"Through the Europe 2020 strategy, the European Union plans to support young people better and to enable them to fully develop their talents to their own as well as to their economy's and society's benefit. The ideals, principles and values embedded in Europe's cultural heritage constitute a shared source of remembrance, understanding, identity, dialogue, cohesion and creativity for Europe. Cultural heritage plays a role in the European Union and the preamble to the Treaty on European Union (TEU) states.Cultural heritage is of great value to European society from a cultural, environmental, social and economic point of view.The contribution of cultural heritage in terms of value creation, skills and jobs, and quality of life is underestimated. The project partners have identify 5 main NEEDS: -To grow transversal intercultural and key competences essential for life and learning such as digital competences, critical thinking, teamwork and critical thinking, creativity, innovation, resilience.. .. using cultural heritage and IT -To find new resources for motivating and encouraging students to pursue learning in cultural heritage-related fields promoting inclusion and bringing girls in cultural heritage and IT subjects thus promoting gender equality in schools -To support teachers with effective, structured and curriculum-relevant teaching solutions for cultural heritage using IT -Better comprehension and knowledge of the most innovative and technical solutions available to be used for developing educational contents for motivating students and promoting personal fulfillment and development, social ininclusion, active citizenship- -To create a solid framework to internazionalize their activities and share good practices on Cultural heritage The AIM of 'Follow me"" project is is to enable students to understand cultural heritage using IT, encouraging them to develop transversal, intercultural and key competences such as critical thinking, teamwork and critical thinking, creativity, innovation, resilience... Using cultural heritage concepts in the school, students will grow their ideas promoting equality,personal fulfilment and development,social inclusion, active citizenship. The SPECIFIC OBJECTIVES of the Project will be: -To grow students’ transversal , intercultural and key competences such as as critical thinking, teamwork and critical thinking, creativity, innovation, resilience.... using cultural heritage and IT -To encourage equally both male and female students to pursue education and careers in cultural heritage and IT related fields, inspire them to become innovators, and enhance basic skills -To support teaching with effective, structured and curriculum-relevant teaching solutions for cultural heritage and IT to motivate students and promote personal fulfilment and development, social inclusion, active citizenship -To internationalize the activities of the participat schools and to have the opportunity of sharing good practices on Cultual heritage and IT The METHODOLOGY used during the development of the project will be open and collaborative and based on learning by doing. The project will be organised integrating the different project phases focusing on the creation of the project resultsand project coordination and support activities that will ensure the consistency, the innovative potential and the transferability of each of the results. The RESULTS will be: -Colection of videos and photos showing the cultural heritage either material, inmaterial, natural and digital in all the partner countries (Italy, Spain, Portugal and Croatia) -The project website -The organisation of the short-term transnational training activity for teachers, -The organization of the short-term transnational training activity on Material heritage and IT for students -The organization of the short-term transnational training activity on Material heritage and IT for students -The organization of the short-term transnational training activity on Material heritage and IT for students -Exhibitions of the photos to show the European Cultural heritage in each partner country at the end of the project -The sustainability of the project (cultural heritage club to organize new common exhibitions) All partners will participate to involve in the project: - teachers and directors of other schools - NGO - Local and Regional public authorities in charge of education and culture - Museums... to guarantee the impact, dissemination and sustainability of the project results"

"Through the Europe 2020 strategy, the European Union plans to support young people better and to enable them to fully develop their talents to their own as well as to their economy's and society's benefit. One of the main obstacles to the full achievement of this ambitious objective is the persistent high rate of youngsters leaving school before having completed their compulsory learning pathway and before having achieved a certification that guarantee to them to be competitive within the job market.The project partners had identify 4 main needs:- better comprehension and knowledge of the most innovative softwares and technical solutions available onto themarket to be used for developing educational contents- identify and evaluate the Videogames available onto the market with an educational and training potential- Need of teachers to acquire the skills to make full use of advanced interactive and multimedia solutions foreducational purposes-Need of teacher to find new ways for motivating students using the tools that students use everyday.To answer to these 4 main needs the 'Multimedia Games for inclusion' project had created a synergic effort among Euroepan Schools to explore how a correct and effective use of multimedia games can ensure the students inclusion.The aim of 'Multimedia games for inclusion"" project was to promote the application of innovative strategies and solutions to education, making an effective use of videogames as teaching and learning tools for promoting students interest and active participation to school activities and combating dropoutThe Specific Objectives of the Project were:•To bridge the gap the gap between traditional teaching and approaches and new communication techniques towards Young students and teachers making teachers able to deal with the new languages in use in order to promote and enhance the involvement of students into the educational systems.• To provide teachers with the skills and tools to use innovative and interactive educational and training materials, based on the best technical solutions and contents availble onto the market.• To explote Videogames and multimedia for making education and training contents and methodologies more attractive as based on the technologies that are widespread used by sutdents for entertainment and socialising.• To enhance the participation to educational initiatives of groups at risk of exclusion by developing educational and training contents and approaches based on the universal language of Videogames and Multimedia, that are often one of the only interest of students.Target group• Teachers working in secondary schools• Students in secondary school principally in risk of dropout Activities.Activity 1: Research on Technical SolutionsActivity 2 Creation of a transnational networkActivity 3 Testing and experimentingActivity 4 Evaluation of the project resultsResultsThe results of the project has been:• Database of videogames identifying their educational potential. • Database of the selected multimedia materials identifying their educational. • On line Tutorial, addressed to teachers, on the application of multimedia solutions and games to education. This tutorial will explain how to make the most effective use of the selected tools included in the database for teaching and learning purposes and how to use apply in lessons the new methodology..Workshops with teachers based on focusing on the exploitation of the educational potential of Multimedia and Videogames using the online tutorial, the videogames and multimedia materials selected• Report of each partner country about the use of multimedia and serious games in lessons highlighting points of strength and weaknesses..Project Website and portal to be used as a communication platform by the project partners to share information about the achievements and work in progress of the project and for dissemination of the project resultsThe intangible results of the project has been the creation of a transnational network of schools involved in a cooperative effort addressed to prevent ESL of the students more exposed to the risk of dropping out of school and being excluded from the school community through:- Using games , non formal approaches and initiatives to motivate students and to enhance their integration in the school community Short term Impact200 students100 teachers5 Local public authoritiesThe long term impact has been at least double and will continue to impactSustainability has been based on:• Active involvement of a wide number of beneficiaries. •Maintenance of the project web site active, by the project promoter, for a period of at least ten years after the end of the project funding period, the project deliverables will continue to be expanded and used. •Linking of the project web site to other relevant web sites in the field of education•Involvement of key decision makers in the field of education and social inclusion"

"CONTEXTThrough the Europe 2020 strategy, the European Union plans to support young people better and to enable them to fully develop their talents to their own as well as to their economy's and society's benefit. One of the main obstacles to the full achievement of this ambitious objective is the persistent high rate of youngsters leaving school before having completed their compulsory learning pathway and before having achieved a certification that guarantee to them to be competitive within the job market.In the “Tackling early school leaving: A key contribution to the Europe 2020 Agenda” document a close connection between early school leaving and unemployment has been highlighted and declared “In 2009, 52% of early school leavers in the EU were unemployed or outside the labour market. Even when they are in work, they earn less, tend to be in more precarious jobs, and are more often dependent on social assistance. They participate less in lifelong learning and thus re-training. Their educational disadvantage can create a growing handicap for them.Teachers could enhance pupils’ motivation to learn and to stay at school through programming ROBOTS as teaching and learning tool for promoting students interest in STEM and active participation to school activities.TARGET GROUPThe target group of the project has been STEM teachers in secondary schools and secondary school students (aged 12 to 18) NEEDSThe project partners have identify 4 main NEEDS:-To grow critical thinking and creativity skills using STEM concepts in secondary schools students.-To find new resources for motivating and encouraging students to pursue learning in STEM-related fields promoting inclusion.-Support teachers with effective, structured and curriculum-relevant teaching solutions for science, technology, engineering and math (STEM). -Better comprehension and knowledge of the most innovative and technical solutions available to be used for developing educational contents for motivating students and prevent dropout and early school leaving.AIMThe AIM of SRS project has been to enable students to understand STEM challenging subjects, encourage them to develop critical thinking skills, grow their ideas, and make their own creations through playful learning experiences applying STEM concepts, promote inclusion and prevent early school leaving.ACTIVITIES-Web site and social media profile of the project-Learning community-""STEM based collection of Research Action tools"" and ""Teachers guide""-National workshops with teachers- Students trainings STUDENT TRAININGS International training-robot devices:building and programming National robot challenge International robots challenge: driving, dancing and avoiding obstacles.-International conference about ""mobile robot devices and STEM concepts"" in Portugal at the end of the project-Basis for International robots competition document. CONSORTIUMThe project has involvede 5 secondary schools in 5 different European countries. The partnership has been composed by public secondary schools some of them with experience on the development of EU projects and some of them with international experience.OUTCOMES-STEM based collection of Research Action tools: Learning STEM trough programming robots.The Research Action tools: Learning STEM through programming robots provides access to:• A collection of information sheets, direct sources (photos, videos, drawings etc. available in digital format) about how to build and program robots and how to use them in lessons. The materials has been oriented to arduino, electronics and programming.• Related small lessons aimed at identifying the connection between programming robots with school STEMs curricular activities and the related basic skills to be acquired-Teachers’ GuideThe guide for STEM teachers has been focused on the subject of innovative methods to enhance students’ motivation towards the study of STEM subjects and improve their basic skills in STEM using robotsThe guide is organized in 3 chapters:• Teaching scientific subjects using robots to motivate students in STEM area• Enhance students’ scientific basic skills through their active involvement in the learning process using robot like a tool• Effective use of robots and transnational cooperation to promote the STEM knowledge.-Basis for International robots competition document. IMPACT-1000 students -600 teachers-5 public authorities-400 stakeholders, 50 inspectors of education In total the results of the project has arrived to more than to 2000 persons.-Teachers, school directors of secondary schools .-NGO-Local and Regional public authorities in charge of social and educational promotion policies-Trade unions"

"CONTEXTThe Europe 2020 Strategy has defined among others, one key priority that is to raise ""Europe’s employment rate – more and better jobs, especially for women and young people"" so to achieve a benchmark of ""75% employment rate for women and men aged 20-35 by 2020– achieved by getting more people into work, especially women, the young and low-skilled people and migrants"".This important goal has important implication for 4 of the 5 benchmarks that have been set for the EU to achieve by the end of 2020 as employment; research and development; education; social inclusion and poverty reduction, is threatened by the economic crisis and the consequent loss of job opportunities that in many countries lead the unemployment rates to achieve ""record"" percentages starting from 48% Italy up to more than 53% Spain and 56% Portugal in just to quote three important examples. The use of Social media is widespread among youngsters, who use them to socialize and communicate. However VET students arenot aware of the risks connected to the use of social media. These risks may be particularly relevant for VET students who are searching a job and who may present aspects of them – on the social media – that are not appropriate from the point of view of the companies offering job positions. Social Media and Internet are now very often used by the companies for selecting in an effective way their future employees.NEEDSVET students need to know how to create and preserve his digital identity where they could keep on their competences, language knowledge, etc. to become an optimal candidate to be reincorporated in labour market in the most rapid an efficient way.The project will use Coaching interpairs like a non-formal methodology of shared learning and growth for teaching VET students how to reach a job using social media and ICT.AIMThe aim of the project is to promote employment for long term unemployed VET students, through an effective use of social media , ICT and through the training of 6 VET students in each participant country that will be called “digital coaches”ACTIVITIES-To Enlarge the Learning community. The Coordination Committee will facilitate and dinamize the cooperation of the actors in the learning community. -Coaching inter-pairs for employment training material-Workshops will VET teachers and VET trainers-Training the ""Digital coaches""-Workshops with personal recruitment managers of companies.-Coaches help desk-Conference about “Coaching for VET employment” CONSORTIUMThe project will involve 6 institutions of 5 different European countries. The partnership is composed by institutions with experience in training VET teachers, VET trainers and VET students and in the development of innovative projects for VET education.OUTCOMES""Coaching inter-pairs for employment"" training materials. The training materials will contain a collection of video lessons on how to create the digital identity using social media for finding a job in an effective way.1.The video lessons will address the following topics: how to create your European curriculum,the most demanded professional profiles, how to look for work using European employment portals,how to create personal professional profile, how to monitor and improve personal and professional profile, how to organize personal development plan, tools for creating, controlling, maintaining and improving your own reputation. For creating (select your name, social networks (pages on facebook, twitter, linkedin,foursquare, etc), blogs, youtube, flikr, slideshare etc., for controlling (google alerts, google analytics, Tweetreach, google inside, facebookinside, howsocialble, etc), for improve and maintain (tweetdeck, hootsuite ,etc.) The training materials will contain the videos and other attractive resources (online games, images, documents, links, interviews, etc). Each project partner will train at least 6 VET coaches and 20 VET teachers.2. Real life case scenarios learning objects. 3.The Video Gallery of Testimonials-Digital coaches website and social media pages-Coaches help desk. A mailbox and facebook on the homepage website will be created, where all interested VET students may consult their questions or make an appointment with the social online digital coaches.IMPACTPeople involved in the project.-60 VET teachers or VET trainers-240 VET students-36 digital coaches-30 professionals in the field of the recruitment of employees-30 enterprises-6 public bodies in charge of educationIn total the results of the project will arrive to 1300 persons.-VET teachers, VET trainers and directors of VET schools and VET training institutions.-Public and private VET training institutions-NGO-Local and Regional public authorities in charge of social and educational promotion policies-Trade unions"

"ContextThe Europe 2020 Strategy has defined among others, one key priority that is to raise ""Europe’s employment rate – more and better jobs, especially for women, young people and older workers"" so to achieve a benchmark of "" 75% employment rate for women and men aged 20-64 by 2020 – achieved by getting more people into work, especially women, the young, older and low-skilled people and legal migrants"". The achievement of this important goal, that has important implication for the more general objectives of at least 4 of the five headline targets that have been set for the EU to achieve by the end of 2020 as employment; research and development; education; social inclusion and poverty reduction.The project partners identified 3 main needs:-VET teachers need to acquire the skills to train their students on the aware use of Social Media to find job opportunities and develop their entrepreneurial spirit; -companies need to improve the use of social media for promoting their brands-To foster a cooperation between the enterprises and the VET system in order to ameliorate the matching of job offer and demand, the visibility of companies and to promote youngsters employabilityObjectivesThe aim of the YEES project is to foster cooperation between the Vocational Education Systems and the world of work to promote the inclusion of youngsters in the labour market in an effective way using social media and crowdsourcing based tools.Participating organisationsThe YEES project involved: -9 contractual partners of 4 different European countries, including institutions with experience in the development of innovative projects for VET schools and by institutions representing the interests of companies; -30 schools (mainly vocational); -30 companies; -more than 200 teachers of all subjects; -around 4.500 students; -30 companies; -more than 40 associated partners including associations, education centres, business associations, public authorities, Universities. Activities The project’s main activities and related results and impact are:Activity 1) Guides for Teachers and Trainers The project partners created the contents of 2 Guides to be used by VET teachers and trainers with their students to guide them on how to exploit social media and the web through step by step guidelines on selected social media tools available on the net, how to create a good digital reputation for employment as potential employee or like young entrepreneur, on how to promote a company Brand through the web and the social media.Activity 2) Adopt an enterprise – Crowdsourcing practical experience The project partners developed the “Adopt an enterprise – Crowdsourcing experience”. The Crowdsourcing is a production model that utilizes the latest labour-collective work to develop products or solutions to a given problem. Through the “Adopt an enterprise"" experience, students, companies and teachers, duly guided by the partners, developed the brand image of a real enterprise in each country according to a transnational approach. In each partner country, the actors involved in the national crowdsourcing experience were the following: an enterprise, whose digital identity had to be developed, represented by its CEO; 4 teachers in representation of the project partners’ countries: Italy, Poland, Portugal and Spain; 4 classrooms in which the above mentioned teachers usually have classes; 1 representative for each contractual partner.Activity 3) MOOC based training course ""Social media for new jobs""Starting from the contents and the materials of the Guides, the project partners developed an e-learning based training package addressed to VET teachers, students and company managers. The course is organized in 3 modules:-Personal Digital Identity-Digital Identity for Companies-Monitoring of Changes in the Labour MarketEach module is organized in chapters and each chapter includes+ a video lesson, a multiple choice questionnaire and a proposal of individual and collaborative activities for students. The MOOCis available in English, Italian, Polish, Portuguese and Spanish. The total duration of the courses is about 30 hours.Activity 4) YEES portal The YEES Portal makes available all the main project outputs produced within the project and is organised in Sections. In addition, each section’ contents are duly introduced, providing to the user all the necessary information and guidance on how to access and exploit the contents.ImpactAs far as the impact of the project is concerned, the YEES project provided:-the VET teachers with the suitable skills on how to train their students on web reputation related issues; -the students with a specific guidance on how to use Social Media to find job opportunities and to develop their entrepreneurial spirit; -the companies with tailorised tools on how improve the use of social media for promoting their brands."