Project CLEMA aims to introduce the first profession in Vietnam to focus on Inclusive Education. In collaboration with Hanoi National University of Education and 3 National Colleges of Education, CLEMA will develop eight pioneering study programmes aimed at educating ‘Education Support Workers for Persons with Disabilities’. The Education Support Workers will support Inclusive Education by providing guidance, knowledge and teaching aids to pre- and general schools, special schools, communities and families. In doing so, the Education Support Workers will be targeting educational inequality directly while simultaneously supporting the overall transformation of the national school system into inclusive educational settings. Inclusive Education improves learning and (re)habilitation for all children involved, effectively linking Inclusive Education to overall educational quality. Inclusive learning settings promote ‘belonging’, ‘mastery’, ‘independence’ and ‘generosity’ as well as participation in society. The approaches of inclusion and habilitation are main issues in UN’s Convention of Rights for Persons with Disabilities (from 2006), which has been ratified by Vietnam, and, therefore, it becomes justified to include related issues such as poverty, ethnicity, stigmatization and discrimination in a more holistic multi-dimensional view of disability. Based on the multi-dimensional view of disability, Education Support Workers will have a direct impact on the highest priority in the National Poverty Reduction Strategy 2011-2020 which is to narrow the inequality gap between urban and rural areas, among regions, ethnic minorities and population groups. Educatiion Support Workers will strive to meet the national goal of providing education for 70% of children with disabilities by 2020.

"The partnership behind ""Reach Out"" consisted of a school and a youth-organisation (leisuretime) from each of the 3 countries DK, LT & PL + University College Absalon (DK), who was been responsible for research/intellectual output during the project. The schools did already back in 2014 set up 3 goals for their international projects: - free student exchanges in school-time as an integrated learning tool - teacher swob - workshops in schools with artists from other countries. The 3 involved schools are member of the network ""Exchanges for All"", which is consisting of 15-20 schools around the Baltic Sea and first of all has been busy with implementing mobilities for 8th grade students, but did miss implementing ""workshops in schools with artists from other countries"" and was interested in seeing, which impact this did have as an alternative or amendment to the mobilities.The 3 leisuretime structures all had experiences with such workshops and knows well a row of artists, both national and international, who during Reach Out project were working at 4 schools: 2 in Guldborgsund (DK), one in Klaipeda (LT) and one in Wejherowo (PL), which all were visited 3 times by 3 artists following a program developed in a national-funded project in 2010:Day 1:- 8:00: Warming up for the whole school - International & artistic introduction to the project- 8:30: Joint presentation circle for all participants, where each person at least says ""My name is.... & I'm ....years old"".- 9:00: Workshops of Dance, Percussion, Circus and/or visual arts, where the participants on forehand have signed up for one.-13:30: Joint evaluation circle for all participants, again making everybody give a small statementin English.Day 2:- 8:00: Warming up for the whole school - International & artistic introduction to the project- 8:30: Joint circle for all participants, again making everybody give a small statementin English.- 9:00: continuing Workshops of Dance, Percussion, Circus and/or visual arts,-12:30 Presentation of workshop-results to the rest of the school.-13:15: Joint evaluation circle for all participants This program did secure, that the whole school was taking part in for example morning warming up, and so all student did increase their intercultural knowledge and -understanding and their feeling of being a European and/or global citizen."

“But this method is no longer relevant, because students are no longer listening.” Teaching Digital Natives - Partnering for Real Learning Marc Prensky, 2011 The new generations of young students are challenging the very basic axioms of what we know as “education” and “educatability”. An increasing number of young students might therefore be called “unteachable” from the point of view of the educational establishment. The project aims to explore to what extent the new generation can be transformed from “unteachable” not to “teachable” but to “learnable” or “engagable” – without “revolutionizing” the entire education system. The “The Unteachables” is basically a KNOWLEDGE CREATION project, but knowledge based on practical experimentation. It addresses the rapidly increasing challenge of the unteachability of the new generations with which teachers and schools all across Europe are increasingly struggling. Schools and teachers are not at all prepared for this “cultural revolution”. Teachers are not trained at all to create learning environments for the new generations of digital natives and “unteachables”. IT IS INCREDIBLY IMPORTANT THAT BASIC AND FURTHER TEACHER EDUCATION AND TRAINING INCLUDES CAPACITY BUILDING OF THE NEW GENERATION OF YOUNG TEACHERS TO MANAGE AND TACKLE SUCH NEW “LEARNABLES” STRATEGIES AND DIDACTICS, GOING FAR BEYOND WHAT TEACHER EDUCATION AND TRAINING MEANS TODAY. THEY ARE NOT EXPECTED TO HAVE READY-MADE SOLUTIONS, BUT TO HAVE TOOLS TO WORK THE WITH THE CHALLENGES. In fact, the new generations of teachers need to have considerable insight into the profiles and identities of the young 21st century learners and how they can be taken from “unteachables” to “learnables”. This is why the project directly addresses and involves teacher education partners and teacher students. We all know this, but we see few attempts to systematically analyse what “unteachable” means, and what taking the young people to “learnable” means – in practice. Unteachable does not in any way mean that the young people are not able to learn. On the contrary, many of them are brilliant learners. The way they learn, however, does not fit well with what we know as “education”. Of course, this is to a great extent a result of what we know as “the internet revolution”, “digital natives” and “globalization”. The Commission calls for such initiatives as The Unteachables, and is at the same time aware of the mountains of challenges linked to such education innovation: it will take a sea change, says the Commission. The consortium therefore opts for a “The Unteachables” project with a clear knowledge creation profile and producing the needed resources to engage in future not one but several Erasmus+ experimentations, including preparation a higher level Knowledge Alliance. The missions of “The Unteachables” are therefore: To create authentic and accurate profiles of the present and future “unteachables” on which the development of future “learnables” strategies can build To identify the key challenges to traditional educational didactics emerging from these profiles To collect evidence of “learnables” experimentation from Europe and beyond and summarize this evidence into a set of basic principles for future-oriented “learnables” strategies To outline and describe a number of possible practicable innovative approaches to applying “learnables” strategies in school education for young students in secondary school. To create a powerful Knowledge Alliance application to be submitted in 2020, building on a considerable number of Erasmus+ projects and conceptualized from the “The Unteachables” project “The Unteachables” is prepared to face and tackle the “unteachability” of the new generations in its radical and future-oriented form and to address the full consequences of the increasing “unteachability” for traditional education. The project is based on extensive studies in the field of “21st century youth and learning”. The project will develop, produce and widely share in particular among teacher educations in Europe the following resources: 1 THE COLLECTION The full “The Unteachables” Collection 2 FROM UNTEACHABLES TO LEARNABLES Innovation strategies for turning “unteachables” into “learnables in the 21st century educational scene 3 THE FUTURE IS HERE – THE “UNTEACHABLE” LEARNER Profiling and analysing the new generations of “unteachables” and the challenges they present to 200 years of “education” 4 – “YET LEARNABLES” Collecting and presenting evidence of successful “learnables” experimentation from Europe and beyond and summarizing this evidence into a set of basic principles for future-oriented “learnables” strategies 5 – AND NOW WHAT? Politics recommendations for further research and practical experimentation with 21st century “learnables” strategies based on young people’s co-creation

<< Background >>The idea to create the Young Students as Critical Science Detectives project emerged from a number of Erasmus+ experimentations with open schooling and open science schooling that have shown difficulties for many schools and science teachers when trying to implement the openScience schooling (OSS) methodology. The OSS methodology assumes to increase students’ engagement in science compared to a more traditional approach to science teaching. The Young Students as Critical Science Detectives project aims to address this issue and creating a new open science schooling approaches that is more practically implementable for schools and science teachers in typical secondary schools. In other words, creating an open science schooling that could be integrated in the normal science education or added to normal science education without the need to change the curricula fundamentally, and furthermore, be sufficiently flexible to be implemented in different ways according to the schools’ capacity and resources.<< Objectives >>The Young Students as Critical Science Detectives project aims to create a new open science schooling approaches that is more practically implementable for schools and science teachers in typical secondary schools. This through a Partnership with various competent school and knowledge partners across the EU. Therefore, the project aims to create an open science schooling approach based on the narrative form of classic detectives work in combination with science in order to make science learning more attractive and interesting to young students. The main goal of the project is therefore to create a model of Young Students as Critical Science Detectives attractive to schools and science teachers from across Europe. In addition, another goal is to produce an informative video about students' work with and perceptions of Open Science Schooling as young students as critical science detectives.<< Implementation >>The various project partners have had different roles in the project implementation; Absalon University College was lead on creating the Science Detectives Model, University of Eastern Finland was lead on the dissemination, Universitat Politècnica de Catalunya was lead on Web and media and WwEU was lead on the Policy Paper. Overall, the knowledge and quality assurance partners supported the practice partners in order to insure the implementation of the various phases of the project. A communication and document storage platform was created and online meetings was organized in order to insure project progress. However, the implementation of the project was largely driven by the practice partners and their student teams. Most important the student teams acted as key actors in the project chapters, creating all relevant practical experience in collaboration with science resources in the community, co-created many process outcomes and important parts of the final outcomes and shared their own videos with the partnership and therefore played a major role in the ‘I am a science detective – R U?’ Video.<< Results >>The Young Students as Critical Science Detectives project have produced a number of results. Firstly, the new Critical Science Detective Model have been created; it is guidance collection for secondary schools and their science teachers on how to easily integrate the critical science detectives method in the science curricula. Secondly, a 28 minutes ‘I am a scicence dectetive – R U?’ Video were produced. The video contribute with valuable experience and impressions from the students on open sciences schooling and sciences missions, and documents how the student teams’ developed new images of and engagement in science and science learning along the project duration and the many activities they were involved in. Furthermore, A theoretical paper have been produced discussing state of the art of Open Science Schooling from the point of view of lessons learned in the Critical Science Detectives project. Finally, a 38 pages illustrated PDF policy paper with a number of recommendations regarding Open Science Schooling have been created. The policy paper communicates important challenges linked to the innovation of traditional science learning largely based on contributions from the Young Students as Critical Science Detectives project.enstående

“The programme will also support the testing of innovative practices to prepare learners, staff and youth workers to become true factors of change (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). Priority will also be given to projects that –through education, training, youth and sport activities -enable behavioural changes for individual preferences, consumption habits, and lifestyles.”Erasmus+ 2020 Programme “Students who are best prepared for the future are CHANGE AGENTS”.OECD, “Education 2030”, 2018CHALLENGEThe project addresses two of the most urgent challenges in EU:- creating new, much more attractive and innovative science learning in secondary schools- engaging the young generation in climate change prevention and preparing them to act on climate change in the near and far futureClimate change engagement offers science education the most promising way to create fundamentally new and attractive ways for young teenagers to create deep interests in science, as climate change provides a wide range of scientific challenges, offers the young students a strong sense of relevance and importance – and at the same time offers them hitherto unseen opportunities to learn science through accomplishing important real-life missions in their communities.This unique opportunity, this unique momentum should not be lost to EU science education innovation.EU RESPONSE TO CHALLENGEThe Commission’s long-term strategies strongly support the idea of using climate change prevention as a platform for creating more attractive science education.The Commission has for many years invited experimentation with engaging the young students in real-life science and innovation activities, going far beyond traditional classroom teaching; in particular in secondary school as joint research clearly states that the young people precisely create their “science images” in the teenage years.At the same time the Commission strongly urges all citizens, and the young generations in particular, to engage in climate change prevention: in school, in the families, in the community and globally.One might say that the deep engagement of the young generations in climate change prevention is the most important success criteria for any local or global climate change prevention.KEY ACCOMPLISHMENTThe project is one of the first projects in EU to use climate change engagement as a platform for innovative science learning.Doing this is a major accomplishment in itself and the outcomes of the project will be of tremendous importance to secondary schools, science teachers and students from across EU.Supporting this accomplishment is the fact that the project will not bring climate change action and science learning innovation together at a rhetoric or theoretical level.On the contrary, it will build its results on students’ direct, real-life and mission based accomplishments.The resources the project will offer secondary schools as a result of the project will therefore be intuitively usable to teachers and students.KEY INNOVATIONA series of further Erasmus+ experimentation is expected to build on and refer to this first opening project.The project includes 4 integrated and mutually reinforcing innovations:- it uses climate change engagement as a platform for engaging and re-engaging young students in science learning- it will engage the young students in real-life and important climate change prevention missions, not simply create “awareness” among the young students- it will base the students’ engagement on the new open science schooling methodology, strongly recommended by the Commission and leading research, and tested through successful Erasmus+ projects- it will allow teenage girls to re-engage in science learning, as climate change prevention is known to be of great importance to in particular female students (it is not accidental that Greta Thunberg is a female teenager)KEY RESULTSThe key outcomes will be co-created by teachers and students to ensure a high relevance to teachers and students from across EU.They will be based on the documentation of the student teams’ climate change missions.The project has 4 target audiences, and it will create dedicated outcomes to all target audiences.The 4 target audiences and related dedicated outcomes are:YOUNG STUDENTS and SCIENCE TEACHERS AND SECONDARY SCHOOLSOutcome 1: The school guide to climate change educationOutcome 2: Why teenage girls will engage in climate change based science educationOutcome 3: The climate change education VideoPOLICY MAKERS IN THE FIELD OF SCIENCE EDUCATION INNOVATIONOutcome 4: A future-directed platform to engage teenage students in sciencePOLICY MAKERS IN THE FIELD OF CLIMATE CHANGE PREVENTIONOutcome 5: Engaging the young generations in climate change prevention through innovative science education