<< Background >>As more aspects of daily life are tied to technology, the need to improve and expand STEAM education across the curriculum will only get more pressing. Without enough STEAM educators, students can’t get access to the types of STEAM opportunities that are likely to encourage long-term interest and passion in these fields and beyond. As more aspects of daily life are tied to technology-based sySTEAMs, the need to improve and expand STEAM education is considered key to maintain a competitive edge in the 21st century. With more emphasis on STEAM education, a meaningful STEAM curriculum is often introduced to the youngest students, beginning at the preschool level. Research confirms that exposing students to STEAM experiences at a young age encourages critical thinking skills, increases science literacy, and fosters creative problem solving. These experiences can help establish a long-term passion for STEAM subjects, as well as general academic success across all disciplines.Unfortunately, due to the rapid developments experienced, the vast majority of teachers and especially pre-primary teachers feel illiterate in modern science and technology because they cannot keep up with the current trends of ICT. Research made shows that STEM support should start early: children in disadvantaged circumstances, especially, start elementary school lacking the foundation for that success.The project idea derived following a small-scale needs assessment was carried out in the form of a survey (link to Google form) where a number of teachers in primary education participated. The study investigated the needs of the target groups with regards to skills development and innovative solutions in their field. The analysis revealed the challenges teachers are facing in introducing STEAM or Robotics in their lessons due to the lack of knowledge and technological fear of the new technologies in education. In addition, respondents revealed their interest in being introduced to STEAM teaching and how they can apply educational robotics in their lessons, obtain expertise on the topic and enhance their educational methodologies since they recognised the importance of lifelong learning and constant professional development.In this framework, the project aims at the Development of Knowledge, Skills and Key Competences of STEAM and Educational Robotics of Teachers in PrePrimary Education (STEAMERs). Through the project teachers will develop the skills and competences required in carrying out STEM-related tasks which include cognitive, manipulative, technological skills and collaboration and communication skills.<< Objectives >>This project will identify through desk and field research specific lack of knowledge that early childhood teachers have on implementing STEAM and educational robotics in their lessons. What we want to achieve is the Development of Knowledge, Skills and Key Competences of STEAM and Educational Robotics of Teachers in PrePrimary Education (STEAMERs). Through the project teachers will develop the skills and competences required in carrying out STEM-related tasks which include cognitive, manipulative, technological skills and collaboration and communication skills. The main output will be a complete report on the findings, the STEAMERs Compendium report which will be a complete report which will identify the training needs of pre primary school teachers so as to obtain expertise on STEAM and Educational Robotics and also identify current trends in each partner countries. When this report is completed a methodological Training Course will be designed and implemented for pre-primary teachers: This will include Curriculum for teachers that will contain practical guidance for developing the skills, knowledge and key competences identified through the compendium report. Finally An e-Learning platform will be developed to promote online learning actions and resources and virtual cooperation, communication and experimentation, combining virtual and blended learning opportunities for the pre primary teachers. It will include the training course online, technical design of the course, self-assessment, implementation of testing and finalisation.<< Implementation >>Our project aims to have the highest possible level of engagement as this is the whole concept of STEAM learning. Once the current knowledge and skills of the target group (pre primary teachers) are identified in each partner country, the development and training of the target group will then proceed. This will be done by various tasks associated with the project which are divided among partners as followed:1. Project Results: R1: The STEAMERs Compendium: A complete report which will identify the training needs of pre-primary school teachers in terms of skills and key competences development to effectively carry out STEAM education with their preschoolers and also identify current trends in each partner country: R2: The methodological Training Course: This will include Curriculum for pre-primary school teachers that will contain practical guidance for developing the skills, knowledge and key competences identified on R1 by using various activities R3: An e-Learning platform promoting online learning actions and resources and virtual cooperation, communication and experimentation, combining virtual and blended learning opportunities for the target group. It will include the training course online, technical design of the course, self-assessment, implementation of testing and finalisation.2. 18 (3 per partners country) trained trainers on the STEAM Key Competences training program (C1) 3.10 pre-service teachers per partner country trained on The methodological Training Course (R2 pilot) 4. 6 multiplier events to promote the project, its intellectual outputs, and its outcomes among VET trainers, teacher education trainers, teachers, (E1-E6).The project also foresees a set of project management, dissemination, evaluation and quality assurance, sustainability, and exploitation activities. Specifically, it foresees the preparation of: - Project Management Plan (P1): including the agreements, administrative work, financial and budget control, time management, roles, and responsibilities allocation, templates for reporting, communication means, reporting (interim and final reports) processes, where the coordinator will be responsible with the support from all the partners. - Project Evaluation and Quality Assurance Plan (P6): It will be arranged at the beginning of the project, where the quality and risk management plan and quality assurance procedures will be described in detail, in order to guarantee the quality of the project Results. - Dissemination Plan (P5): A dissemination plan will be produced to describe the dissemination activities targeting relevant to the project stakeholders and the general public. All partners will contribute to the dissemination activities according to their areas of expertise (i.e. branding through logo design, website building, social media, newsletters, brochures, leaflets, etc). - Sustainability and exploitation Plan (P3): An exploitation plan will be prepared so that the partners will utilize the produced materials to the maximum, within the partnership and with other institutions/organisations, during and after the project is completed. Once the project is completed, the partnership will disseminate its results and will transfer the developed practices and educational products to other contexts and educational fields.<< Results >>STEAMERs project comes to build a complete STEAMERs Training Framework for pre-primary teachers focused on the development of skills and key competences needed to develop positive attitudes towards STEAM, overcome their fears, and increase their self-efficacy and confidence to bring innovative STEAM teaching with their preschoolers. The project outcomes and results carried out during the project implementation period are the following: 1. Results: Result 1: The STEAMERs Compendium: A complete report which will identify the training needs of pre-primary school teachers in terms of skills and key competences development to effectively carry out STEAM education with their preschoolers and also identify current trends in each partner country. This will be achieved by completing a combination report of related literature by performing desk research (A1), a collection of STEAM key competence models and contexts (A2), by performing field research on the current needs of teachers for STEAM key competences development (A3), by developing a framework of STEAM key competences (A4), then by giving Feedback and translating the Framework (A5) and by performing Pilot testing and making adjustments (A6).This will be the end product of Result 1, in which the following Results s will base their development. Result 2: The STEAMERs Training Guide: This will include the development of a Curriculum for pre-primary school teachers that will contain practical guidance for developing the skills, knowledge and key competences identified on Result 1 by using various activities such as the development of the training course and content (A1), Feedback and translation of the STEAM Training course (A2) and finally the Integration of the Training course in the STEAMERs e-Learning platform (A3). Throughout the development of Result 2 there will be piloting of the different sections and necessary adjustments (A4).Result 3: The STEAMERs e-Learning platform: This will be used for promoting online learning actions and resources and virtual cooperation, communication and experimentation, combining virtual and blended learning opportunities for the target group. It will include the training course online, technical design of the course, self-assessment, implementation of testing and finalisation. The activities to achieve this result are: The Planning and development of specifications of the e-Learning platform (A1), then the Implementation of the platform (A2), the Development of the content of the Platform (A3) and followed by Feedback and translation (A4) and finally Pilot testing/Final tuning (A5)All 3 Results will have as activity the Dissemination of the given Result.2. We will train a total of 12 (2 per partners country) teachers on C1 – Train the Pre primary school teachers. (R2 pilot).3. The project will have 6 multiplier events in order to promote the project, its project results, and its outcomes among VET trainers, teacher education trainers, teachers and other related stakeholders (E1-E6). Moreover, the project with its completion will result in: - Pre Primary teachers professional development through better understanding and acquisition of knowledge, skills and key competences of the STEAMERs Training Guide, which will allow them to integrate all good practices into daily activities - Increased sense of initiative and enablement of teachers to apply educational activities for developing STEAM lessons in their schools - Improved levels of digital competences (through the use of the STEAMERs e-Learning platform, Erasmus+ project results platform, and School Education Gateway) - Establishment of a network of trainers specialized in delivering trainings in STEAM lesson integration through the innovative training guide.As regards the general project management part is concerned each partner involved in the STEAMERs project will be assigned a leader role for each.

The CREATIVE PRISMA project addresses the issue of the large amounts of migrant and asylum seekers. The employment of refugees is vital for their survival and for their integration into the society in which they will settle and to fight against the marginalisation of these populations. The fashion and creative industry, as well as the reuse and reorientation of textiles and clothing, is a solution facilitating dialogue between different cultures and contributing to the integration of migrants.The CREATIVE PRISMA project brought together partners from different domains with multiple skills: Boréal Innovation, a local development and business support cooperative in France, the Club for Unesco of Piraeus and the Piraeus Islands, a major cultural actor, active in the setting up of structures, humanitarian aid to support disadvantaged people and refugees, IDEC, a certified Greek vocational training centre, a consulting and software development company, CESIE, an Italian association supporting migrants and developing countries, FAMYLIAS, a social initiative cooperative and PADIL, a Tunisian development agency aiming at the development of an inclusive society.The different profiles of the project partners, their competences and their knowledge of the subject dealt with made it possible to meet the project's major objective: to support refugees by developing their entrepreneurial profile and specific skills in fashion and creativity. In the long term, the target groups will have to be financially independent and included in local societies. The project followed a logical path to reach its objectives: - The collection of good practices: The project partners conducted a total of 40 interviews in France, Spain, Greece and Italy with immigrants from outside the EU who have created a fashion or design business. In total, 26 countries of origin were represented and a very large number of activities (graphic designers, dressmakers, designers, shoemakers, painters, jewellers). Through these interviews, trends and good practices common to all the life stories were highlighted and served as a basis for future work of the project. - Individual training and learning: Thanks to good practices identified during field surveys and existing research on this subject, the CREATIVE PRISMA partnership has set up a training course for newcomers, refugees or people settling in a new country. The CREATIVE PRISMA training has therefore been divided into two separate chapters: entrepreneurship and fashion/creation. Each of the chapters is itself made up of 10 learning units. This organisation offers learners a complete look at managing an activity with units on the business model, negotiation or networking, but also on design and fashion with units on colours, fabrics or the use of social networks in fashion. The units aim to provide basic knowledge but also a fresh look at the European specificities identified by the good practice guide. - An App and an e-learning platformThe main objective of the CREATIVE PRISMA project was to make the learning content available: this has been achieved with the CREATIVE PRISMA application and platform. Indeed, the partners have developed a mobile application that can be downloaded on Android and an online platform. These tools allow any creator, designer or newcomer to a European country to learn by himself. The application and the platform allow the monitoring of all the activities developed previously, access to additional reading, monitoring of progress, validation of skills through quizzes and the delivery of badges. During the 24 months of the project, the partners have continuously developed links with refugee support associations, social enterprises and creative people in order to communicate the project's achievements as effectively as possible. Many of these actors have participated in the project or in the testing of digital tools. The achievements of the project, available until 2025, are today intended to be used by the greatest number of people, as anyone interested in fashion or entrepreneurship can find useful information for these needs. The local partners will continue to bring the project to life through information events and training resulting from the project's research.The subject of welcoming migrants and their integration into society remains a key issue for European success.

"As one of the main problems of the formal education is the high generalisation of the educational process, the main issue is to make students able to have a flexible thinking and to raise awareness of the necessity of skipping the irrelevant hypotheses and/or the ones not validated by the real life experience in favor of the relevant and viable hypotheses. In this respect, in the educational strategy envisaged in the project the interdisciplinary approach, as well as the use of teaching methods aimed to ease the learning process through a practical way, are focused on creating an environment in that the students can learn by play, by having fun and by using hands-on teaching and learning methods. In this way, the participants to the learning process will be more willing to discover the new and to generate immediate fulfillment of the educational goals. The fast development of the technology, as well as the perpetual changes of the natural and social environments, demand the education pathway starts at a younger age for allowing the long-lasting adaptability of the people mentalities to the technological changes. Given that the general objective of the European strategy for education and training for the period 2016-2020 focuses on an educational process tailored to the requirements of the labor market and centered on the personal development and social inclusion, the project ROBOGENIUS aims to: - develop people's skills and cover the society need to discover talents and shape them as specialist in the field at an early age - develop the students' skills by using a hands-on approach - adapt the outcomes of the educational pathways to the society needs - develop the creativity of the individuals - create a climate of mutual understanding aimed to support a better transition from the school to the labor market. The specific objectives of the project ROBOGENIUS were: - to explore the innovative approach of the learning pathways through interdisciplinary education and play, by using the new technologies and Lego education for interdisciplinary teaching by the development of robotics activities and related workshops with the target groups of the partners involved in the consortium and with the cooperation of the associated partners;- to identify the main obstacles at European/regional/national/local level through the implementation of the new approach to the different systems of education of the schools involved in the project;- to generate referential and inspiring results for the schools interested to include robotics and learning by play in their curriculum; - to insure a long-term sustainable impact to the partners involved in the consortium; - to create a platform for an international forum of robotics, seen as a ""nursery"" for the educational centers embracing the interdisciplinary approach through play and by using the hi-tech means and Lego Educational.The project addresses both to students at pre-university education level (general education and VET) and to teachers involved in the educational process with the mentioned students. By the long term impact and dissemination of the project results, it allows the creation of new educational communities by involving: - schools and adult education providers - teachers, trainers and people involved in formal, non-formal and informal education - students and young people from different countries with a passion to the exploration of the technological areas such as robotics, software programming and ICT application. The consortium developed the following intellectual outputs: - ROBOGENIUS training kit - Best practice guide and eBook ""Learning by empowering the new generations of innovators"" - - Contest methodology All the project results are available online in EN, FR, GR, RO, ES: http://robogenius.mysch.gr/en/home/."

Investing in entrepreneurship education is one of the highest return investments Europe can make as entrepreneurship and self-employment are keys for achieving smart, sustainable and inclusive growth.The critical role played by start-ups in driving economic development and job creation is increasingly understood. Factory floors are progressively being replaced by creative communities whose raw material is their ability to imagine, create and innovate. In this new digital economy, immaterial value increasingly determines material value, as consumers look for new and enriching 'experiences'.The creative industry sector is one of Europe's most dynamic sectors comprising highly innovative companies and contributing approximately 2.6% to EU GDP. It is a sector with high growth potential and provides quality jobs to over 5 million people.KRE8R aimed to plug the gap between training providers and (nascent) creative entrepreneurs. It has developed a curriculum that meets the needs of (nascent) entrepreneurs in the Creative and Cultural industries. With over 100 hours of training and resources, it goes further than generic courses by addressing specific topics that relate to CCI and speaks to them in language the creative brain can comprehend.Additionally, KRE8R increased the labour market relevance of Vocational Education and Training (VET) by providing tailored pedagogic resources to improve the attainment levels of high-level basic and transversal competences.The KRE8R consortium comprises 7 partners drawn from 7 Member States (CZ, FR, IE, MT, PT, RO, UK) and brings together a range of education providers, businesses and local development organisations to develop 5 main Intellectual Outputs:1. Creative Business Development Curriculum for Nascent Creative Entrepreneurs – programme KRE8R: a bespoke curriculum specifically targeting emerging entrepreneurs and artists in the cultural and creative sector. This curriculum was delivered in a blended learning environment. It includes 8 separate training modules, further readings, a wheel of skills & attitudes to acquire to become an entrepreneur ;2. In-service Training for VET Professionals: a bespoke induction training programme to support VET tutors to deliver the new curriculum and to ensure that the required learning outcomes are achieved. Induction training also addressed issues relating to the delivery of training in blended learning environments;3. E-learning Portal: an e-learning portal as a one-stop-shop providing instant access to the full suite of learning resources developed. 4. Policy Paper: recommendation for a course of action based on the experiences and lessons learned in the course of the project.5. Creative Business Case Studies: a series of case studies profiling creative entrepreneurs and their businesses in each partner country in order to help inspire nascent creative entrepreneurs. The KRE8R project involved local working groups established in each partner country, to bring the world of education and business closer together leading to the development of the unique business immersion programme. This caused a considerable positive impact for both the VET and micro-enterprise representatives involved.86 artists / (nascent) creative entrepreneurs took an active part in the piloting phase. KRE8R had a very strong impact on the two target groups of the project. In fact, after having participated in the online and face-to-face training modules, around 74% of artists / (nascent) creative entrepreneurs declare having progressed in knowledge, know-how and general skills. Among VET professionals, it was more than 74%. Therefore, most partners decided to sustain the project either by integrating the material in their training offer and/or sharing it with key VET providers in their area.It is worth mentioning that, within the all project duration, more than 43000 people were addressed or received the information about the KRE8R project.

A qualitative online presence, as well as attractive and modern visuals and innovative typographies, help to distinguish a company, a service or a product. They are essential to the success of a new activity. Indeed, the improvement of a company's design and visuals leads to a better positioning on the market and to commercial success. However, Vocational Education and Training (VET) teachers and learners need to develop the entrepreneurial and digital skills necessary for education and training in the digital age. Trainers and tutors therefore must master a number of key skills to teach entrepreneurship: a) Project management skills to help their students create and manage an activity/ b) Teaching skills to encourage learning based on problem solving, risk taking and interaction with the world/ c) Personal skills to create a quality learning environment. Their students, for their part, have a growing need for knowledge and understanding of market mechanisms and new sales methods. Taking up this subject, through the development of digital skills, will strengthen entrepreneurship education and key competencies. The ON YOUR E-MARKS project responds to these challenges by promoting entrepreneurship education through the development of marketing, graphic and digital art skills for both VET trainers and learners. The objective has been to support the development of entrepreneurial capacities for the creation of new activities and access to new online markets.During the 24 months of the project, 5 intellectual outputs were created by the 7 partner organizations, namely: 1- Online presence Mapping: An overview of entrepreneurship education and online presence in partner's countries and in Europe. 2- The ON YOUR E-MARKS Handbook: A compendium of the necessary skills and dynamics of online presence, leading to the Competence Framework for learner and trainers. 3- The Methodology Pack: A pedagogical strategy for the trainer: How to make the teaching of entrepreneurship effective and relevant thanks to digital tools? 4- The Toolkit: This toolbox is composed of 7 chapters each containing 9 exercises offering different learning methods for face-to-face and group learning. The trainer willing to renew his training offer or reinvent himself, will find what he needs! 5- The ON YOUR E-MARKS online course: The ON YOUR E-MARKS project provides both trainers and learners with an innovative learning platform that offers e-learning content, monitoring of progress and certification obtained through the successful completion of validation steps. In order to reach this level of quality and to ensure the connection of the project's achievements to local realities, 5 transnational meetings permited to successfully lead the project and to activate the exchanges between partners. Two training sessions were also organized: one for the trainers (face-to-face) and one for the learners (online). Both sessions provided an evalutation of the materials developped in order to make readjustments and to train to digital entrepreneurship. At the local level, ON YOUR E-MARKS project partners have maintained connections with professionals in the field of training and digital entrepreneurship while trying to promote the project to aspiring entrepreneurs through social networks, sharing o the platfrom and dissemination events that have reached nearly 30 000 potential users. The ON YOUR E-MARKS project was thus able to achieve its goal of providing resources to trainers and learners!