<< Objectives >>EcoSocial I-City aims to improve teaching-learning processes in education to enhance community values and tackle current issues of climate change and social justice. - Train 12 teachers in Scratch - Ensure 100% of participating students know Scratch programming basics- Integrate Digital Competence Framework in schools - Generate SDG observatory groups in schools- Explore how to dynamize and open education ecosystem to society - Improve education on values, cooperation and language<< Implementation >>1. Ideation training: design and preparation of the teachers training activity 2. Scratching & EcoSocialising: teachers’ training process and education initiatives design3. Ecosocial I-City: work with students and school ecosystem, feedbacking and open source results allocationOther activities: online coordination, monitoring of evaluation and quality of the project, or dissemination and exploitation<< Results >>Training program for teachers in Scratch and in SDG 12 teachers trained in Scratch Didactic proposals in each of the centres in the eTwinning platformImprovement of skills in + than 100 students 4 applications in Scratch to raise awareness 4 SDG observatory groups Involvement of education community and other agents Integration of proposals developed in this project in the official training given in participating centresIncrease sensibility and interest in the SDG & European cooperation

"The proposal is related to the utilization of cultural heritage in education, by integrating the strategy of gamification in the modern school. As technology influences and is influenced by culture, and in this context, dialogue between them is more relevant and imperative than ever. The integration of this strategy is dictated by both pedagogical and socio-economic reasons, which stem from the influence of science and technology in the modern world. The digitization of cultural heritage and its integration into various subjects in school should go with an integrated approach to cultural heritage that, instead of isolating it from everyday life, encourages interaction between it and civil society.The term Gamification refers to the use or integration of mechanisms or features of electronic games in activities that are not exclusively related to the game. The technique that initially appeared in the business world gradually made its appearance in education as well. It is a process that uses techniques and methods that we encounter in games in order to increase the participation and commitment of learning subjects towards the learning process that is evolving.According to research from the Massachusetts Institute of Technology entitled ""Moving learning games forward"" (Klopfer, Osterweil, & Salen, 2009) which examines the principles of gaming and how they can be applied in education, the dynamics of games in Education stems from their impact in three areas: cognitive, emotional and social. The elements that make up the concept of Gamification are the plot, the reward, the status, the community, and the challenge. Taking into account the need to create a balanced relationship between heritage and economic and technological development, and the need to implement awareness-raising, education and training activities of the school community, our project aims to contribute to the awareness of cultural heritage through modern strategies and tools that promote the digital skills of tomorrow's citizens. The project aims to bring together educators, members of organizations and young people in order to highlight a best practice that will be used in the field of education and to train participants in new methods and digital skills. It will take place transnationally, as partnerships can enable organizations to identify and collaborate with target groups, gain expertise and access to additional and complementary resources, and deliver high quality results.This proposal highlights the positive effects of heritage investment in many areas of development and public policy, including social cohesion and the information society (eg through the digitization of collections or gamification).The above will be achieved through the creation and dissemination of digital version and digital application for mobile phones and tablets with integrated cultural heritage sites (objects, sites, ancient theaters, virtual tours) and educational activities in the form of play. The application will be utilized through a pilot implementation in the school community in various subjects and in non-formal education.During the pilot implementation, there will be support for teachers and members of youth organizations in the methodology of utilization of cultural heritage in education through the gamification strategy. Participants will become familiar with the social content of learning and will act as multipliers in their schools and organizations.Project activities include: online cooperation, two short-term Learning Teaching Training Activities, and three multiplier events for the two intellectual products.The project will be the result of a partnership between NGOs, a University institution, Secondary schools and a private enterprise. In particular, the following will participate:• Department of Philology, Democritus University of Thrace, Komotini Greece• NGO I.CO.N (Inclusion in COmmuNity), Rhodes Greece (applicant organization)• School, Geniko Lykeio Iasmou, Rodopi, Greece• SME V.E.M. SRLs, Pellaro Calabria, Italy• Istituto Istruzione Superiore ""P. Mazzone"" school, Roccela, Calabria, Italy• NGO Associació Meraki Projectes de València, Valencia, Spain• IES El Sobradillo School, Sobradillo, Tenerife, Spain• NGO Edrase Chalki, GreeceThe target group is: a) about 60 teachers of Secondary Education from the participating schools who with voluntary participation will be trained and will pilot the tool / digital application that will promote the integration of cultural heritage in the teaching process through various subjects and strategy of gamification b) 60 young people, members of organizations."

AGILE4CIRC project comes as an answer to the complicated situation of the low-skilled or low-qualified adults around Europe. They are facing labour market that has gone under significant changes and discrepancy between the educational offers and market demands, with low levels of qualification and limited ability to create new jobs. Most affected are the people in the range of 30-60, that lost their job and could not find a new one due to the change of the skills required by the market. AGILE4CIRC is addressing those issues with focus on Circular Economy.AGILE4CIRC objectives are aligned with EU policies in the field of employment fostering sustainable development of the economy, increasing the level of employment, equal opportunities for all, a high degree of economic competitiveness, increased quality of life and economic and social cohesion.AGILE4CIRC objectives are: •To design of innovative methodological framework for development of business ideas using Agile•To do a research on Circular Economy and Social Responsibility in each country dedicated to adults and new business opportunities to be developed for the targeted group in the new economy. •To designing a training course and toolkit applied to Circular Economy and Social Responsibility.•To develop Incubating Service Management System for business agility in the Circular Economy and to Incubate 12 business ideas•To start MOOC platform with all the training Materials, necessary reports and funding support materialAGILE4CIRC activities include:•Development of innovative methodological framework basing on Agile,•Development of training course that will motivate adults to re-enter the employment market or start new businesses in circular economy. •MOOC will be started as a supporting tool for successfully developing and incubating business ideas, •Motivational and confidence building activities for adults to stimulate them to continue working career or starting a new one,•Virtual incubating of new business ideas generated by adults during the project•Dissemination events, including seminars with relevant stakeholders, workshops and a closure conference•Other activities related to Quality Assurance, Evaluation, Exploitation and Sustainability of AGILE4CIRC outcomesProject partners include: 1 HEI, 1 foundation, 1 business incubator, 2 NGOs and 1 SME. Cooperation has been already established to develop the project proposal and the tasks and activities have been distributed according to each partner’s expertise. This is all done on the previos experience between the partners from other projects. Different methodologies (Agile, Liberating Structures, LSP, Toyota Kata) will be used for development of the Training Course. Addition is the knowledge that partners are bringing in relation to entrepreneurial mind state and skills, social innovation, circular economy, business development and others. Project results include:-Design of innovative methodology to develop a business idea using Agile, for low-skilled or low-qualified adults. -Designing the Training Course and toolkit applied to Circular Economy and Social Responsibility.-Design of Incubating Service Management System App-125 Adults trained across the partnership-25 selected participants for LTTA-12 Business ideas supported in the circular economy-3 national seminars organised with relevant stakeholders - 20-25 target adults integrated in each seminar (65 total)-Closure conference/Seed funding seminar organised with 70 participants (15 internationals and 55 locals)-1 MOOC developed-Website, logo, poster, flyer. Also, relevant stakeholders such as Business Associations, Business Incubators, policy-makers, etc. will be invited to participate in various project activities.The project is designed to have a long-term benefit to the low-skilled or low-qualified adults around Europe. Partner organizations will seek to use all new tools created during the project, to carry out actions aimed at a wide audience, beyond the defined target numbers in this project. Associated partners will help to embrace results after the project ends. Website and MOOC will ensure that anyone interested in this topic can get the information and use the outputs we created. Conferences, training, publishing papers in journals where project results can be presented will enhance longer project benefits.

The project Community School Museums-COSMUS seeks to value the European cultural heritage, as a central element of diversity and intercultural dialogue; to establish strategic and virtuous interactions, between school, knowledge and education, Community, social, territorial and economic development, and the school Museum, memories, identities, territories, for the reinvention of the world, in the way of learning to know and know how to live together, in a perspective of global citizenship.The main objectives are:To develop strategies of social integration, of intercultural understanding, of a sense of belonging, of valuing people, in the contexts of school, community and city.To promote formal and non-formal learning processes, transversal skills, digital literacy, ICT and multimedia, communication, original and foreign languages, social and civic, capacity of initiative and entrepreneurship, Cultural, aesthetic and artistic environments.To satisfy the needs of training and learning of teachers and pupils, in a meaningful way, at the level of the flexible transversal approach of the curriculum, through collaborative work, as a team, sharing and building knowledge, independently and responsible, in a logic of innovation, creativity and problem solving.The partnership involvers ten institutions (1 Academy, 1 Teacher’s Training Center, 2 Associations and 6 Schools). Six school partners work with a team of 50 students and 10 teachers and 100 families. In addition, it also carefully distributes 36 students with special educational needs and 10 community stakeholders, with an initial universe of 1100 people coming from school and community.The participants are selected, according to criteria and profiles previously defined, by the partners like: gender equality, incentive for the participation of motivated students, with low social formation, handicapped, migrants, in difficulty of early school dropout, failure, and those who face social or religious problems or other type of exclusion. The project will be developed using design methodologies, interdisciplinary, innovative, sustainable development, team-based work, research-action and reflection processes, with flexible approaches to the complexity of themes and problems, through communities of learning and practice, knowledge building, critical sense, and the involvement and participation of the educational community.Reference activities are competitions, content production, intellectual outputs, training and learning, a festival, exhibitions, transnational meetings and a multiplier event.From these activities we expect to obtain several results, tangible and intangible that will last long after the project ending. Some of those tangible results are specific contents (Tales, songs, poetry, Life Reports, Films, Chronicles...) developed within the framework of the dynamics of Community museums of European partners; a toolkit to build a community museum in schools or a collaborative, an e-book with descriptive description of the project and an interactive digital platform. As intangible results we highlight the improvement of teachers and students’ skills on communication, digital, language and creativity skills, debate and critical thinking, cooperation, sustainable development; the awareness of the world and its potential for transformation through an intercultural consciousness; the valuing mobility of people on a planetary scale, in the interaction and inclusion of diverse ethnic-cultural groups, different in their language, religion, customs and traditions; the respect for cultural diversity; contribution to a more humane and meaningful education that respects the diversity of the school and educational community; a processes of change, focusing on the reflection component on the communities that live and interact in the school, in the collaborative resolution of problems and in partnerships with the educational community; Encourage awareness and development of appropriate and contextualised activities in the European dimension.The expected impact is significant at the level of the direct participants involved: teachers, students, community, European project partners, but also on the families, and citizens of the city, whose heritage and cultural contribution is recognized and magnifies the impact of the projectIt is expected to duplicate the universe of direct and indirect participants in the course of the project. The benefits of the project in the short, medium and long term are very significant, by the innovation dimension contained and mobilized by the different connections of the project, the methods, the potential of the networks and partnerships, the objectives and products to be developed.The construction of a Community school museum and related intellectual production are innovative in the educational, social, and cultural sector, inspiring the creation of memories, identities and diversification, in the heart of COSMUS.

In case of natural disasters/humanitarian crisis experts/teams able to assess needs and act with local authorities and international organizations are needed and their role becomes crucial in the post-emergency phase, when communities try to return to their normal life, but attention around them is fading, leaving them with a sense of abandonment. In these situations, a key concept is resilience, i.e. the ability to cope with change, preventing as well as preparing against future disasters but especially turning a disruptive event into an opportunity for growth. Community empowerment is fundamental, preventing and facing social problems (e.g. distress, trauma, social disaggregation, etc.) resulted from extreme events. The key to cope with this scenario is a collaborative approach among all actors (governmental, non-profit, businesses, etc.) developing behavior changing and resilience learning programs, informing communities, etc.Thus, professionals able to work in post-emergency/resilience building, analyse social needs, design social development plan, interfacing with technical and policy actors, are strongly needed. The professional profile of the Social Resilience Officer (SRO), created in the RespOnSE project (Resilience Officer for Social Emergencies), intends to catch this opportunity in terms of employability and innovative Vocational Education and Training (VET).Within this framework, RespOnSE aims at providing learning opportunities to young people aged 18-35 years, (to match the minimum age to be a volunteer in civil protection/humanitarian area and the difficulties experienced by youths in accessing the labour market), unemployed/underemployed, university and/or high-school graduates, with at least one volunteering experience - preferably in Civil Protection/Humanitarian Aid domain - to help them to transform this experience into a career opportunity, by providing them with:- knowledge, skills and competences to improve their “on field” volunteering experience with organizational and managerial abilities;- specific social and interactive skills, following their passion and inclination/attitude to work in direct contact with persons facing difficulties;- entrepreneurial skills so that they are able to build their own career.Within participants, at least 180 will be selected at EU level to participate to a basic training course and 90 of them will experience a blended mobility. To reach project objectives, RespOnSE will implement: - a Curriculum for the Social Resilience Officer, defining the transnational professional profile in terms of competences, skills and knowledges as well as its job positioning;- a Training methodology on social resilience, including: a training course structured in a basic online course (3 modules) provided through an e-learning platform, a specialized course (3 modules) pro-vided though e-learning and a work-based approach (role/simulation games, mentors/learner ap-proach, cases study, etc.) learning tools, a study visit format, a step-by-step guide to use the method-ology itself. - n. 6 study visits (seven days each, 15 participants per each partner country) in six different partner’s countries, structured on five different thematic focus: disruptive events, social impacts, response to social impacts, from response to resilience, building your own career. To develop the project and its outputs, a three steps methodology will be applied: 1) Analysis, mainly dealing with: EU/national contexts analysis, mentors qualification, volunteer ser-vices functions, training courses, specialization, innovative training methodologies/tools/approaches.2) Implementation, based on the above-mentioned analysis results and mainly dealing with: compe-tences, training programme implementation, training methodologies/approaches/tools.3) Evaluation: the project will be constantly monitored/evaluated to assess the efficacy and the coher-ence between training, targeted learning outcomes, competence needed by the labour market and target group needs.According to previously identified objectives, RespOnSE expected results refer to: - the mutual recognition of the Social Resilience Officer qualification among all partners’ countries through the certification within the EQF (from level 4 to 5);- the provision of basic training for at least 180 young VET with at least one volunteering experience as well as a specialized training through a multilevel and multidisciplinary training methodology, focused on work-based learning, for at least 90 selected young VET.- the enhancement of employability for young VET through the creation of a new curriculum codifying the profile of the Social Resilience Officer, fostering job opportunities within NGOs, local authorities, private companies or creating self-employment opportunities.