Numeracy and basic maths are key foundations for further learning and are a gateway to employment and social inclusion. Nevertheless, across the EU, 22 % of 15-year-olds underachieve in mathematics. Among pupils with low socioeconomic status, this is a worrying 36.6 %. There is evidence that early exposure to math education concepts, activities, ideas, and ‘math talk’ positively impacts later school achievement. Nevertheless, low-income students are more likely to be exposed to weaker math content in schools. This school inequality is part of a larger socioeconomic performance gap that also includes the students’ home background (OECD/2017)Families from the more disadvantaged social groups generally tend to collaborate less with schools. Specifically, those parents who live in urban environments, with low incomes and are immigrants or ethnic minorities are those who face greater barriers to collaboration. Achieving effective collaboration with the school is a particularly important issue for disadvantaged families, as it can be decisive in this group achieving academic success (EC, 2016).An insufficiently explored approach to overcome the difficulties to involve parents from disadvantaged families in the education of their children is the Family learning pedagogical approach. Family learning is an effective way of providing adults with the skills and knowledge to support their children’s education. NGOs and other social partners supporting disadvantage families can play also a key role facilitating the work with these families through Family Learning methods, strengthening their participation and engagement with the school system. Additionally, the influence of new technologies on children's mathematical competences should be explore, so as to ensure appropriate methods to exploit the potential of such teccnologies for new forms of learning (EC/2018)The aim of FAMILIES COUNT project is to promote the acquisition of skills and competences in Maths through innovative Family Learning teaching methods based on Digital Tools addressed to disadvantaged families. To do so, six organizations, including school authorities, entities supporting unprivileged families and experts in family learning and digital-based pedagogies from five countries (UK, Spain, Ireland, Turkey and Austria), will work together to equip family learning practitioners, tutors and headteacher with the necessary skills and innovative digital tools to support students and parents from disadvantaged families to acquire and improve their competencies in maths.The project partners will design and co-create the following outputs:- An Online Digital Database of good practices and resources on Family Learning of Maths (IO1), - A Training Curriculum on Family Learning of Maths (IO2)- The FAMILIES COUNT Pedagogical Handbook- The FAMILIES COUNT Digital Toolkit (IO4), a set of innovative tailor made digital apps and tools.Family learning practitioners, tutors and headteacher working at schools and entities supporting unprivileged families are the main target users of the project products and final beneficiaries are students and parents from disadvantaged families. During the life time of the FAMILIES COUNT project, the partnership will directly involve 79 family learning practitioners, tutors and headteacher (24 partners staff / 30 experts involved / 25 target users in pilots), 125 students and parents from disadvantaged families (in pilots) and 450 stakeholders. A wider audience, of a minimum of 1.000 recipients, will be reached at local, regional, national and European level through the planned dissemination activities.The project will use European frameworks and instruments, like EQF, Europass and SchoolEducationGateaway, to boost transparency and recognition of learning outcomes on Family Learning for Maths at School. FAMILIES COUNT will also strengthen the collaboration between schools, families and their surrounding communities, and will count with the support of a network of key stakeholders at local, regional, national and European level involved in the project. FAMILIES COUNT will have a direct impact on target beneficiaries, improving their competencies in maths and their participation and engagement in the school systems, and in the target groups of users, improving the pedagogical methods to teach maths to students and parents from disadvantaged families. The project will also improve the digital skills of both groups of users and beneficiaries thanks to the innovative digital tools created to facilitate the teaching leaning of maths. Schools and other social entities and external stakeholders will count with new methods and instruments to facilitate their collaboration for the benefit of disadvantaged families in their communities. The long-term impact envisaged is the strength of the School system in Europe with new forms of tackling early school leaving and disadvantage.

<< Objectives >>Many low-skilled learners beneficiaries of Work-based Learning (WBL) programs face failure and dropout problems. The B.COMP project is aimed at creating more inclusive and supportive WBL environments for low-skilled learners by training work-readiness skills for WBL through Transformative Learning (TL). For this, innovative learning methods will be used to train VET teachers and in-company trainers in work-readiness skills for WBL through TL to engage low-skilled learners with the project’s aim.<< Implementation >>The project will focus on VET teachers and in-company trainers (project users) and on low-skilled learners (project beneficiaries) by:- Developing work-readiness skills for WBL through Transformative Learning- Producing ICT-based educational tools and methods that VET teachers and in-company trainers will use with low-skilled learners to develop their work-readiness skills for WBL and guide them towards success in WBL programs- Provide recommendations for skills validation and accreditation<< Results >>1. Training Curriculum on developing work-readiness skills for WBL through TL2. Learning Units Plan on developing work-readiness skills for WBL through TL3. B.COMP e-Learning Campus5. B.COMP Instructional Web App and online Learning Activities6. Recommendations for skills validation, certification and accreditation of work-readiness skills for WBL through TL7. Intangible outcomes like increased motivation of low-skilled learners to learn and development of confidence and self-perception

The recent COVID-19 crisis has just confirmed how important is to improve the capacity of our societies to develop innovative solutions to overcome the current challenges. SOCIAL INNOVATIONS are new social practices that aim to meet social needs in a better way than the existing solutions, resulting from working conditions, education, community development or health. These ideas are created with the goal of extending and strengthening civil society. Fostering the creative capacity of the citizens is key to make it possible and the education systems in Europe, including Adult Education (AE), have a key role to play on it. CREATIVITY is more obviously found in young children than in adults because of alignment of intellectual conformity, which in turn suppresses their creative potential. As a result, it is crucial to strengthen our efforts to foster the creativity of the adult learners. Developing innovative tools and andragogical methods in AE designed to foster creativity applied to Social Innovation would be an optimal solution to meet both objectives and needs.Creativity is not only a mental action of individuals but also a social process. COLLECTIVE CREATIVITY is in fact a necessary quality in any innovative process which requires cooperation between groups or individuals. Collective Creativity reflects a qualitative shift in the nature of the creative process, as the comprehension of a problematic situation and the generation of creative solutions draw from – and reframe – the past experiences of participants in ways that lead to new and valuable insights. COLLABORART project gathers 7 entities experts in AE, social innovation, Cultural and Creative Industries and educational technologies from France, Ireland, Greece, Turkey and Spain. They have worked together in collaboration with an extensive network of national and European stakeholders, identifying KEY AREAS OF INTERVENTION to foster Collective Creativity for Social Innovation in AE. The main conclusions of this analysis indicate that:- GAMIFICATION is one of the most appropriate and recommended methods to foster collective creativity applied to define citizen-based solutions for social issues. Nevertheless, not all teachers are necessarily aware of what gamification can entail and how it might enhance their students’ learning.- ARTS and CULTURE enhance the potential of creativity and social innovation, and may perform effectively as both a cohesive and a net-working social factor, answering various human and social needs, and to improve quality of life and wellbeing. - Adult educators require competencies and resources to make full use of the DIGITAL technologies for VIRTUAL online and distance learning The AIM of CollaborArt project is to address the above identified needs and challenges by developing the competencies of AE teachers, TARGET USERS of the project, to foster Collective Creativity for Social Innovation of the adult learners, TARGET BENEFICIAIRES, through Art-based virtual Gamification. Adult learners will be trained to identify real life problems and to provide solutions collectively in collaboration with stakeholders. They will learn how to apply collective creativity to co-design and implement social innovative solutions based on culture and arts, thanks to the creative skills acquired through virtual gamified scenarios. To this aim, the project will co-design and co-create the following set of innovative OUTPUTS:- ECVET Curriculum in Art-based virtual Gamification to foster Collective Creativity for Social Innovation (IO1)- Multilingual eLearning Platform (IO2)- Gamification App (IO3)- Guide for validation, certification and accreditation (IO4)CollaborArt will involve 83 AE teachers (28 from partners’ staff /30 experts involved / 25 participants in pilots). The project will also directly involve and benefit 125 adult learners that will participate in the pilots. 435 stakeholders will be directly involved at local, regional, national and European level and the project will reach a minimum audience of 1000 recipients through the dissemination activities.The project will have a positive impact in: (i) partners and other AE organizations in Europe, developing innovative solutions to foster Collective Creativity for Social Innovation; (ii) AE teachers, extending and developing their competences in Art-based virtual Gamification to foster Collective Creativity for Social Innovation, (iii) adult learners, accessing to education and training opportunities tailor made to their needs; (iv) stakeholders, accessing to innovative solutions to foster Collective Creativity for Social Innovation through AE. The project will apply EU frameworks (DigComp) and instruments (ECVET, EQAVET and Europass) to promote and boost transparency, recognition and mobility of adult educators in Europe, with the active support and cooperation of a network of key associated partners and relevant stakeholders.

According to the UNITED NATIONS DEPARTMENT OF ECONOMIC AND SOCIAL AFFAIRS POPULATION DIVISION, there were 965,006 MIGRANT CHILDREN aged between 0 and 4 registered in Europe in 2019 and a further 1,629,426 aged between 5 and 8 and these figures INCREASE DAILY. These CHILDREN will be UNAVOIDABLY TRAUMATISED TO SOME DEGREE from MIGRATION. This FACT needs to be ACKNOWLEDGED and RESPONDED TO in a manner which EMPOWERS SCHOOLS, TEACHERS, YOUTH and COMMUNITY WORKERS, EDUCATIONAL PSYCHOLOGISTS, PARENTS and CHILDREN with INFORMATION and TECHNIQUES to UNDERSTAND EARLY LIFE TRAUMA and its CONSEQUENCES. The MI WINDOW PROJECT will SUPPORT TEACHERS IN IDENTIFYING, RESPONDING AND ADDRESSING BEHAVIOURAL PROBLEMS IN THE CLASSROOM caused by EARLY LIFE TRAUMA / TRAUMA UNDER 5 and to RESPOND ACCORDING TO CURRENT PSYCHOLOGICAL and NEUROSCIENTIFIC RESEARCH. EARLY CHILDHOOD TRAUMA / TRAUMA UNDER 5 is an AUTONOMICALLY STORED DEVELOPMENTAL RESPONSE TO PAST EXPERIENCE and it is TRIGGERED BY STIMULI UNKNOWN to the SUFFERER. SCHOOL MANAGEMENT, TEACHERS, PARENTS, YOUTH WORKERS, and EDUCATIONAL PSYCHOLOGISTS must learn to be EARLY CHILDHOOD TRAUMA INFORMED to SUPPORT TRAUMA SUFFERERS to IDENTIFY the UNKNOWN STIMULI, CONSIDER THE STIMULI in accordance with their UNIQUE PERCEPTUAL MAP so they might GAIN AWARENESS of their BEHAVIOURAL PATTERNS and REMAIN in their PARASYMPATHETIC NERVOUS SYSTEM ABLE TO LEARN. The 7 MI WINDOW PROJECT PARTNERS ASPIRE (UK), The GOVERNORSHIP OF ISTANBUL (TK), IASIS (GR), KIST CONSULT (AUS), INFODEF and LA BIEN PAGA (SP) and INQS (IRE) cover a WIDE SCOPE of INSTITUTIONS which address SCHOOL CHILDREN and YOUNG PEOPLE from DIRECTORATES OF EDUCATION (TK), CENTRES for PSYCHOLOGICAL and EMOTIONAL DEVELOPMENT for YOUTH and DISADVANTAGED ADULTS LBP (SP) and IASIS (GR). And RESEARCH INSTITUTES (INFODEF) and PRIVATE COMPANIES (Kist Consult and INQS) WORKING IN EDUCATIONAL ADVANCEMENT and POLICY CREATION. All of the MI WINDOW PARTNERS are and have been ENGAGED in a RANGE OF PROJECTS which ADDRESS the NEEDS of MIGRANTS, REFUGEES and ASYLUM SEEKERS.MI WINDOW will create a set of 5 HIGHLY INNOVATIVE PRODUCTS to TRAUMA INFORM COMMUNITIES with OUTPUTS for ALL LEVELS of ENGAGEMENT and AGES to PROVOKE SELF REFLECTION and even CERTIFY INDIVIDUALS as TRAUMA INFORMED. They are; O1 ONLINE DIGITAL DATABASE FOR TRAUMA AWARENESS AND PARASYMPATHETIC ACTIVITIES FOR LEARNING ENVIRONMENTSO2TRAUMA UNDER 5 THEORETICAL and PEDAGOGICAL BASIS and TRAINING CURRICULUMO3TRAUMA UNDER 5 E-LEARNING COURSE WITH TRAUMA INFORMED CERTIFICATIONO4GUIDE TO TRAUMA UNDER 5 FOR SCHOOLS, TEACHERS AND PARENTSO5MY MAP CHILDREN'S ANIMATION AND WORKSHEETSThe MI WINDOW PROJECT dares to dream of a world where TRAUMATISED BEHAVIOUR is met with COMPASSION and UNDERSTANDING by those the TRAUMATISED INTERACT with IN PARTICULAR EDUCATORS. It will create TRAUMA INFORMED COMMUNITIES, SCHOOLS, COMMUNITY and YOUTH CENTRE and HOUSEHOLDS which can identify the effects of TRAUMA and EARLY LIFE TRAUMA / TRAUMA UNDER 5 induced behaviour, respond to it correctly with PARASYMPATHETHIC ACTIVITIES and see it for what it is as a DEVELOPMENTAL RESPONSE TO PAST EXPERIENCE and consider what the PROVOCATION might have been rather than PUNISH the REACTION. EARLY LIFE TRAUMA / TRAUMA UNDER 5 has been linked via STUDIES such as the CDC-Kaiser Permanente Adverse Childhood Experiences (ACE) Study to a range of DISADVANTAGOUS FUTURE OUTCOMES such as POOR ACADEMIC PERFORMANCE, ATTACHMENT DISORDER which EFFECTS TEACHER STUDENT TRUST, POOR PEER RELATIONSHIPS, EARLY SCHOOL LEAVING, LACK OF READINESS FOR THE LABOUR MARKET, SOCIAL EXCLUSION, SELF MEDICATION THROUGH SUBSTANCE ABUSE, ADDICTION, POOR HEALTH, POVERTY, TRANSGENERATIONAL TRAUMA IN OFFSPRING and even EARLY DEATH. The PRODUCTS of the MI WINDOW PROJECT will be HIGHLY TRANSFERABLE to the aforementioned SYMPTOMS OF TRAUMA. Unaddressed A LACK OF AWARENESS to TRAUMA CREATES FRICTION in SCHOOL, THE CLASSROOM, THE HOME and the COMMUNITY. Being TRAUMA INFORMED is a BASIC KEY COMPETENCE for UNDERSTANDING HUMAN BEHAVIOUR, MANAGING SCHOOLS, CLASSROOMS, YOUTH PROGRAMMES and HOMES.The MI WINDOW PROJECT is DESIGNED TO PSYCHOLOGICALLY SUPPORT and INTEGRATE MIGRANT CHILDREN VIA SCHOOL but it will also SUPPORT ANY SCHOOL CHILD or INDIVIDUAL with EARLY LIFE TRAUMA for whatever reason. TRAUMA is an unavoidable part of the HUMAN CONDITION it knows NO BORDERS and its consequences ARE EXTREMELY COSTLY TO SOCIETY and to HUMAN LIFE. BEING TRAUMA INFORMED should NEVER BE OVERLOOKED as it is INTEGRAL to SOCIETAL STABILITY and HEALTH.

Crafts and SMEs act as an important buffer in economic downturns and are much more reluctant to dismiss employees in difficult times. Crafts also play a central role in providing VET on the job, both highly relevant for the transition from education to employment and to ensure a qualified workforce.At the same time, a lack of innovative schemes to valorise the know-how and experience of senior craft persons has been identified in South and Mediterranean countries, together with the need to foster professionalism of younger generations, to ensure that valuable skills are not left to disappear.The last two decades some traditional crafts have declined due to mass production and rising consumerism, leading to a devaluing of craft as a practice and reduced sharing of traditional crafting skills. Others have evolved, embracing the digital age, particularly in marketing their products and engaging with new clients, collaborators and audiences.Based on this previous diagnosis carried out by the project partners, there is a clear need to: (i) transfer the know-how of the older generations of craft practitioners to a new generation of craft learners, on one hand, and (ii) improve the use of digital technologies in the sector, what requires to improve the digital competences of both practitioners and learners, on the other.An Intergenerational Learning approach combined with the use of smart and friendly digital technologies to support the teaching learning process could be the common pedagogical answer to meet the two previous needs. It could be also a good option to improve and extend the supply of high quality learning opportunities tailored to the needs of individual low-skilled or low-qualified adults, enhancing at the same time their digital competences.Furthermore, according to the New priorities for European cooperation in education and training, validation of non-formal and informal learning, as well as facilitation of transparency and comparability of qualifications across Europe, should be promoted. The aim of RENEVAL project is to design new training pathways in craft sectors based on intergenerational learning, putting in contact craft professionals with low-qualified young adults in order to offer, to both of them, new opportunities for the up-skilling and validation of competencies, supported by accessible and easy to use digital tools, including game-based learning apps and multimedia tools, like video tutorials and video case studies. To do so, an alliance of 6 organizations representing Craft sectors and Adult Education experts and providers from 5 countries (FR, PT, SP, GR and IE) will work together to design and co-create new training contents and innovative digital tools addressed to Adult Educators in order to support Intergenerational Learning and validation of skills in craft sectors through digital technologies, including:- A Training Curriculum on intergenerational learning and validation of skills in craft sectors (IO1)- A Digital Gamification Tool (IO2) and a Digital Assessment Tool (IO3)- A Training Tool and Evaluation Method (IO4) - A Set of Instructional Videos (IO5)Target users of RENEVAL are adult educators and the project will involve directly 73 (18 partners staff /30 experts involved / 25 target users in pilots). Target beneficiaries are low-qualified young adults and adult craft professionals, and 200 will participate in the project. 450 stakeholders will be directly involved and at local, regional, national and European level. The project will reach a minimum audience of 1000 recipients through the project dissemination activities.The low-qualified young adults will find new and motivating ways to learn, tailored to their needs, and to acquire skills for jobs in the craft sectors, developing, at the same time, employability skills for their social and labour inclusion. On the other hand, the adult craft professionals will have the chance to improve their digital skills by learning to use and apply digital tools to support young adults in their learning pathways. The project will use European frameworks, such as EQF and ECVET, to promote new learning pathways and boost transparency, recognition and mobility in Europe. Key Craft and Adult Education stakeholders involved in the project will support the dissemination of products and mainstreaming of final results. Adult educators and other personnel will develop their competences and will count with innovative tools to support adult learners through Intergenerational Learning and validation of skills in craft sectors through digital technologies.The envisage long term impact of the project will be a strengthening of the Digital skills and the Adult Education systems in Europe