The iHERE project- Digital HEalth liteRacy Education for vulnerable groups - derives from the premises as set generally in a) the European Parliament reports and recommendations on the importance of providing healthcare to vulnerable groups, as health professionals report difficulties in communicating effectively with these populations about risk-taking behaviors and barriers to accessing information, b) the 'eHealth Action Plan 2012-2020' which identifies the lack of awareness of eHealth opportunities as one of the barriers to a wider uptake of eHealth solutions and, proposes activities support aiming at increasing citizens’ digital health literacy; what is important here is that ICT for health and wellbeing is becoming increasingly important to deliver top-quality care to all citizens currently living in EU.The project includes 8 partners (EhB, PROLEPSIS, RESET, UVEG, AKADEMIE KLAUSENHOF, TUCEP, XPCSA, CSI) from 6 European countries (Belgium, Germany, Spain, Italy, Greece, Cyprus) and it targets disadvantaged and vulnerable social groups, such as immigrants & refugees, poor health and low income people, jobless and marginalized social groups under the risk of exclusion and/or experiencing poverty. These groups often face particular health challenges due to their lower socioeconomic status and lack of adequate social support, they are vulnerable to a number of threats to their physical and mental health, experiencing additional barriers such as the structure of the overall health care system, underdeveloped health literacy, absence or limitation of learning opportunities; their specific health needs are poorly understood, communication with health care providers remains poor, health systems are not prepared to respond adequately, access in health and other basic services is hard. Additionally, apart from legal restrictions on entitlements to health care, they may be particularly affected by user fees, as well as by impeded access to health insurance. In this context, the project addresses the objectives: a) to promote inclusive training by addressing diversity and reducing disparities for learners with disadvantaged backgrounds, through innovative integrated approach, b) to digitize the quality learning content and use ICT as a driver for systemic change to increase the quality and relevance of health care training of vulnerable groups; give access to education and digital training tools to those facing particular vulnerability due to educational, economic, cultural and social obstacles, c) to empower adult educators and particularly educators in the relative fields with innovative training tools and resources (such as curriculum, digital tools, methodological guidelines) concerning the adult education, the Health Literacy and Care, the vulnerable populations training and inclusive practices as well, d) to design and implement outputs and project products for the vulnerable groups concerning their training to face the challenges of Health Care and Literacy, the potential or/and existing barriers arising from the low level of health information, knowledge, practical access in health resources (human, institutions, etc), the health threats, e) to create and form tailored needs toolboxes/resources regarding the diversity and the synthesis of the participants profile, f) to establish the necessary context for a shift in the way the vulnerable groups should be addressed for their effective Health Care and Literacy, g) to provide the essential context in EU, for health promotion, health care & prosperity, wellbeing attitudes, EU security in health systems delivery. The activities include respective intellectual outputs, training/learning activities and multipliers events (National Seminars/Workshops, Final Conference) and the iHERE IOs comprise of the Curriculum and Resources Toolbox, the Digital Context and Components, the Methodological Framework Guidelines. The participants are adult trainers and lifelong educators, training centers leaders, health sector members, public bodies – social affairs representatives, public servants, policy makers, community leaders, community members, NGOs leaders, representatives, associations and organizations with the focus on the marginalized groups and mainly disadvantaged individuals experiencing poverty and/or inclusion, individuals belonging in the vulnerable social groups as the end-users. Last, concerning the overall local, regional, national & EU impact, it is expected that the eHealth empowerment of the vulnerable social groups will lead to a positive change and quality in their life and health conditions, to practical non-discrimination and inclusive strategies with good health factors and wellbeing; the project also sets the essential context in EU, for health promotion, health care & prosperity attitudes, EU security in health systems delivery.

The FENCE - Fighting gENder bias and Contributing in gender Equity- aims at gender bias practical mitigation through equality awareness and gender competence; the project’s context is in alliance with European Commission’s Gender Equality Policy, the ‘Strategy for Equality between women and men’, the EU Gender Policy, the Gender Equality in Horizon 2020.FENCE’s roots have to do with the gender stereotyping which limits the development of the natural talents and abilities of women and men, as well as their educational and professional experiences and life opportunities in general. Stereotypes and bias about gender can cause unequal and unfair treatment and cause personal or social perception & reflections concerning for example personality traits, domestic behaviors, occupation and physical appearance; with all the discrimination and inequality they can cause against women, this realty demands for continuous and coordinated actions and training tools as a process to make different key-actors ‘gender empowered’ and ‘gender sensitive’. The project includes 7 partners (CAD-COMMUNITY ACTION DACORUM, DOCUMENTA, PROGRAMMA INTEGRA, XPCSA, CSI, INOVA, GRIPEN) from 6 countries (UK, Spain, Italy, Greece, Cyprus, Romania ); it addresses empowerment and capacity building actions for individuals primarily as public staff in local authorities and public bodies, social affairs services, and NGOs and CSOs members, leaders, representatives working in the field of gender equality or human rights promotion; its objectives are:a) to make specific key-actors (individuals) empowered on gender bias fighting through gender equality issues awareness, gender competence building, gender equality goals promotion; these individuals belong to both men and women groups b) to create and deliver innovative products and training tools- as tailored needs learning resources – based on differentiation methodologies and adult education approachesc) to empower them by taking advantage of the opportunities offered by ICT and digitizing the quality of learning content The activities include respective intellectual outputs and multipliers events (National Seminars/Workshops, Final Conference); the FENCE IOs comprise of the Review Paper (IO1), the FENCE Curriculum (IO2), the Digital Toolbox & Resources (IO3), the Methodological Guide (IO4) and the Policy Book (IO5). Last, it is expected that through the targeted actions there will be a significant positive change at local, national and EU level on gender issues promotion, active gender bias fighting and gender equity.

<< Background >>According to Skills Panorama. Cedefop survey (Nov.2019), ‘ICT is a general-purpose technology, and so changes and disruptions in the economy can have significant influence on the future skill demands for the professionals. There will be 1.6 million ICT professional jobs that will need to be filled between 2018 and 2030. Nadella, CEO at Microsoft, said ‘with the state of the world, every company is now a software company’. It wasn’t long ago that coding was seen by many as an odd hobby for geeks tinkering with computers in their basements. But over the past several years, coding has progressed from a hobby to a critical career skill. Coding and programming have emerged as some of the most desirable skills for employers. On the other hand, one of the most important objectives in education is to prepare students for their future careers. Although Coding is fast becoming one of the most important subjects taught in schools, there is still a lot to be done all over Europe and agreed by all the partners in this proposal, in whose countries, very little or nothing is done in this scope. Computational thinking and the ability to understand how the computer executes the programs are necessary 21st‐century skills that can drastically influence the future labour market. Schools have a responsibility to provide their students with all the tools and skills they need to succeed in the modern workplace. Increasingly, that means an ability to code. Knowing this, the partnership has agreed on the importance of enhancing ‘coding’ in general education, involving youngsters in the process as early as possible. To adapt to changes in the landscape of the jobs market, schools should adjust their curriculum and incorporate coding. This project aims thus to cover the benefits of students learning to code in school and offer tools, approaches, methodologies and tips to teachers on teaching coding effectively.<< Objectives >>The project aims to find new and innovative tools and approaches to include coding (low code included) and game design concepts in school education by upskilling students and teachers in development games for thematic learning. This will create new skills pathways for students (in Europe), supporting ICT-based teaching. At the same time, the project aims to develop students’ digital skills in what game design framework is concerned and, at the same time, enhance their problem-solving skills. The project activities will be developed with reference to all levels of compulsory education and will see, as main result, the development of a proposal for the creation of a global education model that includes coding, game design and problem-solving skills in school programmes through practical learning units, tools and approaches which allow the accreditation and evaluation in educational context.The overall mission of the project is to introduce an innovative way of changing education by exploiting the strong educational potential of game design (with a specific support framework created within this project) while supporting its integration and mainstreaming in school curricula. To this end, the specific objectives of the project are: •Develop a methodological framework for game design and coding in educational context•Develop the BUPA curriculum•Reskill teachers in ICT game design and coding skills•Create a flexible teachers’ training program, delivered through a MOOC•Develop resources for helping teachers teaching coding; these will be created based on the principles mentioned in the developed framework for game design and coding •Develop soft skills among students, namely problem-solving, active participation, initiative, autonomy skills, etc•Share good practices and case studies related to the project topic within the partnership and beyond•Create a pilot training for teachers of ERASMUS+ countries partners•Create a training pilot system in each country<< Implementation >>The partnership coming from 6 different Countries (PT, ES, IT, GR, CY, IE) have participated in a common debate about the problems and prospective of the above mentioned needs to prepare the students for the future jobs, converging on the need of dealing with the issue in terms of experimentation of common policy and experimental action and validation/mutual recognition of the results.The project will be implemented in a collegial manner and all partners will be called upon to perform the activities with different responsibilities in relation to their specialization of skills.The activities will be done in partnership, and each result will be lead by the identified partner who showed the necessary skills and expertise in the field. Each Result leader will elaborate a work plan with responsibilities attributed to each partner and will guide them in the whole process, when necessary. Each partner will have a team of motivated staff with specific skills in order to achieve the expected results and the whole project objectives. So, the following activities will be implemented:•Regular staff and partner meetings to discuss the activities done and/or clarify any issues•Meetings with stakeholders and/or associated partners to discuss project activities and collect feedback•Roundtables and Pilot tests at local level, within the partners’ organization of the results achieved in order to collect feed-back and proceed with tuning and improvements/corrections•Development of a modular curriculum for coding, including learning objectives, teaching and assessment methods. •Creation of resources/tools to help teachers in the teaching-learning process of coding. These will include different types of resources, namely:oInteractive resources (in video format, quizzes, pdf, ppt and webquests)oOrganization of the course by general and specific objectives, with respective modulesoMethodology and learning environmentoProprietary digital tools (in the case of programming languages and gamification processes, Python, Unity, etc.)oFAQ's and discussion forumsoAssessment Questionnaires to test each level of competences<< Results >>Consistent with the objectives mentioned above, the expected results of the project are the following:•Explore teaching-learning practices that will help develop autonomy, commitment, creative action, critical thinking, problem solving and decision making.•Improve knowledge of new technologies and interactive tools as an educational medium.•Increase digital literacy by users and partner members.•Develop of coding and programming skills among teachers and students•Stimulate forms of collaboration and communication virtual and face to face•Decrease the phenomenon of early school leaving by motivating students for learning •Prepare students for the future jobs and labour marketMedium term:•a reduction of school dropouts and a consequent reduction of skills misalignments between education systems and the labour market•learning will become more interesting and attractive for each student, and therefore will increase their interest and participation during the lesson•teachers will learn how to integrate new technologies into classrooms and improve their learning approaches, including through collaboration with teachers from different countries•through the use of ICT and coding/programming approaches in education, classrooms will become active organizations, as each student will be actively involved in lesson activities in various ways•each partner will develop and/or collect/adapt educational coding resources (platform with content, e.g. videos, quizzes, pdf, ppt and webquests) which may be available to all teachers in each school. These will be useful to improve the functioning of distance learning, useful for dealing with situations such as the pandemic we are currently experiencing.The results of the project are as follows:•IO1: BUPA Curriculum (includes learning objectives, teaching and assessment methods). •IO2: BUPA Gamification for Education Framework. (Set of methodologies based on game design development concepts to create content to use in educational context). •IO3: Contents and context (resources created based on the principles mentioned is the framework developed in this project – R2).•IO4: BUPA MOOC (Adapt the content created in R3 to be SCORM Compliant and platform independent and apply it in an LMS).•Teacher training activity. It consists in the testing and piloting of the BUPA curriculum, Framework, Resources and MOOD for the development of coding skills. •Teachers and students activity to be held in Portugal, to coincide with the last meeting and the Multiplier Event in Portugal. They will be included in the workshop organized at the ME involving students and teachers from different regional schools in the testing of the BUPA Resources.

<< Background >>For the new decade, and according with OECD (2019), more targeted actions are needed, supporting adults with low skills to upskill and re skill for a future of work that is both more productive and inclusive. People with low skills need support in identifying their training needs and in understanding which type of training is most appropriate for them in order to develop their soft skills. However, such comprehensive advice and guidance services specifically targeted at adults with low skills are rare (OECD, 2019).The central priority of the WorkAbility project is to increase the participation and improve the outcomes of adult education in the field of disability. The project aims to contribute to, and reinforce, the European Union New Strategic Agenda (2019-2024), helping deliver on EU priorities, namely ensuring equality by providing opportunities for all. The aim of the project is help building up Europe identity by promoting inclusive labour market policies, defending principles of equalization and placement of people with changed working ability (PCWA) at the open labour market. “WorkAbility” was conceived to upscale DESIGN project’ results by intertwining innovative practices with existing activities considered as good practices. The main idea is to be proactive and give people with disabilities the needed skills and tools to find and retain their job place – which means opportunities for self-development and empowerment towards the open labour market<< Objectives >>_ identify and develop People with changed work ability (PCWA) with the soft skills that are essential to gain a success in the professional career_improve the Job Profile Tool specifications to allow self-assessment and self-awareness of people with PCWA' current levels of proficiency in key soft skills for retain the job_generate a portfolio to train professionals on how to develop People with PCWA’ soft skills and empower them to retain the job place_create a guide to support practitioners and families on how to apply the Job Placement Tool<< Implementation >>Some innovative resources:1) “People with changed working ability: mapping the way to get soft skills to find and retain a job place – a Resource”2) Job Platform, with configuration to evaluate the level of people with disabilities’ soft skills 3) Soft skills for job retention – course portfolio (focused on people with disabilities)4) Guide to social workers and Families on how to apply the Job Platform<< Results >>Project main deliverables & Activities:1 Report on “People with changed working ability: mapping soft skills to find and retain a job place – a Resource”1 online soft skills' self-assessment tool for PCWA, available in 5 different languages1 European training course to develop PWCA’ soft skills 1 Guide to social workers and Families on how to apply the Job Platform5 pilots of the course to develop PCWA’ soft skills - 1 per country, targeting 64 professionals3 short term joint staff training events10 multiplier events to disseminate the project outputs and engage stakeholders In particular, other relevant results are expected during the project and on its completion._to have professionals, caregivers, companies and PCWA fully engaged in activities towards PCWA’ social inclusion, having the main role on the process_fostering the self-awareness on PWCA’ soft skills level and design a process map to improve them_ensuring that professionals are feeling more confident and motivated to develop PCWA’ soft skills, and doing so being more active on the placement process of PCWA at the open labour market_ongoing improvement of PCWA’ transversal capacities and competencies;_the continuous use and dissemination of the tools developed by both projects, DESIGN and WorkAbility_to have employers more informed about the difficulties that some social groups with fewer opportunities are facing and the impact that their diversity policies can have on some of them to overcome those difficulties

The SENSES is implemented by 8 partners [SFEDI, BLUE ROOM, EUROTRAINING, EUROSPEAK LANGUAGE SCHOOLS, XENIOS POLIS, CENTER FOR SOCIAL INNOVATION, SMCS-Specchio Magico ONLUS, PRIVATE GRAMMAR & MODERN SCHOOLS] from 5 EU countries [UK, Spain, Greece, Cyprus, Italy]. The project includes IOs, 1. Capacity building for SENSES Teachers: A completed package, 2. SEI happening to All students: An engagement package 3. The SENSES Digital Environment, 4. National workshops in the 5 countries, UK, Spain, Greece, Cyprus, Italy, a final conference, 5. Dissemination results A generation ago, teachers could expect that what they taught would last their students lifetime. However, we live in a fast-changing world, and producing more of the same knowledge and skills will not suffice to address the challenges of the future. Today, because of the rapid economic and social change, schools have to prepare students for jobs that have not yet been created, technologies that have not yet been invented and problems that we don’t know yet. Empowering teachers & students with skills for social innovation and entrepreneurship is particularly important for the sustainable development of European societies. This is also reflected in as series of documents (e.g.British Council, ‘Social entrepreneurship in education, empowering the next generation to address society’s needs’) as also in the published EC report (2016) on “entrepreneurship education at school” which highlights that: ‘member states should foster innovation and entrepreneurial skills through new and creative ways of teaching and learning from primary school focus to higher education’ Europe is facing various challenges (financial crisis, migration, unemployment, human rights abuses, etc.) underlying the urgent need for the creation of new solutions and the adoption of new paradigms for change that will promote sustainable growth and job creation as well as improve societal conditions such as inequality, poverty and social exclusion. The education of students on the applicability of social entrepreneurial fields is highly necessary especially for the creation of new venture with a social cause. A school education with the development of activities to inspire the potential entrepreneurs, in order to encourage them to set up their new social enterprises, and become the new social entrepreneurs and innovators are more than welcome. SENSES will develop a new educational approach in primary education that will strengthen on the one the teachers with knowledge and skills to lead their students to a social entrepreneurship and innovation spirit and, on the other the capacity and skills of children from all backgrounds to develop entrepreneurial mindsets and design innovative solutions to social problems (e.g. environmental consciousness, gender equality, minorities integration). In other words, the suggested educational model will aim to create the future social innovators and social entrepreneurs of Europe by drawing on today’s unprecedented technological and professional resources to engage all students, develop their love of learning, and enable them to face the real challenges of the 21st centurySENSES responds to the ‘aspect’ that teachers are the heart of our education system and it is that knowledge, skills, expertise of teachers that can facilitate children’s learning, or inspiring the passion for social entrepreneurship and innovation. Our project’s main principle is that if the benefits of social entrepreneurship in education are to be enjoyed by as many as possible children, then TEACHERS need to be at the heart of that delivery. Investing in teachers’ understanding and knowledge of SEI, is the way of maximizing the number of children understanding and being immersed in the ‘world’ of social entrepreneurship & innovation. Providing also children with that kind of practical context and connection with real world challenges, in order for them to identify social issues and develop solutions, constitutes major axe for our project In this context, SENSES addresses the following objectives:a) to provide teachers with knowledge for SEI and skills of transferring and applying this knowledge within their classroom additionally, guidelines and methodology of developing students core social entrepreneurship & innovation perceptions and skillsb) to cultivate to students at Primary Education, ages 7-12, (including those of marginalized backgrounds) structured competences of social entrepreneurship and innovation contexts with the mission to develop adaptable thinkers, collaborative problem solvers, and irrepressible social innovators; accordingly to contextualize for them proper, educational opportunities for their SEI engagementc) to create and deliver innovative products and teaching/learning methods, targeting school communities in 5 countries, UK-Spain, Greece, Cyprus, Italy- with various needs and national educational contexts and highly transferable to EU context.