<< Objectives >>Childhood cancer is a terrible disease that can affect any child suddenly, exposing them to harsh treatments without guaranteed success.Even those who manage to overcome it will be left with serious physical, social, and emotional consequences. In order for them to achieve full development, their school must play a key role in their life.This project will provide nursery and primary schools with tools to support their full development and inclusion.<< Implementation >>This project brings together in a European network:- A school that will carry out several activities to adapt the methods and resources created to the educational environment.- An expert entity in the creation of inclusive methodologies that will develop activities to generate innovative methods of educational inclusion.- An entity of beneficiaries that will help to create the results through multiple activities with children between 3 and 12 years old who suffer or have overcome cancer.<< Results >>This project aims to generate multiple results:-Meaningful learning results for the participants.-An innovative and effective method that helps teachers foster these children in their classrooms equally, achieving their full educational, social, and personal development.-Materials and resources that allow implementing this method.-The creation of a sustainable network that allows children with cancer with an indeterminate life expectancy to live it fully.

"Although the education of adults is in many cases conceived as a basic education, mainly focused on social and personal fulfillment, adult people have a great potential for employability if they receive an adequate training, engaged with the needs of companies. This is especially true for adults between 18 and 30 years old that neither study nor work (NEET).These young adults have a basic literacy because they only completed basic studies (or almost did so), and have not been able to access the labor market, in some occasions because they lack the motivation for it. Being aware of this reality, the European Union has tried to guide the objectives of adult and lifelong education towards the acquisition of key qualifications for the labor market for adults of this age spectrum as a useful mechanism when looking for new productive models.Among these new productive models, the innovation and technology sector stands out in a striking way, since it has become one of the sectors with the greatest growth and hiring capabilities in 2018.This sector has a wide job variability of very diverse profiles (ranging from researchers to staff without qualifications) and it can be a great opportunity for our beneficiaries, not only because they have real employability possibilities, but also because it offers an appealing and motivating objective for them. But in order for these jobs to be accessible to them, it is essential that they develop some specific abilities.""FROM LITERACY TO DIGITAL AND TECHNOLOGICAL TRAINING: INNOVATIVE AND CUSTOMIZABLE TRAINING ITINERARY TO FACILITATE EMPLOYABILITY AND INCLUSION OF ADULT PERSONS"" is a project that seeks to structure the adult learning process through a complete itinerary adapted to employability in the technology sector, going from the most basic stages of adult education to the basic knowledge required by technology companies, through the development of digital and technological competences such as scientific thinking, critical analysis, and digital skills.To this end, 6 European entities of renown prestige in each of the work fields of this project have joined to create an intersectorial partnership, ranging from entities expert in the creation of educational materials for groups with barriers (REDTREE- Spain), in the field of adult education (GRETA DU VELAY-France, UNIVERSIDADE DO MINHO-Portugal, and NTUA-Greece), and technology-based companies that know firsthand the needs of the sector (IKASIA-Spain and NANOPAINT-Portugal).All of them will work during 24 months (through 4 transnational meetings, virtual meetings, exchange of experiences, dissemination activities and events…) to generate a high quality intellectual output consisting of a three-level virtual training course structured and homologated by European lifelong learning centers, and certified by the digital badge “DIPLOMA FOR DIGITAL AND TECHNOLOGICAL TRAINING”, which is compatible with the curriculum of adult education “LITERACY TO DIGITAL AND TECHNOLOGICAL TRAINING”.This course proposes a learning process adapted to adults, building the contents through specific itineraries of improvement, identification, and monitoring of capabilities, with a learning offer adapted to the individual needs of the student, and based on a flexible and digital learning methodology.With an initial evaluation, the student’s personal itinerary will be established, including all necessary contents and materials. The course will be structured in three levels:• INITIAL LEVEL: Basic literacy from a technological perspective.• ADVANCED LEVEL: Digital training through scientific thinking.• EXPERT LEVEL: Basic technological training for employability.With this Intellectual Output we will be able to improve and expand the offer of high quality learning opportunities adapted to the individual needs of adult students with low qualifications or lack of degrees, to improve their reading, writing, and math skills (Initial course), their digital skills (Advanced course), and that involve key skills or progress to achieve higher qualifications and employability capabilities (Expert Course).We plan this project to have a great impact on the beneficiaries, but also on adult education and lifelong learning centers throughout Europe, so they can implement this innovative methodology to improve the employment opportunities of their students, and in research centers and technology companies too, that will find future employees with specific training adapted to their needs."

The number of blind or severely visually impaired children between 0 and 6 years old is relatively small, but the impact of these first years of visual impairment is critical to establish their future possibilities of inclusion. Multiple studies carried out on children who suffer from mild to severe visual impairment have shown that generating care mechanisms as early as possible is essential for them to reach adequate maturity and achieve full inclusion in their family, school, and social environment.This early attention to the child with visual impairment must begin before age 4 and must be aimed at providing stimuli matching their level of development, and based in each individual case. It must be an enriching and compensating mechanism with the objective of facilitating varied non-improvised situations with specific stimuli that allow development in various areas: motor, cognitive, social, language, and personal autonomy.Historically, this specific training for children with severe visual impairment was mainly carried out in family or controlled environments for specific training, isolated from standard pre-primary schools. Nowadays, however, the social inclusion of students with visual impairment in ordinary schools is a priority.However, this transit is not easy, and it generates serious distress in the student with obstacles, their teacher, their center, and their family, since it is usually based on specific adaptations that are only “patches” that try to overcome these serious barriers, but without generating educational processes that include students with low vision in equity: the inclusive classroom model.With this ambitious objective, in 2018 an intersectorial European network was created, comprised of REDTREE MAKING PROJECTS COOP.V., the federation ANIRIDIA EUROPE, the associations ANIRIDIA ITALIANA, ANIRIDIA NORGE and ALBA, and the company SMALLCODES SRL, with the objective of developing materials and tools to facilitate the inclusion of children with low vision in pre-primary education through the design of applications adapted to their learning, and digital training materials for teachers in formal and non-formal education.We created two highly innovative and ambitious Intellectual Outputs that could answer to the needs identified:- O1. VIRTUAL TRAINING COURSE FOR THE TRAINING OF TEACHERS AND PRE-PRIMARY EDUCATION CENTERS IN THE INCLUSION OF STUDENTS WITH VISUAL IMPAIRMENT IN THEIR CLASSROOM.- O2. VISAPP - ORIGINAL ICT TOOL FOR THE INCLUSION OF STUDENTS WITH VISUAL IMPAIRMENT IN THE CLASSROOM.Along with these two Intellectual Outputs, we have developed multiple tangible and intangible results that complement them and enhance their impact: a methodological guide for the adaptation of a pre-primary schools into inclusive schools for students with low vision, a flexible and innovative methodology to train pre-primary education teachers, a user guide for the APP, and the constitution of an intersectorial network that allows the exchange of experiences and knowledge, and achieves significant improvements and impact on the inclusion of the beneficiaries.This project, framed in the school education sector, was originally planned for two years, but had to ultimately be extended to 36 months, ending on August 31st 2021, in order to be able to overcome the obstacles caused by COVID- 19 and thereby guarantee its quality and expected impact.Throughout the project, 4 Transnational Meetings were held (Spain, Italy, Norway, and a 4th virtual one), various activities for the creation of materials were carried out, periodic meetings, dissemination and evaluation activities, and 3 large Multiplier Events for the presentation of the results.To date, the project has had a high impact on pre-primary education, especially on its students with mild to severe visual impairment, and on the training of teachers at this level. The European Commission and EU Member States (EU “ET 2020 Thematic Working Group on Early Childhood Education and Care (2012-2014)”) have recognized that access to inclusive and high quality ECEC services is beneficial to all. These benefits include a wide range of individual and social improvements, so we hope that the impact of this project will not only be significant but also sustained over time.

During the last years, a strategic and intersectoral partnership of 6 entities (REDTREE, ASOCIACIÓN DE JÓVENES MUSULMANES EN VALENCIA, GIOVANNI MUSULMANI ITALIA, SMALLCODES, EUROPEAN LANGUAGE EQUALITY NETWORK and GRETA DU VELAY) concerned for social inclusion and education has developed the project “VIRTUAL INCLUSIVE EDUCATION FOR ADULT PEOPLE: VOLUNTEERS AND REFUGEES”, with the objective of developing an impactful educational tool capable of not only achieveing the objectives proposed in the official curriculum, but also of increasing the interest of the students and improving their living conditions.Adult education and training are often hampered by the lack of clear and stimulating goals for these students; this happens either because it is not adapted to the real needs of students, or because it has no practical consequences for their daily lives.This is why VIVAR has been created: an e-learning platform capable of promoting an effective learning for adult persons, thanks on the one hand to the exclusive programming of the platform, which is able to identify the previous knowledge of the users and adapt its contents to them, and on the other hand because it seeks to solve real and daily needs of the users.In order to achieve this, VIVAR promotes the education of adults through volunteer work with migrant persons. Volunteer social service can be the activity that encourages adults to improve their education, and it opens up job opportunities in the 3rd sector. With the collaboration between social organizations that work specifically on these issues and adult education centers, a practical educational process has been created to allow adult users to develop the skills and knowledge necessary for volunteering (from the development of basic skills, basic knowledge of English and Arabic, and digital skills). These contents have been created in close collaboration with migrants and refugees, one of the beneficiary groups of the volunteer activity.But this project also directly promotes the inclusion of migrant and refugee persons, offering them the tools for their integration through an e-learning platform that adapts to their specific needs, in their native languages, which develops not only their basic skils, but also provides the necessary guidelines and knowledge for their inclusion in Europe. These contents have also been developed in close collaboration with migrants and refugees, and with experts in the field of volunteering.Thus, the VIVAR platform proposes an intelligent virtual and telematic learning system, capable of defining the user profile (their previous knowledge, languages, needs...) and creating personalized learning paths to allow them to volunteer to develop skills (both basic and specific) and certify their learning by allowing NGOs to guide their learning process, in turn becoming tutors of refugees with the support of organizations with experience in education.This system also includes specific educational modules to improve the inclusion of migrants and refugees through the development of their basic skills -reading, writing, math, and digital skills-, certifying their learning in a document endorsed by the partner and collaborating entities.During these years, a sustainable strategic partnership was established that is achieving good results in the fields of education and inclusion, where not only these 6 partner entities are active, but also more and more collaborating entities that are getting new users to use the platform and that more entities benefit from and disseminate this result to enhance the training of volunteers and adults. All of this has been done thanks to the 5 Transnational Meetings held, 1 large Multiplier Event, various dissemination activities among expert multipliers in the beneficiary groups, various national activities for the development of the results, multiple evaluation activities carried out in adult education centers linked to Greta du Velay (France), and 4 pilot tests with each of the beneficiary groups.In short, we have developed an impactful tool with a great future ahead that is being implemented by dozens of European entities (adult education centers, NGOs and companies) and has currently issued more than 80 certificates that have allowed these adult students to improve their educational training, qualify for higher degrees, facilitate their inclusion, and offer new avenues for their socialization.

<< Objectives >>Low vision, especially if it is the consequence of a rare disease, raises significant barriers to the social and personal inclusion of those young people who suffer from it. Especially in countries with low social coverage and few support structures for people with low vision, it is essential to support youth associations of these patients as a means of raising awareness in society, promoting their inclusion, and fostering their active participation.<< Implementation >>Social networks of young people with low vision will be generated, to contribute to their inclusion while developing more aware and inclusive Latin American societies, exporting successful experiences to Europe while also improving their practices.During 24 months, the following activities will be carried out:- Act. for the creation of results.- Act. for the training and preparation of the participants.- Transnational activities.- Dissemination activitie<< Results >>In order to achieve the inclusion of youth with low vision, especially in countries with high levels of lack of support:-They will be taught how to organize themselves, actively participate for their inclusion, and overcome their barriers, all through the creation of methodological guides, webinars, support networks, tools and materials...-Societies will become more tolerant and aware to support these young people and their associations, through viral video campaigns, awareness documentaries..