During the recent Covid-19 pandemic, and following the measures imposed by EU countries, on a local level, relating to education, many schools were forced to rapidly transfer their entire educational process, on-line (UNESCO, UNICEF and the World Bank (October, 2020) - What have we learnt? Overview of findings from a survey of ministries of education on national responses to COVID-19), implementing a distance learning model. The changes occurred over the course of the academic year, imposing a great time pressure for rapid changes and immediate implementation accompanied with technical problems (Educational Institute of Scotland (May, 2020) – Teaching During the COVID-19 Shutdown survey). Even though researches of the past decade have heavily focused on the transition to a digital learning environment, the level of readiness of each organisation to do so in a matter of days was not a priority up to now, especially considering the fact that researches show that it is a popular belief that education is behind the technology curve and that it is time to catch up (Pearson (August 2020) – The Global Learner Survey, August 2020). The wide range of available, open source, cloud tools led to several set of toolkits being used in several implementations of a distance learning approach leading in turn to confusion between the educational community both to teachers and students who found themselves having to use multiple platforms and tools in different contexts. The ETRe Project aims to empower schools to increase their transition readiness to distance/hybrid learning model by targeting teachers, school leaders (decision makers) and policy makers. By providing them with:- a competence framework based on existing ones, and set a minimum level of mastery of critical teachers’ and students’ competences that will ease their rapid adaptation to a transition to a distance/ hybrid learning model,- a report on available, open source, cloud tools (collaboration, storage, communication, planning, etc.) and platforms that support their parallel use presenting the information and pros and cons of the tools in easy-to-read infographics- a guide on how to rapidly and efficiently adapt and digitalise the educational content used in classrooms to a distance learning, supported by technology, approach- a certification process that will set a standard for the required level of readiness an educational organisation should have to sufficiently make a swift towards a distance/hybrid learning model. Its transnational implementation aims to make an impact at an EU level by implicating partners with a geographical disparity. A university, a school, an educational association, a technology and an EU projects experts organisation as partners will provide communication channels with all the project’s target groups and enlarge the overall target audience.

* ContextWith the project we would introduce a new and innovative approach in STEM education addressing Innovative practices in digital era as priority. Project intends to develop innovative STEM Labyrinth Method and design Mobile App, to create a transformative educational experience for high school students. The real-world problem scenarios will empower students for higher-order thinking and problem solving, preparing them to be competent and ready for the careers in fast moving digital world.* Objectives- empower youth and students to be problem solvers and innovative thinkers through science and technology- train students in using technology- enable and motivate students to learn STEM topics by immersing themselves in interactive apps- implement new teaching methods and materials that will encourage STEM teaching- conduct progressive series of curricula developments- provide teacher training to better improve content delivery- develop course plans and teacher training courses for STEM- target teachers at primary, lower secondary and upper secondary level within the area of STEM in schools’ European dimension by promoting closer relationships between teachers, schools and relevant stakeholders and policymakers- increase schools’ European dimension by promoting closer relationships among schools, students and teachers.* Number and profile of participantsEach partner in this Partnership have staff experienced in the project field and they will contribute to a great extent for the realization of the proposal. There is total number of about 30 key persons that will be included with working assignment and in training activities.* Activities1. selection of staff involved in the project, quality assurance, budget control and time management, risk management, acquisitions, financial reports, archiving, reporting to the National Agency and European Commission2. intellectual outputs: development of a Toolkit, Mobile app, a Guidelines, self evaluation instruments, development of a structured course.3. 1 short-term joint staff training event (June 2021 in Portugal)4. 3 multiplier events (Italy, Portugal, North Macedonia)5. four transnational project meetings (Greece, Cyprus, North Macedonia, Finland)6. dissemination activities (within the institutions involved in the project, in other institutions, public events and mass media coverage, publications and scientific events, graphic materials and online dissemination).* Methodology1. establishment of a communication network, organizational upgrades, informative activities, selection and preparation of participants, specific rules and financial regulations.2. analysis of the current situation in the partner countries that will direct the development of the intellectual outputs, based on internal expertise and exchanges of practices during training and teaching assignments, and the process will be evaluated and redirected during the transnational project meetings.3. follow up phase with multiplier events and direct activities with the target groups: pupils, teachers, trainers, school managers, decision makers and policy makers, representatives of public institutions, including NGOs.4. dissemination phase with previously defined activities in a dissemination plan5. completion of the project with establishing specific tasks of each partner in the sustainability period, reinforcing the partnership and inviting new partners, planning additional activities* ResultsThe main results of the project are the already mentioned as intellectual outputs, other results are:1. at institutional / organizational level: developing innovative strategies to implement this method in the curricula based on the intellectual outputs and on the experience and expertise2. activities with the beneficiaries: implementing the methodology developed through this project and the OER in at least 20 schools in all participating countries, with at least 1000 pupils, 100 teachers and 100 parents and family members attending3. at inter-institutional level: partnerships with similar institutions and schools to use OER and ICT in STEM* Impact1. impact on the participants: improved competences in innovative approach to teaching STEM and usage of OER and digital tools; increased problem solving skills of the students2. impact on the participating organizations: improved competences of addressing basic skills - science and mathematics literacy through more effective teaching methods, use of ICT-based methodologies3. impact on target groups: improved 21st century skills, such as digital skills, critical thinking, cooperation, problem solving, innovative and analytical thinking, established network of supporters and advocates who can help into education reforms* The potential long-term benefits1. new innovative approach to teaching and learning STEM2. implementation of the app in in the curricular and extra-curricular activities3. new partnerships to further enhance the app

"<< Background >>Because of the extreme relevance of online and blended learning programmes at the current time we emphasize the need for a digital transformation through development of digital readiness, resilience and capacity of Math Education.During 2019 Covid outbreak, schools around Europe were forced to implement a distance learning or a hybrid learning model. This meant that, under time pressure, the proper digital tools had to be chosen, the educational content had to be digitalised, and most importantly the whole learning process had to be transferred to on-line environments. Although, many researches of the past decade were aiming to increase the educational organisations’ readiness to perform such a swift, it was, most commonly, not expected to occur so rapidly.Thus, leaving little time to educators to research suggested approaches and tools and find the method that would best suit their teaching approach.The lack of data and information to enlighten the decision makers, as well as the lack of a platform capable of integrating all those tools led to students using multiple and different tools for different subjects at school, after school classes, when changing schools, etc.This resulted in a feeling of confusion to educators that expected a greater level of guidance during the sudden digital swift. The need to support the teachers and educators will be met with the design of the European Platform of Video Lessons hosting videos accessible by teachers, students at any time and any place and through any device applying an approach of BYOD (Bring Your Own Device). Added value of the European platform BYOD-Learning is that will be dynamic allowing its continuous growth and updating with more subjects, more levels and more languages.The second need to develop students key competencies particularly mathematical and digital competences will be met with the produce of a prototype methodology and specifications for the design of the video lessons including but not limited to (PPP, animations, application of software, videos, instruments used, external links, comics, infographics, etc) and making it appealing to students.BYOD-Learning aims at fundamental changes of students' learning. A shift towards more active, exploratory, self‐regulated, autonomous, communicative and collaborative learning is intended. This way of doing mathematics will help to develop a broad variety of key competences in students.BYOD-Learning platform and methodology also emphasizes and encourages Hyper-personalisation of learning. Despite our awareness of a disparity between students, the normal practice still is having the same teaching approach for all students. BYOD moto is that learning can be enhanced when the instructional process accommodates the various learning styles of students. New teaching BYOD approach, with the use of the video materials and digital tools offer every student a personalised approach to learning where they control their own pacing and where they can see themselves as successful students, and allows students to choose their own learning pathways.BYOD Learning platform and methodology support students with mix ability knowledge by developing their key competences and provides inclusion in the learning process reducing disparities in learning outcomes affecting all learners, especially underachievers.BYOD consortium joined forces to contributes for overcoming the European problem of low‐achievers. These changes of students' learning require and are based on changes of teaching. Many teachers encounter new problems and feel somewhat isolated and uncomfortable in the new online environment. Teachers are uncertain about the level of students’ commitment to learning. Project will support teachers and educators needs of digital transformation of teaching with clear strategy and approach for application of digital online materials, framework of competences and methodology.<< Objectives >>With the project we would introduce a new and innovative approach for the teachers and students in Math education to follow and use as additional teaching material. The idea behind the project proposal is to provide an alternative flip-classroom learning environment through video lessons covering the curriculum in support of two-fold solutions (1) digital learning solution (2) support to mix ability classes outside the classroom. The current project will focus to students learning mathematics in secondary education, especially 7 graders. The innovative environment solution and methods will be a basis for hosting more grade levels and more subjects.The digital learning will occur through developing videos with Math contents, based on the specific curricula in the partnership countries. The innovative aspect of the proposal is the fact that each content will be designed in three different time duration frames, for the different types of achievers. 15-minute videos for the overachievers in Math, 30 minute for the average students, and 45 minutes for the underachievers. This idea of a-3-frame videos does not exist; moreover, it will contribute to the process of inclusion of the weak students in the process of learning but also of the higher ability students in the process of learning challenge.The project will produce a prototype methodology and specifications for the design of the video lessons including but not limited to (PPP, animations, application of software, videos, instruments used, external links, comics, infographics, etc) and making it appealing to students . The project’s main result is the European Platform of Video Lessons hosting videos accessible by teachers, students at any time and any place and through any device applying an approach of BYOD (Bring Your Own Device). It will be dynamic allowing its continuous growth and updating with more subjects, more levels and more languages.General Aims: Didactic concepts, teaching and learning material as well as corresponding assessment methods for mathematics education will be developed, tested, evaluated and disseminated on the European level. BYOD-Learning project uses the power of initial and in‐service teacher education to put innovative pedagogical and didactical approaches into practice. The aim of the project refers to two target groups, teachers and students. (1) supporting teachers and teaching professionals by providing digital resources that will help them in their everyday work (2) support students with mix ability knowledge by developing their key competences and provides inclusion in the learning process.More specifically, the project aims to the following concrete objectives:- to develop innovative approach to teaching math and integrated methodology of good practices; - to reduce disparities in learning outcomes affecting all learners, especially underachievers;- to incorporate ICT-based methodologies for learning Math and providing more attractive education and training, implementing OER and digital tools;- to create an European e-platform for teaching and learning mathematics applying an approach of BYOD (Bring Your Own Device), allowing its continuous growth and updating with more subjects, more levels and more languages; - to improve assessment of the key-competences (mathematics and digital skills);- to develop Personal, social and learning to learn competences in students;- to enhance professional development of teachers involved in the process of education;- to enable teachers and schools to transfer part or the entire educational process in a digitally supported environment allowing them to implement distance/hybrid learning models;- to provide the competence framework for teachers that will empower teachers to rapidly adapt to a transition to a distance/hybrid learning environment.<< Implementation >>The implementation of the project will be realized through development of several work packages that will be included in the methodology applied: WP 1 - throughout the project’s cycle.Management activities (planning of the meetings, allocation to workload per partners, keeping records on the progress of the outputs, interim report and final report) WP 2 - months 1 - 3. Preparatory activities (Selection of staff involved in the project, distribution of tasks on work-teams and individual experts (job descriptions, specific procedures, schedules and objectives for teams and experts) establishing a communication network, preparation of participants: task related, linguistic support, digital training, inter-cultural education, risk-prevention and security in work) WP 3 - months 2 - 13 Design of an European Platform of Video Lessons hosting videos accessible by teachers, students at any time and any place and through any device applying an approach of BYOD (Bring Your Own Device). WP 4 - months 9 - 21 Design of a Methodology and specifications for the design of the video lessons and Set of digital tools and guidance on the digitalisation of the educational content to facilitate the learning processWP 5 - months 13 - 24 Design of a Training course for supporting teachers and educators to digital transformation through development of digital readiness, resilience and capacity.WP 6 - throughout the projectQuality assurance (monitoring and evaluating the quality of the activities and the results, Budget control and time management, Risk management, Accountancy andfinancial reports, management of unpredictable events and situations) WP 7 - months 5 - 24 Acquisitions (consumables, website, translation services, communication services services used for preparatory actions etc. Legal assistance WP 8 - months 12 - 24 and after the project Dissemination activities (coordination between the partners, implementation of activities to promote the project’s results outside the partnership, evaluation of those activities according to the dissemination plan and its objectives; within the institutions involved in the project; in other institutions, public events; dissemination through mass-media, publications; dissemination through graphic materials; dissemination through online environment) WP 9 - months 1, 9, 21Transnational project meetings 1. Kick-off meeting in December 2021 (Poland) 2. Second Transnational meeting in August 2022 (Bulgaria) 3. Final transnational meeting in August 2023 (Greece) WP 10 - months 22, 23 Multiplier events - E1, E2, E3, E4, E5, E6 Events for sharing the results of the project in every participants countries in the second year of the project's life cycle (Poland, Greece, North Macedonia, Cyprus, Bulgaria, Spain) - October 2023WP 11- month 23 Training event- An LTTA for 2 participants from each organization of the Partnership after the completion of the third intellectual output in Cyprus, leading organisation CMS leader of IO3WP 12 - months 22-24Exploitation plan and Sustainability (discussion within the partnership and agreement on activities for exploitation of the project’s results with specific emphasis on the sustainability of the project after its completion)<< Results >>Consortium intend to develop, transfer and implement innovative practices at organizational, national or European level. The outcomes would be:- innovative approach to teaching math and integrated methodology of good practices; - reduced disparities in learning outcomes affecting all learners, especially underachievers;- ICT-based methodologies and use of OER for learning Math and providing more attractive education and training;- creation of an e-platform for teaching and learning mathematics;- improved assessment of the key-competences (mathematics and digital skills);- enhanced professional development of teachers involved in the process of education;Deliverable and results expected during the project: 1. A Project Management Strategy, including guidelines and rules for partners regarding communication, project meetings, administrative and financial arrangements. 2. An Integrated Dissemination Strategy, describing and scheduling all dissemination activities and outputs, including: - Content marketing and SEO optimization of the website - Newsletters, for distribution to partner networks 3. An Integrated Sustainability Strategy including strategies that must be implemented during the project to optimize uptake of resources upon project completion. 4. A Quality Management and Evaluation Strategy, to establish expectations, procedures for quality both in outputs and processes, and the means to monitor, evaluate and propose corrective measures to optimize quality throughout the project. This strategy would include a commitment to and detailed description of website maintenance throughout the project. 5. A Project Logo which will be used on the heading and all forms of reporting used by the partners throughout the project lifetime 6. A Website, creation and maintenance of the project website to be active for a minimum of 3 years post project completion. The website will have its own control panel and ""back-office dashboard"". 7. A Project Facebook Page 8. An Evaluation Report to examine the project through internal and external questionnaires. 9. QARM (Quality Assurance Risk Management) for avoiding and handling potential problems 10. A Dissemination Report containing all internal and external evaluations of the project 11. Stakeholders contact database, which will ensure that a full list of partners' local and extended networks is created to provide 6 monthly updates on progress during project delivery and a full report that will be disseminated to a wide reach as possible post project completion to European stakeholder networks (press releases, published articles, TV, radio, internet social networks, digital media, etc.) The strategy will ensure ongoing visits to the website and use of the Intellectual Outputs once they are created, by interested organizations and potential trainees; and the active participation and contribution of relevant organisations to the development of Intellectual Outputs.Direct outcomes as intellectual outputs and work package results: 1. European Platform of Video Lessons hosting videos accessible by teachers, students at any time and any place and through any device applying an approach of BYOD (Bring Your Own Device), accessible in three different formats for promoting the inclusion and aiming to reduce the number of underachieving students.2. Methodology and specifications for the design of the video lessons and set of digital tools and guidance on the digitalisation of the educational content to facilitate the learning process.3. A training course for supporting teachers and educators in the process of digital transformation through development of digital readiness, resilience and capacity4. An LTTA for the teachers/researchers from each partner organization to test the effectiveness of the platform and BYOD methodology5. Multiplier events held in each country of the partnership, to promote the project and share the results."