"The Europe 2020 strategy envisages reducing the early school leaver rate from 15% to fewer than 10% by 2020. Through the adoption of the Lisbon Strategy in 2000, the EU and its Member States equipped themselves with a framework to address poverty and deprivation. Specific attention was given to child poverty and child well-being, with some EU Member States setting explicit targets within set timeframes. More recently, the EU has proposed an ‘inclusive growth’ strand in the Europe 2020 Strategy. The accent on inclusion provides a further opportunity to adopt a comprehensive EU approach to achieving well-being for children, including the most marginalized such as the Roma.The link between Early School Leaving and lack of parental engagement is well established through numerous studies and research work (e.g. Tackling Early School leaving from Education and Training in Europe, Euroice, EACEA, 2014). Children from poor families are unlikely to get support from their parents/carers and are at a higher risk of becoming early leavers. In some cases, like Roma community, parents are intimidated by the school system because of their negative educational experiences or because they were educated outside of the local system.Within this scenario the project raises up from the need to improve the educational level and consequently life condition of the Roma: the project aims to help break down the barriers and attitudes that result in young Roma students dropping out of education and deny better career opportunities and it also enables parents to realise their own potential as advisors, educators and a resource for their children. It offers parents, schools and local authorities a range of possible methods for improving the outcomes for this group, in order to contribute to a stronger, more unified and better articulated inclusion of Roma students in EU education sector.Two of the powerful tangible results reached by the Consortium during the project’s lifetime will be the tailormade guide about “Roma students' inclusion: an effective interaction with Roma students and their parents"" and the photographic exhibition about Roma traditions (it will take place in all the consortium's countries). There will also be three Short-term joint staff training events, one in Bulgaria, one in Hungary, one in Portugal: ""Evidence of possible inclusion"", ""New Roma generations are growing: inequalities, resources"", ""Roma and school: a difficult relationship"".Running the project, in the end of it, we will be able to:1. Establish relationships among European Roma and non Roma populations;2. Improve the educational level and consequently life condition of the Roma;3. Promote the value of cultural diversity and intercultural dialogue as a tool to fight against social exclusion and marginalisation;4. Transmit and raise the consciousness of the Roma families in relation to the importance of education as fundamental tool to achieve a better integration into societies;5. Approach regional governments and NGOs to Roma educational issue;6. Involve together Roma students and parents, regional and local authorities, stakeholders and NGOs."

"The proposal is related to the utilization of cultural heritage in education, by integrating the strategy of gamification in the modern school. As technology influences and is influenced by culture, and in this context, dialogue between them is more relevant and imperative than ever. The integration of this strategy is dictated by both pedagogical and socio-economic reasons, which stem from the influence of science and technology in the modern world. The digitization of cultural heritage and its integration into various subjects in school should go with an integrated approach to cultural heritage that, instead of isolating it from everyday life, encourages interaction between it and civil society.The term Gamification refers to the use or integration of mechanisms or features of electronic games in activities that are not exclusively related to the game. The technique that initially appeared in the business world gradually made its appearance in education as well. It is a process that uses techniques and methods that we encounter in games in order to increase the participation and commitment of learning subjects towards the learning process that is evolving.According to research from the Massachusetts Institute of Technology entitled ""Moving learning games forward"" (Klopfer, Osterweil, & Salen, 2009) which examines the principles of gaming and how they can be applied in education, the dynamics of games in Education stems from their impact in three areas: cognitive, emotional and social. The elements that make up the concept of Gamification are the plot, the reward, the status, the community, and the challenge. Taking into account the need to create a balanced relationship between heritage and economic and technological development, and the need to implement awareness-raising, education and training activities of the school community, our project aims to contribute to the awareness of cultural heritage through modern strategies and tools that promote the digital skills of tomorrow's citizens. The project aims to bring together educators, members of organizations and young people in order to highlight a best practice that will be used in the field of education and to train participants in new methods and digital skills. It will take place transnationally, as partnerships can enable organizations to identify and collaborate with target groups, gain expertise and access to additional and complementary resources, and deliver high quality results.This proposal highlights the positive effects of heritage investment in many areas of development and public policy, including social cohesion and the information society (eg through the digitization of collections or gamification).The above will be achieved through the creation and dissemination of digital version and digital application for mobile phones and tablets with integrated cultural heritage sites (objects, sites, ancient theaters, virtual tours) and educational activities in the form of play. The application will be utilized through a pilot implementation in the school community in various subjects and in non-formal education.During the pilot implementation, there will be support for teachers and members of youth organizations in the methodology of utilization of cultural heritage in education through the gamification strategy. Participants will become familiar with the social content of learning and will act as multipliers in their schools and organizations.Project activities include: online cooperation, two short-term Learning Teaching Training Activities, and three multiplier events for the two intellectual products.The project will be the result of a partnership between NGOs, a University institution, Secondary schools and a private enterprise. In particular, the following will participate:• Department of Philology, Democritus University of Thrace, Komotini Greece• NGO I.CO.N (Inclusion in COmmuNity), Rhodes Greece (applicant organization)• School, Geniko Lykeio Iasmou, Rodopi, Greece• SME V.E.M. SRLs, Pellaro Calabria, Italy• Istituto Istruzione Superiore ""P. Mazzone"" school, Roccela, Calabria, Italy• NGO Associació Meraki Projectes de València, Valencia, Spain• IES El Sobradillo School, Sobradillo, Tenerife, Spain• NGO Edrase Chalki, GreeceThe target group is: a) about 60 teachers of Secondary Education from the participating schools who with voluntary participation will be trained and will pilot the tool / digital application that will promote the integration of cultural heritage in the teaching process through various subjects and strategy of gamification b) 60 young people, members of organizations."

<< Background >>The changes occurred in education due to the worldwide spread of COVID-19 pandemic, the rapid and accelerated development of new and smart technologies, and the economical and social changes affected fundamentally the educational approaches, people communication and cooperation in the educational community. Those advances influenced both teachers and students inspiration and motivation for the learning process. It’s common that teachers suffer stress and burnout factors that negative affect mood, social behavior and learning. Under these circumstances it’s obvious that the recently formed educational reality requires new skills from the teachers, resilience to stressful situations, ability to adapt in changes and the enhancement of digital skills. Additionally the new circumstances require from schools to develop a new model of adaptability in changes, a new vision and mission, an updated internal policy and plan in order to meet the expectations of a sustainable and digitally oriented future.<< Objectives >>The main purposes of this partnership, which involves school partners (4th GEL Rodou from Greece, Fyllingsdalenvideregåendeskole from Norway, Liceo Copernico from Italy), the University of the Aegean( from Greece) and educational institutions (ICON from Greece, Joniškio rajon Švietimo įstaigų vadovų asociacija from Lithuania and Umbrella from Georgia), are to strengthen teachers occupational profile with professional development opportunities, establish a positive and stress-free working environment, favor students development, create innovative structures within educational complexes and organization, increase educational institutions capacity and readiness, effectively manage the shift to digital education, foster understanding and trust among students from different societies, develop international cooperation and conflict management skills, and solidarity.<< Implementation >>Participants will communicate and collaborate mainly online, but they will also have the chances to meet live before the project completion, during the introductory transnational meeting in Rhodes, Greece, at the intermediate meeting in Lithuania and at the learning teaching event in Norway. During these meetings, partners have the opportunity to discuss procedural project issues, exchange ideas and experiences about the best practices which can be implemented, and also they will be trained under the mentoring of the University and by the specialized mentors of the institutions. In particular, the training will aim to strengthen teachers professional profile with stress management and control skills, to create attractive digital educational materials, to develop classroom management skills and to implement innovative teaching approaches. Live meetings will be also a great opportunity for the partners to know, accept and appreciate each other’s cultural background. In addition, during the project school partners (with the contribution of the University and the institutions) will design collaborative practices and scenarios, that will be implemented and evaluated in their schools by them and their students, alongside University’s supervision and procedures improvements. The scenarios will be interdisciplinary (environment, European values, STEAM, etc.) with the integration of digital tools, games and outdoor activities. Furthermore, online live dissemination events will be organized throughout the project (social networks will be also used), and at the end of the project a main multiplier event will take place in each country that participated in the partnership (Greece, Italy, Lithuania, Georgia and Norway). The event will be attended also by local educators, teachers, students, young people and parents.<< Results >>At the time of project’s completion, all partners are expected to have resilience to stress, adaptability to change, enhanced communication, collaboration and digital skills, and understand every change as a challenge for innovation. Additionally teachers will have enriched their repertoire. Students and young people will value diversity, understand multiculturalism, respect the physical environment and will be inspired to be active citizen. Teachers, students, young people and parents will improve their digital skills, will have the ability to control stress and will adopt green behaviours. All participating actors will strengthen their contacts network and be able to implement more similar projects in the future. Within the framework of the project, intellectual outputs will be produced, such as e-learning platform with plenty educational resources, examples with successful actions/scenarios in the past implemented, the burnout measurement tool, a project evaluation, evaluation tools, an internal educational policy plan and the sustainability report. The project results aim also to attract educational policy makers.

In the 2018 International Computer and Information Literacy Study by European Union, it is set that digital competence constitutes an essential skill for participating in a technology-driven world. This also applies to students with disabilities/special needs. Learners with disabilities/special needs cannot participate in civic and social life in today's world without handling basic skills in ICT.Yet, schools and other non formal education organisations do not always support development of digital competences for learners with special needs, both youth and adults. The objective of the project is to exploit digital learning environments aiming to reinforce the development of ICT competences for learners with special needs/disabilities. The project aims to create a learning community where Universities, schools, teacher training centre and NGOs exchange good practices of teaching ICT to students and adults with special needs. The participating parties aim to provide training for educators and enhance the availability of good quality learning tools and resources. This will be done under the pedagogical guidance of the University of La Laguna and the University of Lisbon.More specifically, the project has four objectives: a) short term staff training events during six LTTAsb) pilot studies of educational material and learning scenarios for Special Education at partners c) ICTeam Toolkit (Intellectual Output) for educators in formal and non formal education d) websiteThe project is initiated by Fyllingsdale High School in Bergen, Norway. The partners are Universities, Secondary Schools, a public teacher training centre and NGOs with educational background as follows:Norway1.NGO Mentee, BergenSpain2.University of La Laguna, EDULLAB Research Group, La Laguna3.Secondary School IES El Sobradillo, Sobradillo4.CEP La Laguna public teacher training centre, La LagunaPortugal5.University of Lisbon, Instituto de Educação, Lisbon6.Secondary School Agrupamento de Escolas de São João da Talha, LisbonGreece7.Secondary School of Gennadi, Rodos8.Secondary School of Zipari, Kos9.NGO ICON Greece, Rodos The project takes into account five key propositions for the use of ICTs in education, as identified in United Nations Convention on the Rights of Persons with Disabilities. The six LTTAs that will lead to the design of Intellectual Output ICTeam Toolkit include the following modules1.ICT and SEN2.Assistive Technologies for SEN3.Social approach to ICT for SEN 4.Inclusive ICT for SEN5.Training of staff for specialist ICT6.Toolkit and Website There are also six Multipliers events, related to modules of LTTAs and modules of Intellectual Output ICTeam Toolkit. The transnational value of the project lays on the fact that special education is organized differently for SEN learners, both students and adults. There are cultural differences and differences between schools and non formal education actors. It is essential to take into account the needs and wishes of the learners and their parents. Some schools have auxiliary teachers in the classroom, while others choose to divide into groups. In special education you can advantageously use different aids and special programs. Non formal education organisations usually offer to students complimentary services outside formal education; they also offer adult training. In a project like this, participants will learn and exchange different teaching practices, teaching materials, ways of organizing, collaborative ways and establishing new good suggestions for special education.The partnership of the project fosters cross sectoral and cross cultural collaboration to consolidate insights from formal and non formal education. Universities will implement the training course, will have the pedagogical guidance of the project and will be responsible for Intellectual Output. Schools will suggest and apply pedagogical practices to reinforce ICT skills for students with Special Needs. NGOs will contribute experiences from informal and non formal educational activities and will work with families of students to enrich social aspect of learning in Special Education.The results expected during the project and on its completion is a strengthened capacity of the participating organisations to provide more attractive education programmes for learners with disabilities/special needs. We hope for a more modern and committed school environment where one is ready to integrate good ICT practice and methods for Special needs education into daily activities, and a reinforced responsibility to the challenges of democratic values and fundamental rights, social inclusion, non-discrimination and active citizenship. Learners with disabilities/special needs participate in learning activities that results in basic skills in ICT and thus have an increased opportunity for those of disadvantages.

<< Objectives >>Among project's aims:• Provide more strategic and integrated use of Gamification by Adult education;• Appropriate and aware use of Game based learning improving and extending the offer of high quality learning opportunities;• Facilitate access to informal learning opportunities for old people;• Reach the inclusion of elderly people through the use of ICT for everyday life.<< Implementation >>• Three Transnational Project Meetings at project partners level used to address a specific theme of the project. each partner will involve in this staff meeting activity 2 staff person of the project team that work with target group of the project;• Two Short-term joint staff training events: participants will improve their skills and know-how to make it more attractive through a methodology of learning by doing.<< Results >>1) A practical and innovative Toolkit answering the needs of target group and stakeholders of developing their skills on how exploit the full potential of Gamification, including multimedia solutions, common challenges, successful approaches and setting out a range of channels for basic skills delivery.2) Policy Recommendations regarding the reinforcing of adult and non formal education answering to the main challenges of today's world.