<< Background >>Far Beyond the Barriers project is based on the belief that each student should be given the chance to be accepted, valued and have equal opportunities to develop its skills and career future without discrimination despite the level of abilities. Under the light of UN Sustainable Development Goals 4 Quality Education For All, Our partnership admit that as long as there are children and young people who have fewer opportunities not to benefit from quality education like their peers because of their own personal and learning difficulties, we need to put our thinking cap on and take action for equality and inclusion in our schools and classrooms.We as four partners from three different countries ( Poland, Romania and Turkey) address the real demand on inclusive education for quality education within this project. Despite the inclusive education has been increasingly recognized at international levels, there is not a common way to apply, the mainstream education systems and inclusive education, even the term of disabilities and difficulties may differ from country to country, For this project we use “learning difficulties” as an umbrella term for the learning difficulties and disabilities such as dyslexia( a common learning difficulty that can cause problems with reading, writing and spelling),dyscalculia (a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with mathematics.), dysgraphia (a specific learning difficulty in writing) , attention deficit and hyperactivity (is a condition characterized by inattention, hyperactivity and impulsivity ) need to be taken into consideration. According to statistics in Europe 15% of the population is dealing with some sort of learning difficulties. Meanwhile large numbers of individuals with that 15% are at the same time suffering from any other disorders as well.According to the European Dyslexia association;20-40% of the persons with dyslexia are also having dyscalculia, 20-55 % of persons with developmental language disorder are dyslexic. 10-20% of persons with dyslexia are having an anxiety disorder, 2-14% of persons with dyslexia are having a depression ,8-18% of persons with dyslexia are having an attention deficit and/or hyperactivity disorder.In order to achieve inclusion in education and move forward according to the Inclusion strategies of Europe, it is crucial to include those students with learning difficulties mentioned above because they will also be the actors of our future world like their peers without any difficulties and take active role in society only if they are accepted with their difficulties earlier and provided individualized education plan according to their needs in regular classrooms. In this regard special attention has to be paid to the methodological support and training of teachers in order to go along with a complete transformation of the teacher’s role in the classroom by changing the teaching strategies as well as adding the peers, parents, families and all relevant stakeholders in the process of inclusive education.<< Objectives >>We want to achieve more inclusive classrooms in our partner countries to offer quality education for all while respecting diversity, different needs and abilities in our classroom. During the project and after the completion of it, we would like to contribute to the European Union of Equality Strategy for the Rights of Persons with Disabilities 2021-2030 with our project’s impact since inclusive education has been put high on the education agenda at EU level.Within this project, we will encourage the partner countries to exchange best practices and to learn from each other because it is highly indispensable to hold a deep and open discussion on how to make our education system more inclusive for all with or without any difficulties. Although our main target groups are students with learning difficulties, we would like to open a frame for gifted students who have attention deficit and hyperactivity. These children are often misunderstood and their shinny parts may not be understood because of their ADHD. For this reason we choose STEAM education as it is multi disciplinary and allows students enough flexibility to think creatively while gaining them necessary 21.century skills which are prerequisite for their future life to have a decent job and life. “Far Beyond the Barriers'' project’s main objectives are;Promoting awareness and fighting stigma against the students with LDs because this group of students, if they are provided with greater knowledge and practice, are more than capable of closing the gap between them and their peers. Promoting and modelling positive attitudes and respectful language in schools/ classrooms for social and emotional inclusion.Ensuring necessary assistance to the teachers because learning difficulties are often misunderstood even by teachers. Teacher’s lack of knowledge and understanding about LDs can lead to poor education and care of these students.Promoting using different teaching approaches, disciplines and tools for teachers such as STEAM ( Science, Technology, Engineering, Arts, Mathematics) education approach, Creative Drama, Game based Teaching ,Sport and providing them a teacher guide ( R1) better to include students with LDs in mainstream education.Delivering an online course with 5 modules for teachers that teachers can benefit from to have the greatest impact on students.To achieve all these objectives, school managers/ teachers need to be more confident in identifying and making changes to the school environment to be able to positively support the integration of students with learning difficulties. Teachers as the main actors of our education systems need to have education and training in how the inclusion in school / class can be achieved and which strategies/ approaches/ techniques/ methods and tools can be used to achieve that goal. We would like to cater all these needs during the project and after its closure with our sustainability activities.<< Implementation >>Within the 26 Months project lifetime, We will implement these activities;A1-Project Management. Publiczna Szkola Podstawowa Nr 4 will be responsible for coordination of Far Beyond the Barriers Project in mutual agreement with partners as project manager.The partnership ensures the successful and quality completion of the projects all output and outcomes.A2- Dissemination of the Project:The dissemination of the project will start with approval of it and last till the end of the project duration.SAYEG-DER will lead dissemination activities.All the materials ( posters, flyers,leaflets,booklets, roll ups,newsletters, etc.) will be done in English and national languages.A3- Monitoring of the Project: The Monitoring and Evaluation will start at the beginning of the project and last till the end of the coordinator will be the leader.A4-Creating inter institutional agreements with partners (M1)A5-Creating Project teams( M1)A6-Creation of project visual identity Logo (M1)A7-Creation of the website and social media accounts ( M2)A8- Publishing promotional Material.( M2-M3)Each partner will use promotional materials for the EU funded project's visibility. The materials will be done in English or natural languages with the purpose of using them in the dissemination events.A9-Launching event of the project.(M4- M6) This event will be organized in each partner country to introduce the project to relevant target groups and local communities as well as local and national press.A10-Preparation Activities for LTTs and TPMs MobilitiesA11-Organizing seminar & workshop after 1.LTT (M6-M7)A12-Organizing seminar & workshop after 2. LTT (M13-M15)A13-Organizing seminar & workshop after 3. LTT (M18-M19)A14-Organizing seminar & workshop after 4. LTT (M21-M22)A15-Pilot Testing R1- guide and toolkits for teachers(M20-M22)A16- Pilot Testing R2 - the online course with 5 modules (M21-23)A17- Social Act Campaign (M12-24)A18- Progress ReportA19- Final ReportThere will be 2 transnational project meetings during the project .1. TPM will be in Pultusk /Poland2. TPM will be in İstanbul/TurkeyThere will be 7 online management meetingsC1- Using STEAM as a tool for inclusion in İstanbul / TurkeyC2- Using games to increase emotional intelligence and empathy in the classroom in RomaniaC3- Using Drama as a tool for inclusion in the classroom in PolandC4- Using Sports as a tool for inclusion in Ankara/TurkeyThere will be Local seminars/workshop will be carried out after the each LTT will take place in order to share the learntlessons and impact of transnational training.Three multiplier events as conference will be organized to promote the projects resultsProduction of Planned Results' Piloting Phase- 200 teachers/educators/educational staff and 100 students will be involved in piloting sessionsR1 Guide for Developing an inclusive classroomR2- Breaking down the barriers in inclusive education course content pilot testing will be done by the each project team. After all the adjustment will be made, it will be open for the teachers, all kind of educational staff.<< Results >>Far beyond the barriers project’s main expected outcomes will be as listed below;Within these outcomes; Educators will be more prepared to work effectively with students with specific learning difficulties who will be our next generations and are highly faced with the negative feelings in their educational and social life. Moreover the peers of those children and educational staff will gain positive attitudes to be more inclusive in our society including school life. Through the achievement of project objectives the expected tangible project results and outputs will be;- R1 Guide for Developing an inclusive classroom- R2- Breaking down the barriers in inclusive education Online course with 5 modules -Social Media Campaign-Partner countries Situation Report on inclusive education-Website containing information about our project itself, institutions, results, events, news etc.- Multiplier Events, Learning, teaching, training activities, local seminars and workshops for teachers, managers after each LTTWith Proposed objectives and activities expected impacts;For teachers:-improved awareness of the phenomenon of students/youngsters’ LDs problems;-improved ability to assure a more efficient and inclusive school environment;-improved knowledge and competence base on how to recognize, address and support children with LDs-enhanced skills to apply innovative methods needed to support the teaching process in order to ensure inclusiveeducation-increased ability to create and adapt learning materials to those pupils with LDsFor students:-increased awareness of what LDS are and how to cope with these-improved effective study method sets on special learning needs-raised self-awareness and self-esteem, developed a sense of belonging and a feeling of acceptance for students with learning difficulties.For partner institutions:-increased capacities to develop and implement quality social inclusion educational activities for their target groups-strengthened cooperation of partner organizations- having valuable materials for their organizations and the rest of the European organizations, schools and initiatives dealing with inclusion.- project management skills development- better relationship and communication between teaching, administration and management departments.-stronger relationship between LDs and their families-enhancing the inclusion of people with disabilities in the career field.-strong cooperation with the other local stakeholders, local and regional authorities, municipalities.-improving their own position at regional, national and European level.-improving their position in the improvement of Quality of Life of persons with LDsFor stakeholders-increased capacities to develop and implement quality social inclusion educational activities for their target groups

"<< Background >>M@THGAN- Effective Ways of Teaching Mathematics through Technology ,Game , Art and Nature is a project that brings together 6 partner organizations: an association of teachers (RO) ,a technical expert with extensive experienced staffs(NO), an association of culture and education (PL) ,an expert on delivering tools and services of non-formal game-based education( GR), a NGO which target group is mainly disadvantaged groups (IT) and a newcomer in the programme (TR), that collaborates with national authorities.Digital agenda for Europe- Mathematics for Europe (https://ec.europa.eu/futurium/en/system/files/ged/finalreport_maths.pdf) defined mathematics as ""a soil in which other sciences, technologies and applications are deeply rooted, if we have good fruit and harvest, the soil must be cared for. The future sciences will need this new soil to grow, they will need new MATHEMATICS."" Though this truth, it is obviously known that the perception of “Math lesson” among students, teachers and the society is unfortunately on the negative side. In many classrooms , students continue to learn mathematics through instructions that teach rote procedural skills without connecting mathematical concepts. The last report published on OECD.org (https://www.oecd.org/pisa/publications/pisa-2018-results.htm ) verifies that our students performances in Mathematics isn’t satisfying. Except PL and NO, the other project partner countries have low attainments of pupils in math. The mentioned EU reports showed that these problems are closely related with the lack of mathematic teachers’ competencies, especially digital, and their ability to use attractive teaching methods based on ICT which enable to promote attractive learning of math.That's why the M@THGAN project aims to gain a positive attitude towards mathematics and to change the teaching way of Mathematics. We would like to show the students that Math is everywhere in our surroundings and if we want to understand Mathematics , we can find it in our daily lives. By this way students will learn to use Mathematics to solve daily problems.Our main priority is serving our future, it means that without changing the perception of education according to the needs of the world, we may not take our seat among the developed countries. To succeed in these desires, we should invest in education and produce new projects and strengthen teachers who have significant roles .Teachers should acquire the competence to justify, plan, and execute mathematics teaching as well as identifying, evaluating and develop teaching materials with the aim of tackling low achievement of students and attitudes towards mathematics, motivating and inspiring their involvement in mathematical activities and dealing with their difficulties in Mathematics.<< Objectives >>M@THGAN project focuses on improving effective teaching ways of MATHEMATICS through TECHNOLOGY, GAME, ART and NATURE.The specific objectives with reference to the direct beneficiaries, teachers and students, are:1) a consolidation of the professional profile of teachers and trainers for the teaching of Mathematics skills in Primary and Secondary Schools by:-improving their digital competencies to use mobile apps in the teaching process;- adopting innovative digital practices based on ICT usage in order to improve pupils’ mathematical skills and address their under-achievement in math;- strengthening the capacity of math teachers to develop pupils’ critical thinking and creativity through integration of innovative mobile apps based exercises/coding/ gamification and game based learning into teaching process;- supporting math teachers in moving their classroom into nature/ museums, galleries etc in order to help students make sense of ""living mathematics""2) the strengthening of the development of STEAM competences, in particular mathematic, scientific, technological, digital, linked to creativity and innovation, for Primary and Secondary School students by creating a positive attitude towards mathematics.3) share positive experiences and innovative practices in the math teaching practice, based on the networking practice at a European level.4) cooperate with partners in order to improve the way math is being taught in Europe.5) to develop a Classroom activities guideline for teachers 6) to develop a M@THGAN game 7) to develop a MOOC M@THGAN<< Implementation >>For these reasons mentioned above ,we will use pedagogical practices that promote mathematical proficiency and use of ICT, use of outdoor activities, nature, museums, galleries, games and gamification in order to carry out this project. While doing this, we will combine many methods and techniques as our methodology although we will mostly use project -based and game- based learning as well as active learning and ICT based learning for project activities.During the M@THGAN ,we will have 3 TPMs, 4 LTT activities as short term joint staff event.1.LTT ""Boosting your students’ computational Thinking / Using Coding"" in Greece2.LTT ""Using Games and Gamification"" in Italy3.LTT ""The world around us is our learning place ! Museums/ Galleries and Cultural Heritage"" and in Poland4.LTT ""MOOC M@THGAN- How to use MOOC"" in NorwayWe will create intellectual outputs according to our project's aims.To promote our project outputs we will organize 6 multiplier events. These events will have significant roles for not just promoting the valuable outputs but also introducing the participants that the Erasmus programmes gives us this kind of opportunities. Thanks to Erasmus programmes , we will be able to improve our competences and be active in society.We will carry out many other local activities such as pilot testings, workshops for teachers after each LTT activity, seminars to raise awareness about tackling low achievement of MATHEMATİCS, launching events, setting Math corners, carrying out eTwinning Project to reach wider target groups.<< Results >>R1 is ""Classroom Activities Guide – How can Teachers Involve Technology, Games and Art into Mathematics Teaching"" ,R2 is "" M@THGAN Game” with printed and online version andR3 is “MOOC M@THGAN Platform - Online Teacher Training Course"".With respect to the general medium-long term impacts, the project:1. will promote awareness on the necessity of improving the the quality of teaching math in different levels of education2. will support teachers to gain new teaching skills/ methods etc, and motivate them to use new pedagogical methodologies and innovative learningenvironments in their classrooms3. will support students to develop deep mathematical understanding, to acquire key competences that are essential for lifelong learning and to through a series of activities planned in the testing phase of R1 and R24. will lead to better academic results of students in PISA and national exams5. will create a better classroom environment and a greater satisfaction of the educational community.Teachers will be intentionally active in this process and change their teaching methods according to 21st century’s and generation of Alpha and Z's needs and our students will learn the reason for learning Math as understanding the world! While having fun, they will improve their critical thinking, problem solving, creativity, reasoning skills as well as mathematical skills.Through this project we will help students with low achievements in maths to acquire the needed skills to mathematics, to increase their appetite for learning scientific disciplines. We aim to change student's perception towards Mathematics and enhance Mathematics teaching with technology, games , nature and art."

<< Background >>EntreComp the EC common reference framework has 3 interrelated and interconnected competence areas made up of 5 competences, which constitute the building blocks of entrepreneurship. Financial literacy is one of these essential skills. Extant literature indicates that many people worldwide lack adequate financial literacy skills, and suggests that the financial crisis is a result of poor financial management and decisions (Atkinson & Messy, Carroll, 2012; 2012; Lusardi and Mitchell, 2014; OECD, 2008). For this reason, calls have been made for including financial literacy in the compulsory education curriculum. OECD PISA surveys ( measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges) conducted in 2015 and 2018 assess the extent to which 15-year-old students, have acquired key knowledge and skills essential for full participation in modern societies. The surveys highlight students aware of financial concepts are taught by parents not schools .Partners conducted preliminary analysis to identify national needs and priorities with regards basic entrepreneurship. Not all schools have a curriculum related to building entrepreneurship skill basics yet all are equipped with devices allowing them to access a wide range of support materials and to aid delivery in the classroom. Education has been indicated as a solution in building tomorrow’s entrepreneurships skills with EntreComp implemented as the educational guideline. The overall aim of the chosen partner mix is to build outcomes that will support the modernisation of Europe's education systems and contribute to the building of tomorrow’s entrepreneurs.Pre-COVID discussions between partners relate to the framework of the current proposal -partners have always believed in the OECD's Principles and Good Practices recommendations . During COVID, the need for the BUILDENT was highly accentuated as schools fell back on their standard curriculum hence non-academic subjects such as basic entrepreneurship skills were/arebeing left on the back-burner. Furthermore, partner schools realise the importance of animating these basic core skills so by liaising with professional entities related to entrepreneurship .While some countries have introduced financial education into the curriculum, the degree to which students are actually exposed to this element of entrepreneurship differs from what the curriculum provides. Indeed, the OECD recommends the development of skills to manage discretionary funds which BUILTENT will seek to address through its gamificationBUILDENT will support and reinforce the development of key competences for individuals throughout life and follows the Entrepreneurship Competence Framework which supports competence development to grow entrepreneurial capacity, one of the key policy objectives for the EU and Member States. It will strengthen the learning impact by promoting remote learning contexts which has become a reality in today’s world It will build practical skills for tomorrow’s generation by giving basic entrepreneurial concepts and financial knowledge skills and the ability to manage economically, stay within a budget, the ability to be responsible and taking responsibility. Through its gamification and animated videos ,BUILDENT will give students a visionary explanation , promote flexible thinking in a realistic scenario and build the desire to learn and develop their self-esteem.By supporting the young generation in their financial and investment choices, BUILDENT is in line with recent European recovery efforts in buildings skills to support the COVID-19 recovery and support the integration of young people into the labour market.. BUILDENT aims to improve the quality, supply and accessibility of entrepreneurship skills by providing a low barrier learning programme with a set of key competences vital for business survival.<< Objectives >>BUILDENT seeks to develop key competences, by establishing good practices for better support of educational staff in their tasks and improving their education, for updating assessment and validation methods and tools, and for introducing new and innovative forms of teaching and learning needed for personal fulfilment, employability ,socio-educational and personal development, as well as participation in civic and social life. As a tool, it seeks to improve both digital and entrepreneurial competences motivating more young people and their teachers. BUILDENT will support the development of a high-performing digital education ecosystem, by exploiting the opportunities for both teachers and learners through digital to implement a teaching model that offers interactive dynamic educational resources with focus on entrepreneurship and be able to turn the obtained knowledge into practice and transfer to daily life and use. It will provide high quality instruments and tools for education for entrepreneurship development and increase the collaboration between teachers and school staff, following teaching methods, planning and implementing different activities, in order to offer the framework in teaching activities It will support the Entrepreneurship Competence Framework supporting competence development to grow entrepreneurial capacity, one of the key policy objectives for the EU and Member States. As a learning programme in the field of school education and learning with emphasis on continuous student development, it will focus sustained collaboration between entrepreneurship experts and schools for the development of an entrepreneurship -based toolkit. Accessible at any time it aims at providing a flexibility to teachers by preparing a curriculum, PowerPoints and a toolbox of information and ideas and their students that can follow online.BUILDENT will provide on-line learning for those who are active as teachers, trainers and mentors, for the acquisition of entrepreneurial -related skills , an essential element of the BUILDENT project. Working with the stakeholders is crucial to develop the project toolkit. To ensure that BUILDENT follows the EU priorities related to the development of key competences, partners have already established commitments and support from social partners, companies, chambers and VET providers, in line with the objectives of the project. The partnership includes actions of cooperation with players in the research and innovation sector, civil society as well as in the private and public sector. BUILDENT will also address the challenge of giving the required tools and change the Instructor–led classroom teaching model from a‘one–way teaching model’to a computational driven teaching model that offers learners different interactive dynamic educational resources. The project will be addressing the needs of secondary school students empowering their awareness and action as responsible citizens. Besides addressing a topic necessary ‘citizen’ growth development , students will develop skills in practical mathematics Through its gamification and animated videos ,BUILDENT will give students a visionary explanation , promote flexible thinking in a realistic scenario and build the desire to learn and develop their self-esteem.Students will acquire the knowledge and skills to build responsible financial behaviour throughout each stage of their education. Through the project, educators and professionals will be given the tools to teaching students the value of financial planning and entrepreneurship skills. It will also address the challenge of making teachers digitally ‘literate’as it will help teachers realise that they can contribute to content in their respective fields by accessing new teaching materials , pedagogical methods and improving skills and competences through practice using the gamification in order to develop didactical approach.<< Implementation >>The overall results of the project will be achieved through the project activities through the development of the four project results,interconnected, as the results of intermediate activities will lay the foundation for the consecutive steps, the organisation of 9 Multiplier events , the dissemination, exploitation, impact and sustainability activities, project quality and risk management and proper implementation and feedback. The project outputs will be better defined further in this application . Project activities are all aimed to shape relevant and transferrable Project results, toward the dissemination of entrepreneurial thinking and competence . The work plan is organised on a 24 months basis, tasks and roles have been agreed among partners already at application stage in order to enhance each organization experiences and knowhow, as well ensure that all project objectives will be achieved at a high quality standard. All partner roles & tasks have been distributed logically according to their specific expertise and experience. All partners will support PR leaders, perform assigned tasks, conduct multiplier events, disseminate actively project and outcomes. All partners will host a multiplier event and support P1 in its additional online European-wide final event. All partners will be responsible to conduct high quality activities and maximise impact towards the target groups and stakeholders.. The project will kick off with an in-depth assessment activity to analyse the existing situation and training needs, as well as the potential effectiveness of e-learning and online tools used for the training path. Once the content in finalised partners will ensure that these are effectively translated into their own language for pilot testing that will be organized at a latter project stage, i.e., after the development of the training contents. They will test the developed outcomes assess through evaluation questionnaires to have evidence of potential problems detected, as well main positive points of the material created. The project will undertake dissemination and exploitation actions to answer student needs. PR 3 also includes the preparation of animated videos that will be built on the learning programme .. At least 8 videos will be prepared and available for viewing and as a tool to teachers with professional voiceover in the 7 languages . A game built that aims to ensure students have understood the learning content and that will elaborate their ‘entrepreneur skills’ in their everyday life realistically looking into an investment in their studies, and calculating ROI.The realisation of the training course is based on the results of preliminary studies carried out by partners at the proposal stage. Therefore, during the first project steps, partners will conduct an in-depth assessment that will establish a first contact with the target group and re-organize the results of needs analysis already collected. The course will contain materials for e-learning training (manual, modules and units) and educational games and supporting tools for the e-learning part which will be developed during the second output. The training contents will be available in all the study languages of the consortium to allow the highest number of people to benefit. This will also help further exploitation of the contents tested during the assessment Several additional results are expected to be developed during the lifespan of the project. to enhance project progress to secure quality and external purposes<< Results >>BUILDENT is organized in 4 PRs Pr1 The training course will be achieved through 2 main steps characterized by research aimed at improving the analysis already carried out by the partners and focused on defining competence and training units necessary to develop the profile. The training modules twill be based on the results .Partners will conduct an in-depth assessment that will establish a first contact with the target group and re-organize the results of needs analysis already collected. The course will contain materials for e-learning training and educational games Supporting tools for the e-learning part which will be developed during the other 3 Project Results PR 2 A game will be created as practise with the scope to clearly move away from theorical approaches .. Moreover, teachers and staff guidelines will be created on how to use the game so that teacher can guide and support pupils in a ‘learning-by-playing’ scheme.PR3 Animated videos will be used as support tool. They will complement the eLearning tool to facilitate a deeper understanding of the topics. Partners believe that these will impact motivation in the learners As a visual tool they will help overcome the difficulty to engage students and are a easy tool for dissemination purposes.PR4 will start with the construction of the Smart Learning Environment space This task will include learning objectives, subject matter analysis and content and will address assessment instruments, exercises, lesson planning and multimedia resources selection. Once the materials will be ready all the information will be transcribed on the platform. The platform will also host two main learning features- A quiz and a training path . Through the piloting of the project , teachers will acquire new educational, pedagogical and technological competences, learning how to plan an e-learning course for their students. The expected results for the BUILDENT project are-An understanding of the skills required by students in relation to financial tools in order to improve their understanding through methodologies, techniques, practices and tools-A learning outcome-based approach with particular reference to ongoing competence assessment processes-To implement remote learning contexts through- a training model and contents targeted to teachers online in languages, English, Dutch, Portuguese, Spanish, Italian, Turkish, Lithuanian free to use-Dissemination and Exploitation strategy and events to raise awareness of how attaining skills in financial tools is essential to building entrepreneurial skills and omitting this knowledge can lead to entrepreneurial failure to reach stakeholders across Europe.This will be achieved by the joint efforts of all partners, third parties and stakeholders, through the development of specific tools addressing the needs by:1.An in-depth assessment to highlight difficulties of the target group2.A training path covering all the main and common aspects of digital tools for the recognition and transparency of the learning outcomes achieved 3. Guidelines for teachers towards the implementation of the skills learnt and exploitation of products, towards more entrepreneurial growth 4. e learning quality digital content using infographics, presentations and animated videos developed under the SCORM loaded into a Moodle Learning Management System wherein a user name and password can also be available on request and accessible at any time so that learners can progress through the coursework as required and schools can follow up on their progress. 5. Animated Videos for Innovative teaching practices and Learning Management systems (all languages ).6. Gamification targeting students to relate what they have learnt in real life practice (all languages)