People give more importance to education with every passing year. Teachers play a critical role in reflecting the curriculum into the classroom environment, training successful and equipped individuals, meeting individuals' differentiating needs. Teachers' attitudes in classrooms and strategies they follow have a great importance on students' development. For this reason, teachers should have advanced skills to educate and take care of the pupils with special needs as well as typically developing pupils.The earlier intervention started to have a greater impact on pupils’ academic progress. It is indicated in the literature that talented and gifted pupils constitute a group, who has to get special education. The aim of this project was to raise the awareness of teachers who teach talented and gifted pupils in inclusive classrooms and build up innovative strategies for teachers to practice in classrooms and support them to improve their professional profiles. Because early intervention is important the target group was chosen as teachers, who teach in early years settings, preschools, and primary schools. Within the scope of this project a strategy guide book, a how-to instruction book, animations and a simulation were developed as intellectual outputs. Teachers were provided to learn how to practice the strategies, which they have to follow in classrooms through seminars. Moreover, they could access digital environments and implement the strategies with the help of simulation and animations.By means of this project interaction and cooperation among partner organizations from different countries were provided. Teachers from different countries came together and intercultural interaction was materialized as well as awareness on the topic was increased. Through this project, in which Gazi University (GU) from Turkey takes place as coordinator organization, Europole, LEB (till 31.05.2017), and EDUcentrum conducted a series of scientific studies at the local level, a standard scientific example, which may be a source of inspiration for further researches was set. Project partners are highly experienced organizations in teacher training and talented and gifted pupils' inclusive education. They contributed to project from different aspects. In this way, international sustainability of the project is expected to be provided in a long-term relationship.At the first stage, a baseline study revealing the state of art related to the project topic was performed. A comparative analysis followed the baseline study in order to compare the situation in partner countries. This led the project to a needs analysis to determine teachers' training needs on the topic. Data collection tools of needs analysis were based on the baseline study and the comparative analysis. These tools were applied to teachers, who work in early years settings, preschools and primary schools. GU prepared journal articles considering the conducted activities from the different point of views.An international academic conference was the following project activity. The results of the baseline study, comparative analysis, and needs analysis were presented in this conference, academicians from all over the world were invited and encouraged to present their researches on the topic as well. Later on, development and piloting phases of training materials were performed. A draft strategy guidebook was developed based on the needs analysis. In this book, strategies for teachers related to classroom and behavior management were featured. Synchronously a how-to instruction book explaining the usage of animations and a simulation was developed. At the stage of preparation of digital environments, which is one of the key points of the project, various animations were developed to show teachers how to use the strategies. In addition, a simulation was prepared. At the piloting stage, trainings were given to teacher trainers and teachers respectively and they were trained on how to use the mentioned strategies in classrooms by using training materials.Afterward, dissemination activities took place. Seminars for teacher trainers and teachers were given. A valorization conference was held in order to share the project results with stakeholders after the reporting stage is completed. All the outputs were published on the project website and so all stakeholders and interested people and organizations were reached. This project will contribute to;a- Recognize talented and gifted pupils earlier and support them with innovative teaching approaches.b- Increase the awareness of teachers about giftedness/talentedness.c- Support both the social adaptation and self-realization of gifted pupils.d- Use technology-supported materials in teacher training activities.e- Improve teachers’ professional profiles in terms of giftedness and talentedness

"<< Objectives >>The project ""No Barriers to Employment"""" aims including the individuals with intellectual disability in work life.Therefore the priorities of the project are as given below:-Disability is an element of social exclusion.We aim to ensure that individuals with intellectual disability participate in social and work life and integrate them with the community;and increase theirbasic and vocational education quality, and motivate them to use their potential.<< Implementation >>The qualifications of the personnel will be increased by providing training to the personnel responsible for the employment of mentally handicapped graduates. Project output training program will be introduced to vocational counselors and teachers. A training program will be developed for the personnel responsible for the recruitment procedure of the mentally handicapped by sharing the tasks among the project stakeholders. Stakeholders will carry out dissemination activities in their country.<< Results >>With the task sharing between partners,a training program will be developed for the personnel responsible for the employment procedure of individuals with intellectual disability.The training program,as the project output,will be introduced to vocational counselors and teachers working with individuals with intellectual disability.They will be expected to apply this programme in employment process of individuals with intellectual disability.An employment model in EUstandards will be proposed."

"<< Background >>Dementia describes a cognitive impairment that causes progressive decline in brain function leading to decline in cognitive and, eventually, physical capabilities. It affects memory, thinking, orientation, comprehension, calculation, learning capacity, language, judgement and significantly interferes with a person’s ability to perform daily activities leading them to long-term care needs. There are many different types of dementia being Alzheimer the most common type contributing to ≈70% of the cases.World Health Organisation estimates 48 million people affected worldwide, number that can reach 76 million in 2030 and almost triple in 2050 to 135.5 million. Only in Europe, according to EU-28 reports, it is estimated that by 2030 nearly 14 million will have some form of dementia, rising to over 18 million by 2050. The fact that dementia is strongly associated with age makes population ageing the main factor associated with the increasing prevalence of dementia, affecting in large scale the southern Europe.Informal carers are the most important source of care for people with dementia. In Spain (such in most partner countries) about 80% of the care is provided by family, friends and neighbors, with over 70% of informal carers being women. Intensive caregiving is associated with a reduction in labour force attachment for caregivers of working age, higher poverty rates, and a 20% higher prevalence of mental health problems. Many EU countries have implemented policies to support family carers with a view to mitigating these negative impacts. The ""Spanish National Plan on Alzheimer's and other dementias 2019-2023"" recognizes as fundamental the support to informal caregivers of dependent people in their homes and the reinforcement of the mental health component in the networks of Primary and Continued Health Care. A similar approach is included in the national dementia strategies of all the countries involved in the project.There is often a lack of awareness and understanding of dementia, resulting in stigmatization and barriers to diagnosis and care. Left unaddressed, dementia could represent a significant barrier to social and economic development.<< Objectives >>Having in mind the problems & gaps identified, the project main OBJECTIVE is:> Improve the well-being of people living with dementia and of the people that cares for them, helping to create an environment where all (people with dementia, caregiver's and communities in general) can be better prepared to address the overall care required to enjoy a better overall quality of life. This general objective is achieved by creating and developing a pilot and replicable innovative community-based care ecosystem in order to stimulate public awareness and information, to increase formal and informal caregivers’ capacity, and to support and encourage carers and persons with dementia type diseases in their daily life and action.In total accordance to the recognition of dementia as a public health priority (2017-2025, Global Action Plan response to dementia adopted by EU and World Health Assembly), “reMIND” project aims to improve the lives of people with dementia, their families and caregivers, while decreasing the impact of dementia on communities with a focus on multisectoral collaboration, equity, human rights, empowerment, prevention, and service integration across the care continuum.To this extent, a set of SPECIFIC OBJECTIVES are defined to address the NEEDS of the Target groups (public in general, communities, caregivers, caretakers, entities of the social care and well-fare):> Increasing dementia awareness, inclusion & friendliness.Reducing the risk of dementia> Improving diagnosis and care> Supporting dementia carers> Enhancing health information and care systems for dementia > Fostering research and innovationTRANSNATIONALITYTo achieve the objectives, which are an important common cause, transnationality is set for assuring a wider EU perspective on the reflection & discussion on project topics, on sharing & exchange of knowledge & best practices, and where entities with homologous & complementary background can allocate relevant learnings, expertise & experience in project’s development and thus on the envisaged innovation. Further, it will allow building a pilot network for supporting community-based care ecosystem & the best dissemination of results at larger level.<< Implementation >>Along 24 months, a partnership composed by public and private institutions from Portugal, Spain, Italy, Greece and Poland, will be responsible to address project objectives through the implementation of a sequent and interconnected plan of activities, involving and benefiting directly more than 1000 people (> 500 with less opportunities) and more than 200 caregivers and staff. Indirect beneficiaries, namely through dissemination, communication measures, web-based tools, and mobile APP is expected to reach a much larger number, not less than 5000.> reMind Caregivers: A Capacity Building Programme (training for trainers, training for caregivers, and technical seminars) oriented to informal, formal and professional caregivers from the community and relevant organisations. It aims to purposefully increase and adjust knowledge, skills and capacity for consistent, systematic and reliable care supporting towards caretakers well-being, but as well towards caregivers own personal and psychological well-being.> reMind Information & Awareness: a complete communication campaign (online, face-to-face, events, and reMIND mobile App) through which the community, its institutions, families and people in general are informed and sensitized about facts and notions about the disease, its impacts in the affected persons, families and society in general, factors and behaviours of risk (prevention); tips and practices for understanding the disease and for caring about people with dementia; and about services available and the entities that can give support.> reMind Dissemination: Having in mind the pilot nature of the project and being its rationale strongly representative of the needs of many other communities all over Europe, a solid dissemination strategy is then fully justified, useful and pertinent. The partnership is highly committed in the development of this strategy, seeking to support the transfer and the appropriation of the knowledge, tools and practices by third parties that can benefit from project’s experience. As a whole, it implies the creation of a framework for lobbying, with focus on influencing integrated caregiving and well-fare community-based systems and policies at local, national and EU level.“reMind” partners believe enthusiastically that project proposal has the power to change positively the communities social care and well-fare systems and the issues addressed. This motivating idea is the compelling force behind all of “reMind” products and results. With this in mind, and with the intention of supporting communities, its organisations, caregivers and caretakers, the project should result on a free global community-based caring model, accessible for all.<< Results >>1) reMind INFORMATION & AWARENESS: A set of massive public communication campaigns (online, face-to-face, events, publications, press, media, and reMIND mobile App). The campaigns will be divided:> 1ST EDITION: directed to the community, its institutions, families and people in general, through which they are informed and sensitized about facts and notions about the disease, its impacts in the affected persons, families and society in general, and having a strong focus on prevention by addressing in a comprehensive way the factors and behaviours of risk; > 2ND EDITION: directed to the community, its institutions, families and people in general, but mainly to caregivers (formal, informal and professional) and caretakers. This 2nd edition will focus as well the community based social-care and well-fare system being implemented (Dementia Inclusive & Solidary Community) in the frame of the project (under reMind Community result);2) reMind CAREGIVERS: A complete Capacity Building Programme oriented to informal, formal and professional caregivers from the community and relevant organizations; increase and adjust knowledge, skills and capacity for consistent, systematic and reliable care supporting towards caretaker’s well-being, but as well towards caregivers own personal and psychological well-being. The “reMind Caregivers” Capacity Building Programme will be implemented in 3 different but interconnected lines:> reMind Trainers: a cycle of 2 training actions will be held at transnational level. These activities are specifically designed for trainers (Training of Trainers) and the respective training contents will be developed under the respective Intellectual Output (IO2) and implemented through the learning, training, teaching activities C1 & C2. The participants (trainers from each of the partner regions and communities) will be later on responsible for training the caregivers;> reMind Formal & Informal Caregivers: These activities, to implement locally at each partner region, will be led by the trained trainers above, and will be specifically designed for formal & informal caregivers. Again, built under IO2 it will be implemented through the LTT C3, C4, C5, C6, C7.> reMind Professional Caregivers: These activities, implemented in the frame of several events to be held in the frame of the project (multiplier events, seminars, transnational project meetings), should allow professionals from the health care and well fare systems to exchange views, experience and practices, while updating their knowledge through the participation of experts.3) reMind COMMUNITY: The core pillar of the project is the development of an innovative pilot and replicable community-based care ecosystem, to be powered by a network of public and private institutions and civil society representatives established much beyond project partnership. A Dementia Inclusive & Solidary Community, capable for embracing a social transformation proposal and qualified for comprehensively supporting caregivers and caretakers, thus involving the entire community in the inclusion and emancipation of all individuals.This result includes several integrated “services”, such as help-desk, helplines, information system, and a reMIND mobile App for caregivers and caretakers, among other. Further detail described under IO3;4) reMind SEEDS: Considering project’s pilot nature and being its rationale strongly representative of the needs of many other communities all over EU, a solid dissemination strategy is then fully justified, and should be considered as one of the main results of the project. It implies the creation of a framework for lobbying, with focus on influencing integrated caregiving and well-fare community-based systems and policies at local, national and EU level. The strategy seeks to support the transfer and the appropriation of he knowledge, tools and practices by third parties allowing and facilitating those in in benefiting from project."

"The project ""Accompanying development potentials in the early education 0-6"" (Edu B612) aims to develop and validate an innovative educational model for children from 0 to 6 years, transferable at the European level, based on the most modern neuro-psycho-pedagogical theories of teaching practice, which can be applied concretely in educational contexts. The objectives of the project are: - Creation of an international network of specialists and organizations promoting the close collaboration between the academic world, teacher training institutions and educational institutions for the promotion of innovation and quality in early childhood education - The creation of new curricula for teachers aimed at the development of the skills needed to adopt an experimental model in early childhood education - A new guidance to early childhood education through the creation of a white paper on approaches and experimented educational models in the 0-6 age group, for public bodies and decision makers at national and European level. The project partners represent educational institutions at different levels: Polo Europeo della Conoscenza (Italy) permanent network of school at national level, department of childhood education of the Gazi University of Ankara (Turkey), Department of Education of the Autonomous Government of Castilla y León (Spain), Panevezys District Education Centre (Lithuania), Clementoni spa (Italy). In order to give a greater impact to the project from the political-decisional point of view, two of the partners are national and regional bodies that can have an impact on hundreds of schools (4000 Spain and 300 Lithuania). Moreover, the involvement of a corporation producing educational game will allow the project to enrich its pragmatic view and to promote the design of concrete materials to stimulate the potential development with the creation of a brand of educational tools and toys validated by the experts of the project. 12 associated partners including universities and schools are also involved in the project. The active presence of these partners is necessary to facilitate the carrying out of the research phase: the schools will in fact be invited to modify their educational spaces and the organization of their lessons according to the strategies identified. The model will be structured by drawing on various theoretical sources: Vygotsky, Piaget, constructivism and co-constructivism. These theories will be related to modern educational strategies such as metacognitive processes, peer education and cooperative learning and transformed into educational modules for the development of specific processes (language, logical-mathematical, motor, affective-emotional-relational). These methods will become the real center of teaching and a point of reference for the teacher in his educational practice. Three macro-workshops will characterize the model and they will be: the workshop of languages (""to say""), the workshop of production and thought (""to do""), and finally the workshop that will develop the emotional-affective-relational area (""to kiss""). The methodologies developed will pay particular attention to the inclusion of all children beyond their talents, potential, difficulties or disabilities. The Edu B612 model will have a motivational approach and enhancement of the talents and individual skills of children, through educational help systems in which educators will not replace them or overburden them, but will provide functional stimuli for learning and emotional wellbeing and will accompany them in the experience of growth. Practical tools , adapted and adaptable, will be created with materials developed by educators to enhance the process areas, taking into account the proximal development of skills related to competences and metacognitive, cooperative learning and peer education. With this in mind, all the methodologies developed will pay particular attention to the inclusion of all children beyond their potentials, difficulties or disabilities. The training and application modules will be scientifically validated within the schools. The results of research, experimentation, validation and training will be the subject of the production of a white paper on new approaches and educational models aimed at decision and policy makers. With various scientific articles the project will be disseminated at European level. All the training materials produced will be openly available for the interested educators on the online platform of the project. Furthermore a toolkit for educators will be produced and it will collect the workshop activities created during the project experimentation."

The Project started from the need of knowing, thinking and creating new educational spaces in the European schools whereby the students’ motivation and academic results are improved and increased as the new spaces enable the use of new methodologies in an easier and more effective way. In a society which increasingly demands more creative and innovative activities, the current educational models applied in Europe can’t continue relying on the old educational models, based on repetition and standardization. This excessive standardization leads to the development of predetermined dynamics in the classroom and to the students’ passive and submissive attitudes. Moreover it doesn’t take into account the students’ capacities, abilities and diversity. This standardization also causes great difficulty when it comes to develop different classroom dynamics such as negotiation, team work, social abilities, group liability, participation, critical thinking and tasks organization. Therefore, the main objectives worked in this project have been the following:-Contribution to the formation of future professionals who will enable the introduction of new educational spaces in the schools.-Train teachers at achieving excellence in professional, linguistic and personal competences.-Improve team and cooperative working capabilities.-Gradual introduction of the Project-based learning methodology and/or creative spaces (in the first cycle of Compulsory Secondary Education).-Share educative innovations and dynamic concepts at a local and European level.-Improve the vocational training study programmes by integrating improvements focused on students’ social competences.-Foster a vocational training adaptation to the new European trends related to a more personalized and integrated education.-Create a long-lasting development partnership.The meetings and workshops held for the project development were the following: • Four transnational meetings: 1. Kick-off meeting in Moncada (on the 17th and 18th of December, 2018)2. Meeting in Verona, Italy (on the 17th and 18th of May, 2019)3. Meeting in Rolsike, Denmark (on the 13th and 14th of September, 2019)4. On-line meeting on the 4th of May, 2020 (due to the exceptional circumstances caused by the COVID-19 crisis)Participants: two members of each country. The participants for the transnational meetings have been members who have been managing and directing the project as the issues dealt in these meetings were more formal and a deep knowledge of the project was required.•Two short workshops (6 days duration) 1. Training Course in Nicosia, Cyprus (from the 1st to the 6th of March, 2019)2. Training Course in Verona, Italy (from the 3rd to the 8th of November, 2019)Participants: four members of each country. The attendants have been chosen by the different countries according to their capacity and interest in the topic raised, thus creating very diverse professional groups; from technical profiles (such as architects and teachers) to highly creative profiles. The first workshop dealt with essentially technical issues as the organising institution was the Architecture Department of the University of Cyprus. Therefore, different design aspects in educational spaces were addressed, conferences and visits to the municipal Library of Larnaka, the newly built University of Cyprus (Nicosia), a primary school, a marketspace, a museum…In the second workshop, the participants had the chance to take part in very interesting activities such as visiting educational centres, attending conferences, participating in seminars on different themes organised by the University of Cyprus, brainstorm their expectations and concerns…In both workshops the activities proposed were extremely productive and useful as they have given a different insight about concepts related to the project, such as the use of different spaces and the implementation of new methodologies. Thanks to the different meetings and workshops, our Project has been shared at a regional and international level, as the information has been disseminated through social media and through our webpage. It must be highlighted some of the activities developed in our high-school (IES Enrique Tierno Galván) which are related to the project: Two formative seminars for teachers which are certified by the Valencian CEFIRE and the introduction of the Project-based learning methodology in the academic year 2019-2020. Furthermore, during the formative workshop in Cyrpus, the participants studied the building plans of a new school in Italy and some of the participants’ proposals are going to be taken into account. Moreover, thanks to the kick-off meeting, a collaborative relationship between the University of Cyprus and the Polytechnic University of Valencia was born. Last but not least, we have established a collaborative network among the different members and it is likely that we work together again in a new European project.