The project ‘recreaMATHS’, is intending to shift the teaching of mathematics to kindergarten, by providing the kindergarten educators and formal/non-formal STEM education providers with meaningful non-formal tools which shift the emphasis from “numeracy skills” and ‘skill and drill practices' to teaching the ‘language of math’ by aligning to this spectrum both the content and the pedagogy of the material produced. As per Southey (2014) “[w]hen numeracy is framed as competency around ‘number’, educators may limit the possibilities for children to make meaning about their world in a range of mathematical ways”. As per this Vice president of Early Childhood Teachers’ Association “[w]hen math is viewed as a language with particular ways of framing the world, educators are more likely to use child-centered practices” (Southey, 2014). Taking this into consideration, recreaMATHS along with its inherent methodologies are targeting towards the following results: (a)The formation of a unique mathematical approach for kindergarten educators which frames mathematics not just as a competency around number, but as socio-cultural product as well as a multifaceted educational field, through a journey of its demonstrated applicability in everyday life, technology, culture and arts, as well as through its correlation with the European cultural heritage. Accordingly, the educators will be endowed with alternative pedagogical methodologies and synchronous interdisciplinary best- practices to approaching simple math concepts and reasoning for preschool ages, thus helping the students to develop skills related with “Mathematical Discourse, Logic and Reasoning”.(b)The familiarization of kindergarten educators with the utilization of digital tools and technological innovations (e.g. 3D modeling, printing, publication software) for the construction of modern math manipulates that serve their peculiar educational needs and objectives(c)The design and development of an inclusive educational approach suitable for Deaf/ Hard of Hearing and Visually impaired students, as well as for students with SLDs.By employing methodologies, such as “game-based pedagogies” and “experiential learning” as well as by assimilating the concept of “mathematical exhibitions/ math exhibits” that has widely been adopted in order to conceptualize and delineate both the work and vision of the most reputable Math Museums worldwide, the project recreaMATHS aspires to bring math museum- oriented methodologies in kindergarten classrooms. Such decision, has been based on the rationale that math museum activity is capable of changing the perception of mathematics, especially by developing and strengthening its own language, different from the school language and the scientific popularization. -4 INTELLECTUAL OUTPUTS: *1 methodological guide which aspires to set the ground for the formulation of the synthetic elements of a solid and coherent pedagogical approach.*A sophisticated collection made up of 5 mathematical e-books for kids (4-5 years old) and a second version for children 6-7 years old that could be used in kindergarten and primary schools’ classrooms, both endowed with animations, illustrations and audio material/recordings. A Creation- Kit on mathematical e-books appealing to educators, which aspires to guide the latter on the creative, pedagogical and technical aspects of generating tailor made E-books on math- from scratch. *An entire collection of 12 hands-on plus 2 Virtual Mathematical exhibits for kindergartens, based on the principles of experimental learning and play-based pedagogies. The exhibits will be accompanied by their blueprints, relevant info and pedagogical guidelines, but also by relevant workshops and lesson plans.*A concise 20-hour Module on 3D modelling, printing and photogrammetry which endows kindergarten educators with the appropriate know-how on how to utilize a computer aided software with the aim to ideate, design, illustrate and print out their own math manipulatives and three-dimensional exhibits. A creation kit composed of design maps, thoroughly analyzed instructions and ready-to-print designs (3D) of the 12 mathematical exhibits. -NATIONAL WORKSHOPS (under the IOs): * The entire IO2 methodology (E-books and Creation Kit for math E-books) will be transmitted to kindergarten educators and students. It’s been estimated that 200 students and 25 kindergartens in total will participate during the national workshops. * A 20-hour training course on 3D Modelling for the creation of interactive math exhibits/tools/ games in each partner country with the participation of at least 10 kindergarten teachers/STEM educators and educational providers *After their printing, the hands-on exhibits will be experienced by the students of national kindergartens of each country. It’s been estimated that 200 students and 25 kindergarten teachers in all the partner countries together will participate during the national workshop

Setting up a competitive, dynamic and healty social environment for EU citizens has become an important European issue in the recent years. Pursuing the main objectives of the Strategy EU 2020, for smart sustainable and inclusive growth, we advocate for improving employment opportunities and reduction of the share of early school leavers. Dealing with young dropouts and unemployment especially among the young generation represents one of the core problems of today's Europe. The number of unactive youngsters - NEET's (not in education, employment or training) in the modren Europe is still very high. Early school leavers tend to face problems in finding a job and are ussually not involved in participation in active society. The consequences of early school dropout are usually related to social exclusion and poverty. Our main objective is to improve the level of key compenteces and skills for young people, especially those with fewer opportunities, needed for the competitive entrance to the labour market and cuntributing to a cohesive society. With that purpose we will analyse existing programs of participating partners, exchange experience, reveal good practises in the field of youth work, prepare, develop and promote an improved and complex model of approaches and innovative contents in the field of career guidance for youngsters.On the one hand, our target group are vulnerable young people, especially NEET, with their specifics that require special approaches and on the other, youth workers who are dealing with those youngsters. We wish to empower both target groups with skills needed for the best possible outcome of the projects. Specific number of cooperating participants are mentors from each partner countries. The main project activities of the project are:1.Exchange of good practice dealing with dropoutsPartner institutions share their good experience and approaches in working with young NEET in their countries.2. Setting up the project Website Website with description of the project, information about the project objectives, progress of the work and intelectual outputs.3. Identification of best practices and modules in the field of career guidance for young NEET The findings of the research in the field of career guidance for young NEET will be summarized in an overview on the different national transition systems and their approaches in the field of career guidance for young NEET. 4. Suggestion, proposals on e-quidance Partner institutions will prepare a suggestions/proposals for design a common career E- guidance working with NEET that will offer new contents and successful approaches in the field of career guidance in order to increase competitiveness in the labour market and improve overall social skills needed to be able to achieve a certain quality of life.5. Development of career E-guidence on the basis of proposals of all partnersCareer E-guidance will summarize the findings from the analysis in the field of career guidance and will focus on examples of good practice. 6.Smart steps for making a pitch On the basic of foundings and analyses our key activity is to make smart steps on how to make a video presentation (pitch - video CV)7. Evaluation The project will be monitored by evaluations carried out after each activity and at the end of the project. That will mark the quality and moving to the next stage. 8. Dissemination of the project Project results will be announced and widely promoted throughout the project duration (media articles, leaflets, promo spots, website,...). A final international conference will sum up and conclude project activities and present intelectual outputs. 9. Final Report, documenting all the activities undergone and the achievements made. The methods the partnership uses differ from case to case depending from the respective activity and include discussions,research, analysis, developing, reporting, summary. Our aim is to create web site, containing relevant information about the project and esspecially promoting our main objectives, career e-quidance for mentors and trainers, containing new and improved, enriched approaches, contents or methods working with the target group in the field of career guidance. Special attention will be paid to developing a new model of approach towards labour market and potential employers, video presentation, pitch-video CV. It is one of the modern aproach within career quidance and it is well acepted among employers in Europe. Our project will impact both trainers and mentors working with young dropouts as NEETs population of our partner countries and possibly wider. Our wish is to improve educational and training programs for NEET, so that they will benefit more from it in particular, in the field of career guidance, since employability is related to an active citizenship and quality of life.

“TOUR FR(I)END- Friendly Redesign of Inclusive Experiences N’ Destinations for Deaf people” (TOUR FR(I)END) project aims to empower Deaf and hearing impaired people’ Inclusion and Development of Career opportunities of young people by Cultivating the Use of International Sign language in the field of tourism through a phygital toolkit and a serious game. The 2019 OESC report provides strong evidence that young people (15-24) in Europe are struggling to find work (15% of them are unemployed). On the other hand tourism is accounted in 2018 for 12.7 million persons employed. One of the most significant attempt in tourism is to create products and services that are accessible. However very few efforts have be done in terms of accessibility of Deaf people. The Statista (2015) estimated that 119 million people in the whole of Europe were deaf or hard of hearing. As “Tourism activities of Deaf people” (2013) research reveal the greater barrier Deaf people meet, is No Sign language provision. The vast majority of Deaf people suggest having the possibility to talk in sign language during a trip will enhance their accessibility and choice of destination. BLS predicts a 29% increase of interpreters of Sign language by 2024. TOUR FR(I)END proposes an innovative methodology through a phygital toolkit and a serious game, for developing both deaf and hearing young people skills competences and employability, as well as enhancing the accessibility in Tourism. More specifically the outputs of the project involve:O1- Methodological guide of TOUR FR(I)END projectO2- Learning training guide for basic skills of people working in touristic industry (especially in terms of language, dialogs etc)O3- Learning training guide for learning basic sign language phrases using them in the field of tourism (hotels, airports, booking companies, tourist offices etc)O4- Learning training guide for trainers focusing on touristic industry basics, international sign language and use of created game-toolO5- TOUR FR(I)END phygital Serious GameOBJECTIVES of “TOUR FR(I)END” project:-To promote social inclusion of Deaf people and accessible tourism-To support deaf and hearing young people (18-24) in acquiring and developing basic skills and key competences in the field of accessible tourism-To create an innovative phygital toolkit and serious game promoting open education and innovative practices in a digital era-To strengthen youth trainers, coachers, career advisors and relevant professionals skills-To create an innovative and efficient toolkit that youth trainers and relevant professionals can implement to their workTARGET GROUPS of the project are:-youth organisations, training centres, social innovation centres, organisations that deal with gamification processes (employees/ researchers/ youth trainers/ youth workers/ other professionals), institutions dealing with inclusive and accessible tourism/ disadvantaged groups/ deaf or hard of hearing people/ entrepreneurship education)-organisations that fall in the travel and tourism industries, namely the total of all businesses that directly provide goods or services to facilitate business, pleasure and leisure activities away from the home environment (tourism executives, hotel staff, travel agents, tour guides, HR managers)-deaf associations and sign language schools (deaf or hard of hearing people). The project meets a transnational need for innovation in the field of assesible tourism for Deaf people through a phygital toolkit and serious game.The partners Les Apprimeurs (France), CiP (Cyprus), Challedu (Greece), Enjoy Italy (Italy), SCS LogoPsyCom (Belgium), comes from different backgrounds and are capable to create a holistic approach. The materials and method that will be developed through the project, will be of globalinterest and will have the ability to be applied in different environments.

"<< Objectives >>Objectives;This project aims to foster municipalities to develop sustainable smart green cities cooperating with youth.- Creating a network of independent, self-sufficient youth-led NGOs in partner cities- To raise awareness among young citizens having a smart green city of their own<< Implementation >>The main aim is to foster municipalities to develop sustainable smart green cities cooperating with youth. For this purpose, partners will perform several activities like pilot-testing and escalation to create a consistent transferability plan, Multiplier Events, TPMs that will lead to the production of three main Results:- R1 - Training Framework- R2 - Development of Training Platform- R3 - Building Green Youth Communities<< Results >>Results;- Creation of a training module (Smart Cities)- Creation of a training platform to host the module- Development of skills in smart cities (green)- Building a green cities network- Green youth community NGOs- Building a youth-led NGO network- Seven project and seven NGO websites- Furthermore, 120 for pilot-testing, 72 for KA1, 30 for SEO, 120 for Green Training, 80 for ""how to manage an NGO"" participants trained"

"The last PISA results (2015) show that 20,6% of EU students are low achievers in science (+4% since PISA 2012). In mathematics, the results are even slightly worse with 22.2% of European students who are low achievers in maths, slightly up since the previous PISA test (2012). This means that more than one out of five youngsters in Europe is not equipped with that basic skill necessary for numerous valuable jobs in our current economy. With only 4 countries in science and 2 in mathematics with lower underachievement than the benchmark fixed by the EU (15%), the problem of STEAM level is still of critical and transnational importance. Learners also often believe that the difficulty is too high for them and that they cannot do anything about it.It is therefore essential to work on improving the level of EU pupils in STEAM. To do so, it is critical to foster the students’ engagement and motivation by offering innovative ways to present and work on STEAM within the school system. Based on their respective expertise and research, the partners are convinced that the concept of educative escape rooms/games can play a very positive role on improving education in general and the learning of STEAM in particular. Escape rooms have a great potential as an educative tool as they rely mostly on knowledge, reflection, problem solving and collaboration. In addition, they create a positive level of engagement from the players to the topic of the game. All these characteristics are extremely positive aspects in the context of school education.The objective of this project is therefore to create a methodology, tools and practical examples of escape rooms adapted for school education on STEAM. The program and the tools will be directed at the teachers and educators of secondary education in order to give them access to a new range of possibilities to teach this specific topic and potentially others.The methodology will integrate inclusive elements for disadvantaged learners, especially the ones with Specific Learning Disorders (for instance dyslexia or dyscalculia). The results of these learners tend to be lower than average in STEAM, not due to a lack of capacity but due to their difficulties with some aspects of the formal approach (especially in mathematics).STEAM is also an important cultural aspect of our lives and the history of European societies and has been a key factor in the creation of Europe as a culture: from the debates of the ancient Greek to the modern scientific programs passing by the Enlightenment. In the scenarios of Escape Room, this project will also raise the learners’ awareness on the European cultural aspects of STEAM and on positive scientific figures. This will allow learners to develop the ""cultural awareness and expression competence"" listed among the Council Recommendations of 22 May 2018 on key competences for lifelong learning.Through the creation of this project and its intellectual outputs, the 2 main expected end results of this project on its completion are:The improvement of the STEAM teaching skills of the teachers involved in the project and targeted by dissemination activitiesThe improvement of the STEAM skills of the students, including disadvantaged ones, between 12 and 18 years old involved in the project as well as of all the learners taught by the teachers targeted by the dissemination activities.To achieve these goals, the project partners will develop:1 Pedagogical guide in 6 languages (digital) “Escape room for education“ 1 Creation guide in 6 languages (digital) “How to create pedagogical escape rooms?”15 lessons packages integrating the lesson content and escape rooms within the lesson 300 learners testing the material with 10 teachers directly involved1 “Escape Classroom Generator” to support the teachers in the creation of new escape rooms with 400 synopsis, tools, advices, and recommendations1 online training course module worth 1 ECVET point followed by 40 people10 best practices with description of the implementation of an ER and/or its creation At the end of this project, the partners wish to provide the first European portal of free resources, designed and approved by professionals: teachers, researchers in education, scenario specialist and ICT professionals to implement escape rooms in schools in general and on STEAM in particular. We wish to positively impact the youngsters’ motivation to study STEAM, their taste and interest in it and finally their STEAM skills, providing an inclusive learning environment for learners with SLD.To do so, we have developed a project plan and integrated outputs that are expected to have an impact on the awareness of the teachers on the non-formal learning approach of STEAM and gamification, to develop their capacity to use escape rooms for STEAM education and for education in general, as well as on their capacity to create content and on their actual use of approach in their daily practice."