FRAME:In today's world without using digital tools, in teaching subject specific field is impossible since our students use digital tools more and more at all. Regarding this, integrating digital devices, school administration software, and applications into the classroom serve to improve learning and boost good study habits. Bearing this in mind, innovating the teaching is become imperative due to emerging corona outbreak, schools across the EU turned into online teaching to ensure safety of the kids. During the rise of online classes, teachers have tried to explore new ways of encouraging students to self-direct their learning. In this regard, academic lessons, such as Science, Maths, Language, History, etc are relatively taught through the use of digital tools. However, the social interaction required lessons, such as PE have not been taught effectively since lack of adequate, appropriate, effective and inclusive digital tools to teach PE online. Bearing this in mind, according to our desk research, conducted on 300 PE teachers, 5.000 students and 98 schools (across the partner countries) showed that during the covid outbreak the PE did not go well because:- The current PE curriculum was designed in person and/or face to face education, which does not address the needs,- The inadequacy of physical education teachers who are not familiar with teaching PE online,- Lack of digital tools for physical education designed for online PE,- Lack of motivation kids taking part in PE lessons online,Thus, the covid outbreak showed us to rethink, reshape and redesign the current PE education, find new methods, adjust our teaching methods and/or techniques to address the needs of the teachers and students. In line with these, the following objectives are identified:OBJECTIVES:- To design a need based online PE education curriculum, which addresses the current situation and future of PE, - To strengthen PE teachers' profiles and ease how to teach PE online through the use of digital tools,- To produce a digital education package, which addressees the needs of PE teachers, schools and kids. - To increase the motivation of the kids participating the PE online.- To cooperate and network with associations representing schools, NFE centres and NGOs to create a more modern, dynamic, commitment and technology based PE education. - To promote virtual training virtual trainings for PE teachers. - To incorporate digital online technology into PE-specific teaching, training and learning,- To pilot PE digital educational resources with non-formal methodological approach The project aims to address the challenges identified above by providing PE teachers skills and competencies and young kids motivation the attitudes and skills needed to participating PE lessons through online. STOP+ will achieve these goals through:OI: Curriculum on teaching PE online.O2: Web-platform, eLearning modules and tutorial videosO3 Tooll-kit for PE teachersO4: Webinars and seminars promoting how to teach PE online. BENEFICIARIES:- PE teachers.- ICT teachers.- Students aged 10-17. - Schools at primary and/or secondary level in VET and general level.- Sport staffs/NGOs.METHODOLOGY:The project foresees to implement blended learning approach with blended/hybrid materials.Regarding this, we first of all develop the current PE curriculum, namely we blend the PE to online tools.Then, we develop a web-platform, comprising eLearning modules and tutorial videos to ensure distance learning and self-learning. Then, we produce a tool-kit as a pondered and improved collection of the educational tools employed in the local and international phase of Piloting.This toolkit is a guideline and comprise a series of lesson plans, tools, tips to teach PE in the new normal and online. We arrange virtual trainings for PE teachers, students, educators, educators and parents of the students. To educate the PE teachers and test the effectiveness of the education package, we organize staff training. To arrange milestones of the proejct, we organize 4 face to face transnational meetings. To reach out wider teachers, students and education communities, we use eTwinning and SEG, namely our cooperation mainly keeps up virtually. DEVELOPMENT(s):As outcomes from the implementation of this project the PE teachers, students and participated organizations will be able to:From PE teacher perspective, they will straighten their profiles and will learn how to use digital tools teaching PE online. From students perspective, they will be motivated taking part in PE online From schools' perspective, they will have a more, modern, dynamic, inclusive, need-based, digital and commitment PE resources.This transnational cooperation will contribute to the solution of problems we face and create a more long lasting impact in the areas we want to record improvement by sharing ideas and methods while operating and networking at transnational level.

"""Don't let them get lost"" is a School Exchange Partnership Project to be carried out under Key action 2, ka229, of erasmus+ Programme. The Project consists of 6 different partners from 5 different programme countries. The partner schools from Italy, Serbia, Romania, Portugal and Turkey all have immigrant and refugee students in a high number and also have great experience in different parts of the field. The aim of the Project is to manage the true Integration of Immigrant and Refugee students into the society and culture they are in. Thanks to the results of survey monkeys and our experience, we have seen that Integration of Immigrant and Refugee students in a true way is very important for the future of the whole community because almost each of those students has a trauma, disadvantged condition behind. According to the statistics; - Local immigrants mainly move to another city for economic or social obstacles they have- Immıgrant and Refugee students mostly have lost members of their families- Nearly half of those students have Post Traumatic Stress Disorder- More than half have exposed to violence from inside or outside the familyAlso, governmental statistics Show us that the possibility of those students' being involved in illegal matters or commit crimes are more likely than others. If the children having those disadvantaged conditions cannot be integrated into society or school environment, it means that the whole school system and the future of whole community will be affected in a negative way soon or later. That some problems are happen to more has been stated by the parents Whose children get education in the same environment with those students. Growing children as unhappy, aimless, unsupervised and insecure adults in this environment is the main starting point for us. These children will become adults of the future, but are not included in their future common denominator if they are not properly integrated.Another key factor is that, although the partner schools are experienced in the field. They always meet new situations because the situation is not a rule of science and very variable. That's why we need to Exchange of good practices and meet with new applcaitions and situations to integrate those students.To summarize, we learn together with our students in a multicultural environment despite different levels of preparation. In this process, we realize the need to redefine our needs every day. Since we think our personal skills are not enough to adapt to this new situation, we want to realize this project. We believe that the change in attitude to be gained from the project activities will have a positive impact on our education environment in the short term, our environmental schools in the long term, the environment in which our school is located, and the entire society over time.The participants for the activities will be selected very carefully in order to gain as much as possbile from the Project outcomes. Diseemination will be very important during adn fater the execution of the Project.An etwinning Project with the same title will be carried as paralel to this Project ( https://live.etwinning.net/projects/project/220010). Twinspace of the Project will be used as an open-source material for any interested teacher. The communication, online meetings, discussions and some of presentations will be done through Twinspace. Other school staff also will follow and contribute to the Project acts thorugh Twinspace.While selecting partners, we paid attention to gather schools having experience in dealing with immigrant and refugee students. Also, all schools in this project have same age level of students. Thus, we have thought that we can find better solutions to our common goals. The main activities of the Project will be LTTAs. We will have 6 different LTTAs in each partner country as Short Term Joint Staff Training. In each LTTA, all partners will work on the same theme. The effectiveness of the LTTAs will be the most important factor for the success of the Project. So, the preparation before the LTTA, the organisation and collaborative working during the LTTA and sustainability and dissemiantion activities after the LTTAs will be very important during the execution of the Project. To support our main LTTAs, we will have local, virtual and dissemination activities. Reaching as many people as possible is one of the mian goals of partners. To manage this, we will have Informative and Dissemination meetings / visits with parents, other school staff, nearby schools and local authorities.With the change of attitude we aim to provide thnaks to this project, we expect the results of improving school peace, increasing academic success and disseminating psycho-social positive developments in immigrant students. We aim to create a culture of cooperation in all of our parents, in our close institutions and in our local community, to adopt empathy, to adopt the other instead of othering."

"""Whe nyo ur eadt hi ste xty ouk no whow itfe elsi fyo uc ann otr eadp rop er ly."" (source of the German text: ""Grundbildung in Europa: Projekte und Perspektiven"", NA BIBB).According to UNESCO, an estimated number of 73 million adult Europeans are considered as functional illiterates. This is equal to 1/5 of the employable population aged 18 to 64 years. In the partner countries of the project this concerns totally 13.8 million adults. According to experts the share of functional illiterates among adult Roma there is 40 to 60 per cent. Comparibly high is the share among the 25 to 40 year old Roma. Thus, often functional illiteracy is the reason for the hindered access of Roma to education and employment. It also hinders the maintenance or increasing of their employability.Alphabetisation measures are mainly offered for the majority population and partially for migrants, but not particularly for Roma. This is necessary to consider their special needs in the improvement of their reading and writing skills. Existing offers lack co-ordination and interdisciplinary co-operation in the planning and implementation. Binding respectively uniform quality standards are completely missing. Therefore, - the elaboration of a Curriculum for raising the literacy grade of adult Roma - the modification of Quality Standards for according alphabetisation courses- the development of a Handbook for leaders of alphabetisation courses and- the designing and implementation of Co-ordination Concepts for alphabetisation measures are in the centre of our project. In an according training, adult education experts will be enabled to use them for the first time already within the test phase of the project. ""RomABC goes Western Balkan"" will be realised by partners from Serbia, North Macedonia, Germany and Hungary and aims particularly at the reduction of the number of functional illiterates among adult Roma, the improvement of their employability and the increasing of their participation in adult education measures. With that, the project contributes in the long run concretely to the increasing of the employment rate and the reduction of the number of Roma concerned by poverty and social exclusion."

Physical Education (PE) problems have become one of priorities in Europe and one of the most serious public health problems of the 21st century. This trend in children is alarming, as it has grown steadily and is a warning to future generations. Lack of PE for children is strongly associated with several risk factors such as cardiovascular disease, orthopaedic problems, mental disorders related to poor school performance and lack of confidence. This situation leads to many people not wanting to participate actively in the society around them. COVID-19 has dramatically turned this problem into a crisis. Our research found that students active in sport aged 14- and 16-year-olds who exercised regularly are less likely to develop depression. The relationship between movement and brain health is so clear that the WHO recommends an hour a day of moderate exercise for students in primary and secondary scholars. Yet, across our schools and associations the PE is far away from the WHO suggestions. However, across our regions PE teachers are not familiar with teaching PE online which is the gap that must be filled. This project aims to pilot an initiative that fosters self-care and healthy mindset in digital era. This project will equip secondary school teachers with competences through online courses from one side, and will initiate peer-education between students from the other side. Designed as cross-sectoralstrategic partnership this project will bring together representatives from the formal education(schools), representatives from the non-formal education (training centers) and representatives from the digital business world(IT company) to deliver innovative digital learning pathway in the field of School education.The identification of this crisis in most European countries, where young people don’t do sports has determined to initiate this project that aims to promote online among young people the importance of carrying out a healthy lifestyle and, at the same time, look for means that are attractive to them like videos and apps to promote this message. The overall objective of this project will be reached trough the specific objectives of this project: -To increase the level of competences of school teachers in the field of mental health; -To pilot online courses that will use meditation and sports as methodology for well-being;-To direct and stimulate peer-learning and teaching process among students based on the methodology of well-being; -To enhance mental-health education and enable students to become more familiar with the mind-body connection; -To promote healthy eating and exercise through music and dance;STRUCTURE AND OBJECTIVESOur project is focused on youth between 12 and 17 years old who are motivated to live healthy. Through project participants will gain more health, informal education, knowledge about different cultures and knowledge about different (healthier) active way of life. With the help of selected teachers we will show our youth the active way of life that can be performed during quarantine. Important goal of the project is also for participants to gain experiences, knowledge and competences, which they will be able to transfer in their schools and local life. Our main expected impact is to reach youth at a higher level of interest in healthier way of life and initiation of sport in their daily routine.Another important aim of our project is to provide an intercultural learning experience for young participants by sharing moments of inclusion and carrying out activities that follow non-formal education methods. The topics to discuss are: environmental sustainability, respect for nature, inclusive sport and healthy lifestyle. During the project, activities will promote intercultural inclusion and learning, such as workshops, role plays, online theater and trust-building. In addition, through the aforementioned activities, participants will acquire new knowledge about environmental sustainability and carry out sports activities area, through which will be promoted a healthy lifestyle and teamwork. The activities will be facilitated by staff, in charge of non-formal education activities on intercultural learning.The project aims at addressing the challenges identified above by means of providing secondary school students and teachers in possession of self-PE motivation with the attitudes and skills needed. Project will deliver on this aim through the following:2- Production of a manual for secondary school teachers integrating methodologies of self-learning supporting them in giving shape to and strengthening their profiles on teaching PE online.3-Training Toolkit for Trainers: The Toolkit will integrate guidelines and methods of NFE tailored to the needs of teachers willing to implement educational programmes to empowertheir teaching profile.4- E-learning modules and Web Platform. Partners will produce a specific Web Platform with integrated modules.

"""Whe nyo ur eadt hi ste xty ouk no whow itfe elsi fyo uc ann otr eadp rop er ly.""(source of the German text: ""Grundbildung in Europa: Projekte und Perspektiven"", NA BIBB).According to UNESCO, an estimated number of 73 million adult Europeans are considered as functional illiterates. This is equal to 1/5 of the employable population aged 18 to 64 years. Taking reliable figures on the extension of functional illiteracy into consideration (e.g. leo – Level One Study in Germany), this concerns 6.2 Mio. adults in Germany, 2 Mio. in Greece, 1.2 Mio. in Hungary, 0.2 Mio. in North Macedonia, 3.8 Mio. in Romania, 0.8 Mio. in Serbia and 0.5 Mio. in Slovakia. Unfortunately, there are no valid figures concerning the literacy rate of Roma. Experts say that the share of functional illiterates among adult in urban regions of the partner countries is about 60 per cent, in rural areas partly up to 80 per cent. Women are particularly concerned. Unfortunately, the low education level is still a relevant reason for the permanent discrimination of Roma. Disadvantages in the education sector which is a central field for the social integration and raising of such a young generation, are particularly visible. A real segregation exists. Many times, functional illiteracy is the reason for the difficult access of Roma to education and employment as basis for their social integration. For this reason, a Curriculum for alphabetisation courses for the improvement of the literacy of Roma in the fields reading, writing, numeracy and IT that is in line with their specific needs was developed in the Strategic Partnerships „RomABC goes Europe!“ and „RomABC – the next dimension“. During the testing of this Curriculum in the frame of according courses, it got obvious that an insufficient health literacy and a lack of basic civic knowledge is also limiting the every-day-life of Roma relevantly. Therefore, the further development of the Curriculum for raising the literacy grade of adult Roma by those emphasis is the centre of our follow-up project.The comparable high share of functional illiterates among Roma does not only require a possibly nation-wide offer of tailored alphabetisation courses, accordingly trained adult educators but also innovative training offers and adequate training material. Those needs shall be covered in the project by:- the further development of the Handbook for trainers including the vocabularies- the education of trainers in a Pilot Training- the utilisation of the training material for webinars and - the development of a blended learning course for the alphabetisation of Roma from level 3.In the frame of a study the partners will implement in their countries, additional disadvantaged target groups shall be identified for which tailor-made alphabetisation courses would also be necessary. The resulting needs for the modification of the Curriculum and the Handbook shall be found out as well. „RomABC moves forward“ will be implemented by partner organisations from Germany, Greece, Hungary, North Macedonia, Romania, Serbia and Slovakia and aims particularly on a reduction of the number of functional illiterates among adult Roma, the raising of their employability and the increasing of their share in adult education measures. Thus, the project contributes concretely to the implementation of the post-2020-EU-Framework for national Roma integration strategies and the according national strategies of the partner countries."