"The Teachers AHEAD project is part of Key Action 2 and is part of the Strategic Partnership for innovation and foresees the development and sharing of innovative products and methods. The aspect of the dissemination of innovative results, through the planned multiplier events, is aimed at stimulating the growth of professional skills and innovating educational methodologies. According to this perspective, 5 educational institutions, 2 universities, 2 training agencies, 1 youth organization, provided with the expertise necessary to achieve the project objectives, have been involved in the implementation of the project. The objectives of the project are based on the offer and assessment of key competences and transversal skills, such as digital and citizenship, as well as civic and social skills, but are mainly set out in terms of social inclusion, as envisaged by principles of the European Pillar of Social Rights. The project aims to support long-lasting positive effects, both on the participating organizations and on the networks and individuals involved, with the aim of modernizing and strengthening education and training systems. The actions are oriented to implement and transfer innovative practices in other educational contexts, once tested and validated by the action research group of teachers and trainers involved in the project itself. The actions covered by the project include analysis and educational research, as a personalization of the disciplinary paths and as collaborative learning, and are at the same time unavoidable by an educational strategy based on the ""European Pillar of Social Rights"" in Chapter 1, points 1 - Education, training and lifelong learning and 3 - Equal opportunities, and in Chapter 3, in points 11 - Child care and support for minors and 17 - Inclusion of persons with disabilities. The strategic use of information and communication technologies (ICT), open educational resources (OER), personalized and inclusive pedagogy according to the needs of individuals, virtual and physical mobility represent the resources around which we act, also in terms of action research and as a community of speech. Particular attention is given to active citizenship and legality: being an European citizen implies the awareness of choosing and self-training as a person aware of their rights and as many duties; implies the need to confront and interact positively with the diversity and complexity of different contexts (family, educational, social), as personal growth and elective groups. The project aims to promote comparison and sharing in order to provide young students with growth models based on democracy and the coexistence of peoples, through social inclusion as a model of growth and affirmation; on the themes that the project places as priorities, it is necessary to define in the school and on the paths outside the school, opportunities for interdisciplinary training oriented to the growth and development of a European people able of self-affirming in its diversity. The project intends to promote interdisciplinary and inter-departmental collaboration methodologies aimed at improving the professional development of those who work or are active in the fields of education, training and youth, innovating and increasing the quality and range of initial and on-going training, with the prospect of experimenting innovative teaching practices based on social inclusion and on digital skills and declined in order to facilitate the recognition and validation of knowledge, skills and competences acquired through formal, informal and non-formal learning. Teachers AHEAD aims to train a group of teacher trainers experts in the use of ICT applied to inclusive education, and provided the necessary skills to identify and articulate educational paths including special interest that can be included in the school curricula, according to the following steps: 1- Use the European E-Twinning Platform and the training platform in the Moodle e-learning environment - realized as the Intellectual Output of the previous project, to prepare trainers for the exchange in professional mobility and to collect experiences in terms of inclusive digital education; 2 - To train teachers and actors involved in the mobility of innovative learning practices, such as cooperative learning, the Flipped Classroom and the EAS Technique - Learning Episodes 3-Send teachers in professional mobility in working groups with destination EU countries; 4- Organize series of training meetings to disseminate and support the educational pathways."

"<< Objectives >>The overall goal of the project is to create a school environment suitable for promoting inclusive education through art for children at risk of exclusion, with SEN and/or disabilities.Specific objectives include establishing a framework of tools for student inclusion, providing educators and teachers with knowledge, skills and competencies to facilitate inclusive education, testing the ""Thinking hands"" methodology in 3 different countries.<< Implementation >>The planned activities are:A1. Kick-off meetingA2. Elaboration of the ""Thinking hands"" bookletA3. Training of trainersA4. Pilot action (experimentation of the methodology)A5. Project eventsA6. Project management and communication<< Results >>The main results that are intended to be achieved through the project are:1) ""Thinking Hands"" booklet: dedicated to educators and teachers and will contain the principles, objectives, learning outcomes and possible activities to be implemented in the classroom to promote student inclusion through art.2) Training for teachers and educatorsReport of the pilot action containing the results of the experimentation of the methodology3) 3 events to promote the project in the 3 partner countries"

"The project ""DARE - Digital Awareness for Resilience Experiences"" aims to fill one of the gaps generated by the pandemic and its effects, namely the relationship between educators/citizens and territory, society and physical places. The Covid 19 emergency has caused, among other things, huge disruptions in education and training and a sudden shift to online and distance learning. The generalized use of technology has revealed gaps and weaknesses, but it also represents an opportunity to rethink education and training for the digital age. Digital technologies can improve flexibility and creativity, help improve efficiency and learning outcomes, but there is a sensitive digital divide, i.e. the gap between those who have access to information technology (personal computers and the Internet) and those who are excluded. Learning opportunities must be accessible to all and thus guarantee the access to an enormous amount of information and resources. In the light of the above, the project aims to foster the development of digital competences and life skills in adults.Specific objectives are: - to contribute to the recovery of the resilience of the educational, cultural and creative sectors through digital tools;- to facilitate social inclusion through the arts, promoting an innovative participatory and intercultural dialogue.The countries involved in the project are Italy, Bulgaria, Slovenia, Spain and Norway. All the partners have extensive experience on the topic at local level and have carried out various projects, also at European level, with different types of institutions.The project foresees the creation of the following Intellectual OutputsIO1 - Digital toolkit for remote co-design activities: a digital training programme for the use of virtual tools and methodologies for online education.IO2 - Collaborative digital platform for creative storytelling: an open and collaborative online mapping system, accessible via web and mobile, which represents cities in an original, participatory and shared way, based on multimedia content generated by users.There will also be 2 short term joint staff training events on the following topics:C1: Digital tools and methodologies to foster online education.C2: Digital storytelling and digital image manipulation to create interactive images.After each training, the partners will carry out workshops at local level in order to test the methodologies learned. The participants in the project will be: 30 Adult education educators and practitioners working with partner organizations, 100 Adult Learners (with fewer opportunities).The application of the following methodologies will be transversal to the whole project:- peer education;- cooperative learning;- learn by doing;- design thinking;- non-formal education.The educators involved will have the opportunity to maximize the potential of using digital tools in their daily work. Through the meeting and comparison with other professionals a peer support network will be created. Adult learners will have the opportunity to acquire new skills that will affect their levels of empowerment. The project will also give a European dimension to the work of organizations, creating and strengthening cooperation between partners, exploiting the potential and contacts of the organiza-tions and networks to which they adhere, valuing qualitatively their contribution in projects aimed at adults.In a long-term perspective, the project will allow the achievement of digital knowledge and compe-tences in order to promote distance learning and support social inclusion, enriching the quality of individual local interventions with new ideas and suggestions. In general, we hope that the results will be disseminated such as to make the materials produced usable and applied in many contexts."

The project “People, Places, Partnerships” responded to the context of youth employment crisis and a resulting period of uncertainty and insecurity for many young people in Europe. It offered a model of youth empowerment which is linked to entrepreneurship (3P Model) and can be utilized and used in many communities in Europe. The model was developed and tested by the Consortium of Partners from eight European countries and evaluated by the project’s target group – young people, youth workers, municipalities and local stakeholders. The result was a set of tools for implementation of the model, including the Guidebook of the 3P Model with lessons learned and the easy-to-use online sharing and learning platform which will sustain after termination of the project. Young people with fewer opportunities are the main target group of the project. It was expected that they learn how to think and act as entrepreneurs; plan, implement and sustain their projects and design them as community-oriented services. Through analyzing the needs and resources of their community and fostering partnerships with local stakeholders, young people were enabled to turn existing youth structures, such as youth clubs or centers, into sustainable Community Hubs, places for community dialogue, learning and service provision. A supportive training program was designed by the Consortium of Partners and enabled young people to strengthen their project management, communication and leadership skills, as well as increase their employability potential. The long-term goal of the project was that more youth initiatives were offered as services to the community, and youth centers and clubs became youth-led Community Hubs where young people take ownership of their ideas, actions and results. The project methodology was based on a set of collaborative tools and outputs (Community Maps, Community Visions, Sustainability Plans). The political dimension involved policy work with municipalities on sustaining Community Hubs. International meetings were crucial elements in the development of this model and this project. They included partners’ meetings to steer the process, the training of youth workers to deliver the training program, and an international youth exchange, both online and face-to-face.

"Launched in November 2018 and over its 24 months of duration, the project had the priority objective of experimenting in the education chain (secondary and tertiary education and training segments), the application of new training methods and teaching methodologies focused on the use of virtual reality (augmented, extended, mixed), in order to assess the innovation of these technologies and related forms of learning, both in terms of innovation of curricula and benefits for trainees. The constant collaboration between the partners and the direct involvement of stakeholders, first of all, the companies of the aerospace supply chains of the different partner countries (Italy, Spain, Poland, Norway), has allowed to obtain all the expected results. The intellectual products developed, are the following: 1) COMPARED RESEARCH ON KEY COMPETENCE FACTORS IN THE AEROSPACE SECTOR: the output aims to systematize the results of the needs analysis carried out in the field in the different countries of the partnership, through the administration of a questionnaire and semi-structured interviews to HR managers of companies in the sector. The action of qualitative analysis in the field has involved a total of 14 companies, Poland, 8 Italy, 5 Spain, 3 Norway. 2) REPERTORY OF GOOD PRACTICES ON THE USE OF TECHNICAL COMPETENCES: the digitization of production processes, as well as the innovation of production techniques in the field of advanced mechanics and aerospace, require the availability on the market of skills and profiles able to metabolize and govern these innovations. This also implies the need for the actors of the training system to increase their ability and speed of response in providing training proposals that meet and anchor the demands of economic operators. The repertoire of good practices represents a common and available knowledge base to enhance experiences carried out in different educational contexts, through immersive training that can constitute a methodology capable of reducing the learning time of future ""professionals"" in the sector. 3) GUIDELINES FOR THE DESIGN, MANAGEMENT, EVALUATION OF TECHNICAL CURRICULAR TRAINING INTERVENTIONS THROUGH THE METHODOLOGY OF IMMERSIVE TRAINING: the guidelines will bring to value the results of the pilot training courses carried out by the partners with target groups of students, teachers and trainers in each country and within secondary and tertiary training courses. The output will be a milestone of the project also in a perspective of sharing and debate with operators, companies, institutional actors. In the European panorama, as well as in the Italian context, I-TRACE has been characterized by a strong innovation and originality, aimed at starting a joint reflection between VET providers, industrial leaders, companies, policy makers to assess the extent of innovation of the immersive training methodology and its possible applications in educational contexts at different levels of technical education."