The project focuses on child literacy and inclusion, underpinned by continuing concerns about low literacy levels across Europe, particularly among refugee, migrant and disadvantaged communities, and concern about the growth of intolerance and prejudice threatening social cohesion and inclusion as well as harming the life-chances of individual young people subject to discrimination.There is increasing research consensus: low literacy skills are linked to wider underachievement and disengagement, with extensive impacts. “Literacy problems are not isolated unto themselves. Their effects spread like a disease to poor self-esteem, anger and resentment, disruptive and anti-social behaviour.” (https://acea.org.au/wp-content/uploads/2015/04/Tom_Nicholson.pdf)It is also now widely recognised that participation in creative activity has a significant impact not only on educational attainment but also on intermediate outcomes such as self-concept and social capital, bringing significant civic impacts and increasing social cohesion.In an increasingly heterogeneous Europe, and in the context of these concerns and the research consensus, the project aims to bring partners’ experience in non-formal arts learning activities to bear on literacy and inclusion, boosting achievement through the power of the imagination and supporting whole school inclusion and equality.Targeting Years 5 to 8 across 20 schools in partner countries, the project will pilot a menu of tailored creative activities, planned and managed in close consultation with schools and school staff working with our tutors. It will extend partners’ existing practice on creativity to address social outcomes as well.A strategy publication will help schools develop policies and processes to create cultures of reading for pleasure and inclusion, school staff will be supported to continue the programme with further cohorts, and young participants themselves will create resources which will then be used in further activities and made widely available in an open access training and guidance pack.The project is expected not only to improve young people’s literacy skills but also develop a broader understanding of inclusion and equality, coupled with creativity, self-confidence and motivation to learn and to become lifelong readers. The 20-week course, spread over two school terms, will involve enabling beneficiaries to gain skills in storytelling and creating stories (narrative, graphic or multimedia) as well as short performances. Their creations will be then designed as books or posters that can be used as learning resources by the schools. This project will not only improve young people’s literacy skills and motivation but will also give them a boost of pride and self-confidence. Schools will have gained both an understanding of strategic approaches to improving literacy and fostering positive attitudes to inclusion and equality, and the expertise to sustain activities and positive outcomes following the conclusion of the project, and project resources will be available for wider use in school settings.Overall the project will both address concerns about low literacy levels directly, and offer ways to tackle wider impacts, on general under-achievement and, crucially, on social cohesion. Only a determined effort, backed by strategies at transnational, national and local levels, supported by adequate resources and training, will address these concerns. This project is designed to make a significant contribution.

CONTEXTScience education is a key factor for the European economy and society’s future competitiveness.This is why, indeed, basic literacy in STEM is a Horizontal priority of the Erasmus+ Programme and one of the benchmarks of the ET 2020 and Europe 2020 well known European Union’s strategies.Over the past 20 years, science education has been at the top of the educational policies in most European countries. Such policies usually have a dual purpose: -To promote science literacy among all young people -Attract young people to science in secondary educationIn respect to this context, teachers were identified by the project partners as the facilitators to build a new approach towards scientific knowledge.OBJECTIVESThe general objective of the DoWellScience project has been to increase secondary students learning remarussiapastacaldi@gmail.comsults in STEM (maths, physics and natural sciences).The specific objectives were:-Provide valuable support to STEM teachers in promoting an interdisciplinary and inquiry-based learning approach to increase students capacity in problem-solving, critical thinking, active research and curiosity towards scientific subjects-Develop innovative pedagogies for science teaching and learning based on the use of youngsters most diffused communication and information tools as apps for smartphones and tablets and the web-Make full use of ICT communication potential to promote among students a cooperative based and peer to peer learning practice in order to stimulate their commitment to learn scientific subjectsTARGET GROUPSSecondary School STEM teachers -24 of them directly involved in the creation of the 2 Intellectual Outputs.-12 among them were involved in the Short-term joint staff training events-130 STEM teachers involved in the testing of Intellectual Output contents-More than 100 teachers and policymakers participating in Multipliers events Secondary School studentsThe project impacted on the underachieving results in STEM of a number of around 2 600 secondary school students (considering an average of 20 students per teacher) of the 30 schools involved in the project. IMPACTThe project foresees long term impact on: Secondary School Stem teachers-Increasing their skills and competences to plan and adopt innovative methods for motivating students to study scientific subjects through enquiry based approaches -Improve their capacities to make full use of ICT teaching materials to raise students achievements in maths and sciences -Providing them with didactic contents developed through a strong cooperation pattern with academic and technical experts to ensure that the available materials are scientifically and didactically reliable and usable in their real everyday life teaching activitiesSecondary school students underachieving in STEM by:-Enhancing their pro-active attitude towards their learning process in STEM using their means of communication, i.e. Web and Mobiles/Tablets -Reinforce their problem-solving capacities as a strategic approach to learn STEM issues and motivate them to overcome their difficulties on the matter-Stimulate their willingness to learn through enquiry based approaches within which they are not only asked to be able to solve the problem but to share, discuss and explain the solutionRESULTSIn order to guarantee the long-term impact on the aforementioned categories, the DWS project developed two Intellectual Outputs that students, teachers and end-users, in general, can access and use for free from the project portal. The two Intellectual Outputs are: IO1 – STEM Teaching PackageThe teaching package is a consistent, scientifically and pedagogically validated, innovative and highly transferable set of operative teaching materials. The teaching materials, available according to an OER principle both on the Web App and on 2 dedicated APPs (iOS and Android), make use of gamification methods. Web App: https://www.dowellscience.eu/ui/en/index.htmliOS: https://apps.apple.com/us/app/dowellscience/id1326841702Android: https://play.google.com/store/apps/details?id=eu.dowellscience.dowellscienceapp&hl=en IO2 - ManualThe Manual (https://www.dowellscience.eu/project/-manual.php) has been specifically designed for STEM teachers, academic researchers and policymakers. It deals with the analysis and understanding of the obstacles that demotivate students in learning scientific subjects. It also proposes how to plan and implement effective strategies to remove those obstacles making use of the most innovative pedagogic approaches.

The project relates to the “reduction in ESL rates” priority, seeking to address barriers to achievement faced by targets and perpetrators of bullying; as both, these groups can subsequently become early school leavers. Pupils have the right to enjoy their school life and acquire knowledge and skills that will set them on the path to success. High levels of bullying in school have a devastating effect on academic achievement and emotional wellbeing both for the perpetrators and targets. A child who is bullied at school is not likely to look forward to going to school because of not wanting to be humiliated in front of other children, while perpetrators are at risk of exclusion from school and subsequent contact with the criminal justice system. Early School Leaving (ESL) has been recognized as a key factor in social exclusion. This project seeks to provide a needed practical resource for teachers, education providers, and targets to address the issue of ESL by tackling the barriers presented by bullying; tying in with the Europe 2020 strategy for smart, sustainable and inclusive growth; which was adopted in June 2010 by European heads of state and governments. This project's aim is to make a contribution to the efforts already made to combat bullying by applying the methodologies of school education with creative arts, fun, and enjoyment as key characteristics, in order to provide an effective solution to bullying. We will achieve this objective through:1. Developing educational and support materials for teachers and other groups involved in preventing and combating school bullying using arts and creative learning methodologies (Handbook). 2. Developing and pilot a comprehensive learning platform for the teachers (E-learning Course).3. Creating a space for sharing bullying experiences for children and youth, which will become a source of knowledge about the phenomenon for a whole group of recipients like teachers, parents, NGOs. (Learning material).Outlined needs are not country limited but common to all the EU countries, thus transnational approach is the best way to achieve quality outputs gathering multiple views and experiences to respond to an EU level issue. The project will be carried out by the consortium composed of seven partners from six countries: Poland - Coordinator, Greece, Romania, United Kingdom, Bulgaria.The consortium is built of: - teachers training center: Krakowskie Centrum Zarządzania i Administracji- university: UNIVERSITATEA LUCIAN BLAGA DIN SIBIU- school: Scoala Primara EuroEd - NGOs: Every Child an Achiever Network, LabSTEM - companies: Zinev Art Technologies, MediaCreativa 2020The project also forsees a number of dissemination events, some of them will be connected with the testing phase of the next outputs. Besides, the project will be disseminated in various other ways, including a website with the learning platform, social media, promotional materials, networks of contacts, and others, on all levels, from local to international.

The tourism sector accounts for almost 25 million jobs in Europe (around 11% of the total employment). The sector provides employment both to highly qualified, as well as to low-skilled workers. It offers job opportunities to both workers who enter the job market for the first time and to people re-entering the job market. It is the largest employer of migrant workers, part-time workers, as well as female workers, and young people. However skills mismatch is among the fundamental problems hampering the competitiveness of the tourism industry. The competences acquired by tourism professionals at all levels of the skills spectrum during education and training often do not match the expected performance. Education providers have a limited understanding of the requirements of employers and expectations of travellers in terms of the service provided. The project partners highlighted the following NEEDS: -VET providers need to ameliorate the cooperation between them and companies to provide a market oriented training offer.-VET providers needs to increase the engagement of companies to be fully involved in training activities; - VET providers needs to provide VET students with enhanced Work Based Learning methods and tools based on the full exploitation of ICT and multimedia. - WBL experiences (internships, apprenticeships and dual paths) are usually related to insufficient number of companies and as a consequence they lack in effectiveness for the trainees. In order to answer to these needs the project AIMS to: - Improve the cooperation between VET providers and companies so as to provide a market oriented training offer and business driven learning paths to the VET students of tourism and enogastronomy - Offer work based learning opportunities (internships, apprenticeships and dual paths) to VET students and improve their effectiveness - Enhance the participation of company managers and responsible of the human resources in the matching their expectations through their contribution to the planning of VET initiatives overcoming the barriers that obstacle their full commitment in cooperating with the VET providers; - Improve the accessibility and internationalization of the VET training offer and of work based learning approaches through the exploitation of ICT The project developed 2 Intellectual Outputs: Intellectual Output 1) On line platform for promoting WBL in the tourism and enogastronomy fields The online platform is organized in different sections: - International WBL Database. This area of the platform contain the profiles of VET students that are interested to carry out their placement at local, regional or international level through an in person or an online WBL experience. This area also contain the profiles of the companies that operate in the tourism and eno-gastronomy sectors and that are interested in hosting VET students for WBL experiences. - Repository of e-learning based video interviews in the fields of tourism and enogastronomy. The e-learning based interviews prepare VET students for local, regional, national or international work placements, acquiring the specific requirements that are necessary to work in the different countries represented within the project partnership (e.g. how to promote a rural house and how to organize activities for it in Italy or Romania). - Repository of video testimonials and interviews delivered by VET students and entrepreneurs that have participate in a WBL experience in the tourism and enogastronomy sector either local or international or in person or On Line highlighting the benefits, the skills acquired, the impact in terms of employability and the benefits for the enterprise. Intellectual Output 2: Guidelines for the organization of WBL local, regional, national or international initiatives in the fields of tourism and eno-gastronomy. - The Guidelines for the organisation of quality local, regional, national or international placement were organized as a package of easy to use tools to effectively plan, organize, follow up and evaluate WBL experiences in the field of tourism and eno-gastronomy to be implemented at local, regional, national or international level either on-site or on line. The quantitative impact of the project on its main target groups is - 40 VET teachers/VET trainers being involved in the project activities Each VET trainer tested the two Intellectual outputs with an average of 70 VET students, leading to a total of: - 2100 VET students involved and therefore benefiting from the project. At least 10 companies’ managers and VET trainers in each country were involved in the production of the Video didactic interviews and 10 company manages to register the video testimonials.The online platform and guides were sent to all teacher training center in Romania and to highschools where students study tourism and enogastronomy. All teachers and students have access to all videos and materials.

"CONTEXT The Europe 2020 Strategy has defined among others, one key priority that is to raise ""Europe’s employment rate – more and better jobs, especially for women, young people and older workers"" so to achieve a benchmark of "" 75% employment rate for women and men aged 20-64 by 2020– achieved by getting more people into work. One of the main obstacles to the full achievement of this ambitious objective is that there are high rates of low-skilled and low-qualified adults that competitive within the labor market. The demand for digital technology professionals has grown by 4% annually in the last ten years. Yet digital skills are lacking in Europe at all levels. Despite continued strong employment growth, the number of unfilled vacancies for ICT professionals is expected to almost double to 756000 by 2020. Furthermore, almost half the EU population lacks basic digital skills; with around 20% of people having none at all. Education and training should equip everyone with a broad range of skills which opens doors to personal fulfilment and development, social inclusion, active citizenshipand employment. Project partners work everyday with adult students in situation of vulnerability facing multiple barriers (such as social exclusion, poverty or discrimination) because of their lack of qualification to be incorporated in the labor market. Within this context the partners of this project will explore these issues and identify solutions to help ADULT students to be inserted in the labor market establishing effective links between adult schools and the world of work and entrepreneurship using social media and ICT. The project partners have identify 3 main NEEDS of the target groups that play an important role in the above described context: -Adult teachers and trainers need to acquire the skills to train their adult students on the aware use of ICT and Social Media to find job opportunities and develop their entrepreneurial spirit -Adult students need to scale up their key and tansversal comptences adapted to the digital era to be incoroporated in the labour market -To promote inclusion of adults paying particular attention to adult vulnerable groups with low skills and qualifications promoting equality between women and men, combating discrimination, promoting tolerance and a high-level of quality and sustainable employment, combating long-term unemployment and fighting against poverty and social exclusion. To answer to these 3 main needs the project AIM is to promote the entrepreneurial spirit of adult learners using social media and ICT to create new e-enterprises ensuring increased opportunities for being incorporated in the labor market in an effective way. ACTIVITIES -""e-entrepreneurship"" training package. The training package will contain a collection of video lessons on how to create the digital - Testing of the training package by adult teachers, trainers in order to make them acquire the skills to exploit the full potential of ICT and social media for to create new e-enterprises ensuring increased opportunities for participation on a modern, flexible and inclusive labor market. -National training experience ""how to become an e-entrepreneur"". Adult students will be trained to promote their entrepreneurial spirit using social media and ICT to create new e-enterprises -International training experience on ""Adopt an enterprise experience"" exploiting social media and ICT. This activity with adult learners will take place in Greece. During 5 days 5 adult learners selected for each partner will attend this training activity. The participants selected by each partner will be paying particular attention to adult vulnerable groups, promoting equality between women and me. -Enterprises will collaborate in the workshops in how to exploit social media and ICT for creating a new e-enterprise in Europe. Furthermore adult students will integrate formal, non-formal and informal education. -International Conference about ""International e-entrepreneurship"" in Spain at the end of the project with the participation of all the partnership, adult teachers, trainers and learners, public authorities in charge of adult education policies, trade unions, enterprises.. for promoting the project results and activities. PARTNERSHIP The project will involve 5 institutions of 5 different European countries. The partnership is composed by institutions with experience in the development of innovative projects for adult students and can ensure the quality of the project results. OUTCOMES -Training package created to the needs of the target groups. -Project website -Learning community -Teacher and students training -Insertion of the project results into the European adult systems -Entrepreneurship classroom -Final conference IMPACT People involved in the project. -100 adult Teachers -30 Enterprises -400 adult students half of them with fewer opportunities -Other stakeholders 1220"