Facilite un breve resumen de su proyecto. Recuerde que esta sección (o parte de ella) podrá ser utilizada por la Comisión Europea, la Agencia Ejecutiva o la Agencia Nacional en sus publicaciones. El resumen se volcará también a la Plataforma de Resultados de Proyectos Erasmus+. Sea conciso y breve, y mencione al menos los elementos siguientes: contexto del proyecto, objetivos del proyecto, número y perfil de los participantes, descripción de las actividades previstas, metodología utilizada para llevar a cabo el proyecto, una breve descripción de los resultados y del impacto esperados así como de los posibles beneficios a largo plazo.Child sexual abuse is a form of children maltreatment that affects one out of five children in Europe (Europe Council, 2011). Many studies have shown that it can have a negative impact in the academic performance of children and can hamper the acquisition of key competences, especially social competences. Child sexual abuse also has severe physical and psychological consequences, both short and long-term. The Project Children’s rights, UP! Preventing child sexual abuse through the promotion of key competences and healthy behaviors in young children from all cultures has as its main priority to develop a program for the prevention of child sexual abuse in early ages. It will be a high-quality program, efficient and realistic and will target the preschoolers’ classrooms taking into account the different cultural, religious and social sensitivities in Europe. The objectives of the project are to: 1) improve the acquisition of key competences of boys and girls from 4 to 5 years old, emphasizing the development of social skills; 2) encourage the sexual education of boys and girls from 4 to 5 years old, promoting health; 3) overcome the existing obstacles for the development of child sexual abuse prevention programs from early ages, such as the ones posed by families, professionals and organizations; 4) offer the necessary tools so that teachers can prevent and address situations of child sexual abuse in their classrooms; 5) offer tools to families for the prevention of childhood sexual abuse from their daily life through the promotion of children’s health and well-being.The project target groups are the early childhood education teachers, 4 and 5 years old children and their families. It will be implemented mainly in pluricultural environments with families from different origin, cultures, religious and socioeconomic level. The project will use a participative methodology including the target groups in the products development through: 8 participative workshops with preescolar children from 4 different countries; 4 focus group to check and contribute to improve the first version of the project results (composed by people that were sexual abused in their childhood; experts on early childhood education; experts on sexual education in early ages and finally parents from different cultures and religions) and finally, the project will also implement a pilot test in eight schools from four countries with teachers, children and their families. Under the project framework, five products will be developed: a didactic guide to prevent the child sexual abuse in early ages for teachers; Two tales to prevent the child sexual abuse in early ages; An online course to prevent the child sexual abuse in early ages addressed to teachers; A prevention kit addressed to families and an awareness raising kit about the project topics and issues.Two national Seminars in Spain and Finland, one European Seminar in Italy and a European Final Conference in Brussels will be organized to present the main project results and contributions. The project expects to make visible the necessity to tackle the prevention of child sexual abuse and the sexual education in early ages both from schools and families. It also expects to show how the prevention programme can improve also the key competences from social area and the academic results of all children at long term.

Despite the recent emergence of GenAI and large language models (LLMs), numerous educational tools utilizing these technologies have already been developed, with their numbers expected to increase rapidly. Users of such tools are also growing exponentially. AI-based educational tools, leveraging the capabilities of large language models, usher in a new era of education with personalized tutoring, easy content creation, and automatic grading. As the array of available tools expands, educators must acquire digital competencies to select and evaluate the most suitable options. However, the swift growth in GenAI capabilities raises concerns about their impact on students (e.g., misinformation, increased cheating, ethical and privacy issues) and teachers (reduced social interaction, job displacement, and loss). The GenAI4ED project aims to address these challenges by developing a digital platform to consider popular AI-based educational software, evaluate various aspects of each tool, and offer the most suitable option for individual teachers and/or students. Notably, the platform will be employed in pilot experiments in selected schools, whereby students and educators will be asked to evaluate the available tools. Assessment will be based on a predefined set of carefully designed criteria, exploring how such tools affect the student’s experience and how they complement the teachers’ skills and improve their working conditions. Importantly, through an interdisciplinary approach involving experts in AI, psychology, and ethical concerns as well as teachers and parents, GenAI4ED will utilize the results of the pilot experiments to develop policy recommendations on how to harness the benefits of GenAI tools best to enhance the teaching experience for both students and educators, while protecting the teachers’ jobs, improving their working conditions and creating opportunities for new teaching roles.

This project was designed after an initial scoping exercise of national supports for parents in Ireland during transitions. Evidence shows that risk factors for successful transitions can be mitigated by a continuum of protective factors and thus support successful transitions. Exploring and addressing both universal and targeted supports will be prioritised in this project to reduce disparities among children from different backgrounds in accessing and engaging with formal and non-formal education. This project seeks to explore parents awareness and experiences of supports available to them and their children during the transition from pre-school to primary school, with a particular focus on parents of children living in disadvantage and/or vulnerable circumstances. The primary aim is to develop a support programme for parents to support their children during this transition and delivered by practitioners. Evidence shows that poor transitions affect children throughout their education and can have negative impacts on a persons long-term outcomes. Research shows that the approaches taken by pre-schools and primary schools range and differ significantly. This project seeks to improve transitions by enhancing awareness and skills of practitioners to enable parents to support children during this stage, and to do this in a pan European context. This project will carry out a literature review to identify existing services and supports, gaps in supports and transitions programme with the potential for implementation across Europe, quantitative survey research, and qualitative focus groups. The findings will be analysed and a suite of recommendations for supports will be made. The recommendations will lead directly to the development of a training programme and an online resource. The pilot programme ensures that a process of testing the materials will be implemented prior to finalising the programme and resource. Objectives of the project; -to complete a literature review and scoping exercise on evidence and best practice in supporting children’s transition from early years services to school including universal provision and targeted initiatives for the four participating countries. This includes identifying the policy, professional development and practice context in relation to supporting transitions in each participating country. - through consultation (surveys and focus groups) identify parental needs and how practitioners can most effectively provide them with information and support. -to develop resources which are accessible and relevant for both universal and targeted services-to develop a pilot train the trainer programme for teachers and early years practitioners to enable them to better support parents in managing children’s transition to primary school-review the results of the pilot to consider feedback of practitioners -produce high quality training materials and online resources that are relevant, accurate and easily accessibleThere are four participating programme countries. Each programme country will produce or collaborate to produce each intellectual output. Each of the four programme countries will administer parents surveys with a planned response of 100 per country. These parents will be representative of a general parent population of children aged 3-6. In each participating country there will a series of focus groups help with approximately 30 parents in each country. These parents will be representative of parents 'with fewer opportunities'. In total, 120 focus group participants, representing the vulnerable/ disadvantaged cohorts will participate. Over three Train the Train multiplier events delivered in three countries, 60 training attendees being either teachers or early years practitioners will be trained in the support programme using the developed materials and resources and will consulted for their feedback. The results envisaged include:-increased awareness, understanding and capacity by professionals and parents to support children during transition to primary school .-Increased understanding of what parents needs to help them support their children during transition to primary school. -the development of training resources/ materials and an accompanying training programme for professionals. -400 parents consulted with through surveys-120 parents consulted with through focus groups-60 professionals in three countries trained to deliver a support programme to parents. -An open online/ digital resources containing all documentation, including survey templates and final reports, and the complete training programme manualsThe potential longer term benefits include:Increased volume of professional delivering the support programme to parentsIncreased number of parents availing of the support programmeImproved quality and understanding of transitions and the issues impacting theseSustained levels of engagement by practitioners on Train the trainer programme

Despite the efforts done to engage societal actors in scientific developments, many citizens still do not see why they should understand science or participate in it. Nevertheless, they potentially engage in science through dialogues and actions (live and digital) that are related to research results. Moreover, they are willing to participate in science when they become aware of the social impacts generated by research outcomes. Therefore, the general goal of this project is twofold: on the one hand, to create new knowledge about how to transform potential citizen participation in science into actual engagement in scientific research. On the other hand, to unveil new ways to engage societal actors, including young citizens and groups that have traditionally been excluded from science. This will be done in the framework of two Sustainable Development Goals –Quality Education and Gender Equality – and with a mixed method approach, by using digital technology (social media analytics), a survey and an intervention study, including communicative focus groups. By exploring the transformation of potential engagement into actual engagement through fostering awareness of the social impact of research, this project will contribute to understand how societal actors react to and interact with scientific developments. The aim is to improve the cooperation between science and society, with diverse citizens and societal actors involved in it. The potential pair between scientific excellence and social awareness of social impact of research will be addressed alongside. This proposal has been developed by an interdisciplinary consortium in close dialogue with diverse stakeholders and societal actors. The inclusion of their voices will raise critical dimensions to successfully engage diverse citizens in science. Overall, engaging in a transformative and productive dialogue with citizens throughout the research will be key process in order to achieve the envisioned goal.

“Learning and education do not begin with compulsory schooling – they start from birth. The early years from birth to compulsory school age are the most formative in children's lives and set the foundations for children’s lifelong development and patterns for their lives. In this context, high quality early childhood education and care (ECEC) is an essential foundation for all children’s successful lifelong learning, social integration, personal development and later employability” (as states the Report of the Working Groups on ECCE under the auspices of the European Commission, Proposal for key principles of a Quality Framework for Early Childhood Education and Care”, October 2014). The SEQUENCES project aimed at responding to the need to improve the quality of ECEC private and public services with adequate tools for the self and external evaluation of quality, by directly involving providers and relevant stakeholders as quality development partners. To be effective at providers’ level Quality Assurance systems must be implemented through a bottom-up approach rather than a top-down imposed set of requirements. The specific objectives pursued were:1. to promote a culture of quality and quality assurance approaches at ECEC settings level2. to develop ready-to-use tools for the self and external evaluation of quality, with transnational validity, based on the 5 quality areas (access, workforce, curriculum, monitoring & evaluation, governance & funding) as identified by the European Commission with the Proposal for key principles3. to come up with guidelines and recommendations for the key stakeholders, in order to support their acquisition of quality management mindset.The project brought together 8 partners from 7 countries - Italy, Romania, Ireland, Malta, Lithuania, Hungary and Belgium, namely: private and public ECEC providers - respectively Cooperativa SEM (IT) and Grădiniţa cu P.P Zâna Zorilor (RO), national-level education trade unions - Lithuanian Education Trade Union (LT) and Malta Union of Teachers (MT); a VET provider delivering continuous training to ECEC professionals, with professional expertise in Quality Assurance - FORMA.Azione srl (IT), academia with the Observatory Centre for Educational Development (HU) of the Corvinus University of Budapest; national policy-level non-profit organisations - Early Childhood Ireland (IE), EU networks of relevant stakeholders - European Parents’ Association (BE).3 Intellectual Outputs were developed:IO1 – SEQUENCES Toolkit for the Self and External Evaluation of Early Childhood Education and Care Provision with 34 tools distributed on the 5 quality areas and an additional Common Area, focused on quality management instrumentsIO2 – Training Curriculum and Related Didactic Materials for Quality Management in ECEC – including 34 learning activities, as well as team-building, needs assessment and evaluation activities and toolsIO3 – Multistakeholders Guidelines for the implementation of the Toolkit with tailored recommendations to the needs of different target groups.The main activities carried out can be summed up as follows:- distribution of a questionnaire on the quality in the settings and good practices that reached out around 800 respondents- 1 study visit in Dublin (IE) to identify and share good practices and to compare quality systems for ECEC services in various European countries - 1 training of trainers in Budapest (HU) aimed to learn and reflect on the SEQUENCES Toolkit in order to assure smooth piloting and test the training curriculum together with the didactic materials- 6 training sessions in IT, IE, LT, MT, RO and RS that involved a total of 108 ECEC professionals from 31 settings that served as preparation for the piloting activity- piloting of the Toolkit in the 6 countries, that involved a total of 112 professionals, 28 settings and indirectly 1673 children and their parents and families- 5 transnational project meetings in Perugia (IT), Vilnius (LT), Hamrun (MT), Cluj-Napoca (RO) - the visiting of ECEC structures in IE, LT, HU, MT, RO- 6 multiplier events and a round table to disseminate the Intellectual Outputs produced among 437 attendees- translation of the outputs in Italian, Romanian, Hungarian, Lithuanian and Serbian- communication and dissemination towards over 4.000 people.In terms of results, it is worth highlighting:- partners’ organisational improvements of their quality assurance systems and among their members in terms of developed competencies - raised awareness at local, national and European level on the importance of having efficient, effective and tested tools for the self and external evaluation of quality for ECEC provision and the importance of having a wide variety of stakeholders in the entire process- opportunity to learn from mobility activities for ECEC professionals who usually are less involved in this kind of actions.For more details, please visit: https://sequences-project.eu/