The project stems from long-standing experience of partner organisations, or their staff, with the education of seniors and from the effort to integrate good practice in individual countries into the common methodology. The project objective is to create a system of inclusive education of seniors (based on the common methodology) with the use of information technology and active engagement of the seniors into the creation of the content of individual courses, including participation in their implementation. Another project objective is to systematically engage the youth into the education of seniors. These aims were reached. The project was participated by 4 institutions. The project coordinator was the University of Ostrava, Czech Republic. The partners were Associação de Melhoramentos e Bem Estar Social de Pias, Portugal, FONDAZIONE MONDO DIGITALE, Italy and Associação Rede de Universidades da Terceira Idade. Profile of Participants is described in part D. Description of activities: - Analysis of the current state of senior’s education in partner organisations, focus mainly on inclusive components. Analysis was done according the structure published on project web pages https://projekty.osu.cz/isev/doc/analysis-structure.pdf. Analysis was the base for development of the comparative study. Questionnaire results are available on project web pages https://projekty.osu.cz/isev/national-documents.php. - Comparison of these analysis, identification of common and different parts, evaluation through dialogue, conclusion as an input into design of new methodology. Comparative study is available on https://projekty.osu.cz/isev/doc/comparative_study_analysis.pdf. - Main innovations: innovation of using ICT in more sophisticated way, strengthen the role of digital data in different formats, role of learning management systems and their huge potential. Innovations aim to involvement of senior’s into teaching activities and involving students, youth. Seniors were in the role of developer of eLearning courses as well as teacher. They collaborated with students in developing of the eLearning courses. - Finding of additional inclusive components from the analysis and through the discussion. - Design of the new methodology which will integrate innovations leading to improvements of inclusive senior’s education and removing of weak points. This methodology will be shared by all partners and will be base for future implementation. Methodology was developed and it is available on https://projekty.osu.cz/isev/doc/common-methodology.pdf. Methodology was piloted. - Blended mobility of seniors with virtual mobility focus on inclusive elements of senior’s education. Seniors participated in this mobility will prepare educational activity (course) for their schoolmates that will integrate knowledge and skills obtained through blended mobility. The aim of the blended mobility was to train seniors how to design and develop eLearning course in the Moodle LMS. Training was focused on methodology of the design of eLearning course in general as well as on technical issues of its implementation. - Implementation of this methodology into Virtual U3A at University of Ostrava, ev. into partners senior’s educational systems. Methodology was implemented in all partners' institutions. - Pilot of this methodology through at least one semester course in each partners’ institution. Pilot was realized in all partners' institutions. - Dissemination seminar. All partners' institutions realized dissemination seminar in their country. Erasmus Day was also utilized for dissemination of the project results. Results: - Three analysis developed by common instructions. Each partners' country developed analysis according to the common structure https://projekty.osu.cz/isev/analysis-structure.php based on the results of questionnaire for seniors https://projekty.osu.cz/isev/national-documents.php. - Comparative case study. It was created https://projekty.osu.cz/isev/final-version-of-comparative-study.php. - Methodology of inclusive senior’s education (without barrier) based on smart using of ICT, cooperative learning, social learning, integrating of youth and boost senior’s confidence. It was created https://projekty.osu.cz/isev/methodology.php. - New virtual classroom as a result of implementation of designed methodology (at least in applicant organisation). Virtual classroom was implemented in the Moodle platform. It is available on http://isev.osu.cz. All together we have created 36 eLearning courses (AMBESP 8, FMD 10, OU 13, RUTIS 5). - Courses :”seniors to seniors”. The topic of the courses will be chosen during the project. The courses will follow new methodology and will use new virtual classroom. In each partners’ institution there will be at least one semestral course. Seniors from all partners’ countries have developed eLearning courses in the platform isev.osu.cz and offered them to their schoolmates. As an example: Czech seniors have created four eLearning semestral courses. All are available on isev.osu.cz Envisaged impact and long term benefits: - Removing the barriers give more Seniors chance to take part into life-long education. This benefit was tried during covid-19 crisis. Seniors could study from their homes and be in contact with the school as well as with their schoolmates. - Increase the number of seniors participating in U3A. Using distance form of study increased number of U3A seniors. - Increase the number of active seniors, who will be able to collaborate on learning/teaching activities. - Enlargement comparative study and methodology among a vast array of stockholder. Comparative study as well as methodology were presented stockholders on national seminars and conferences. They are also available on project web pages. - Enhancement the OU in its third role (Life-long education). This benefit was also checked during covid-19 crisis. OU did not stop offering educational activities for seniors. OU has created new courses for seniors in distance form. It was possible thanks to ISEV project because more than 100 seniors that were involved in ISEV project were able to study in distance using Moodle platform.

PROJECT CONTEXT.The single biggest crisis facing the European Union is youth unemployment. High rates of youth unemployment and young school leavers show the need for implementing projects which launch reflection and experimentation actions designed to improve quality and innovation in youth workers’ approaches to unemployment. At the same time the project will support the social inclusion of young people through employability - in line of objectives and fields of action of the renewed framework for European cooperation in the youth field (2010-2018)DATADropouts: EU28 average (12.7% in 2012). Spain (24.9%); Italy (17.6%); United Kingdom (13.5%) Youth unemployment: EU28 average (23%). Italy (35.3%); Spain (53.2%); UK (21%) (Eurostat).OBJECTIVES AND ACTIVITIES The project aims to promote a strategic partnership between 4 European organisations in order to foster the inclusion and employability of young people, ( aged between 17 and 24 years), with fewer opportunities (NEETs and young people with disadvantage backgrounds). We will achieve this through a comprehensive social intervention at personal, family and social level in their path to a job.Specific objectives:1. To share innovative good practices in youth workers’ approaches to unemployment, especially for young people from disadvantaged backgrounds.- Activity: Development of a database. 2. To develop a comprehensive approach (methodology) to support young people with fewer opportunities in their path to a job by involving young people, youth workers, families, companies and other stakeholders.- Local working groups, methodological guide. 3. To improve the skills and competences of youth workers, especially digital competences, so that they will be able to offer a high quality support to disadvantaged young people in their job seeking. Activities: Training activitiesin ICT for youth workers and the development of ICT-based resources for cooperation and communication (portal web). 4. To empower disadvantaged young people in their path to a job as well as promoting meetings and reflection spaces with stakeholders (companies, public administrations and policy-makers) and other European young people (virtual mobility).- Activities: local events and virtual mobility. 5. To improve the international capacity of participating organisations by adding European value to their experiences, guidance and job placement programmes for young people with fewer opportunities. They will achieve this through joint work with organisations in other European countries, the use of European tools for dissemination (Dissemination platform Erasmus+), the recognition of learning outcomes (Europass) and the implementation of the following intellectual outputs (digital, under Creative Commons license and in different languages): - Database: Innovative good practices about youth inclusion through employability.- PATH TO A JOB. Comprehensive methodology for the accompaniment of young people with fewer opportunities in their path to a job.- Web portal: Path to a job.NUMBER AND PROFILE OF PARTICIPANTSThe project involves approximately 1720 people, both directly and indirectly. The profile of direct participants: young people with fewer opportunities, youth workers and companies’ representatives. Indirect participants’ profile: policy makers, decision takers, businesses, local and regional authorities, civil society organisations, education and training providers, employment agencies, youth workers and organisations and young people and families.RESULTS AND IMPACTYouth workers will be trained to develop key competences such as linguistic and digital skills and specific ones related to coaching for improving the quality of youth work. Open educational resources, multilingual and freely available will be developed. The implementation of a comprehensive methodology for the accompaniment of young people with fewer opportunities in the path to a job will be facilitated through a structured guide with quality indicators, a database of innovative good practices and a portal web about youth inclusion through employabilityPromote active participation of young people with fewer opportunities in key aspects affecting their lives (empowerment)

Bullying is a word that is heard more and more often nowadays. School bullying has become an epidemic in our society and this fact has emerged a variety of studies across Europe aiming at investigating this rapidly spreading problem.To deal with bullying and to ensure a safe, learning environment the orchestrated contribution of all stakeholders of school education is necessary. School teachers and principals are the first who come across bullying in the school environment, most of the times publicly. Parents have to deal with it at home. Regional educational authorities, school consultants and parent associations are involved under regulatory and consultation roles. Even the educators and trainers of teachers are involved, as they are responsible for helping them acquire the skills and competences to deal with bullying before they enter the school environment, as well as to ensure that their competences remain up to date.In this framework, it is clear that dealing with bullying is not a simple one-off procedure. Instead, it requires the aggressive and continuous use of modern educational means and the close collaboration of all involved stakeholders. In the proposed project, we propose to combine modern pedagogical approaches (eLearning and peer learning) with widely used technological means (Internet, social networking, mobiles) in order to provide timely and continuous support to the entire community of stakeholders in dealing with school bullying.The project main objective is to design, create, implement and evaluate a training platform that will provide teachers, teacher trainers, and all other stakeholders’ access to accredited training material on school bullying, as well as the means to publish their experiences and to comment and tag the experience of their peers. The training platform provided the means to:• Receive accredited initial guided online training • Access a repository of certified online digital training material• Upload experience and best practice in the form of episodes• Present opinion and foster discussions using blogs and forums• Collaboratively develop training content and scenarios using wikis• Index all types of content using tags• Quickly access specific “first aid” content via tags and mobile devices• Create discussion and special interest groups and establish communities of practiceThe teachers and teacher trainers are trained in:• Using the platform and the assorted social networking tools• Creation of educational scenarios and digital content based on peer learning and crowd sourcing methodologies• Uploading best practice and providing comments and advice to peers (thus becoming themselves trainers)The Expected results of the project are:• A collection of best practices addressed to bullying, legal framework, real life cases• A Peer learning methodology for dealing with school bullying• Learning objects using crowdsourcing on school bullying • A social networking peer learning platform which will offer at least the following tools: Blog; Forum; Wikis; Tag cloud• A Guide on future exploitation and viability • The Main Activities of the project are:• Collection of best practices, school bullying literature legislation framework, real life cases• Definition of skills and competences required to deal with bullying• Specification of learning outcomes and assessment criteria• Design of peer learning methodology • Training of learners in using the methodology and the platform• Initial education digital content for the scenarios • Design and implementation of the peer learning a platform • Pilot testing of the platform and of educational scenarios The involver Target groups are:• Teachers;• Teachers’ educators and trainers ;• School principals, counsellors and psychologists;• Parents;• Parent associations;• Regional and local educational authorities; The Partnership consists of:HOU is the sole Greek State University that provides distance adult education in both undergraduate and postgraduate levels, by heavily relying on ICT and social networking toolsINFOREF is a non-profit association of teachers, technical and educational experts offering services to primary and secondary schools as well as to adult educationCTI has significant past experience in the design and development of advanced e-learning educational training platforms and repositories as well as in the effective customization of social networking tools FMD is a is a private Foundation with non-profit legal personality having as a mission to promote the sharing of human knowledge, social inclusion and innovation with particular orientation towards both the school world and the categories at greater risk of exclusion .DCU Anti-bullying Centre (ABC) is a national research centre that undertakes research on school and workplace bullying. ABC is an internationally recognized centre of excellence in bullying research

Disablist bullying is a complex and layered issue that crosses from child to adult level, often because ID/SEN individuals have not been sufficiently prepared to cope with such issues as marginalisation, exclusion and bullying behaviours. Disablist bullying research and the widespread adoption of practical approaches is scarce. What research exists, tends to come from the medical rather than social model of disability, and fails to think about the negative representations of disability as ‘difference’ and the possible role of school practices in facilitating conditions within which bullying disabled children is more likely to occur. Within this project then, the partners operating at higher education level, aim to combine research, best practice and cross-disciplinary (educational, psychological, sociological) modern pedagogical approaches (eLearning, partner learning, and peer learning) with widely used technological means (Internet, apps, multi-media,) in order to provide comprehensive cross-national insight into research, policy and practice in regards to disablist bullying that will form the basis of a report with policy recommendations but also, and most pertinently, create an online repository sharing research, best practice and host partner developed training course materials, including multi-media material, that will form a cross-partner trialled and evaluated course for the prevention and intervention of disablist bullying aimed at and piloted cross-nationally with 100 participants across both those with SEN, and student teachers/teachers/and professional trainers, who will work and learn together. In creating this course, and supplying online the materials (written & multimedia) required to implement it elsewhere, alongside access to the partner networks/expertise in an on going basis, this project will provide timely, innovative and continuing support to both learners with disabilities/special needs and those who seek to educate/work with them in order to tackle bullying issues, improve socialisation, reduce marginalisation and ease both their lives in school and their migration into adulthood and the working world, to allow them to enjoy fully rounded lives and contribute more widely to society. It will also provide support to and educate, educators and trainers in promoting equity, diversity, and inclusion in learning through educational institutions and wider society, via more in-depth understanding and work with SEN individuals, and the provision of training/educational materials. At the local level the impact of this project will be felt most directly in schools and workplaces and in changing/enhancing the personal/professional lives of those that undertake the coursework/training. At a regional and national level the advertising, recruitment and dissemination process for the project will alert, educate and involve schools, workplaces and stakeholder institutions (e.g. SEN advocacy groups, Teacher Unions, Work Unions, Parent Organisations) to the work being done, encouraging them to utilise their networks in turn to further advertise the project and educate its members as to the outcomes. In addition, the report with associated policy recommendations will be disseminated to all stakeholders including regional and national governmental authorities. This will ensure a promotion and dissemination of the project and project results across decision makers at different levels.

In general, the flipped classroom methodology supports self-directed learning and has the potential of improving the quality of learning. However, this methodology can be challenging for adult educators with students who lack study skills, have literacy issues and/or have limited access to internet and technical facilities. This target group was our main interest as there was little existing material or guidance available on flipped learning in adult basic education context. The aim of the project was to promote the use of flipped classroom methodologies in adult education, and to create engaging and accessible content for adult learners with low digital competences and/or basic skills. In the project we produced open learning material for adult educators on flipped learning.In particular, the objectives included:- To develop practical tools for increasing adult educators’ competences in implementing and adapting flipped classroom methodology when teaching adults learning basic skills- To develop adult learners’ basic skills, particularly literacy, digital skills and independent learning skills through quality learning opportunities around blended and flipped learning- To increase the strategic and integrated use of ICT in adult education, using tools such as virtual learning environments and games (eg. Seppo, Moodle, Edmodo)- To develop Open Digital Badge process to recognise the professional development of adult educators in the area of flipped classroom and effective use of ICT in teaching of literacy, numeracy and basic skills- To network and share experiences with European adult education partners on using flipped classroom in practiceACTIVITIESThe learning, teaching and training (LTT) 4-day event benefited in total 27 participants ranging from second language teachers to vocational teachers and adult basic education teachers. Having these diverse target groups in each partner country allowed us also to change practices and ideas of how flipped learning can be adapted in different contexts to engage learners better. Partners shared their earlier expertise related to digital pedagogy and learnt new skills both through peer-learning and through external experts. The participants were accredited with an advanced level Open Digital Badge for their learning.After the LTT event, the 27 adult educators trained continued and pilot their learning in practical teaching work. These piloting activities were central in the creation and development of the Intellectual Outputs of the project: participants developed short videos for the online course (IO2) and descriptions of good practice (IO3). LTT participants also organised internal training sessions in each partner organisation to tutor their colleagues on flipped learning.Four Intellectual Outputs were developed to offer support for integrating flipped classroom approach in adult education.- IO1, Theoretical context: explores the pedagogy behind the flipped classroom method and looks at ways to adapt flipped classroom method for the target groups of adults learning basic skills- IO2, Online course for adult educators: presents cases and experiences from real-life on the use of flipped classroom with adults learning basic skills- IO3, Good practice guidelines: offers guidance to create good quality content for flipped classroom purposes in adult education- IO4, Open Digital Badge system: explains why and how to use Open Badges to accredit adult educators’ and learners’ skills and competencesRESULTS AND IMPACT By training educators, developing project outputs and disseminating the learning resources created in the project, we have increased adult educators' competence in implementing and adapting of the flipped classroom methodology for teaching adult learners basic skills (literacy, digital and learning to learn competences). The outputs provide educators with tools and approaches they can use for planning their lessons and delivering the content, and also increase awareness and knowledge of the challenges and benefits of using the flipped classroom methodology with adult learners.The project has also increased understanding of how to capture and measure impact of learning and professional development through Open Digital Badges. In total 130 Open Badges “FLIPing the Adult Classroom” related to project results were released between December 2020 and February 2021. Overall, the project reached:- 27 adult educators (4+ from each partner) trained in the flipped classroom methodology- 150 educators trained internally in our partner organisations- 244 adult learners involved in the piloting phase, hundreds more later on- Over 2300 stakeholders directly through project dissemination efforts: workshops, events or presentations - Thousands of people through the FLIP-IDEAL website, national EPALE sites, e-newsletters, and social media