ObjectivesUnemployment hurts at any age. Unemployment at a young age, however, generates a long-lasting negative impact. School leavers that fail to find adequate apprenticeship training position stand in danger of acquiring only insufficient vocational training or none at all. As a consequence, many will find themselves being trapped in the low-paid-sectors of the labor market, make ends meet with zero-hours contracts or having no prospect to gain a proper job at all. The Project's main objectives: - To identify interesting practice - To identify elements for effective transfer from school to work- To identify structural restrictions - To initiate long-term collaborations between various schools and institutions to improve employability especially of young people from vulnerable background- to propose recommendations of how to improve Career Education in Secondary schools, Transition Management school to work, and Vocational Apprenticeship and training to combat long spells of joblessness and high risk of social exclusion. PartnersThe three partners Glasgow, Rhine-Meuse and Nuremberg were selected because of their expertise in combatting Youth Unemployment. The partners' areas have had to come to terms with an industrial past; they had to master the challenge of structural change and to tackle effectively the plight of Youth Unemployment. In this project, partners shared their expertise on how to tackle Youth Unemployment and how to improve their concepts for 'Career Education', 'Transition Management school to work', and 'Vocational Training'.Description of main activitiesThe partner institutions worked together through - international project meetings to compare strategies and approaches to combat youth unemployment- involvement of external experts - planning and realizing intellectual outputs as results of joint discussions- planning and realizing Final Conferences for discussion and dissemination of results. Working process: After having established a basis by researching the educational framework and conditions of the local labor market, partners used a cross-section approach and investigated - career education within institutions of formal education, i.e. secondary Schools, Schools relationship with higher education to inform new transition procedures- effective strategies and best practice of supporting young people by extracurricular support- concepts of vocational training, especially for young people from deprived backgrounds, who have not succeeded in contracting for apprenticeship or accessing qualifications relating to meaningful employment.Results“Act for Careers” proofs that KA2 strategic partnerships can form local consortia between local/regional/national authorities to improve the educational offer for young people and introduce these consortia into an international partnership. The project succeeded to initiate further improvement of local strategies concerning the development skills of young people, especially from deprived and minority background, in the critical transition period of school to work and vocational training. Results are shared on the project's Websites. In addition, results were disseminated as paper publications and through conferences, and offered to schools, youth organizations, vocational schools, local authorities, local stakeholders and the wider public.Longer-term benefitsThe project has been successful in making teachers and experts more aware to the EU-2020 strategy and aims. Several follow-up projects have been initiated, including students' exchanges of students, amongst them Young People with Special needs.Because of the successful cooperation, the Lord Mayor of Nuremberg, Dr. Ulrich Maly, and the Lord Provost of Glasgow, Eva Bolander, exchanged formal letters for further cooperation in the fields- transition management and the improvement of employability- cooperation for the better integration of asylum seekers by education and the improvement of employability- cooperation on the educational field of inclusion- cooperation for the further development of comprehensive schools to improve the chances for All young people.As a result of the strategic approach adopted by Glasgow and Nuremberg to the development of the capacity of Erasmus Plus engagement to impact significantly on the partner organisations the impact of the project’s professional research and development on Glasgow partners was to improve the employment skills and partnership offer to young people across the city through the adapting and improving of the current model. This has resulted in collaboration with colleagues in Nuremberg to further investigate the elements of Glasgow’s individual education systems, which contribute to success for learners.One area of particular interest to Glasgow was the way in which apprenticeship programmes are integrated into school, and work based learning is embedded within the German system. This has influenced the design an

ContextIt is recognized that the teaching of mathematics can, particularly in older pupils, be often be categorised as the teaching of processes or algorithms and that pupils do not always see the connections to other skills or other aspects of mathematics or to fully understand the concepts. This projects aims to deepen more pupil’s understanding of key mathematical concepts and so improve attainment.The use of concrete manipulatives is commonly used with younger pupils to support their understanding of mathematical concepts. This project will aim to develop similar concrete manipulative approaches and visual approaches for more complex arithmetical and mathematical concepts.ObjectivesThe project will seek to demonstrate the following key objectives:1.That systematic changes in teaching approaches can be achieved through teacher engagement in continuous professional learning2.That continuous professional learning underpins any long term sustainable approaches to improving pupil experiences3.That continuous professional learning is most effective when teachers are given the opportunity to regularly to share and discuss their learning and classroom experiences with other teachers4.Continuous professional learning based on robust research evidence will lead to improved attainment.5.International cooperation can affect positive change in classroom practice in mathematics and affect wider change across educational systems6.The use of manipulatives improves learning and understanding for more pupils7.The use of manipulatives is well suited to pupils aged 11-18 years old8. Attainment will be improvedParticipantsThe Project will involve mathematics teachers from Glasgow, Modena and BarcelonaActivities1. Joint research into using manipulatives with senior pupils2. Professional discussions on the research at local and international level3. Amended teaching approaches. 4. Video recording and sharing of effective practice5. Transnational meeting to reflect on research, share best practice and observe lessons.6. Summary document to be produced to demonstrate the best practice7. Final Conference in Glasgow to share the practice and impact on attainmentResults1. Improved teacher skills and knowledge in effective pedagogical approaches in mathematics2. Improved attainment3. Sustainable approach to effective system change evidenced ie change built around Research into Action approach with effective professional dialogue effects positive change.Long term benefitsThe long term effects will be that potentially we will affect change in the approaches to teaching older pupils. That traditional approaches to teaching will be replaced by approaches to understandingResearch into Action approaches, built around strong professional dialogue, is they most effective way to change educational systems and improve outcomes for pupils over the longer term. Research into action approaches provides a sustainable model for positive change.

Context/background of the project: The digital ere enters all socielal sectors and private activities. Some spheres are hesitant or exempt, like seniors, universities or schools. The focus of the project is on the school sector. The slow uptake of digital innovation can be explained at least as follows: at one hand, pedagogy adaptaion is too slow. The teacher in service and further training does not mirror at many places the societal and technical reality. Teachers often do not know, how to apply technical options in their subjct teaching, they handel available tools inappropriately and they are not aware of the digial life of their students. On the other hand, decisions about provision of technical resources are often not embedded in a wider strategy, including connectivity, technical up-to-dateness, maintenance, teacher competences... Therefor, the project was related to different aspects of IT in school: technology, teacher training, initial teacher education, students' and pupils’ competences, and best practices. The project partners had all relevant competences and networks to contribute to the different subjects and they entered in a fruitful exchange from the beginning of the project.Objectives: The objectives remained the same as stated in the proposal. They have been based on the above background which was a common denimonator of the project partners during project life timeNumber and type/profile of participants: The profile of the participants was corresponding to the proposal: people concerned with implementation of technology at school, teacher curricula developers from universities, teachers, headmasters, teacher students. Moreover, stakeholders like interested companies and school administrations were reached. At least 600 participants have been directly informed about the project activities, these numbers being the participants of the desseminantion events Bildung Online conference in Salzburg and teacher information day in Glasgow, both directly related to School4.0 Training Weeks. Relevant numbers have moreover reached during network meetings (BfB), school visits and lectures for teacher students, all also related to the Training Weeks.Description of undertaken activities: Central and decentral project administration, finance; Project management and quality assurance; Project communication; Preparation of four training weeks by all partners, organisation of the training week by the hosting partners (program definition with the program committee, preparatory meetings, careful selection and invitation of speakers, in accordance with the planned topics, inclusion of stakeholders (municipalities, school administrations, headmasters...), networking, organisation of visits and excursions, organisation of social events, handling of security issues, planning of locations and transports, catering, provision of supporting personnel, elaboration of presentations, proof reading, participation in meetings, post-processing of training weeks (collection and storage of presentations, debriefing, evaluation)); Technical and graphical development of the web site, project logo, clarification of copyright issues, setting up of secure shared space (ownCloud), structured according to the project activities, updating, setting up and maintenance of a central mailing list, upload of training week documentation; Project dissemination (web site, embedding in third party web sites, twitter, dissemination events), participation in dissemination events; İnclusion of third party actors (municipalities, headmasters, teachers, university chairs, companies) in relation to the project activities; Desk research by all partners: investigation for relevant sources, documentations, reports, summing up; Translation and localisation of questionnaire, distribution.Reporting Results and impact attained; if relevant, longer-term benefits:Due to the great interest and relevance of the project topics and the high quality of the inputs, presentations and discussions, many new ideas could be taken away by the participants which is of concrete value, since project partners are involved in decision making of municipalities and school administrations, and this is a period of very important decision making in many European cities, about large budgets for school technology and teacher training. The presented strategies and good practices found broad interest and influence the ongoing decision making. Inspired by the project exchanges and information, even information exchange visits took place independently of the Project to get deeper into concrete experiences and exchanges of know-how. These exchanges are still going on.

"This project addressed the development of key competences in pupils and teachers in the teaching and learning of mathematics for pupils aged 11-12 years in Glasgow, Warsaw and Valencia in order primarily to raise attainment. This approach of innovative learning of mathematics was a development of the ideas and beliefs of Professor Sugata Mitra of Newcastle University introduced to the project management team at the 2015 UK national eTwinning conference where Sugata Mitra showed by experiment in India that if motivated and suitably led pupils will in effect teach themselves. His 2013 TED talk showed his success and won first prize. During the 2015 British Council eTwinning Conference Sugata Mitra explained his ideas and beliefs by Video Conference and the Project resulted from that Video Conference. Sixteen schools took part in the Project, five in Glasgow, six in Valencia and five in Warsaw. Over the three years of the Project over 400 Activities took place in all 30 classrooms directly effecting over 3000 pupils. The task of the Activities of the Project was to work in groups to answer a ""big question"" which is an integral part of the SOLE methodology derived from the maths curriculum being taught in each city. The teachers were trained as SOLE facilitators in the first transnational meeting in Glasgow to not ‘teach’ but help pupils with their SOLE (Self Organised Learning Environment) The key competencies addressed by the Project included: teamwork, responsibility, commitment, motivation, decision making, communication, leadership, digital skills. The Project ethos was entrepreneurial to develops self confidence and belief and this emerging self confidence was one of the most notable impacts on learners engagement and motivation to learn mathematics through SOLE.This project involved the pupils finding answers to complex questions by and for themselves by employing critical thinking and using social skills. This innovative method of teaching mathematics employed all the positives of this digital age was dependent for its success on pupils fully using the internet to acquire knowledge and understanding and using social media to communicate and disseminate findings and conclusions. The key objective was to improve teaching and learning in Maths with a focus on the last year of primary education and to train teachers in the implementation of SOLE. This was achieved across the partnership with a high success rate. The other key objective was the production of the GUIDE TO SOLE. This was to enhance professional knowledge and understanding to SOLE to allow it to be used in classrooms across Europe and move what was available on SOLE from academic research and individual case studies to a user friendly guide which collated the professional experience and the experience of learners into a unique guide to implementing SOLE in the classroom derived from actual and concrete experiences and outcomes on the ground. The impact may have secured a wider capacity if the final transnational meeting had not been cancelled as a result of covid. At that meeting all of the acquired expertise from the 16 participating schools was to be disseminated at a conference with a national audience including a presentation from a member of the SOLE Newcastle University team. It would also have been the beginning of the guide’s introduction to a wider audience. At the present moment the participating Local Authorities are using SOLE in classrooms and planning when CPD resumes fully to embed the use of SOLE methodology in future professional development. The results and impact of introducing SOLE have been significant and introduced all schools to the realisation that self organised learning is empowering and engages learners more vulnerable to drop out in Maths when being instructed in traditional methods but also across the spectrum of all learners SOLE has proven to motivate, inform and engage, developing autonomy and the skills to direct learning in meaningful and sustainable ways which equip young people with the skills to direct that learning into the future."

"A rare disease is any disease that affects a small percentage of the population.The fact is that although a disease is described as ""rare"", it is estimated that the number of people in Europe suffering from a rare disease is greater than 30 million.Rare diseases affect not only people diagnosed, but also families, friends, caregivers and the whole society.Most rare diseases are genetic and are present throughout a person's life, even if the symptoms do not appear immediately. In Europe, a disease or disorder is considered rare when it affects 1 in every 2,000 citizens.Although some rare diseases affect only 1 in 50,000 people, patients with rare diseases together account for 6 to 8% of the EU population.Rare diseases are characterized, in addition, by the high degree of social and professional ignorance, the absence in many cases of clear diagnosis and effective treatment, and the scarcity of attention and specific aids.Children with rare diseases is a particularly vulnerable group in the educational field. This is the reason because is necessary to recognize and guarantee the rights of children and people with rare diseases: tolerance, respect, non-discrimination, equal opportunities and the value of differences. Educationally speaking, real ""educational inclusion""Numerous reports on the current situation of children with rare diseases coincide in the weak points of the educational system when it comes to responding to this group.Many complaints focus on the scant attention that children are receiving from teachers, who in some cases even refuse to teach their subjects. 73% of the associations express dissatisfaction with the educative inclusion in the pre-compulsory and post-compulsory stages.The problem in the educational environment occurs at different levels, causing a domino effect. Beginning with an ignorance and social incomprehension, which implies indifference from the administrations and is clear taking into account the absence of appropriate resources available to students. Both levels can be harmful to the participation of teachers and families and, in turn, results in discrimination and rejection in the classroom. All this falls on children, affecting their development.The training of teachers and the exchange of information and experiences, together with coordinated intervention with parent associations, are some of the proposed instruments to ensure that the school stage can integrate and empower children with rare diseases to projecting them towards a better social and working future.In these reports, the development and dissemination of educational guides for teaching staff is also proposed, indicating what attention the child and adolescent population will require in certain specific situations.The objective of this project is to address this problem by trying to offer some solutions that, although undoubtedly they will be insufficient to solve the problems this group face to, will serve to take a step further in the educational inclusion of children with rare diseases.According to the studies mentioned, teaching support is one of the weaknesses detected. Ignorance of rare diseases, together with lack of experience and training, are key aspects that are addressed in this project.Taking advantage of the global scope offered by the development of ICT, this project proposes the development of a platform for the exchange of experiences that can be a valuable tool to alleviate the deficiencies observed. The heterogeneous casuistry of children affected by rare diseases requires a special treatment of pedagogical information so, case histories can be a key instrument in teacher training.To complement the usefulness of the platform, it is also proposed to develop an educational guide with a pedagogical-health approach together with a training course for teachers, in MOOC format, designed ad hoc.It is expected that the educational inclusion of children with rare diseases will benefit considerably with this support to teaching work, which will also provide social awareness, empowerment of children, family and associations of people with rare diseases and influence on inclusive educational policies.To carry out these objectives, this consortium brings together organizations that cover all the stakeholders involved in the process: schools, teachers, public education administrations, enterprises and NGOs of patients and relatives, so that the joint work guarantees the highest quality of the final results.In addition, the geographic location of the partners (Greece, Latvia, UK, Romania and Spain) ensures sufficient variety to generate the corresponding synergies, providing very different visions of the project approach, thus ensuring an adequate European dimension."