Upon starting the project, its objectives were carefully studied by the team of teachers from all partners. Therefore, our goal was to accomplish the project objectives. Through the activities which we carried out we contributed to the development of our institution and of our teachers’ expertise, as well as to the improvement of our students’ skills. According to the project, the objectives established by collaborating with our partners were: acknowledging and preserving the rich heritage belonging to a composite culture (museums, cultural directorates and institutions); protecting and improving the environment, including forests, lakes, rivers and the wild life; encouraging compassion for living creatures (environment centres, NGOs); developing an inclination towards science, humanities, research and reform initiatives. In order to achieve institutional developments of all partners, all partners collaborated with local and regional qualified institutions so as to highlight the particularities of the regional nature and culture through educational activities. We successfully collaborated with institutions such as museums and universities and NGOs..We closely observed the way in which our project partners collaborated with partners from their own regions and we successfully exchanged good practices when organising activities within mobilities. The teachers of projects who took part in the project managed to successfully attain its objectives, put effort in order to carry out the activities in an adequate manner, found ways to develop and apply innovative practices, accomplished their own activities focused on research and on the thorough study of topics related to culture, science or environment protection. Five teachers from partner schools who took part in the training session in Greece have applied the practical abilities acquired there upon their return to our school; in addition, they themselves organised a range of extracurricular activities where they put into practice the knowledge acquired during the transnational experience. The pupils of the schools were strongly motivated by the anticipation of taking part in extracurricular activities in an international context, as well as of accomplishing an educational journey abroad. They have enthusiastically participated in all activities, collaborated with their teachers and, at the end of their activities, they attained a wider perspective on the necessity of preserving their natural and cultural environment. Socialising with the pupils from the partner countries and the experience exchange have led to the improvement of the school life and to the formation of a wider perspective on the quality of education within all partner schools; furthermore, it led to the formation of opinions regarding European educational standards, which are essential for their future.

"<< Background >>BLISS aims to respond to the 'health need' and the associated need to have the tools to find, analyse and understand health-related news with an integrated educational and social intervention. These skills are part of 'digital health literacy', as defined by the WHO. The intervention is particularly urgent in the current period, in which the effects of the Covid-19 pandemic are evident and severe, particularly in the population segments of developmental age.The acronym chosen, BLISS, is not accidental: the project wants to offer the beneficiaries a better quality of life and well-being for their future, thanks to the acquisition of fundamental skills for personal growth and active European citizenship. The objective of improving citizens' health has in fact a transnational scope, as clearly stated in the European Commission's eHealth Action Plan 2012-2020. In this context, digital technologies play a crucial role, contributing to the achievement of the goals of the UN 2030 Agenda.The data collected from the preliminary surveys carried out by the partners show a fair degree of awareness among young people about what are the most reliable and safe resources in relation to health, as well as the importance of checking and investigating different sources. However, the vast majority of people involved states not to completely trust information on the web and is interested in acquiring appropriate skills and having access to innovative and reliable tools. The school is identified as an important actor, and the BLISS approach contributes to this.The data that emerged and the thoughts of the young people confirm what resulted from the analysis of the literature, both in terms of how information is accessed and the consequences of the pandemic.In particular, the Fondazione Mondo Digitale carried out research in 2020 on the criticality of finding one's way in the world of online news, from which it emerged that young people between the ages of 14 and 19 have gaps in their recognition of fake news, to the extent that 1 young person out of 3 has been a victim of misinformation. The study shows that in order to verify the news, young people mainly check the source (46%), discuss them with their family (42%) and at school (19%). Data are perfectly in line with the results of our survey.The I-Com 2019 index, which analyses the level of preparedness for eHealth use in the Member States, shows that northern European countries (Denmark, the Netherlands and Finland in the top positions) are at the forefront of eHealth, while southern countries, including Italy, are ranked at the bottom. The partnership covers a good geographical diversity in Europe, with countries from Central Europe (Germany and Belgium), the Mediterranean area (Italy, Greece and Cyprus) and the East (Romania). Furthermore, it is stressed the importance of having a partner such as OBESSU, an international student network, which will strongly contribute to the transnational core of the project and the proposed results.The differences between the various countries, as well as the different composition and heterogeneity of the partners, will contribute to cross-sectional validation of the project actions and results, contributing to their possibility of being further developed and replicated. Eurobarometer Flash 404 on digital health literacy also provides some very valuable insights. The main type of information sought is general information on health-related topics or on how to improve one's health (information on lifestyle choices such as nutrition, physical activity, smoking, etc.). Secondly, the search for information on a specific injury, disease or condition and in particular the search for information on symptoms.<< Objectives >>Digital Health Literacy is the ability to search, find, understand and evaluate health information from information sources and apply the knowledge gained to address or solve a health issue (WHO). The project will enable young citizens to better manage their health and illness, improve prevention, enable more accurate diagnosis and treatment and facilitate communication with health professionals. This will lead to benefits not only in terms of education and training, but also in social terms, as the correct use of health-related sources and information enables better behaviour towards health services and healthier lifestyles. With BLISS we aim to contribute to the development of Digital Health Literacy in Europe through targeted training, documentation and experimentation in the school sector.In particular, the project's activities will focus on news recognition and understanding, in line with the EU's ""commitment to protect societies, citizens and freedoms from hybrid threats, including misinformation and disinformation"", as outlined in the Strategic Agenda 2019-2024. With regard to the pandemic and related news, there has even been mention of an 'infodemic' and an increase in cybercrime in relation to covid-19 (WHO): a further incentive to work to ensure that new generations are equipped with the skills to move safely in the online information scene.In addition, it was decided to target the experimentation of the approach and the training courses precisely by involving the age group that is most present on social media channels, through which young people seek information or discussion on the management of their own health, particularly as regards affectivity and sexuality (Keiser Foundation, 2011).Bearing this in mind, the specific objectives of our proposal are as follows:1) Define a framework of digital competences in health (Methodological Framework for Digital Health@School) to facilitate teachers and pedagogical/didactic school staff to plan and propose training paths that are flexible and responsive to the needs of high school students, many of whom come into contact with health-related issues precisely during adolescence. This contact became more and more frequent during the months when schools were closed, so much so that the Ministry of Health repeatedly called attention to the fake-news circulating about covid-19.2) Develop and test a modular training pathway, mapped on the previous framework, which aims at advancing digital health literacy at European level by focusing on the proliferation of virtuous processes of collective awareness, peer learning and crowdsourcing.3) To build a set of training tools (training toolkit) applicable in presence and distance for the formulation of educational pathways on the theme of e-Health, which also contains a ""European Health Charter"", an act of conduct with recommendations on how to promote health literacy in schools.More specifically, for all target groups, we expect to have an impact in the following areas:- Increased sense of initiative and participation in health literacy- Improvement of the level of competence in the responsible use of digital health services- Multiplication and sharing of learning experiences based on real and positive needs through digital health- Increased motivation to promote and take part in health education and digital literacy initiatives in general- Improved levels of independence, self-confidence and autonomous initiative- Improved communication and teamwork skills- Improvement of psychological health (physical, mental and emotional)- Raising awareness of open source alternatives in the world of digital health technologies<< Implementation >>The project's work programme is designed for the effective achievement of the general and specific objectives and can be conceived as a three-step pathway that is strongly interconnected:1: DEFINITION OF THE COMPETENCE FRAMEWORK AND METHODOLOGICAL APPROACH OF THE PROJECT (M1-M7) - PR1During the first nine months of the project, the partners, in addition to focusing on the start of the project activities from the technical-administrative point of view, will collaborate in the production of the first expected result: the Digital Health@School (PR1) framework of competences, an essential element for the conduction of the training and research activities envisaged for the achievement of the operational objectives of the project.The project proposes a methodology of participatory planning with the active inclusion of target groups, fully embracing the Commission's suggestions on the need to develop learner-centred training courses that are highly flexible in terms of both the methods of use and the modularity of the contents. For this reason, the first action foreseen in PR1 is the focus groups to be carried out in each partner country with high school teachers in order to allow an accurate response to the educational needs on the specific topic and to confirm the data collected through the research ""A scuola di salute"" (At school of health) and the questionnaire.2: DEFINITION OF THE INFORMATION AND TRAINING ENVIRONMENT (M5 - M24) - PR2 + PR3During this phase, the collaborative platform for digital health (PR2 - lead partner FU) and the MOOC (PR3 - lead partner CA) for teacher training will be developed. During this crucial phase, and specifically in M9, both results will be presented to the partners during the second TPM. On this occasion, the LTTA for future mentors of the training activities will also be conducted.During the LTTA, tools will be prepared to equip the mentors of the trainers in the exploitation of the previously prepared resources and their application with the target group.The conclusion of this phase will coincide with the transnational training of 350 teachers through the training pathway prepared with the MOOC, which will last 5 months and will be conceived and built on the 5 competence areas identified by the Methodological Framework for Digital Health@School.3: CONSTRUCTION OF THE TRAINING TOOLKIT AND EXPERIMENTATION (M10-M24) - IO4The beginning of the third phase corresponds to M10, i.e. right after the LTTA. The mentors will start their activity of guiding and facilitating the teachers who will be involved in the MOOC, while the partner organisations will proceed with the construction of the training toolkit that will then be used by the teachers with their classes or groups of students (20 students per teacher).In fact, from M16 to M22 the actual experimentation phase will start, in which teachers and students will start the co-creation activities of the information content on Digital Health Literacy, thus making full use of the project platform and the tools contained in the Toolkit (PR4).This is the most delicate phase from the point of view of operational risks and the achievement of the planned objectives, but the role of the mentors will be central in the implementation and coordination of activities.The last four months of the project will be dedicated to the development of the European Health Charter, which will also contain guidelines for the future scale-up of the project. During M23-M24 MEs will be organised to disseminate the project results and directly involve policy makers and all other stakeholders interested in supporting the initiative also after the project. In particular, the last ME will be an event of international scope.<< Results >>BLISS starts from the assumption that digital health literacy influences behaviour related to the body and health, as part of an individual's development towards a better quality of life, and will therefore have a long-term impact on the effectiveness of treatment pathways and health costs within the society. The advancement of digital health literacy will progressively enable greater autonomy and personal empowerment of teachers and students. With a forward-looking perspective, building a set of expertise in this area and the progressive adoption of the same by schools and educational institutions will lead to greater equity and sustainability of changes in public health.Starting from the stimulus given by the global crisis, BLISS aims to provide comprehensive digital health skills and knowledge, especially covering the fields of greater interest for the identified target group. In this framework, all project participants will be able to:- Develop skills related to navigation, information search, evaluation, relevance, participation and collaboration when it comes to digital health,- Understand and use open data, mobile devices, applications and social media in an informed way- Create and promote common digital spaces and content, information and exchange on the health sector, using existing tools and resources and documenting possible alternatives.In reference to tangible results, the BLISS project is expected to:- Develop the first Methodological Framework for Digital Health@School, which will be based on DigComp 2.1, including examples of use for all five competence areas at basic competence level (1-2) (Project Result 1)- Map and make available a relevant number of articles (at least 500) , web pages, applications, training resources, legal texts and good practices in Europe and worldwide on the topic of Digital Health Literacy (Project Result 2)- Create an online community of active and experienced users (at least 100) in the field of digital health who will become part of the project’s Crowd sourcing platform (Project Result 2)- Design and pilot a 40-hour-MOOC training course for teachers (50 in each country for a total of 350) (Project Result 3)- Make sure that the educational materials and the Crowd sourcing platform will be used by as many students as possible (with at least 20 student per each teacher involved = 7000 students in total)- To develop a training toolkit (Project Result 4), equipped with tools and materials to involve more schools, teachers and students in digital health literacy. The toolkit will include: pedagogical framework for blended training (10 modules); training content based on OERs; guidelines for trainers and learners; user’s Guide for the platform; European Health Charter.Indicators:- 21 educators to be trained- 350 active teachers- 7000 students involved- Quality and effectiveness of methodology and training material: evaluation by educators and learners with >80% satisfaction .- Quality, effectiveness and usability of the examples of use of the methodological framework (PR1): evaluation by educators and learners >80%.- At the end of the project, more than 50 organisations and schools - which are not directly involved in the partnership - will adopt BLISS materials and tools as part of their training programmes.- Progressive increase in accesses to the platform and materials published: + 70% by the end of the project- At least two formal institutions per country will adopt the Charter."

Social integration of people with disabilities is a major issue for the European society today. People with different diagnostics have special educational and therapeutic needs to improve their communication abilities. In order to ensure quality educational and therapeutic services to them it is necessary for these services to be implemented by specialists with a high level of professional training. Today we cannot speak about high standards of developing the professional skills without continuum formation, permanent up to date information on theoretical novelties and new, innovative strategies of practice. The international experience exchanges made within LET'S project represented a modality of gaining new knowledge and practical abilities regarding other strategies and educational approaches used in different places of Europe. LET'S project has contributed to development of the professional skills and competences for educators and experts from partner organisations which are working with children who have special education needs in the field of language education and speech therapy by facilitating the access of international experience changes, quality continuum training activities, open educational resources, modern instruments of work, alternative/innovative approaches. Increasing the quality of services provided by 4 partner institutions and their strategic institutional development by initiation and development of strategic international cooperation, transferring and re-evaluating the approaches, strategies, educational and therapeutic methods used, professional development of human resources, elaborating new educational resources and work instruments there were other project outcomes.The project included a well-balanced mixture of partners: 2 NGOs, 1 public authority, 1 special education school. All partner organisation provide/supervise educational and therapeutic services in the field on language education and therapy for people with special education needs. Together we represented varied views across a range of stakeholders and interests providing competent knowledge and experience in the field of language education and speech therapy for children with special needs, from different countries in Europe: Romania, Italy, Hungary and Greece. Each partner has organised a particular training and intellectual output depending of own better expertise and relevant experience. The participants was specialists in the field of language education and speech therapy of children with Special Education Needs (teachers, educators, trainers, experts involved in these kind of educational and therapeutic services). The project objectives have been achieved by implementing joint staff training activities in the field of language education and therapy for people with different kind of special needs, development of Open Educational Resources and quality ensuring for implementation of activities regarding project management, dissemination, exploitation and valorisation of the project results. The main results obtained were: developing the professional skills and competences of the educators and experts who work with people with Special Education Need and increasing the quality of educational and therapeutic services for children with Special Educational Needs. The open educational resources (LET'S OER) created during the project are free accessible on the project webpage (http://www.let-s.tk/p/outcomes.html). LET'S OER consist of a collections of free educational resources (worksheets, studies, pedagogical methods etc) for educators and speech therapists addressing educational and therapeutic needs of different kind of beneficiaries: children with Autistic Spectrum Disorder (ASD); children with Attention Deficit Hyperactivity Disorder (ADHD); children with Hearing Impaired; children with Mental Retardation. The expertise and experience from each partner organisation has been used in order to ensure transferability to the partner organisations and to the other stakeholders (Special Schools, Speech Therapy Centers, Scholar Inspectorates, specialized NGOs etc).The main impact for direct beneficiaries has been increasing of the professional skills and their competences in the field. This project offered them the great opportunity to extend their knowledge on this subject about language education and speech therapy at a European level and to gather experiences and exchange of good practices deriving from various European contexts. Most of the lessons that have been learned in the project could not have been learned at individual and/ or national level, the transnational activities being the ones that can bring relevant new approaches and solutions.The longer term benefits targets especially the indirect beneficiaries, people with special education needs, by increasing the quality of educational and therapeutic services provided to them.

CONTEXTSustainable tourism represents one of the megatrends of the tourism development worldwide (OECD, 2018). Growing demand for sustainable tourism products and services increases demand for green skills in the workforce. Among these skills are resource, emissions and waste management, design of tourism value chains in line with the principles of circular economy, preservation of natural, cultural and local heritage, development of sustainable and accessible tourism products (NTG, 2019). These skills, however, are yet to be mainstreamed in tourism VET. The analysis of educational standards and core curricula in the fields of Hospitality, Travel, Tourism and Leisure, implemented in all countries of the consortium, proves that sustainability-related skills are often neglected. The interviews with VET teachers in the tourism field (61 participants from 6 EU countries) shows that they lack methodological guidance, educational resources and tools for including these skills in the curricula.OBJECTIVESThe ESTET project seeks to bridge this gap and sets the overall objective to empower VET providers across Europe to align tourism education and training with new tourism industry development trends by embedding sustainability skills in curricula delivered through innovative teaching practices.The specific objectives are to:1. Develop a conceptual basis for embedding sustainability skills in tourism VET curricula2. Provide teaching-learning materials in the field of sustainable tourism adapted for embedding them effectively in VET curricula3. Design and pilot a comprehensive in-service training programme for VET staff in the cross field of sustainable tourism and innovative teaching practices4. Facilitate transferability and wide exploitation of the developed resources in various VET contexts5. Raise awareness of possibilities and added value of embedding sustainability skills in tourism VET curricula among educational professionals in the sectorTARGET GROUPS The project’s primary target groups are senior leaders, teachers, trainers and tutors in IVET & CVET institutions offering tourism qualifications at upper- and post-secondary non-tertiary levels, as well as non-formal training programmes and courses in the field of tourism; VET students, trainees and non-formal learners in the field of tourism, incl. employees and aspiring entrepreneurs.The secondary target groups are employers in the tourism sector (private companies, destination management bodies, tourism NGOs); education and training stakeholders (VET public bodies, institutions offering in-service training for teachers and universities).METHODOLOGY AND OUTPUTSThe project utilises life-cycle methodology, which defines a sequence of activities for planning, development, implementation and dissemination of the project results.During the project lifetime the following intellectual outputs will be developed:O1 Conceptual Framework defining sustainability skills at core and advanced levels of mastery and ways of embedding them in tourism VET curricula O2 Portfolio of learning resources for tourism sustainability skills development, including micro-learning videos, WebQuests and ideas for service-learning projectsO3 In-service training programme for VET teachers, trainers and tutors, addressing professional and pedagogical skills (awareness of sustainable tourism and skills for constructing educational process based on such approaches as single-concept learning, inquiry-based learning and service-learning)O4 Compendium of Success Stories, providing evidence of the impact the ESTET approach and results have had on the participants in the project’s training activities PROJECT ACTIVITIES AND PARTICIPANTS450 representatives of the project target groups and stakeholders will be directly involved in the project activities and events:- focus group interviews (min 72 VET and tourism stakeholders)- transnational train the trainer workshop (19 VET staff members of the partner organisations)- multiplication training sessions in partners’ countries (min 48 teachers, trainers and tutors from IVET and CVET institutions offering tourism programmes and courses)- field try-outs with VET learners in partners’ countries (min 90 students/learners in the field of tourism)- implementation of service-learning projects in cooperation with min 6 community partners - tourism stakeholder organisations- seven multiplier events with min 215 participantsIn addition, the consortium plans to reach at least 5000 tourism VET stakeholders through targeted and broad dissemination of the project results.IMPACTWe hope that by educating VET professionals about tourism sustainability and providing them with hands on approaches and tools for including the sustainability-related skills in curricula as an important outcome of tourism VET, our project will drive the process of behavioural change among future tourism professionals for a more sustainable tourism in Europe.

<< Background >>Autism is a severe developmental disorder of neurobiological nature, which often occurs at birth or at the age of 18 months - 2 years of the child. Autism is a behavioral syndrome characterized by difficulties in communication and language, social and behavioral (through stereotyped, repetitive, autostimulatory behaviors). From 2000 to 2010, the prevalence of autism has doubled according to international statistics published in March 2014, which makes autism a more common cause. More specifically, if in 2000 one in 150 people had autism, in 2010 one out of 68 children is affected by an autistic spectrum disorder.A research done Sociometrics Association - Social and Economic Analysis Group for Romanian and Angel Appeal Foundation (RAA) shows that, in the opinion of parents with ASD children, teachers are very much willing to contribute to the integration of the child (42% of the respondents) but only 22% of them state that the teaching staff knows what to do. There are training courses in many dialectical training institutions, but not strictly for autism, but for working with children with special educational needs - generally, so that this spectrum is included, but there is no course to be dedicated to autism.<< Objectives >>The project was intended to implement a Pilot course for teachers working with ASD children in mainstream schools and to develop a teacher guide (educational support). The Pilot course has been implemented following the formation of a group of experts from each partner organization according to the results of a needs group analysis of the target group. Teacher training was based on current information on children with ASD, specific methods. The Teacher's Guide contain, besides models of learning and assessment tools for children with ASD and adapted programs for Communication and language development for children with ASD from kindergarten to high school. Within this project, 27 trainers and 48 teachers from integrative schools working with students with ASD were trained.<< Implementation >>The activities implemented were: - Official transactions: signing the grant agreement and signing contracts with partners.- A representative of each partner organization was formed on the project steering committee.- Project teams were formed in each partner organization: Each partner informed its staff and members about the EMT & ASD project, determined who will be involved in the project implementation process and their responsibilities.- Quality management teams were formed in each partner organization: These teams had members of the project team from each partner institution and members of their own organizing board.- Was created the Project Logo.- Specific procedures were developed and the beneficiaries of the activities for project implementation, LTTA, pilot course and project evaluation were selected.- Various plans have been developed (Project Quality Assurance Plan, Communication Plan, Budget Plan, Risks Management Plan, Dissemination and Exploitation Plan, Evaluation Plan), for the good implementation, monitoring and evaluation of the project.- Transnational Project Meeting: M1_RO (19-20.11.2019) _ face to face meeting. M16_ GR (22-23.02.2022)_ face to face meting- Transnational Project Meetings online : M2 _ONLINE (2.06.2020); M3_ONLINE (17.09.2020); M4_ONLINE (5.11.2020); M5 _ ONLINE (17.12.2020); M6_ ONLINE (21.01.2021); M7_ONLINE (22.02.2021); M8_ONLINE (23.03.2021); M9_ONLINE(6.05.2021); M10_ONLINE (21.07.2021); M11 (14.09.2021); M12_ONLINE (19.10.2021); M13_ONLINE (10.11.2021); M14_ONLINE (14.12.2021); M15_ONLINE (28.01.2022); - Partners sent to the Coordinator 3 Financial Reports (DURING 1.11.2019- 1.05.2020 , DURING 1.11.2019 - 31.10.2010 and DURING 1.11.2019 – 28.02.2022).- A training course for specialists was organized within the LTTA, which was attended by 27 people.- 4 Pilot Training Courses were organized, attended by 70 teachers working with children with ASD.- A number of 385 specialists in the field were involved in the evaluation of the final products using a Google Forms questionnaire.- 4 Multiplier Events were organized for the dissemination of the project products in which 796 (96 face to face and 700 online) people participated.- Quality Control Reports made by each partner institutions: Each partners completed a report for period 1.11.2019 – 31.10.2020 and 1.11.2019 – 28.02.2022- Dissemination reports made by each partner organization: Each partners completed a report for period 1.11.2019 – 31.10.2020 and 1.11.2019 – 28.02.2022.<< Results >>- Professional skills and competencies have been trained / developed in educators / teachers (70) and experts (27) working with students with ASD in integrative schools.- A curriculum has been developed for the training of specialists and a curriculum for the training of teachers working with students with ASD in mainstream schools, for pre-school, primary, secondary and high school education cycles. - A guide for teachers, in 4 languages (e-book and on paper ) has been developed for teachers working in boarding schools with children with ASD - A website was created for the project- A needs analysis report about the training of teachers with students with ASD from mainstream schools, from the four partner countries