<< Background >>Primary education (PE) is the first stage of formal education, coming after early childhood education and care (ECEC). The International Standard Classification of Education considers PE as a single-phase where programmes are designed to provide fundamental skills in reading, writing and math, and to establish a solid foundation for learning.Since learning is a cumulative process, this enables progress to more complicated concepts and tasks – but for this the following conditions must be met: child maturity, quality of formal education and a (non)formal support system that takes into account the unequal development and opportunities of children. If these conditions are ignored, the school easily becomes another place to strengthen social inequality. A well-established phenomenon, the Matthew Effect, states that small differences in reading ability in the early years of school lead to large differences in achievement by the end of school and beyond. Numerous studies show that students who fall behind rarely catch up with the effects following them as they enter the job market. Hannover research (2016) clearly shows how the early academic skills related to literacy and math are the most significant predictors of future academic achievement, which is especially true for children from risk groups. This is why the transition from ECEC to primary school is considered as one of the most critical periods of childhood (Besi et.al., 2019) since adaptation to this may have long-term effects, and that is why the critical conditions mentioned earlier are targeted trough early intervention.International research has generally found that the key early (pre/non-academic) skills identified for school readiness and easier transition are gross and fine motor skills, social and emotional maturity, independence, language and communication skills, understanding of elementary concepts, and the ability to follow the rules, focus and similar.These skills are practiced trough ECEC – if a child attends one, and many children don’t. Still, for all children, these skills can and should be strengthened in a natural, everyday way and in a family environment. This means that a series of daily activities can facilitate the transition of a child from ECEC to school, strengthen its skills important for early academic success and increase the opportunities for positive outcomes in life, especially for disadvantaged children and families.This idea was supported the results from the EPPE study which show that the active engagement of parents in activities with children at home promotes their intellectual and social development. A 2009. Eurydice report concluded that “the most effective intervention programmes involve intensive, early starting, child-focused, centre-based education together with strong parent involvement, parent education programmes, educational home activities and measures of family support”.Heckman’s studies (1999) show that the same level of investment at each age level produces much higher returns when it is spent on the young. Several studies confirm that investment in early education and interventions can save on spending at an older age. Meanwhile, research conducted by the PA SBS (2021) shows that parents often do not have the time or capacities to find relevant resources. This is especially dominant in the current conditions of the COVID-19 pandemic, with many parents and educators under great additional stress.For this reason, through the CARE2LEARN project we aim to develop an early intervention tool to tackle learning disadvantage by strengthening early key skills of children to lay quality foundations for their education and chances of positive life outcomes, but also relieve parents, ECEC and school system from additional pressure.<< Objectives >>The goals of the CARE2LEARN project, and all of its activities and project results are, as follows:1. Increased key early competencies and thus the likelihood of early academic success and positive life outcomes for children at EU level.2. Increased capacity of parents of preschool children to provide support to children for the development of early key skills and early academic achievement.3. ECEC and PS (primary school) teachers relieved from pressure through greater involvement of parents in their children's education.<< Implementation >>The implementation of the project is planned through related activities, based on regular online and F2F communication between partners and cooperation with key stakeholders in the field of education.The results of the project will be achieved through a review of scientific literature, interviews with target groups and the work of an expert working group in the field of education. The central activity of the project is the development of a digital tool - CARE2LEARN mobile application through which parents will be able to assess, monitor and through joint activities develop key competencies for school readiness in their children, increasing the likelihood of early academic success and ultimately positive life outcomes. The app will be thoroughly tested and evaluated by all target groups.Through dissemination activities, we will strive to make this free tool visible and accessible at EU level so that every child in Europe has the opportunity to strengthen the likelihood of early academic success.<< Results >>The central result of this project is the CARE2LEARN mobile app for assessing, monitoring and developing school readiness through digitalization of activities for the development of key competencies. The tool will be designed with 3 main features in mind:1. Assessment and monitoring of skill development. Through this, each parent will have an insight into the progress of its child, and idea where to invest more time and effort.2. Skill development through digitalization of C2L DEVELOPMENT TOOL CURRICULUM, another project result. The development tool will be designed in such a way that each day during the preparation-for-school period, the application offers parents several activities for quality time with the child who at the same time develops early key competencies. One of the proposed activities will be in digital form, and the other two offline with the aim of limiting screen time for children of preschool age. 3. Parental support through learning material aimed at them, and based on positive parenting philosophy. Regularly, the parent will be able to read a selected article related to the activities, the child's development, the ways of providing support to ECEC and PS transition, and similar.The app will be made with the idea of sustainability and transferability in mind, so it can be used by all parents and children, and further developed for at risk population.

"Europe today faces several challenges:- A context of globalization and economic crisis, with weaker participation in civil society, a community life of disinterest and distrust screw institutions. This behavior has the effect of generating a withdrawal of individuals that may lead to a rise in intolerance.- Terrorist attacks in several European countries questioning the fundamental values ​​and principles that are the foundation of our societies.- The arrival this year of one million people by sea and by land with the need to respond to the European states and the public to this migration crisis.In this context, observed a weakening of participation in civil society, a community life of disinterest and institutions against mistrust., That can result in withdrawal of individuals and lead to a rise of 'intolerance.How to avoid a depletion of democratic ideals that underpin the European Union and the foundation of Western culture and democratic country? How to take an interest in the consideration of social demand and consider mechanisms to co-produce the general interest?Questions arose partners EU Project ""Citizens Agora Into Organizations (CIAO)"" whose overall objective is the promotion of democratic values, intercultural understanding and non-discriminatory, the public awareness on the issue of citizenship European and rights associated with it, and mobilizing citizen engagement.The partners involved in CIAO structures are 6: 4 associations or NGOs nonprofit promotion and social action involved in the training and support of public including disadvantaged and support for democratic participation and active citizenship ( Italy - Florence, France - Angoulême, Romania - Fagaras, Croatia - Zagreb, Greece - Athens) and a government agency in charge of developing social and family policies in Ankara (Turkey).Their combined effect is to:- Promote exchanges and the development of good citizens and innovative practices between actors in non-formal education- Create a space for cooperation and networking between European expert organizations of adult education by involving people far away are the system in an intercultural approach,- Developing social skills, intercultural and civic and promote the empowerment of learners and young people with fewer opportunities.To do so, they will create a directory compared citizenship practices and a training module for European citizenship adaptable and replicable on a European scale.Project partners wants to promote new forms of European cooperation by strengthening synergies and cross-enhancement opportunities in the field of adult education for active citizenship. The educational tools used and developed by each can be integrated and adapted to gain new approaches to create the final innovative educational content.The target groups are:- Experts and professionals in adult education, network of associations working with specific audiences including migrants,- The adult learners involved or not in the civic life at the local, district, regional and national- And NEETS, young people with fewer opportunities."

"The Re-ability project aims to improve the socio-relational and emotional skills of women / mothers victims of violence temporarily hosted in a residential community and / or taken in charge by anti-violence centers.To achieve this goal it is necessary to enhance the skills of the operators / educators of the communities and centers also in terms of learning new skills and provide them with innovative operational tools that allow women / mothers to achieve good levels of socio-relational skills and emotional.Alongside the path of psychological and emotional support, adults who have experienced a particular trauma and a difficult path, also in socio-relational terms, and who have a fundamental educational task (as parents) need to acquire and enhance personal skills compared the path of care / support they are experiencing. These are in particular EMOTIVE and socio-relational skills such as self-awareness, management of emotions, stress management, empathy, effective communication, effective relationships.Precisely for this reason, with a view to change in terms of modernization and internationalization of partner organizations, exchange and sharing of good practices, we intend to create a series of tools and results capable of creating an interconnection between formal, informal and non-formal learning formal and raise the quality of the ""education"" offered to women / mothers and their children guests in the community.Specifically the project aims to carry out three Intellectual Output:1. Parent Education Plan, a tool for the realization of an individualized project aimed at strengthening parenting skills, starting from the strengths and weaknesses of women / mothers victims of violence, but also and above all from their needs and desires2. Promote and develop the socio-relational and emotional skills of mothers: paths, tools, ideas and activities. It is a Toolkit of tools useful to the educator to achieve the objectives of the Parent Education Plan3. New educational needs: recommendations from mothers who are victims of violence. This is a publication in which the data and results of previous IOs will be collected accompanied by real political recommendations so that mothers will be given a voice in dialogue with political decision-makersQuattro Transnational Meetings are planned, which in addition to having the objective of organizing the project activities from a technical and scientific point of view and defining the financial and reporting aspects, are also used as a moment of exchange of practices and study visits in the centers of the organizations partner.Cinque Multiplier Events are planned as dissemination moments, one for each partner country. The idea is that these MEs, some of which are programmed to take place simultaneously, can have a strong impact and reach as many people as possible thanks to the use of new technologies.From the implementation of the activities, the following results are expected:As for the host mothers or women of the anti-violence centers:• Strengthen socio-relational skills• Strengthen emotional skills• Strengthen parenting skills• Increase awareness of one's own experiences• Promote appropriate and functional attachment styles• Promote greater social inclusionAs for educators:• Offer valid support tools to their work• Improve the ability to offer support• Activate tools for change that can be subject to evaluation and monitoring• Increase professional skills• Creation of a specific and professionalizing intervention model• Promote networkingand• outline a shared vision of the area of intervention to accompany vulnerable parenting, identifying the transversal objectives and the actions that allow to achieve these objectives;• provide common guidelines with respect to interventions aimed at families living in situations of vulnerability primarily at local level;• facilitate services in operating in a compliant manner;• to provide local authorities and services with an overall picture of the indications coming from the most recent Italian and international scientific research and from the knowledge produced through innovative national experiences;• start a renewal of inter-professional and inter-institutional practices through the construction of new balances and concrete forms of sharing responsibility between promotion, prevention, administrative protection and protection"

CONTEXT STOP - Stop child abuse ThrOugh effective training and augmented reality wants to provide an innovative answer to the ADVERSE CHILDHOOD EXPERIENCES that affect youth in EUROPE. As stated in the International technical guidance on sexuality education (UNESCO, 2018) stated that: a) around 120 million girls worldwide (almost 1 out 10) have experienced forced intercourse/sexual act or any other form of intimate partner violence at some point in their lives; b) child sexual abuse affects boys and girls. International studies (Barth et al.) reveal that approximately 20% of women, and between 5 and 10 % of men, report having been victim of sexual violence as children. The EU commission, MIGRATION AND HOME AFFAIRS – Sexual abuse (last update April 2018) stated that “Studies suggest that a significant minority of children in Europe, between 10 % and 20 %, are sexually assaulted during their childhood. This phenomenon is not decreasing and certain forms of sexual violence are becoming a matter of growing concern. Fighting these crimes is very difficult. Children are vulnerable, and often ashamed and afraid to report any incidents. The Internet makes it easier to “groom” children (solicit children online for sexual purposes) or to produce and distribute child pornography”.PROJECT OBJECTIVE AND ACTIVITIES The project aims at creating an INNOVATIVE LEARNING PATH targeting YOUTH WOKERS based on CHILD SEXUAL ABUSE PREVENTION and Augmented Reality delivered thanks to a set of informal methodologies guidelines developed after the pilot testing at the end of the project. In particular: 1. Training plan development with a participatory methodology;2. Learning material and AUGEMENTED REALITY GAME development; 3. Short term joining staff training event – SUMMER SCHOOL to train youth workers regarding the project topics;3. Development of guidelines after pilot testing collecting feedback from youth workers about no-formal activities to best deliver the project results to child in youth center. STOP TARGET GROUPDIRECT TG: youth workers working with children age 9 to 18 years old;INDIRECT TG: youth age 9-18 years old and their families; STAKEHOLDERS: NGO dealing with YOUTH, especially migrants and disable youth; city-halls and local authorities; university of psychology and pedagogy; training centres and EU (and non-EU) networks dealing with violence and exploitation. EUROPEAN DIMENSION The project logic behind the choice of developing it at EUROPEAN LEVEL is that a EUROPEAN PROBLEM cannot be sorted out within each European country borders. In particular, PREVENTION regarding sexual abuse has to HAVE A EUROPEAN DIMENTIOON due to the fact that combating sexual abuse, sexual exploitation of children and child pornography, within other factors, DIFFICULTIES ARISED TO FIGHT SEXUAL CHILD ABUSE ARISE DUE TO THE FACT THAT THE OFFENCES TRASCEND NATIONAL BORDERS (EU Parliament Directive).

The unexpected pandemic of Covid-19 has caused a great alternation in the educational systems worldwide, whereas the health crisis had affected the school education of almost 1.6 billion children across 195 countries globally. In most countries, the pandemic brought about temporary closures of schools while digital learning became the new normality. These nationwide closures not only affect school learning but also impose new ways of teaching, bringing to light the importance of digital literacy, the use of technology tools, the resilience of educational procedures adn the readiness of educational bodies to offer constance high quality teaching, learning and assessmentThe target groups of the project are:-the direct target group is UPPER PRIMARY AND SECONDARY SCHOOL TEACHERS whose profiles will be upgraded and strengthened through the professional development programme to be developed for up-skilling, re-skilling and upgrading their digital, pedagogical and methodological competences to be able to design, deliver and evaluate online training and learning activities.-The indirect target groups are PARENTS who will be provided with guidance in order to support their children in the distance learning process, especially the ones who are younger, as well as the STUDENTS who will be provided with support on how to organize their time, how to stay focused etc.Based on the above, the Di2Learn school sector project addresses 4 main priorities:HORIZONTAL: Supporting educators, youth workers, educational leaders and supporting staffSCHOOL: Strengthening the profiles of the teaching professionSCHOOL: Developing strong quality assurance systemsHORIZONTAL: Innovative practices in a digital eraThis will be achieved through the design, development, pilot-testing and evaluation of DISTANCE LEARNING TOOL KIT supported by a CLOUD-BASED PLATFORM and a MOBILE APP aiming to support SCHOOLS to develop their own DISTANCE LEARNING ACTION PLAN in order to introduce DISTANCE AND DIGITAL LEARNING in their formal schooling. More specifically the project aims:-To support schools to develop their own DISTANCE LEARNING ACTION PLAN which will lead to the modernisaiton and the digital transformation of their schools -To empower teachers through upskilling and re-skilling opportunities based on the provision of professional development courses to help them design and deliver distance teaching, while also supporting students to proceed with distance learning.-To develop a capacity building series of workshops both on and off line to support parents for their role especially with younger children during distance learning.-To support students with study, personal and organisational skills for remote learningBased on the above, the Di2LEARN project will include the following activities:- 4 Intellectual Outputs- 7 Multiplier Events - 3 Transnational Project Meetings- 1 Short Term Joint Staff TrainingThe expected results are:- The upgrade of the teaching, learning and assessment provision- The strengthening of teachers’ profiles to deal with the modernation and digital transformation of formal schooling- the empowerment of students during distance learning- the enhancement of tools/ resources/ material/ courses- The development and provision of a professional development course for teachers- the creation of a series of videos to support parents and also students- the provision of a platform which will include all digitalised material, but also host the distance learning school academy of the schools to be set up- the mobile app with frequent messages to boost teachers, parents and students' morale