"This project corresponds to a KA201 - Strategic associations for school education in which four organizations from three countries (Spain, Greece and Romania) are involved. Its main purpose is to design and implement an educational model based on gamification and game-based learning with its corresponding manual to contribute from the very beginning to the causes that could make the reduction of early school leaving and social inclusion possible.In Spain there is the highest percentage with 17.9% of early school leaving. Despite the fact that in the Community of Madrid the rate is 11.9%, the area where CEIP Cuba is located exceeds even 17.9%. Located in one of the most culturally diverse areas of the community with a 44% population of different nationalities and a low social and cultural level, with serious economic difficulties, we must add that the data provided by the center is far below the national data in terms of PISA (481 points).In the case of Romania, there is a 16.4% of early school leaving. In the area where the SPG center is located, the average is again higher than the national average, among other things identified because there is a high percentage of families with economic difficulties and low qualifications. They are well below the OECD average with just 429 points.In the case of Greece, it presents a percentage of the lowest in the European Union with 4.7%. In this case, the city of Karditsa, where this project will be developed, finds the same figures. This is one of the reasons why we include this Greek center in the consortium. However, it also presents academic difficulties due to the few educational measures that are being carried out and reflecting this are the 451 points of PISA, with a downward trend.In all cases, a clear association between poor academic results and socio-economic status is identified, confirming the needs analysis carried out at the national level and in each of the centers and areas where the centers are located (Rumberger, 2012 & PISA, 2019) (https://www.oecd.org/pisa/publications/pisa-2018-snapshots.htm).Taking into account the needs and context set forth above, the following OBJECTIVES are established:● Improving the MOTIVATION of students to learn so that during their educational process they have good experiences that make it easier for them to continue learning.● Increasing the ACADEMIC LEVEL of the students, thus increasing their motivation and preparing them to face higher stages successfully.● Increasing SOCIAL INCLUSION, the improvement of social relations and coexistence among students, thus contributing to the improvement of key competences such as personal, social and learning to learn, citizenship and civic responsibility and in cultural awareness and its expression.● Improving FAMILY INVOLVEMENT in the education of students so that they have strategies that allow them to actively contribute to the child's school life.To achieve the objectives, two IO will be carried out:● I LEARN BECAUSE IT’S MY TURN. A pedagogical methodology and strategy based on a gamification program applicable to the 6 primary education courses which includes a methodology to increase family participation in the educational center, as well as school and family coexistence with each other.● MANUAL I LEARN BECAUSE IT’S MY TURN. Professional methodological manual and report of results for the validation and improvement of the gamification program that will allow any teacher to implement this methodology in their classes and centers. The obtained results will be included in the manual so that the teacher can implement those.TARGET GROUP:Direct target group: students from 6 to 12 years old: this is the age at which some of the factors that in the future have the consequence of dropping out of the school begin to appear. In most cases, after the age of 12, there is clear evidence of those students who have many options to leave the educational system.Indirect target group: teachers and management teams of educational centers.Transnationality:As shown from the analysis of needs, as well as from the experience of each organization that participates in this project, there are different levels of experience and multidisciplinary necessities to whom to address the objectives of the project. The European ET 2020 strategy is addressed, several European priorities such as social inclusion or early school leaving are addressed. This project addresses the challenges ""A Whole School Approach to Reduce Early School Leaving"" and is aligned with the strategy ""European Tools for Schools"" (European Commission, 2020)."

Find your way out the technological addiction labyrinth – TECHBYRINTH is a project aimed to raise awareness about the risk of technological and online addictions and to provide viable solutions and advice related to digital competences for youth and youth workers. ContextAccording to the study carried by European Parliament daily use of internet increases 90 % amongst 15-24-year-olds. Internet use is heavy amongst adolescents, with a United Kingdom study showing that 12-15-year-olds spend an average of 21 hours per week online, next to 18 hours on a mobile phone. Europeans aged 16-24-year-old spend 168 minutes per day on mobile internet. Social media is used by 88 % of 15-24-year-olds, 4.4 % of European adolescents show pathological internet use that affects their lives and health, while 13.5 % of adolescents engage in maladaptive internet use behaviours. The percentage of 18-24 year olds who would qualify as being addicted to the internet is 71%.TECHNOLOGICAL ADDICTION, INTERNET ADDICTION, INTERNET USE DISORDER (IUD) or Internet addiction disorder (IAD) — is a fairly new phenomenon. It’s often described by psychologists as a serious problem involving the inability to control use of various kinds of technology, in particular the Internet, smartphones, tablets and social networks.Studies show that despite the technological addiction, youngsters lack real and useful digital skills.Having said the above, we identified real NEEDs:-Lack of awareness regarding the real danger faced when connecting all life aspects to the tech devices and internet. -Lack of structured instruments for youth worker to work on detection, prevention and recovery of technological addiction and inappropriate online behaviour-Lack of digital competences required for the integration in the labour marketIdea: The main idea of the Project is to design a process and educational tools through which youth can identify the responsible and irresponsible usage of the new technologies and get advice on how to improve their digital behaviour, based on the European reference framework DigComp design to support a shared, comprehensive understanding of digital competences.Objectives•Providing youth workers educational tools which allow them to improve the usage of technology in their work and the quality of training programs related to topic•Support young people to identify the good and bad uses of technology and internet•Enabling youth workers access to knowledge regarding the responsible and useful usage of digital competence•Reducing the risks of the misuse of the new technologies•Increasing the responsible usage of the new technologies Activities and working methodology:The activities are planned to achieve the objectives of the project, to create qualitative and useful results and to produce a powerful impact. That is why, the DBR working methodology (Design-Based Research) is used to create the IOs, following the next steps: research, draft, contrast, test and validate with the target group, improved final design taking into consideration the feedbacks. The resume of the activities is:•App that allows the user to identify the bad/good uses of the technology and offer advice on how to improve such uses (tips, warnings, examples)oCreating the process of detecting risks through gamified real life scenariosoDesigning the app correlating the risks with advicesoInternal technical testoCreation of BETA version of the appoFinal design of the app•Educational KIT which will provide youth worker with theoretical knowledge and know hows on the topic.oDraft the Educational KIT.oImplement and test the training plan with youth workers. oPilot testing of the Educational KIT and the APPoCollecting feedbacks oFinal design of the KITThe main tangible results of the project are 2 Intellectual Outputs which guarantee the project’s sustainability, by offering free access of these educational resources:• App – ESCAPE THE TECHBYRINTH that allows the user to identify the bad/good use of the technology and offer advice on how to improve such use (tips, warnings, examples)• Educational KIT - containing an informative manual about the risk detection and prevention of technological and online addiction and advice on improving digital competences according to Digcomp, a methodological guide on how to use the APP as an educational tool in courses or activities related to the topic, and a training plan, offering all the details on the implementation, content and activities for a training on the topic. Target group:-DIRECT: youth workers, trainers, coaches working on/ interested in the topic of technological/internet addiction and/or digital skills (40)- INDIRECT: youth at risk of technological/internet addiction, youth with inappropriate online behaviours, youth with low digital skills (110)

This project is part of Key Action 205 - innovation. With a duration of 24 months and a consortium made up of five organizations from Spain, Slovakia, Romania and Bulgaria. With a multidisciplinary team able to tackle all the tasks to obtain the expected results.The purpose of this project is to improve the quality of Erasmus + projects, improving the skills of youth workers, providing them with practical and useful tools that enable them to train and act appropriately in emergency situations or incidents that arise during a project. These protocols will be established to act in case of serious injuries, deaths, fires, violence, allergic attacks ... and all those accidents that are not contemplated in the official documents and guides.Objectives--> Improving Erasmus + projects from the point of view of quality, solution of accidents and risk prevention.--> Providing youth workers with the necessary skills to deal with emergency / accident / risky situations in a successful manner, minimizing the consequences. So that young people who participate in these projects have greater guarantees of safety and reliability.Direct target group:--> Youth workers, youth leaders, staff of organizations and responsible for youth organizations and projects. That is, those who have responsibilities and lead youth initiatives within the framework of the program.Indirect target group:--> Young people participating in Erasmus + projects. They will benefit from safer and higher quality projects.ActivitiesTo achieve this project’s goals there are many activities that we will implement. We can classify them in two areas: those corresponding to the Intellectual Output and those corresponding to management and implementation.Intellectual Output:--> Through this project, a web and app platform will be created where information and action protocols will be collected in order to face risky situations that may occur in Erasmus + projects, specifically youth exchanges, training courses and volunteering.--> Multiplier events in each country to disseminate the achieved IO.Management and implementation:--> Development of the Quality Management Plan and quality controls.--> Transnational meetings: in Spain in month 1; in Bulgaria in month 9; In Slovakia in month 16; In Romania in the month 22.--> Dissemination activities where one of the partners;--> Creation and maintenance of the project website and the relevant social network pages;--> Information notes.The results of the project will be the following:--> To inform workers and youth leaders about the degree of action, responsibility, consequences, possible legal risks that derive from an emergency situation or accident.--> Providing tools and resources to youth workers, trainers, facilitators and members of a staff, which are useful and resolutive when it comes to solve emergency situations, accidents or inappropriate behaviors of any person within the activity itself.--> To encourage motivation, information and training of the participants through sharing ideas and good practices to reach common interests and know how to take / apply effective measures in situations of risk.--> Sensitizing youth workers about the difference between organizing and responsibility.--> Improving the quality of Erasmus + mobility projects.--> To increase confidence in the Erasmus + program.--> Providing youth organizations with great support for the clarification of roles, rules, tasks and bureaucracy.These results generate impact at the local, regional, national and international levels. About the organizations that make up the consortium: youth workers and leaders of the activities, young people themselves and the National Agencies and, by extension, the European Commission, all of them will have a tool that they can use to train themselves or to act in cases of emergency, accidents, risks ... and always in order to make the Erasmus + projects safer and more reliable.Long-term impact:We intend to improve the work of the youth workers and consequently the Erasmus + program, generating more confidence and encouraging more young people to participate in Erasmus + projects. We will promote the action protocols. We will also improve the use of information and communication technologies (ICT) in the field of work with youth and non-formal learning, thanks to the support of a free access kind of learning and severial open educational resources. All the content and the final result will be offered to the community in digital format and as an open resource, so that any European can benefit in this regard.

Build you future piece by piece is a strategic partnership in the adult education field aimed to support educators, by extending and developing their competences and improving teaching methods and tools through effective use of innovative solutions .The main idea of the project consists in providing new educational methodology called BBU (Building Based Upskilling) to adult educators in order to be able to use it with their learners, more specific NEETs, to enhance their transversal and key competences (according to ESCO and Advice recommendation given by European Parliament and Council on 22th May 2008). Moreover this project is meant to offer indirect learning support for adults with low qualification and other socio-demographic disadvantages.Over the years, there has been limited growth in the share of adults participating in education and training during the last 4 weeks in the EU – from 9.5% in 2008 to 11.1% in 2018. In addition, in practically in all EU countries people with little or no qualifications in education – those most in need of access to learning – are the least likely to benefit from it. Age and educational attainment matter when it comes to adult participation in learning. European Union countries face a big issue regarding the difficulty of adults with low qualifications to integrate in the labour market. Together with the early drop out, the lack of soft skills and key competences prevents a big percentage of the NEETs to access a labour market in which all the previously mentioned are required. According to the Catalogue of transversal competences key for employability those competences are: intercultural skills and global awarness, organization and time management, team work, empathy and the ability to built relationships, problem solving, learning process, negotiation skills, leadership and collecting and processing information.Adult learning is a sector in which educators need to be prepared to face the numerous reasons which lead to the lack of motivation of their trainees. Educators need innovative and engaging methods to be able to attract adults into courses, especially the underqualified ones, who are facing difficulties to understand abstract concepts and the fast changing demands in the labour market. Designing an innovative methodology based on lego, building blocks and puzzles in order to materialize abstract concept is a real need among the adult educators. By doing this we also adress the reason behing the lack of participation and we change the face of adult learning into an accessible and easy to understand one.The OBJECTIVES of the projects are providing adult educators innovative educational tools and know hows through which to facilitate the learning process and developing of key and transversal competences of their trainees; Designing new models and educational resources adapted to adult education ; Change the image of adult learning into a more attractive, accesible and usefull through innovative educational methods, in which the learners are involved and active in their learning process, being motivated to improve their competences and knowledge marked in the European parameters.The MAIN IDEA of the project consists in designing a new educational methodology Building Based Upskilling and strategic activities based on it and to provide them to adult educators in order to be able to use it with their learners, more specific NEETs, to enhance their trasnversal and key competences (according to ESCO and Advice reccomendation 22th May 2008). Moreover this project is meant to offer indirect learning support for adults with low qualification, other socio-demographic disadvantages and NEETs.In order to fullfill the objectives, the following ACTIVITIES will be performed:• Design a Handbook of strategic activities based on the BBU methodology o Pilot phase in which the educators will be trained on the BBU methodology and activitieso Second pilot phase in which educators will implement the innovative methodology and activities with their adult learnerso Final design of the methodolgy and its activities into the Handbook after collecting the feedback from the educators and learnersThe main RESULTS of the project will be:• A Handbook of strategic activities based on the BBU methodology corelated with the development of each key/transversal competence• An innovative methodology BBU based on the usage of Lego, building blocks and puzzles • 12 strategic BBU activities meant to develop the 12 transversal competences according to the Catalogue of transversal competences• A training plan to implement BBU methodology and its strategic activitiesThe TARGET GROUP involved is represented by:• DIRECT TARGET GROUP: adult educators, trainers, facilitators, coaches• INDIRECT TARGET GROUP: low skilled adults, NEETs

<< Objectives >>. Create 3 educational resources (board game, multimedia game, training plan) to tackle the topic of environmental sustainability; . Train 40 teachers on the appliance of game-based learning to teach serious topics in an entertaining manner.. Foster the development of green skills of 200 pupils through game-based learnin. Raise awareness among education professionals and young pupils regarding the danger in which our planet is, if we don't take proper action to protect it;<< Implementation >>. Daily management. Monthly online meetings. Quality control. Sharing and promotion activities (content creation for partners websites and social media; newsletters, article). 6 Multiplier Events (2 in Spain, 1 in Malta, 2 in Turkey and 1 in Greece). 3 Transnational Meetings in Spain, Turkey and Greece. Board game design. Multimedia game design. Training design. Training of teachers. Piloting of the games. Data analysis (feedback and impact)<< Results >>TANGIBLE . Board game. Multimedia game. Guide (containing a training and piloting plan, feedback and evaluation questionnaire, impact and feedback report). Promotional materials (newsletters, infographic, articles etc.)INTANGIBLE 40 teachers who develop their skills and knowledge on applying game-based learning and gamification to teach serious topics;200 pupils who develop their Green skills;Teachers and pupils are more aware of the danger caused by used plastic to the environment.