"'Health education for life"" project responded to the needs of the three regions to develop and improve their educational offer in the area of health education for secondary school students. According to the opinions of the project partners health education is not treated in a proper way in school education systems. In most EU countries in a school curriculum a subject called health education does not exist. Some topics are implemented in other subjects, most often Biology and Physical Education.In the same time teachers, especially in secondary schools, are under pressure of exam results, it is one of the main factors during school evaluation. Therefore health education is formally part of school curriculum but not much time is spent on it. Moreover, because of economic crisis in many countries, there are not any doctors or nurses in schools. According to recent researches done by American Heart Association 20% secondary school students are current smokers, 80% of students do not eat recommended five servings of vegetables and fruit per day, more and more adolescents become pregnant each year, overweight and obesity is a growing problem - approximately 17% of today's youth are overweight. Promoting and establishing healthy behaviours for younger people is more effective and easier than efforts to change unhealthy behaviours already established in adults.A long term objective of the project was the improvement of healthy behaviours among secondary school students in project partner regions. The project also aimed at raising the awarness of health education among teachers, students, their parents and local educational authorities. Our Strategic Partnership undertook activities to improve teachers' competences relating to use of open educational resources (OER) and ICT.Participants of the ""Health education for life"" project were from local governments, secondary schools and NGOs from Hungary, Poland and Turkey. They were town and district offices' employees, school administrators,teachers and school support staff. There were parents, doctors and nurses among associated NGO members. There were 41 participants of two short-term joint staff training events, 186 people took part in two multiplier events. Local government institutions, schools and non - governmental organisations of partner regions investigated the current situation of health education in their regions. The main activities of the project included the development and implementation of new forms of health education teaching based on the use of the Internet platform. The platform offers methodological help for teachers who include health education topics as parts of lessons incorporated with other subjects.The project partners from Hungary, Poland and Turkey also prepared a teaching material ""Health education in secondary schools - activity book"". It contains quizzes, games and other activities which enable teachers to use active methods during their lessons.Project participants from partner organisations and from associated partners were able to improve their teaching skills. There were two short-term joint staff training events. The first one which was organized in Turkey focused on preparing its participants to use the Internet platform in an effective way. The other in Hungary aimed at professional development of teachers in the context of using OER materials prepared during project activities as its intellectual result. The project activities also included workshops (3 in each partner region), conferences (3 in each partner region), publishing 6 issues of a project newsletter and a project website. Three transnational project meetings helped to organise the project tasks in an effective way.Partners of the project used a number of manners to disseminate the results, experiences and products of the Strategic Partnership."

Project 'Women in society' is a Transnational Youth Initiative. There will be 24 particpants aged 16-18 (12 women and 12 men), 8 from Douzelage Association in Chojna (Poland), 8 from Town Twinning Association from Koszeg (Hungary), 8 from Konya (Turkey) plus 1 coach per each partner organisation. The idea of the project appeared among young people who were interested in the situation of young women in their local areas, their lack of involvement in citizenship issues and the problems they face. In the project activities partner groups would like to investigate deeper the role of women on local levels in Chojna, Konya and Koszeg as well as on national levels. The aims of the project will also be encouraging the discussion on changing role of women in the contemporary world, motivating girls and young women to take active part in the life of local communities, fighting false stereotypes concerning professional women, promoting successful women from local communities and disseminating positive solutions to women's problems.Members of project partner groups will take part in activities about cultural diversity partner countries, workshops which will enable them to prepare questionnaires, analysing their results, making interviews and the rules concerning protection of personal data. Project groups will prepare together three questionnaires. The first one will be aimed at the oldest inhabitants of Chojna, Konya and Koszeg (70+), the second will be for pupils from primary schools, aged 9-11, the third one - for teenagers aged 16-19. The questionnaires will include issues like the role of women in the past, contemporary families, professional and family life of women. In each age group the questionnaires will be filled in by 50 persons in each town, 450 persons altogether. The reports will be written based on the results of the research.There will be the research on women unemployment rate in project partner towns. Project participants will conduct interviews in local police stations to find out about the violence towards women. After that the social services will be asked about the help which can be given to the victims. The number of women in local and regional councils in project towns and regions will be checked as well as the women in top positions in local business and public institutions. The results will be analysed, compared and the reports and presentations based on findings done. Current project activities will be described on the project website.There will be two meetings with successful women in Koszeg, Konya and Chojna, project participants from each town will conduct three interviews with successful women. The interviews will be published on the project website. There will be photo exhibitions of successful women from project towns. They will be exhibited as a whole in every partner town. Another project activity will be meetings with towns councillors and mayors. During those events project participants will present project activities, its results and findings and recommendations of future actions which can be implemented by town authorities in order to improve the situation. In Transnational Youth Initiative 'Women in society' the participants will use non formal methods of education such as workshops, discussions, meetings, interviews, 'brain storms'. Project participants will prepare power point presentations, materials for media, questionnaires for project surveys and for project evaluation.During the project its participants will learn from each other how to acquire knowledge and new skills.There will be several results of the project: photo exhibitions, a project website, analysis of surveys and interviews, newsletter, reports and power point presentations, new skills and competences in the area of preparing survey questionnaires, analysing survey results, conducting interviews and personal data protection. 'Women in society' project will encourage discussion about changing role of women in contemporary world, motivate girls and young women to take active part in the life of local communities, fight false stereotypes and promote successful women. Recommendations prepared by project participants for town authorities will secure sustainability of the project..

"<< Background >>The COVID-19 pandemic had a significant impact on the delivery of Education and Training all over the world: almost 1.6 billion learners from pre-primary to tertiary education, including VET, were affected by school closures (UNESCO, “COVID Impact on Education”, 2020), while education and training providers have been forced to adapt to digital tools to maintain services to learners.Learners engagement has been seriously challenged and worldwide a risk of a potential hysteresis of the COVID-19 crisis in education is acknowledged (“Educational challenges and opportunities of the COVID pandemic”, Worldbank, 2020), defined as a long-term learning loss due to school closures. This lead to erosion of students’ basic academic skills due to lack of practice, difficulty in re-engaging with education activities, demotivation as they fall further behind as well as curbing of educational aspirations due to the uncertainty of the learning environment. OECD highlighted the need to focus on keeping students engaged in learning, a mission that requires education and training providers not only to adopt system and technology innovations but also to rethink their training strategies in digital environments. It is a challenge, as well as an opportunity to innovate existing VET programs to meet the new requirements of a hyper-connected era. In this view, ""INNOVET"" addresses the following needs: •VET learners from partner and associated partners need attractive learning experiences to stay engaged and motivated; •VET teachers from partners and associated partners need increased digital competences for adapting to digital education on the path to digital transformation; •VET organizations from partner countries need a digital education ecosystem to limit the hysteresis of the COVID-19 crisis and to incorporate green and digital technology into subject-specific training. INNOVET aim to develop an innovative high-performing digital education ecosystem with supportive tools for VET providers to adapt to online learning and to use digital technologies for learning in a creative and collaborative way, through SPECIFIC OBJECTIVES 1. enhance digital transformation in 40 VET organizations from partner countries by improving the knowledge and understanding of game-play mechanics and dynamics applied to education and training practices, in 6 months2. increase the digital competences of 80 VET teachers from partners countries to adapt to digital transition, in 8 months; 3. increase engagement and motivation in e-learning through Game-Based Learning of 200 VET learner from partner organizations, in 11 months. 4. develop organizational capabilities of 40 VET organizations to incorporate green and digital technology into subject-specific training through access to innovative high-performing digital education ecosystem, throughout the project. On the short term, the transnational dimension of the project and the cross-sectoral partnership will increase the quality and effectiveness of its results, through the integration in of knowledge and practices, and by letting the participating organizations integrate new perspectives on problems, solutions and methods. VET teachers will acquire new practices and digital competencies to create attractive game-based learning experiences, as well as increase learners motivation.To create real and sustainable value, VET providers need to prepare learners to an increasingly integrated and globalized economy. Long term expected effects are referring to improved relevance and attractiveness of VET organizations and strengthening a well-functioning cooperation network.<< Objectives >>The INNOVET project will respond to these needs of target groups by developing a high-performing digital education ecosystem that will let VET providers deliver innovative online learning experiences with the use of gamification. Objective: increase engagement and motivation in e-learning through Game-Based LearningThe application of game elements and game design thinking to learning has been proved to boost VET learners motivation and engagement as well as to overcome fears and barriers related to change and to learn something new. INNOVET first stage focuses on best practices for digital education. This will provide an overview of existent applications and will give sufficient insights to decide upon the quality indicators for engagement and motivation through User Interface and User Experience. Further on, the experts will design the digital education ecosystem around the needs of the VET learners, in order to let the product be easy-to-use supported by visual guidance and instructions.Objective: increase the digital competences of VET teachers to adapt to digital transitionThe platform will provide online game-based learning programs templates to deliver learning experiences. Thus, VET trainers will be able to create their own gamified programs, reward progress and achievements as well as implement gamified assessments, by choosing the template they prefer and providing the digital education ecosystem with the information and learning material on own topic. The templates and the design of the interface will be easy-to-use and every section supported by video-tutorials, demonstrations and online training modules. These are designed and developed during the project to increase digital competencies and strengthen the digital professional development of VET teachers, which will support their adaptation to digital education on the path to digital transformation.Objective: develop organizational capabilities of VET organizations to incorporate green and digital technology into subject-specific training through access to innovative high-performing digital education ecosystemThe high-performing digital education ecosystem will be available for the VET organizations from various domain, the templates for Game based learning being free, easy-to-use and adaptable. By choosing the template they prefer and providing the platform with the information and learning material, VET providers will extend organizational capabilities. The collections of use cases, as well as information and guidance about organizing online learning will be designed and developed during the project in order to provide VET organizations with a digital education ecosystem able to limit the hysteresis of the COVID-19 crisis and to incorporate green and digital technology into subject-specific training.To face the new challenges, the main need of partnership is transdisciplinary expertize. The collection of best practices, co-design activities in C1, innovation, supportive tools and tutorials, transferring through MEs, webinar for VET teachers and piloting with VET learners will improve individual skills and organizational capabilities to face that actual challenges. The matrix of complementary competencies and capabilities recommend the partnership as being the perfect shape to develop a high-performing digital education ecosystem<< Implementation >>A1. PROJECT MANAGEMENT&IMPLEMENTATION T4E will manage and coordinate the project. Partner leaders will be part of the Project Management Board whose structure and functions have been shared by the partners in the project design phase. PMB, will be responsible of the overall coordination of the own project work, in order to ensure a smooth implementation of the project, an efficient control and management of the project budget and schedule, in compliance with this project proposal. A2. QUALITY ASSURANCE&EVALUATION AKIIT have capabilities to lead this activity and the Quality Assurance Committee. QAC will be established in the project prearation phase and will be composed by appointed experts of each partner organization. The Committee will support the PMB to monitor and control quality. A3. DISSEMINATION&EXPLOITATION KMEM was chosen for its experience in the design and development of communication and exploitation strategies, will create the Dissemination & Exploitation Plan, consulting each partner organisation appointed specialists. Each organization is responsible of the implementation of the dissemination and exploitation activities at national and EU level. A4. TARGET GROUP INVOLVEMENT CCVET have the expertize of running educational programs for VET learners and VET staff. They will coordinate the focus groups, piloting and reviewing consulting each partner organisation appointed experts.A5. GAME-BASED SOLUTIONS ANALYSIS FOR DIGITAL LEARNING ENVIRONMENTS (R1) KMEM Leader, experienced in applied research for Education and Training, will: design the methodology to conduct the research and survey, coordinate the partners' work and produce the final Report. Each partner will identify, collect, validate and report the best practices in game-based learning at national level; proceed to identify and engage participants in target for the Focus Groups, implement and report the Focus Groups; produce one National Research’s findings and considerations Report; contribute to the data analysis process. A6. GAME-BASED E-LEARNING PROGRAMS DEVELOPMENT (R2) AKIIT Leader, experienced in the development of digital solutions for education, will: develop the guidelines for the implementation of the activities and will coordinate the partners' work to produce the UI/UX for the Game-based e-Learning Programs Template. Each partner will contribute to Co-design Lab, review and finalize the Template design; provide evaluations of the program. A7. INNOVET DIGITAL EDUCATION ECOSYSTEM (R3) T4E leader with experience in Digital Transformation, development of educational platforms and innovative digital tools, will lead the planning, designing, developing, testing and maintenance of the platform. Partners will participate in the Requirement Evaluation, create the texts for the platform's contents in English and in their language, participate in webinar and internal testing of the platform. CCVET will recruit VET learners for the piloting; contribute to the elaboration of evaluation questionnaires for the platform's users and provide feedback. Each partner will contribute to the development of tutorials, demonstrations, online training modules and user manual, in compliance with the instructions of the T4E.M1-4. Four transnational project meetings and quarterly skype meeting will take place in order to discuss the project strategy, tasks, organisational details, and to monitor the project achievements, the relevance and consistency of the results produced with the initial project plan.E1-4. Multiplier events will be organized in each partner country to promote the results of the project and enhance transferability.C1. A 5-day training session will be organized in IT for VET educators and facilitators to exchange learning & knowledge & best practices in pedagogy for Game-based learning and gamification, and to gain increased digital competences for adapting to digital education on the path to digital transformation.<< Results >>TANGIBLE RESULTSR1 Game-based solutions analysis for digital learning environments. Based on the primary and secondary research, the INNOVET team will a report. It will include the most successful game based solution (resulting from national and EU best practices), the required elements, dynamics and mechanics of gameplay in both offline and online learning environments (resulting from focus groups, as well as the analysis and conclusions that can be transferred into an innovative Game-based e-Learning Program.R2 Game-based Learning Programs is a toolkit of Game-based e-Learning Programs Templates, designed with and for VET teachers and trainers. It will include examples of applications for various VET learners that can be used in order to deliver learning through gamification, using Salmon's five-stage model for of online interaction.R3 INNOVET digital education ecosystem is an online learning platform designed with and for VET teachers and trainers to enhance digital transformation in VET organizations. It include information, tools and resources to support and enhance the delivery and management of Game-based Learning Programs and guidance materials: 2 e-modules, 2 video tutorials, 4 use cases and user manual.CAPACITY BUILDING OF PARTNERS and Associated partnersR6 Developed organizational capabilities of 40 VET organizations to incorporate green and digital technologies by implementing the innovative system; increaseed the effectiveness and quality of their learning practices.R7 Extended portfolio and consolidation of partners’ capabilities with game-based solutions to keep students engaged and motivated in learning, to avoid hysteresis in education produced by COVID-19.INTANGIBLE RESULTS R9 Increased digital skills and competences of 80 VET teachers to make efficient use of learning platforms needed for digital transition; experience in creating digital teaching contents, improved game-based teaching strategies.R10 Improved quality and effectiveness of online learning practices of VET providers, able to increase VET learners' engagement and motivation in continuing learning.R11 Developed a sense of belonging to society. Promoting gender equality, inclusion and non-discrimination while selection the TG, will raise the awareness of social inclusion of more than 200 people reading the recruitment announces for pilot courses.R12 Community network. The project will create a self-sustainable eco-system where there is much learning and experience to gain for all participants, including 80 VET trainers and teachers.R13 Consolidation of transnational partnership by identifying the strengths of each partner, complementary capabilities and opportunities for further partnership collaboration.R14 Improved level of partners’ know-how. The project has already been a good opportunity to learn from each other during the initiation and planning phases. Going further, the project will assist partners in attaining knowhow beyond the current levels through sharing and collaboration during project implementation.R15 Increased professional network and visibility of partners. One of the project strengths is that it aims at placing together stakeholders VET and NGO digital solutions developers. The numbers and diversity of stakeholder categories, along with the wide dissemination using direct and online interaction will increase the visibility of partners, project and Erasmus+ programme.R16 European dimension and internationalisation. Project deliverables are online with application across borders, being closely linked to the European dimension and internationalization. INNOVET visibility: 4 newsletters related to project main activities distributed to 40 VET providers; 6 press releases with national audience; promote project scope in 8 external events, minimum 4 EU visibility, 5 knowledge transfer initiatives to stakeholders and associated partners."

The European cooperation strategy in education and training ET2020 aims at promoting equity, social cohesion, and active citizenship. One of its benchmarks is the rate of early school leaving in education and training, which should be below 10% between 18 and 24 years. This has caught our attention because of the work that still needs to be done to get there. In this line our project’s main goals, which are interrelated among them, are the following:1.- Stopping early school leaving2.- Preparing our young people for the jobs of the future (this entails among others: the use of new methodologies and ICT, the integration of sustainability in the curricula of students and the comprehension of education as a tool to make students understand throughout their education the importance of inclusiveness and gender equality in our societies for their progress)3.- Promote girls empowerment to make gender equality a reality4.- Boost discussions at schools that leads to social cohesion5.- Encouraging the students to get a degree in secondary education (and that students consider the degree and the training they acquire through it as a key tool for carrying out the work to which they aspire)6.- Advising students to choose VET that best fits their profile promoting their inclusion in the labor market.A wide sample of different countries has been carefully selected in order to represent as many current situations as possible.Partners from Turkey, France, Portugal, Poland, Slovakia, and Germany made up this Project, that is coordinated by Spanish education inspectors.Activities are clearly defined:1.Knowledge of current situation2.Analyzing data and successful practices from different countries3.Select and adapt that good practices to the organization, culture and academic structure of a different country 4.Implement them in a carefully chosen “target school”5.Assess and compare the quantitative and qualitative achieved goals.Expected impact is extremely high because the addition of small changes largely checked with success in similar situations might lead to great advantages.The characteristic that makes this project so relevant is that the intellectual product will transcend the educational environment to impact on the whole society; also the improvements incorporated in each country will last forever.Knowing and sharing the best experiences about ESL across Europe, once adapted, tested and assessed in few institutions of each country contribute to getting the irrevocable goal of the national educational systems convergence.We could think that the potential beneficiaries of this project are our young people, however, they are the agents of change in our societies and a key part of the development that will take place in them. Therefore, this project benefits all of us who are part of the societies in which we work to achieve greater social inclusion and opportunities for all.

The project “Preventing illiteracy through pedagogical innovation and cooperation with families” led by the GIP FORINVAL Amiens (France) in association with the DSDEN de l'Oise (France) brings together the University of BASILICATA (Italy) around the problem of illiteracy, the USR of Piedmont (Italy) and the School Inspections of KONYA in Turkey and BRAILA in Romania to provide innovative and transferable responses in the countries involved.The objectives were to question the teaching of understanding, to pool effective tools and to reflect on actions that would strengthen collaboration with parents.After a diagnosis of the situation of illiteracy in Europe, the learning activities enabled the work teams to share intellectual outputs: the ROLL (tool based on differentiated instruction) for the DSDEN de l'Oise, a training course for students and teacher trainees on the didactics of understanding for the University of Basilicata, the JIGSAW (tool based on cooperative work) for Turkey, the DICOVOC (based on lexical anticipation) for Romania and an e-book that integrates all these productions for the USR Piedmont. The collaborative work of the partners has enabled the adaptation of these tools to broad audiences ranging from kindergarten to adult education.Indeed, the expertise of the Turin partner in adult education has encouraged the French, Turkish and Italian partners from the south to initiate new actions for this target. In addition, these outputs intended initially for the teaching of the native language have been adapted to the teaching of modern languages, to other disciplines and to allophone audiences. The formation of teams (inter-degrees, multi-categories) was a major asset as it enabled the creation of new local working networks by boosting cooperation between schools and institutions. At the transnational meetings, regulations were made to adjust the actions carried out and organize the calendar so that each return of mobility, training paths were created by each partner and allowed the deployment of intellectual outputs in the territories of the partners. Questionnaires were used to assess the level of satisfaction of trained staff and the effectiveness of the tools deployed; scientific evaluations conducted in France and Italy on control and pilot classes show real progress among students. In terms of impact, the partners observed:-increased abilities in mastering key skills for both students and adults in illiteracy situations-strengthening links within educational communities: teachers, trainers, school heads, inspectors, academic directors-continued collaboration with parents, their representatives and associations-an answer to the training needs of teachers who welcome intellectual outputs in which each student engages and which differ from lecture courses-creation of training pathways that are now integrated into curricula-a positive effect on the class atmosphere-a willingness of partners to continue to collaborate on new projectsThe pandemic has significantly changed the way institutions operate, but the project has been able to meet its commitments thanks to the adaptation of partners: two mobilities have been carried out remotely, as well as three of the multiplier events out of the five. This did not prevent the dissemination of project results at local, regional and international level. The on-line training and tutorial capsules were part of the dissemination activities; they will also ensure the sustainability of the outputs. The website of the project www.erasmus-illettrisme.fr will maintain the link with the school communities of the 5 delegations but above all, offer access to intellectual productions, news, training, articles, and renewed resources. The quality of the collaborative work and the results obtained confirm the determination and willingness of the partners to continue to carry out European projects in order to seek solutions to the decisive challenges of tomorrow.