"The visually impaired constitute a community at risk of social exclusion. Beyond the strict definition of visual impairment, or the percentage of vision loss of each individual, adequate training is crucial for the full social integration of this community. In addition, raising the awareness of the rest of the population towards the special needs of disadvantaged groups in general and visually impaired people in particular requires educational interventions in this regard. On the other hand, the emergence of new technologies, such as 3D printing, has opened a range of educational possibilities and services that can alleviate the aforementioned inequalities and collaborate in inclusive actions. The main objective of this project is to attend to the inclusion of students with visual impairment. This objective is addressed from a number of points, including service-learning methodologies that promote awareness of the needs of this group and the educational development of 3D printing skills. The 3D products can facilitate routines and empower the visually impaired students involved in their design, production and evaluation. It is strongly recommended that the visually impaired attend a specific training, but also it should be complemented by inclusive training in conventional schools. Students entering the school for the first time always receive the pertinent documentation that includes, generally: schedules, rules, staff of the centre, facilities plans (blueprint), etc. All these data are usually translated into Braille when a visually impaired student enters. Everything except plans. Around this last ""lack"" and necessity this project is structured. To this end, it is proposed: - Design a specific training of teachers that includes: a) technical and didactic aspects of 3D design and printing; B) knowledge about the service-learning methodology centered on visual impairment. - Develop and edit a didactic unit related to 3D printing linked to the learning service, including a teacher's guide and an associated student mini textbook. - Train teachers in this regard to implement both ideas in the classroom. - To implement in the classroom the learning of 3D printing, with the aim of generating useful objects for the visually impaired, in particular school plans, as well as plans of outpatient clinics, hospitals, metro stations, urban routes maps, etc. - Involve students with visual impairment in the process of learning competencies in 3D printing, including the design, preparation and / or evaluation of the ""3D objects"" produced. - Make available to the community of people with visual impairment such objects. Depending on the number and quality of ""manufactured"" objects, they will be donated to the ""mapped"" places (hospitals, museums, etc.). The expected impact is clearly visible. There will be effects, both in awareness-raising about the visual impairment (among the participating students), and in improving the life conditions of the final users of the 3D objects. All the necessary means of diffusion will be used to guarantee its visibility. Likewise, the sustainability of the project is ensured both by the long ""useful life"" of the objects generated (permanent regarding their designs), as well as by the didactic methodology used. It will be easily replicable in successive years and surely, will leave a mark (in values) in the participating students. In order to guarantee the success of the project, we have tried to ensure that the partnership covers the maximum aspects. The partners are: two governmental and one non-governmental organizations dedicated to the inclusion (education and rehabilitation) of the visually impaired; A company that produces 3D printing equipment; An educational regional institution; Several educational centres where there are visually impaired students enrolled. In addition, the geographic location of the partners (Greece, Latvia, Spain and Iceland) ensures sufficient variety to generate the corresponding synergies, providing very different visions of the project approach, thus ensuring an adequate European dimension."

According to Greek Mythology, the first volunteer was Prometheus, the Titan who stole the fire from Gods and gave it to humans, bringing knowledge and art to the world. Volunteering is the skeleton that can serve as an antidote to the crisis and social inclusion. Also, as a factor in creating active European citizens. Greek school recognizing the need to improve the quality of education in active citizenship and supporting pupils'involvement in volunteering, joined a Volunteering Greek Thematic Network, trying to give a holistic approach and cover this gap.STAND BY ME project, will work in making it worldwide and sustainable by forming a European networking group of passionate teachers and pupils.Volunteering is defined as volitional provision of services without being paid or rewarded. Thus, people are called volunteers when unselfishly offer time, knowledge or services. STAND by ME project empowers these values focusing in creating active volunteer citizens. This can be accomplished not only by organizing TARGETED actions, but mainly by EDUCATING pupils- teachers and community.Our project seeks with a simple way to act as a starting point for reflection around volunteering, encouragement for action and motivationPROJECT'S OBJECTIVES:1-familiarize students and teachers with the concepts, values and principles of volunteering and active citizenship2-acquire knowledge about the ways of volunteering3-encourage pupils - communities to be engaged in volunteer actions, providing them the necessary tools.4-strengthen teachers’ profession, providing them with non formal methodologies, regarding activities that will make them able to convey the values of volunteering, equality and non-discrimination 5-form a NETWORK of European schools/associations promoting European identity 6-develop the digital, linguistic and social skills of our students7-reduce the early school leavers Just as Prometheus brought the fire to the humans, our project aims to bring the FLAME of Volunteerism across 6 countries, through 6 schools and local communities from Arctic Ocean to Mediterranean Sea.The “Volunteer’s FLAME” will focus on 6 aspects of volunteering that contribute to Culture, People, Sports, Education, Nature and Science.The FLAME will spark in Iceland in Oct 2019 and will run all over Europe inspiring volunteering in many fields and conclude in May 2021 in Romania. Within these 2 years, the FLAME's team, will experience 6 cultures, languages, ways of thinking and acting. In the end of the travel, target groups will have a unique opportunity to gain a deeper understanding of the ideals of mutual solidarity and active citizenship.This project, lies at the roots of Inclusion, Solidarity and Active Citizenship, aims to mainstream volunteering and support disadvantaged pupils/ immigrants or with health problems to be involved in order to take over responsibility, get socialized and improve self -esteem.Target groups will be: 4560 students and 585 teachers from 6 schools, parents, institutions and youth clubs.The project will be developed through a variety of subjects: Maths, Language, History, Science, ICT, Social, Cultural, Environmental Studies, Art, Music and Physical Education in order to maximize impact.A wide range of formal, non formal and extra curricular activities will be used in order to get more inclusive schools and stimulate tolerance. Workshops, STEM laboratories, seminars, presentations, simulations, field trips, workshops, eco-games, role-play, brainstorming, Group discussion, world café, image-making, films, drama, sports. Pupils will be able to interact, having fun! Activities will be disseminated through our website, the Erasmus + Results Platform, EURODESK, social groups and media. Moreover, eTwinning platform will be used in all phases of the project. Through raising awareness of the importance of volunteering and sensitization of pupils to civil society support activities, we expect long term benefits as: extended knowledge of English, improvement of the linguistic and ICT skills, development of key competences, reduction of the early school leavers, changes in the curricula, introduce Europass in schools, prevention of social exclusion, discrimination and racism, encourage of critical thinking, integration of people with poverty in the social and school environment, direct contact and communication of pupils with similar social groups. Our project, will be a basis for sustainability, developing a strategic approach to strengthening the links between the six schools and its local environment, deepening concepts of local and European identity.VOLUNTEERING is a Vision and life style, aims to underline deep involvement and commitment.Gives inspiration and motivation to millions of volunteers worldwide. STAND by ME project, will support this vision to set the scene to enable the movement to grow, so the future generations will be able to live a better life!

"Geomythology is the scientific field which interprets mythology in relation to natural environment and climate during the mythological period. During the long pre-historical times geo-environmental changes were numerous and dramatic.Eight primary and low secondary schools from Greece (coordinator), Latvia, Italy, Poland, Turkey, Portugal, Turkey and Hungary followed the adventures of a meteorite, a ROLLING STONE, which fall from space in Latvia in October 2016 and rolled all over Europe, searching for GEO-myths and climate changes. Finally in May 2019 fall in the Atlantic Ocean in Portugal. Over the 3 years pupils, teachers and local communities experienced cultures,languages and ecosystems The ROLLING STONE was a vehicle to motivate and inspire pupils in language - spoken and written - and also be involved in all the activities. Pupils interacted with the RO*STO and shared their experiences on the Project Blog and Pupil's Discussion Board THE MAIN OBJECTIVES were:1)the study of nature and environmental changes, their interpretation with the assistance from mythology.2)the multi disciplinary approach of the subject through various scientific fields, exploring the relation between Myths and geological /climate changes of the past3)the research of the past or contemporary relations in different parts of Europe, such as common river names, city names, local customs similar in many parts of Europe4)the migration and ethnic diversity, answering the question why people were migrating from one place to another and environmental changes that forced them to migrate 5)to improve the practice of foreign languages and ICT for students and teachers and strengthen teachers' profession6)to reduce the early school leavers Through the activities the project:- brought students in contact with nature, found solutions and realized that is constantly changing - familiarized students with Myths, legends, traditions and interpreted the phenomena they were describing in times when natural sciences were unknown- helped exhibit cultural values, cultivated eco-knowledge and increased attractiveness of local and European monuments - designed THEMATIC GEO-mythological parks in eight countries, connecting mythological places where intense environmental changes have left their marks, for sustainable development and Alternative Educational Tourism,- worked in making the Greek Thematic Network world wide and sustainable The project had a Language/Literature theme throughout and encompassed themes like Entrepreneurship, Supporting Disadvantaged Pupils, using ICT across all work.This project was addressed to mainstream and disadvantage learners, teachers, parents, stakeholders/ leaders in local communities, tourism organizations, school heads and youth.The target groups learnt about other nations in the long time history and to realize more deeply the principal idea of mutual rapport and understanding.Students planned and carried out eight project events during three years for the general public and invited guests. The impact was very big for all target groups and local communitiesFollowing RO*STO’s adventures we improved teachers' and pupils' language and digital skills. Management, leadership, planning and organizational skills also improved.Teachers reconnected teaching and learning activities to the natural environment and transferred this to their daily school actions.The project was developed through a variety of subjects: Maths, Language, Geology, Geography, History, Technology, Cultural, Environmental Studies, Art and Physical EducationEight countries introduced STONE from Space and developed concepts of active citizenship (national and European), sustainability and social coherence through engagement with the myths and the history of the sites, their place in the local environment, as markers and continuers of cultural identity.Also produced tangible results as: ""The amazing trip on Earth"" book and e-book, The ""Myth book"", Geomythological paths and maps in eight countries, Calendar, Mini-Geodictionary, activity e-book and local eco-clubs The project used the existence of GEO-myths of different areas of Europe and Asia as a basis for sustainability, developing a strategic approach to strengthening the links between the 8 schools and its local environment. Encouraged communication between schools, historical sites and social/economic partners at local level in order to develop the knowledge of learners.Future generations will have the opportunity to visit, study and discover the places where myths took place as a tool for Alternative Educational Tourism. As a result of close and and fruitful collaborations between partner schools and local communities, plans have been initiated for twin-city schemes, as well as exchange student programs, in order to support language learning and cultural development.All results are uploaded in Twinspace and project's Blog:http://blogs.sch.gr/4dimlamias/"

<< Background >>Regarding the pedagogical use of digital technologies, the prime factor is teachers’ digital competence, with particular emphasis on whether they see the use of digital technology as an added value to their teaching and to their students’ learning experience. According to Eurydice 2019 reports, From an educational point of view, the challenge is not only to ensure that young people develop the digital competencies needed but also to reap the benefits from the pedagogical use of technology. The report states that own ability to use digital technologies, it is important to underline that pedagogy is central: a teacher does not necessarily need to be fully conversant with technologies in order to use them in a way that improves the teaching and learning experience. Rather, they have to be open to innovative pedagogies and to understand the benefit these technologies can bring to their work. Theuse of ICT new technologies should be used to the area of safety and requires learners to be able to avoid health risks and threats to physical and psychological well-being while using digital technologies; protect themselves and others from possible dangers in digital environments; be aware of digital technologies for social well-being and social inclusion. The project foresees the use of ICT in PE education:PE has been traditionally considered as a practical and ‘hands-on’ subject in schools, where close proximity and physical contact is common. Significantly, the delivery of PE has shifted to fully online in Spain because of the ongoing Covid-19 pandemic, and this may bring significant consequences for preservice PE teachers. Lithuania has remained hesitant to use digital technologies for the delivery of PE and has a more traditional and hands-on approach. This is because, as demonstrated elsewhere Lithaniua has a more touch-oriented culture than other Anglo-Saxon, Scandinavian or Asian countries.There are no clear policies in LT, IT, TR, IS and PT regarding what should be done and what teachers should do in the classroom before classes restart after the summer holidays in less than one month. There are already rumours suggesting an indefinite strike until the governments establish guidelines that guarantee a safe return to the classrooms. However, it has been implied that it will be up to each school to decide how they will deal with the return to the classrooms, and this may be particularly problematic for PE.Returning to school during the COVID-19 pandemic will require modifications and may feel overwhelming and challenging to school staff, teachers, and students. This project is to be used as considerations by school staff to make decisions appropriate for their school or district’s circumstances.As schools prepare for the upcoming school year, they may be operating under different models of learning based on their geographical location, level of COVID-19 community spread, feedback from families and the school community, and state or local regulations. Included in this project are overarching strategies for schools to consider for reentry as well as considerations for the models of learning.All partners' students are supposed to approx. have at least 60 min of physical activity every day in school. We draw on data from two surveys, one with parents (N = 4,624) and the other with teachers (N = 726), to provide an indication of the daily physical activity students engaged in during the period of homeschooling. An important finding from the teacher survey is that the degree to which schools prioritized physical education among the school subjects varied greatly between schools and teachers.<< Objectives >>The COVID-19 emergency stooped education like never before in history. Exercising and sports are forbidden pr limited like never before. It’s no mystery that exercise boosts mental health and cognitive function in students: The research found that students active in sport aged 11- and 16-year-olds who exercised regularly are less likely to develop depression. The relationship between movement and brain health is so clear that the WHO recommends an hour a day of moderate exercise for students in primary and secondary scholars. Yet, across our schools and associations, the PE is far away from the WHO suggestions. However, across our regions, PE teachers are not familiar with teaching PE online which is the gap that must be filled. This project aims to pilot an initiative that fosters self-care and a healthy mindset in the digital era. This project will equip Sec. Pri. school teachers with competencies through online courses from one side and will initiate peer-education between students from the other side. Designed as a cross-sectoral strategic partnership this project will bring together representatives from the formal education(schools), representatives from the non-formal education (training centres) and representatives from the digital business world(IT company) to deliver an innovative digital learning pathway in the field of school education.The overall objective of this project will be reached through the specific objectives of this project:O1 -To increase the level of competencies of school teachers in the field of teaching PE online;O2 -To pilot the creation of online courses that will use sports as the methodology for well-being;O3 -To direct and stimulate peer-learning and teaching process among students based on the methodology of well-being;O4 -To enhance mental-health education and enable students to become more familiar with the mind-body connection;Research shows that funding for physical education in schools is inadequate, which, in turn, is reflected in the often poor quality of PE education: In LT, TR, IT, GR, IS, PT. the number of PE education in primary and secondary schools is no longer than 2-3 hours per week. However, WHO recommends an hour a day of moderate exercise for students. Along with this, COVID-19 jeopardizes kids’ physical activity at a time when the emotional benefits that exercise provides are sorely needed. The project aims at addressing the challenges identified above by means of providing pri. sec. school students and teachers in possession of self-PE motivation with the attitudes and skills needed.Active Student will reach this aim through the following1-Research and development of adequate online programmes based on the training needs of the primary and secondary school teacher and students.2- - Production of a manual for school teachers integrating methodologies of self-learning supporting them in giving shape to and strengthening their profiles on teaching PE online3-Training Toolkit for Trainers: The Toolkit will integrate guidelines and methods of BL, NFE tailored to the needs of teachers willing to implement educational programmes to empower their teaching profile 4- E-learning modules and Web Platform. Partners will produce a specific Web Platform with integrated e-learning modules in multiple languages targeted at an audience of students and teachers in the EU. This will provide the target with useful theoretical and practical sessions/information and exercises supporting them in the design and development of their own learning in Physical Education.<< Implementation >>During the 24 months of the cooperation, a total of 2 Face to face and 2 online Transnational Partners Meetings will be organized. KOM and Final revelation meetings will involve 8+8 participants. The TPMs participants are experienced PE teachers and representatives of partner organizations, who will take part in the TPM (4) organized across the 24 months of the cooperation. The latter are experienced teachers and trainers in the partner organizations, with at least 2-year experience in working with young people/students through sport and Blended Learning methodologies. The purposes of the meetings will be to deliver on paramount management responsibilities, communication, cooperation and advanced planning of key project stages.<< Results >>At the end of the project we expect;To increase the level of competencies of school teachers in the field of teaching PE online;To pilot the creation of online courses that will use sports as the methodology for well-being;To direct and stimulate peer-learning and teaching process among students based on the methodology of well-being;To enhance mental-health education and enable students to become more familiar with the mind-body connection;Active Student will reach this aim through the following1-Research and development of adequate online programmes based on the training needs of the primary and secondary school teacher and students.2- - Production of a manual for school teachers integrating methodologies of self-learning supporting them in giving shape to and strengthening their profiles on teaching PE online3-Training Toolkit for Trainers: The Toolkit will integrate guidelines and methods of BL, NFE tailored to the needs of teachers willing to implement educational programmes to empower their teaching profile 4- E-learning modules and Web Platform. Partners will produce a specific Web Platform with integrated e-learning modules in multiple languages targeted at an audience of students and teachers in the EU. This will provide the target with useful theoretical and practical sessions/information and exercises supporting them in the design and development of their own learning in Physical Education.

"Climate change is perhaps the biggest challenge which affects the whole planet, from poles to the tropics and from mountains to oceans. People and nature are already feeling the effects: water resources are shrinking, extreme weather events are increasing, forests are burning and damaging the ecosystem.The FINAL COUNTDOWN has begun in terms of the danger of environmental degradation from human activities. As conscious and responsible European citizens, we feel obliged to reverse this event before it is too late. With the right will and efforts, we can find better ways to live to keep the Earth as a thriving green planet.With this in mind, we have come together as 6 schools from Iceland, Turkey, Greece, Spain, Portugal and Italy and decided to implement this project. ""The Final Countdown"" project addresses the students who are 11-15 years old and 36 teachers from the participant schools.The objectives are to:-increase the awareness of climate change;-integrate climate change relevant themes sustainably into education in schools;-foster the exchange and share of experiences and good practices on climate change education among schools, -identify learning materials, on climate change education -increase the creation of and access to information and innovative solutions for education on climate change and sustainable development;-promote closer linkages between European schools -streghten the teaching competences of the teachers -improve the participants' ICT and language skills which are very important for their future careers.-increase the participants' tolerance to different cultures.-improve the participant's creative thinking and problem solving skills;90 students (15 from each partner school) will be directly involved in the project. 124 more students will take place in local activities of the project.36 teachers from various branches will improve their teaching competences by being trained on ESD to help their students understand the danger of climate change and how to mitigate and adopt it.Other students and teachers of the schools, parents and local institutions will be affected directly by being informed about the project.3 joint staff meeting events will be held throughout the project, in Turkey, Iceland and Portugal.Through staff training events participants will exhange good practice models to create new approaches in environmental education and give guidance for mainstreaming climate change education into school curricula by preparing teaching materials to use in classrooms.3 transnational pupils' exchanges will be organized in 3 partner schools, in Spain, Greece and Italy. During the exchanges the participants will work in groups and communicate in English which help them improve their linguistic skills develop their ICT skills using Web2 Tools, preparing presentations, videos, animations and using diagrams. They will do researches to get the knowledge. The activities will enhance the participants' creative thinking and problem solving abilities. They will also be aware of the climate change problem other countries face and learn to tolarate dfferent cultures by taking places in these exchanges.We will organize various events such as workshops, webinars, training days, contests, campaigns, national and European conferences etc.Thus we will increase the awareness of our target groups' on environmental problems. Through those activities our target people will acquire the necessary behaviors to reverse climate change.A mobile phone application about ecological footprint and climate change, a photogallery of the project activities, a brochure, the project website, a YouTube channel,18 teaching materials on environmental education, an eTwinning Project, 6 Surveys conveyed after each mobility and reports of their results, 2 booklets about global warming and experiments on it, a short film are the tangible results.The intangible results are raised awareness of climate change and its effects, improved teaching competences and exchanged good practices of the participant teachers,developed language and IT skills, raised tolerance towards different cultures, improved creative thinking and problem solving ability, a network between partner schools for next collaborations.Each school will organize conferences for other teaching staff in their regions to share their gainings through this project. Partner schools will keep contact to support each other with necessary materials created with the gainings of the “The Final countdown” Project. The teaching materials prepared by the participant teachers will be integrated in the school curriculum and will be used even after the project. They will also be downloadable on eTwinning and Erasmus+ project results platfom. The project social media channels will be active after the project ends. We believe this project will raise awareness among our target audience on combating climate change in order to become concious citizens to take action."