<< Objectives >>BE-COMS aims to create the best conditions of exchange of best practices for innovation and inclusion to produce cooperation among countries' partners supporting active and responsible citizenship and digital culture for life and work. The main objectives are: the spread of best practices at the European level and the creation of a bridge between country enhancing the axis and the Mediterranean dialogue; the promotion of methodologies and skills capable of dealing with the digital challenge.<< Implementation >>BE-COMS is going to implement:A.1 - Good practice WorkWhops to exchange best practices among teachers and trainers A.2 EDU HUB to favour dissemination of different project results and to engage schools by community of teachers and calls for ideas.A.3 PEER LAB to encourage the exchange of good practices and innovative ideas on TEL for engaging and inclusive learning.A.4 - Contamination Labs to promote the contamination of practices, knowledge and competencies among target groups involved.<< Results >>The expected results if BE-COMS are- Improve digital culture and skills for teachers, students and trainers involved;- Dissemination of good practices and strategic tools to monitor and improve company performance;- Increase of European collaboration between stakeholders, educational centres and companies;- Develop synergies between partners and countries to favour a common European culture;- Promotion of the culture of integration at a global level;- Building networks for future projects

"The ""New Adults' Competences for Skills Revolution"" NACSR project stems from the awareness of the coordinator and the partners of the revolution taking place in the world of work and in the skills that this world requires: these capacities in fact revolve around critical and computational skills, key skills that are not only connected to the ICT, but linked to mental processes related to them, such as the construction of algorithms, which can be used in various fields. Computational thinking is in fact linked in a transversal way to the officially recognized key competences, namely science (# 3), technology, mathematics and digital competence (# 4).The common methodology of NACSR (IO1) starts mainly from Bloom's Taxonomy in its digital revision, which was implemented by Vanek's Problem Solving in Technology-Rich Environments (PS-TRE). In this re-elaboration was created a methodology that fits the learning levels of the taxonomy into five stages of the PS-TRE, for the achievement of the sub-competences of critical and computational thinking. Thanks to the development of the methodology, the Skillbook platform (IO2) has been structured and it allows the construction of training courses with different themes and which train the various sub-competences of the CCT or CCrT (critical-computational skills). The courses were structured by the training partner agencies of the project (IO3, 4, 5) and tested on an audience of people.The founding idea of ​​the project is related to the gap between young and less young people regarding critical and computational thinking skills and the importance that these skills have today in the world of work and in general in every personal and professional area of individuals life. In fact, only in primary schools this type of pathway has been developed, while at an adult level there are very few opportunities and they're very localized, especially in countries that have a higher digital capital (such as Great Britain, with reference to the NACSR partnership, which has courses for the CCT). Furthermore, there is often a tendency to confuse CCrT with some competence related to the world of computer science, while it is instead a matter of using some paradigms of this subject to apply them to teaching methodology and learning, such as algorithmic thinking, which is basically a thought that implies a well defined logic. CCTs are in fact connected to the development of logical thinking and to the transversal competences that the EU considers as priorities, such as creativity, computational and algorithmic thinking, problem solving, the ability to cooperate (EU Recommendations May 2018). These skills are the specific object of the platform design, and the template used for the realization of the courses presents a model and tools that allow them to be trained and evaluated on an objective scale. Project activity: 1. Study, exchange of experiences and development of a Common Methodology, linked to existing models of proven effectiveness, suitable for teaching / learning of CCT to adults. It includes the subdivision into sub-abilities and criteria for the evaluation of learning; 2. Identification of the ICT tools to be considered to teach / learn CCT for adults, such as App and Web App, a tool for data encoding and analysis, to be integrated into a software solution based on an open source platform; Implementation of the Skillbook platform. 3. Realization of educational paths on the themes of eco-sustainability, corporate social responsibility, sustainable development and subjecting them to a test with a sample of adults implemented within the platform; 4. Training of a significant number of teachers in the respective national territories through multiplier events aimed at training agencies, institutions, and the scientific community. 5. Dissemination of the project results to a wide audience of users and operators, guaranteeing access to the results for a period of 3 years beyond its completion date. To achieve these results the project makes use of the contribution of university, technological and qualified training agencies from four partner countries: Italy, Spain, Poland, United Kingdom. The partners are: Per Formare srl Impresa Sociale (IT, leader), Entropy Knowledge Network (IT), University of Zaragoza (SP), University of Edinburgh (UK), IUNTIR (PL), CFA (SP)."

<< Objectives >>By implementing D-ChallengHE the consortium wants to develop a generative network among universities, research centres, stakeholders engaged in the digital transformation in HE, providing more attractive education and training programmes, supporting professional training for academic and staff at HEIs and contributing to the debate on modernization of HE in the digital age in EU.<< Implementation >>D-ChallengHE foresees an articulated set of actions:- Establish an international HUB in HE, building a permanent observatory to collect, process, and use data on the impact of the digital in Education- Develop a more flexible approach to address online and blended delivery of study programmes. - Develop innovative teaching-learning methodologies and tools in HE - Define guidelines to support the flexibility of university policies in the design, organisation and delivery of study programmes<< Results >>The main results and outcomes expected from the D-ChallengHE project are:- A HUB of universities and research centres- A model for training, tools and self-evaluation to professionalise professors and tutors - A pilot to develop engagement tools for students in Higher Education.- Guidelines for online and blended learning: design, delivery, assessment, evaluation of study programmes

DIG4LIFE is an action research project that aims to create the best conditions of exchange best practices in teaching digital skills by the innovation and dissemination of innovative tools, such as simulator and teaching editor for digital gamification environment. The main objectives of DIG4LIFE are to contribute by research and innovation to: - the improvement of teaching quality and educators skills to the fight against functional and emotional illiteracy and unequal access to education- the spread of best practices at the European level, and the improvement of media and digital literacy.It is an update for professors and a contribution to the fight against functional and emotional illiteracy and unequal access to education.DIG4LIFE is open to all fields of education and training. The project tries to provide a concrete answer to the following needs:- the economic inequality determined by digital and literacy skills gap in a great part of the population- the functional illiteracy which afflicts important sections of the population in the face of an increasingly digitized world and labour market- the boosting of digital competences in Europe- the improvement of teaching quality- the effectiveness of education and training and active citizenship - the promotion of innovative teaching-learning method by new pedagogical approaches based on self-assessment and experiential logicDIG4LIFE provides 5 essential IOs strongly correlated with each other. DIG4LIFE has built a partnership (IT, ES, FIN, SL, AT, LI) among universities, research centres, training institutions, schools, including various approaches and experiences.The added value of the partnership is given by the fact that the transnational partnership shows different experiences in the digital Technology Learning Environment. This is why DIG4LIFE will be able to involve around: 90 teachers in self-assessment, prototype co-design and training experimentation pilot; 360 students for training experimentation pilot; totally 200 people among educators, experts and researchers by multiplier events, 600 by final dissemination and products release.The main activities will be developed following a stepwise approach. A 1st step regards the Teachers Self Assessment: test and tools (IO1). In this step, the entire research design is shared with all partners, by IO.A1 Guideline for methodology and tools for self-assessment, to clarify methodology, instruments, tools, output etc. Each country partner follows teachers' self-assessment for PIAAC and DIGCOMEDU provided by P1. After gathering data DIG4LIFE produces “A comparative Report - IO1.A2 - which summarizes the strengths and weaknesses of teachers' digital skills on the bases of self-assessment results (PIAAC and DIGCOMPEDU). This report is necessary for setting IO2 and to achieve free the DIGCOMPEDU self-assessment digital tools (IO1.A4) In the 2nd step, DIG4LIFE produces the Co-design proto-type DIGital Environment for LIteracy and Future Education (IO2). In each Partner country, teachers will be involved in the definition of the model and digital objects. Teachers at the end of their DIG4LIFE course will produce games on the dimensions of digital maturity/DIGCOMP/PIAAC aimed at the training of students and develop storyboards for assessing skills and train students.In the 3rd step, DIG4LIFE test the prototype in the real situation by the Experimentation and implementation of the prototype on students (IO.3) and the Experimentation and implementation of the prototype on the dual vocational training system (IO.4). IO3 aims to develop a protocol to guide the experimentation process with Dig4Life. The protocol will be validated and used within the project and will constitute a tangible output that will accompany Dig4Life for teachers to perform further experimentations. IO4 Identify a group of controls for validating the tool for control early school leaving. During IO4 a Monitoring and Evaluation Strategy will be developed. Within the strategy, a Quality Assurance Plan, including a set of procedures and indicators for QA, will be drawn. It will build upon the indicators defined, and outline the allotment of QA indicators to each result along with a checklist that will measure the level of compliance. Additionally, the strategy will include all measures and timetables to outline the internal evaluation of project activities and results and is incorporated within the development of intellectual outputs. During the 5th step DIG4LIFE will produce Product Release: Guidelines and digital tools (IO.5) by two main actions: Guidelines and methodology for Dissemination (P2) and Digital Product release (P7) for fruition in a digital environment based on an open-source WEB APP LMS.Communication, monitoring and dissemination represent transversal activities which follow all the projects to ensure the maximum spreading of results and the continuous improvement in the logic of total quality.

"<< Background >>The increasingly pervasive digital transformation, exacerbated by the Covid-19 health emergency, has catapulted contemporary societies into a climate of continuous change, which therefore requires new forms of learning, based on the ability to solve problems, which strengthens young people's entrepreneurship, critical thinking, creativity, skills needed to live and work in the 21st century society.To do this, the school needs to:- become a place of thought, study, innovation, a relevant context for the generation and dissemination of practices, culture, lifestyles and languages- implement cooperation between those who produce objects and those who produce knowledge- involve employers in the definition of study plans- enhance through training with teachers / for teachers, educational programs for students that can combine practical experience with formal learning- promote training based on skills developmentThe design idea was born from a reflection, common to the partners, on:1. the existence of a discrepancy between the entry requirements required by the labor market and the skills leaving the school system, which is increasingly emphasized by all the players involved in the learning process. In the Republic of North Macedonia, the 2021-2022 academic year will be the first in which a generation of VET students will need to find an internship in companies and this represents a major challenge for the system which has seen the complexity of implementation increase. new work-based learning mechanisms. Furthermore, as also underlined by the Slovenian partners, the school system is facing organizational changes which are now accelerated also by the pandemic crisis, determined by the emerging professions, by the need to manage green skills and digital maturity skills. Design thinking has the potential to offer some answers because it focuses on thinking and not content.2. the need to adapt school curricula also to promote academic success and increase the number of children who complete the entire cycle of studies. In this regard, both Italy and Spain are confronted with the problem of early school leaving and school segregation. Early school leaving in Spain occurs in 16.0% of young people, being the country with the highest rate in the European Union, with an average of 10.2%. This problem basically affects children, who represent 74% of students who drop out of studies, and immigrant students, who represent 32.5% of those who leave the education system (Ministry of Education of Spain, 2020). A better adaptation of the training offer to the needs of both the labor market and the situation of these young people could give them greater continuity in their training in vocational training. In terms of school segregation, in Spain, 9% of Spanish education centers have more than 50% of students who are disadvantaged for socio-economic reasons (Save the Children, 2018). This segregation takes place between public and private schools, but also between public centers themselves, causing the ghettoization of those schools that concentrate disadvantaged students. This problem affects academic performance, given the social determinism that exists in academic achievement.<< Objectives >>The Hiatus project aims to pursue the following objectives:General objective: to develop within the school context a teaching methodology that uses design skills for the implementation of products / services - service design thinking - in relation to the changing demand of the labor market / territory.Specific objectives - teacher target:develop the ability to reorient their training offer, innovating it, according to the changes in the labor market;develop a client-student orientation in terms of listening, analyzing and reading needs;Specific objectives - target students:develop self-orienting skills to face the challenges of the market, the capacity for critical and constructive reflection, to transform ideas into actions and to engage in creative processes;strengthen the technical-professional skills that can be used in innovative work contexts;Specific transversal objectives:increase project competence for the development of ideas and projects, favoring occasions where young people can have at least one practical entrepreneurial experience during school education;develop a customer orientation, understood as the territory and labor market in which the Institute is inserted;increase knowledge of digital tools and their use;increase the link between technical skills and transversal skills;create an innovative teaching methodology shared between the Partners, through activities with teachers and experimentation in the schools involved;increase collaboration at European level between educational institutions, territorial context, labor market and professional realities (universities, training and work bodies that deal with research in the field of training processes and development of new technologies, Association of Executives), facilitating the exchange of good practices;implement the ability of schools, teachers and young people to interact with the European Union through the acquisition of design competence, as a key competence through which to establish programs of social relevance and local development.For teachers:support the development, transfer and / or implementation of innovative pedagogical practices to ""give tools and methods that give intentionality and rigor to get out of extemporaneousness and produce a stable change ... decree the overcoming of a"" filling and transmissive ""school for make the object of discovery fascinating, so as to involve, motivate and guide the students ""design thinkers"", towards personal educational success. "" (Licia Cianfriglia ""Service Design Thinking for teachers"")For students:develop entrepreneurial skills, critical thinking and creativity in order to foster employability, socio-educational and personal development, as well as participation in the civil and social life of students who, in this way, become protagonists in all phases of the project, they experience trust in them and become capable of taking on more responsibility.For both:Update digital skills and the use of Open source educational resources and software.<< Implementation >>The project activities are developed over three years:0. Project management: the activities included in this package allow you to better monitor the project, the implementation of the activities, take care of internal and external communication to the partners and collect all the material useful for reporting and final monitoring. It therefore allows you to carry out all the activities in the manner and within the times indicated in the partnership contract, in the agreement with the NA and in compliance with the contractual rules provided for in the call for applications.1. Creating a digital workspace1.1 Exploratory research aimed at mapping: networks and key interlocutors; analysis of the literature on the evolution of curricula and changes due to the pandemic contingency in the labor market and teaching models in different countries; best practice.1.2 Identification of Schools.1.3 Implementation of a platform that will constitute the project site and the digital work space of the subsequent phases.PR 1: Service Design Thinking PlatformTPM: 1st - 2ndME: 5 different multiplier events in the 5 countries.2. Sharing of SDT skills and alignment between parties2.1 Creation of the didactic model and training between Partners and teachers, recipients involved in the 3rd year experimentation on the SDT (1st LTTA).2.2 Co-design of the experiment together with Partners and teachers to contextualize the model and tools within the specific school context (2nd LTTA).PR 2: E-learning course of Hiatus model on Service Design ThinkingTPM: 3rd3. Experimentation in the Technical and Professional Institutes of the didactic model created by SDT.3.1 Training and Mentoring with teachers on digital teaching methodology and planning for testing the SDT model in the classes involved (3rd LTTA);3.2 Training and Mentoring with teachers and students on digital innovation and gamification in the world of work and identification of hypothetical services and products in line with the labor market and the territory (4th LTTA);3.3 Drafting of project proposals in relation to the identified service / product.PR 3: Service Design Thinking Methodology and Experimentation at SchoolTPM: 4thME: 5 different multiplier events in the 5 countries.<< Results >>The outcomes during the project and at its end have as focus different interlocutors, both directly involved in the experimentation phase and indirectly involved through the contexts in which the project activities take place, dissemination activities of the same and those on which a impact. 1) Schools and school culture. It is expected to be able to introduce within the School, fundamental for the socio-cultural and civic growth and training of the workers and citizens of tomorrow, a teaching methodology that uses design expertise to enter into a relationship with the territory and market of the future. work, combining the development of knowledge with the design of coherent services and products, in order to develop a representation and culture of the learning process strongly oriented towards the construction of a product. 2) Teachers involved in the experimentation. Increased professional adaptability, such as the ability to face professional challenges and integrate the elements captured by the exploration of the labor market with an update of one's teaching. Implementation of the ability to sustain and support the students' self-entrepreneurship process. Increase in the ability to support the school in the process of cultural change and updating and innovation of teaching. 3) Students involved in the experiment. Increased professional adaptability, as the ability to face the challenges related to learning and to integrate the elements captured by the exploration of the labor market to a construction of oneself and one's own imagination. Strengthening the sense of initiative and resourcefulness. Awareness of personal aspirations and ability to plan one's future. Ability of analytical observation, to find and process information. Development of transversal skills - relational, social, entrepreneurial and civic. 4) Institutional stakeholders, training and research bodies on the design of teaching methodologies, Start-ups, Entrepreneurs, Business Incubators, Business Angels. Increase the relationship and dialogue between these realities and schools with a view to developing a clientele for institutions that have the mandate to train future workers and entrepreneurs. The expected results, transversally to the categories involved and aforementioned belonging to the school context, during and at the end of the project activities are:- Establishment of a Design Service Participated by Teachers and Students (at least one per country in one of the schools involved in the experiment - third year -);- Strengthening the function of the guidance manager, within the school context, for the maintenance and development of a school-territory-business network (at least one per country);- Construction of projects related to school-territory / market services / products, by teachers and students (at least one project per school);- Construction of networks between schools at local, national and European level that can monitor the impact of project activities in the medium term."