CONTEXTThe provision of learning mobility opportunities – through Erasmus and other programs – has been an exceptionally successful initiative of the EU. Yet, even though the number of international mobilities has been steadily increasing, disadvantaged groups continue to be relatively less likely to participate in them. After 2020, the Erasmus program plans to focus on creating more mobility opportunities for disadvantaged groups. However, making mobility more inclusive requires additional efforts for the preparation of disadvantaged participants, as these learners typically face multiple (often mutually reinforcing) challenges and constraints that prevent them from fully benefiting from the experience.The project is based on the rationale that suitable training resources need to be developed to prepare disadvantaged learners for implementing and benefiting from mobility. Specifically, the project proposes to introduce game elements into the mobility preparation training experience.PARTNERSHIPThe project is a joint initiative of a VET provider, an organization active in mobility, 2 public authorities responsible for education, a technical university and an institute specialized in working with disadvantaged and disabled persons. These six partners represent four European countries: Bulgaria, Greece, Turkey and Slovenia.TARGET GROUPSThe project is mainly targeted at:-VET learners exhibiting mild to moderate learning difficulties that lead to low achievement-VET learners belonging to socioeconomically disadvantaged groups, including minorities and migrants-VET learners in remote and rural areas-Organizations and educators working with disadvantaged learners.THEMATIC FOCUSThe project activities concern VET in the field of tourism and hospitality.OBJECTIVESThe project’s overall objective is to promote the participation of disadvantaged tourism and hospitality VET learners in learning mobility and training placements abroad and to enhance their capacity to benefit from the experience, specifically by facilitating their effective training and preparation prior to the mobility.The specific objectives are to:-Develop an effective training curriculum for the preparation of disadvantaged tourism and hospitality VET learners prior to their participation in learning mobilities-Develop a gamified e-learning training program for the mobility preparation of disadvantaged tourism and hospitality VET learners-Raise awareness and develop comprehensive guidelines for educators and VET providers looking to organize effective international mobilities for disadvantaged learners.MAIN ACTIVITIES AND RESULTSIntellectual outputs:- IVET and CVET mobility preparation training curricula for disadvantaged learners- Gamified mobility preparation e-learning training program- Educators’ toolkit on facilitating mobilities for disadvantaged learners and introducing innovations and gamification in mobility preparation trainingDissemination events:- Gamification Co-Design workshops and Pilot Mobility Preparation Trainings for disadvantaged learners and their teachers (respectively, 45 and 75 participants)- Dissemination conferences for 140 representatives of target groups and stakeholders METHODOLOGYGamification refers to the integration of game elements and mechanics in e-learning. Gamified learning has a number of advantages that can make a difference with any learner, but especially so with disadvantaged learners. It requires active learning, increases motivation and engagement, allows the learner to experiment and fail without negative consequences, allows for micro-learning in the case of short attention spans, facilitates instructional scaffolding to reflect each individual learner’s needs and is appealing to the new generation of ‘digital natives’. Due to the above advantages, the project opts for a gamified e-learning program over conventional instruction. The benefits of gamification will be augmented by relying on non-conventional learning resources, such as multimedia and situational judgement tests.EXPECTED IMPACTSThe project will target VET providers, educators and learners at local level, and regional public bodies responsible for education at regional level. At national and international level, it aims to raise awareness of the benefits of providing mobility preparation training for disadvantaged learners.The project is expected to have the following impacts:Short-term:-improved process of preparation and organization of learning mobilities for disadvantaged persons-introduced focused and effective preparation training for mobilities in the areas of tourism and hospitality-more mobility opportunities for disadvantaged learnersLong-term:-improved international competencies and employability of disadvantaged learners-increased internationalization of VET-increased willingness of VET educators to use gamification in the learning process

Overall goal: creating an innovative integrated school educational approach which will improve teaching and learning performance, inclusiveness and equity of pupils at risk of early school leaving through using therapeutic methods into educational activities and ITC tools envisaging expanding the impact at all levelsSpecific objectives:01. Increasing learning performance and correct poor behavior of 125 pupils facing with risk to ESL into partner schools by developing intrapersonal and interpersonal connected with social, civic, intercultural and media-literacy skills in the partner schools through applying of therapy-based educational methods, between March 2020-June 2021 02. Supporting introduction and effective usage of digital technology for 125 pupils target and enhance continuous communication about ESL problem across different school system actors (project partners, teachers, pupils and families, other stakeholders) through developing a common educational platform with multiple functionalities (forums, chats, blog), between March 2020 – September 202103. Increasing learning motivation and engagement of 125 pupils facing with the risk of ESL in the partner schools through enriching the learning experiences and reducing disparities by accessing digital technologies, using ITC tools and therapeutic digital content in the classroom, between March 2020-June 202104. Supporting teachers from partner organizations to adopt inclusiveness methods, applying more project-based and cooperative/peer-to-peer methods, work into collaborative environment and use digital technologies involving them into teaching-learning activities and practicing on an educational platform, between March 2020-September 2021.05. Increasing the quality of partner’s leadership through learning and applying PM² Open Project Management Methodology, all project duration06. Increasing the visibility of the partners and extending the impact of results at regional, national and European level, during the project and after its lifetime through applying an intensive communication/dissemination strategy and provide open access to educational resources.The major innovation of this project is introducing THERAPEUTIC METHODS IN THE EDUCATIONAL ACTIVITIES and not as a separate approach to increase those skills and prevent early school leaving. The most suitable therapeutic methods considered by project specialists to be included in educational approaches for ESL are: expressive therapy (art therapy, dance therapy/movement therapy, drama therapy, psychodrama, melotherapy, writing and bibliotherapy, photo/video-based therapy), emotion focused therapy, group therapy, color and chromotherapy, game therapy, applied behavioral analysis (ABA), Cognitive Behavioral Therapy, Occupational Therapy , speech therapy, and others.The main intellectual outputs will be: Therapeutic educational activities for ESL inclusiveness. Handbook for teachers.E-learning platform and interactive therapeutic educational resources.Other results it will be implementation of activities for a target number of 125 pupils at risk to early school leaving.During the project implementation all results it will be open to public and shared/promoted through different media and target. Main impact:Increased learning performance of the target improved behavior of the targetIncreased in interpersonal and intrapersonal skills of the targetIncreased social, civic, intercultural and media-literacy skills of the targetImproved communications about the ESL problem between all school actors (project partners, teachers, pupils and families, other stakeholders)Improved educational methods, pedagogies and practices of staff regarding ESL phenomenaImproved competencies of trainers and specialists concerning new educational approachesIncreased awareness about the important role of parents in preventing early school leavingIncreased awareness of the cultural/social/economic institution as drivers of knowledge in primary/secondary educationInternationalization of innovative practices;

This project is an initiative of 7 partners from Bulgaria, Greece and Turkey. The partnership includes 2 universities, 1 private company, and 4 directorates of education (one local and 3 regional). TARGET GROUPSThe project addresses the needs of the following target groups:-secondary school teachers (especially in STEM fields)-secondary school students-regional and local educational authorities-school managers and administratorsCONTEXTSTEM knowledge and skills are regarded as key to Europe’s competiveness and its ability to address societal challenges. Currently, there are not enough STEM graduates to meet the demand for STEM professionals. It is therefore necessary to increase the proportion of students interested in, and well prepared for, STEM studies and career. STEM needs to respond to the latest changes in technology and industry demands. At the same time, it needs to become more inclusive, engaging and attractive to students.3D technology, especially when combined with Programming, can greatly enrich current STEM initiatives. It develops students’ creativity, innovation and problem-solving skills. It sensitizes students to the link between STEM and the production process. It also fares very well in terms of student engagement. 3D leads to results that students can literally touch and see, which is satisfying and can make STEM activities more agreeable to otherwise reluctant learners. Finally, it is one of the best technologies for seamlessly integrating STEM into Arts & Design.OBJECTIVESThe project’s overall objective is to enable the application of 3D design and printing in STEM education in secondary schools.The specific objectives are to:-Provide teachers and students with learning/teaching resources on 3D design and printing-Provide teachers and students with learning/teaching resources on the application of the Python programming language in 3D design and creative explorations of 3D models-Equip teachers with methodological and didactic guidance for the design and delivery of STEM education in the 3D technology area.MAIN ACTIVITIES AND RESULTSThe partnership will produce the following intellectual outputs:1. Extracurricular Training Program “Introduction to 3D design and 3D printing”2. Extracurricular Training Program “Python for 3D printing and creative explorations of 3D models”3. Classroom Guide for Applying 3D Design, Printing and Programming in Learning ActivitiesThe following events will be organized during the project:-A Stakeholder Buy-In Workshop-Creativity workshops-Dissemination Conferences-A joint staff training-Trainings of Maker School Trainers-Demonstrations of the process of 3D design and printing to students-other dissemination events. EXPECTED IMPACTSLike many other new technologies, 3D technology is becoming cheaper, adapted to a greater variety of uses and users, and thus increasingly affordable. With this project, we seek to provide schools and their teachers with the tools, confidence and support to do the best with this technology in both curricular and extracurricular activities once it arrives in their school.At local level, the project will target local schools, teachers, students, local authorities and local educational directorates. It will aim at raising awareness that 3D technology creates many opportunities for improving the quality of curricular teaching and for delivering engaging and effective extracurricular STEM and STEAM (STEM and Arts) activities that are suitable also to reluctant STEM learners. It will also raise awareness among teachers and students that 3D technology can be integrated in learning in the areas of Informatics and Computer Science to build competitive skills and knowledge. In the long run, the project will seek to contribute to improved extracurricular STEM and STEAM education in schools, stronger involvement of students in such education, and new professional development opportunities for teachers in STEM and all other disciplines.At regional level the project will target public bodies responsible for education and in the long run will aim to contribute to better strategies for enhancing student results in the area of STEM learning at secondary school level. At national and international levels, the project expects to contribute to raising awareness of the full potential of 3D technology to improve STEM and STEAM learning, to advance students results in computer science and programming, to build design thinking skills and to prepare learners for Industry 4.0.

"<< Background >>The impact of technological solutions on development has been monumental, spurring innovations in health, finance, commerce, and a number of other sectors. However, adopting these new technological solutions does not always go smoothly for less tech-experienced users.They become targets and victims of cyber crimes such as fraud, Phishing/Spoofing,Malware/Scareware and data breach etc. The main idea of our Digital Evolution-the Journey DIVO project; To create a learning process (game / simulation) that supports the process of reducing the digital deficiencies of adults (digital immigrants) born before 1980, that did not have digital qualification particularly in the digital age in going on evaluation and change. The project DIVO aims to develop and support the basic digital capacity and capability of low- skilled adults in the digital sense of our project. It is to present learning environments with an innovative approach to those adult individuals who have low-skills. Via these learning environments, low-skilled adult learners, who are our target group, will have the chance to be educated digitally then to educate themselves. The game will initiate on the table in the form of tactile content and will carry on in digital environment. Game-based learning will take the attention of the final target audience and will decrease their tendency to surrender. Via this game / simulation, the disadvantaged people will be given a very smooth transition when slide in to digital environment and thus side effects which may rise will be prevented. With this game, the dialogue between youth and adults will be boosted, and then social inclusion will come out. With our “DIVO” project, Digital Migrants will be transformed into Digital Hybrids by providing the basic digital competencies of adults.<< Objectives >>We want to achieve these main objectives as : - To develop basic skills and competencies of digitally low skilled individuals - Contributing to the information in the process of finding a job - Providing options for individuals who are out of compulsory education for an innovative educational environment - Integrating individuals with innate digital incompetency into the new environment - To supply digital skills training with innovative approaches and techniques - Creating a game to evolve digital skills of adults in the game-based learning designator - Promoting harmony between international institutions and adults - To provide twenty-first century digital skills to final target beneficiaries - Adding innovative approaches to the education process in adult education - To contribute to active citizenship within the framework of Erasmus Plus - To support cross-cultural interaction between project partners - To increase the levels of social inclusion among the participants - Sharing good practices and experiences among the project partners - To contribute to the development of language competences<< Implementation >>We have made an 7 partner consortium including three public bodies and NGOs from France,Spain ,Turkey, Sweden, Finland and Lithuania to realize our goals The main target groups and final beneficiaries of our project are; • People born before 1980; • Employees without basic digital skills, • Out of the compulsory education procedure, • Retired people, • Unemployed , • Housewives, • Educators ( Instructors, trainers and so on ) and staff working in the field of adult education, • The decision-makers at the local, regional, national and European level. Press and media build one pillar of our target group to announce our project to larger groups. In the short term, it will help decrease key digital deficiencies on participants and target groups. In the long run, it will empower adults living in various communities to look at the same challenges from the same perspective to expand awareness about common issues with a joint project. The effects of DIVO project on the participants: - Digital skills training with innovative methods and techniques will be provided, - Design and develop a notable game-based learning method for the development of adults' digital skills - They will participate in active citizenship within the framework of Erasmus +, - -It will contribute to the development of language competences.The effects of our project on participating institutions: - They will be able to provide digital skills training with innovative methods and techniques, - Working in Harmony between international institutions and adults will be achieved, - They will bring their 21st Century digital skills to the target audience, - Integrating innovative methods in education into adult education - -Exchanges of good practices and experiences among the partner organisations. - With the support of basic digital competencies of Digital Migrant adults, they will turn to Digital Hybrids, - Performing simple operations like bill payment, e-government, mhrs(Online appointment at Health Sector in Turkey), e-banking, appointment, complaint /request applications, following fast agenda , video call etc. will be possible for these adult people<< Results >>With the continuous development and change of technology, adults who are unable to keep up with the technology, which is the indispensable area of life, have difficulties in finding jobs and maintaining their positions in their jobs. In addition, the technology age has brought along the ""Cyber World"", and this Cyber World has brought with it Cyber Attacks and new fraud methods. For this reason, these adults, who cannot follow the technological developments, have become an open target against attacks and fraud. We will have an educational game that will support adult people to have self sonfidence to use cyber word without any hesitation and thus they will become familiar with cyber world's features. The game, which started concrete at the table and continues in the digital environment, aims to soften the transition process of adults who experience technological disabilities. The lighter this process, the less the tendency to shake and give up. Thus, although there is not much age difference between them, it will serve as a bridge between adults and young people, and it will save adults from being sentenced to young people. At the same time, the interoperability of the game and the dialogue between generations will increase. We will have 3 multipleyer events and 6 TPMs in order to implement objectives of the project.Harmony between international organizations and adults will be provided 21.Century essential digital skills will be provided to the target adult individuals Integration of innovative techniques in education into adult education Engagement in active citizenship within Erasmus Plus will be realised by the project DIVO."

In our digital era people must develop their knowledge and skills on using ICT and digitools in order to get better and innovative education and manage well on labour market. Therefore priorities as following were chosen: Enhancing digital integration in learning, teaching, training and youth work; Effective strategies for enhancing basic skills; Developing basic and transversal skills using innovative methods .These priorities at various levels were handled through 2 years at 3 project meetings in each country and through the activities carried out between the partner meetings. Priorities were connected with themselves and helped to get better education from playschool to adult level. Therefore people were more skilled and motivated to study and develop their knowledge. During the project seminars, conferences, trainings were carried out, presentations and pedagogical materials were created about using different ICT and web tools and enhancing digital integration in learning, teaching and training. It helped to develop basic and transversal skills. Administrative staff, teachers, trainers, students, youth leaders and local people including people at social risk were involved to these activities. The kit of pedagogical materials as one of the results was presented at the final meeting in Turkey.As there was a group of students in Väätsa Municipality who had founded Väätsa television, Väätsa radio and helped to publish Väätsa local newspaper, they were also involved to the project to get and give their knowledge and experiences to partners and students in partner country to talk about possibilities how, through which activities young people can spend their free time developing themselves. Students, teachers and administrative staff exchanging events took place. Those students were involved to activities to film and write articles about meetings, workshops and seminars and as lecturers to present their works carrying out workshops. The aim of the project was to strengthen collaboration of participating municipalities with schools, playschools, youth centres, local people, strengthen the profile of teaching, to handle better different situations in the classrooms using new methods with web and digitools, make studies more innovative for young people, lessen school failure. The quality of pre-school education in order to give better start for attending school was improved. Adults were involved to Lifelong Learning Programme in order to get job more easily, improve skills on ICT and technology as well as language skills, broaden mind in cultural diversities, to be more tolerant towards other religions and cultures. Topic was directly connected to Development Plan in Väätsa Rural Municipality that had taken a priority to specialize studies on using digi- and webtools in Järva County since childhood. For that since June 2014 over-Estonian seminars were organized in Väätsa for heads of schools, teachers and local authorities to introduce involvement of web tools into schoolwork, afterschool activities and training local people. Teachers in schools, playschools and youth centres started using more and more web tools in their teaching process, improved their digital skills and equipment. The project has longlasting impact for all participants: better results in studies, less school failure, more active young people in social life, therefore more possibilities to get job, more motivated, satisfied and self-confident people, better language skills and intercultural knowledge. For teachers more skills in using ICT in teaching process, more aware adults of other cultures and religions.