advent of new technologies. According to the Strengthening European Identity through Education and Culture(COM(2017)673) 90% of the jobs in the future will require at least some level of digital skills and at the same time many young people lack adequate digital skills. Even though the use of digital technologies for social activities and mobile internet access has significantly increased in the recent years, the use of digital technologies for educational purposes lags behind. Only ¼ of EU school students are taught by digitally confident educators which questions the ability of educating systems to ensure the necessary skills supply for the jobs of the future.The rapid digitalisation of all areas of life impasses the need of re-shaping educational processes with regards to nurturing new skills and key competences in learners. Among the key factors contributing to aligning education with these challenges are:+improving the quality of teaching/teachers+ Introducing ICT for teaching purposesAIMS & OBJECTIVESsCOOL-IT main goal is to create an innovative ICT challenge-based training approach aimed at supporting educators in the process of conveying knowledge, promoting the development of key competences (digital, science, mathematical, etc.) among their students with regards to boosting their performance in these fields and enhancing their digital skills. The specific objectives of the project are:+promoting high school students’ digital skills through application of challenge-based digital training approach in general school subjects +equipping secondary school teachers with innovative ICT challenge-based training materials to enrich their pedagogic approach+creating prerequisites for educators to create own innovative challenge-based teaching resources through the use of ICT TARGET GROUPSsCOOL-IT addresses the needs of the following target groups:+Secondary school teachers & headmasters+Secondary school students INTELLECTUAL OUTPUTSThe project employs life-cycle methodology, which implies a sequence of activities for planning, executing and disseminating the project results. In the lifetime of the project, the following intellectual outputs will be developed:O1. sCOOL-IT Web Adventure PortalO2. sCOOL-IT Comprehensive training programmeO3. sCOOL-IT Web Adventure Development ToolkitTRANSNATIONAL DIMESIONThe sCOOL-IT IOs will be developed under EU cooperation between schools, training center and consulting and IT companies from 5 EU countries. They will be freely available in 6 languages, and because of their nature (web tool/methodologies/guidelines) may serve as a basis for further development and adaptation to various contexts. Hence an unlimited number of school teachers, headmasters, educators across Europe can apply and benefit from the project results, creating conditions for improving young students’ performance in general school subjects and boosting key competencies to better prepare them for the 21st century challenges. IMPACTSecondary schools which adopt the sCOOL-IT training approach will strengthened their images as modern educational institutions open to the application of innovative teaching methods with regards to ensuring high-quality educational service for their students. Students engaged in learning by WebQuests in these schools will be more devoted and motivated in the learning process in general school subjects which will lead to improved performance. Teachers in schools utilising the sCOOL-IT approach will increase their confidence in applying constructivist teaching methodologies and using ICT for teaching purposes which will result in desire to further enrich their pedagogic approach with new teaching and assessment methods and thus multiplying the project impact. The cumulative impact of the aforementioned will be expressed by boosting the educational service offered by secondary schools applying the sCOOL-IT challenge based approach.

COMPASS project is an initiative aimed to contribute to alleviate the lack of achievement in STEM education and the ineffective use of digital technology, by bridging the gap among research and teaching practices. Project partnership is composed of two research universities (Bayreuth, Germany and Maribor, Slovenia) with a sound experience in developing dynamic geometry software (JSXGraph) and on innovative use of ICT in classroom (e-books); four secondary schools from four countries (Bulgaria, Romania, Spain and Turkey), that has ensured the project to be firmly connected with the everyday reality of the school life; and a EdTech company (Spain) that put the consortium in contact with the modern entrepreneurial world. This multifaceted consortium has achieved the following results:1.To research on the development of JSXGraph software new features in order to help create interactive animations which allow secondary students to be able to perform function plotting, charting and visualization aimed to enhance conceptual understanding in Science and Maths. A special focus was on the integration of JSXGraph with Moodle and interaction with the Moodle filters MathJax, FORMULAS and multi-language.2. To develop two STEM-Moodle modules aimed to secondary school students on Maths (quadratic function) and Science (Motion). These modules integrate JSXGraph based interactive animations in Moodle quizzes which allows monitoring of students' progress by taking advantage of their built-in learning analytic system. The didactical approach have used problem-based techniques aimed to develop 21st century skills, such as inquiry, learn to learn and collaboration. Modules have been translated to English and other partners' languages and published as OER (Open Educational Resource).3. Modules have been piloted by partner schools several times during the project life span. As a result of this experience, schools have provided feedback that have contributed to the improvement of materials.In order to introduce COMPASS materials to the teachers community, project results have been disseminated through more than 30 presentation events at conferences and teacher training activities and through social media (project blog, facebook, twiter). In addition, three professional development courses have been performed, at national and European level, involving more than 100 teachers. By creating the COMPASS Online Academy, project has facilitated that around 20 teachers have gone further in experimenting the materials developed in different classroom contexts. Project partners have contributed by mentoring teachers in using project materials while they are teaching their own students. In addition, the project server is offering free access to the materials to facilitate networking between the STEM teacher community. On the other hand, educational researchers could use project results as examples of evidence-based guidance on effective uses of technology for improvement in STEM achievement.Finally, software developers have also benefited of project efforts in order to push further the interplay between interactive animations and Moodle questions. As a result of this interaction, several networks have been created among content developers and Higher Education researchers. A network with the Abacus project from Finland has led to a successful follow up ERASMUS+ application: 2018-1-DE01-KA203-004268 (ITEMS “Improving Tools for E-assessment in Maths and Science”), which will be a three-year project starting in November 2018.

"The project idea derives from the necessity to use and develop innovative guidance tools having the role to improve knowledge and awareness on careers and training pathways among young people.In the Partner Countries, most career guidance services are provided by public bodies, educational institutions, private authorized training institutions and also by the nongovernmental sector, which is nowadays increasingly addressing social issues.Unfortunately, in the partner countries market of career counseling services there are no adequate tools to highlight the connectionsbetween the personal interests, the potential career paths and education and training offers or in updating needs. Many educational and occupational choices are made without adequate knowledge of all possible career perspectives available in the European labour market.The main aims and objectives of this project are to adapt and transfer a guidance model, a personalized career guidance softwarethat allows users to create a ""matching"" between the characteristics of different jobs and the preferences expressed. The software iscreated specifically to assist and facilitate decision processes in the field of career guidance.The project aims to improve the quality of vocational and educational guidance services provided by all partner countries indifferent geographical contexts, through the transfer of the “DOC model” provided by Cascaid (UK), which willbe refined through a process of analysis, translation and testing, with the help and supervision of qualified partners that havealready successfully used the model but they need to update it.The consortium comprises 9 international partners from Italy, UK, Spain, Romania having the expertise and the know-how for making the transfer of innovation in Bulgaria and the update of the model in the other 4 countries involved in the project. This international partnership will offer the proper framework for discussions, sharing of experiences, innovative practices and methodologies and also for development of results achieved so far.The main expected outcomes are: web site of the project; database of profiles in the national languages as technicalsupport for the guidance model; training model and materials for practitioners; e-learning platform in English; PDF version of thehandbook for guidance practitioners in all partner languages.The main results are the translation and adaptation of new career profiles, distribution of copies of the printed version of the manualfor guidance and counseling, testing of the model by the Bulgarian partners.The envisaged impact is reflected in the improvement of guidance services quality for young people; the enrichment of the information and guidance processes, to support individual choices of training and careers; the enlargement of information concerning careers and related training systems; the improvement of integration between guidance systems; promoting awareness on the European dimension of guidance."