Game industry is highly advanced technologically sector. Involvement in games development, no matter if at professional level or as a hobbist, provide the person with important skillset which is important for their digital skills. Apart from the knowledge of the selected programming languages, the game creation involves a lots of other skills such as: creativity, innovativeness and as well knowledge of marketing, sales and promotion in Internet. The typical users of gaming products are youth without higher education who lives in the small-sized cities or villages (Report State of the Polish Gaming Industry, 2017). At the same time the most of the creators in the industry posess at least bachelor’s degree or higher title in the computer programming or gaming production (Study.com report, 2019). In the EU most innovative countries such as Scandinavia, there is a lot of educational support also for non-higher education students who would like to participate in the sector, mostly in through the use of non-formal methods of education, courses and other types of non-degree educational intervention. Typical show-case story is of Markus Persson who is a creator of the Minecraft and one of the richest people in the EU in the IT industry. Bacically he was a NEET and spend most of the time with his mother at home unemployed. His mother finally found him a informal course where he was introduced to the game industry and he followed with the course of C ++ which was the kickstart of his future career in the game development. Our project aims at enabling the NEETs also to consider the careers in gaming sector which offers lucrative and stable jobs. Objective:The general objective of the GAMEON project is to exchange of good practice in the informal educational pathways to the gaming industry for the NEET group.The specific objectives are:• to exchange best practices on how to bring NEETs to high-tech industry of gaming;• to create the show-cases of successful people (like Markus Persson) who made it in the industry without formal degree;• to visualize the alternative pathways for the gaming industry with the use of informal learning approach;• To promote a non formal approach in game training;• To provide understanding of the educational pathways for non-degree students (in this case NEETs) to the gaming industry;In our course we would like to focus on NEETs and youth who are not in higher education and would like to consider their career in the game development but they do not know how to enter it without degree. The project focuses on exchange of good practices between partners on the topic of attraction of NEETs to game development industry and the specific results of the projects are(RESULT 1) report on the best practices of bringing disadvantaged youth and NEETs into game development industry with show-cases.(RESULT 2) repository of free online resources which will guide the participants into the basic level skills of game development.(RESULT 3) Educational pathway to game development for NEETsThe project targets primarily: nr. 110 youth workers, youth organizations and social educators dealing with NEETs who will test the RESULTS 1,2,3 nr. 50 young people NEETs that will be testing the RESULTS 1,2,3. All of them be a participants with the fewer opportunities.The participants will be involved:50 people youth workers, public policy authorities, social policy centers and other stakeholders will participate in the GAMEON conference60 people youth workers, public policy authorities, social policy centers and other stakeholders will participate in the GAMEON local workshops (15 per country)min 50 NEETs will test the RESULTS 1,2,3.In order to select and involve the above-mentioned target groups, after the kickoff meeting, the project partners will provide stakeholders agreements with youth organizations, for ensuring the involvement of target groups from the very beginning of the project.The criteria for selecting the participants are:- Interest in the project’s topics and availability in being committed with the project’s activities- Significative presence of youth workers’s working with NEETsn (if cooperation on instititutional basis for example with social welfare centers)- Previous collaborations between the youth organizations and the project partners is considered an added value- Interest in ICT and gaming industry Rationale for transnational cooperation:- Project brings partners with the unique set of skills in the IT industry: VR/AR, AI technologies (Sumy State University), digital skills and coding training (INERCIADIGITAL), project management in IT (Eduvibes) and two partners who have a broad experience in working with NEET (APE and AKTEK). The scope of the project can be attained only in such wide consortium

The project gathered three important elements of teacher education together; university, educational authority and teacher education course providers. The rationale of the project depended on literature review and needs analysis. The primary aims of the project were; increasing the efficiency of using ICT tools for foreign language teaching, creating an awareness of this issue for the relevant stakeholders and offering course contents for pre-service and in-service English teachers. There were participant organisations from Spain, Greece, Italy, Romania and Turkey. Foreign partners were in-service course providers and teacher education centres. Partner from Turkey was a local educational authority. During the project time, transnational project meetings and short-term learning, teaching and training activities were planned. At every destination different kind of activities were organised by the partner institutions. A comparative report about the current applications, available facilities and teaching methodologies were written collaboratively. As intellectual outputs two course contents were created. The first course content is for the pre-service English teachers. This output was written collaboratively with the partners after a long needs analysis and discussion process. The course content is offered as a course to the faculty and the members of the team are still working on this issue for further publications. The second course is for in-service teachers and it includes general trends in ICT use in education, specific methodologies and latest approaches towards this issue in the relevant literature. As for the visibility of the project and its products, a project webpage was created. All the information, documents and news were shared in this webpage. Social media platforms were also employed. Dissemination activities at different institutions were organised. All of the dissemination activities were carried out according to dissemination plans and portfolios were created for every dissemination activity by each partner. The efficiency of the project activities were monitored by an expert team. The project reached the predetermined objectives and it has the potential of having long-term benefits in the field.

Project “Student Transition in Education Paths” has the important goal to facilitate students’ transition from kindergartens to primary schools of the eight partner countries. Since this particular transition is considered the most critical of all transitions in a child’s life, all partners believe that it should be dealt with the appropriate significance and seriousness. It is a common view among all partnership members that a successful transition to primary schools guarantees academic success, personal and social development and eventually future prosperity for all pupils. It is the first time that this topic has preoccupied a partnership in the past few years. The main aim of this consortium to collect transition practises from various countries, compare them and select the best practices to disseminate in every country. This aim will be achieved if we involve pre-primary and primary schools of both typical and special needs education and promote cooperation between kindergartens and primary schools via common actions, events and activities, organize and run various interesting and motivating actions pupils as well as engage possible participants in our actions, such as local stakeholders, psychologists, parents’ associations, school counsellors and teachers.The project will be carried out via six learning/teaching/training activities and three transnational project meetings in the eight partner countries. The participants in these activities will be teachers/educators who work in these organizations and are interested in the issue of transition. The participants will be selected according to their motivation, interest in the topic and free will, considering at the same time their language and presentation skills. 16 teachers/educators will take part in five of the six LTT activities and 14 teachers/educators in the last LTT activity, whereas two people from each organization/school will participate in the transnational project meetings. During training activities teachers will take part in tasks that will give them the opportunity to experience teaching in other countries, share and exchange their ideas with European colleagues and be informed about the education systems in partner- countries. They will also improve their ICT and English language skills and develop an understanding and tolerance towards their foreign colleagues’ culture.Students will be involved in interesting and original activities, learn how to adjust to a new educational environment and help other pupils adjust to a new educational environment, establish a positive start in the new school, and raise their interest to other countries, cultures, customs and traditions. The project will have as a result a plurilinguistic book on transition practices, a website and a Facebook page of the project, an e-Twinning project, and questionnaires to investigate transition practices among the partner countries. Interviews with teachers from all partner countries will be organised as well as a booklet about children’s skills and a plurilingual e-book with fairy tales from all partner countries. The impact of the implementation of the project is that pupils will be involved in various activities along with other students and teachers, take part in transition practices from other countries and as a result they will have a smoother transition from preschool to primary school and will be guaranteed personal development and a future academic success.At the same time teachers will gain new experience by observing other teachers’ methods and share their knowledge by teaching their methods to other teachers, improve their linguistic and digital skills and learn a lot about other cultures.The organizations involved will have the opportunity to develop links with European schools, understand diversity of European cultures & languages, develop through international collaboration and be willing to open up to & appreciate new ideas coming from other European countries. Finally parents will be guided in how to actively help their children adapt more smoothly in primary schools and local authorities will enhance their cultural competence and widen their horizons and develop more tolerance and understanding for other cultures. In the long run, the project’s aim to develop, exchange and share new teaching methods which will facilitate the transition of pupils from kindergartens to primary schools will promote the development of pupils’ personality in a holistic way. The quality of education will be improved, equal opportunities for all students will be provided and the on-going challenges faced by teachers, students, schools and European organizations at national and European level will be addressed.

Acknowledging that the educational institutions are a place where diversities meet and interact on a daily basis and that they are the first pillar of the societal integration and acculturation, the project aimed at the topic of Diversity Management at school, focusing on the teachers as key actors in the process of transfer of knowledge, values, skills and competences. In contrast to the numerous initiatives providing the teachers with skills and competences of 'how to teach diversity', the current project focused on one significant gap, identified in the teachers' training: How to teach diversity, how to teach in diversity and how to manage diversity. The project envisioned following objectives and activities:1) Teachers’ empowerment through:• Development of solid knowledge and understanding of diversity management (training packages, handbooks, methodology); • Enabling the knowledge-based transfer and development of civic competences from teachers to their students (testing and monitoring); • Raising awareness about diversity management mechanisms and development of new skills and approaches to diversity (dissemination activities); 2) Supporting the early societal integration at school level through recruiting educational staff aware of and knowledgeable about culture-sensitive learning, mechanisms for mitigating intercultural conflicts, facilitating intercultural communication; 3) Establishment of an international educators’ network for real time self-support in addressing diversity challenges and of a mobile application for facilitating the network’s interaction; 4) Development of a training module and open educational resources in diversity management for teachers and 5) Adapting the developed training package for online training in diversity management for teachers. There were 10 organizations from 8 European countries in the consortium: the European Centre for Minority Issues (ECMI), Germany - Research Centre; Workers Education and Training College (WETCO), Bulgaria - NGO working in the area of Adult training and VET; Danmar Computers LLC, Poland - a private company that provides vocational trainings in the field of IT (expert on online platforms); Kairos Europe Limited, the United Kingdom - Vocational training centre that develops programmes aimed at intercultural exchanges between European countries; Fryske Academy Mercator, the Netherlands - research institute; MEDEA: Media & Learning IVZW, Belgium - multimedia association; EURAC, Italy - Research Institute with the focus on legal issues; CSP, Italy - research centre working on industrial development; Asociatia Paradigme Educationale, Romania - NGO, excluded from the consortium due to lack of competences and poor English language skills; Liceul Pedagogic “Mircea Scarlat” Alexandria, Romania – Secondary school. Main activities of the project: -6 transnational partnership meetings aimed at coordination of the work of consortium, testing of the products and clarification on the possible content-related issues/approaches to teaching the modules;-Development of the products, their translation and finalization (during the whole project time 2016-2018);- 2 multiplier events: pilot face-to-face trainings (February-March 2017); Final round of the multiplier events: presentation of all products, including testing of several modules from the Training package and the online platform (October-November 2018). Impact attained: 125 people attended face-to-face trainings in 7 partner countries; 100 people attended final MPE in 7 partner countries; 69 people form 12 countries took part in the testing of online course. The responses of participants while evaluating this course were very positive both on the part of the facilitators and participants. The analysis of the course evaluation determined a great deal of interest in this type of training.The modules can be used at any educational level (the course proposes materials for trainers and teachers, along with future teachers, students and pupils), they can be used in a form of standalone training (online training) or as a face-to-face training that shares interactive exercises on how to manage diversity in a classroom. The need in these trainings is also confirmed by the level of requests to conduct the whole training or some modules of interest: e.g. on the 6.12.2018 the ECMI staff conducted a training on religious diversity for IFA, Stuttgart; on the 28.02.2019 the ECMI team was invited to conduct a one-day Teach-D training in frames of a Teacher Training Day for Eckernförde school, Flensburg. In Bulgaria, the Ministry of Education included the Teaching in Diversity training in the obligatory Teachers Qualification Programme for school teachers for 2019-2020.