Freshman education across the country suffers from the absence of competency and skill-based instruction. There is no focus on life skills like problem identification, problem solving, planning and management of tasks, or proposing solutions to existing problems. The learners are provided with minimal opportunities for self-learning or outside classroom practice. Time efficient technology options and technology supported assessment are not utilized in large group instruction. The project will address a three-fold problem in the Palestinian higher education. It targets: a) the theoretically and content-based freshman instruction and assessment, b) the absence of formative assessment and self-directed learning at this transitional stage, and c) the lack or complete absence of technology supported assessment modules in large group instruction.The project utilizes technology to offer a wide range of options for providing teachers with timely feedback on learner achievements and engaging learners in peer and self- self-regulated learning and practice. Therefore, this project has used available technology options to provide timely feedback for learners and teachers in the context of massive education so improvement and adjustment strategies can be implemented on time. The outcome-based assessment in freshman education and adopting technology supported self-directed learning activities helped mitigate the negative impacts the traditional lecture-based instruction and exam-based assessment may have on the quality of freshman education in Higher education institutions country wide. The data collected from student beneficiaries showed important progress on four key levels: learner skills, learning methodologies, assessment methods and the use of technology. This modernization of learning and assessment methods was implemented in order to: • allow for time-efficient assessment and feedback practices • provide learners with self-learning opportunities • engage learners in giving feedback to their own peers• improving the quality of interaction in large group instructions• develop innovative technology supported classroom assessment techniques• create better match between freshman skills and market requirements in professional degree programs• provide timely feedback and satisfaction rate on large group instruction.Integrate higher order skills in the first year education courses.Create policies at national level to enhance the ecosystem for modernizing learning and assessment.disseminate good practice inside institution and at national level.To provide the necessary ecosystem for modernizing assessment practices in Palestine, the project team prepared and implemented 10 first year courses using competency based learning models, integrated modern learning methodologies and assessment options in the developed learning and assessment policies, and built capacity in Palestine for using technology to support large enrollment education.

Context/background of the project: The INSPIREUS! project, offers an ambitious and forward-looking outlook on strengthening female entrepreneurship. Supporting female entrepreneurs, especially at the start of their entrepreneurial paths, is crucial in realising the creation of more companies led by women on an EU level, whereas, at the same time helping more women in the EU join the active workforces. Across the globe, women participate in paid economic activities less than men. When women do participate, they often work in lower-paying jobs and sectors and have less access to social safety nets. At the same time, it is estimated that closing the gender gap in the workforce would add 28 trillion USD to the global GDP, and that’s only counting the monetary gains, not the human rights and other benefits. For these reasons, we all need to work together to support and remove barriers to women’s economic recovery and empowerment, and entrepreneurship in its various forms is a powerful catalyst to make this a reality. Entrepreneurship can generate jobs for women and their peers and help them tackle EU & worldwide challenges faced. Objectives: The project overall scope is to transform young female entrepreneurs in terms of realizing the connection between internal motivation & business creation. The specific objectives of the project are: a) Develop an inspiring and motivational programme which will offer hands-on experiences to women; b) Investigate the psychological factors of female entrepreneurship, with particular focus on personality and motivational factors; c) Create tools helping future women entrepreneurs to achieve self-awareness; d) Create a community of women entrepreneurs from all over EU. The collaborative environment creates a new “culture” and a network of women entrepreneurs. Women are important agents of change, and harnessing the potential of women entrepreneurs will be crucial for the sustainable and inclusive recovery of economies and societies, especially useful in challenging periods, such as the era of Covid-19. Number, type & profile of participants: The direct target group of the project were future women entrepreneurs (25-40 years) who have developed some skills and professional expertise taking into account their professional experience, but they find themselves without motivation to start a business. These women could be also employed young women who want to improve their soft skills, competencies, entrepreneurial skills, communication skills, etc. The main target group of the project was involved to the project activities from the very early stage: starting with a survey and analysis for the development of a competencies matrix and policy recommendations report (IO1), testing the self-assessment tool & pilot phase of the educational programme (IO2 & IO3), best-testing the training platform (IO5) and providing useful recommendations for improvement. The pilot participants representing the project's direct target group, have also participated to the various multiplier events, helping to spread awareness of the project (89 participants in total). Activities: The project partners have delivered 5 IOs, a very successful C1 training activity, and other project related activities falling under general project management actions. Results & impact: The final evaluation report of the project, proves that the quality of the products delivered in INSPIREUS! is high, whereas the relevance of the topic and the high responsiveness of the target group, were amongst the biggest strengths of the project. In particular, the participation in pilot training as well as registered interest, the high level of partner collaboration in developing all project IOs in full quality, prove the success of the project consistently. Activities such as the C1 hosted in Portugal, have proven to be very useful to consolidate the in depth discussion of the respective topics, to meet stakeholders, to form transnational teams and professional communities, get insight to relevant European environments, as in this case the start-up ecosystem in Lisbon, and therefore strengthen the European dimension of the project. Longer-term benefits: Partners should extend their focus on elaborating the women-specific aspects of the programme, such as specific business and networking culture and mutual encouragement. The project can serve as a useful basis platform, under which sustainable utilisation of the products to further design the material in a concise and easy to understand manner. Moreover, the partners can continue to consider on a deeper level the cultural and economic differences in the partner countries, where in some cases discrimination of women is implicit but significant, while in others the good career opportunities in employment slow down the entrepreneurial aspirations of women; thus it is interesting to expand INSPIREUS! to a larger-scale project.

“Youth SUCCESSors” project had as main focus the empowerment of European and International youth through the valorization and promotion of cultural and natural heritage.Considering the huge tangible and intangible cultural and natural heritage of each of the participating countries, young people can be considered as “rich successors”, but they need to learn how to manage these resources in a productive and sustainable way. Territorial promotion, sustainable tourism and many other sustainable entrepreneurial activities can be started around the preservation of environment and cultural heritage.The key of SUCCESS for our youth is to learn how to give value and take care of these resources but also to learn how to involve local communities in the protection and promotion of culture. In order to promote this objective, Y.S. consortium has organized 2 capacity building training courses for youth workers in order to train participants in entrepreneurial skills and in non- formal methodologies for skills development, and a Youth Exchange to involve directly young people in the implementation phase and to put in practice the new methodologies, 30 youth workers and 30 young people Italy, Greece, Spain and Argentina have been involved directly in the activities.All of them, at different levels, will be able to implement practically the knowledge obtained through their participation in the project, replicating methods and using tools and skills acquired.The consortium of Youth SUCCESSors was multi-actor and multidisciplinary, composed by Public Authorities, VET centers, NGOs and business representatives, all with a great experience in the field and covering complementary competencies. It was constituted from 5 partners from 4 countries, all facing the same difficulties related to youth unemployment and low participation to social and economic life. Info-days have been organized in each participating countries. High schools, NGOs, local authorities, private companies could meet partners and youth workers participating in the project in order to obtain information about project activities, results, possibilities of new collaborations in the development of entrepreneurial skills and raise awareness about the importance of preserving cultural and territorial heritage of each country. The publication online of 3 webinars and 2 OER e-Guide, 1 for youth workers and 1 for young people, has helped in increasing significantly the number of people able to acquire and spread the skills and best practices resulting from Y.S. project implementation, and to exploit the results.

The E-COURSE project aims to improve the access, participation and learning performance of migrant and refugee children in primary schools in Germany, Greece, Italy, France and Cyprus, as well as at EU level, to support their integration into the host society.The aims:- to improve the professionalism of teachers in dealing with migrant and refugee children and diversity in classrooms- to help schools to promote the inclusion and learning success of newly arrived students, thus helping to prevent early school leaving- to support migrant and refugee children in primary schools and thus improve their learning performance- strengthen the cooperation between all stakeholders of the school community (leadership, teachers, other staff, students and their families).E-COURSE's target groups include school and teaching staff, social workers in primary education, volunteers, education authorities and other relevant actors as well as newly arrived children and their parents and any family with a migrant background. E-COURSE appeals to all contributors to the school community and wants to support every interested person.The project consists of three phases in which tools and methods were developed and tested in pilot schools in Germany, France, Greece, Italy and Cyprus. The long-term goal is to make the developed products available to a large number of schools at European level.In the first phase of the project, the thematic core as well as needs in the school context were documented in comprehensive research as well as focus groups with a total of more than 45 persons. In addition, competencies and best practices of the participating countries were researched and collected. In the subsequent Learning Modules, with a total of more than 100 participants, teachers and school staff were trained and educated in five EU countries, specifically adapted to the needs of their country. The five Learning Modules were held twice each, to allow for feedback from the participants and evaluations to be considered in the second run, thus optimizing the modules. The second phase of the project consisted primarily of designing an online school support platform for teachers, newly arrived students and their parents. The previously developed Learning Modules were made available as digital versions on the platform, as well as homework support for migrant and refugee students, a forum for parent and teacher communication, and important information and emergency numbers for participating EU countries. The digital learning modules are available online as well as for download. The homework support is supported by retired teachers in five countries, who provide help and advice to the children at home. The school support platform was jointly tested and optimized in five countries with a total of 9 pilot schools. In the meantime, more than 2,500 people have visited and used the platform already. The third phase of the project consisted of developing and testing a policy methodology for the elaboration of school policies on diversity. This methodology was tested in the form of individual activity plans at a total of eight primary schools.In the course of the project, a total of seven information events were held, enabling more than 300 people to be reached. Further dissemination activities reached more than 80,000 people. The project website alone was visited over 10,700 times.Improving the professionalism of teachers in dealing with migrant and refugee children in primary school education, as well as diversity in classrooms, supporting the schools, the inclusion and learning success of newly arrived students, support migrant and refugee students and their accomplishments, E-COURSE has been and continues to contribute to improving the learning performance of migrant children in primary education, counteracting early school leaving, reducing access barriers and improving and support the cooperation of all stakeholders of the school community. This does not only have a positive effect on the integration process of migrant children, but also on their families. The continual accessibility of all results, tools and information in five languages ensures continued support at national and international level.

<< Background >>Our elder citizens have faced in the last year one of the hardest situations they could face. Many of them were isolated at home, but with no tools to engage with the outer world. While younger generations faced the restrictions with creativity. They created videos, songs, danced… and they shared it with their peers, their friends and families. Elder citizens do not have that opportunity. They do not have the skills to create and interact with others online. According to Eurostat - Community survey on ICT usage in Households there´s an essential need for digital education and training especially in our partner countries as most of them have a lower capacity than the European average. The priority of the partners is to establish a quality life of eldery and improve their lives in the home environment. The age structure of the population has been changing and society is becoming long-lived. Life expectancy has been increasing and the share of over 65-year-olds has been growing rapidly. This fact requires existing systems and arrangements to be adapted to leverage the capabilities of the altered age structure. Partners' goal is to create possibilities and opportunities for quality living for all generations, and for dignified ageing. We can already see that adjustments in many areas are required. Also, in the field of participation in society, focusing on intergenerational cooperation, volunteering, use of ICT in communication, etc. Some partners provide trainings for seniors and aim at raising awareness among them about the importance of ICT solutions for their social inclusion and for cognitive training. They are all involved in intergenerational activities bringing together disadvantaged groups, such as seniors, migrants and younger people with few opportunities, to promote social cohesion and solidarity. Digital generation project is perfectly in line with their needs and objectives and will bring an added value to partner's activities on national level and inspirations.<< Objectives >>This project was born as an opportunity to empower our elder citizens by training them to acquire the skills to be creative on the web and to interact with their peers. But we do believe that the best ones to do so are the younger generations. They use online creativity as a way of communicating. Spending an hour on Tiktok any adult can realize the creative potential and ability of the younger generations.This project will therefore generate the tools needed for young people to be able to train the elderly population on how they can be creative, express themselves, share their knowledge and interact with their peers in an online environment.Objectives: -To research the situation of isolation of elder citizens in the partner countries and collect examples of good practices of creative and digital activities.-To research and collect on intergenerational good practices in the partner countries.-To research and collect the digital tools that can be used for creative expression.-To create a training and mentoring methodology that is based in intergenerational training to support the creative process of elder citizens in the digital context.-To promote the social inclusion and good mental health of elder citizens.-To disseminate the project results beyond the partnership.-To create new synergies between adult education organisations and youth work organisations to promote intergenerational learning.-To promote the use of creativity amongst the elderly.-To promote active ageing.-To give guidelines for other municipalities and key organisations to implement such a programme at their local, regional or national level.<< Implementation >>WP0 - Management and coordination-A0: Management activities-A5: Activity and financial reports-A8: Management meetingsWP1 - Quality and Evaluation-A3: Quality Plan-A6 & A7: Quality reportsWP2 - Dissemination and Exploitation-A1: Dissemination plan-A2: Dissemination materials-A4: Dissemination reports-A9: Dissemination activitiesWP3 - State of the art research & good practices collection (R1)WP4 - Digital tools handbook (R2)WP5 - Training and mentoring methodologies (R3 & R4) and Guidelines for other municipalities and interested organizations across Europe.(R5) The pilotings, training activities and Multiplier events will enable us firstly to check the quality and adequacy of the materials. To upskill participants for them to share good practices, to enable intergenerational contact, training and interaction to happen. C1 short term training “Training methodology” The objective of this short-term joint staff training is to train the young people that will implement the training methodology on its use. A subsequent objective is that the young people participating in the event and have acquired the skills from the training, will be able to multiply the training methodology and boost the sustainability of the project.C2 short term training “Mentoring methodology”: This activity will include 3 participants per partner organisation. The participants of this training will be 2 young adults (18-30) who will implement the piloting phase and a person responsible from each organisation of creating the R4. The objective of this short-term joint staff training is to train the young people that will implement the training methodology on its use. A subsequent objective is that the young people participating in the event and have acquired the skills from the training, will be able to multiply the mentoring methodology and boost the sustainability of the project.<< Results >>• A Good Practices (R1), collecting the good practices carried out by and outside the partnership.• A handbook with video tutorials (R2) with a) the competences needed to be creative online; and b) the tools that can be used to achieve this aim, along with the guide on how to use them.• A guidebook with the training methodology developed that can be followed by young people to teach the elders how to use that tool (R3). This guidebook will be piloted in all countries, that will select at least 2 young people and 2 people over the age of 65 to test the guidebook.• A guidebook with the mentoring methodology on how to accompany an elder person to create artistic digital products and how to share them online (R4). This result will be piloted as well.• Guideline for other municipalities and interested organizations across Europe. (R5)