PROJECT BACKGROUNDThe project concerned ICT - a key issue for the politics of the EU. This was consistent with the recommendations of the Europe 2020 Strategy and the European Higher Education Modernization Agenda. The project was based on a needs analysis, which proved the inadequacy of university curricula in the field of Business Informatics. It pointed to the lack of appropriate staff,tools and the increasing demand for skilled professionals from IT on the labor markets in Europe and worldwide.The project was based on the modernization of the content of education and improving the quality of teaching and learning processes in the Business Informatics area. The project provide universities with prepared teaching tools and solutions where Open Digital Resources are used by placing the project results on the educational and communication public portal dimbi.eu.THE AIM OF THE PROJECT was to strengthen and improve the quality of higher education in the field of Business Informatics through the modernization of curricula and creation of innovative solutions in Polish and European higher education of Business Informatics.Specific objectives:- providing attractive new curricula reflecting the individual needs and expectations of the labour market on the basis of optional Business Intelligence [BI] and Data Warehouse [DW] subjects- developing, implementing and disseminating innovative practices by creating and promoting new teaching methodology in [BI] and [DW] areas.- creating and providing an innovative education and communication platform based on modern ICT- preparing and facilitating interactive textbooks for teaching and learning [BI] and [DW].PARTNERSThe project involved four partners from different countries who have extensive experience in conducting EU projects - three universities and one business partner who focused on research, project management and transfer of innovation. The partnership was complementary because each partner brought significant added value to the project and provided high level specialists. In the project 28 people took part: 10 from administrative staff, 16 researchers, a proofreader, a reviewer. Two scientific teams were created – one for curricula and one for teaching methodology.The consortium consisted of:- Jan Wyżykowski University, Poland – the leader,- University of Economics, Wrocław, Poland,- University of Economics, Varna, Bulgaria,- Paragon Europe, Mosta, Malta.ACTIVITIESThe project investigated the needs for curricula content and methodologies, as well as developing the new programs and a methodology based on innovative solutions, manuals, tools, and practices.The main activities of the project included:-organizing and running the project office,-choosing the project staff members and creating a scientific team,-preparing the curricula, methodology and books,-preparing the educational and communication portal,-implementing two editions of ISP in Wroclaw and Varna,-evaluating the main project products,-disseminating intellectual outputs and other project results.RESULTS AND IMPACT OF THE PROJECTAs a result of the project a set of tools was provided available for implementation for free at institutions of higher education in the project partners countries and abroad, i.e.:- Curriculum for Business Intelligence,- Curriculum for Data Warehouse,- Methodology of Teaching Business Intelligence,- Methodology of Teaching Data Warehouse,- Interactive Book for Business Intelligence ,- Interactive Book for Data Warehouse- Educational and Communication Portal.The project resulted in improving the quality of higher education quality both in partner universities, as well as in other universities in the country and abroad.Unrestricted access to the created tools and solutions provided a possibility of implementing them at any university in Europe and worldwide. Furthermore, the project contributed to unifying education in the BI and DW fields by the standardization of the teaching methodologies and curricula. All the universities participating in the project implemented the results of the project, thus enriching their educational offer and increasing their competitiveness on the European market. During the Intensive Study Program, 30 students from partner universities increased their knowledge and skills and received ECTS points. Moreover, placing the portal DIMBI on the UJW server created a possibility of the long term use of project results. The portal created has the potential to become the most frequently chosen place of meeting and information exchange concerning BI and DW.

CONTEXTEurope is facing difficulties in integrating the migrants as the differences of values and culture make it difficult for migrants to find a job or integrate themselves in social life. The EVOLVE project highlighted the need for promoting European values and creating a shared perspective to resolve this issue and facilitate a more harmonious integration. OBJECTIVESThe objective was to develop an innovative and inclusive training program for migrants, using a digital platform for learning European Values via APPs. In view to the blended learning process, our objective was to organise Exposure Visits for social inclusion and Job-Shadowing in European organizations for migrants. ACTIVITIES In the initial phase of EVOLVE project, a survey for comparative analysis of cross-cultural European values in all partner countries was conducted. This guided the development and implementation of the ‚Values Navigator‘ digital training platform for learning European Values via APPs in 5 languages. The development of European values curriculum matrix facilitated the development of 40 APPs, 28 APPs for training and two sets of 6 APPs each each for evaluation. In the pilot training in all partner countries, using blended learning, exposure visits for social inclusion and job-shadowing in European organizations were organized for migrants. The trainees had an opportunity to provide their feedback after each training activity. A peer-learning articulate storyboard had to be implemented with some deviation in accordance with the European GDPR law as several trainees did not wish to be photographed or filmed. The implementation of pilot training contributed towards developing a methodological guidelines. In the interest of the VET trainers and organisations, a pedagogical handbook was created to support the interested stakeholders. The APPs on the ‚Values Navigator‘ digital training platform, the methodological guidelines and the pedagogical handbook were translated from English to all partner languages. In the last phase, a final dissemination conference was organized in Belgium to facilitate national and European dissemination of EVOLVE results. Apart from the development of above intellectual outputs and dissemination materials, an effective project management was ensured throughout the project cycle. Monitoring was done to ensure timely implementation and a quality evaluation was conducted before each transnational partner meeting. RESULTSThe following intellectual outputs and results created during the project EVOLVE implementation have been uploaded in all language versions on the Erasmus results platform.- a survey for comparative analysis of cross-cultural European values was conducted in all partner countries and compiled as a report.- development of the ‚Values Navigator‘ digital training platform for learning European Values via APPs in 5 languages.- two animation videos in 5 languages to explain the project and the use of gamification in APPs based blended learning.- a compiled report about the exposure visits to museums and social activities.- a summary report about job-shadowing for migrants.- a methodological guideline in 5 languages- a Training Manual for VET trainers in 5 languages- a pictogram in 5 languages as well as video for audio-visual documentation- several marketing/dissemination materials, including 4 newsletters, posters, information broschure, etc in 5 languagesIMPACTThe EVOLVE trainees were non-European migrants who emigrated to one of the partner countries, predominantly young men and women from third countries. Most of them were already in integration process and their fluency in host language was minimum EQF level A2. For each activity, up to 20 participants were involved in each partner country, with a total of approximately 100 participants. Apart from VET trainers involved in the pilot training, we followed a green-channel approach for the interested VET trainers in all partner countries. Through the active dissemination over social media and email lists for distribution of all four newsletters in respective partner languages, we reached about 500 VET trainers, training organisations and diverse Stakeholders. We anticipate an indirect impact even after the end of the project on approx. 100 Migrants and approx. 50 VET trainers in all partner countries in view to the interest created through the dissemination process and access to training platform.The highlight was the final dissemination conference in Belgium where around 20 participants from VET organisations, official representatives of private sector and policy makers learnt about the project results.

<< Background >>BACKGROUND: Evidently, the novel financial technologies are rapidly gaining relevance on the European economy. Even European Commision has proposed a Digital Education Action Plan to boost digital literacy and competences at all levels of education. This should be reinforced by a Skills Agenda to strengthen digital skills throughout society. (SHAPING EUROPE’S DIGITAL FUTURE, Q2 2020). However, the cloud, big data, social media and mobile innovations in financial sector mostly appear as external “intruders” rather than European success stories in the context of the ageing adult population and financially marginalised sections of the community. If Europe wishes to reduce economic disparity in the transition to the digital era, we must rethink our strategies for adult financial education in a digital economy.The OECD/INFE 2020 International Survey of Adult Financial Literacy reports that Individuals on average scored only 60% of the maximum financial literacy score. Moreover, one-third of adults report only having a financial cushion of about one week, if they lose their main income. The COVID-19 crisis is a severe test on individual financial resilience BUT ALSO an opportunity to re-focus on the essential elements of financial literacy. The heightened use of digital tools and informational awareness can be used to promote high quality financial educational content for adult learners.NEEDS: The digital economy and financial services hold huge potential for ensuring a digital transformation that ultimately minimises disparity and inequality. Unfortunately, the huge potential of the improving the financial resilience of adults through a quality financial competence training is underexploited in Europe for lack of digital content as well as high quality learning opportunities for adults.SERVING THE BENEFICIARY: Our project iFLY-SLOW addresses the needs of creating a quality content for FINANCIAL EDUCATION of adults that ensuresFinancial Inclusion, awareness of multiple products and their use;Financial Resilience, availability of savings, prudence in planning and budgeting; andFinancial Well-being, having control over money, ability to pursue life goals, lack of financial stress.SUPPORTING THE TARGET USERS:To support the adult education trainers and institutions teaching digital, entrepreneurship and financial competence to adults, we shall create a digital toolkit comprising training curriculum based on EQF and NQF, online database of tools and resources as well as a APPs based training of financial competence.Our motivation is to ensure a digital transformation by developing the capacity of adults in finacial management by developing digital training platform and making available high quality financial education opportunities for adults.<< Objectives >>The importance of the digital delivery of financial education is growing in parallel with the digitalisation of our societies and economies. Individuals increasingly make use of digital technology in their lives and expect higher levels of personalisation and easier access to content. It is now more important than ever to ensure that the innovative use of digital technologies in the field of financial education effectively contributes to increasing financial resilience and well-being, and that governments design and implement effective digital financial education initiatives.The project iFLY-SLOW wants to address digital readiness and financial resilience of adults by building their capacities in the field of financial competence in a digitalised context of Europe. The project wants to improve the availability of high quality training material on a digital training platform and shall provide the types of knowledge that adults could benefit from, what they should be capable of doing to meet their financial goals and the behaviours that may help them to achieve financial well-being, as well as the attitudes and confidence that will support this process. The IFLY-SLOW project aims to eliminate the financial marginalisation of adults in a digital European economy, by supporting the development of high quality learning content in a digital format for adults forsupporting the development of financial competence and improving their digital skills. In order to improve the opportunities of adults to benefit from a high quality training curriculum design based on EQF Level 4, the project shall develop a training pathway for adults by offering a digital platform for APPs learning and providing a state of the art Online Digital Database of cutting edge tools and useful resources for adult trainers of digital and financial courses. IFLY-SLOW project aims to support ADULT EDUCATION teachers and trainers with innovative tools and methods, namely an online digital database, digital learning platform and methodological handbook for transferability in a European context.The Specific Objective of the action is to ensure the availability of high quality digital training platform for APPs based training of adults using gamigication; providing online digital database of tools and resources for adult education trainers working on a digital transformation through implementing a blended capacity-building programme; and on the other hand, documenting the process and the methodology in a handbook so that interested adult education institutes can replicate the program across the EU easily and with limited resources.<< Implementation >>The IFLY-SLOW project partnership includes coordinator MIA (NO) plus 4 partners MDP (BE), KIST (AT), INFODEF (ES) and PARAGON (MT). Each partner has worked on previous European projects and has specific expertise in digital education and adult education training. Therefore the activities are defined as per Erasmus program guidelines and distributed among the partners as per their competence, expertise and experience.IFLY-SLOW project is scheduled for 24 months with a well-defined scope of responsibility and delegated activities for developing the intellectual outputs. The Project management clearly defines quality control measures (monitoring) to ensure timely implementation as per allocated budget and proposes extensive dissemination to ensure transferability and sustainability. Periodic meetings, digital communication and statutory reports are collective tasks. Besides Risk Management Plan, even Exploitation Strategy beyond the funded lifespan of the project shall outline the activities. The interim and final report shall be prepared with inputs from all partners and compiled by the coordinator.The definition of each activity group has been designed to ensure a balanced distribution between the objectives and outcome of the project. All activities have one lead partner and all partners will participate actively in all activities, intellectual outputs and responsibilities of all activities have been agreed with all partners prior to submission of this application and for each project result the schedules of activities is mentioned in the specific parts of the project application, “Management” and “Production of Project Results”.<< Results >>The main project results of the IFLY-SLOW project will be a validated and evidence-based Open Source Digital Toolkit for Financial Education for adults comprising (1) an online database of best practices, innovative projects, methodological guidelines, policy papers, tools and resources on financial education, and (2) a digital training platform with animated videos and APPs based learning.THE PROJECT RESULTS AT A GLANCE1. ONLINE DIGITAL DATABASE FOR FINANCIAL EDUCATION IN A DIGITAL ECONOMY 2. THEORETICAL FRAMEWORK, PEDAGOGICAL BASIS AND TRAINING CURRICULUM FOR FINANCIAL EDUCATION IN A DIGITAL ECONOMY 3. DIGITAL TRAINING PLATFORM FOR LEARNING VIA APPS FOR FINANCIAL EDUCATION IN A DIGITAL ECONOMY4. IFLY-SLOW PEDAGOGICAL HANDBOOKOTHER OUTCOMESA) Project Management. The agreements, tools for budget and time management, and reports can support various other activities performed by the partners on daily basis.B) Quality Assurance and Project Evaluation. Risk management plan, monitoring and evaluation of quality and achievements with high quality tools.C) Dissemination of project results. Online and face-to-face meetings, seminars, events and media appearance, as well as other tools (e.g. project website, e-flyer, newsletter and press releases) will serve as dissemination hub and will bring each partner further contacts to clients and stakeholders.D) Follow-up and exploitation. Multiplication and mainstreaming activities within the partnership networks and other organizations. Partners have the intention to implement outputs of the project into their daily practice.E) The improved relation within the partnership and towards their stakeholders, as well as the capacity building of all project staff and trainers through lessons learnt by implementing this project.

Project NICE (NATURE IN COOPERATIVE EDUCATION) wants to link the central idea of the relationship between man and nature and the ability of teachers to transfer their pupils these values by a new training methodology which has developed a “training path” among this central idea and a stronger awareness among young generations. To do this, project developed actions and activities involving teachers, as tools to transfer knowledge, to develop critical skills. Involved teachers belong to primary schools of the four participating countries (Italy, Great Britain, Slovenia and Malta) and they have been pointed out in schools or they have chosen to participate. The subject they teach has not importance because a main feature of the project is its strong interdisciplinary. Added value of NICE is given by the methodology of training – action which allows the acquisition of transversal and strategic skills, comparable and sharable in a European context, able to be replicate and disseminate by a constant peer to peer training.Main objective of NICE is to promote among beneficiaries of first level (teachers) and second level (students) the knowledge and importance of agriculture by understanding the existing relationships among production, food consumption and sustainability of environment.All project activities were focused on training moment using a training - action method . The following activities were implemented:- (i)creation of a virtual platform realized by a web site 2.0, Bank of Experiences , that is the main tool for trainers, teachers and project users, giving tools and means to plan, realize and monitor training paths..- (ii) Its realization has foreseen the research of more significant experiences.-(iii) Together with the research there was the creation of the web site to foster and disseminate project values.- (iv)Teachers who participated in training activities, at the end of the experience have been able to enrich the Bank of experiences. They were enrolled in the NICE BOOK and participated in project activities..

Nowadays, the society moves forward new ways of education, both formal and non-formal, based on the implementation of life-long learning training courses on different topics fundamentally in Blended-Learning environments. To this end, there is a need of online non-formal training that facilitates the learning of students of different ages, making them functional, efficient regarding the achievement of the learning outcomes, and encouraging students’ interest and increase their motivation. In this framework, the SmartArt project aims to design an intelligent training environment in the discipline of Art History that integrates a design of self-regulated learning using hypermedia resources in which a continuous systematic evaluation of the learning process is included. For that, partners propose the development of two intellectual outputs, two learning activities and 3 multiplier events (Spain, Portugal and Malta). The intellectual outputs proposed are: O1. Self-regulated learning in SmartArt, and O2. Methodological guidelines to personalise VLE to student’s patterns. Both Os will be developed with the active participation of students and teachers and the consultation with experts in the field. Moreover, the learning activities will involve a total of 8 students and 8 teachers to use the SmartArt and the eye-tracking software to record their motivation and learning pattern.The SmartArt will be open available at the end of the project in partners website in Spanish, English and Portuguese and ready to be adapted to other disciplines (not only Art studies). Thus, partners have foreseen in the O1 a handbook with practical and understandable guidelines to adapt the SmartArt to other disciplines. Moreover, as part of the O2, partners will develop methodological guidelines to provided interested teachers and software developers the needed skills to personalise Virtual Learning Environments to students’ patterns. Those guidelines will be also open available in the partners’ website.