Diversity, multiculturalisme and the related issues and challenges represent major concerns for the Member States of the European Union, whether from a social, political, educational or economic perspectiveIn this context, the B.LIVING project aims to develop a new European dimension on intercultural education in Vocational Education & Training (VET) and school education by addressing the religious diversity inherent to our multicultural societies, from the human rights and intercultural learning perspectives.Innovative pedagogies, like the dialogic learning (learning that takes place through dialogue) and peer learning (which help students and learners to play an active role in the teaching-learning process) will be adapted and applied to the specific needs of the target groups of users and beneficiaries, in order to build intercultural settings in classrooms.B.LIVING aims to empower teachers and trainers to cope with religious diversity and boost intercultural education in multicultural contexts in the formal, non-formal and informal training environments. 3 main objectives were reached: - Support teachers and trainers in teaching religious diversity and intercultural education in formal, non-formal and informal contexts. - Provide teachers and trainers with innovative practical tools that are ready to use or to adapt to the specific needs and contexts of school training centers, vocational training centers and adults training. - Provide teachers and trainers with a set of Open Educational Resources (OER) for school, vocational and adult education professionals.The above objectives were reached by developping 4 intellectual outputs, namely: 1. The B.LIVING Curriculum, based on the European ECVET framework and addressed to VET teachers and tutors for the assessment, validation and recognition of learning outcomes for teaching religious diversity and interculturalism. As well as setting a framework for the assessment of learning outcomes based on the ECVET methodology and Tools.2. The B.LIVING Handbook aims to provide in depth information about basic concepts, definitions and innovative methodological approaches for handling religious diversity in positive and dialogical ways in the classroom settings and in non-formal and informal learning environments.3. The B.LIVING Toolbox, consists of a useful set of practical activities based on the B.LIVING Handbook with innovative practical tools to support educators in the teaching of religious diversity and intercultural education, in formal, non-formal and informal settings. It is a resource of practical information for the direct implementation of innovative methods in intercultural education addressing religious diversity. It contains a set of practical tools and methods adapted to the specific needs of our users and beneficiaries of the project.4. The B.LIVING training Platform & Application, a set of practical tools addressed to both educators and learners to raise awareness and develop knowledge on different elements related with religious diversity and interculturalism.

Project “Be creative! - Fostering soft skills through cultural activities” aims remobilization and re-socialization of vulnerable adults using the Cultural activities, especially live spectacle. The aim is to enhance the soft skills of de-affiliated young people in order to facilitate their social, cultural and professional integration. At the end of the project, beneficiaries should be able to reclaim their life course, identify their needs and expectations and set up specific actions according to the scheme “SEE – JUDGE – ACT”.The project aims to empower educators and adults to understand and consequently act on soft skills, defined as character traits or interpersonal aptitudes that affect the ability to work and interact with others, required to smooth their social and professional integration. Adult educators and teachers can play a central role in providing learners with knowledge and practical information to help them understand the challenges and act as active citizens in their local communities, individually or collectively.Be creative! project aims to:1. Create an androgogy method and training resources destined to the trainers (Users - Training for trainers/counsellors/teachers) to enable them to build participative, empowering and emancipating training sequences using Cultural activities (especially live performance activities and techniques),2. The trained trainers will accompany vulnerable adults learners (final beneficiaries) to enhance and mobilize their soft skills to integrate the society.Three main opportunities will be worked with the final beneficiaries:1. How to introduce oneself through the performing arts / storytelling… in order to create paper but especially audio / video CVs or even pitchs;2. Intergenerational work on origins (family, environment, etc.) = work on self-knowledge (one’s essence / one’s assets) and self-confidence for a successful professional orientation / adapted to one's personality, wishes and strengths.3. Acquisition of valuable technical skills and creation of a network.However, a particular focus will be placed on the following soft skills: Communication, Adaptability, Problem solving, Team work, Critical thinking, Conflict resolution and Leadership.

"To develop and test new models of entrepreneurship education,8 different local and regional school authorities, Universities and learning provider organizations in the field of social entrepreneurship from 7 countries ""Finland, Greece, Ireland, Spain, Poland, Turkey and United Kingdom"" worked together to lead the project ,co-created and tested the following innovative methods and freely accessible OER:IO1: EUROPEAN EQF-BASED CURRICULUM ON INCLUSIVE AND INNOVATIVE ENTREPRENEURSHIP EDUCATION BASED ON THEORETICAL FRAMEWORKThe theoretical framework of entrepreneurship education brings together the common experience and understanding of project partners, on what entrepreneurship education means, and what entrepreneurship education aims to achieve. The theoretical framework therefore served as the basis for the curriculum development.IO2: TRAINING MODULES ON INCLUSIVE AND INNOVATIVE ENTREPRENEURSHIP EDUCATIONThe aim of the training modules, created together with the project partners, is to develop different aspects of entrepreneurship education.IO3: MOBILE INSTRUCTIONAL LEARNING APPThe mobile application has been developed to further support learning. It can be used to create questionnaires that can be used to either test learning or to utilise questioning alongside other teaching. The application can be used by both teachers and students. IO4: MULTILINGUAL eLEARNING PLATFORMThe eLearning platform is a 24/7 open learning environment translated into six languages. The content areas built into the Learning Units are intended for the development of teachers’ own skills. Teachers at different school levels can utilise the content in their own teaching, as well as adapting and extending the content to suit students of different ages, interests or learning stylesIO5: SET OF TAILOR-MADE MOBILE APPSThe educational institutions and teachers involved in the project pilots across the six partner countries experimented with the various digital tools and the Start In Mobile application in their support of entrepreneurship education.IO6: GUIDE FOR DEVELOPING AN INCLUSIVE AND INNOVATIVE ENTREPRENEURSHIP EDUCATION ECOSYSTEM IN EUROPEThe purpose of this guide is to bring together the material produced in the Start In project and the experiences gained from creating it, to promote and develop entrepreneurship education in Europe. Please read more https://startin.erasmus.site/products/ In six Start In participant´s countries thirty teachers participated across two pilot phases by testing and implementing the eLearning Platform materials and Mobile Application in their daily teaching of entrepreneurship education with their students. They selected the suitable tools and practices to fit their daily teaching and group of students. Afterwards they gave feedback of the materials and tools used, based on their experiences. Feedback was collected via online questionnaires during the Start In project during the years 2019– 2020. .PILOT 1. ELEARNING PLATFORM MATERIALS AND MOBILE APPAt the first Pilot, done in the year 2019, the feedback was been collected from twenty-eight persons across six European countries. In Pilot 1. teachers became familiar with the Start In eLearning platform´s entrepreneurship pedagogy and learning materials, and they applied the Start In Mobile Application with their students. Feedback answers were collected from primary and secondary teachers as well as some educational policy makers.PILOT 2. ENTRE. EDU. MATERIALS INTO PRACTICEAt the second Pilot, conducted during 2019–2020, 30 teachers across 6 European countries have implemented entrepreneurship education practices with the students from the primary to secondary school levels. Teachers and educators implemented the Start In eLearning platform´s entrepreneurship pedagogy and used the eLearning materials in their teaching.All Start In units and lessons at the platform were tested and implemented in daily teaching practices. Test users gave feedback after implementation. Twenty-two feedback answers were collected from primary to higher level teachers and some policy makers. According to the feedback the eLearning platform mainly worked very well, and the feedback was very good. Most useful materials on the platform were videos, slides, tools and practical examples. According to the feedback of test users Start In eLearning materials and practices gave good examples of what entrepreneurship education is and how it can be implemented in different school levels in various, innovative ways.In this project,We encouraged teachers to step out of the school environment and utilise more stakeholders and companies to their teaching.With 6 meetings,6 Intellectual Outputs,6 Multiplier Events (Although it should have been 8, it could not be held in 2 countries),many exploitation and dissemination activities we have strength in cooperation, and we are now ready to meet the challenge of European entrepreneurship by training skilled teachers and enterprising young people."

This project is an initiative of 7 partners from Bulgaria, Greece and Turkey. The partnership includes 2 universities, 1 private company, and 4 directorates of education (one local and 3 regional). TARGET GROUPSThe project addresses the needs of the following target groups:-secondary school teachers (especially in STEM fields)-secondary school students-regional and local educational authorities-school managers and administratorsCONTEXTSTEM knowledge and skills are regarded as key to Europe’s competiveness and its ability to address societal challenges. Currently, there are not enough STEM graduates to meet the demand for STEM professionals. It is therefore necessary to increase the proportion of students interested in, and well prepared for, STEM studies and career. STEM needs to respond to the latest changes in technology and industry demands. At the same time, it needs to become more inclusive, engaging and attractive to students.3D technology, especially when combined with Programming, can greatly enrich current STEM initiatives. It develops students’ creativity, innovation and problem-solving skills. It sensitizes students to the link between STEM and the production process. It also fares very well in terms of student engagement. 3D leads to results that students can literally touch and see, which is satisfying and can make STEM activities more agreeable to otherwise reluctant learners. Finally, it is one of the best technologies for seamlessly integrating STEM into Arts & Design.OBJECTIVESThe project’s overall objective is to enable the application of 3D design and printing in STEM education in secondary schools.The specific objectives are to:-Provide teachers and students with learning/teaching resources on 3D design and printing-Provide teachers and students with learning/teaching resources on the application of the Python programming language in 3D design and creative explorations of 3D models-Equip teachers with methodological and didactic guidance for the design and delivery of STEM education in the 3D technology area.MAIN ACTIVITIES AND RESULTSThe partnership will produce the following intellectual outputs:1. Extracurricular Training Program “Introduction to 3D design and 3D printing”2. Extracurricular Training Program “Python for 3D printing and creative explorations of 3D models”3. Classroom Guide for Applying 3D Design, Printing and Programming in Learning ActivitiesThe following events will be organized during the project:-A Stakeholder Buy-In Workshop-Creativity workshops-Dissemination Conferences-A joint staff training-Trainings of Maker School Trainers-Demonstrations of the process of 3D design and printing to students-other dissemination events. EXPECTED IMPACTSLike many other new technologies, 3D technology is becoming cheaper, adapted to a greater variety of uses and users, and thus increasingly affordable. With this project, we seek to provide schools and their teachers with the tools, confidence and support to do the best with this technology in both curricular and extracurricular activities once it arrives in their school.At local level, the project will target local schools, teachers, students, local authorities and local educational directorates. It will aim at raising awareness that 3D technology creates many opportunities for improving the quality of curricular teaching and for delivering engaging and effective extracurricular STEM and STEAM (STEM and Arts) activities that are suitable also to reluctant STEM learners. It will also raise awareness among teachers and students that 3D technology can be integrated in learning in the areas of Informatics and Computer Science to build competitive skills and knowledge. In the long run, the project will seek to contribute to improved extracurricular STEM and STEAM education in schools, stronger involvement of students in such education, and new professional development opportunities for teachers in STEM and all other disciplines.At regional level the project will target public bodies responsible for education and in the long run will aim to contribute to better strategies for enhancing student results in the area of STEM learning at secondary school level. At national and international levels, the project expects to contribute to raising awareness of the full potential of 3D technology to improve STEM and STEAM learning, to advance students results in computer science and programming, to build design thinking skills and to prepare learners for Industry 4.0.