"<< Background >>This project, called RE-THINK / RE-ACT, focuses on the INCLUSION of Secondary Education students with adaptation difficulties and / or behavior in classrooms due to poor training of SOFT SKILLS, which, currently, supposes a real challenge for education systems, since they tend to focus their training on HARD SKILLS as a priority. These students often do not receive the appropriate educational response they need, either because they do not have the necessary resources for it or because of ignorance of their personal situation, which can lead to their being excluded from their classroom-group and from their schools, and may even lead to early school leaving. This situation can cause a break in the educational, emotional and social development of the students. In this way, they find significant problems to cope adequately with their environment, not only at the school level as mentioned, but also in terms of their transition to other areas or life stages, such as later reincorporating to the academic context, growing up as an adult participating appropriately in civic affairs or obtaining employment opportunities in the future. The WHO emphasizes the fundamental role of schools in interventions aimed at improving self-esteem, life skills and pro-social behavior, since the lack of social skills and competences hinders access to the labor market and increases significantly the probability of social exclusion. In this way, learning to manage emotions and, consequently, the behaviors derived from them, will mean an improvement in healthy lifestyle habits and, therefore, a better adaptation to the educational and social environment. That is why, thanks to the GLOBAL MODEL proposed in our RT / RA project, we will seek to respond to the horizontal priority of INCLUSION AND DIVERSITY IN ALL AREAS OF EDUCATION, TRAINING, YOUTH AND SPORT, as well as the priority sectorial of ADDRESSING DISADVANTAGES IN TERMS OF LEARNING, EARLY SCHOOL DROPOUT AND INSUFFICIENT MASTER OF BASIC SKILLS. In this way, the needs of the students will be attended to to promote their personal development and, with it, a true inclusion, being able to accompany them in the search for their own TALENT and training them to adapt satisfactorily to their school center, their community and the demands of society, including the acquisition of skills that allow them to know and integrate the so-called SOFT SKILLS.<< Objectives >>RE-THINK / RE-ACT project aims to develop a global model of care for RT / RA students, through different results closely related to each other, so that it will provide tools to accompany those students in the search for their own TALENT, encouraging reflection and positive emotional reaction, which in turn leads them to redirect possible disruptive behaviors and attitudes. Likewise, it will provide tools both to train specialists, teachers and families in methodologies based on techniques of reacquisition of proactive attitudes of collaboration, empathy and positive thinking, as well as to facilitate coordination between all the educational agents involved. Precisely in coordination with all this, the creation of RT / RA classrooms will be promoted for the systematic attention and effective integration of these students in their natural group in educational centers, providing an equitable response to the needs of all students.This project, therefore, seeks to offer useful tools for educational centers in their process of detection and incorporation of efficient treatment and inclusion plans, as well as a true coordination of the different educational agents involved. Thanks to its European dimension, it also aims to provide the best solutions and evaluate the proposals with the greatest impact at the local, national and international level, counting on partners from different countries such as Portugal, Cyprus, Finland and Spain, whose work is carried out both in BASIC EDUCATION, HIGHER EDUCATION and NON-FORMAL EDUCATION, which will mean achieving a great impact at the level of all the agents of the different educational communities (students, teachers, tutors, management teams, external specialist personnel, etc.).Specifically, the objectives that this project seeks to achieve are the following:-Favor systems for detecting weaknesses in educational centers in their attention to students in need of upskilling.-Develop effective materials that facilitate positive attitudes and behaviors that promote student inclusion.-Train teachers and educational agents involved in effective care, support and mentoring for these students.-Create valid teaching coordination tools to evaluate and improve the individualized treatment of students with these needs.-Provide an inclusive vision to European education systems through good practices carried out at national and international level for the development of talents in their studentsTherefore, necessarily, it will be pursued to provide adequate answers at different levels:-Management teams and educational managers who must face the inclusion and development of students with needs and adapt their care plans in the classrooms.-Educational agents specializing in mentoring students in need of soft skills development.-Teachers involved in centers with these students and who work with them in ordinary classrooms.-Secondary Education students with poor command of basic skills and at possible risk of exclusion.-Families interested in participating in the integral development of their sons and daughters.<< Implementation >>For the proper development of the project, ensuring attention to all target groups and the needs encountered, a series of activities will be carried out focused on different fundamental aspects. They will be the following:ACTIVITIES RELATED TO EDUCATIONAL INNOVATION AND NEW LEARNING TECHNOLOGIES, aimed at teaching staff and specialists in serving RT / RA students, as well as school counselors.ACTIVITIES RELATED TO THE SPECIFIC TECHNIQUES OF INCLUSION THROUGH SOFT SKILLS, aimed at secondary school students, teachers and specialist educational agents, and management teams and managers of non-formal education centers.ACTIVITIES RELATED TO IMPROVING COORDINATION BETWEEN THE DIFFERENT EDUCATIONAL AGENTS, taking into account formal, non-formal and informal environments.For all of them, systematized surveys and interviews will be carried out by centers to determine both the specific needs and the starting point in relation to training.On the other hand, ACTIVITIES RELATED TO THE USE OF ROLE-MODELS AS AGENTS OF CHANGE will also be carried out, selecting the social and educational field of references who can transmit their knowledge and experience to the target groups of the project to achieve motivation and knowledge of SOFT SKILLS resources to improve inclusion and educational attention.ACTIVITIES RELATED TO GAMIFICATION TECHNIQUES IN THE NEW LEARNING STYLES, aimed at secondary school students, teachers and specialist educational agents and educational software developers. The selection of participants will be carried out from the educational centers that collaborate in the project and between companies interested in the creation of new methodologies through games. Finally, we will also have MULTIPLIER EVENTS, where we will have the assistance and participation mainly of educational agents, management teams, school counselors and specialists. The attendance of university students and future teachers is also very important for the RT / RA project, since this will help us to produce a sustained impact over time. It will also include those responsible for the Territorial Delegations of Education, Education Inspectors, management teams of other local centers and educational organizations at a local, regional and national level.<< Results >>RT / RA project seeks to develop four related and complementary results, so that they form a true work ECOSYSTEM, being able to cover all the target groups and meet the needs of each one of them in relation to the proposed objectives. These results are as follows:“RE-THINKING FOR SCHOOLS” (RFS), a tool that will allow educational teams and managers to assess whether their centers are truly prepared for the inclusion of students and their support in the development of the necessary SOFT SKILLS, as well as to obtain answers, guidelines and routes for improvement in their daily educational work.“RE-ACT WEBSPACE” (RAW), an educational platform or space for promotion, motivation and RESKILLING for teachers and families, where they can find methodologies and resources to carry out with these students in the different areas in which they are as well as pills or educational tips that will undoubtedly help you in your role as educators. ROLE MODELS and success stories will be included, that is, testimonies from boys, girls, professionals or families who have faced this problem on some occasion and have successfully overcome it.""TOGETHER"" (2Gapp), application for adequate teacher coordination that facilitates the transition between educational stages and work with the MENTOR or specialist of the RT / RA classroom, as well as with the different teachers of the ordinary classroom and the families or external specialists who They collaborate in the development of the students. This will have an impact on an improvement in communication and a greater monitoring of the acquisition of competences and skills of the students in the different contexts in which they find themselves every day.""YOUDO"" interactive digital tool to encourage student motivation and make their participation in the activities that the RT / RA project proposes to facilitate their development more attractive. It will be oriented to the realization of games, challenges, interactive and self-diagnosis cards, etc., that can be used both in the RT / RA classroom with the MENTOR or specialist as well as outside of it, favoring autonomy and responsibility in the realization of tasks for their own personal development and the improvement of their behavior and adaptation. For its development, it will have all the collaborating partners, who will also be involved in the realization of MULTIPLIER EVENTS during the course of the project, which will favor its dissemination and sustainability over time, also counting on non-formal partners from the different countries of the Asociation. These events will be: INTERNATIONAL CONGRESS ON THE INCLUSION OF SOFT SKILLS FOR A MORE INCLUSIVE EDUCATION, providing strategies to promote the inclusion of students in educational systems“WE PLAY TO GET TOGETHER”, INTERNATIONAL CONFERENCE ON GAMIFICATION AND THE USE OF ROLE-MODELS IN EDUCATIONAL INCLUSION. Use of new digital materials to develop upskilling strategies in formal and non-formal educational environments, as well as taking advantage of the experiences of role-models in motivation and overcoming limitations thanks to the knowledge and implementation of soft skills.“ONE TO ONE”, INTERNATIONAL CONFERENCES ON NEW TECHNOLOGIES AND INNOVATION IN EDUCATIONAL INCLUSION Use of new coordination tools and their different uses."

"In the document published by the EC in 2012, “Rethinking Education”, the necessity to integrate technology in training centers was already highlighted, insisting on the need of providing trainers with proper training in this regard. Moreover, the Common Framework for Digital Competences for Trainers 2012, published by the Spanish Ministry of Education, Culture and Sport reinforced this argument stating that trainers need to improve their digital competences to normalize the use of technological resources in class. The MOBILE-TECH project wants to contribute to make this a reality.The use of mobile devices for learning is not something new and although there are some experiences of its successful implementation, we have detected some barriers for its implementation in VET:- Most of VET trainers are not aware about the potential of mobile devices as a tool for learning.- Mobile devices, and specifically smartphones, have a bad reputation ""majority of people on Earth believe mobile phones, beyond not being conducive to learning are in fact antithetical to it"" (UNESCO Mobile Learning Week Report, 12-16 December 2011, p.11).- Most of VET trainers do not have the necessary competences/knowledge to use mobile devices for learning (ICT skills, knowledge of the different apps which can be used for learning, how to create/modify their own apps, how and with which purpose to use mobile devices).The aim of MOBILE-TECH project is to encourage VET trainers´ training about mobile learning through the creation of an Open Collaborative Learning Platform. To achieve these objectives, we will carry out several activities which can be gathered in three products:1) “Trainers´ guide for mobile resources to be used in the classroom”. The guide a) describes what mobile learning is and which devices, tools, media, apps could be used in education; b) it offers an illustration of the abundant pedagogical benefits and advantages of m-learning and describes good practices collected in the 5 project Countries (Germany, Spain, Great Britain, Greece and Finland); c) it demonstrates how to plan your mobile learning approach. The guide is available in the 5 project’s languages (English, German, Finnish, Greek and Spanish).2) Development of Trainers´ course “How to develop new training resources and teach mobile learning (m-learning)”, addressed to teachers from VET centres and from other educational fields. The course is divided into 6 modules: 1 - Introduction and presentation of the course for trainers; 2 - M-Learning: definitions, models and pedagogical benefits; 3 - How and in which cases use solutions, tools and applications for mobile devices; 4 - M-learning in practice (how to develop own contents and how and for what to use different mobile devices); 5 - How to take the most of the use of social networks; 6 - Planning m-learning.3) Open Collaborative Learning Platform for trainers. All the project materials will be hosted in this platform. Not only the guide and the course but also different pedagogical materials related to m-learning in the classrooms. The Learning Platform also includes a specific area to share knowledges and information about mobile devices, tools, apps, etc. (M-TECHwiki) and to discuss doubts and questions concerning m-learning (Forum M-TECH).The Training course and the Learning Platform have been tested in partners’ countries. Totally 100 trainers and 150 students participated in testing sessions. Moreover, the platform and the training materials (the guide and the course) were presented in the multiplier events celebrated in all project countries. To ensure the smooth development of the MOBILE-TECH project different key transversal actions were implemented: A1 - Creation of an e-mail distribution list for partner’s communicationA2 - Use of Asana platform for an effective management of the projectA3 - Creation of a Skype group for online meetings - Quality Management Plan, monitoring and preparation of 4 reports (A11, A12, A13 and A14)- Dissemination Plan, implementation y preparation of an intermediate and a final report (A18 and A19)A6 - IPRA - Four financial reports (A7), (A8), (A9) and (A10) A15 - Web 2.0. campaignA16 - Publications in pressA17 - Elaboration of a video presentation of the project.The consortium met in four International Meetings to plan and evaluate project progress: M1-Kiel (Germany), M2-Glasgow (Great Britain), M3-Helsingfors (Finland), M4-Durango (Spain)."

Online learning environments are widely used by training institutions but those tend to be used as delivery of content, still a huge capability of those environments and teaching method is missed. Also, a lot of practitioners are engaged with training activities not being educators (tutors, facilitators, coach, mentors, team leaders, human resources departments…). The necessary background of pedagogies and techniques is missed and theoretical manuals are not the best way to make that kind of people acquire the necessary skills. They need some effective and very practical way to learn. They have a lot of experience and expertise teaching face-to-face, but when having to do training on-line, they miss the digital skills and affordance of the technological capabilities. The title of the project “online training: the treasure within” makes reference of our target activity, that is “training”, and the treasure makes reference to all the benefits that can be obtained from online learning: (1) learning the subject course, (2), new learning methods based on net-society (3) applied ICT competences, including soft-skills and transversal digital competences.It has been created 30 learning units that provided easy and quick access to the main topics related to teaching using technology. Those has been divided in 5 blocks: Online learning, online training, course design, tools and platforms, activities. Also 10 ICT-based activities; collaborative, creative and others for self-reflection of the learner. It was not aimed to create a huge book for trainers, but an online course with practical and directly to use online activities. Theory has been reduced to a minimum, we focused on basic background, motivational information, practical concepts and exercises (to be applied to themselves as self-reflection) and examples (to be transferred to the courses) The main aim was to create a learners’ coursebook and an online course for trainers with low ICT skills and technological pedagogies so they can learn and feel by themselves the application of technology enhanced education methods, techniques and tools, so they acquire the necessary skills and competences to become successful online trainers (1st aim). We want to support them and facilitate the transferability of the skills and competences learnt to their own subject (2nd aim). Those skills include the use of technology for collaboration, creativity, problem solving, teamwork, etc. A tool has been made available (as online service), so they can use the lessons learnt in their own teaching activities (3rd aim) Main target of this project are the trainers and educators (tutors, facilitators, coach, mentors, team leaders, human resources departments…) that want to start to offer their training using online platforms.

The integration of people with a migrant background is a fundamental element both for the past and for the future of EU; data update at January 2018 state that 22.3 million people (4.4 %) of the 512.4 million people living in the EU were non-EU citizens. Several studies show as immigration could bring a positive contribution to public finances and welfare of host EU countries, considering the level of skills and competences possessed by immigrants, and the duration of the integration process. Fast and successful integration is essential in order to maximize the opportunities generated by migrant flows. At the same time, other researches confirm that migrants face obstacles and suffer of discrimination behaviours. Particularly, the refugees/asylum seekers arrived with the recent migration flows composed a specific vulnerable group due to the absence of a defined migratory project (they have had to abandon rapidly the country of origin), and the consequences of abuses suffered before to leave the country and during the travel to EU. Other problems are: - Low knowledge of host country language and illiteracy; - Difficulties about the recognize of qualification and skills possessed; - Lack of access to quality education system; - Limited access to job market; - Discrimination to the housing access. In several cases, they suffer the manifestations of xenophobic and racist behaviours by local communities due to the unsafety perception and feelings. During the last two years, Germany was the first EU country for the number of requests of humanitarian protection, followed by Italy and Greece. “IntegrAction – Action for socio-economic integration of refugees and asylum seekers” project is elaborated by ANOLF Marche in collaboration with KMOP (GR), IED (GR), Learnmera (FI), and Job4Refugees (DE) in order to promote the social and economic inclusion of the refugees and asylum seekers (project target) in the local context of reception. Specific objectives are:- Improve the linguistic competences of refugees and asylum seekers in order to promote the process of socio-economic integration;- Increase the employability of immigrants through the strengthening of socio-professional and entrepreneurship competences aimed at job placement, active job search and self-employment;- Develop social and intercultural competences in immigrants stimulating their active participation in the local communities through mutual understanding initiatives.The project activities will start on October 2019 and will end on March 2022 (30 months). In order to reach its objectives, the project partnership intends to realize 3 Intellectual Outputs connected with the main barriers faced by refugees and asylum seekers: host country language, access to the job market, social acceptation by local communities of the host country. The IO1 - “Tool4aLLs - Toolkit on digital tools for Literacy and Language proficiency”; the IO2 “Immigrants in the Labour Market: a manual to facilitate entrepreneurship and business start-up”; the IO3 “Webdoc – Migrant Diaries” will be tested during the project lifetime with the main participants of the projects: operators, teachers, educators, migrants, refugees and asylum seekers, native people. Then, the partnership will share them to the local communities during 5 Multipliers Events. The main expected results at the end of the project are:- Activation of lifelong learning attitude in refugees/asylum seekers.- Increased awareness among refugees and asylum seekers of local, national and European labor market mechanisms and increased opportunities to open their own business.- Raised awareness of citizens towards refugees and their problems and minimizing the feeling of xenophobia of the community. - Development of a more effective and closer cooperation among the authorities, organizations and institutions working within the fields of migration and integration process.The project partnership will coordinate and assure the correct implementation of the project activities through 5 Transnational Project Meetings (i.e. Management Board Meetings). Four Evaluation Sessions will be also realized with the aim to introduce possible corrective actions without harming the overall project activites flow. Thanks to the exhaustive Dissemination and Communication Plan elaborated during the first two months of the project lifetime, the project outcomes and results will be disseminated at local, national and European level through an online and offline communication campaign.

2019 has been proclaimed as the International Year of Indigenous Languages (UN Resolution 71178 on the Rights of Indigenous People). The steady decline and in some cases the critical loss of such languages have brought to the fore efforts for the promotion and revitalisation of endangered and minority languages in general. Against this backdrop, the EU is committed to safeguard the existence and the future of what it calls Endangered Languages. The Council of Europe’s Charter for Regional or Minority Languages specifically emphasises education and language learning as key priorities, given the lack of provision of education within minority language communities; in some states forexample the only possibility of learning the often endangered minority language is as a ‘foreign’ language subject.In this context, the priorities of our project are aligned with EU priorities and initiatives to protect and promote the EU’s 128 endangered languages (see 2013 report by the EP DG “Endangered Languages and Linguistic Diversity in the European Union”). According toUNESCO a language is endangered when its speakers stop using it or use it less often and stop passing it on to the next generation.Our project, IndyLan, will develop an educational tool designed specifically for users to learn not only some of Europe’s endangered languages but also more about the cultures of the people who speak these languages. The tool constitutes a gamified language-learning solution in the form of a mobile application. Smartphones have become a popular educational tool and the number of the smartphone and tablet users of all ages is constantly growing in the EU. The IndyLan application will help speakers of English, Spanish, Norwegian, Swedish and Finnish to learn Gaelic (designated as ‘definitely endangered’), Scots (‘severely endangered’), Cornish (‘critically endangered’), Basque (‘severely endangered’), Galician (a minority language) and Saami (‘severely endangered’). The application is building on a previous project, Moving Languages, with the key difference that IndyLan will produce one application for all languages, and not multiple language-specific applications as Moving Languages did. IndyLan will contain around 4,000 vocabulary items (both terms and expressions) in about 100 categories. The modes that will be available in the application are: Vocabulary; Phrases; Dialogues; Grammar; Culture; Test.The vocabulary can be practised in several study modes, such as (the list below is indicative):1. Flashcards for image+text practice2. Choose the image according to the word3. Select translation 4. Multiple choice with images 5. Multiple choice with words6. Matching7. Choose the letters 8. Write the missing word 9. Listening comprehension (with audio files) Most of the items will be illustrated for easy concept recognition. There will be audio for all vocabulary, phrases, dialogues etc. The app will also include a dedicated Culture tab with texts, music and images, where users will be able to learn more about the heritage and culture of the people speaking the selected endangered languages.The IndyLan application will be available for download globally for free in both iOS and Android. Like all language-learning apps, IndyLan is complementary to other language- and culture courses and can be considered to be part of self-study material. Our vision is for the IndyLan app to contribute to endangered language learning and revitalisation so that these languages remain alive and relevant in contemporary societies and economies.