<< Background >>The widespread pandemic of COVID-19 has significantly interrupted the traditional training and education, as well as VET education, throughout Europe and the whole world. The current situation is forcing European educators to adapt in a short time interval towards digitising their classroom. However, the pandemic has already placed the education system to the test. The circumstances became worse by the fact that apprenticeships and learning by working, which reflects the practical training in VET has been discontinued in almost all Member States, according to the European Centre for Vocational Training report. Digitalisation and industry 4.0 are perhaps the most important drivers behind the profound transformation of the labour market, the way people work and the new digital skills required to meet the needs of the digitalised market. VET is valued for fostering job-specific and transversal skills, facilitating the transition into employment and maintaining and updating the skills of the workforce according to sectoral, regional and local needs.Boosting digital skills at all levels helps increase growth and innovation and build a fairer, more cohesive, sustainable and inclusive society. Being digitally skilled and acquiring digital literacy can empower people of all ages to be more resilient, improve participation in democratic life and stay safe and secure online. Equipping Europe’s future workers and job seekers with digital skills and competences will be critical for economic recovery in the coming years, especially after the severe consequences of the pandemic in all fields of life.The skills to be gained will extensively affect their professional development in an ever more digital society of IoT and Industry 4.0., the hands-on teaching approach supported by the construction, coding, and gamified problem solving with drones' will help teachers reach out more effectively their audience. Students with disadvantages and learning difficulties will benefit from this project's results and potentially tackle early school leaving through students' more inclusive engagement.The benefits of making activities in an educational setting are numerous: they can play an important role in encouraging and guiding students towards the end goals, they can fosters students’ growth, the strategies and processes learned can eventually be transferred to other contexts and also be put into use in new and different situations. Moreover, making activities have a significant impact on overall skills and competence acquisition, as well as its usefulness for the purposes of personal growth, employability and social innovation.<< Objectives >>Drone technology stands out as fun and practical equipment for the contemporary classrooms, experiments, and exploration. Drone technology is a fascinating way to introduce students to STEM related professions, equip them with relevant skills and thus cover the gaps reported in the labour market to meet the new job creation arising. At the same time, it blends together all STEM fields such as maths and physics, electrical and mechanical engineering and computer science. It promotes other employability skills needed in the 21st century such as problem-solving, group work, leadership, creativity and initiative.The DRONES@STEAM project proposal addresses three main priorities of the Erasmus+ Programme as shown below:HORIZONTAL: - Addressing digital transformation through development of digital readiness, resilience and capacity- Inclusion and diversity in all fields of education, training, youth and sportSECTORAL:- Contributing to innovation in vocational education and trainingBased on the above, the DRONES@STEAM project will support VET trainers and educators in an attempt to strengthen their profiles with the acquisition of new skills, the development of targeted material, the collection of tools and resources, while at the same time it will create opportunities for linking VET schools with the labour market building on synergies and partnerships with established organizations.The key competences to be promoted as part of the project are:- high digital skills which appear to be missing from VET curricula and are currently needed to enter the labour market and be included in VET job profiles - targeted ‘wide and deep’ digital competences and the use of technologies leading to the 4.0 industry.- job-specific VET related skills for various fields and sectors which are not offered as work-based learning opportunities or include danger or hazards for the workers.<< Implementation >>The activities include:-5 TPMs-1 LTTA in the form of Blended Learning Mobility of Learners with their VET trainers-Multiplier Events: 7 events to be organised-Competition: 1 in each partner country (except GR which will organise 2 due to distance) and 1 at the EU level<< Results >>The DRONES@STEAM project promotes the capacity and readiness of VET schools to modernise their teaching, use digital technologies in training, create innovative digital content and equip trainers with digital competences. This will be achieved through the development of:-A complete READY-TO-IMPLEMENT DIGITAL PACK for the introduction of drones’ technology and STEAM skills in VET schools including a targeted competence framework based on which students’ skills acquisition will be monitored, assessed and validated through the eco-system of the Open Badges, -a set of DIGITAL CONTENT in the form of CROSS-CURRICULAR BASED SCENARIOs with real-life examples moving away from subject boundaries promoting STEAM skills and guidelines for exploiting drones’ technology.-Professional development course to be designed for VET trainers for digital up-skilling or re-skilling in order to become digitally competent and confident to introduce such skills and technologies in schooling. In that way the readiness and capacity of trainers will be increased and will be able to shift efficiently to online and flexible blended learning.-Guidelines and procedures to prepare VET trainers and teachers to familiarise themselves with the 2020 EU Drone Regulation as per the EU Aviation Safety Agency (EASA) which has foreseen the need for regulating the fast growing drone usage across sectors in order for EU citizens to be informed about the proper use of drones and their capabilities and restrictions, and the E.U. legislation encompassing it.

According to UNESCO, comprehensive sexuality education (CSE) is a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality. It aims to equip children and young people with knowledge, skills, attitudes and values that will empower them to realize their health, well-being and dignity; develop respectful social and sexual relationships; consider how their choices affect their own well-being and that of others; and understand and ensure the protection of their rights throughout their lives. While the benefit of CSE has been widely demonstrated, according to UNESCO there is limited information on the impact of CSE curricula on already marginalized groups, including young people with physical and/or cognitive disabilities, and suitable and effective methodologies for this target group should be further investigated. In this context, the use of creative methods such as role-playing and theater games have proven to be effective in educating young people and even more with young people with intellectual disabilities since according to researchers methods that are based on modeling, role-play, rehearsal, and practice skills can be quite useful for improving the skills of individuals with intellectual disabilities. (Schaafsma, 2014).The outbreak of COVID-19 impacted the sexual education of (intellectually disabled) teenagers in a variety of ways, making this project particularly timely: on one hand, by closing schools, sexuality education is receiving less or no attention throughout the world. If there is an opportunity to take classes online at home, sexual education is often not a priority. (Rutgers, April 2020) Additionally, according to recent reports from Europol and Unicef, the increased use of the internet due to the pandemic has heightened the risk of online sexual harassment of children, since spending more time online may increase their likelihood to come into contact with online predators and therefore they should be educated to recognize and prevent this risk. On the other hand, as COVID-19 forced schools across the country to abruptly close, many parents took on an additional role as teachers. As families spend more time together at home, parents have a chance to connect with their kids and delve into sexual health in a meaningful and more intentional way and should be supported to do so. (Feingold). To these challenges intends to respond the INCLUDE project which will design, implement and evaluate: (1) an inclusive sexual education curriculum for high-school students adopting the Universal design for learning (UDL) approach: a cognitive framework that focuses on removing barriers within learning environments by modifying curriculum, concepts, materials, and environments for all learners and abilities through the use of creative options and drama-based techniques. (2) a training for teachers, to upskill them providing the necessary competences to implement the programme and (3) drama-based resources and approach to adopt a whole-school approach in relation to sexual education, including the active involvement of parents/guardians/carers of students with disabilities. The objectives of the project are: Support teen-age students, including those with intellectual disabilities, to effectively achieve the core learning-outcomes of sexual educationSupport teachers and school support staff to be able to apply current practices in sexual education for their students through creative methodsSupport parents to play an effective role in sexual education of their children with intellectual disabilitiesDevelop open educational resourcesThe project will involve students, teachers, families and the general community to its activities in order to achieve its objectives. Moreover, through the multiplier events of the project we expect to involve at least 189 local and international stakeholders to the activities of the project. The partnership is consisted of experienced and newcomers to the Erasmus+ project and of organizations with a different professional background and experience, ensuring the multidisciplinary approach and implementation of the project. MEH, the coordinator of the project, has experience in the management of Erasmus+ programmes and will work with ANS (IT), La Xixa (ES), InTouch (NL), KMOP Skopje (North Macedonia), RDPSEA (GR) and Social Policy Academy (GR).

<< Background >>With more than 90% of the student population learning partially or fully from home during the last year, there is a stronger need than ever to reform schools and support teachers and students develop digital skills and competences (UNESCO, 2020). According to the 2nd Survey of Schools on ICT in Education, although one third of students in primary and secondary education attend schools that have written statements on the use of ICT for pedagogical purposes and digital technology (European Commission, 2019, p. 98), only a few European education systems refer to school development plans in their digital strategies. In European Education systems, school leadership rarely holds a prominent position in national strategies, and their training and support is even less (EC, 2019). The partners of this consortium have been working for many years together in various initiatives. With the pandemic impacting all aspects of life, they came together with a project, the DigiLEAD, that is based on a very specific need: to upskill the competences of school leadership teams to develop digital strategies. The leader initiated the process, and all 7 partners, from 5 EU countries, conducted detailed analysis of their local context, implementing a needs assessment focus group in each country to examine the challenges faced by schools. One of the key findings was the strong need to train school leaders to understand the complexities of digital transformation and how to implement digital strategies in their schools. This is also justified by the DESI (2020) data. According to the Digital Economy and Society Index (2020) data, with exception the Netherlands, all other partner countries Bulgaria, Cyprus, Portugal, and Greece, are below the EU average, with regards to the basic digital skills of all individuals aged 16-74. Greece and Portugal are also below 25% regarding effective integration of ICT in school education (OECD, 2021). In Bulgaria, the lead applicant country, the Institute for Research in Education conducted a survey, in July 2020, with 135 schools across the country, 4448 students, 5403 parents, 1885 teachers, and 135 school principals, showing that 67% of interviewed principals identify the need for additional training for teachers to develop digital skills and competencies. This highlights the important need for this project to further support digital transformation in the partner countries.As highlighted in a report by European Parliamentary Research Service (2020), modern education should shape and prepare skilled future European citizens, promoting equitable social participation of all in a digitalized age. According to the 2019 EU survey on the ICT usage in households and by individuals, the average percentage of people aged 16-74 that possess basic or above basic digital skills in Europe is only 56% (Eurostat, 2021). Similarly almost all partner countries showcase a low percentage: in Cyprus 45%, in Greece 51%, in Portugal 52%, in Bulgaria 29%. The only partner country exhibiting an above average percentage is the Netherlands, 79%. In line with the partners’ work and objectives for digital transformation and technology-enhanced education, the DigiLEAD project will support the consortium to further develop and improve their capacities to learn, collaborate, and better serve their target groups in their respective countries. Through the project’s results, specific strategies and guidelines will become available to the target groups, namely school leadership teams, teachers, learning designers, educational technologists, support staff and policy makers. Participation in this project will benefit the target groups in terms of improving their skills for strategic digital transformation. This will result in promoting learners’ digital capacities, sustaining the goal of the European Skills Agenda to develop the basic skills of people aged 16 to 74, by 2025.<< Objectives >>The specific objectives of the DigiLEAD are to: -Support School leaders and staff to develop a digital strategy-Develop school leadership teams competencies for leveraging free digital tools and resources for school improvement. -Develop a practical toolkit aligned with the DigCompEdu, with practical, step-by-step guides on how to design and deploy a strategy. -Adapt and use the SELFIE and TET-SAT tools to support the digital strategy development. -Develop the digital skills of school leadership teams and teachers.<< Implementation >>To achieve the objectives set, the implementation includes a series of overlapping phases, aligned with the results and the GANTT chart attached to this proposal:PHASE A-Project Management, Coordination, Communication, Promotion (M1-M24): an ongoing phase to address all the PM and admin aspects.-Project Initiation and Value Propositions (M1) - Following a discussion at the first partner meeting P1 and partners will outline the value propositions for strategic digital transformation, establish clear expectations, timeframes, and templates for all results.PHASE B -Result 1/Digital transformation Strategy Toolkit for School leaders (M1-7): ITD supported by CARDET will prepare the practical toolkit, with the guide and self-assessment tool with all partners' contribution. The first draft will be presented in M4 and the final draft in M8, at the online meetings.-Result 2/Training course for School Leaders on developing digital transformation strategies (M6-14): UNIC will work with partners to develop the training package. The implementation of this result includes a LTTA in M14; four representatives from each partner country will be trained, return to their countries and deliver the training program to 20 school leaders.-Result 3/eLearning platform with mobile app on leading with technology (M9-24): it will begin in M9, led by KMOP. Content for the eLearning platform/mobile app will be developed by all partners. They will consist of interactive learning materials, with gamified characteristics, relevant to the needs of the project.PHASE C -Result 4/Collection of case studies and policy recommendations (M18-24): a concrete EU policy recommendation report will be prepared, led by UNIC and ESHA, to promote the integration of strategies for digital transformation. The goal of this result is to fit the brief practical recommendation reports into policy directions.-Quality Assurance and Evaluation (M1-24): Municipality of Lousada will develop a solid plan and monitor the project, ensuring the quality of project products.Participants of all target groups in BG, CY, GR, PT, and NL will also participate at multiplier events presenting the project outcomes and discussing the relevance of the project topic.<< Results >>The consortium of the project will develop a compendium of learning resources and activities focusing on strategic skills and tools to support the development of a digital policy to be deployed by school leaders, involving school staff, teachers, learning designers, and educational technologists in the process.The expected outcomes of the DigiLEAD project are: -Improved capacity of schools and education systems for digital transformation -Improved competencies for school leadership teams, teachers and school staff to develop digital transformation strategies -Improved capacity of schools and education systems to engage in online education. -Improved understanding of parents on the factors influencing successful online learning and their role -Improved learners’ capacity to learn online The DigiLEAD material results include: -A comprehensive Toolkit for School Leaders consisting of concrete strategies for digital transformation and online education.-School leaders’ training material on developing digital transformation strategies that will be used during the LTTA and which will be made available for participants to use in their own practice with their schools-An e-learning platform where all project’s material will be uploaded and will be freely accessible, along with a mobile app on strategic digital transformation-A collection of case studies and policy recommendations for strategic digital transformation-Detailed project plan with all tasks defined by quantitative and qualitative indicators, as a guideline and monitoring instrument (approx. 20-25 pages in ENG)-Partner contracts that secure all rights and duties of the partners involved, including administrative, financial regulations and payments. (approx. 5p in ENG)-Quality management concept: the QM strategy and evaluation activities, tasks, deadlines, and responsibilities (approx. 30p in ENG).-Promotion and exploitation plan with all evaluation activities, deadlines, and responsibilities (approx. 15p in ENG).-Promotion materials in various formats (e.g., flyers, posters, promotional videos etc.)-Intellectual Property Rights: to ensure that the public has free access to all project results and to settle any kind of further developments and transfers (approx. 3-5 pages in ENG).-Promotion and exploitation reports: they document and evaluate all promotion activities throughout the project’s lifetime.-4 half-yearly reports: every six months each partner will provide a full report about all expenditure, content development and evaluation activities.-4 Peer group evaluation reports: partners will evaluate all levels of the project through four questionnaire-based evaluation reports.-Progress and final report: according to the requirements of the project as well as the documents provided by the NA, the partnership will submit progress and a final report (if appropriate).The DigiLEAD non material results include:-Partners’ active application of the project outcomes in their professional practices after the project’s completion-Promotional activities to inform the target groups, stakeholders, and policy makers about digital strategy in school education-Multiplier events in each partner country and a Final Conference in Sofia BG to coincide with the final transnational meeting (in M24), to share the project’s results with relevant stakeholders. -Increased topic-awareness of primary and secondary education school leaders and decision-makers during the project’s implementation (through active involvement in various phases) and after its completion (the results will be freely accessible through various means, to anyone interested).

<< Background >>Since 2014, the Lycée Amyot d'Inville has been integrating Bim into the educational practices of the construction industry because the European Union has imposed since 2016 on companies in the sector to respond to calls for tenders through BIM (Building Information, Modeling).To develop further pedagogical innovation to develop further, it is necessary to establish close relationships betweenpractice, research and training. Cooperation between schools from different fields can meet this need.At the time of writing, the COVID-19 pandemic underscored the critical importance of health policy, including occupational health and safety. The European Commission is in the process of updating its strategic policy guidelines which will help improve the health and safety of workers across Europe in the period 2021-2027.In 2018, there were 3.1 million accidents at work in the EU-27 resulting in at least four calendar days of absence from work and 3,332 fatal accidents in the EU-27 (Explained (http: // ec .europa.eu / eurostat / statisticsexplained /).Within the EU-27, the construction industry represents an important part of these work accidents.We believe that the augmented reality phone application for public works can reduce the number of accidents and potentially save lives. IT gives for the operator of the excavator possibility to know where the gas pipes are located (the depth, the dimension, the different pipes nearby).This application will facilitate the organization of work and corresponds to the requirement imposed on us by BIM.<< Objectives >>We want the creation of a phone application produced by the collaboration of European students. This collaboration will allow the students to discuss the progress of the project, the difficulties and the successes encountered. This will strengthen mutual cooperation and the students will have the feeling of carrying out a concrete project for the whole of our European society.<< Implementation >>Many people, including students, teachers, administrators and other stakeholders, will be involved in the implementation of project activities Mobilities (TPM and LTT):A specific number of managers and teachers from each partner institution will participate in the mobilities. These participants will be selected based on previous project experiences, foreign language communication competencies.Participants in dissemination and evaluation activities:To disseminate the project, every partner will have a dissemination team formed of its own staff and students. This team will be composed of people who participated in cooperation and protocols with other institutions, have a strong communication network with NGOs, who convinced to disseminate the project. Multiplier Events: Each partner country will organise conferences locally about the project's outputs<< Results >>Have students want to work and collaborate in Europe. Have students wanted to carry on their studies after their professional diploma.To give a good opinion of European collaboration.Make other schools want to collaborate in Europe.

<< Background >>The Eurydice Report Integrating Students from Migrant Backgrounds into Schools in Europe: National Policies and Measures, published at the beginning of 2019, confirms the early school dropout rates of students with migrant background are still high. Among the 22 European countries, Spain with a rate of 31,9% and Italy with 30.1% occupies the second and third place, and Greece with a 16,9% the ninth. According to the same report, the school dropout rate of Spanish or Italian students is 15,6% In Spain (5th out of 34 countries) and 12% in Italy ( 9th out of 34 countries) , which is also very worrying. In Greece the dropout rate of Greek students is 5,4% (26th country out of 34).The good results in Greece could become an example for the other countries; however the dropout rate of foreign students is three times higher than that of Greek students which means that something is failing as in Spain and Italy where this rate is twice as high. These data reveals the relevance of strengthening the educational inclusion of these students.Due to the break out of the COVID pandemic in 2020 schools had to close in order to prevent the spread of the pandemic. During the school year of 2019/2020, in Spain the schools were closed during 15 weeks, while in Greece during 36 weeks and in Italy during 38 weeks. The higher school dropout of students with migrant background has been considered normal and unavoidable as a matter of progressive and unequal integration either for the school year 2019/2020 as well as for the current school year.A recent research made in public schools in Madrid and Barcelona at the end of 2020 shows that if the data are disaggregated by students sex and origin, the impact of school lockdown and the high NTIC dependence increases. This greater impact exists beyond the digital gap and the possibility of these students to have access to digital devices .The aforementioned research also reveals that the different and specific needs of migrant students have not been taken into account. According to UNESCO, the long and repeated schools lock downs increase the loose of knowledge and the risk of school dropout, especially in the most vulnerable students.The general objective of this proposal is to address the specific needs of migrant students in order to facilitate and improve their school performance and social inclusion. We are aware that there are obstacles that can be vital for these students and that may be aggravated in a pandemic context. Schools must be able to promote the educational inclusion with intersectional approach of these students which is the specific objective of this proposal. To this end, it is crucial to change the mindset that the greater dropout of migrant students is normal and unavoidable, considering it as a question of progressive and inevitably unequal integration.<< Objectives >>The proposal aims to achieve the following specific objective: Promoting the intersectional educational inclusion of girls and boys with a migrant background in schools, in Mediterranean Europe (Spain, Italy y Greece).The proposal will also contribute to the following general objective: Respond to the different needs of girls and boys students with a migrant or refugee background in order to facilitate their school success and social inclusion in the European Union.<< Implementation >>The project includes management and implementation activities to obtain the results and their dissemination. The implementation activities that aim to achieve the results are describe below. Result 1- Output “mapping” - Design of data collection tools and identification of good practices with case studies.- Socialization, feedback and ownership by partner organizations for implementation-Contac with target groups for implementation.- Tools implementation - Analysis of information, drafting of mapping initial version. - Partners´ feedback.- Validation with schools for their feedback. - Drafting of Mapping final version. Translation into each country language and digitalization. Result 2, Output “Interactive teacher training module “.- Definition of content based on best practice learning from case studies- Drawing up initial script with contents to be covered and structure. Partner´s feedback-Module drawing up (draft). Partners´ feeback. Feedback of participating schools teachers - Definition and design of interactivity elements..- Final version. Translation into English and the three participant countries languages.Result 2, output “Guide of Strategies”.-Sharing of the curriculum of the three participant countries ( EU competences framework and contents of knowledge areas). Agreements on contents to be covered. - Drafting of initial version with contents and structure. Partners´ feedback.- Drawing up of the guide (draft). Partners´ feeback. Feedback of participant schools teachers. - Final version. Translation into English and the three participant countries languages.. Digitalization. Result 3, output “Video with testimonies ”.- Elaboration of referent persons identification criteria. Partners´ feedback.- Definition of guidelines for local video recording. Partners´ feedback.- Selection and contact with country referent persons.-Recording of testimonies from the interaction of the referents with migrant girls and boys and their families (this can take the form of visits by the referents to the schools, the holding of meetings, etc.)- Development of video (in each country) - Elaboration of a professional global video (by audiovisual company) from images provided by each country and specific recordings. Partners´ feedback. Final version of the video.Para el R3, output “Student-produced digital newspapers (with didactic guide) - Definition of content on migration and refugee issues to be addressed with students. Partners´ feedback- Definition of common guidelines for accompanying students. Partners´ feedback. Selection and in-house training on the digital tool to be used in periodical production (Flipsnack, Genially….)-Coordination with the participant schools in order to identify the students for the sessions.- Development of sessions with students for the production of digital newspapers by school and global newspaper.- Elaboration of a didactic guide to work on global newspaper content (alternative migration narratives). Partners´ feedback. Drawing up of guide final version. Translation into English and the three participant countries languages). DigitalizationPara el R3, output “Systematization”.- Definition of tools, milestones and participants in the systematization process. Partners´ feedback.-Coordination with participant schools for the implementation of the process -Collection of information in each school -Inter-schools sharing sessions -Systematization drafting. Initial partners´ feedback. Final version. Drawing up of final version. Translation into English and the three participant countries languages). Digitalization.<< Results >>The Project will achieve the following results:1-Teachers, students and families informed on available resources and good practices in their environment that favor educational inclusion with an intersectional approach for girls and boys with a migrant background.2-Teachers with strengthened knowledge and practices for educational inclusion with an intersectional approach of students with a migrant background at pre-school, primary and secondary school stages.3-Secondary school students with strengthened social and intercultural competences to recognize and value cultural diversity and the contributions of migrants persons, especially those of womenIntellectual outcomes are defined for each of these results which will be available for the educational community in each of the participant countries as well as in the European Unión, in general. 1 output for Result 1 :Mapping of available resources and good practices that favor the educational inclusion and retention with an intersectional approach of girls and boys with migrant background. Case Studies in Madrid, Barcelone (Spain), Palermo (Italy) and Athens (Greece)2 output for result 2 : -Interactive teacher training module on educational inclusion with intersectional approach of migrant students, -Guide with strategies to orientate teaching practice (competences and knowledge areas of the curriculum) from the perspective of cultural diversity with an intersectionality approach3 outputs for result 3: Video compilation of testimonies of women and men with migrant background and with professional and personal experience that may serve as a reference/role model Student-produced digital newspapers with alternative narratives on migration and visibility of the contributions of migrant men and women as a source of wealth (with teaching guide)Systematization of the experience of developing a digital newspaper with students in which the contributions of migrants, especially women, are reflected.