Regarding the access to cultural and heritage resources and sites, this is the current situation:* museums and other cultural sites have an important attendance gap. People with a high socio- economical and educational level are the majority of their public while those in disadvantage or with difficulties of inclusion (such as disabled people, migrants, elderly, people with low qualifications...) don’t even consider cultural sites and heritage as a real valuable alternative in formal, non-formal and informal education; not even as a leisure resource.* access to so—called high culture of all citizenship is vital to guarantee inclusion, cohesion, sense of purpose, social participation and, in general, quatily of democracy in all the different countries as well as the European project.* adult education, vocational and second opportunity centres have a great proportion of this target groups among their students. They need resources not only in literacy but also resources in terms of socio-cultural inclusion, active citizenship and, of course, digital competence which implies an added gap in itself.* the mentioned lifelong learning centres do not have a stable cooperation scheme and set methodology with museums, cultural and heritage sites of their community and scarcely make use of on-line resources such as virtual visits or projects such as Google Arts&Culture, among many others.* technological development allows to foster cooperation processes and the creation of resources for all (universal accessibility and design) catering for diversity in an easy and useful way.* cooperative european projects such us Erasmus+ allows design, development and testing of work flows that meet those detected necessities.* in 2021 Europe will celebrate a Jacobean Year, a special celebrations of the Way of St. James, the first European Cultural Itinerary declared in 1987 in recognition to its contribution to the shared culture and values of Europe. No European citizen should be left behind of this event and it is a fantastic opportunity for field tests.* Design Thinking has shown itself as a powerful tool to develop and implement by means of multidisciplinary approaches, resources of value in mixed fields.Thus this project is aimed to:* a strategic association in innovation that works towards the full and inclusive participation of groups at risk of exclusion by means of technological, on-line and universal accessibility resources, taking advantage of shared work with adult education centres to provide resources for this teachers and pupils to consider cultural and heritage resources a valuable means of inclusion and active social participation. We will also work closely with relevant user groups in the different phases of the work (design, testing, etc).All this will result in 4 intellectual outputs:* Accessible Info App for Museums (AIAM)- A web app meant to provide accessible information for all.* Best practices and improvement areas Report: on Cultural and heritage sites as adult education resources.* Design, proof of concept and, if possible, full development of tech products resulting from the former report, as well as their user's guides.* Report on methodologies, procedures and resources in cultural-adult education cooperation.As well as the intellectual outputs a capacity building 3-day course will take place:* Cognitive and communicative accessibility in cultural sites course – for cultural workers and adult teachers together, although mainly for the former as the latter are expected to have better competences on that area.

The COVID 19 pandemic has added further urgency to the need to develop innovative digital practices in the area of education. This is particularly true for Vocational Education and Training (VET) and even more so regarding initial VET on European Qualification Framework (EQF) level 3 and 4. Due to a certain focus on manual skills, VET has been less “digital” than other areas of education. As anti-COVID 19 measures and restrictions increased across the globe, VET providers had to come up with quick solutions to maintain teaching and training provision. In many cases, this involved the deployment of digital practices and tools they were not very familiar with - without paying much attention to underlying theoretical approaches. Nonetheless, the pandemic has not only been perceived as a major challenge but also as opportunity. To some teachers, trainers and VET providers, the COVID19 crisis has acted as a catalyst accelerating the introduction of new digital practices which would have required much more time under normal circumstances. It has unlocked the creative and innovative potential of European VET teachers and trainers. So far, the COVID 19 experience and its impact on digital VET teaching practices has not been analysed in detail. The present project intends to support the uptake of innovative approaches and digital technologies in VET in a twofold manner. Firstly, it will develop a grid to analyse digital VET practice developed since the outbreak of the pandemic and create a repository of concrete good practice examples from the area of automotive VET. Secondly, the project will build on the insights from this analysis to provide general recommendations on the principles of quality digital VET and develop and test a transnational training course for teachers and trainers. To do so, the project will expand on national and European projects and initiatives, such as SELFIE and DigCompEdu and build on the shared and complementary expertise of a consortium reflecting the variety of VET across Europe. Even though the main focus will be on pedagogical support to teachers and trainers facing the “Herculean task” of abruptly adopting digital and distance learning, the project will also highlight external factors facilitating the emergence of innovative digital approaches. The project will support VET professionals in capitalising on their COVID-19 experience in developing further innovative practice. It will foster the innovative use of digital technologies and support VET providers in dealing with the “new normal” by developing suitable solutions to hybrid training. In doing so, the project intends to contribute to making responsive digital VET a crucial means for overcoming the economic and social aftermath of the COVID-19 crisis.

"The changes that have taken place in recent years in the education of the deaf (emanating from the recommendations of the European Parliament through the document A2-302/87, the United Nations Resolution 1994, the Salamanca Declaration 1994, and the UN General Assembly in 2006) require public schools’ new projects, a new profile of teachers capable of acting in different areas and with sustained training in the development of studies in the area of education of the Deaf.There is in Physical Education discipline taught in schools a space for learning language concepts and for the development of Sign Language for deaf students. Positive experiences and effective communication in Physical Education teaching can form the basis for regular practice of physical activities that promote health and well-being. But when sign language is not the domain of teachers and deaf students do not master spoken and/or written language, teaching can become complex and segregating. In addition, the lack of adequate resources, in this specific case, the lack of a bilingual glossary of comprehensive bilingual sports, which allows students to learn sports terminology and display the demonstration of their motor skill, can obstruct the ""full"" exercise of the teaching and learning process. When the teacher does not master the Sign Language, it must be supported by an interpreter, but the lack of resources, which make it possible to learn and update new terminology in Sign Language, can also condition the translation work of the interpreters, taking them many linguistic niches of Sign Language, since they also use this type of tools in the preparation of the translation process. Taking in consideration these identified needs, SportSign's main target groups are: Physical Education teachers, Interpreters and Deaf students.In practical terms, SportSign aims at developing joint initiatives meant at creating a Bilingual Sports Glossary as a self-learning pedagogical tool for free access at world level through an innovative approach to increase the effectiveness of the pedagogical strategy directed at deaf students in Physical Education and Sports, based on a 2-phase model:1 – Development of a tool kit - Sport Sign to be tested in class context by each partner country (Physical Education teachers, Sign Language teachers and Sign Language interpreters will be trained through an E-learning course);2 - Creation of an online community platform to promote cooperation and exchange of good practice between Physical Education and Sign Language professionals.The methodology proposed for the progress of the project aims at the effectiveness of its implementation, development, dissemination and sustainability. The project is grounded on 3 milestones: Milestone 1: completion of the comparative study; Milestone 2: SportSign toolkit and Sport Sign e-Community platform; Milestone 3: Analysis of pilot action results and sharing of good practices.The first output of the project will be a Comparative Study. For this study, each country will involve participants from the target groups in data collection, which will then be analysed, compiled and published. Along with this activity, two other outputs will be underway - the SportSign Toolkit and the e-Community platform. It follows a period of testing and validation of these ICT tools. A pre-testing with local participants will enable validation, product improvement and training of the target public in the user version. Students will be involved in sport, recreation and cultural activities to develop contacts with peers from partner countries and will create a network to promote the SportSign e-Community platform. Then the piloting stage will take place in each country and will be object of a monitoring and assessment process. The collection of the results will lead to the fourth and last output – the Good Practices guide. This Guide will be published and widely disseminated to schools with deaf students, sports clubs, associations of deaf people, physical education teachers and interpreters’ organizations and other stakeholders.SportSign will contribute to standardize the use of Sign Language in Physical Education discipline and Sports using schools as dissemination vehicle. From a sustainability point of view, the SportSign Toolkit can be easily extended by integrating more advanced sports’ terminology or by including other sport modalities, as well as through its translation to other EU languages.SportSign piloting activities expects to reach a significant number of participants. Approximately 25 physical education teachers, 25 interpreters and 100 deaf students will be directly involved in the project activities. It is expected that besides the piloting and after its end the project will impact on a much wider community."

Environmental preservation has become one of Europe’s firm commitments for the 2020 Agenda. In addition, it is also deemed a cross-cutting objective concerning the quality of life of European citizens. Not only does Europe value the fact that forests and their habitats constitute a significant part of our landscape, but there is also the awareness of their harbouring of thousands of animal and plant species. It is important to stress that this natural wealth provides a costless process for air and water purification, it helps to sustain the economy by acting as a source of food and raw materials and, at the same time, it serves as an unquestionable tourist attraction. Furthermore, forests act as the major element in the fight against climate change by means of CO2 fixation and they are a key factor in the production of oxygen for life preservation.In this context, this project focuses on two key objectives: a) Raising awareness regarding the need of care and protection of the forests and enhance the capacity of European citizens to face this current challenge of forest, which are nowadays threatened not only by environmental and water pollution, but also, very particularly, by frequent major fires throughout Europe, especially in the Mediterranean basin. b) The protection of citizens against the risk of human losses in forest fire catastrophes. We can saw dozens of dead people in the big fires across Europe (Greece, Spain, Italy…), which means generally a lack of knowledge. CAREFOREST will also enhance important key abilities, such as leadership, teamwork and IT and communication skills, while, at the same time, providing scientific training that will enable a more thorough and profound understanding of important matters concerning the forests. This will be decisive in reinforcing their environmental awareness as well as increasing their employability. With these main objectives in mind the expected results for the project will be:1) The production of an E-BOOK on: LIFE IN FOREST AND IMPACT OF FIRES The e-book will include visual graphic and multimedia materials: 3D and 2D animations, videos, pictures, drawings, etc, in order to better communicate the contents and to, complementary, foster ICT based communication in students. It will include 10 didactic units aimed at educating children in secondary education in different aspects of the forest. 2) The production of the Web Platform www.careforest.com This online platform, in addition to the e-Book, will include different sections devoted to promote raising awareness regarding the need of preserving life in forest and taking measure to prevent fires. 3) Organizing an international video competition 4) Carrying out field activities.5) Organizing workshops and seminars. 6) Publishing an electronic magazine to disseminate the project and its actions and results. Regarding the short term impact, it will work in a different way in the different organizations. a) For the students in pre-university level involved in the project, whether as partner, associated partner or just collaborating in particular activities, the project will widely contribute to the enhancing of their key skills, meanly communication skills due to the involvement of the students in developing video clips, posters, panels and other graphic material to foster awareness-raising regarding the sustainable management of the forest. Competitions, seminars, congresses and other events will be organized with this purpose. By the end of the project they will have also a wide knowledge regarding the life in the forest (flora and fauna), its current challenges and possible measures to be taken in order to mitigate the impact of climate change, pollutions and human hand in the forest. Then, they are expected to work as transmitters to the society of such knowledge, which finally would be the only way of ensuring the sustainable development of the forest. b) For the teachers involved in the project, The involvement in the project activities, and specially their participation in the learning activities, will give them the necessary skills to pass this knowledge and competences to his/her students and to also serves as multiplier agents for the cascade impact of the project..3.- For the municipalities, the project will bring the possibility of working together with the Northway university for the Portuguese (as partner) and Spanish (as associated partner) municipalities involved in the project will be important due the high level of awareness and knowledge of this society/university. 4.- For the NGOs working in climate change and environment protection. CONSORTIUM PARTNERS : ES: General Directorate of Education, Vocational Training and Innovation in Education and AtinServices; PT: ASPEA and Lousada Municipality; RO: Metropolitan Agency for Sustainable Development and NO: Norwegian University College of Agriculture and Rural Development.

Today, the necessity of people from different cultures to live together, scientific and technological developments, war and natural disasters affect the human life socially and culturally, making it compulsory for individuals to adapt to this situation. While individuals were trying to adapt to this situation, information started to spread rapidly and reached wide masses. On the other hand, the meaning and value of information has changed. It has become important for individuals to select, analyze and evaluate the rapidly disseminating information and revealed new skill concepts called 21st century skills. In line with these concepts, effective educators in preparing students for changing world conditions should be equipped with key skills consisting of computational thinking steps such as Critical Thinking, Finding Problem Solving Patterns, Developing Algorithms, Building Bridges Between Different Social Environments and Effective Leadership. Because, the computational thinking skills that enable individuals to meet the needs of the century they live, to sustain their lives, to be productive can be gained to a great extent through education.When the education programs of the partner countries are examined in the context of the project, the rationale for the emergence of the project is:- The fact that computational thinking is not fused as a field-specific or interdisciplinary subject in education programs,- The fact that alternative skills for the solution of complex problems cannot be developed due to the easier access to information and the increasing use of technology,- Being asked to be taught of computational thinking skills similar to problem solving and critical thinking skills,- Failure to combine critical thinking skills with powerful digital tools in course curricula,- The fact that as the abilities of individuals improve in the learning process, the concepts to be taught cannot be listed based on algorithm,- The fact the professional competencies of educators cannot be enriched with 21st century skills.Objectives:- Associating cognitive thinking skills with other aspects of the curriculum and /or real life,- Using collaborative working strategies in classroom learning,- Solving daily problems through human-computer cooperation by using various thinking forms that are specific to the field of computer science and not,- Integrating tools to be used in concept teaching with the learning process,- Developing students' computational thinking concept and process skills such as abstraction, algorithmic thinking and problem solving through various learning activities,- Entrepreneurship and Self-Management, Social and Intercultural Interaction, Creativity and Reliability,- Being able to sustain the lives of individuals with computational thinking skills in a more qualified way,- Being able to solve the problems more easily, to look at the events in the environment or the society from different perspectives,-Using information to solve the problem faced, providing information flow from various sources,-Enriching the learning process by providing interdisciplinary transition in education,-Being able to handle computational thinking with an interdisciplinary approach.It will be contributed to the renewal of the learning and teaching process by including computational thinking in educational programs. With this contribution, the competencies of educators and students will be equipped with 21st century skills depending on the enrichment and renewal of the course contents.The project period is 24 months and it will be carried out under the coordination of the Regional Department of Education - Burgas, in cooperation with the Directorate of Secondary Education of Heraklion, Yalova Provincial Directorate of National Education, Vaslui County School Inspectorate, Conselleria De Cultura Educacion e Universidade ( xuntda de Galicia) and Information Strategies Association. In the project; there are intellectual outputs of Discovering Algorithms, Finding Patterns and Developing Algorithms, and learning, teaching, training activities of Computational Thinking and Its Terminologies, Dimensions of Computational Thinking, Implementing Computational Thinking.