"The problem of the gender gap in the field of technology is a big concern in many countries, so as at European level, where women still are a minor percentage of the workforce. This negative trend could continue in the coming years and girls are among the targets mainly at risk to lose the thousands of job opportunities that the tech industry will continue to offer, in addition to risk the ""digital exclusion"" and the loss of all the other benefits which derive from acquiring coding and digital skills. Through the exchange and promotion of good practices, the Strategic Partnership ""GITEC"" aims to increase the participation of girls in the technology sector, by improving the skills of the youth workers and the consequent educational offer, targeting girls, and aimed at increasing their technological and digital skills. The partners, coming from Italy, Romania, Poland and Estonia, will share their good practices, in order to increase the girls' interest in technology with a multidisciplinary and original approach. The project includes two stages of learning, focused on modules learned through an online platform, and a phase of local events aimed at applying the good practices learned. The expected results include: multimedia educational modules, a compendium of good practices, a new educational format, communication and dissemination materials for the different project targets."

Although the endeavours of the European Union and Member States are persistent in tackling early school leaving (ESL), yet underprivileged students, students with special education needs (SEN, including ADD/ADHD) are still characteristically exposed to ESL. They still underperform their peers in education, in the majority of cases due to skills underdevelopment induced by their family background and settlement type. Their status in many cases remain conserved or only selectively developed. As a result, leaving education too early, they become adults without proper skills to acquire new competences and their opportunities on the labour market are diminished.In our strategic cooperation of Belgian, Hungarian, Polish and Turkish partners, we work to create and implement a digital-based Complex Development Program with modules building on each other and to offer methodology and training for teachers and special teachers, focusing on the basic and digital skills development of underprivileged and SEN children on ISCED 1-3 levels, who are more prone to ESL. Our project addresses the following EU School priorities.Reinforcing the development of key competences: in children with ADD/ADHD, improving perception is always important, e.g. auditory and visual areas can be well developed with digital applications. Tackling early school leaving and disadvantage: we aim to reduce disparities in the learning outcomes of disadvantaged students, so that they have a real chance of gaining vocational qualification. The program involves parents in their supportive role, and aims to strengthen the professional profile of teachers.Increasing the levels of achievement and interest in science, technology, engineering, and mathematics: students (ISCED Level 1-3) will learn the basic concepts of coding, while experiencing the learning process as a discovery and a creative and joyful activity with the sense of achievement.Our target groups are ISCED1-3 level teachers, and trainers, mentors and their SEN students. Besides them, naturally parents can access the web platform and participate training.All the below activities involve the translation of the created materials to partnership languages.In Intellectual Output 1 we develop the educational and training modules, test them in schools and with parents, compile a paper-based support workbook, deliver practical guidance also available on the web platform developed in IO2. In IO2, we develop a modular Learning Management System (LMS) for training students, with separate web interfaces for teachers and students. Output 3 will develop Scratch/AppInventor projects in three difficulty levels for the different age groups, and deliver demonstration classes and lectures to educators and parents. Output 4 develops Continuous Professional Development (CPD) courses for educators and parents. Output 5 will integrate engineering practices into STEM education of ISCED1-2 level students.The project will start with a Kick-off meeting and will be closed by an international final conference in Belgium.The Complex Development Program will consist of the following outputs:Digital teaching material and demonstration classes and lectures for teachers to correctly and efficiently use the developed materials for key competences on ISCED1-2 levels. A flexible LMS platform will help teachers to use and disseminate educational materials specifically tailored to SEN students as well as those who are at the risk of dropping out. In order to ensure that the graphomotoric development is not neglected in the development work, a paper-based workbook will also be developed. The digital competence development part of the Program will generate educational material for SEN students (ISCED Level 1-3), guidance for teachers to use the material, develop their skills and increase their engagement, and finally deliver training for teachers and parents to use the other developed IOs including the pedagogical guidance for activities on how to integrate engineering practices present in household appliances into classroom STEM practices. A separate, targeted training material will be also added that supports teachers and can be used by other trainers/organizations for teacher training.The project is a very effective learning disadvantage-reduction method to prevent ESL, because it can also play a role in creativity, and indirectly improve basic skills that enhance school performance, while satisfying students' age-related interests. With evidence based strategies and instruments for educators to realize inclusive education and ESL prevention, the program develops collaboration between students and involves teachers and parents in a community constructive force that also improves interinstitutional collaboration. Technology education makes students fit for a broader worldview, and increases their self-confidence, so they are much more able to seek new goals. A better quality of life for SEN students becomes obtainable.