1. The overall aim of this project will be to develop and test a new 'Skills Escalator' model and approach to the development of the skills and competencies of front line health and social care staff working with elderly people living with dementia, using innovative digital technologies and methodologies. The project will include a strong emphasis on workplace learning and mentoring as well as the development of a range of flexible online and blended learning resources and content accessible through a wide range of means including PCs, tablets and smartphones. 2. The context and need for the project were identified through background research by the partners and their practical experience of working together on related EU and other projects focusing on the needs of elderly people living with dementia. Within the EU rapid growth is forecast in the elderly population and in their health and support needs and the numbers living with dementia are forecast to grow from 9.6 million in 2016 to 15 million by 2035 (OECD / European Commission estimates). This is resulting in growing labour and skills shortages in the care sector with care providers often having to recruit staff who lack the qualifications and experience required to work with a client group with complex needs. 3. The project is led by the R & D Centre Linkoping from Sweden and includes 4 other partners, Dundee and Angus College from Scotland UK, Somorrostro Training Centre from the Basque Country in Spain, Zemgale Planning Region from Latvia and TTC Ilfov from Romania. A transnational approach is needed because of the urgent need to upgrade the skills of care staff working with the ultimate target group in all the partner countries, and the added value that will result from the exchange of knowledge and expertise and joint development and testing of innovative approaches between the partners to address this issue.4. The objectives and main activities of the project will be;(i) To prepare a Baseline Study which will focus on the care services provided in each region, staff and skills shortages particularly among care / nursing assistants, and existing training provision.(ii) Establishing a Knowledge Triangle within each region through stakeholder forums bringing together employers / care providers, municipalities / policy makers/researchers and VET providers to provide an ongoing 'knowledge loop' of input and feedback.(iii) Developing a dedicated Skills Escalator transnational learning and knowledge platform providing flexible access to learning opportunities for both existing and potential care staff.(iv) Developing an online / blended dementia care learning programme for front line care and nursing staff in both specialist dementia care and generic key employability skills which can be tailored to individual learner needs.(v) Piloting the platform, learning programme and learning resources with care staff in each of the partner regions.(vi) Developing a Skills Escalator Toolkit which will include guidance for care providers seeking to implement the model. (vii) Producing a Final Innovation Report and organising national / transnational mainstreaming and dissemination programmes.5. The main results and impacts of the project will be;- Development of a delivery model and package of tools and resources which will provide a powerful and accessible vehicle for developing the skills and competencies of care staff with low / no qualifications and enhancing the quality of care for elderly people living with dementia.- Directly developing the skills, competencies and qualifications of 150 learners in the partner regions who will participate in the piloting.- Exploitation of the outputs / products through the project's mainstreaming and dissemination activities, 1,200 people will participate in launch and dissemination events and a further 1,500 will benefit through stakeholder forums, presentations, network meetings etc.6. The EU exploitation potential of the model, methodology and products is considerable and the partners will make full use of their own transnational networks as well as EPALE, and the Erasmus Plus Results Platform to maximise usage and take up.

The promotion of gender equality in and through education is a prerequisite to the achievement of equality between women and men in all spheres of life in society. The Council of Europe has promoted gender equality and non-stereotyped education at all levels. By shaping gender representations, attitudes and behaviours, early education is an essential factor to combat stereotypes and bring about social and cultural changes. Gender mainstreaming will play an active part in implementing awareness-raising and training on gender equality. Policymakers and educators worldwide should not underestimate the importance of early childhood education on the development of deeply engrained gender norms. It is important to consider the cognitive and affective formation of gender identity which develops in early childhood. The types of skills, personality attributes, and career aspirations learned through teacher-child interactions and childhood play can form stereotypical masculine and feminine attitudes toward gender roles, which develop before adolescence. By associating gender equality and STEAM focused on pre-school, primary and junior secondary education the project addresses the underrepresentation of girls in STE(A)M (Science, Technology, Arts, Engineering and Mathematics) who will be the future women in STE(A)M careers.Objective: This project is concerned with gender equality in pre-school, primary and lower secondary education and aims at contributing to increased capabilities to reduce stereotypes by developing a series of innovative and interactive materials, tested through a behavioural science lens for their potential to increase equality by amendment of practical everyday skills and social norms regarding attitudes and stereotypes, especially in STEAM and in what concerns teachers and youngsters.Learning Objectives:(using Bloom's Taxonomy action verbs)By concluding this project, participants will be able to:- Define unconscious biases and gender stereotypes in pre-school, primary and secondary STEAM education by raising awareness of target groups- Support pre-school, primary and lower-secondary school teachers by providing them training, materials to deal with diversity and gender-balance in their classrooms (e. g. helping them to design suitable education programmes, organise hands-on activity, promoting Equality in STEAM and mentoring) and then engage more girls in STEAM education- Create a friendly ECOSYSTEM in class where girls in early education will feel appreciated and motivated to participate in STEAM activities as equals both in number and in terms of responsibilitiesThe project will target 3 groups:I.Early education professionals.II.Head of teachers, school directors, representatives of regional/national and EU authorities, decison-makers, STEAM women,III.Children of 5+ - 12, the final beneficiary of project results. Five outputs will be produced: O1Training Programme on GE-STEAM (in all partners’ languages - English) for teachers (Behavioural levers) O2 Repository for teachers on ‘Assistant Platform’ O3 Introducing Art in STEM using Project Based Learning and Kit-hands-on self-teach activities O4 Peer Mentoring and Business Mentoring Schemes O5 Adaptation, Translation and Testing/Piloting the GE-STEAM Training Programme accompanied by Assistant Platform ( EBook in 4 languages)Coordinated by a public body Teaching Staff Training and Research Centre the project gathered a varied pool of organisations: Schools - FPSLD BG and ProF (a language and training school in the countryside) - Training Centres with a long experience and expertise in project's implementation (one located in the countryside FIP in Ireland and Postal 3 in Vigo, Spain. The majority of the outputs will be translated into all partner languages. The methodology used is that based on a behavioural sciences methodological framework. According to current reports, we can fully act on this age range to engage more girls in STEAM education. Behavioural Insight is a process that looks at Behaviours, Analysis, Strategies, Interventions, Change (BASIC). This approach will allow the project partners to get to the root of the problem(gender stereotyping and bias), gather evidence on what works, show support for innovation, and ultimately improve the situation. The testing will involve 75 teachers; Peer-mentoring 40 mentors and 40 mentees; 30 Business Mentors and 1124 children/pupils. The evaluation of the actual impact on teachers, decisionmakers and pupils should be done by discouraging a specific behaviour towards gender balance especially in STEAM subjects. Before-after self-assessment questionnaires, using the exact same target group can show us the amount of change in their behaviour.

Rapid digitalization and Industry 4.0 processes, which we are now witnessing in many spheres of life (not only in advanced industry), has created a great challenge for educational systems and their most important representatives, teachers. EU has started to adjust their policy and took many initiatives to support the implementation of new technologies.As part of its new Digital Single Market Strategy, the European Commission wants to help all industrial sectors exploit new technologies and manage a transition to a smart, Industry 4.0 industrial system.The Teacher4.0 project concentrates on Industry 4.0 didactic competence of teachers of non-IT subjects. This competence, due to development of technology, became the key competence in today's world. Teacher4.0 project answers the priority of enhancing teachers professional development and strengthening teaching professions through fulfilling its aim which is to strengthen and acquisition of new professional skills and knowledge related to concept of Industry 4.0 and affiliated technologies among Teachers teaching non-IT subjects in primary and secondary schools.To achieve these, the following specific objectives are foreseen in the project:Specific Objective 1: To extend and develop Non-IT subjects teachers competences needed for effective teaching in Industry 4.0 context;Specific Objective 2: To support the implementation of Industry 4.0 didactic possibilities in primary and secondary schools programs.Specific Objective 3: To strength the capacity of Non-IT subjects teachers to develop pupils’ critical thinking and creativity through integration of innovative approaches into teaching process;Teacher4.0 demonstrates significant innovation, if compared to the previous projects, as it is designed for the new target group, non-IT subjects teachers, developing an innovative training course and guidance in terms of awareness and the ability to use Industry 4.0 possibilities in teaching. Teacher4.0 focuses on raising awareness and knowledge of this new concept and developing related skills.The project is also innovative since it turns out that none of the projects in the Erasmus+ Project Results Platform are both addressed to non-IT subjects teachers and relate to Industry 4.0. Most projects on Industry 4.0, which can be found are for VET and/or are related to specific business sectors. Those that concern school education emphasize mainly the importance of 3D printing and aiming STEM teachers.The selected consortium consists of partners from 5 EU countries, covering a wide range of expertise and experience related to the scope and aims of the Teacher4.0 project. The organizations are from different professional fields and with various competences: comprehensive schools (ZSZ, AEMRN), teacher training center (KRSC, CCD), professional training institution (CWEP, LABC). This variety will ensure the successful implementation of this multi-level project. To meet the above mentioned needs and implement the objectives, the partnership will develop 2 intellectual outputs.Significant division of leaders in the development of outputs is:IO1: Enchiridion 4.0 for Non-IT subjects teachers: main leader: ZSZContent divided into 6 modules and allocated to partners as follows:1. Augmented reality as a real alternative to analog didactic materials, led by CWEP2. Cloud Computing as the main source of information, led by CCD3. Cybersecurity in the classroom and after school, led by KRSC4. Digital Twin - a new way of presentation, led by LABC5. Collaborative Robots does not have to be expensive, led by AEMRN6. Artificial Intelligence as your classmate, led by ZSZIO2: 4.0 Lesson scenario video set: main leader: LABCTeacher4.0 will bring added value for all EU Member States. Please note, that after testing the elaborated results, representatives of the target group from other countries will also be able to easily apply the elaborated courses in their contexts. Importantly, the lessons learned from Teacher4.0 project can be applicable in the European debate, to be used by policy makers to discuss both the problems and the possible ways of solving them.

"The project “Female Legends of Science” is based on the values of gender equality and non-discrimination between women and men in the fields of science, technology, engineering, mathematics, innovation and innovative entrepreneurship. The UNESCO 2017 report, reveals the situation and the need for focusing in girls’ and women’ education in STEM in different educational levels . Key messages of the report are that gender differences in STEM education participation at the expense of girls begin as early as ECCE in science- and math-related play, and are more visible at higher levels of education. Girls appear to lose interest in STEM subjects with age, particularly between early and late adolescence. This lowered interest affects participation in advanced studies at secondary-level especially when specialisation begins and students make choices about which subjects to select. Furthermore, girls appear to lose interest in STEM subjects with age and more than boys do. ""FEMALES"" aims at contributing to the change of this situation.OBJECTIVES of “FEMALES” project:To bring out the significant role of women in STEM (Science, Technology, Engineering and Maths) To fight stereotypes of students and teachersTo inspire young girls through role-model education to follow STEM careers.To enhance aquicission of key skills and competences for STEM careers from all students (boys and girls) To enhance teachers' skills in dealing with inclusion in STEMTARGET GROUPS of the project are:Young girls (age 13-18): empowering them through role-model game-based education in approaching STEM, finding inspirational personalities and planning their careers without considering social stereotypes.Young boys (age 13-18): empowering them to respect their female classmates and later coworkers without stereotypes by acquainted with the importance of women contributions in STEM .STEM teachers (in secondary education): enhancing their skills and professional development by providing them innovative educational methods to make the role of women in science visible in their classroom, overcome their own stereotypes and encourage young girls in STEM.STEM professionals like trainers, career coaches, science communicators, researchers, university stuffParticipants within the duration of the project will be 300 professionals (teachers and others) and 1500 students of the profile described above. Participating organizations are experienced organizations and well suited team of professionals from all aspects of the project from public bodies and educational authorities, Univesity researchers and professors, NGOs and associations with great activity on the STEM field game-based and digital learning tools. BAU Univesity and Sukru Ulgezen vocational high school in Istanbul Turkey, Challedu game-based education NGO from Greece, AIJU digital tools NGO in Spain, Euphoria net srl European values NGO in Italy , CDDT public body for teacher education in Romania for career development are the partners of the projectResults of the project will be:A Methodological Guide for role-model education for girls and women in STEMDevelopment Role-model, game-based Educational Tools and Designed Game-based Activities . Development of MOOCs conserning the role-model, game-based educationThe impact and long-term results of the project will be: - Developement of skills of 300 professionals (teachers and STEM educators-communicators) towards the empowerment of their students on gender issues in STEM - Empowerement and inspiration of 1500 students and young people girls and boys within the duration of the project. - Creation of awareness on the importance and possibilities of role-model, game-based education and girls in STEM education - Change of current attitudes towards women in STEM career field and reducing gender discrimination."

This project intends to create a shared understanding of the application of the European Key Competences in the context oftheir own curricula for learning. There were envisaged major positive results for pupil´s learning based on key competences,especially in the areas of entrepreneurship, communication in a foreign language, digital competence, engaging all pupils in learning to learn.The aim of our Partner Region school was that at least 70% of students (162 to 231) complete the school year 2017/2018 with entrepreneurial and mentioned above key competences at least a sufficient level, which is confirmed by tests consisting of a test in the field of knowledge and a practical part . This study will be similar to that which was used to determine the level in the first semester of the school year 2015/2016.The aim of the partner schools is that at least 60% of students (972 of 1620 (RO) and 276 of 460 (ES) completed the school year 2017/2018 with entrepreneurial competence at least a sufficient level- that was sussessfully achieved. To assess the degree of implementation of the order there was used the same tool, which was used to assess the existing situation with regard to a change of questions and tasks to be performed.The target group are all most endangered students who attend the institutions participating in the project in the school year 2016/2017 and 2017/2018.This is the general action of the project, that was processed in the within following: schools within the Partners Regions elaborated the shared curricula theme based on the Key Competences, that was processed and evaluated by Local Authoritiesand third partners in both Partner Regions and supported by peer learning.The introduction of entrepreneurship experimental classes (enabling the future graduates of schools to find their place on the labour market), as well as the extracurricular classes of ICT and Business English, enabling the pupils use of computer programs in this international language- will let cooperating partner organisations from Mikołów County, Aranjuez and Prahova to disseminate the effective model of exchange of experiences in the domain of education and their promotion in the local,regional and international scale. Direct project support covered experimental groups of 60 pupils of Complex of Secondary Schools in Łaziska Górne and 60 pupils of CNJM in Prahova- for transversal applications in each of the participating partner regions. Pupils were given a possibility to initiate and motivate own learning process by the creation of activities appropriate to theirage (level), which were shared with pupils in partner schools on project international VLE platform (created and run by third partners in each Partner Region- Economicus and Iuventa), social network, etc. Moreover, during blended learning mobilities, we organized in each of our Partner Regions international entrepreneurial simulation games (JA Titan, Beergame), with learning an entrepreneurship in the financial aspect. Each edition was attended by about 20 students in each Partner Region. In addition, each school sent 10 students to participate in blended mobilities, as well as the 10 students (other than participants of mobility) for organize the work on the arrival of a group of students from the partner organisations. Thanks to the project, international creative groups were attended by 20 students from each participating school in Partner Region. Detailed description of the mobilities and related plan of their implementation are presented on project VLE platform.The legitimacy of the project implementation comes out from the need to satisfy the needs indicated above. The project was helpful to achieve the defined objectives for project target group.Implementation of the project in international partnership is justified for the following reasons:- Despite identical needs and very similar objectives of schools, they use different methods and tools for development of entrepreneurial, ICT and English competences of pupils;- Exchange of good practices was an occasion to meet new, unheard of in own country, methods and tools of work with students in this field;- Implementation of project in experimantal groups significantly increased and diversified the amount of experience gained, knowledge and competences learned and acquired.