<< Objectives >>SKILLS To CATCH the FUTURE will aim at equipping students and teachers with computational thinking, to have personalities adapted to a changing society.The specific objectives include:1. developing critical thinking using digital communication techniques; 2.using computational thinking skills in teaching and learning; 3.applying computational thinking skills in individual and group projects; 4.enhancing cooperation skills for all communities involved in the project.<< Implementation >>We will use unplugged coding activities, computational algorithms, Scratch and other applications to create educational activities on different school subjects, according to the curriculum, in order to generate strategic mindsets and critical thinking. There will be at least 8 national activities each year, 4 for primary and 4 for secondary level, integrated in core curriculum in each partner school. During the transnational meetings we practise computational skills in real life context.<< Results >>The main outcome of the project is an e-book comprising a collection of at least 30 projects and worksheets, the project blog with all the videos, games, presentations realised during the project.

<< Objectives >>To gain experience and expertise through cooperation To understand how the good practices are done about environmental problem at EU levelTo develop new methods and strategies related to environment and natural resources To have cooperation between institutions at EU level to solve the problem of environment and natural resourcesTo raise awareness in protecting natural resources and environment at EU level To focus on improving sustainable living conditions at EU level<< Implementation >>We will have Transnational Activities1st transnational activity in Turkey in May 2022 2nd transnational activity in Gragnano / Naples / Italy in October 2022 3rd transnational activity in Serres / Greece in February 2023 4th transnational activity in Alhaurín el Grande / Malaga / Spain in May 2023 We are going to do;Online Logo contest Local Activity (All Partners); Recycling Campaign Hiking Environment Festival Nature Consciousness Exhibition World Water Day Erasmus Days Celebration<< Results >>Ecological and Environmental; Hand eBook-Handicraft Exhibition, Theater Play-Choir and Songs-eCalendar 500 students and 120 teachers trained on the project Website, Social media pages, eTwinning / Twinspace project E-brochures for dissemination 4 Transnational Activities 24 teachers, 8 Scientists and 48 student mobility 8 information seminars 4 Conference Project logo Corporate identity 4 Erasmus + Student Clubs Evaluation e-forms and e-reports Local Activities

"<< Objectives >>BETA project aims to bridge the gap between generations, to break down social barriers by ageism and sustain social inclusion through digital education.With this aim a vibrant network of elderly people, children, professionals, academics, trainers, digital experts will joint forces to crate learning opportunities and improve accessibility in modern society of information and digitalization.<< Implementation >>In BETA project several activities are designed""-Conduct an international research of elderly people needs in the post pandemic era-Design and provide training courses, Laboratories and Workshops to upgrade professionals in the field of elderly and children care-Construct vibrant digital platform to host a vibrant international community-Publish policy recommendations in the form of a Training kit and a Guidebook.<< Results >>It is expected to accomplish a new methodology approach for Intergenerational learning, a detailed Training kit will be offered to adult education sector and a comprehensive Guidebook will be published to reach policy makers, academics, institutions and state organisations towards inclusive ageism."

"ART BEYOND GAZE (ABeyGA)CONTEXT/BACKGROUNDArt creation allows the individuals to fulfill themselves, to express their deepest feelings, and to eliminate the intensity of everyday life. It is considered to be the tool for communication and verbal and/or non-verbal expression of intimate feelings in an alternative way. Art creations, in different forms (such as painting, sculpture, music, etc) can also serve therapeutic purposes especially for young learners with Special Educational Needs and Difficulties (SEND). In our digital era, art can be supported by many innovative methods, tools and practices which can offer the chance for a better social inclusion for young learners. Art technology offers a unique opportunity to tackle discrimination through its globalization and accessibility to all individuals. The peculiar circumstances created by COVID 19 highlight the importance of digital art creation as a means of communication and expression, given that during the pandemic the distance between individuals is imposed; art functions as a bridge which unites people and nations world-wide. AIM/OBJECTIVESIn the above frame, the general aim of ABeyGA project is to approach art creations in an alternative way with the total involvement of senses within art workshops and cultural environments in general (e.g. museums, cultural centers etc) and to support young learners especially with SEND, so they can be successfully included in their school and social environment through art education. More specifically, this program aims to design, implement and evaluate alternative innovative activities (through digital, multi-sensory and interactive methods in approaching art), and exchange the good transnational practices/activities between the partners.Also:- to develop a holistic global conception of art using all sensations (look but also touch, hearing, smell)- to adopt a multicultural approach of artworks opened to new worldviews (different perception of colors, sounds, art materials depending on the country of origin)- to engage the young people in the reproduction of known art works using digital or/and natural materials from the regions/countries involved- to support young people especially with SEND to be involved in communication by and for young peopleBENEFICIARIESThe beneficiaries of the project are mostly young learners with SEND and vulnerable young people in general, youth workers, educators and social work organizations, but also families, other young people, schools, colleges, high schools and universities.INTELLECTUAL OUTPUTS/ACTIVITIESThe project's Intellectual Outputs are a “Train the trainer” art Guidebook that will be made by PDETh organization (GREECE) for art teachers and youth trainers that focuses on how to organize art activities in schools and non-formal art & youth organizations. Also, a ""Digital Game for Young Learners"" made by COAT (ITALY) related to the production of artistic material (3D animation and games) by using high-tech technology in order for the art creation to be more comprehensible and accessible to the young people, especially with SEND. Moreover, ""Evaluating Videos"" made by BLUE ROOM (ITALY) to assess the workshops' products and practices through videos. Last but not least, a ""Digital Art Folder"" made by OPENUP (GREECE), as a digital library for the digitized artistic material - work (images, sound, text) created in the art and digital workshops. The ABeyGA project also includes training activities which are the ""Digital Training Activities"" realized by COAT and the ""Art Workshops"" realized by the Escola d'Art d'Olot. Additionally, the ""Local Workshops -Trainings"" activities will involve local cultural centers, galleries, schools special and not, vet schools, public bodies to spread the above mentioned innovative practices and the knowledge acquired to the youth workers and the young people, so they can be implemented. For the accomplishment of the IOs, five consortium meetings will be organized throughout the project every 5 months with the involvement of two participants from each partner. The kick-off meeting will take place in Larissa, Greece, the second one in Trevi, Italy (Digital Training), the third meeting in Barcelona, Spain (art workshops), the fourth one in Lyon, France (discussion about the Pilot Art Workshops) and the final project meeting in Athens, Greece, (assess the overall project cycle and analyze the main success\shortcomings).RESULTSThe expected results connected to the IOs and activities are related to the personal and professional development of the trainers so as to respond more efficiently to the demands of their social role, as parents, teachers, professionals. As for the young, especially with SEND, the project will guarantee the development of their learning skills and the reinforcement of their social- emotional abilities and self- expression to be included in their social and cultural environment."

<< Background >>Only a few years ago, early school leaving was generally considered a local or regional problem, exclusively impacting a single territory and economy. The work carried on by the European Union on the topic of school dispersion, especially by the CEDEFOP, has clearly shown that the exchange of good practice at the level of the Union is the most promising way to tackle the issue and - as happened in the field of VET education - has led to some thoroughly documented programmes for tracking and tackling school dispersion, including risk-profiling and instruction on data gathering [cf. CEDEFOP, VET Toolkit], clearly designed to ease transferability and a pan-European application. We strongly believe in a EU approach to the issue of school-dispersion, which would lift the enormous pressure on the lagging regions by providing them with adequate tools to reach the quantitative targets set by the EC.The transnational partners chosen for the EARS project share the crucial features of being part of the local “avantgarde” in the fight against school dispersion. In other words, each of the partners is well-known - in its own territory - for having developed and applied cutting edge procedures to tackle school dispersion, and having a clear overview of the administrative, cultural and systemic features of its region, each one in its different role and position. Consequently, the common need is that of an upscaling, reached through open discussions among peers in order to truly valorize each one’s experience and track-record.Actual data gathered in the Basso Ferrarese area (IT) validated the effectiveness of the school-level approach advocated by EARS and strongly advocated by the lead applicant: in 2015 the piloting area had an average of 24.4% early school leavers; today the average is down to 17.7%. The project idea draws extensively from a set of integrated actions to tackle early school leaving which were developed, piloted and executed within the “Community Educational Pact” (P.e.co) of the South-Eastern District of Basso Ferrarese, in northern Italy. Countries such as Spain (26.5%), Portugal (23.2%) and Malta (33.5%) have high rates of early school leaving, while countries such as Italy (18.2%) and Romania (17.5%) move steadily above the European average. By contrast, countries such as Austria, Denmark, Finland, Sweden, the Netherlands, Luxembourg, the Czech Republic and Slovakia are even more below the desired 10% target set by the EU (Fotopoulos, 2013).In Gorj County (RO) - one of the piloting areas -, school dropout in primary and secondary education is present especially in rural schools and educational units that educate Roma students. In the last ten years, the early school leaving rate in Romania had a stagnant evolution from 19.3% in 2010, to 17.3% in 2013 and then again an increase to 19.1% in 2015. It then decreased steadily to 15.3% in 2019, still far from the target proposed and assumed in the 2020 Strategy of 11.3%. In Greece, another piloting MS, school dropout, according to official European data for 2011, is set at 13.1%, with the goal to fall below 10% by 2020. But even if the country seems to be holding back the student dropout rate in relation to the European average (13.5%), all estimations show that early school dropout rates will be increased dramatically due to the prolonged financial crisis as well as the inability of many families to support the path of their members within the levels of the education system.<< Objectives >>Overall objective of the project EARS is to produce a set of procedures that can be actionable at the single school level. A structured interaction with the full range of actors usually involved in school-dispersion issues, in each specific administrative context (i.e. the local health authorities, local councils, social cooperatives and volunteer associations, labour-market operators, mutual assistance entities, community police, NGOs, etc. according to the context) and throughout each partner’s territory will allow us to develop deeply integrated procedures to support the young people with significant school-dispersion risks, also considering those associated with the pandemic. The project will reach its main scope through the following specific objectives:1.Co-design of a common action protocol between the partnering entities, summarizing and improving the single regional practices already in place. This “enhanced” best practice exchange will produce a set of spaces, initiatives and activities through which to offer first and second level guidance and information services to all piloting school users, as well as counselling and psycho-pedagogical support services empowered by the support of a digital profiling tool to inform, raise awareness and contrast drop-outs and potential drop-outs.2.Improve the effectiveness of the digital profiling tools to inform about life and career possibilities within and outside the territory. Building and validation of a fully working prototype of the profiling tool will be subsequent to a full year of project’s piloting, with a long observation phase by the partner in charge of the digital work, in order to build a tool that actually matches the needs of the target groups.3.Training on the procedures, tools and competences needed by teachers and administrative staff to closely follow up on high risk students, leaning on the three pillars of the programme: 1. Learn the Future; 2. Local and EU Labour-Market; 3. Family Involvement. Materialization of stimulating workplace environments as well as widespread interventions, in the form of seminars / workshops.4.To advocate the results in dialogue with major sectoral stakeholders, promoting it at a European level, synergically with the new standardization tools developed by CEDEFOP.<< Implementation >>In relation to the specific actions that will be carried on under the “Project Management & Implementation” budget line, here follows a non-exhaustive list:●General management by CFP CESTA as a coordinator will be based on the work plan and the detailed Gantt Chart presented and shared during the kick-off meeting. This activity will take place throughout the entire duration of the project (M1-M36).●Administrative management by CFP CESTA as a coordinator and all partner organizations, for the correct management of expenses and the production of supporting documents, will include the support for “Interim and Final Reports”, with a follow-up for the presentation of the Final Report to the Erasmus+ National Agency INDIRE.●Realization of a “Communication and Dissemination Plan” by Asociatia Edulifelong (RO) with active involvement of all partner organisations. This activity will include the support in the planning of four multiplier events.●Dissemination events in the countries involved, including production of visual, textual, graphic and other materials aimed at promotion and dissemination of the project online, as well as the management of the EARS social media. This activity will take place throughout the entire duration of the project (M1-M36).●Drafting, dissemination and processing of the call for the expression of interest targeted to piloting schools in each of the partnering countries, with the assistance of each local partner in the outreach activities.●Realization of the “Monitoring and Evaluation Plan” by SISERA (EL) with data collection tool and further detailing of the project’s KPI. EARS is designed to have a 4 phase structure. All project results and training activities might be conceptually categorized under one of the four project phases: Phase 1 - Research, Phase 2 - Development, Phase 3 - Pilot, and Phase 4 - Validation and advocacy.<< Results >>R.1 EARS 5-Countries Anti-Dropout Pilot ProtocolThe project foresees the realisation of an anti-dropout protocol produced and shared among the EARS partners, stemming from a contextual adaptation of procedures, tools and competences needed by teachers and education providers to contrast early school leaving. The propaedeutic identification and standardization of common solutions, actionable at the school-level will be the core of the co-design work.R.2 EARS Digital Guidance ToolThe project foresees the realisation of a “EARS Digital Guidance Tool” co-designed and shared among the stakeholders. The shared platform will host career and education orientation informative materials responsive to the TG user (TR2.2 service map); by tailoring the pathways using step-by-step questionnaires and interactive material leading to the informative static and/or A/V materials according to the TG user’s current situation, expectations and desires for the future.R.3 Impact ResearchThe objective of the R.3 is to comparatively analyse the situation of school dispersion in European Countries and examine the issue of tackling this issue in a holistic approach. The main aims of the study are to examine the theoretical background on whether and how social inequalities are reflected in the school dispersion, whether the education system can overcome these distinctions by developing certain central educational policies, what are the effective practices of tackling the phenomenon of school dispersion and by which innovative supporting methods.R.4 Scheme of Engagement for Teachers and Admin StaffR.4 is a 3-months, intensive work session related to the production of a scheme for the application of the programme in schools, and especially to the engagement of teachers and administrative staff in pilot schools. The most important feature of this WP is the relation it has with other results, tasks and timelines, which are detailed in the subsequent section. The design of the training material will follow ECVET guidelines and standards, in order to ease its transferability and scale-up. R.5 Pilot Anti-Dropout Program 1-Y and 2-YThe program will be executed based on the results of the protocol and developed training strategies to bridge education and career pathways as a result of a know-how exchange between partners (so, in other words, R.1 and R.4). The pilot will be actuated as a timetabled series of events, study visits, structured workshops and unilateral info days, leaning on the three pillars of the programme: 1. Learn the Future; 2. Local and EU Labour-Market; 3. Family Involvement.R.6 Experimental Micro-Pilot for Younger Students (TG4): Anti-dropout PreventionThe activity foresees the involvement of a younger target group in an anti-dropout program, tailored at experimenting methods to connect with students at an early stage, targeting the 11-14 years old age range. The delivery of the micro-pilot will be based on results and faults of the Pilot Anti-dropout Program 1-Y execution, as analysed and co-reviewed by the EARS Research Unit after the first iteration of the activities. The experimental activity is intended to address the matter of prevention in school dropouts by observing the effects on a younger target to expect a further contribution to decreasing indicators on early school leaving as a desirable impact.C.1 Training for Teachers and Admin StaffThe C.1. learning activity will take place after the research phase, and allow the professionals belonging to the partnering organization to further assimilate the R.1 output developed by their colleagues of the EARS Research Unit. Training courses must be divided into two sub-sections:-C.1.1 Anti-dropout strategies and techniques;-C.1.2 Anti-dropout strategies and techniques + EARS Guidance Tool.