"<< Background >>The project topic is hybrid learning for disadvantaged adults. We understand simultaneous hybrid learning as an educational model where some students attend class in-person, while others join the class virtually from home. The need for the present project appeared during the pandemic time since spring 2020. Most of the teachers and adult educators in the world faced the challenges to transfer the learning online, but later it appeared that even if we are able to work with our groups offline, there is always a risk that some participants can't join due to their illness, geographical obstacles or other reasons. It means that we have to find effective solutions for hybrid learning. This task is especially difficult if we work with disadvantaged learners.<< Objectives >>The partnership is looking for successful solutions of hybrid learning in order to help disadvantaged adults to learn, support inclusion and improve the availability of high quality learning opportunities. We see that the world will never be the same again and hybrid learning should be available for all people whereever they live and whatever special need they have. Improvement of the adult educators' competences will support the learners in achieving better learning results. The project team develops supportive materials for organisation of hybrid learning for disadvantaged adults and their implementation will make adult education at least in participating regions more inclusive and equal. In the project we focus specifically on the people with intellectual disabilities, immigrants and learners in rural areas. This choice is connected with the target groups we work with. In local and international partnership we are planning to develop a toolkit including methods and tools, which will support the learners in hybrid environments; a training programme and a e-learning self-study course for the adult educators.<< Implementation >>In order to reach the expected results of the project the partnership has planned the following activities described in chronological and logical sequence:- Online kick-off meeting- Learning programme in Estonia -Piloting of the toolkit with disadvantaged adult learners in the project partners’ countries- Learning programme in Malta- Piloting of the training programme on hybrid learning in the project partners’ countries- Learning programme in Spain -Local development work on the e-course- Piloting of the e-course in the project partners’ countries- Finalizing the intellectual outputs and preparing for the final project meeting and multiplier event in Turkey- Final project meeting in Turkey- Hybrid multiplier event in Turkey- Evaluation of the project and its results, finalizing and submitting the report.Three intellectual outputs of the project are interconnected and constitute the package of resources addressed to the educators and aimed at enhancing learning of disadvantaged adults in a hybrid way.Our methodology is based on the principles and values of andragogy, Paulo Freire's dialogic pedagogy, theories of self-directed and transformative learning.<< Results >>The project expected results are the following:1. One-week training in Estonia for the adult educators on the topic of ""Hybrid learning"". The participants will find out how to organise and lead hybrid learning effectively (each partner sends 2 participants to Estonia and 2 participants from each country work with us online). This form gives us a chance not only to learn how to teach in a hybrid way, but go through this experience together. During that week we also discuss which of the presented methods and tools can be used with our target groups.2. Two international learning programmes in Malta and Spain for the project participants, so that they could learn together and develop the intellectual outputs in a team.3. One hybrid multiplying event in Turkey in order to disseminate the project intellectual outputs (at least 100 participants offline and online).4. At least 15 adult educators took part in the project mobilities and developed their competence in organisation of hybrid learning including hybrid learning for disadvantaged adults.5. At least 20 adult educators took part in the project learning activities online and developed their competence in organisation of hybrid learning including hybrid learning for disadvantaged adults (12 of them during the learning programme in Estonia and the rest in other programmes optionally).6. At least 40 adult educators from the partner countries took part in piloting of the training programme on hybrid learning for disadvantaged adults and developed their competence in the topic.7. At least 20 adult educators tested the self-study e-learning course on hybrid learning for disadvantaged adults and developed their competence in the topic.8. At least 90 adult learners from disadvantaged background who took part in testing the toolkit for hybrid learning.The project intellectual outputs are:1. Toolkit of methods to use in hybrid learning for disadvantaged adults2. Training programme on hybrid learning of disadvantaged adults for adult educators3. E-learning course for adult educators on organising in hybrid learning of disadvantaged adultsNew training programme, toolkit and e-course offered to other educational providers working with disadvantaged people together with support for developing hybrid learning opportunities. At present hybrid learning opportunities have mainly been applied in higher education. The outputs developed in our project with certain adjustment could be applied in vocational, general and adult education."

"The project ""Employability of young people with disabilities in local communities"" is prepared by Ahtme School (Estonia), FUNDACIÓN ASPANIAS BURGOS (Spain), LEARNING CENTER FOR YOUTH (Cyprus), Narva-Jõesuu Linnavalitsus (Estonia) and OBCINA SEZANA (Slovenia). The project partners come from different backgrounds ( a school, a parents' association, local municipalities and youth organisation). The main project aim is to create an effective network of local cooperation and its detailed processes and procedures based on person-centred approach for ensuring employability of young people with mental disabilities. The direct objectives are:1. Development of basic methodology for effective systems of local cooperation for increasing employability of young people's with mental disabilities. The methodology includes description of person-centred approach implementation outside educational establishments, supportive documents and step-by-step recommendations for local networks (action maps, risk analysis, worksheets for person-centred planning, assessment tools, examples of best practices (at least two per country during the project time).2. Organisation of four joined-staff training sessions for the project partners' team members.3. Translation of the project materials (basic methodology for effective systems of local cooperation for increasing employability of young people's with mental disabilities) into national languages of the partnership for provision of their wider dissemination and usage.4. Carrying out at least four pilot trainings in each partner country for representatives of local stakeholders (members of cooperation networks).The partnership sees the person-centred approach as one crucial moment within the progress of social inclusion. In order to implement it in our local networks we need international support, best practices to learn from and the common experience specialists from different local institutions will have thanks to the project. All the project partners have some achievements to share and develop in the partnership. The project is based on the results of two previous Erasmus+ strategic partnerships:1. “Transition from school into the after-school life through methods of person-centred planning”. We will use our findings, competence of person-centred approach and materials to provide person-centred planning.2. ""COESI – Change Organisations to Enable Social Inclusion"", which was realised by international partnership leaded by Lebenshilfen Soziale Dienste GmbH (Austria).The project unites best practices of the partner institutions, findings of their previous projects, results of researches and other initiatives in the EU. It will bring the partners' network to a new level making cooperation of various stakeholders safer, clearer and more transparent. The project consists of the following workpackages: analysis of current state in the partner institutions, analysis of current state in the local stakeholder institutions (at least 4 in each partner country and 6 in Estonia), the first joint-staff training event in Estonia in January 2021, preparation of the basic methodology for effective systems of local cooperation for increasing employability of young people's with mental disabilities, the second joint-staff training event in Slovenia in May 2021, development of the basic methodology, the third joint-staff training event in Spain in November 2021, translation of the materials into local languages, the fourth joint-staff training event in Cyprus in April 2022, training on person-centred planning and the methodology developed in the project for local stakeholders, analysis of the trainings, making necessary corrections in the materials, translation work, finalising the project results, evaluation and dissemination activities.The project participants are employees of the partner institutions, who are directly connected with the areas of social inclusion and young people's employability. There will be three participants from the partner institutions in every international meeting of the project. They will be the persons working on the network development and its procedures. There are 25 specialists totally taking part in the project mobilities and preparing the project output.The project allows us to establish trans-sector cooperation (between schools and other organisations that support people with disabilities). This is very valuable and opens new perspectives and opportunities for institutions, specialists and students.Creating networks of various stakeholders locally and internationally will bring new initiatives, links and cooperation procedures. Following the person-centered planning we will be able to support various people with disabilities with the help of different stakeholders according to a person's abilities, interests, learning needs, talents."

"The strategic partnership between European schools in this project is created in order to work out effective approaches to provide attractive integration learning experience for young people with disabilities and mainstream students, so that their key competences as well as tolerance towards different people would improve. The teachers participating in the project learn to deal with social, linguistic and cultural diversity, implement non-formal learning methods in formal education, develop professionally, support young people's creativity. The project consists of local activities including working out international modules for teaching certain art techniques non-formally in schools and short-term students' exchanges for learning experience.The partnership institutions are Ahtme Kool and Narva Vanalonna Riigikool (Estonia), Agrupamento de Escolas Gardunha e Xisto (Portugal), Gimnazija Brezice (Slovenia), Centrul Scolar pentru Educatie Incluziva ""Elena Doamna"" (Romania), Zespol Szkol Specjalnych (Poland), Tarsus Mehmet Akif Ersoy Ortaokulu (Turkey). The associated partners are Elementary School Ana Gale Sevnica (Slovenia), Scoala gimnaziala nr 8 Alexandru Vlahuta (Romania) and Szkoła Podstawowa Nr 5 z Oddziałami Integracyjnymi im. Powstańców Śląskich w Wieluniu (Poland). The partnership involves both mainstream schools and schools for children with disabilities. The age of students in the target group is 12 -16. Quantitative indicators:1. 6 international integrated learning programmes worked out for the groups of students from partner countries2. The students from partner institutions acquired knowledge in paper art, pantomime and puppet theatre, music performance, dancing, painting, plaster figures (every group of students - one technique)3. 120 students took part in the international mobilities4. 144 students took part in international learning programmes4. One album and one USB with the project pictures and performances 5. A handbook with teachers' recommendations, methods and ideas that can be used in multicultural groups with diverse background (integration of formal and non-formal methods, CLIL, cross-curricula connections through arts, inclusive approach).Qualitative indicators:1. Students have developed their key competences, creativity, tolerance, team working skills (evidence: observations, interviews, feedback questionnaires, etc.)2. The teachers know how to integrate non-formal methods into formal education and do that in their local or international work (evidence: survey after the project, feedback, sharing knowledge with colleague, etc.)3. The project results are integrated into the school everyday activities; best practices of teaching arts and working with social, linguistic and cultural diversity in 6 countries are analysed and selected for implementation.4. The project handbook is used by other stakeholders and receives positive feedback. The project ideas are implemented in further projects and schools' activities. 5. Art classes are better connected with other school subjects, so that the children can see how they can use knowledge from other subjects in arts and real life (responsibilities of teachers of art and music).6. New international projects and initiatives (at least one) have appeared after the present cooperation experience. The target areas: inclusive programmes for mainstream and students with disabilities, integration of non-formal methods into formal teaching process, cross-curricula projects."

"The present project was continuation of the previous Erasmus+ partnership project ""United Colours of Creativity"", which was realised in 2014-2016.The partnership institutions were Narva Vanalinna Riigikool and Ahtme Kool (Estonia), Agrupamento de Escolas Gardunha e Xisto (Portugal), Gimnazija Brezice (Slovenia), Janina Porazińska Special Education School Complex in Ignaców (Poland), Tarsus Mehmet Akif Ersoy Ortaokulu (Turkey).The project was focused on solving the challenges we faced in the previous project: necessity for individual learning plans for the project participants, bigger responsibility of older students and more complicated tasks, which would require longer preparation of youngsters. We used the similar (but adjusted and renewed) programmes we had developed in the previous project but worked more on their individualization (so that they would provide more challenge for students of different age and abilities) and flexibility. We concentrated on priorities of inclusion, employability and active citizenship and helped our youngsters to develop 21st century competences by means of individual learning plans, reflection, self-assessment and record of achievement.The project measurable objectives were:1. To develop a form of individual learning plan and record of achievement for international integrated programmes 2. To exchange best practices in using learner-centred approach 3. To arrange international learning experience for 64 students from 5 countries 4. To support students in acquiring skills in techniques of the following kinds of art: music, painting, paper art, theatre, dancing5. To develop the project participants' creativity, skills of communication, team work, organisation, decision making, their intercultural competence, fluency in English, etc6. To strengthen teachers' profiles through arranging 4 international learning programmes, getting experience of teaching multicultural miltilevel groups, realising learner-centered individual plans (at least 100 plans are made and realised during the project totally: for participants of mobilities and local students, who take part in international programmes) All the objectives were fully achieved.The project participants were teachers and students of the partner organisations:1. The project coordinators: they were selected on the project application stage according to their own wish to continue or start working in the present project (we have a balance of 3 ""old"" and 3 new coordinators).2. Teachers of the partner schools, who took part in international mobilities. They were the teachers of arts, handicrafts, music, English and extra-curricular activities (theatre). They were selected according to their motivation, previous experience, knowledge of English and readiness to learn and work using learner-centred approach.3. Students of the partner schools. Students in the age of 12 - 18 were involved in local and international project activities. They were both mainstream and with special educational needs (various mental disabilities, down syndrome, autism spectrum, deaf-mute, etc.).4 students from each partner country took part in the project mobilities (the total balance of students with and without disabilities was 50/50).The project met the priorities of social inclusion, strengthening the profile(s) of the teaching profession and supporting schools to tackle early school leaving (ESL) and disadvantage.The project activities and results can be followed at eTwinning: https://twinspace.etwinning.net/58323/home New memories, discoveries, teamwork and challenges we met would be with us all our life and they influenced our values, views, way of teaching and working in general. Once again we realised that arts, love, respect, support, openness, trust and good will can make our students and ourselves more educated, kinder, more tolerant, better and happier people, who take care of their society and the world."

<< Objectives >>As an organization, we want to equip our students with competencies about a healthy lifestyle. We hope that our students will be able to plan and skillfully lead their activities towards the intended goals. They will consciously and critically make their choices that benefit their health. Cooperation with partners will enrich our workshop, which is going to improve the quality of the school's work<< Implementation >>During the project implementation, we intend to implement all comprehensive measures to ensure its success. These are planning, preparation, implementation, summarization, and dissemination. A global approach to the problem presented in the project will be implemented through the selection of appropriate methods and forms of work - trips, workshops, field games, thematic and integration activities, cooperation on the eTwining platform. This will ensure the effective and efficient implementation<< Results >>We expect that the result of our project will be a change in the way students and their families think about (broadly understood) health. We hope that the health condition of our students will improve. We expect progress in key competencies, including information, communication, social and linguistic skills. They will be able to use the acquired knowledge in everyday life, making reasonable choices in terms of nutrition and an active lifestyle.