The Euro-ESP project took place under the background of the recent rise of populism, Euroscepticism, and nationalism in Europe and its member states. The aim was to organize an international training workshop and to develop training materials for professionals that can be used for strengthening major civic education skills of youngsters, especially of youngsters with special needs. Through the different activities of the project, resulting in four IOs, the professionals that took part at the project could widen their professional and methodological skills in the field of civic education, especially for the work with youngsters with disadvantages. The youngsters they are working with and who took part at the project benefitted through the opportunity to strengthen their civic education skills, like discussing, participation, communication, etc. (something which also supports their integration in a more inclusive society as well as their general awareness about the importance of a democratic state structure (both issues as in line with the selected priorities of the project)). Finally, the five organizations taking part at the Euro-EPS project could widen their general experience in the field of civic education, especially when putting on strong emphasis on EU and EU related topics.Therefore, at the beginning of the project the partners developed a short questionnaire and held focus groups to analyze more deeply what youngsters, especially one with special needs, think about the EU and EU related issues. The results of these activities were summarized in a short report. On the basis of this information partners developed afterwards a training pathway for an international training workshop, which was implemented for 5 days to equip all trainers with the knowledge needed for the development of the training materials with a focus on special education needs. These training materials for the youngsters have then been developed in a next step. To evaluate their impact most of them were piloted by the partners involved in the project under the active participation of their youngsters. Finally, a guidebook has been produced, consisting of basic information about the project, methodological guidelines, and of the training course and its materials. In a long term perspective these materials can be used from now on by other professionals working in the field of youth and/or civic education, as they have been developed for a flexible use in varying contexts to strengthen the skills of other youngsters all over Europe.By doing the project and its activities, more than 200 people benefitted directly be the activities of the project. Trainers could strengthen their methodological competencies and got new teaching and training materials that they can use for their everyday work with the youngsters in their organizations. More than 75 youngsters could strengthen their civic education skills when piloting the activities. And more than 100 external stakeholders from different fields could get informed about the project, its objectives, its European dimension, and its results on the multiplier events. Exceeding this, more people were reached mainly indirectly, especially trough the different dissemination activities that took place during the implementation period of the project, where they were informed about the Euro-EPS project and its most important aspects. All activities were done by the partnership consortium in cooperation. In total, five organizations were part of this partnership:-CJD, Germany (social and educational institution)-Fundacion INTRAS; Spain (social and educational institution)-INUK, Slovenia (research and educational institution)-Coop SAPSE, France (social and educational institution)-Seurakuntaopisto Kirkkopalvelut ry, Finland (educational institution)

Tablio was a 30-month Erasmus+ KA2-project which aimed for realizing educational innovation by integrating tablets for classroom differentiation and inclusion. The Tablio-project developed a design toolkit, demonstrator examples and design templates for 'Inclusive Education' by means of tablets. Inclusive education is about how to develop and design schools, classrooms, programs and teaching & learning activities so that all students learn and participate together (www.inclusionbc.org). Differentiation is a key strategy for the achievement of inclusive education. 24 good practices were described by interviewing teachers in European schools. 12 new pedagogical arrangements were developed throughout the project by the application of teacher design teams and the ADDIE-instructional design method. All practices were validated by peer reviews in which we analysed the practices through the perspective of the theoretical framework of the design toolkit. This toolkit and framework was developed by performing desk-research, focus groups, workshops and collaborative writing activities. The outputs are collected on the website http://tablio.eu. The English and Dutch outputs were also bundled in an e-book with ISBN-number. All outputs are available under a creative commons license on the project website and on the Erasmus+ Project Results Platform. The outputs are multilingual. Besides English, outputs are available in Dutch, Slovenian, Turkish and Italian.7 partners in 6 countries participated in the Tablio-project: PXL University of Applied Sciences and Arts (Belgium - lead partner), Institut za Napredno Upravljanje Komunikacij, (Slovenia), Istanbul University (Turkey), iXperium Centre of Expertise Teaching and Learning with ICT (Netherlands), TELLConsult (Netherlands), North-West Regional College (Northern-Ireland) and CESIE (Italy). These organisations were a mix of expertise centers linked to teacher education, expertise centers specialised in design thinking, differentiation or inclusion and expertise centers in ICT-integration in education. 20 multiplier events were organized with an explicit focus on transferring the innovative approaches to the classrooms of the participants. Hence, several new approaches resulted from the multiplier events. Also other dissemination activities were carried out by presenting the outputs on European conferences and by the publication of articles. Communication was done in newsletter and on several social media. The project ended with a communication campaign in which we did daily Tablio-updates on social media in the month of May 2019 sharing the good practices developed during the 30 months. We impacted the project staff with a higher expertise level in educational innovation with tablets and differentiation and inclusion. We realised innovations in the schools that participated in the teacher design teams and the multiplier events, in favour of the pupils that benefit from a more inclusive education. Through active participation at more than 30 conferences, through newsletters and social media communication we impacted a wide community of European teachers and other educational stakeholders.

"Overall aim of the EU is to develop the society, to bring nations closer to each other, to provide a better and more meaningful life for all citizens. To achieve that, citizens must be more active and more concious as to how to develop their smaller or bigger societies. In order to be able to do so, citizens must understand their role in the society; life and procedures of groups forming it, basic rules to live and play an active role in it - i.e., citizens must be competent in civic and socital questions.In order to have a developed civic/social competence, citizens must communicate. Today, there is a communication flood around us and we mut not be lost in it. In order to master it, one must be literate in it - so also in the media carriying and providing the information. Therefore, citizens must have a developed media literacy too. The earlier people start acqusition of those competency and literacy is the better.The project's objective is to elaborate tools to develop media literacy and civic competence for pupils of 10.-14. and 15.-18. years of age. There are some aspects in some schools addressing the two topics, but in general and in an integrative way, schools lack teaching materials for that. Participants aim to elaborate teaching concepts, textbooks and also ICT versions for both topics, including also ""train the train"" parts for the teachers, theory and practical examples, methodology of teaching, classroom planning suggestions and - to bring the topics even closer to active involvment and identification-, four multi-round case studies.The project team consists of seven partners from five different countries. It gives a clear internationalism (generality) to the project results, maintaining at the same time their local dimension and usability too. Partners have is deliberately came together in such a composition, that in itself secures multi-facetedness and usability of the results. So, apart from the schools and teachers, a regional directorate of public education, a municipality, a civil foundation and an organisation active in communication and social responsibility form the team. (all of them are non-profit organisations) With that, several direct and indirect target groups are also represented right within the team yielding high quality and high and wide usability of the results. Project tenjure is two years and the activities go on in two forms: transnational meetings; consisting of project management and also workshop parts and coordinated interim individual work of the partners. The former ones secure proper way and timely actions of the project procedures and also proper quality and generality of the project contents; while the latter give way to intensive, coordinated but individual work of the partners - securing the strong local dimension too.Methodology of the project procedures is clearly set: it starts from proper definition of the present state of the art (national specifics and requirements, teaching practice and experience, best practice, literature assessment; questionairies and surveys to fully characterize the status of the target groups) and the proper definition of the project target, the ""Leitbild."" Having the two critical points on the line, working sequence is easy to be determined. Method of the project work rests on the integrated way combining joint direction and control with specific responsibility and (albeit controlled) freedom to act. Project work rests on clear and regular communication amongst the partners. Promoter (i.e. the project coordinator; 'primus inter pares') is the Erzurum Regional Directorate of Public Education.) Project work and control rests on PDCA (plan - do - check - act) sequences.Project is to yield a complex teaching concept for development of both media literacy and civic competence; two textbooks for two age groups containing both topics; ""train the trainer"" & theoretical and practical parts, homework and control question sectors, interactive case studies elaborated to bring pupils close into the topic, complex teaching methodology for the topics; classroom planning proposals. Further, a complex ICT version for the whole textbook contents will also be elaborated. The project and its results are expected to have strong impact on several target groups: teachers, pupils, schools are an obvious target, but communities, decision makers and policy makers will also be involved and informed. Dissemination is an integral part of the project and it will be done planned and regularly; and the multiplication events (planned after the intellectual work results are available) will also be an effective way to reach large nomber of citizens directly or indirectly.Project results are developed for the upper elementary and secondary schools. However, partners develop materials so that they are usable in adult teaching too: first of all, involving the parents of the two target age groups and also young adults in general too."

Activities on fluvial tourism - river, lakes and lagoons- have a great capacity to attract visitors and generate wealth in the areas where these take place. To satisfy the increasing demand for this type tourism, the investment in facilities (e.g. ports) has been increasing significantly, and these actions have not always been carried out from an environmental point of view. At the same time tourists value more and more respectful behaviour in natural spaces and water ecosystems, which need to be protected. Protecting measures not only comprise the immediate actions, but also those measures that aim to raise awareness and information amongst all the stakeholders involved (tourist SMEs, managers and owners of river ports, experts and unemployed people in this field and other related, such the environment, local community, visitors, etc.), as well as their training and learning by user-friendly tools which promote their knowledge acquisition, the exchange of best practices and the searching of new solutions within this field.EFF tourism as such gives an answer to several important needs: EFF tourism will provide to all those involved with the skills and competences to reduce their environmental footprint. Contribute to satisfy the need of preservation and sustainability of the natural spaces and water ecosystems by boosting responsible behaviours and measures. It will help users improve their professional profiles and be more competitive, enhancing their employability. Moreover, these measures lay the foundations for new business opportunities, as well as for innovation and cooperation in this field. By giving to the target group a self-assessment tool which measures their environmental footprint on the spaces where their tourism activities are developed, EFF TOURISM aims to encourage those people who a have a low footprint to share their good practices with the rest of the community and, on the other hand, it is a warning signal for those who have a high footprint, letting them be aware that their behaviour is not sustainable and encouraging them to carry out responsible and green actions. In order to achieve these objectives, a well-balanced consortium of 7 members with the right mix of skills and knowledge: experts in environmental consultancy, in regional tourism and SMEs on fluvial tourism.All the learning & training materials provided by EFF TOURISM will contribute to improve the professional profile of those If those offering professional activities in the field of fluvial tourism sector (inland ports; SMEs; and other fluvial activities), while improving at the same time the competitiveness of the sector. Moreover, the adoption of sustainable and responsible measures usually means saving resources , more effective waste management, making the businesses be more profitable and sustainable. The generalization of these kind of behaviors among all the agents who integrate the fluvial tourism sector of a given natural space lets to improve its positioning of the area as a sustainable destination increasing thus its attractiveness as a tourism destination. It will also have a positive impact on enterprise development in the areas, as the EFF tourism results can be taken up by entrepreneurs and use as input or basis for the development of new products and services in the field of sustainable fluvial tourism. The fluvial tourists, and especially the vessel owners will benefit by reducing the carbon footprint of their vessels, taking up measures to reduce the environmental footprint can also lead to a reduction in the costs related to their activity and contribute to the protection of the so-much enjoyed water-ecosystem (and generating a sense of responsibility and pride). The latter is also true for the tourists that rents a boat/vessel or participates in an activity related to fluvial tourism. Apart from increasing the feeling of contributing to a sustainable environment and to enjoying the water-ecosystems now and in the future, they possibly will demand more sustainable tourism options thus creating a spill-over effect to other tourism services and offers in the surroundings.