The aim of this project was to create innovative intervention model based on cognitive and narrative psychotherapies principles and elements improving students with EBLD learning motivation to prevent early school leaving (thereafter - ESL). The aim of this model was a precise identification of the genetically programmed needs, i.e. its’ content, which determines emotional and behavioral difficulties. The project seeks for extension of the model with children thoughts i.e., enabling to modify them and replacing the needs satisfaction forms with pro-social behavior. It was expected that this method will increase an internal motivation of students with EBLD for behavioral changes. Project partially has reached it's objectives: • to create the instrument defining students with EBLD profile; • to create and test innovative intervention model based on scientific research methods and cognitive and narrative psychotherapies principles and elements; make it ready to use for an international team of educators; • to create gamified IT tool using the project intervention model enabling particularly approaches for engagement of contemporary learners and educators. Intervention model was created for students with EBLD of 12-19 years old studying in relevant educational institutions (e.g. secondary, VET, special or youth schools). The direct target group of the project - students with attention problems, hyperactivity, memory problems, tension to disobey the social rules and instructions, having poor language abilities, poor social skills, aggressive, withdrawn or bizarre behavior, poor academic performance and students with mild intellectual disabilities. Special attention will be paid on socio-economically disadvantaged students. The other large group of beneficiaries - tutors/educators, who are working with the target group of students and will have possibility to use created innovative intervention model and other project outputs. Project contained several innovative products: • a new instrument to define the psychological and pedagogical profile of students with EBLD, aimed to reveal an in-depth behaviour reasons as well as cultural differences; created new Students Needs Analysis Instrument, helping school specialists to identify the reasons of emotional, behavior and learning difficulties of students with EBLD; • a new intervention model for students with EBLD; • a new EBLD intervention teacher training curriculum; • a new gamified training tool, enabling students with EBLD to learn at personal pace, using verbal and visual interactions. The consortium of project partners consisted of 3 HEIs, representing social sciences (LT, IT, GR), 2 SME dealing with technologies (LT) and innovative pedagogy (LT, BG) and 1 VET (DE) with expertise in pedagogy for students with special needs. After project evaluation, project duration was shortened from 3 years to 2. Accordingly, there was made a budget cutoff. All this influenced project activities and made some difficulties in reaching planned numbers of people from the various targeted groups. Some of the planned activities (such as learning/training activities for teachers), were not implemented as well. Due mentioned reasons, project consortium could not reach mentioned impact as it was planned in the project proposal (there was no possibility to test such activities practically): • Increased learning motivation and reduced early school leaving of students with EBLD; • Students with EBLD increased social inclusion and more active participation in society; • Increased level of Digital competence of educational institutions specialists; • Increased opportunities for professional development of teachers, researchers, lecturers, high school students, policy makers and other stakeholders; • Parental increased satisfaction with schools.Despite mentioned aspects, the impact of created intellectual outputs could be observed through such activities:• Educational institutions specialists and their improved competences, related to Professional profiles. It was reached during multiplier events whereas participated teachers and even pupils with EBLD (in Bulgaria, Germany).• Increased teachers‘ motivation and satisfaction in a daily work. This impact could be partially monitored, during the multiplier evens. Unfortunately, due to shortened project duration and budged cutoff, project team could not arrange learning/teaching activities for teachers in order to measure their motivation or satisfaction working with created IOs.• Increased professional development of specialists, involved in the projects activities. All specialists, which were related with the creation with IOs activities, participated in multiplier events, enhanced their qualification in their daily work with students’ with EBLD.

The project aims at promoting and validating social, personal and organisational key competences such as entrepreneurship, civic competences and learning to learn with the help of an innovative, self-directed learning approach at the interface of higher education and business.Social and personal key competences are hardly to be acquired in lectures, frontal teaching and self-learning.The ideal learning contexts to develop these competences are informal/non-formal learning contexts such as learning in mobility and in traineeships.However, up to now only singular attempts have been made to assess these competences, to give evidence of their development in the learning activity, to connect them to existing certification systems and to offer a European wide validation approach.PROMOTE has developed and piloted an approach to tackle this issue based on a long term partnership of academia, business and educational partners from all over Europe.The traineeships involving learners from 15 institutions, including universities, businesses and public authorities has been piloted in different EU member-states. The innovative momentum of these internships was that they work along a project management structure; each trainee had to plan, develop and assess his or her project, which lead towards at least one of the key competences described above.In the framework of the project well-proven evaluation approaches (6 LEVEL5 projects, EDUCCKATE) were applied to assess and evidence informal learning in different mobility learning environments and traineeships.

"Copyright is becoming a crucial element of digital literacy because everyone is a publisher now. At school, students are using, creating, and sharing copyrighted works when they study everything from art and music to language and history. At home, they use the new tools technology provides to both find and create blogs, music, art, and videos, and engage on social networks to share it all with a potentially vast audience. But when is it ok to reuse or share some or all of someone else’s work? How should they expect others to treat their work? To be ethical and legal participants in their online communities. The OHIM survey informs that EU citizens 15-24 years old are the most tolerant about illegal downloading. A minority of 15-24-year-old and illegal things more attractive. 57% of young citizens feel it is acceptable to download content illegally if there is no legal alternative and when it is for personal use. 49% of 8-15-year-olds believe people should be able to download the content they want from the internet for nothing. The survey also found that attitudes within the 16-year-old and above category were exactly the same. Only 16% of youth accept that it’s wrong to obtain content for free without the creator’s permission, and just seven 7% believe that illegal file-sharing is a form of stealing (http://www.mikeweatherley.com/wp-content/uploads/2014/10/11.pdf). Many of us prefer downloading because it's free, most of the programs are not free of charge.Our objective is to educate and shows some legal solutions. There is a big gap in education. The awareness of CR, intellectual property, patents, data protection is not useful only at school and at the university. It can also be useful for future entrepreneurs (young people). Our goal is also to engage educators, youth workers to take this topic up with young people. We should organize more workshops and meetings because there is a lack of awareness in the UE. We would like to support educators and give them interactive tools which can be useful during workshops. We want to engage young people to use their creativity in creating/preparing new things. Of course, we can be inspired, but inspiration is not forbidden by law. In many countries, we see the problems, people do not think about the consequences, because so far they did not have any problem after downloading someone graphics, program and so on. Too many young people think that online sources belong to them. We also want to convince them to read terms and condition, before clicking ""sign up"" because in many cases we share our personal data with them. The awareness of the topic is really low, and it can end up really bad for some people. We can noo stop developing technology, but we can teach youth how to be smart while using it.The tools will help our target group (16-30) learn to follow rules and legal regulations when using the internet or other media. Young people are not aware of what they can do and what they cannot, what is a crime and what can hurt somebody. They do not know law, regulations. During the course, they will learn how to avoid problems, how to protect somebody rights and not steal somebody outputs. The youth will get knowledge in a simple and easy to understand way, with attractive materials and tools - exercises, campaign, comic book, animation.The results will be achieved by: :1.preparation and implementation of training youth SCP Program - interactive hours about crucial problems2.training materials, curricula, educational videos (multimedia tool) sets of scenarios for the course– each partner can choose which set of scenarios will prepare according to their experience. Printed and digital.3.The Joint staff event – as a result, 16 partners’ trainers/staff will participate in 5 days training sessions, exchange experiences, discuss the new, innovative methods of teaching youth in the field of sectors which are crucial for our project. They can achieve Europass as the recognition of competencies they acquire.4.Animation on SCP- it will be an innovative tool. We will develop it, content, form.5.The comic book as an attractive form for youth - we will contact with youth to ask them for the idea of the stories. Program - it will be open to persons who want to develop or acquire skills and knowledge. The priority for participation will be for 16-30 years old. Each edition – an average of 15 people in one group. We'll pilotage it, improve and implement changes to another edition. 1-2 editions in each country.6.Multiplier events–each in the partners country– dissemination of the results of the implementation of the program, course for youth, about 230 persons from surrounding will be involved. 2 Sample workshops in each country and debate/conference in Poland.7. The contest for youth on Copyright Protection Action - at least 20 people from each country will take part in the contest."

<< Objectives >>DIGI-BREAKER + will design comprehensive solutions for creating new career opportunities for unemployed adults, through a strategy that aims at widening the adoption of digital guidance services and increasing their establishment inside local communities, setting the conditions for developing a cascade effect in the involved countries and at European level. Particular attention to the sustainability and inclusiveness of our project approach will be applied in all phases of our work.<< Implementation >>The main activities will consist in:- the creation of the learning pathway for adults, based on the collection and analysis of relevant practices and on a transnational reflection on how to increase the sustainability of job search activities- the creation of a community development action plan, based on piloting on 100 adult users and 25 counsellors and on the involvement of min 250 members of the community to create a community of practice- the development of a European policy strategy<< Results >>The project will develop:- A course (delivered as e-book and MOOC+ guide for counsellors) containing information that can help adult users in looking for new employment opportunities through use of digital devices in a more autonomous and sustainable way. - A Community Development Action Plan, to create a series of opportunities to put into practice digital competencies for employability purposes in a community setting- A policy recommendation guideline, containing an impact/scale-up strategy

The INFOverload project was carried out in the period 01/05/2019 - 30/08/2021 and included activities aimed primarily at increasing the professional skills of young people in the field of information management. All activities undertaken as part of the project led to increased awareness in the field of information technology and information management.The result of the project is the creation of a program that teaches young people how to deal with information overload, how to search, select and process information to avoid wasting time and effort in processing it. The project strengthened cooperation between organizations, exchange of practices and implemented innovative tools in the field of education. The innovation of the project was based on the creation of a unique and integrated training that was carried out by each organization. The training was transnational and multicultural, tailored to participants from different partner countries and their age. The training consisted of innovative, creative materials and tools.The INFOveroload project is:1) Internal coaching of the staff of the partners involved in the project.2) International meetings in Romania, Poland and joint staff training in Malta.3) Development of 2 interactive films about Fake News and Information Selection.4) International work on a board game.5) Multiplier evets - City game and Sample of workshops in each partner country.6) A conference in Poland summarizing the results of the project.Project partners were: Institute of Mobile Technologies for Education and Culture IMOTEC (Lithuania), Training to Malta (Malta), Asociatia Direct (Romania)