"Today's society requires creative, entrepreneurial, critical, and competent individuals in digital tecnologies. Partners have designed a global and sustainable plan to implement distance learning at schools and between schools in order to promote innovation, creativity and efficiency in the use of ICT in order to offer our students a quality education in accordance with the needs of the 21st century students, the aim is offering innovative and quality education and minimizing school failure. Teacher training acts as a catalyst for the quality of teaching. Learning is most effective when teachers and students work together to achieve a goal. The teacher helps to create a common context of experiences within the classroom to promote inclusive education.The learning process must be based on solid basic competencies and skills such as reading, writing, numeracy and science knowledge that remain challenging today. Schools must ensure that all their students have solid basic competencies, essential to promote inclusion and social cohesion. The project will implement digital teacnoligies and active learning.Digital skills are a matter of basic literacy, we propose equipping students and teachers with the basic skills to make the use of digital technology in a meaningful way and adding value to the learning process; The teacher inspires students' interests in the learning, which then leads them to solve problems on their own creatively. The covid situation has shown that active teaching models, self-regulation of students, their ability to work flexibly remotely are essential. We will promote the use of emerging technologies such as VR / AR, 3D design, APPS...it aims at transforming the project students from passive users to creative and conscious creators of knowledge and information, they become arquitects of their own learning Our project intends use the three interconected terms Imagination – creativity - innovation Creativity must be at the center of all disciplines and disciplines must be interconnected with each other. schools must work together with other schools in a broader learning community. PROJECT AIMS:1. Train teachers to meet the challenges presented by the recent change to online and distance learning, where it is essential that teachers develop digital skills.2. Achieve a high-quality inclusive education through the design of strategies that support the development of broad competencies, methodological changes necessary to offer students a high-quality inclusive digital education.3. Strengthen the profile of teachers, improving continuous professional development through training in the development of innovative teaching and assessment methods.4. Identify the technologies that are suitable in each curricular area in a creative and effective way.5. Identify exactly what innovative practices are appropriate that area and student engagement in the learning process.6. Implement playful and creative learning environments that foster imaginative solutions, collaboration, innovation and entrepreneurship facilitated through technologies.7. Reduce school failure and increase the number of students who do post-compulsory studiesTarget group: students (3-18), School teachers, University lectures,, advisors, Educational Authorities, writers, musicians...RESULTSActivities that reinforce and complement cooperation with virtual mobility provide powerful opportunities for international collaboration, turning schools into broader learning communities capable of meeting challenges in the school environment. The activities will be focus in four basic areas: Personal, Cultural heritage, STEM and Economy. The area “Personal” is seen as trasversal, the student, while they learn, build self-improvement, self-driven and self-disciplined learners... All areas will be explored throuh CPS.OutputsA teacher training course face to face and another virtual couse,( 4 basic areas) both wiil be piloting and then developed into ""open online course"" on the project websiteTeachers lern how to desing a CPS every two months, two clases from diferent countries try to solve it together. It is very important that students interact as much as possible during the learning proces. The final product will be presented by a team from two clases in a Videoconference.A Multimedia Guide which will include adquisicion of personal and key competences like to be active citizens (local, National , and Europen) , CPS , Links to the web. The Guide will include conclusions on how to enhance innovations from experimentation and recomendations to policy makers,.- Implemetation of an APP including skills on digital tools that any teacher needs ; the APP includes three levels: Basic, Intermadiate, BreadthA multi-country partnership brings clear advantages to the project through action research exchange of experoences and collaborative learning."

"This project ""Arts, museums, outdoor activities and learning "" /EDU-CULT/ has the ambition to unite three types of institutions - kindergartens/schools, museums and NGOs with the aim to create a model at regional and European level for outdoor learning in the museum through pandemic time an opportunity to develop new tours and attract visitors, NGOs to support social inclusion through art and intercultural dialogue through the experience and opportunities they offer in their activity. We set myself the following tasks: 1. To encourage dialogue between educational institutions, museums and the community. Attracting volunteers with an interest in history and art in times of crisis is also important. 2. Kindergartens and schools to work for the development of creative thinking, European citizenship of children, and all together to contribute to the cultural awareness of the local and wider community. 3. We will present an innovative approach to participation in intercultural dialogue at regional and European level through cultural heritage and the arts in a difficult time for society. 4. Outdoor learning and in the museum is an opportunity to strengthen the creative activity and potential of all participants in the project - children, parents, teachers, cultural figures, etc., to support the mental health of participants in difficult times of a pandemic.5. This project will address the issue in the context of a kind of solution to a social and pedagogical challenge to use learning options in a critical situation. Cooperation between these three types of organizations provides an opportunity to develop ideas for any activities in the museum that bring added value in the education and upbringing of children - including the expression of gifts, interest in science and professions, learning by doing, opportunity and sharing, small and large team work, etc. 6. The key competencies can be developed in full through the various initiatives for partners /communication in native and foreign languages, social, mathematical and digital competencies, cultural awareness and creativity, social entrepreneurship and others. 7. The project is expected to prepare moderators for the transfer of good experience at regional and international level, as learning in critical situations will be increasingly relevant.The whole groups are children between 5 to 8 years, teachers from children's and primary schools, employees in museums / as cultural institutions /, and members of NGOs with regard to education and culture. The project is constructed modules with subtopics- museums education and arts /every module on of painting, dance and customs, theater, crafts and music/. Cooperation and communication between the project partners will mainly be carried out via the Internet: e-mail, messaging, communicating through videoconferencing, chat project group in Facebook, in e-twinning web diary project, chat sessions, forum , where the development of activities will be published regularly, also in in LTTA and one transnational meeting. The project will be registered in the e-Twinning platform. In the time project will be created two intellectual outputs. The hand book will be the ultimate intellectual product, created with the efforts of all partners, which will be available in e-version and on paper. The second is website with all materials, links with digital lessons and video channel in YouTube. For every module will have LTTA and finally will have one more for moderators for structured course in theme project. All time and all products and results will be disseminate in regional, national and international level."

<< Background >>In stark contradiction to the absolute urgency in digital changes needed are not realized to an envisaged and sufficient extent. Partners from SE, TR, GR, HR, NIR, PT and IT found that the current school curriculum does not fit tomorrow's generations’ needs.The majority of our teachers lack the skills and tools to transfer future skills to the students. The students do not have the capability of interacting with the fast-changing nature of the work/learning. As a major driver to make the digital & virtual transition happening, engaged teachers, students, and stakeholders are needed to form a bottom-up critical mass supporting the top-down endeavors. This engagement can be triggered and supported by providing learners necessary key competencies and skills through dedicated programs included in school education.UNITY aims to use project-based learning in Science, Technology, Engineering, Art, and Math (STEAM) to lead students to have future skills by engaging them in real-world contexts, such as climate change. The above subject was chosen, as teaching about climate change is a challenge, worth tackling for all those involved — communities, schools, teachers, and students alike. As an interdisciplinary issue, climate change can open young minds to deeper avenues of thought and reinforce learning in social science. Moreover, professionals say that if schools want to create deep-thinking, engaged and self-aware students, they should undoubtedly turn to climate change education. We totally embrace this kind of proposal and direction. More than that, real climate change education confers onto students an appreciation of the role they play in their environment — both their physical, changing environment and their civic environments.Generalists or specialists teach STEAM at primary level, while are educated for secondary level. Research shows that funding for STEAM education in schools is inadequate, which, in turn, is reflected in the often poor quality and lack of equipment at primary schools in respectively 26 % and 38 % of EU countries. In line with this, according to our survey conducted on 300 teachers covering 98 schools, ''across our regions %87.9 of STEAM teachers are not familiar with teaching STEAM online''. Their profile is not suitable for teaching STEAMonline. which is the gap that must be filled. This project will equip Primary School teachers with competences through online courses from one side, and will initiate peer-education between students from the other side.<< Objectives >>In the long term, pupils inside our associations, our regions and hopefully in the EU will --reach the importance of online cooperation, communication and team-working.- have diverse perspectives and opinions towards the new working environment in their future lives. - see different points of view, perspective, diversity and smart cooperation that will influence their future fulfillment; smart and sustainable growth, economic resilience, life-long learning, and digitalization.-inherent in peer-group works and small group activities -have an impact on their career and raise their chances on the labour market going for natural science-based “smart jobs”.--be able to choose their vocational education,- study and work environment will be influenced. They will learn how to use an easily available source and get not only a theoretical but also a practical introduction into the usage of sustainable technology with high impactTEACHERS will:- use more digital tools and Apps to blend formal, non-formal, STEAM, PBL and online learning.- direct and stimulate the students to have diverse perspectives in learning. Hence, this will have a positive impact on students to get to know future related skills, which they would need- be able to teach critical thinking, creativity, problem-slowing and more importantly remote working and/ or cooperation culture, which the project aims to generate and achieve:- be able to involve students having diverse learning styles inclusively and effectively to reach out specific goals. -learn to use diverse digital tools, methods and methodologies that the project generated concerning STEAM, PBL and NFE,-be able to blend diverse methodologies and use different tools or real-life issues in teaching-change their perspective and enlarge their mission in teaching and training - enrich their teaching styles: This enables them to lead their students in preparing for the future. -have a chance to collaborate, cooperate, communicate and renew their teaching styles with their foreign peers.- improve their foreign language skills and digital competencies.-increase their self esteem and be more confident -have a more positive attitude towards EU projects, EU values and understanding of the practices, policies, and systems across the EU- ncrease their motivation towards professional development.-have opportunities of building networking with other teachers:-have the opportunity (thanks to the R2 and R5) to collaborate increasing their foreign language skills, digital competencies, communication, cooperation and team working and networking.Participating organisations will have long term impact and :-be able to educate the future generation by having digital tools to blend formal, non-formal, STEAM, PBL and online learning.-increase their capacity to build skills to educate their students while taking action on climate change.-have the ability of leading kids to have the capability of understanding future job opportunities and lead those select future-related jobs and initiatives.-have the efficiency of leading students goal-reaching from known to unknown concerning virtual cooperation and communication.-innovate the current school curricula with new educational tools and strengthen their profile by providing more modern and digital educational services.-provide more attractive education addressing the needs of students.- increase their capacity and professionalism to work at the EU/ International level,-be more open to creating new synergies with the schools, NGOs, and NFE from different countries-will be able to educate the future generation by having digital tools to blend formal, non-formal, STEAM, PBL and online learning.In the long term, teachers outside our associations, in our regions, geographies and hopefully in the EU will be able to have the capability of leading their students to think, compare, search and collaborate and share their ideas via online tools.<< Implementation >>3 face to face Transnational Project Meetings to be held during the 36-months of the cooperation. Besides, 30 bi-monthly virtual meetings aid one another. Kick-off meeting, mid Evaluation TPM and Final Evaluation meeting Managing the project; budget, time, partners, tasks, roles of the partners, and risk management (See ‘’Management’’ section).5 Multiplier Events and 1 international one; 2 dissemination conferences, stakeholders’ visits, social and mass media advertisements. An international eTwinning: project ‘’from idea to product’’ participated at least 30 schools across the EU The tangible results are:-2 Learning Teaching, and Training activities: The first LTT will be for staff. The second LTT will be for the students from our schools and associations<< Results >>The expected results are:Result l. Curriculum on skills development through the use of PBL and STEAMResult ll. Web-platform platform and eLearning modules:—The eLearning modules will include the O1’s chapters for learners of EU students and teachers.—The R2 will also have video simulations for each unit (3 videos per unit).The platform will -serve students’ projects and will keep their projects.-have a specific feature ‘’Projector’’A digital map will be integrated into the web-platform. The software tool will aim to visualize the projects on a digital map. It will identify which school /country/ group of students make projects on climate change. It will enable students’/ schools/teachers to connect.Result llI. Virtual webinars and seminars: The project intends to generate a huge impact outside of the Consortium, especially towards all stakeholders active in the project process. To reach this goal we designed IO4: The virtual courses: ‘’Teachers learn how to engage students in fast-changing world transfer necessary skills for future: 10 virtual training will be delivered in per partner country and 1 international at EU level.‘’Objective 5 and 6 are linked to this product’’ The ‘’Result lll’’ will serve as online live LTTAs,Result lV. Award framework:The framework will be a methodological guideline that will be used for awarding the best group, students, and teachers in developing climate-related projects as a whole.Result V. ‘’save the world with your dreams’’ outreach campaign: With this campaign, we aim to enlarge the project's impact area and encourage students/parents/teachers/schools to take action on climate change.The OUTCOMES:On the completion of the project, as outcomes from the implementation of this program teachers in diverse disciplines—from environmental science to language arts and to social studies—will be able to:—re-innovate the existing curriculum; —make the school subjects meaningful by connecting them to real life and nature—lead the students to understand the importance of online cooperation, communication and team-work -understand what nature-based solutions, ICT-based innovations, climate change adaptation and mitigation are and how they impact cities and its citizens.--contribute to improving the sustainable, smart and climate-resilient skills development.—lead students to have diverse perspective and opinions of learning—have a scientific and Engineering Practical perspective and describe what scientists do to investigate the natural world and what engineers do to design and build systems;—gain a range of cognitive, social and physical practices with regards to digital cooperation;—engage in practices to build, deepen, and apply their knowledge of core ideas and crosscutting concepts;—know and use Physical Science, Life Science, Earth, History, Geography, Maths, and Engineering in climate change;—provide virtual-learning and cooperation environments (inherent in peer-group works and small group activities to allow students to see other points of view)

<< Background >>RATIONALE: “bASic Stem compETences for migrantS” (ASSETS), is a 24-months Strategic Partnership in the Field ofAdult Education, aims at promoting and developing relevant and high-quality skills and competences related to STEM(Science, Technology, Engineering and Mathematics) for migrants, who pursue to promote their career in relevant jobpositions, either as employees or self-employed. Moreover, ASSETS promotes social inclusion of migrants in EUcountries by empowering them to enter the job market through newly acquired competencies. ASSETS target groupinvolved in the project will be composed by: direct target group: Adult educators, trainers, social workers working withmigrants; indirect target group: migrants (aged 21+) who are facing difficulties in terms of access to jobs. The purpose ofthis project, is to develop innovative ups-killing paths in STEM, for both target groups involved, using an interdisciplinaryapproach. ASSETS will achieve the above-mentioned fundamental objectives through n. 4 transnational meetings, n. 2intellectual outputs, n. 1 training activity and n. 6 multiplier events. Therefore, all the efforts of the partners involved arebased on the following data and assumptions: “Importance of overcoming language barriers and facilitating therecognition of qualifications as a major shared challenge for the socio-economic inclusion of EU migrant workers and their access to the labour market (OECD, 2019)”; “STEM skills are increasingly in demand by employers in a wide range ofsectors. These skills help promote systemic and critical thinking in different sectors and are not limited to just foursubjects. Due to the increasing digitization of society and the world of work, the demand for STEM skills will only increase (BusinessEurope, 2019)” In addition to these points, the latest PISA test available at the OECD (2018) shows that all countries involved in the partnership, except Germany which can be a leader in best practice, scored below average. This demonstrates the need to renew and innovate current methodologies for STEM skills and knowledge development.<< Objectives >>ASSETS will bring an extensive, meaningful and sustainable impact on the following categories at the different levels: •IMPACT ON DIRECT TARGET GROUP: Impact on adult educators, trainers and social workers will be visible throughthe acquisition of new methodologies and the development of new partnerships as well as the strengthening of thepresent project in a solid long-term network. Thus, the target group will gain: - New methods and tools provided by theIOs developed on how hereby enhancing employability on the labour market for a target group of Adult migrants. -Acquired skills and competencies thoroughly researched and processed in the mobility activity (C1). - Acquisition ofuseful abilities in capitalizing social skills of adult migrants and support them in discovering new opportunities throughuseful competencies in STEM; - Moreover, all of the new instruments, transferred will determine and increase operationalcapacities evident in the implementation of regular activities at the local level conducted by Adult educators, socialworkers working in migrant issues • IMPACT ON THE INDIRECT TARGET GROUP: - Through the IOs developed,increased knowledge of host country labour market, market condition and possibilities; - Through local activities planned,wider awareness of the competencies requested to the current labour market; - Through local activities, wider information to achieve better employability and social inclusion. The impact will further extend to other (migrant) learners who will be able to access a new high-quality educational offer customized to their concrete needs’ development through takeup of project methodologies by existing providers and the e-learning opportunities of project Web Platform. • IMPACT ON THE PROJECT PARTNERS. Project partners will be able to provide more complex, diversified and effective services to kick-start the creation/development of other similar activities targeting migrants interested in learning how to work in the STEM sector. Cooperation with other partner organization will be further developed into a formal network of European scope. The multidimensional aspect of the network will be supported by the networking and partnership building allowed by the involvement of stakeholders in the Web Platform. • IMPACT ON VET PROVIDERS, NGOS, EDUCATIONAL INSTITUTIONS VET providers, NGOs, educational institutions, will be enabled to access support schemes and learning resources based on innovative methodologies made openly available in multiple languages on the web platform of the project. These accomplishments, which will have a positive impact on the quality and effectiveness of their educational/research offer in the field, will be complemented by the enhanced networking and cooperation allowed by the open frame of the Web Platform.<< Implementation >>PLANNED ACTIVITIES: In 24 months of the cooperation, ASSETS will implement the following : 4 face to facetransnational meetings will be carried out. - To ensure proper cooperation and further communication a total of 20 virtualmeetings will be ensured. - 6 local Multiplier Events in 6 languages, at local level will be organized. - To train the staff andthe young adults, 1 LTTA: 1 for staff will be ensured. - To reach 2 million people and ensure the best visibility of theproject, a Dissemination Plan ' will be produced and international outreach campaign will be organized. Part of thisDissemination Plan will be: - 24 newsletters publish will be published, - Organizing big networking conferences. whereVarious stakeholders can visit - 16 progress reports will be written - 16 financial progress reports will be written - 16monitoring reports will be written 1) The state of Art for migrants’ access to the labor market faced by adults’ migrants(IO1). A training Format “Migrants and STEM” will be developed and piloted during the Short-term joint staff trainingevents. The Joint Staff mobility will involve Adult educators, trainers, social workers who are working with migrants. Thedevelopment of format training course (IO1) devised in three specifics modules called ASSETS motivational content,ASSETS mapping of STEM related careers and ASSETS content knowledge. 2) Implementation of local workshops ofSTEM competences in which migrant will participate. During it, e-training material will be realized as well as Platform“Enhancing migrants through STEM competence” (IO2) which is an interactive online platform that contains specificmodules focus on the effectiveness of ASSETS learning methodology on migrants and social workers.<< Results >>The project aims at promoting and developing relevant and high-quality skills and competences related to STEM of adultmigrants facing social exclusion in EU countries through an innovative educational Format focus on the acquisition ofScience, Technology, Engineering and Mathematics competencies for being more competitive and skilled in the entranceof labour market. Partners are expecting a set of tangible result to have matured by the end of the 24 months of thepresent cooperation: - The state of Art for migrants’ access to the labor market faced by adult migrants. -R1/T1: ASSETSCurriculum Design: - Training Format “Migrants and STEM” The development of format training course (IO1) devised inthree specifics modules called ASSETS motivational content, ASSETS mapping of STEM-related careers and ASSETScontent knowledge; It will include a report of research across partner countries identifying the needs and barriers of Adultmigrants as well as mapping the existing offer in the STEM field. The Report will be made widely visible on project WebPlatform and partners' Websites as well as promoted on multiple levels through offline and online means. Curriculummethodology will be developed by the pedagogic experts , the focus group migrants will be reached by the networks ofNGOs the task The research with start with the needs analysis of STEM for migrants. Focus Groups with a total of 10Adult (5 migrants and 5 among Adult educators, trainers, social workers who are working with migrants) will be reachedfrom each Country (reached mainly by the NGO partners) in order to collect their specific educational needs, STEMknowledge and awareness, comparing with the existing best practices of STEM education. As a result of research, eachpartner organization will draft a Report, with all Reports being complied in a general Report by the R1 leaders incollaboration. The training curriculum will be designed based on the focus group analysis and with respect to onlinecourse design techniques for distance learning. This will entail the technical development of the online course includingthe content prepared in R1 and an interactive platform to provide a network of the specific project target groups and keystakeholders. Knowing that the adult learners, especially migrants, may have a lack of ICT skills, the content should notbe given in a complex technology environment, instead of easy to reach and motivating to learn. Instead of downloadablecontent, videos embedded in simple environments, e.g. YouTube will be prepared. All text content given in the web will beavailable in easy to read fonts. Thus, the platform will be designed by AIS and interdisciplinary cooperation between theweb developers and the instructional technology experts by AIS, putting forward simplicity and ease of reach to thecontent. When ready, the BETA version of the platform will be tested by internal experts of the ASSETS Consortium inorder to understand the convenience of the outputs to the curriculum provided and the main aims of ASSETS project. - AShort-term joint staff training event where the Training Format will be tested and it will involve Adult educators, trainers,social workers who are working with migrants; - Implementation of local workshops of STEM competences in whichmigrants will participate. - The platform “Enhancing migrants through STEM competence” (R2) which is an interactiveonline platform that contains specific modules focus on the effectiveness of ASSETS learning methodology on migrantsand social workers. - 1 Multiplier Event implemented per partner country with the participation of 50 (onsite and online) individuals amongthe general public, disabled adults and stakeholders per Event.

"The current COVID-19 crisis has greatly brout the need for digital transformation of education and training systems across Europe. The goal is to reinforce the ability of education and training institutions to provide high quality, inclusive digital education. Regional Governments have mobilized to train teachers, have provided tools and resources, and have put a lot of effort and resources into teacher training, so that they can get the most out of their students when they go to teach through online education.During the pandemic, schools principals have realized that the parents of primary school students were not prepared on digital technologies to support the students, lot of times they have had to face situations (such as doing activities on a platform, or carrying out a videoconference, ...) this caused them a lot of stress to because they do not know how to help their children. Partners have designed a training plan for students and families in order to equip them with the necasary competences to make sure they feel confident in doing a videoconference, and get to know the basic skills to live and help their children with digital tools.School teachers have a better understanding that social exclusion can only be overcome through inclusive, innovative and active approaches that also favor access to a knowledge-based society by motivating students in the learning process. Digital technologies have enormous potential to enable inquiry-based learning from the earliest years of school education, as well as to increase the relevance and application of the disciplines in which they are used (mathematics, science etc. ). Students will develop skills such as collaboration, communication and networking, knowledge development, inquiry, critical thinking ... this is the reason why digital technologies should be available to everyone.Objectives:to address the differences between people in relation to access to digital technologies. Both at the computer equipment level and at the training level to Help all families receive the necessary digital training to mitigate the impact of the crisis in some of the most affected sectorsto promote education in digital technologies in order to achieve greater equity, diversity and inclusion among citizensto propose creative activities to students through digital technologies this will achieve a more inclusive educationto implement techologies in each curriculum subject in a creative way in order to engage all tudents in the learning proccessTarget groups: students, families and teachers, Educational AuthoritiesTeachers will be able to produce attractive learning materials using stimutating methods. Ths will be face though the creation by teachers of innovative ""Learning Practices "" Teachers will create a big number of Learning Practices. The Learning Practices will be designed to awaken the curiosity of students, while they learn maths, sciences ... they lern to use digital technologiesA course for students will be implemented through playfull activities Project results: Project partners will desing the course for studens. Once the course is be tested it´ll become an on line open course. A Practical Guide will be developed to help students, families and teachers make the most of the Learning Practices developed to encourage schools to be more digital.The Practical Guide will include 3 sections: Students and families: It includes Learning Practices and practical information for students and families.Teachers : Examples of Learning Practices , each one with a descrption form Schools : Recomnendations on how to implement digital technologies, methodologies...assessment methodsThis project will contribute to building digital education readiness in order to mitigate the impact of the crisis on some of the disadvantage sectors. The digital gap cannot be solved by providing students with computers and an internet connection. If we want all the students in our classrooms to have equal opportunities, we must mitigate the problems of these students through families training."