<< Objectives >>PATHWAYExchange and transfer of Good Practice examples with practical details about its possible use and effective implementation.The OER outputs are going to be used by educators of ADULT MIGRANTS and UNEMPLOYED.The selected TOPICS are:- Active Citizenship and Community Building- Cultural Awareness- Open Government- Urban Sharing Lifestyles- Social Communication Methodology- Digital Literacy- Digital Education<< Implementation >>1.PRELIMINARY RESEARCH REPORT 2.GOOD PRACTICE EXAMPLES (GP) 3.WEB PLATFORM 4.METHODOLOGIES and APPROACHES TRAININGS 5.NEWSLETTERS 6.LEAFLETS 7.FOUR MEETINGS8- Creation of an intensive press & web campaign9- Television broadcast10- Radio broadcasts<< Results >>The project aims:- Acquisition of skills about effective integration by social and digital learning - Enrichment of staff and partner organisation curricula- Practical tips to transform the places in a more engaged community/city- Knowledge about effective ways to foster digital literacy- Awareness of the digital education schemes and practices- Foster the active participation in urban areas- Understand the challenge and opportunities coming from a better integration of migrants

Disasters vary in nature and magnitude, and there is a need to capture knowledge, experiences of previous disasters, lessons learned and promote culture of disaster risk prevention within a community.Education about disasters needs to be a part of every individual’s cultural heritage and the development of appropriate knowledge, values, attitudes and habits should be encouraged from early childhood and be inclusive. Education, public awareness and training are the cornerstones of approaches aimed at reducing vulnerabilities to natural hazards.It is fundamental to include vulnerable social groups such as children, youth and persons with disabilities in every stage of the disaster risk management and build stronger community resilience. Very often these groups are neglected or the necessary and needed attention is not provided. Also it is crucial to maintain a sustainable impetus among all the actors in every country from the civil societies to the governments, from the local organizations to the international organizations, with the HEI, the private sector and with the organizations and public bodies-schools work with people with disabilities included. If Disaster Risk Management (DRM) legislation, drills, trainings, awareness raising activities are not inclusive, then 10-12% of the affected population might neither be prepared for a disaster, nor receive emergency services after a disaster happens.The disaster response and rescue operations require lots of money (6-7 Euros saved in response for one Euro invested in prevention, according to DG ECHO). The use of new technologies increases the quality of disaster risk prevention. In the new era of Information Technology (IT) the development of Augmentative reality (AR) technology plays an important role when it comes to training responding to disasters and when addressing the disaster risk management, specifically in disaster risk awareness raising. In digital area, OER, gamification content is the key for gain knowledge for disaster risk management for pupils (including those with disabilities).It is also recognized that disasters in the aftermath have a huge emotional impact. Risk awareness can be more effective, if it is not seen only as a technical/ practical event but more as a potential and very strong emotional life-event. In today’s world easy accessible and popular short film making is used a tool to address this emotional part of disaster awareness raising.The project contributes to the implementation of United Nations Convention on the Rights of Persons with Disabilities, UN Convention on the Rights of the Child, Sendai Framework for Disaster Risk Reduction (Sendai Framework) and of the 2030 Agenda for Sustainable Development addressing international incentives at the international level.The general objective for this project will be:Empowerment of an inclusive access and non-discriminatory participation of children, youth and persons with disability in disaster risk prevention and incorporation of disaster risk knowledge in formal and non-formal education through creating novel approach in training of children, youth and persons with disability, using OER and gamification. Improvement of cross-sectors disaster risk reduction for children, youth and persons with disabilities with an all-inclusive approach by relevant institutions, making connections between HEI, schools, local authorities.

"<< Background >>“If you want to teach people a new way of thinking, don’t bother trying to teach them. Instead, give them a tool, the use of which will lead to new ways of thinking.” (R. Buckminster Fuller, Author & Inventor)Erasmus + project FCL focuses on digitalization after the COVID-19 pandemic and new and innovative ways of learning and teaching in the age of Education 4.0. The activities to be carried out for the development of digital learning resources and contents, and the use of digital learning resources developed at all stages of education and training activities form the basis of our project.According to Digital Scoreboard 2017, more and more people are moving to digital, but only one of two Europeans have sufficient digital skills. To support this, the European Commission published in 2018 ""by the Digital Economy and Society Index, digitization degree ratios EU average is 53.51%. Italy 44%, Poland 45% . In Turkey and North Macedonia digitization rate is below the EU average (10%). Bulgaria 35%, Romania (39%) have the lowest scores after Turkey on the index.The educational needs caused by the COVID-19 pandemic bring along the need for excellent computing and digital skills for both school administrators, teachers and students. The fact that our students stay at home continuously and spent their education at home away from school education is a situation that puts education authorities in a difficult situation and requires breakthroughs in this way. For this reason, our schools want to open the doors to a better digital education and help them act responsibly in this area, while also creating healthier communication ways among their students. Teachers need more schools and ideas when working with computers and digital materials.In this age which the teacher transforms from being a 'teacher' to being a 'guide', inspiration and practical experiences need to be designed for teachers. In particular, the chaos environment in education by the COVID-19 pandemic has laid a more indispensable ground for the digitalization of education. This is exactly why we decided to write the ""FCL"" project on ""Digitalization in Education"", regarding that we needed to share good practices with partnership.In April, we have decided to carry out an Erasmus + project on ""Digitalization in Education"" in line with the roadmap determined within the scope of EU 2021 targets, which is included in our institutions' strategic plan.The project, addressed to teachers of local schools, stakeholders, universities, families and students, involve nine Institutions: schools and Educational and training organizations.Needs for Target Group1- Students of High schoolsDue to inadequate supplementary supports, Ss have lack of social emotional needs, as it has been proved in the analytical report “Strengthening Social and Emotional Education as a core curricular area across the EU” (http://bit.ly/SocialEmLearning )Ss need a curriculum focused on ICT tools and which will require them to use FCL classrooms in following years at schools. It will also help them with the means to improve their opportunities for more success in the future.Needs for Target Group 2- Teachers of High schoolsTeachers at high schools always need extra international supports and trainings as well as in-service training to work effectively and to devote themselves for education in the increasingly digitalized labs and classrooms “Using digital resources for continuous professional development.” (as cited in DigCompEdu 1.4)As cited one of the most important action of Digital Education Action Plan (2021-2027),teachers and educational staff must be equipped to foster digital literacy and tackle disinformation through education and training. This should be done in close cooperation with bringing together European organizations, European technology companies and stakeholders, national authorities, education and training institutions, associated partners, educators, parents and young people.<< Objectives >>The main objectives are to fill the digital competence gap of the participants, to provide them with digital tools and make it easier to develop or update their digital competences, to develop communication and cooperation skills with EU institutions. The practical knowledge gained through this project directly covers digital tools. The project recognizes the importance of promoting partners' 21st century skills, technological skills, critical thinking skills, teamwork skills, and international awareness of teachers and students. We want teachers and students to be more involved in digital education, make a more conscious and positive contribution to digitalization, and realize our objectives that contribute more use of technology in education at the end of the project.As objectives for teachers, we aim to demonstrate what the digital competence and digital competence framework, develop competencies in web tools, increase language skills in the target language, improve communication and collaboration skills in teachers, communicate with foreign teachers for cultural interaction and sharing, improvement of the information technology skills of our teachers and students by ensuring mutual discovery of digital educational materials, help teachers to address the risks, opportunities and consequences of digitization and improvement of the participant's ability to adapt to changes.As objectives for institutions, we aim to increase the capacity of partner institutions by improving their digital literacy levels, develop the democratic educational process and active citizenship at schools; empower institutions in digital education, the ability to use Web 2.0 tools in the distance education process, communicating with foreign teachers for cultural interaction and sharing, helping institutions to address the risks, opportunities and consequences of digitization.As objectives for students, we are planning to increase language skills in the target language, provide economical, easy and fast access to educational content for students with fewer opportunities, use the benefits of digitalization to improve students' learning outcomes ;During the project process, we aim to develop a Guideline for Future Classroom as an Intellectual Output and a Digital Education Needs Analysis , Digital Education Materials and applications and e-Learning Portal. As concrete results, we plan to produce educational interactive games produced with presentations, event / idea collections, feedback on activities, ""FCL DIGITAL"" e-magazine, evaluation documents, participation certificates and web tools.In addition, we aim to make a Green Travel Plan and make a contribution to the preservation of nature using things less. With green travel, we aim to increase awareness of respecting ecology and reduce the negative effects of human beings on nature through responsible behavior and regulations. We want to reduce, reuse and recycle while travelling.<< Implementation >>The methodology in the implementation of the activities will have a collaborative and participatory path based on communication and experience sharing through 21st century educational approaches.Our project will contain a total of 5 LTT's and 2 Transnational Project Meetings.L/T/T and TPM: They include activities abroad where the participants will receive training on digitalization and share the best practices of partner institutions. Kick-off TPM- Preparing for Documentation will be held in Poland in March 2022. Participants will receive a training on ICT Tools in Learning and Training Process in Italy in June 2022. Then, Bulgarian School will host LTTA on Innovative space and time concepts concerning Future Classroom in September 2022. In Romania-Targu Jiu we will organize a L/T/T on E-safety for Teachers in January 2023.In North Macedonia we will organize ""Use of E-learning Platforms and Open Source Multimedia Tools in Education and Digitalization"" in April 2023. The participants will join the LTTA on the Gamification in the Classroom which will be held in Poland in September 2023. In Turkey, Poland and Romania we will organize Multiplier Events on ""Teaching in the Future Classroom!"" in January 2024. The final TPM-The Documentation of the Whole Project and Sharing of the experiences and outcomes will be held in Turkey to discuss the achievements, results and sustainability of the project in January 2024. Final TPM and the Multiplier event will take place at the same time in Turkey. Final TPM will last two days and Multiplier Event will last one day, so representatives of partner institutions will stay for 3 days in Turkey, in order to take part in the ME as well, as guest speakers, along with Turkish experts. Participants will explore ICT tools in a practical way. Hands-on workshops and collaborative group work will allow participants to understand and assimilate the content actively. Intellectual Output: As an Intellectual Output, a guideline (the Guide for Future Classroom) will be created with the leadership of Romanian partner to serve as an inspiration to other schools and teachers. A clear guidelines may help them to have the correct image of the Future classroom for planning and creating the future classroom. Intellectual Output will be studied throughout the project with the collaboration of partners. The topics will be distributed among all partners.The areas where partners are responsible for the implementation of the activities are: All partners will design their own proposals for the project logo, Romania will hold a logo contest using Google Survey. An Erasmus + Corner will be created in partner institutions. On the eTwinning page, a video, questionnaire, photo album, games will be created with web tools related to each event. Information will be collected with mixed teams to create e-journals, project final product and project calendar. The website of the project will be created by Bulgaria (with a eu domain name). TMPİBFL will create the project's blog and follow the posts, create and update the Twinspace page.DISSEMINATION- The toolbox for teaching and assessment of skills- Dissemination of the project in local/regional/ national media, project website, school websites, school magazines ,Erasmus Days, Artsteps Virtual exhibition, preparing certificates using teacher or certificate program, Playing Kahoot Games, some materials(Tshirts, Pencils, Cups, magnets-our logos on it etc.- Dissemination activities at local, regional, national and European level.SUSTAINABILITY:-Our Project Partners have already a very specific potential network and users who the project results will be promoted to(especially schools, teachers, students, Universities, policy makers). In addition, the project results are planned to be included in the schools where the project partners are located and in the education programs and curricula of these schools.<< Results >>The most important result will for sure our intellectual output, the Guide for Future Classroom. This output aims to bring the methodology and tool developed in this project closer to all schools that can access the project languages, by step-by-step guide for the implementation and creation of the Future Classroom.Tangible results: e-magazine (FCL DIGITAL), an e-book, a website with all materials revealing the works of the project, project logo and posters, a virtual exhibition with artsteps, promotional poster, videos and brochures, presentations, teachers wakalette platform, feedback on activities (Zumpad,videos), Twinspace page, eTwinning and European QL's, learning diaries, hands-on activities, interactive lessons, seminars, start-up and evaluation surveys.Intangible results; In short term, the project will ensure the communication on digitalization, the necessary training for the digitalization division of the personnel working in partner institutions, the transfer of education and training techniques, the arrangement of the necessary knowledge of the educational organization arrangements to be made in order to increase digitalization in schools. In long term, the project will help the partner organizations to create awareness on digitalization, achieve a suitable interdisciplinary form that ensures the full integration of digitalization into the curriculum. The experience and good practices of EU institutions will be transferred, the professional competencies of participants will increase. The project will add prestige to the institutions involved in the partnership and become one of the exemplary institutions in the field of digitalization, and increase the quality of education and academic success.All the objectives and results concerning the activities of our project are directly related to the digital tools that are the topic of our project. Since the topic and objectives of the project overlap, the results of the project will be measurable towards these objectives. The project partners are aware of the importance of the lack of technological skills, critical thinking skills, teamwork skills and international awareness, which are the most important aspects of teachers and students that need to be developed in the 21st century, and the project idea created for this problem. Participants will gain knowledge and skills for the use of digital tools needed in the digital age and will develop their competencies in this field. We anticipate that teachers and students will be more involved in digital education and a more dedicated contribution to digitalization. Technology will be used more widely in education at the end of the project. All partners are willing and ready to develop these aspects of teachers and students.Participants will participate in group work activities and workshops with colleagues from different social and cultural backgrounds. In this way, we work not only on digital skills but also on soft skills such as communicating with new people in a new environment. Participants will learn how to use mobile applications and tools in the teaching process. Through competence, knowledge and the skills gained by trainers will benefit from a new set of tools and strategies to safely develop their digital citizenship. At the end of the project, the participants will be able to use digital tools in their work, establish effective digital communication between participating teams and target groups, and become more visible at national, regional and international levels. Within the scope of combating Covid-19, our schools will make a striking contribution primarily in terms of educational materials, digital applications and programs, different teaching and learning methods and techniques involving out-of-school students and teachers.The project results will be disseminated at local, regional and European level. These activities will start disseminating our project from the beginning to the end of it."

Our project, which aims to raise digital skills among students, is based on digital competence, one of the 8 core competences proposed by the European Parliament and the Council for lifelong learning. Digital competence includes the safe and critical use of Information Society Technology (IST) for business, entertainment and communication. This is supported by basic skills. ICT: The use of computers to receive, evaluate, store, produce, present and exchange information and to communicate and participate in collaboration networks over the Internet. (Commission proposal for a Recommendation on Key Competences for Lifelong Learning COM (2005) 548 final)Aims of the Project:At the end of 2022, our students;1. To raise 21st century competencies2. To increase the digital information and data literacy competencies3. To improve digital communication and collaboration competencies4. To increase the competencies of digital content production5. To upgrade digital security competencies6. To increase digital problem solving competenciesActivities for the Purpose of the Project:1- With this 21st Century Competencies activity, in this competence field, the participants will be able to understand the place of digital skills in the 21st century.2- Analysis, comparison and critical evaluation of the information and digital literacy activities and the reliability of information and digital content sources in this competence field will be made.3- With the Digital Communication and Cooperation activity, data, resources and information in this competence field will be used together with digital tools and technology in a collaborative process.4- With the activity of Digital Content Production, students will be able to organize digital content in different formats and express themselves in digital ways.5- With the Digital Security activity, practices will be carried out to prevent students from protecting the privacy of personal data in digital environments in this competence field.6- With this Digital Problem Solving activity, applications will be made for the participants in the following subjects in this competence field.Project Partners:Schools:CZ- Gymnázium T. G. Masaryka, Litvínov, Studentská 640, příspěvková organizaceTR- Lokman Hekim Anadolu LisesiUK- Trafford College GroupUniversities:PT- COFAC / Lusófona UniversityMK- Воена академија „Генерал Михаило Апостолски“ - СкопјеNGO:TR-Sosyal Etki DerneğiTraining Organization:FI-Learmera OyMethodology:Within the scope of the two-year project activities, 3 international meetings and 6 LTT activities will be held. All partners will send two participants to international project activities. All partners will send 3 participants to the second, third, fourth and sixth project activities. Only schools will participate in the seventh and eighth project activity. Each school will send 2 teachers and 4 students to these activities.Impact of the Project:“Since Digital Technology is a fact that determines the flow of human life today, even the awareness and sensitivity of the young generation will play an important role in recognizing the positive, beneficial and good aspects of this technology.” (Maja Abramič, UDS Slovenia)The monitoring and evaluation of our project will continue throughout the project period, using tools such as SWOT Analysis, Teacher Competency Scale, Face-to-Face Interviews with Students, Workplace Survey, and Digital Applications. The rates of change between the measurable indicators (qualitative andquantitative) of our activities that we planned to achieve the projected goals of our project and the current status and target will be made with the Basic Qualifications Form, Individual Development File, Digital Implementation Tools and Digital Implementation Guide.In order to have the expected impact of concrete and abstract results / outputs on the end users, dissemination activities will be carried out before the project, during the project, at the final report stage, after the project. These dissemination activities will take place within the scope of the partnership in four stages for the main target group other than the partners, other decision makers and the other target group. Our eTwinning project page will be actively used for the implementation and dissemination stages of LTT activities.With the Digital Practice Guide, it will enable to analyze problem areas in a timely manner, to determine the strategy to meet the need, to make arrangements in learning environments to achieve the goal and to determine the rate of achievement of the goals. The Digital Application Guide will be constantly updated in every new need and will achieve a long-term, sustainable cycle. Keeping the ownership of the project at a sufficient level, continuing political support, change in the institutional capacity of the partners, social-cultural factors, meeting local expectations, financial sustainability will be provided.

<< Background >>Man-made or natural disasters can cause severe damage to individuals, communities, economies, supply chains, and the environment. Moreover, they may trigger secondary disasters, aggravating initial impacts. Such type incidents in the previous decades, clearly illustrate the urgent need to tackle these hazards within the overall frame of inclusive disaster risk management. Furthermore, the cost of disasters worldwide has risen from previous years and continues to grow due to increasing disaster risk as a result of factors such as climate crisis, rapid urbanization, and industrialization. This project will contribute to improving the management of these risks and strengthening resilience. We would like this effort to offer a targeted set of both scientific and practical activities for implementation at national and local levels contribution and to support training and capacity building and to raise awareness of the risks and impacts of man-made and natural disasters.Civil Protection Personnel face important challenges due to the complexity and incidents’ increased demands, while private sector Safety and Security Personnel face relatively same challenges in protecting the indoor estate. Under these circumstances, both Civil Protection and private sector personnel need to be able to evaluate critical issues under complex conditions and make quick and reasonable judgments based on sound scientific knowledge and former experience in order to reduce possibly occurring errors. Therefore, it is important to provide more and diverse training and seek new and improved ways to train target groups that optimize the actual task performance, while minimizing physical danger and financial cost.<< Objectives >>SETOFF Project aims to improve the readiness and occupational safety of both civil protection and private sector Safety and Security Personnel against future crises and emergencies by developing an innovative e-training curriculum based both on a successfully tested and implemented simulation model combined with the latest scientific knowledge and on comprehensive needs analysis. In detail: • Provide high quality training for both civil protection and private sector Safety and Security personnel to increase readiness and actionability• Facilitate and support professionals by validating practices acquired in the field• Identify knowledge and performance gaps through various comprehensive training needs assessments• Develop a common e-training curriculum resulting the cooperation between 4 countries (Greece, Republic of North Macedonia, Belgium & Spain) based on findings gathered from simulations (Discussion Exercises) that will address existing knowledge and performance gaps• Develop an e-platform, accessible from any portable device to host the training modules and develop a community of demanders • Generate new and better simulation scenarios to improve the knowledge database through collaboration of experienced professionals from different countries • Mitigate the resource availability issues, sharing already existing installations among participants of the Project, both on-site and through distance learning• Further use and mainstreaming of a successful training modelNUMBER AND PROFILE OF PARTICIPANTSThe partnership consists of 8 partners from 4 countries: universities and training organizations with expertise in civil protection issues, municipalities, and non-profit research organizations as well as technical consulting service companies. Furthermore, twelve (12) associated Partners recognize the need and potential of this project to enable structured knowledge sharing and facilitate collaboration between practitioners, civil society, and stakeholders in the field of disaster management via the proposed SETOFF online platform and express their interest in support and their intention to actively participate in SETOFF.<< Implementation >>The activities are the following• Comprehensive training needs analysis through literature review, including good practices, target audience, and topic analysis. • Validation of the Partner countries’ needs in terms of knowledge and skills gaps. • Development of training methodology: design and development of collaborative, evidence-based curriculum on simulations, integration of contemporary learning theories and practices, development of learning/training scenarios and lesson plans. • Design and development of the e-training platform.• Conversion of the training material into e-training, hosted in the e-learning segments of the platform.• Validation of the e-training usability and efficiency• Development of retention service skills• Training the appointed trainers on the methodology, modules, and training tools.• Organization and implementation of pilot projects in the 3 Partner countries.• Implementation of the ECVET tools• Assessment of pilots and adjustment of the Project outcomes.METHODOLOGYThe consortium will design, develop, test, implement and disseminate an innovative disaster management training programme/curriculum for both Civil Protection and private sector Safety and Security personnel supported by the e-training platform and the Skills Retention Service. The Project will follow a systematic approach to outcomes development: cycles of design, development, testing, and evaluation to assess usability and functionality. The development of the training program will be based on the adoption of a user-centered approach which requires the target groups’ representatives been involved in all project stages. In addition, it is expected that involving users in the design of the training and of the platform functionalities from the beginning will not only increase the efficiency and usability of e-learning training but will also moderate any resistance to change in adopting the proposed innovative training framework.SETOFF fully respects gender and age representation, as proved by the number of male/female consortium key-personnel, as well as the civic and civil protection Safety and Security Personnel involved in the training.Furthermore, two organizations, the Hellenic Federation of the Deaf and the Panhellenic Association of Paraplegics are associated to SETOFF in order to provide input and experience on Safety and Security procedures of invalid/disabled people at risk. SETOFF is in accordance with EU digital transformation priority as it’s curriculum and training techniques request enhancing digital skills and competences and scale up those already trainers and trainees practice. In accordance with the EU green Deal Communication, the SETOFF Project will tackle green goals related to reduced energy by: -hosting virtual meetings where possible-for the in-person training, travelling green and staying at hotels that respect building and renovating policy -reducing CO production and saving energy through the appropriate webtools, use of drives to reduce emails, reducing printed documents and using upcycled or recycled materials where possible SETOFF been an international Project aspires to respect language diversity and promote multilingualism by:-translating curriculum in all Partners languages-assuring press releases and social media presence in all Partners languagesThe SETOFF training will be based on ECVET approach and the certification will be built in accordance to levels 6, 7 of the European Qualifications Framework.<< Results >>Using the simulation facilities and online technology, the SETOFF Project will develop an e-training curriculum based on the real needs and the cognitive profile of the target groups, which can be applied in different stages of both civil protection and private sector Safety and Security training personnel: • e-learning educational platform • e-training modules• online technologies to bring remote training closer to face-to-face training• Skills Retention Service• ECVET supporting toolsIMPACT & LONG-TERM BENEFITS• Provide a high-quality innovative, flexible, and affordable training curriculum for both civil protection and private sector Safety and Security personnel • SETOFF will raise skill and performance levels and will serve the digitalization efforts of the field• Enhance VET providers offer online training with remote control practices• Improve collaboration between Partners and sharing of best practices and resources• Establish simulation training as mainstream methodology• Provide visibility of EU innovative and effective disaster management practices• In order to maximize impact, SETOFF curriculum will be available for consultation and to be included in future disaster management training. Moreover, Trainees will be accredited to perform in their turn as future trainers.