"<< Objectives >>To improve educational and didactical skills from the staff from retirement homes and/or intermediate organisations in home care, related to the topics ""active ageing"" and ""bridging intercultural, intergenerational and social divide"".Specific: 1. Improve knowledge and skills of staff about trainer skills and using digital tools to increase digital skills of older people,2. Improve digital skills of older people, leading to improved social inclusion 3. Improve social skills from youngsters<< Implementation >>Main activities are :- Creating a tool box with online training- and instruction material for trainers/staff and for youngsters, including some educational digital deliverables.- Training of trainers/staff,- Training of older people in digital readiness,- Making an online cookbook, with involvement of youngsters and older people,- Organising an intergenerational cooking event with older people and youngsters.<< Results >>The project will have impact on different levels. We expect the following main results:- More trained and enthusiastic staff in home care,- Developed materials and other results (toolbox) will inspire other organisations, to follow the project example,- Older people feel better included in the 21st century, by improving their digital readiness,- Youngsters will have better social skills and more respect to the older generationThis will be on local, regional, national and European level."

Level Up project aimed at facing the issue, providing solutions and suggestions with the use of game-based activities in order to make the cultural integration of the migrant children in schools more effective. The project was planned to last 24 months and involved 2000 participants. At the first stage, several meetings between the project partners and the experts were organised, delineating the conduction of the project and its objectives. In that phase, project tools such as the Communication Plan and the Quality and Evaluation Plan were implemented. The project was divided in 3 phases in relation to the three intellectual outputs: in the first phase, partners analyzed game-based activities in education. This analysis had last 7 months. During this phase, educators and teachers from all project partners also explore and learned about gamification, taking into consideration the short-term training course organized in Portogruaro (Italy) in July 2019. In the second phase of the project (lasting 9 months), a pilot game-based projects were tested in some classes of the partner schools and their associated entities. In this way, the effectiveness and success of the activities were measured in relation to the integration of the migrant children. In the last phase, all the project results were elaborated and summarised in an interactive MOOC with pop-up material that enabled a wide audience (not only academics) to learn from the project. Moreover, the project implemented 2 short-term training events that were focused on the gamification and the best innovative practices to be applied in schools with migrant children. One of them was implemented physically in Italy in July 2019 and the other one was implemented by each partner in each target territory in September 2019. At final stage, the project board was focused on the dissemination in phase. The dissemination activities such as workshops and roadshows broaded the impact of the project results. In this sense, a multiplier conference was organised in order to guarantee a multiplier effect of the project results at the end of the project. In the long term, it is expected that the project methodology and results could be assimilated by the European education systems in order to achieve a more inclusive education. This is the only way in which the school life could guarantee the students a proper emotional, physical and intellectual development, without any sorts of exception and discrimination.

Primary schools open to community resources, communities more active in primary education, this is the way education for the younger generations of the 21st century should look like. At the end of over two and half years of joint work, this has also been the effort of the D’BASKET project. Looking at the dynamics of education of the future, where connected learning between the school, private and social dimensions takes place, the project started a process, which will hopefully continue, of creating a more “structural” cooperation between schools and other education providers, and actors (such as local authorities) to leverage the potential of learning basic and transversal skills by frequent interaction and exchange between the “world” of the school and the “world” outside in the community. Such interaction aims at providing an inclusive education, where formal and non-formal education support lifelong guidance for future educational choices of pupils and their empowerment as citizens. Through the adaptation of new and effective interdisciplinary educational methods developed in other external experiences for education of pupils aged 10-14 years old, D’BASKET addresses the need for a more diverse and inclusive education, underachievement in the basic skills through more effective, innovative teaching methods and the upskilling of teaching professions. The project’s general objective has been to promote and share - through good and innovative practice and joint development - interdisciplinary educational methods and paths that foster basic and transversal skills through entrepreneurial attitudes and the appraisal of social, linguistic and cultural diversity, in order to improve teachers’ competences to work with diversified learners and address low achievement and exclusion from an early stage of education.D’Basket managed to achieve such objective by bringing together for the first time three primary schools the IC Romolo Onor in San Donà (VE-Italy), the primary school Veli Vhr of Pula (HR), and the primary school Antona Ukmarja of Koper (SLO), the 3 respective municipalities, 3 local NGOs: Associazione 2050, KIP PiNa, the Foundation for Partnership and Civil Society Development, and the EU network Tandem Plus.Following the roadmap foreseen by the methodological approach, we have developed the following activities and outputs:D’BASKET KNOWLEDGE TOOLKIT Reflected and analyzed the partnership’s existing pedagogical methods (formal, non-formal and based on successful practice in Europe), the teachers’ knowledge and attitude towards non-formal education and the “personality” of the students. THE D’BASKET ACTIVITIES AND PATHWAYS: The deliverables, (Output 2-3-4) are concrete sets of methodological and pedagogical material and include the learning outcomes, the link to statutory subjects for the development of basic skills, as well as tools to be used, such as training exercises, multimedia material and expert experiences and tips. 2 Joint staff training have allowed to share the methodologies with a group of teachers. Translation of the toolkit has been done in Italian and Croatian as well as in English.The multilingual online Resource Centre (IO6) contains, as a point of entry of the D’Basket experience, all the deliverables and tools, results of joint activities such as joint staff training and mobilities.The testing of the 3 D’BASKET pathways in each country has taken place in the last 18 months of the project, and an evaluation report has been delivered. Part of the testing was the organization of three D’Basket camps (three short-term pupils’ mobility) to carry out some specific activities with groups of pupils coming from the three schools to test and appraise the EU added value of the pathways. The final phase consisted in the creation of ad hoc plans (In Italy and Croatia) and agreements at local level to streamline the results of the D’BASKET pathways into school curricula and education policy of municipalities in the concerned area. Dissemination events have taken place in Italy, Slovenia and Croatia. Over 350 pupils and 21 teachers have been involved directly in the project. Over 1000 have been involved in the contest for the project's logo and in dissemination activities. Additional students from other schools in San Donà (about 60) have been involved in workshops organized by the Municipality. In Italy, the D’Basket ERASMUS + week will be part of the PTOF (piano Triennale dell’offerta formativa) and the municipality has made available the tools for all the primary/lower secondary school of the city, as well it has committed to promoting the project’s rationale in all the area. Teachers involved have created strong ties beyond borders and are collaborating and planning further mobility and transnational actions.

Context/backgroundIn the last years, many people from the Middle East and North Africa came to Europe, to live and to work. They face serious problems. Also 2nd and 3d generation children have problems with their integration. Results are unemployment, bad education and criminality. The paradox is that among these groups, there are potential valuable workforces, where European population is aging and even shrinking. ObjectivesMain objective is to improve the integration of newcomers in the VET system and to prepare them for a better position in the Western society.Other objectives are:-To inform teachers and school managements about the NIK project, with the idea that NIK will become a regular part of the school program-To make local/regional authorities more aware of the integration problem and the solution which NIK can offer and to let them put the topic “integration” on their agenda.- To establish cooperation between the partners authorities and political makers, and also between the European countries (with the guidelines for creating a cross sectoral network)- To develop the understanding for each other (culture, society) as it can be developed in the future (with all created IO material, such as e-learning material, guidelines for cooking events for a Multiplier Event and the game.Number and profile participantsWe had the following groups of participants:1.VET students and newcomers. They participated in the cooking events and used together the NIK game. The age from the VET students was between 17 and 20. Variation in age among the newcomers was bigger: between 14 and 30. Number: 150-2002.Teachers and school management: Directly involved teachers discussed the project with colleagues, the same for school management.Number: 503.Local/regional authorities and organisations: 150-2004.Other interested people were reached via 6 Newsletters and the website.Newsletters: 250Website www.newcomerkitchen.eu: more than 7000 unique visitors. ActivitiesThe project had 4 intellectual outputs:IO 1: Manuals for setting up a network, for publications and for dissemination.IO 2: Manual for making effective e-learning materials.IO 3: Designing and implementing the NIK gameIO 4: Manual for organising cooking events.All outputs were placed on the website and in the Dropbox.Apart of the IOs, NIK had 4 TPMs. Due to COVID19, the last one was online.Also 5 cooking events and 5 multiplier events were organisedResults an impact attainedThe website gives a good impression of the results: All manuals from the IOs are uploaded. The same for the Newsletters and the recipes. If there is a connection between the impact and the number of unique visitors (7000) then we are optimistic. On school level, managements have decided to continue with the project and in some schools, it has become an integrated part of the school program.Impact can be described as follows:-Students, newcomers and teachers are enthusiastic about the materials and activities and trained in the use of it.-School management looks for possibilities to integrate the project in the regular school program and to use it for promotion of the school, also for newcomers. National Multiplier Events were good moments to interest other schools.-Support of the integration of Newcomers, by national/regional authorities which have put the “Integration”- topic on their agendas.Potential longer-term benefitsThe user-friendly structure of the game (no language, no complicated instruction) invites for further extension among VET schools, and active participation of Newcomers.More qualified Newcomers will enter the labour market. But that will be really on the longer term.

We jokingly call them “geeks”, sometimes “nerds”. In the popular “Big Bang Theory” TV show they are portraited as super-smart scientists who possess technical and scientific knowledge and skills to ride the digital and technological revolution but lack social and communication skills to transfer their knowledge.In real life, these professionals, working in education, or in innovation hubs such as FabLabs, are a great knowledge asset to capitalize if we want to increase the number and variety of learners to become aware, acquainted and proficient in STEM and digital skills as key skills for future occupations but more generally social and life purposes. G4E (Geeks for Education) encourages collaboration and synergies between school education, industry and non-formal learning settings. Our partnership intends to support educators coming from such organizations – our geeks - to become proficient teachers/trainers and to use digital technologies and STEM in collaborative, creative, attractive and effective ways, also equipping them with methods and tools to transfer know-how to different learners in an inclusive way.G4E is an alliance of 12 partners coming from 7 EU countries: France, Spain, Italy, Portugal, Greece, Hungary and Luxembourg. It includes schools at different ISCED levels (College Verlaine, Diophantus, AKG, and a dozen of other associated schools) research and technological education (Centrale Lille, CNRS-IEMN) tech hubs (Fabcube, Fablab Budapest, Inercia Digital, InterMediaKT) and NGOs that are active in the field of inclusive non-formal digital education (2050, WIDE and AMC). The objectives of the project are:1.to capitalize on existing practice where non-formal and innovative education provided by tech hubs and organizations becomes added value for inclusive, more attractive and effective STEM and digital education in and with schools 2. to define an innovative cross-disciplinary and inclusive pedagogical methodology for STEM teachers, entrepreneurs and non-formal educators 3. to test and streamline the methods through cross-disciplinary, inquiry-based learning, experiential and connected learning4. to disseminate and promote the G4E tools and methods by making them accessible through blended and OER platformsThe most important results and expected impact during and after the project’s life cycle include:- 4 main outputs, including a collection and assessment of practice through a process of “benchlearning” (IO1), a methodological framework for “connected and transformative learning for Geeks in education” to improve pedagogical and soft skills of educators (IO2), innovative educational formats to attract and improve STEM and digital skills at local level (design IO3 and testing IO4 of the G4E learning experiences), - an Open Education Resource Centre to support the close cooperation among different educational fields.- 6 local events and one final transnational event, to share and disseminate the results of the project and to promote its approach to external stakeholders- 2 short-term joint staff training for digital educators of the expected duration of 5 days each – the material and topics covered in the training will be available for other and educators on the project’s Resource Centre- 16 blended mobilities of educators in four countries for the duration of 8 days each- 6 transnational project meetings, to share, evaluate and make strategic decisions on the project’s progress.Participants are specialists from different fields, we create links among different types of teachers/trainers (formal and non-formal education), technicians and tech experts, entrepreneurs, and students. Pupils, students, trainees are the main beneficiaries of G4E: about 500 will be directly involved in the project’s implementation and evaluation. Schools, decision makers and competent bodies at local and regional level are also targeted because they can positively influence political and strategy change.The foreseen impact at the end - and hopefully in the longer term - will be the improved operational and strategic capabilities of internal stakeholders (partners and their organizations), for external stakeholders (other education providers, schools, NGOs and local partners, research and higher education organizations), increased awareness of the project’s potential to support achievement through collaboration and synergies between industry, formal and non-formal education, training and learning policy- and decision-making bodies. Finally, the most important impact will be on the final beneficiaries (geeks and their students or learners). As a result of testing, implementation and dissemination of the project’s approach, the expected impact on the young generations is: Improved uptake (especially for girls and other groups at disadvantage) of STEM and digital skills, improve digital literacy, transversal and sustainability skills.