ContextThe project aims to equip professionals in Europe with the necessary resources as to be able to cope with the online technologies and social distancing to better serve the excluded LGBTQI population as a result of the new situation that emerged from COVID-19 crisis. This is a novel situation for the whole world, to which our proposed action will attempt to respond by using innovative tools and practices that exploit the benefits of ICT solutions in times when social distancing and all other precautionary measures are at the top of the EU’s priorities.RAINBO aims:a. To support professionals, relief aid officers, social workers, mental health, health care providers on how to better include intersectionality and LGBTQI perspectives in their activities b. To enhance their acquisition of digital competences and enable to incorporate in their work do delivery high quality and inclusive support in order to meet the needs of LGBTQI beneficiariesc. To create an incentive for VET, adult education, professionals, and stakeholders to adopt the project approach after project closured. To strengthen transnational learning and cooperation’s networks of institutions, CSO’s, public bodies/services, community centers, helplines, professionals and foster social inclusion and equality, ensuring that LGBTQI people is included in all health, humanitarian and economic relief efforts-To raise awareness of medical and mental health inequalities faced by the LGBTQI communityRAINBO project will be implemented in 5 countries, (UK, Greece, Portugal, Luxembourg, Netherlands).Target groups:a) professionals supporting LGBTQI such as youth workers, community mediators, humanitarians’ officers, health care providers, medical personnel, mental health professionals, social workers, helplines officers, counselors, and volunteers etc.b) LGBTQI people will be the secondary target group and the end beneficiaries of the project activities.The project is expected to deliver:-VET programme for 100 professionals in order to a) improve their knowledge in LGBTQI medical and mental health issues and under the lens of intersectionality; b) acquire the appropriate digital competences for providing support in social distancing context c) contribute to the elimination of biases and stereotypes for sexual and gender minorities and ensure that LGBTQI people is included in all health, humanitarian and economic relief efforts.- Increased transferability of the project outputs and results for professionals, stakeholders, CSO’s, health care providers, etc on how to better include intersectionality and LGBTQI perspectives in their activities.-An e-learning platform in order to a) facilitate the VET programme for practitioners b) raise awareness about the project & disseminate all project material, c) motivate professionals and VET providers to use the project’s products.-A sound and updated report in order to a) explore the specific inequalities that LGBTQI individuals faced in their countries under COVID 19 crisis and b) the level of professionals’ digital competences, in order to perform their obligations and providing adequate services.- Strengthen the links between the consortium members, VET and educational stakeholders in the one hand and organisations supporting human rights and LGBTQI rights and fighting stigma and discrimination on the other hand. -5 open days will be organised in the participating countries, the UK, Greece, Portugal, Luxemburg, and Netherlands for promoting the project and its results.-3 online workshops for VET and adult education providers will be organized in the participating countries, Greece, Portugal, and Luxemburg.- An international conference will be organized, in the UK to present the project and its outputs to interested stakeholders.-Enhanced know-how of all participating project team members on practices, terms and tools for promoting LGBTQI inclusion in their work cycle.-All participating partners will enhance their relationships with CSOs and LGBTQI associations and networks, stakeholders at the national and EU level.Long terms benefits -The professionals in Europe will be equipped with the necessary resources to be able to cope with the online technologies and social distancing to better serve the excluded LGBTQI population as a result of the new situation that emerged from COVID-19 crisis. -The level of services provided to LGBTQI can be elevated and the organizations and institutions providing such services will be enhanced. -Increased awareness of the public on the power and importance of how to better serve the excluded LGBTQI people and elimination of stereotypes and biases.

The “Project leading to an Exhibition for the incorporation of Migrant children into the European school frameworks” (POEME), intends to do exactly as its title suggests in the most structured, inclusive way, having in mind current trends in educational material and the most recent digital formats to equip language educators and local and migrant students with powerful skills vital for the 21 century and especially for the challenging shift to online/distance learning as a result of the COVID-19 outbreak. This project is based on a consortium which has several years of experience in other Erasmus Projects - Les Apprimeures from France, SPEL from Portugal, DISEPI and IASIS NGO from Greece, CIP Citizens In Power from Cyprus and Logopsycom from Belgium- who devote their work in constant research for innovative ideas and tools for meeting the needs of European society. Thus, the proposal had as its foundations the organisations’ solid grounds of experience and as a scaffolding, research and careful thought for building a coherent, structured and detailed analysis project.Having in mind the current numbers of immigrant students in the European schools, it was decided as deemed important to take serious consideration on how to develop those students' linguistic and cultural realities for having a positive effect on their well-being and performance in schools (Thomas and Collier, 1997; Cummins, 2001; Garcia, 200 cited by Eurydice, 2019, p16). It’s also worth mentioning that the opportunity for local and migrant students to collaborate creating exhibitions, has been recognized by many researchers as a mean to empower marginalized groups (Finney & Rishbeth, 2006; Finley, 2008; Likes, 2010; Thallon, 2004). The two major results of this project are:i) modernization of second language teaching both in content (European Cultural Heritage) and way of assumed digital tools (e-books), as well as in the way students will work for language acquisition and cultural acknowledgement and for presenting their work (blended learning exhibitions) ii) empowerment of educators and students with digital and soft skills through detailed e-reports, e-guidebooks, webinar trainings and workshops, as well as blended learning sample material build. Also, the project includes OERs e.g.: - 1 E-Report translated in the 3 languages of the partners based on a desktop analysis of previous research and projects about current methods of second language acquisition, possibilities offered through e-worksheets and e-books, cultural heritage acknowledgments etc.-18 Worksheets to be translated in the 3 languages of the consortium thus giving 72 Worksheets in all languages, having as a content cultural heritage and intending to develop written language acquisition through meaningful tasks (attending vocabulary, some grammatical and syntactical phenomena) to be used as complementary material.-10 animated e-books with graduation on language level acquisition which will be translated in 3 languages. The purpose of the e-books is twofold: firstly, to give concrete ready to use complementary material to language teachers but also providing them with explanatory sheets and training for gaining the appropriate digital skills for building themselves this innovative pedagogical tool, becoming capable of providing tailor-made reading to their students, which will eventually improve their daily professional practice. -An interactive e-guidebook for POEME exhibitions, where each section analyses what students are expected to do, some ideas and concrete examples as well as which skills they will train and develop.-Samples of POEME blended learning exhibitions by the consortium members (6 in total), including the blueprints and guidelines for each.-School-wide digital or physical (blended learning) exhibitions across the countries of the partnership by at least 200 students and 20 educators. The benefits acquired from curating an exhibition for all students age 12-18 are language acquisition, attending managements skills, presentation skills, writing skills, soft skills, development of autonomy and confidence in their study, collaboration, use of digital tools just to say a few whilst ultimately elevating their self-confidence their self-esteem and feeling in unity with their fellow students and the community they live in both because of the collaboration, the exhibition itself and the content it is applying.In addition, the following organisational results are expected: -6 national online pilot testing of the 18 e-worksheets and the material, by gathering 12 teachers-1 webinar training with at least 60 educators on the use of the interactive e-guidebook and the sample exhibitions’ blueprints and guidelines-6 national e-workshops for training at least 20 language teachers in exhibition curating (either local language acquisition as 2nd language or ESL) and 200 students in total (mixed with migrants and locals)-2 transnational partner meetings.

Teaching and learning habits have changed through home and online education because of Covid-19. The Covid-19 outbreak and online learning obligations forced many teachers to switch to hybrid education methods. The education systems are also going through a digital transformation phase worldwide. However, recent surveys showed that less than 40% of educators felt ready to use digital technologies in teaching and there is an urgent need for a well-prepared set of training materials for teachers. (https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en)Digitizing education comes with its advantages and teachers gain more access to various sources of data and knowledge. This resulted in making education activities more interactive and engaging for students. With Covid-19 outbreak Hybrid Education term was added to our repertoire. Hybrid education combines traditional education and online learning. It emphasizes using the best option for each learning objective. Hybrid classrooms vary according to the specific needs of learners.In today’s world, using digital tools has become crucial. Technological developments affect education significantly. With the improvements of Web 2.0 tools, new educational approaches are formed. Using Web 2.0 tools in education provides a more adequate teaching environment. Letting students be more active in the classroom or increasing the efficiency of distance education are the main benefits of using Web 2.0 tools in education. This project will be carried out by a partnership between organizations from Latvia, Austria, Turkey, Portugal, Czech Republic, and Spain. The main purpose of this project is to enable primary and secondary school teachers to use Web 2.0 tools and increase the quality of hybrid education. The project outcomes will help teachers improve their digital skills and their profiles of teaching professions. The target group of the project is primary and secondary teachers. Also, representatives of public bodies, representatives of private and public educational institutions and national curriculum councils, academicians who work on hybrid education and Web 2.0 tools fields, educational authorities are the people this project aims to reach. More than 250 teachers will be involved in the key activities of the project such as pilot scheme, workshops, and multiplier events. Besides, thousands of teachers and educational administrators in partners’ networks will directly be benefited from this project. This project aims to guide primary and secondary teachers to learn the usage of digital tools for primary and secondary teachers. For this purpose we will develop;- A Curriculum (IO1) that will serve as a route for teachers to understand the steps they need to achieve in order to develop their skills on Web 2 tools. The curriculum provides teachers with the theoretical steps of Web 2.0 tools- Modules and Video Series (IO2) which will be useful for increasing teachers’ skills of Web 2.0 tools- E-learning Platform (IO3) which will be provided with the appropriate equipment and help teachers- Digital Guide Tool (IO4)This project methodology will encourage the teachers for their professional development and follow their own progress by using an OER platform. During the development of the curriculum and modules desk studies and literature reviews, state of art analysis, workshop methods will be followed. Video series and e-learning platform will be developed through the technical support from the project partners.The training program, the pilot scheme, workshops, multiplier events will be the key activities in order to reach target groups, participants, and stakeholders. These activities will also help in the dissemination of the project.Teachers will acquire the competence of finding new educational approaches, methodologies, and materials as a result of our project. As the times like we are going through nowadays, people have to keep on their life with a social distance. As a consequence of the recent COVID-19 pandemic, teachers have to move to hybrid education. In order to achieve success in hybrid education, Web 2 tools are crucial. This project will help teachers to get ready for emergency circumstances. Teachers will benefit Web 2 tools in creating online classes, online quizzes/exams.In the long term, adopting web 2.0 tools in hybrid education practices will help to improve the quality of the education process. This will lead to an improvement in the overall quality of the education system and empower students’ with the critical skills that they need to be more prepared for a more dynamic future. This project will cover a leak which is a lack of knowledge about digital tools. This will be positively reflected on the quality of educational activities in classrooms and the level of students; performance and engagement with the content of their studies. Also, this will help improve the overall productivity of teachers

Background The proposal draws on the principles of Article 31 of the UN Convention on the Rights of the Child to explore children’s quality of life and well being. In short form, Article 31 posits that children and young people have the right to play, rest and participate in cultural and recreational activities. These conditions are acknowledged as essential to children’s health and well being; they contribute to the development of ‘creativity, imagination, self-confidence, self-efficacy, as well as physical, social, cognitive and emotional strength and skills [and] all aspects of learning’ (Committee on the Rights of the Child 2013). These dimensions comprise what the WHO (2018) defines as ‘quality of life’, including diverse health, material, social as well as subjective well being indicators (Wallander and Koot 2016, White 2008). These bring to the fore multiple factors that impact children’s livesfor example, gender, disability, family composition and income, location, access to services and education, and so on. Project goalsThe project aims to map children’s and young people’s life quality from their own subjective perspective and that of their families, building on this, CICADA will develop a training package for teachers and education professionals on how to address children’s quality of life challenges and facilitate their participation in decision making related to their life status.The innovative pedagogical method of children’s active engagement, will be deployed as its affordances are full alignment with training needs education professionals The CICADA and its training accredited partners will secure the recognition of skills and qualifications of CICADA participants based on the European Qualifications Framework (EQF), EQAVET and the European Credit System for Vocational Education and Training (ECVET).Additionally, CICADA satisfies a number of Erasmus Plus objectives such as:•Combine higher levels of excellence and attractiveness of training and education with increased opportunities for all• Support the development of the EU as a knowledge-based society•Open and innovative education, training and youth work, embedded in the digital era•Transparency and recognition of skills and qualifications to facilitate learning, employability and labor mobility•Strengthening key competences in VET curricula and providing more effective opportunities to acquire or develop those skills through I-VET and C-VET.A short description of the results and impact envisaged The interdisciplinary and cross-cultural/cross-national set up of the study will help to shed light into a series of factors ⎯e.g. social, cultural, geographical, economic, family—that impact their life organization and trajectories, their decision making, and that of their families, on everyday activities and subjective understanding of their well being. The research is therefore expected to produce valuable data that will inform policy making, relevant services and support agencies in designing appropriate, inspiring and creative environments and frameworks for meaningful to the children and young people activities. Potential longer term benefitsThe inter-institutional engagement of consortium partners in research, education and policy, and the inputs of local participants and stakeholders—children and their families and various leisure and recreation stakeholders— will help to build toward incremental knowledge exchange and sharing of good practice and future partnerships with a shared focus on developing inclusive environments and services for children’s and young people’s well being and life quality.

"DIGITAL RURAL GAME project aims to promote in low-skilled adults the acquisition of digital competences and other soft skills needed to eliminate the digital gap in rural areas in Europe. The expected results are:- Identified the gaps and needs among low-skilled adults in rural areas in partner countries. - Develop an interactive online game to improve digital skills in low-skilled adults in rural areas. - Created a handbook for educators and low-skilled adults in rural areas for a correctly use of the game and improving digital skills in rural areas of Europe. In addition, with the achievement of the results described above (which are related to the intellectual products that will be developed during the execution of the project), we can contribute to achieving the following challenges:- Reduce the digital gap in rural areas in Europe through gamification and non-formal and informal education- Promote lifelong learning in rural areas as a tool for socio-economic development and the fixing of the population of rural Europe emptied.The achievement of the objectives of the project will allow low-skilled adults to access the new jobs that digitalization will bring, minimizing the risks of long-term unemployed and helping to fix population in the most disadvantaged rural areas.To this end, the project aims to develop materials that support professionals in the field of adult education in search of employment or that seek to improve their employment status. These materials will be based on the concept of ""gamification"", a learning technique that moves the mechanics of games to the educational-professional field in order to achieve better results, either to better absorb some knowledge, improve some skill, or reward specific actions, among many other objectives. This type of learning gains ground in training methodologies due to its playful nature, which facilitates the internalization of knowledge in a more fun way, generating a positive user experience.By the end of the project, the consortium will have developed support materials for adult educators so that they can train digital skills and other soft skills through an online game of low-skilled people in rural areas.In addition, it will contribute to promoting lifelong learning, raising awareness through the Project of the importance of continuing to be trained in spite of one's age."