The objectives of MEYE project (Mathematics in Early Years Education) are the following:Improve the training that professionals in Early Years Education have about the area of ​​mathematics and its didacticsDevelop innovative products to successfully address the teaching / learning of mathematics in Early Years Education and that are available for the educational communityEncourage cooperation and joint work of different agents involved in Early Years Education: VET an HEI, nursery schools, universities and teacher training centersThe project is addressed to three groups:A. Students of VET on Early Years Education with the purpose of improving their professional qualification to approach the treatment of the mathematics in their future jons. B. Early Years Education children. MEYE will generate a methodology to introduce mathematics through playful and meaningful activities innursery schools.C. Staff that currently works in nursery schools (practitioners and teachers) that will have a tool to improve the quality of their educational work and update their working skills.The intellectual results of the project will be as follows1. MEYE CURRICULUMAn analysis and proposals for improvement in the field of mathematics will be made on the curricula of Early Childhood Education and VET on Early Yeras Education in Slovenia, Portugal and Spain2. MEYE TRAINING.A training program on mathematics and its didactic will be designed for professionals of Early Years Education and for teachers / students of VET on Early Years Education with the purpose of acquiring the basic notions about mathematics and its didactics .3. MEYE GUIDE Methodological guide to address mathematics in Early Years Education.This product will be the result of pilot tests carried out with children in the countries participating in the project.The guide will have two parts, a first section that will be general for all countries and a second section with specific indications according to the context and the educational reality of each country. In addition, it will be divided by stages (from 0 to 3 years and from 3 to 6 years) and then by ages within each stage. In addition to the globalized approach and the insertion of mathematics in the daily routine, the guide will add proposals for specific activities to reinforce the mathematical contents and it will clasify the proposals into mathematical contents and ages.Entities from 5 European countries will participate:Spain: CIPFP FAITANAR, CONSELLERIA DE EDUCACIÓN, INNOVACIÓN, CULTURA Y DEPORTE (CEFIRE CTEM) and UNIVERSITAT DE VALÈNCIASlovenia: GIMNASIJA CELJE-CENTERUnited Kingdom: HIGH HOUSE NURSERYPortugal: AGRUPAMENTO DE ESCOLAS MARCELINO MESQUITA DO CARTAXOPoland: UNIVERSITY OF WARSAWTo achieve the objectives of the project, various learning, teaching and training activities will be carried out among the professionals of the participating entities and the students of VET Early Years Education . As part of these activities, pilot tests and workshops will be carried out with pupils of nursery schools in order to verify the effectiveness of the methods that have been designed.In order to disseminate the intellectual results generated in the project, 6 multiplier events have been planned in 4 countries, aimed at professionals in early childhood education, VET teachers Early Childhood Education and educational authorities.

MUS-E Amigos em Direto (Live Friends – LiF)Context:Digital communication tools have entered the daily lives of schools in the current COVID-19 pandemic. However, due to its urgent implementation, its understanding remains basic. It is justified to invest in these new media, because they will be powerful tools in the future of the new generations. The MUS-E Program maintains an international network of artists, with its own methodology, working on inclusion by artistic practice in Basic Education, in academic time and in coordination with teachers. Description of activities and methodology:The MUS-E Live Friends Project (MUS-E LiF) will incorporate a structure with 7 partners and their previous experiences will be seen as complementary. It will be developed in 4 regions / municipalities: Asturias, Budapest, Leiria and Kassel. It will involve about 90 teachers, 900 students, 30 artists and 25 technicians from the 4 countries. More than 80 volunteers and trainee students from higher education will collaborate. It will involve the families of the students (about 500 people) and the community (about 2000 indirect beneficiaries). The MUS-E LiF will therefore integrate actors from the teaching sector (teachers, students and auxiliaries) and actors from the culture and creativity sector (MUS-E artists). MUS-E LiF aims to connect basic education classes (6-10 years) from 4 European countries within the MUS-E school network using modern digital synchronous and asynchronous communication tools. The duration of the MUS-E-E LiF (24 months) will be divided into 4 periods sensitive to the school calendar and in each, classes of different nationalities will be asked for communication and development of work proposals.The content of these proposals will be that of Artistic Expressions, to be developed in the project sessions, in school time, in collaboration and international coordination between teachers and artists. These activities will be the subject of formal presentations, online, open to the educational community and recorded for future memory. In parallel, synchronous and asynchronous knowledge exchange activities on schools, communities, languages, uses and customs will be promoted in order to strengthen European ties. Families will be invited to participate, helping students make their contributions.Interspersing these working periods, each country will hold a transnational meeting in which representatives of all partners will participate, for preparation (briefing)of the next period and reflection on the previous period (debriefing). The second meeting will be transnational formation, taking advantage of the teachings of the first period, launch and great learning. The last meeting will be only debriefing and compilation of good practices. Coordination meetings will be held between project partners and representatives of the educational communities of each municipality. Goals:The MUS-E LiF Project, assumes the following objectives, coinciding with the expected results and impacts: The promotion of students' creativity in artistic expressions (music, dance, movement, theater, visual arts...) and their adaptation to the digital universe. The promotion of digital, synchronous and asynchronous media within the school community. The promotion of European cohesion, from the ages of basic education, through knowledge, understanding, acceptance and online interaction with international counterparts. The integration into the local and international group of disadvantaged children (and their families), by broadening their horizons and motivation for school and for the future. Outputs:The result of the artistic practices developed by the students, in multimedia materials, open and available to the educational community. Reflection on the work performed during the Project and the compilation of experiences and good practices, for dissemination through digital e-twinning platforms and social networks. The preparation of a report with the evaluation process (initial, process and final evaluation).Results and Impact (according to the established objectives):Students will enjoy: International contact with their counterparts. Strengthening European perception and identity. Practice of digital communication technologies and multimedia production. Promotion of creativity in artistic expressions and in its adaptation to the digital universe. Motivation for school attendance, by submitting proposals of high interest. Integration of disadvantaged or at-risk pupils from social exclusion and their families by broadening their social horizons.Teachers and artists will enjoy: Access to international contact with their counterparts. Practice of digital communication, translation, and multimedia production technologies. Practice of coordinating artistic and educational activities in an international context. Practice of their own artistic expressions, in an international context.

"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 the World Meteorological Organization, the frequency of severe weather incidents has quintupled over the last five decades, causing more than 100 000 fatalities and 1.5 trillion euros of economic losses in Europe (EU). Consequently, disaster management capabilities need to be enhanced in this fast-evolving context. Robotics can play a crucial role to improve first responders’ safety and effectiveness in their operations. HURRICANE is a 15 partners multidisciplinary consortium aiming to overcome limitations that are still holding back these cutting-edge innovations from becoming a disaster management standard. HURRICANE will unlock the potential of UGV operation in hazardous environment, relying on enhanced vision capabilities and smart integration over a holistic, resilient and real-time situational awareness infrastructure that includes innovative UAV-UGV cooperation pathways (laser-based charging, UAV supporting UGV regarding route planning) and multi-technology communication infrastructure (5G, RF, optical wireless). Data-driven optimization models will provide recommendations through a user-friendly API to support FR’s tactics. Three complementary pilots will be implemented to demonstrate the benefits brought by HURRICANE solutions, in several challenging environments: peri-urban areas (Corsica), mountains (Alps) and wildfires (Andalusia). Last, but not least, EU-wide advanced training modules will be implemented to raise awareness among FR about these innovative technologies, integrating new operational procedures. At the end of the project, HURRICANE will show improved hazard management efficiency (60% operation time reduction, 95% false positive readout reduction), with reduced FR exposure to harmful situations, strengthened EU robotics industry leadership (5M€ of revenues and 50 jobs). In 2028, training will be provided for 100 FRs across 15 EU countries, aiming to achieve a total of 10,000 trained FRs by the year 2035.