The role of Today´s School is not easy and very different from what it was just few decades ago. The school finds itself facing the challenge of responding to the demands of the complex society we live in: a globalized highly competitive, constantly changing and increasingly complex world that demands professionals capable of innovating and managing innovation and flexible to adapt to the changing environment. Individual´s future opportunities increasingly depend on skills, human capital and the capacity to obtain, maintain and interpret information and to employ and acquire knowledge. But what happens if every sixth young person in EU27 leaves school with no more than lower education and does not participate in learning after that point? In some countries the situation in alarming (Spain 23,5%, Italy 17% and Turkey, EU candidate member, 41,9%). There are many reasons that lead to school failure; social, cultural and religious origins, parent´s and students attitude, cultural levels and competences, family situation but also school´s indifference to difference and inflexible and boring teaching and learning. The overall aim of this proposal is to reduce early school leaving by identifying the most effective prevention strategies, with special focus on alternative and motivating paths for “in-risk” students to engage with school, continue their education and empower them for life and participate in the progress of their community. To do so, the partnership will exchange and collect best practices with other European institutions that have experience on ESL and deign and test experimental activities that will be tested with at least 10 students from each participating school. The aim of this activity is to motivate and empower students and increase the attractiveness of education. Thus, SMILE aims: • To compile a Handbook containing the most effective strategies to reduce early school leaving and containing prevention & early intervention measures that can be used in schools• To design, test and implement an “alternative educational path” – e.g. set of activities that will develop students competences and motivate “in risks” to engage with school and actively involve the school, families and community in their learning process• Increase the attractiveness of education and training by using newest ICT in learning, motivating learners, empowering them with competences and thus, ease their transition from school to work• To promote European networking between schools with holistic collaborative approaches to teaching, develop methods and create conditions for personalized teaching and learning for pupils, thus increase their individual opportunities for the future7 partners from 5 European countries, forming a transnational cooperation unit with a balanced geographic representation of the Erasmus + area, which will be able to deal with the organizational, pedagogical, technological and project challenges and the desired impact due to their experiences, knowledge and skills:• Schools: IES Albayzín (ES) -PROMOTER, Liceo Científico A. Romita (IT), Graafschap College (NL).• Innovation Centers: STEPS srl (IT), Zahareña Conocimiento (ES), Technology Education Research Group (TEdU) of University of Helsinki (FI)• Public Entities: KMEM (TK).Main activities1. Integration of the partnership as a collaborative structure (Visits to educational institutions and Debates around the problem of school dropout)2. Experimental motivational Actions (IES Albayzín and Liceo Romita) for students at risk of school dropout, attractive and with intensive use of ICTs.Results1) Situational diagnosis about school dropout.2) Compilation of good practices and prevention strategies3) Design and development of experimental activities during the course 17/18 in IES Albayzín and Liceo Romita.Impact• In schools, direct participation of more than 30 students (many at risk of dropping out), 20 teachers and, indirectly, the entire school community.• In the schools comunities, actions with public entities and associations of Granada and Campobasso.• Transnational.Benefits in a long term-Sensitization of the entire educational community around the problem of school dropout.-Improvement of family-school and administration-school relationships.-Use of Google tools in the daily performance of teaching.-Inclusion in the Center Project of new educational methodologies.-Creation of mediation groups for the resolution of conflicts in the center.-Promotion of Erasmus + projects as a way to strengthen and develop the competences of students and teachers in the EU environment.-Creation of affective and emotional ties between the students participating in the project, between the Italian group and the Spanish group.-Interest to know other cultures, to have educational experiences in other countries.-Creation of professional and affective ties between the members of the strategic association.

"The EPBE project has created many Open Educational Resources (OER) with the aim of helping students to build their own personal brand and look for a job, using technological tools 4.0 and favouring access to the labour market on the Internet, as well as the acquisition of digital skills in a training and work context. The main objective of the project is training and raising awareness among students and vocational training and higher education teachers of the acquisition of digital skills in a training and work context (creation of a personal brand, job search and training aimed at teachers that can be replicated in any other educational centre). This project favours the use of innovative techniques by means of the use of the results created: Quality Guidelines for the preparation of Massive Open Online Courses (hereinafter, MOOCs) ""Personal Branding"" and ""Job Hunting 4.0"", and a Handbook on methodological and pedagogical approaches on distance education with ICTs to create a personal brand and look for a job on the Internet. 8 members from 5 European countries have participated in this project:P1. Universidad a Distancia de Madrid (UDIMA) (Spain): Project Coordinator. Private 100% distance learning university specialised in the use of ICTs applied to education, innovation and research.P2. Fundació Prat (Spain): Foundation associated to the Centro de Estudios Prat that offers training for different levels through innovative teaching techniques.P3. STePS (Italy): Pioneering company in formal and informal approaches to favour a sustainable change within organisations and territories.P4. Learning Plans for All (LPfA) (Greece): Company specialised in lifelong learning and in providing continuous learning opportunities. Experience in the field of vocational training.P5. Marconi University (Italy): First distance learning university of Italy. Devoted to research, development and testing of innovative pedagogical methods using the latest technologies.P6. Marak Digital (Spain): Advertising agency specialised in promotion, marketing and emerging technologies.P7. Deloitte (Cyprus): Service consulting company. P8. Radio Leinehertz 106.5 (Germany): Non-profit company working in the field of the media and in education for young people and adults.The main activities (Intellectual Outputs -O-) developed were the creation of a Quality Guidelines (O1), the curricular design of two MOOCs (O2 and O3), the preparation of said MOOCs (“Personal Branding” -O4- and “Job Hunting 4.0” -O5-), the creation of a Handbook to facilitate the creation of MOOCs and on-line courses in general (O6) and, lastly, the creation of a Toolkit (O7) composed of a repository containing all information and tools developed in this project, available for free download for all teachers, educational centres or companies wishing to use them.From the beginning of the project and in parallel to the work made, we have worked in an online marketing campaign for the promotion of same, including the creation of a web site (epbe.eu) where you can find all information and results created subject to be freely used. In addition, a Promotion Plan, a Quality Management Plan and a Results Use Plan has been created, as well as a training activity applying the B-learning methodology for teachers from all educational sectors with the aim of multiplying and transferring the results and know-how created.Finally, for the presentation and dissemination of the results of the project, an International Workshop was celebrated on 1 June 2017 in Barcelona, in front of an audience composed of professionals of the sector, students, teachers, stakeholders and general public. Said event was streamed with the aim of ensuring the widest circulation possible, and it can be watched on-demand from the project's web site. The project tries to have an influence on the improvement of the accessibility to the labour market of European young people through the enhancement of their personal brand on the Internet. MOOCs and a specific methodology previously mentioned have been developed to this aim. Thus, students and teachers can acquire the necessary knowledge to improve their employability, teaching activity and digital skills. On the other hand, the presence of a free and permanently open repository of results on the project's web site containing many audiovisual educational resources ensures the project's sustainability and applicability in all educational contexts and its use for all potential users and interested parties."

Project Real Life aimed at the social inclusion of prisoners by improving 21th century skills through serious gaming and virtual reality, gamification. Many people in prisons have no diplomas and no or little access to digital media. Excluding this disadvantaged group from 21st century developments will only widen the gap between them and the labour market. The goal of this partnership is to close this gap. The project partners therefore developed a very innovative blended learning environment for people in closed facilities. Skills needed for employability and life outside the prison were trained in a personalized environment through off- and online exercises. The specific target group of Real Life is people living in closed facilities, like prisoners. The project involved the target group closely by co-creating the learning platform with prisoners from five European countries. Involving the target group in the development of the blended learning environment contributed greatly to the quality of the developed materials, like the online tool, games and exercises. In total the project developed five games: three serious games, one virtual reality game and one practical tool. These games train specific skills like social media awareness, self-knowledge when it comes to personality traits, self-management, communication and cooperation. The practical tool is called Real Life Pathways in which players can create their own plan for reintegration. The project also facilitated a guide for mentors and educators working in prisons and a workbook for prisoner. Real Life shows that gamification is a user-friendly method that can surely be applied in prisons. The method contributes to employability and reduces possible recidivism of prisoners. Many among the end-users have learning disabilities and reject more traditional teaching approaches. This project shows that the development of new, innovative and informal learning possibilities can be rewarding for disadvantaged groups like these and can lead to validated learning outcomes in the form of an official certificate. The impact of the project can be considered rather successful. After getting to know the positive results of this project, the Turkish Ministry of Justice supports implementation of Real Life in all Turkish prisons. In the Netherlands it will be implemented in the biggets Dutch prison in the city Zaanstad. On top of that this project provided new insights for discussing the importance of education in prisons. This project definitely sets some important first steps in closing the gap between people living inside closed facilities and life outside the prison walls. Europe could be on the frontier of discovering how to use innovative technology to improve 21st century skills of disadvantaged groups in general. Specific information about the project can be found on www.reallifeproject.eu and to access the website please go www.my-real.life and log in: Erasmusplus and password: Erasmus+RL2018@.

With the project ETHIKA: Ethics and values education in schools and kindergartens we have developed and provides a comprehensive support to school and kindergarten teachers in relation to ethics and values education. Among the main aims of ethics and values education are to stimulate ethical reflection, awareness, autonomy, responsibility, and compassion in children, to provide children with insight into important ethical principles and values, equip them with intellectual and moral capacities for responsible moral judgment, to build a school environment as an ethical community, and to reflectively situate an individual into local and global communities. 9 partner organizations from 6 EU countries have worked together on the project that had complementary skills and represented diverse types of organizations (universities, schools/kindergartens, research institutes, NGOs). The partnership was based on previous projects, bilateral cooperation, expertise and commitment to the strategic partnership with development strategies, aims, and visions related to ethics education.In order to address the challenge of teachers often not being equipped and prepared to address ethics and values education, we have structured project activities around 4 main outputs. After a comprehensive user needs analysis that included in-depth focus groups we developed a Manual for teachers and educators presenting 13 methodological approaches to ethics and values education including practical examples and useful tips. The manual also contains a description of basic approaches in ethics education and key insights into the moral development of children. It represents a useful tool to be used in classrooms as well as for teacher/educator training. The second outputs are Educational materials and tools for ethics and values education. These are prepared according to the age levels of students (3-5, 5-7, 7-9, 9-11 and 11-14 years) and six key themes identified as the most relevant (justice, respect, responsibility, self-esteem, conflict resolution, ethical actions). They can be adapted given the specific aims of a teacher and the context. The third output is a Curriculum proposal for ethics and values education for teachers and educators. It is aimed both to developers and implementers of ethics and values education training as well as a self-study guide. It includes descriptions of various approaches to ethics and values education and an overview of the existing models. The 3 curriculum pillars that we have identified as key are Philosophy with children and critical thinking, Ethics and values education: methods and tools, and Ethical aspects and challenges of the contemporary world (and how to address them in the classroom). The fourth output is the Policy paper on ethics and values education in EU that provides comprehensive support to policy- and decision-makers for the domain of education (both at the EU level as well as on the level of member states) regarding various dimensions of ethics education. The paper addresses the importance and aims of ethics education, the state of the art, main challenges, and puts forward effective, needs-based and sustainable cluster of policy recommendations. In addition to the outputs, we carried out 3 comprehensive training activities. Within the project, we have reached more than 250 teachers with our training/learning activities, while the number of teachers reached with our educational materials exceeded 1700. The number of schools, institutions, and networks of organizations of teachers and educators that was be involved within the project lifetime was 591 and out of these 33 are now members of a network for ethics and values education. The number of general public reached by the media as part of raising the awareness was over 3 million. We contacted 3323 policy-/decision-makers. We have also produced 18 expert articles. We have provided teachers and educators with new opportunities for learning about ethics education and also made a push towards more systemic change to include these topics and approaches into their initial education. As part of the impact and sustainability activities, we have managed to secure follow-up projects. One of these (Little - Learn Together to Live Together) will use the outputs developed and transform them into online courses for teachers in 4 languages and will encompass a wide network of schools. The other will address the ethics educations as part of sports education. In future, we aim to build further synergy, reinforce cooperation, and exchange good practices between different players in the field of ethical education and peer-to-peer and experts support. That is why we have established a European network for ethics and value educations that will be led by the University of Ljubljana. With this, we will enhance innovation and internationalization in the school sector and strengthen cooperation and capacity building in the field of ethics and values education.

The project URBAN GReen Education for ENTteRprising Agricultural INnovation (URBAN GREEN TRAIN) created an innovative training path in the field of Urban Agriculture (UA) entrepreneurship, based on University-Society-Business Cooperation (USBC).The project was coordinated by the University of Bologna (Dept. of Agricultural Sciences, IT) and the consortium included excellent Higher Education Institutions (HEIs), innovative SMEs and NGOs of high-level expertise on different and complementary fields: UA, education, dissemination, HE, with partners from France, Germany, Italy and the Netherlands. The project lasted 36 months, and created a model of curriculum and course in UA Entrepreneurship structured into five modules and topics:Module 1: Introduction into urban agriculture concept and typesModule 2: Resource use from a challenge perspectiveModule 3: Urban agriculture types/production systems and short food chainsModule 4: Networking and governanceModule 5: World of business and urban demands.The topic areas, provisionally identified during the proposal phase, have been re-designed according to the methodological guidelines presented in IO1 NEW URBAN AGRICULTURE INITIATIVES TOWARD A MINDSET CHANGE. IO1 presents new entrepreneurial models, training opportunities and needs resulting from the work undertaken by partners to update the state of the art of UA entrepreneurship and entrepreneurship education, as well as to analyse training needs of the project target groups: SMEs, NGOs, HEIs, PAs. As result of this work, two inventories respectively of business and training opportunities in UA, were created and made available on the project web site at http://www.urbangreentrain.eu/en/?id=UA_Enterprises and http://www.urbangreentrain.eu/en/?id=UA_Enterprises&category=419. The five URBAN GREEN TRAIN MODULES AND RESOURCES (IO2) globally resulted in a training offer of 150 hours, including various types of educational resources, specifically developed by partners or collected among existing ones: presentations, articles, videos, images, eBooks, discussions, etc.The full set of modules was tested in a joint international pilot course, offered both fully online (on Moodle educational platform of the University of Bologna, IT) and in a blended modality (combining face to face and online training) and involving participants from different countries and professional backgrounds.The face to face part of the course was conducted through a 2 weeks intensive course in Bologna (IT), including a blended mobility for adult learners and a joint training staff event, aimed at strengthening knowledge and methodological exchanges.After the testing, the modules and resources were improved and translated in the partner languages (IT, DE, FR and NL) as well as in Portuguese, as additional language. The model of international curriculum developed during the project to serve as prototype for collaborative creation of further courses/curricula in UA entrepreneurship is illustrated in IO3 “MODEL AND RECOMMENDATIONS FOR A CURRICULUM IN URBAN AGRICULTURE ENTERPRENEURSHIP”. This output addresses non partner-HEIs, other training providers and public / private stakeholders and presents the main training actions and elements that define the URBAN GREEN TRAIN curriculum, accompanied by a set of recommendations. URBAN GREEN TRAIN was accurately disseminated in partner countries and across Europe to raise awareness on UA, and to support the opening of the path for innovative and sustainable cities. Several tools were developed for this purpose: the project web site www.urbangreentrain.eu (available in EN, FR, DE and IT), an e-Newsletter distributed periodically in four languages (IT,DE, FR, EN), a promotional video and a brochure presenting the main results and IO3 recommendations. Four national multiplier events (two in Germany, one in Italy, and one in the Netherlands) and one final international conference (in France), were organised in 2017, to launch the EU Cluster URBAN-AG and present the project results. The EU Cluster URBAN-AG involves more than 80 members from partner and non partner organisations, from several countries in Europe and beyond, representing different key actors and stakeholders in UA, as to promote knowledge and innovation exchange. URBAN GREEN TRAIN had a relevant impact on partner organisations and target groups (HEIs, SMEs, NGOs and PAs) and significantly contributed to strengthen the cooperation among Research, Education and Business and to modernise the HE system, also enhancing its role in building a sustainable economic and social growth. URBAN GREEN TRAIN succeeded in developing and offering a course and a model of curriculum in Urban Agriculture Entrepreneurship which gives a clear and comprehensive overview of the sector and its potentials, as well as a set of policy recommendations, as to serve as prototype for collaborative creation of further courses/curricula in urban agriculture.