The main focus of our project lay on responsible use of education by art to develop key competences in women, combating discrimination and gender inequality, valuing and reinforcing inclusion, diversity and equality, fostering socio-educational and professional development. Also, to enhance educators’ competences through an effective implementation of these artistic expressions in their daily professional routines. We applied the model of knowledge construction, real-world problem solving, self-regulation and skilled communication. Not only did we engage in interdisciplinary workshops to explore familiar things in new context, but also worked on innovation in familiar context. In parallel, we focused on trainer and learner autonomy, attention and effort, upgrade feedback and measurable outcomes. This project celebrate a creative collaboration between CFPIMM, a non-profit public body oriented for vocational training for youngsters and adults from Portugal, an association promoting a Senior Mentor Program team at schools from Hungary, an Education Adult Centre from Lithuania, Kuressaare Gymnasium´s education and training center Osilia, from Estonia, and International College, from Poland, responsible for running language courses and learning programs for mature adults (50+).During a two-year project period, we held two learning, teaching and training activities. 25-29 March 2019, 20 learners and 8 educators gathered for LTTA 1 in Lordelo, Portugal, to develop the following competences, in women: communication, commitment, interpersonal relationship, team work, creativity, decision-making, basic health and food care and in educators: communication, adaptability, versatility, flexibility to work with differentiated pedagogy and innovative methodologies. 10-14 February 2020, 20 learners and 8 educators gathered for LTTA 2 in Gdańsk, Poland, to develop, both in women and educators: autonomy, critical thinking, responsibility, assertiveness, problem solving, entrepreneurship, creative potential and sense of humor.For the project management purposes, we had two transnational project meetings. 24-25 October 2018, 10 educators met for the kick-off meeting in Panevezys, Lithuania, to discuss the project activities in close and sign the partnership agreement. 6-7 September 2019, 10 teachers met for the second transnational project meeting in Kuressaare, Estonia, to reflect on the activities already carry out; report on the results achieved and to plan the LTTA yet to come. Is was planned for July 2020, the third transnational project meeting to finalize the project, evaluate its general and specific outcomes, discuss further dissemination activities and prepare the final report, but unfortunately due to the pandemic crises was not possible to do it. The extension of the project was asked in June 2020 and we had the approval for more 3 months to finish the project, till 30th November. The final meeting was planned for October 2020, but, unfortunately, the pandemic situation got worse and it was not possible to finish the project as planned. The project website http://moveonproject.eu/ was constructed and developed as a dissemination tool and a repository for learner and educator outputs, but we also used as a platform for learning. The pages published so far feature ample evidence of project outcomes and outputs via transnational and local activities. Also, the photos, videos and posts on social media help to disseminate the impact this project had on the participants. The project most important results “Creative Book” can be accessed via the project website. More than 50 pages show a dynamic story telling written by multiple hands in different countries. This Book is the most important output of our partnership as summarizes the best of education by art.The learners of this partnership have learned to appreciate education by art as well as intercultural communication skills. Also, they have grown more flexible, adaptable, self-motivated and responsible. The educators have developed their professional skills, broadened their intercultural experience and enjoyed variation everyday classroom practice. The partners enjoy better educator-learner relationships, more ICT used in teaching and learning, as well as stronger pan-European perception in their curricula.Local authorities highly appreciate this project for helping woman aged over 50 become more active citizens. Regionally and nationally, the partner organizations inspire others to set up transnational partnerships that relish intensive intercultural interaction. Europe-wide, our partnership promotes democracy, human rights and respect.

"The project ""Accompanying development potentials in the early education 0-6"" (Edu B612) aims to develop and validate an innovative educational model for children from 0 to 6 years, transferable at the European level, based on the most modern neuro-psycho-pedagogical theories of teaching practice, which can be applied concretely in educational contexts. The objectives of the project are: - Creation of an international network of specialists and organizations promoting the close collaboration between the academic world, teacher training institutions and educational institutions for the promotion of innovation and quality in early childhood education - The creation of new curricula for teachers aimed at the development of the skills needed to adopt an experimental model in early childhood education - A new guidance to early childhood education through the creation of a white paper on approaches and experimented educational models in the 0-6 age group, for public bodies and decision makers at national and European level. The project partners represent educational institutions at different levels: Polo Europeo della Conoscenza (Italy) permanent network of school at national level, department of childhood education of the Gazi University of Ankara (Turkey), Department of Education of the Autonomous Government of Castilla y León (Spain), Panevezys District Education Centre (Lithuania), Clementoni spa (Italy). In order to give a greater impact to the project from the political-decisional point of view, two of the partners are national and regional bodies that can have an impact on hundreds of schools (4000 Spain and 300 Lithuania). Moreover, the involvement of a corporation producing educational game will allow the project to enrich its pragmatic view and to promote the design of concrete materials to stimulate the potential development with the creation of a brand of educational tools and toys validated by the experts of the project. 12 associated partners including universities and schools are also involved in the project. The active presence of these partners is necessary to facilitate the carrying out of the research phase: the schools will in fact be invited to modify their educational spaces and the organization of their lessons according to the strategies identified. The model will be structured by drawing on various theoretical sources: Vygotsky, Piaget, constructivism and co-constructivism. These theories will be related to modern educational strategies such as metacognitive processes, peer education and cooperative learning and transformed into educational modules for the development of specific processes (language, logical-mathematical, motor, affective-emotional-relational). These methods will become the real center of teaching and a point of reference for the teacher in his educational practice. Three macro-workshops will characterize the model and they will be: the workshop of languages (""to say""), the workshop of production and thought (""to do""), and finally the workshop that will develop the emotional-affective-relational area (""to kiss""). The methodologies developed will pay particular attention to the inclusion of all children beyond their talents, potential, difficulties or disabilities. The Edu B612 model will have a motivational approach and enhancement of the talents and individual skills of children, through educational help systems in which educators will not replace them or overburden them, but will provide functional stimuli for learning and emotional wellbeing and will accompany them in the experience of growth. Practical tools , adapted and adaptable, will be created with materials developed by educators to enhance the process areas, taking into account the proximal development of skills related to competences and metacognitive, cooperative learning and peer education. With this in mind, all the methodologies developed will pay particular attention to the inclusion of all children beyond their potentials, difficulties or disabilities. The training and application modules will be scientifically validated within the schools. The results of research, experimentation, validation and training will be the subject of the production of a white paper on new approaches and educational models aimed at decision and policy makers. With various scientific articles the project will be disseminated at European level. All the training materials produced will be openly available for the interested educators on the online platform of the project. Furthermore a toolkit for educators will be produced and it will collect the workshop activities created during the project experimentation."

Secure attachment relationships play an important protective role against the intergenerational transmission of social exclusion, not only at early stages, but at all school levels. LET´S CARE aims to comprehensively understand and improve the caring dimension of educational inclusion and school success. The project main objective is to identify determinants affecting student security as a root cause of underachievement, disengagement and school dropout, at 4 different ecological levels: individual, relational, community and political. LET´S CARE will create a theoretical and practical framework to foster Safe Learning, Safe Teaching, Safe Schools and Safe Education in each level as an approach to break the chain of transgenerational transmission of educational and social exclusion. This approach will generate lower rates of school failure, poor learning outcomes and early school leaving. The main proposal breakthrough is based on considering a relational response to educational exclusion and inequality, resulting in a model for understanding the importance of security to address underachievement and early drop out, and a relational approach to inclusive practices at school that will be translated into tools, recommendations and guidelines for action, from ECEC to secondary and Second Chance schools. A multilevel, multistage and intersectional research, exploring different European educational contexts, will be implemented, including120 schools, 18,000 students, and 2,400 teachers from 6 European countries in 4 schools stages, with special attention to multi-disadvantaged learners. LET´S CARE, supported by a expert consortium, will implement a holistic methodological approach, including cocreation mechanisms, and will translate research findings into political approach, through formulation of novel evidence-based policy recommendations, raising awareness on safe/caring schools, combating social exclusion of disadvantaged learners.

In the European Union we live in peace for decades now and take this for granted in our daily lives. However, the world around us as well as our societies have become less peaceful. War, armed conflicts and other atrocities are coming closer, their impacts can be felt: social tension, violence, discrimination, racism and exclusion are on the rise within Europe. Not to speak about the emergence of bullying and violence in educational settings all over Europe.It is becoming clearer that our peaceful living is not naturally given but a daily effort. Scientific research shows that Peace education has a more sustainable effect on people and thus societies the earlier it starts. UNICEF has acknowledged this finding by establishing the Early Childhood Peace Consortium in 2013. Unfortunately, this has not yet been translated into national policies and thus into the vocational training curricula for practitioners of early childhood education in Europe. Our consortium wishes to address this shortcoming by implementing the project PEACE EDUCATION IN EARLY CHILDHOOD TO PREVENT BULLYING (PEEC). Our project addresses ECEC teachers and pedagogical coordinators involved in working with pre-school children. An indirect target audience are therefore children, aged 3-6 years; Schools and other educational institutions; Experts in the field of peace and values education, organizations and associations of experts, etc.; Policy makers and decision makers like regional/national authorities and the general public, to raise their the awareness of the importance of peace education from early childhood as key to prevent from discrimination, exclusion, racism, mobbing and violence.Our Project has been designed according to a LOGICAL FRAMEWORK APPROACH in which the pursued objectives will be achieved by specific activities that may lead to planned results. It is in this frame PEEC intends to address peace education as a means to promote equality, diversity and inclusion and further prevent from violence and bullying in early childhood education through the development of a further professional training course of ECEC teachers and educators. This aim is further developed by the following specific objectives and activities that lead to planned results:1: Design a Transnational curriculum for the further training of ECEC teachers in the partners’ countries, complemented with a review of the current provision and existing practices regarding peace education to promote equality, diversity and inclusion. In this frame, we will identify innovative practices, design a survey for ECEC practitioners, select literature references and as a RESULT we will achieve a transversal curriculum for the further training of ECEC teachers’ focusing peace education as a means to promote equality, diversity and inclusion and further prevent from violence and bullying in early childhood education2: Design a further professional training course for ECEC teachers and educators focusing on peace education as a means to promote equality, diversity and inclusion and further prevent from violence and bullying at early ages. We will design and test a train-the-trainer course, which will guide the partners to conduct the PEEC further CPD training course. 3: To enhance the professional development of those working or active in the school education sector by increasing the quality and range of initial and continuing training. We will develop a Toolkit for ECEC practitioners’ including didactic materials, methods and activities which can be used for peace education to prevent violence in pre-school settings.4: Promote the development of innovative learning approaches to raise the awareness of ECEC teachers and educators and support them raise the awareness of all those involved in the education of children. We will design 4 multiplier events in DE, ES, LT and CRO to disseminate the project results and further sustain the project by mainstreaming the use of Peace education as integral part of the initial and further professional education and training of ECEC practitioners as a means to promote diversity, equality, multiculturality and social cohesion.The implementation process and outputs will be thoroughly evaluated to receive a quality product in the end which will be available as open educational resource. During the project we will train six (6) VET teachers, who then test the PEEC - further CPD course with approx. 60 practitioners. Intensive dissemination activities will be launched to raise awareness for the importance of early childhood peace education to prevent from violence and to encourage professionals worldwide to use the peace education methodology Toolkit and training institutions to adopt PEEC – curriculum and CPD course into their training portfolio. The longer term benefits are children and thus citizens equipped with innovative principles and ethics which enable them to build and maintain peaceful societies and sustain social cohesion.

"CONTEXTTechnology revolutions are transforming our world and changing the way we live, work and interact while leading to new opportunities with many challenges as well, and this is happening at an unprecedented pace. According to European Economic & Social Committee, ""Information technology is on the rise everywhere, yet its potential for economic growth, employment, innovation and, above all, improving European citizens' quality of life, has still to be fully exploited."" The committee also refers to ""Digital Single Market Strategy"" which will carry all Labour Market to the world of Internet and create a fully engaged digital society. As EC states, ""those who could benefit most from education and training are the ones less likely to engage"". In this process, in order to foster digital skills, training hard-to-reach adults is crucial, yet very challenging as well. Lessons learned from the previous attempts and European adult education experience in the last decade show us that these millions of adults can't be trained directly or taken to the 21st century labour markets. Motivational ways are urgently needed to reach those adults, re-mobilize them and increase their capacity to learn to learn and change the flow of their lives for better life conditions. Here, gamification practices both in face-to-face interactions and e-learning spaces are very promising to reach, motivate and re-mobilize these adults.OBJECTIVESHereby the main goal of this project is to provide hard-to-reach adults with flexible learning opportunities through face-to-face interactions and an interactive e-learning platform and a mobile application equipped with gamification strategies to foster them digital skills. The project will also bring together small groups of these adults in events and show them how to transfer their digital skills into real life situations and how to use technology to improve their lives.The project also aims to• provide adults with 21st century skills and encourage them to take action and gain self-confidence, by enabling them to perceive their situations as a serious game in which they should play to win,• encourage them to see that they are ""capable of changing their situations"" by using their digital skills and gamification strategies in the society more effectively,• build the capacities of adult educators through trainings about gamification strategies in fostering hard-to-reach adults' digital skills and integrating these strategies into real life situations.TARGET GROUPSThe target group will include 50 hard-to-reach adults who need practical experience to gain digital skills and integrate them into their lives to become capable of changing their situations and 50 adult educators who need capacity building to facilitate hard-to-reach adults to develop their digital skills and motivate them to re-mobilize in the community.ACTIVITIES & METHODOLOGYMethodology includes the following steps in general.1- Gathering needs, experiences and generating inspirational scenarios through workshops with target groups2- Developing Interactive e-learning Platform ""My Digi Space"" via literature reviews and joint work of partners and target groups3- Developing Mobile Application ""My Dig Box"" through compilation and simplifying the content of e-learning platformRESULTSAt the end of the project practice we will have obtained a guideline including inspirational scenarios, a gamified e-learning platform and a mobile app, which will serve adults to gain digital skills and facilitate them to integrate their attainments into real life situations/tasks. Thus they will be able to be re-mobilized, their engagement in 21st century skills will provide them with more self-confidence and motivation to take more action in the community.IMPACTInvolved adults will make progress related to their work and life situations, like mentality change, producing practical digital solutions to facilitate daily life situations/responsibilities/interactions.Adult educators will have a chance for further professional development to facilitate hard-to-reach-adults to gamify their own real life tasks through digital skills. This will empower adults more and lead them to take initiative more easily.Project owners will be able to reach wider European audience thanks to interactive e-learning tools that will be developed in the course of the project and provide many European Citizens with effective and engaging learning tools to gain basic digital skills."