The project has delivered an innovative training system based on interactive tools, helping adults to acquire basic knowledge of computer programming and promote an active and conscious usage of IT tools in households. These training materials have covered a wide range from the basics of digitalization, computational thinking and using everyday examples to develop algorithms (targeted to non-digital users) to the actual development of code through the use programming languages and through the use of specific tools and games targeted to coding with children. The developed materials will help users improve their digital and transversal skills and their ability to support their children in the use of ICT. According to the “The Survey of Adult Skills” (EC-PIAAC) the function of adult education should be to support economic growth and competitiveness, assure inclusive and equitable development, provide socio-economic benefit, but also individual benefits, in terms of personal and professional development, empowerement, adaptability, employability and active participation in society.This is exactly what the present project has done, by promoting coding education among European adult learners and by working together with international activities such as code-week.org . The EDUCODE consortium has operated under the principle that coding education is not only about equipping the current and next generation to work as software engineers, it is about promoting computational thinking, i.e. a problem solving method that uses computer science techniques. It combines mathematics, logic and algorithms, and teaches a new way to think about the world. The direct target group is composed of adult people of any age and status, workers, parents, retired. However, the development of contents and tools has catered for the needs of specific sub-groups, such as women (trough the case studies provided) by ECWT, men and young adults. Representatives of the end-beneficiaries, about 200 per country, 1000 in total, have been involved in several stages of the project: during the initial in-depth analysis of adult learners attitude to coding, in the delivery and assessment of the training and in the framework of demonstration events. Moreover, the partners will organise local contests to stimulate participation and creativity.Indirect target groups are the stakeholders that can exploit the results in different contexts and have been reached mainly through dissemination and exploitation activities: Each partner has developed further contacts both within the time-frame and after the training and educational centres, schools, civil society organisaitons, public authorities and decision-makers. They can use the platform, contents and games to organise courses and events on coding education, to train teaching staff or to promote digital learning towards policy-makers. Thanks to dissemination activities, the knowledge of the project has reached more than 5.000 people and 2000 organisations.The main tangible result has been an interactive, multifunctional and multilingual platform for adult coding education.The user-friendly platform hosts contents targeted to the users. Moreover, the training path offers quizzes for assessment of the acquired knowledge and also practical exercises and gadgets to be used with children and teenagers, so as to favour intergenerational learning.The expected result was to promote digital learning and key competences of adult people in Europe, in line with the Agenda for Adult Learning, set up by the European Commission.As for intangible expected results in the medium and long term, the foreseen outcomes are the following:•Improvement of personal skills and motivation of adult learners through coding education•Favouring active participation and better understanding of the digital world we live in •Improved professional opportunities as basic coding skills is also needed for many jobs, plus it helps developing transversal skills such as problem solving that are needed in any job (including the basics of digital skills)•Favouring the promotion of non-formal and informal learning among adult people usually excluded from mainstream and traditional education pathways.• Improved intergenerational learning and safer usage of ICT by kids and adults. By using the practical tools to code and play on coding with their children, parents have the opportunity to teach their kids the basics of computer programming, be more prepared in supporting their children homework, play a more active role in assisting their kids when using technology devices. The project is implemented by a consortium of 7 partners from 5 European countries (SP, IT, GR, PL, NO), including foundations, schools, adult education providers, civil society organisations, software house and university.

Partners have analysed schools’ teachers’ and pupils’ needs and established a network of 7 schools from different EU countries: Austria as coordinating school, Czech Republic, Slovenia, Croatia, France and Spain, and another school from Austria have composed a plan for a 2-year international project. The Czech partner withdrew and the tasks were redistributed. Approximately 2800 people participated in the project. Mostly students and their teachers actively took part in it. Parents and teachers of other schools formed part of a wider community. The project “Art@Heart” was a stimulus for exploring and developing new teacher-learner strategies through a three fold focus on: ART - activities involving painting, craftwork, music and drama. @ - ICT skills, connecting with each other and using different tools and mobile applications, HEART - everything concerning well being, health while developing language learning and cultural identity as a European Citizen. The project ART@HEART has been promoting the development of active citizens who cherish the importance of creativity, healthy lifestyle and value cultural diversity. The project focused on the health of the heart as the health of a person. Art in its widest form contributed to health and well being and helped participants and wider audience to acknowledge the importance of welfare. As a starting point for the artistic development a logo competition was held among the partner schools and a winner was chosen to symbolise our project. Each country produced an exchange of culture boxes that promoted the cultural values of our countries through child inspired artefacts.A variety of ephemeral land art exhibits have taken place throughout the different seasons of the projects.Collaborative activities included the production of a project anthem and two musicals. Each school implemented the use of ICT as learning resources according to their own ICT infrastructure. Twinspace was used by all partners as our project website.The student mobilities offered an unparalleled experience to deepen children’s insight and understanding of the life of their peers in other countries. The experience of visiting and hosting visits allowed them to compare, contrast and learn both in educational as well as social aspects, under the umbrella of the European framework and organization. The final products are available on Twinspace and on Croatian Carnet platform for our partner schools and will be an OER (open educational resource) as learning-teaching materials and examples of good practice. There is also an embedded Youtube list on Twinspace which highlights the practical implementation of these resources.Long term benefits include sustainable network of teachers for future cooperation, exchange of artwork, exchanging ideas, international art exhibitions, participating art competitions and a project anthem reflecting universal values of similar projects.

"CONTEXT/BACKGROUND OF THE PROJECTThe project will be centred around the theme of 'Inclusivity and Media' (I-AM). Participants will investigate the role that the media have played in restricting and impeding the way that diversity is viewed, as well as looking at ways that the media can be used as a powerful tool to promote acceptance and equality for all. This project will include schools from a successful existing partnership while incorporating two new partner schools to create a new, dynamic team.OBJECTIVES OF THE PROJECT• understanding the causes and effects of exclusion and prejudice in our society• investigating the role the media plays in promoting and/or damaging inclusivity• recognizing the importance of social inclusion• generating creative solutions through various forms of communication• developing technological skills• intercultural dialogue• developing skills of problem-solving and adaptability• the acquisition of social, civic and intercultural competences• the promotion democratic and fundamental rights• active citizenship• the developing of leadership skillsNUMBER AND PROFILE OF THE PARTICIPANTSThe five partner schools are:1. Tolworth Girls' School and Sixth Form (co-ordinating school) is an all-girls secondary school with a mixed Sixth Form in south west London. They will bring their experience in international partnerships to lead this project. The school embraces the multicultural nature of it's students and of the city of London and aims to share its important values of tolerance and acceptance of diversity.2. Fördegymnasium Flensburg is a co-ed grammar school offering general secondary education. Students come from different social backgrounds and the area has become a regional centre for refugees mainly from Arabian countries which has caused a special awareness of diversity and inclusion. They will share their expertise in this area, as well the area inclusion of emotionally and physically challenged students, as the school has a special unit for these particular students.3. Col·legi Kostka - Jesuïtes Gràcia is a large co-ed school located in the Gracia district of Barcelona. Its team aims to train students in such a way as to make them integrally prepared for a changing society. The school is part of a Catholic network of regional social centres with a vested interest in offering support to a number of vulnerable groups in society, providing a strong link with the project theme of democracy as well as inclusion, empowerment and active citizenship.4. The German Theoretical High School ""Johann Ettinger"" Satu Mare, Romania was founded is for the German minority and all those who want to study in German and to know the German culture. Minority students bring their values, language and culture to classes, which enriches educational environments, which will hopefully extend to international students taking part in our project. 5. Istituto di Istruzione Superiore (IIS) “G. Mazzatinti” from Gubbio in Italy is a co-ed State High School attended by 801 students offering five different courses: Art Lyceum, Classical Lyceum, Human Sciences Lyceum, Scientific Lyceum and Sport Lyceum. The school enjoys a number of connections with outside bodies such as the NHS in Italy, and encourages an outward focus to allow students to participate as active members of society. DESCRIPTION OF THE ACTIVITIES AND METHODOLOGY TO BE USEDOver the 2 year project, each school in the partnership will host a meeting. These meetings will allow students to continue to build new international relationships and develop interpersonal skills, whilst increasing their engagement and understanding of the topic on Inclusivity and Media. At every meeting there will be time for more academic workshops and collaborative learning in school, as well as time to explore the local area and places of historical and cultural importance. An important part of this experience for students will of course be hosting and being hosted by other students in their families, which in itself provides an opportunity for personal growth and new experiences. Some of the methodologies to be used in program include:• task-based learning• developing skills in training activities• visual presentations to reflect and disseminate student experiences• surveys• dissemination activities (writing newspaper articles, producing TV videos, etc.)• interviews with journalists and officials• visits to local institutions/organizations such as television stations• lectures/presentations• visits to places of historical and cultural importance• expert lectures and talks on media and inclusivityLONG TERM IMPACT/BENEFITS• participants in the project will have an increased social awareness of how the media promotes inclusivity• improved ICT/digital media, and communication skills• enhanced entrepreneurial spirit• improved language competence• active European citizenship"

For years the Tourism Schools Semmering has been engaged in quality management and innovation. The concrete background of this project is aimed at securing the school and tourism locations. Both Semmering and the Azores, as structurally backward regions, have to struggle with economicall and structural politicall consequences due to emigration of the young population. This makes it all the more important for a school to implement activities in workaday live, which strengthen the school profile and the location, as well as stimulating the region and make it attractive for young and old. About 50 people are involved in the implementation of this ambitious project including students and teachers, who call on many years of experience in the national and international gastronomy and hotel sector. Furthermore, project coordinators are responsible for the organisational and bureaucratic issues.The visit of the partner school, to get to know the touristic facilities should lead to an intercultural exchange and offer an insight into other cultural systems and culinary concepts. Consequently, the horizons and the gastronomy and touristic competences of all participants are being broaded. The highlights of the mutual visits are the typical gala dinners, where the theoretic preparations are being put into practice by cooking and organizing dinners together. The Cooking book, which pursue the approach of “Story telling” is another concrete output of the project even with a promotionall effect for the schools and regions. The cookbook will be created by the students of the schools between the gala dinners and contains the original, receipts of typical meals. Personal stories about regional traditions should feature on the cards and provide lasting memory of this intercultural exchange. It would be desirable if the touristic and cultural assets of the respective region would be remembered and thus foster European attitudes as well as have a positive impact on the schools themselves. In any case the project can lead to an improvement of job mobility and the quality of education whereby a long-term benefit can be reached.

The speed of change in our societies, rapid advances in new technologies, and the changing needs of the economy in a globalized world lead to new challenges. One crucial challenge we have to face is the unpredictability of the future. Think of the children starting school today, they will retire in 2076! What will the world look like then? Our national education systems should to enable our students “to solve problems that do not exist yet, to use technologies that have not been invented yet and to succeed in jobs that do not exist yet”. Another challenge is overcoming the socio-economic crisis affecting Europe. Consequently, our educational systems have to provide students with the multiple skills required by rapidly changing, interconnected competitive economies. As a result our education systems need to be modernized. Creativity and innovative thinking are as as important as literacy and numeracy. Developing leadership skills, enhancing a sense of initiative and entrepreneurship, increasing self-empowerment and self-esteem, promoting the importance of effective cooperation by using traditional and new ways of communication have all been recognized as means to promote employability and career prospects, especially in reaching key functions in (inter)national business and improving flexibility in a changing 21st century Europe. The multilateral project “SEE: Skilled European Entrepreneurs” aims to promote creativity and stimulate innovation by broadening and deepening the impact on our students and on our society and economy. Moreover, it uses an entrepreneural approach to put ideas into practice by combining and enhancing the competences and skills mentioned above. This multi-dimensional project is also an innovative approach to learning as it aims to integrate modern entrepreneural skills into the educational field to improve and modernize the existing school systems. It will employ strategies which can be used at different levels (individual development – students and teachers -, school development, development in society and on an international level) by enhancing cooperation and clear leadership while working towards a shared vision.