"Water is one of the most essential element of any kind of life on earth and in both quality and quantity we are facing a difficult period in the coming decades. Clean water bases are diminishing while the demand for water is increasing which unpleasant fact is recognized even by world leaders. This led to serious and strict commitments at the Paris Climate Change Conference last December. The climate agenda clearly states that climate change threatens to undermine the ability of countries to achieve sustainable development. Similarly, water is a cross-cutting issue that affects all aspects of development, including health, food security, economic development, ecosystem services and biodiversity. The particular focus on water, climate and resilience during the Paris Climate Conference aims to encourage cooperation and initiatives in the area, both between countries and between different civil society actors. The latest objective of the United Nations' Sustainable Development Goal 6 is about ""clean, accessible water for all"". The teaching and training activities and their outcomes are to set a standard for this very important goal, and we wish to reach the High-Level Panel. We wish to show how educational institutes and the local communities behind them across Europe can promote Goal 6.As teachers we cannot sit back and watch the future of water, we have to be proactive in its preservation for the upcoming generations. The most influential way we can act is to create a meaningful educational program/project that educates students about its strategic role in life. However, the educational methods and approaches should be varied and as modern as possible as we feel the traditional classroom methods may not be sufficient for such a wide topic. Thus we aim to create a multidisciplinary and hands-on approach to teaching that can only be achieved when discovering the various fields of area that our partners can offer based on their special skills/expertise.The basic priority behind the project is to lay the methodological foundation of ‘good practices’ together with the teachers involved in the project.We aim to create a methodological model, which enables us to make an interdisciplinary educational program for the ages of 15-18 at secondary level as this age group will be the main focus range of our project activities. With the help of the program students will understand the importance of water, and how much it intertwines all fields of life. It is also essential for students to comprehend the vulnerability of water bases and the diminishing quantity of resources as well as the need to find ways of sustainable water management. Furthermore, students will also realize how important it is to work in a multinational project, as the very same rivers and water bases are often handled by other countries as well, as they pass through borders. However, water does not recognize borders or political treaties, and by approaching this vital element of life from various perspectives the school subjects covered in this application hopefully become a real, tangible experience which might help with a better understanding of sciences that otherwise may look too abstract for students.The international work is called into life with a clear intention of seeing the participating teachers become better educators, as they share the knowledge from their own expert area with others. The educational areas, subjects that we aim to develop are language skills, language teaching, history, geography, biology, chemistry, economics, environmental studies, water management studies, and math."

The European Council of October 2017 called for education and training systems to be ‘fit for the digital age’. However, according to the Digital Education Action Plan (COM 2018 12 final) “progress on integrating technology in education remains limited”. The recent “European Skills Agenda for sustainable competitiveness, social fairness and resilience” (COM 2020 274 final) stated that the Covid19 emergency revealed “the limitations of our current digital preparedness”, and especially in the education system.Our project is designed to target one of the most pressing issues in the educational landscape across Europe: how to make the transition of teaching and learning from the traditional face-to-face setting into the modern digital realm. This enormous task is further aggravated through the extraordinary conditions the Covid-19 pandemic has put upon schools and societies. Now there is the need to accomplish this transition in a very short time period. While there are a lot of objective obstacles to be overcome like the lack of hardware (especially with students from low-income-families), missing software or non-existing broadband internet access, the most profound hurdle is the mindset of teachers, students and parents. Digital education is broadly viewed as inferior and only acceptable as a substitute in times of an emergency. While the economy is making big steps toward a digital era (work 4.0), the educational system is persevering in a century-old setting.Our project aims to make a difference in the underlying triangle of teachers, students and parents and develop a growth mindset in all three points of this specific triangle. A growth mindset, according to Carol Dweck, enables individuals to overcome failures and open them for new experiences and skills. It gives us a fundamentally different view of our abilities and changes our perception of changes and challenges.This growth mindset is not only a suitable metaphor for the modern attitude within the current generation of students but rather the pivotal requirement for the successful transition of education into the digital realm. Only with a growth mindset, the educational triangle can support young people to acquire the skills needed for the labour market of the near future.This project has five objectives that we together aim to achieve:1. better teachers self-efficacy in regard to their digital skillset2. better usage of digital tools by students through growth mindset methods3. better the acceptance of digital tools within parents4. broaden the support for a growth mindset at schools5. practical growth mindset model for digital teaching We will engage members of all three points of the educational triangle as our target groups:- teachers- students- parentsDigital education inherently needs a growth mindset, because it is based on a fundamentally different kind of engagement of the students. While students might - through their age and their natural habit to be curious - be better equipped to develop this kind of mindset, teachers and parents have a much harder way to go. Thus, we will apply our experiences from different previous projects to helping the whole educational triangle to develop the necessary growth mindset.We will develop innovative practices that are based on the individual as well as the collective needs of teachers, students and parents.Digital education will be a key part of the European educational landscape even after the current Covid-19-pandemic is over. With a growth mindset, the necessary transition into the digital world will be much easier for everyone.Our activities:- four intellectual outputs (IO) with a focus on the support of growth mindset within the whole educational triangle, including a growth mindset model for digital teaching- two short-term joint staff training events for the project partners (Train - the - trainer event for growth mindset, Interactive workshop for design of growth mindset model)- one central multiplier event titled “Promoting growth mindset in the educational triangle” in Germany- five multiplier events titled “Best practices: growth mindset in digital education” (one in each country)- Pan European conference on the growth mindset activities in digital education. - four transnational project meetings, one of them as a virtual meetingLong term benefits and sustainability: the developed IO and the content will be made available online for the public in five languages. We will ensure that this website will remain online after the finalization of the project for five years. The teachers that were trained in the training activities will coach colleagues and disseminate the principles of growth mindset further. Our growth mindset model for digital teaching with its compendium of best practices can be used throughout the school landscape in the EU.

Na rynku pracy w UE istnieje zapotrzebowanie na pracowników technicznych i pomocniczych w branży filmowej i muzycznej. Kształci sie reżyserów, montażystów, operatorów obrazu/kamery, kierowników produkcji. Tymczasem kształcenie oświetleniowców, wózkarzy, dźwiękowców, rekwizytorów zanika.Główną ideą projektu jest dostarczenie na rynek pracy przeszkolonych oświetleniowców i dźwiękowców poprzez szkolenia zawodowe ze światła i dźwięku powstałe w wyniku pracy międzynarodowego zespołu na podstawie wymiany doświadczeń oraz wiedzy między specjalistami z tego zakresu. W projekcie weźmie udział 5 różnych instytucji: szkoły zawodowe o różnych profilach i specjalizacjach, fundacji oraz spółki produkcyjno-edukacyjnej. Wybrani specjaliści z wymienionych instytucji będą się spotykać i pracować na programami szkoleń zawodowych by później je testować. Główne produkty projektu, czyli szkolenia zawodowe wejdą na stałe w ofertę edukacji zawodowej organizacji biorących udział w projekcie.W ramach projektu zostanie opracowany słownik pojęć specjalistycznych by przygotowywać absolwentów kursów zawodowych do pracy w środowiskach międzynarodowych. Grupę docelową stanowią pracownicy branży filmowej i muzycznej, uczniowie ostatnich lat szkół branżowych i techników, osoby, które chcą kształcić się w zawodach związanych z filmem i sceną muzyczną pod kątem światła i dźwięku.

"Context and background:In August 2020 over 3 million young persons (under 25) were unemployed, reflecting a youth unemployment rate of 17.6% (Eurostat Aug.2020). According to the OECD this figure is likely to rise up to 30% due to the economic crisis triggered by the COVID19 pandemic.This reinforces the already existing shortcomings of the Youth Guarantee and Youth Employment Initiatives which helped to reduce youth unemployment since the 2009 economic crisis, but are often not sufficiently adapted to the needs of those facing multiple barriers, such as poverty, social exclusion, disability and discrimination. One of the main concerns of youth workers is how to reduce drop-out rates of those hard-to-reach target groups of NEETs. Another concern is the lack of digital tools to support continued contact between youth worker and NEETs.Objectives:The main objective of the project is to improve the implementation of the insertion itineraries in which young people participate, who are often from demographic groups with some situation of social vulnerability such as youth from disadvantaged backgrounds, newly arrived immigrants with difficulties for cultural and linguistic adaptation, ethnic minorities, youth with economic difficulties, and other problems that may lead to social exclusion.As a response to the shortcomings of the current youth programmes, the looming increase of youth unemployment, the connected social exclusion of the most vulnerable youth and the need for more innovative digital practices in youth services, the partnership proposes to develop the digital Able4work App that facilitates the mentoring, guidance and contact between youth workers and NEETs and is a support tool to adapt more efficiently to the target groups’ needs. The COVID19 crisis makes this tool even more necessary as the current situation often restricts personal contacts and face-2-face support, leaving the most vulnerable youth on their own in an exceedingly difficult situation.The project directs its work at the following two Target Groups:- Target Group A: youth workers who work as mentors/trainers with disadvantaged youths and NEETs, performing socio-labour integration programmes and offer support, advice, guidance and training for vulnerable youth- Target Group B: youth between 18-35 years that are unemployed or NEETs, and are in some situation of social vulnerabilityNumber and profile of participants:The Able4work project gathers a consortium of partners who work within the framework of these Youth employment initiatives and have witnessed first-hand the shortcomings of the Youth support programmes. It brings together 6 partners from the 5 EU Member States Spain, Germany, Sweden, Poland and Greece. These represent a mix of NGOs, SMEs and a vocational school, who all contribute complementary skills to the project, such as youth counselling and mentoring, training youth, developing employment support tools, and ICT skills.Description of activities:A Needs Analysis in preparation of the project application had responses from 385 youths and 150 youth workers who confirm the need, interest and positive attitudes of the target groups towards the proposed Able4work Toolkit.The innovative element of the Able4work App is to digitalize, virtualize and gamify the personalised itinerary of support programmes of the Youth Guarantee and the Youth Employment Initiatives aimed at unemployed youths or NEETs, when normally these itineraries are only related to a personal face-to-face follow-up of each case. Methodology:Able4work App will be translating the phases of the itinerary into a set of digital ""tests"" and stages where the young person can follow the story to find schedules, opportunities, self-evaluation, resources and support in a digital and virtual game format which evokes additional motivation of the youth and enhances the success in the achievement of the itineraries.This will be achieved in a set of tasks where the partners jointly develop the outputs, but each bring in their special expertise.Results and impact:The envisaged impact of the Able4work Toolkit is to continuously engage vulnerable youth into their preparation and training for a successful integration into work or training and thereby enhancing their chances of success and social integration. This will improve social services especially in difficult situations such as the restrictions of the COVID19 pandemic.Longer term benefits:The ABLE4WORK tools have the potential of being established as viable tools for employment itineraries, being used by public services in general across the EU.The long term plan sees the ABLE4WORK tools fully integrated in the different EU Youth Guarantee programs, working fully complementary to EURES and the Public Employment Service Network and thereby supporting EU policies and catering for all unemployed people and vulnerable social groups with a useful toolset for their placement in the labour market."

The COVID19 emergengy and the consequent adoption of online school sessions forced to a sudden acceleration of the use of digital tools in the school system. This phenomenon on one hand led to the adoption of alternative and more flexible ways of teaching and learning; on the other hand it highlighted the lack of innovative teaching approaches able to stimulate autonomy, motivation and involvement of the students. (Commission (SWD 2020, 209).Literature shows that quality and inclusive digital education requires time, skills and adequate resources for planning. GA.M.EL.EARN, starting from the analysis of needs examined by the partnership, aims to: 1) support the transition from “remote emergency education” (OECD, 2020; Hodges C. et al., 2020) to a systematic process of integrated digital didactic paths based on the game-learning pedagogical approach, very effective for increasing students' motivation in digital environments; 2) reduce the gap in classroom dynamics and in the interaction between distance and face-to-face learning; 3) improve school results by reducing anxiety and difficulties especially in subjects such as mathematics, science, mother and foreign language (Coleman Money 2020; Wang et al. 2018; Yusny, 2013).From a survey carried out among the partners, the following problems emerged:1-Difficulty in designing courses by using the pedagogical approach of game-based learning.2-Difficulty in conceiving digital game-based learning paths.The project target group is made up of second and third year teachers of upper secondary schools . The main beneficiaries are students.The general objective of the project is to increase motivation and participation of students through game-based, effective and quality digital teaching courses.The specific objectives are:1) improved effectiveness in designing learning paths based on game-based pedagogy;2) raised the quality of learning paths for an integrated digital teaching, where three intervening components effectively interact: (A) game-based pedagogy, game-based learning (B) digital (online synchronous / asynchronous) and (C) integrated (online and in person) 3) maximize the potential of integrated game-based digital learning in European schools. Schools that are called to effectively answer both to new learning styles of generation Z (dynamics and processes of the game and the digital environment) and to a progressive and massive integration of digital and face to face teaching.GAMELEARN will develop two intellectual outputs strongly practical oriented:IO1: a professional course in MOOC mode that provides teachers with the basics on how digital game-based teaching can be adopted in integrated digital teaching processes. Teachers can learn how to teach through the digital game-based approach.IO2: a curriculum aimed at students for the learning areas with unsatisfactory results in the OECD PISA survey: science, mathematics, mother language and foreign language. The curriculum is also equipped with some practical tools that guide teachers in its implementation. The IO will allow teachers to integrate, in a pedagogically effective way, digital game based learning resources that increase the level of attention and motivation of students to learn, by creating the conditions for improving school performance.It is also expected a learning activity aimed at teachers who will implement IO2.The project aims to produce positive impacts at local, national and European level, to a wide range of players; the main ones are:- Teachers (target group)- Students (beneficiaries)- Families / Parents- School leaders- Participating schools (project partners)- Staff of the school innovators and of the game-based innovator (project partners)- Stahekolders- Other schools.The project has different elements of innovation:● IT TAKES THE PERSPECTIVE OF THE DIGITAL GAME-BASED (DGB) TEACHER, by innovating his approach to teaching.● STUDENT LEARNING: games stimulate and increase the willing to learn.● TEACHER-STUDENT RELATIONSHIP: it is radically innovated; it becomes dialogic and definitively overcomes the traditional approach.The GAMELEARN project is perfectly aligned with the Digital Action Plan 2021-2027 (COM 2018, 12), revised and updated after COVID 19 (COM 2020, 624).