<< Objectives >>starting from the didactic/school context, wants to be a project dedicated to the opportunity of knowledge and awareness of the educational opportunities of digital didactics and rare disease The child with a rare disease will be one for life and will have to apply didactic educational methods and systems right from the start, in order to gain acceptance of his or her quality of life, even in front of adults, If they are aware of this, they will be able to find concrete, applicable qualityoflife<< Implementation >>ACTIVITIES AMONG PARTNERSPROJECT COMMUNICATION TRAINING ACTIVITIES, MONITORING AND COORDINATION ACTIVITIES IN THREE LANGUAGES, (MOODLE PLATFORM) FOR ADULTSE-LEARNING DIGITAL DIDACTICS, TRAINING ON RARE DISEASES MONITORING OF EDUCATIONAL IMPACT. TRAINING.EVALUATION OF ACQUIRED COMPETENCESSHARING AND USE OF PROJECT RESULTS.BUDGET CONTROL.DEVELOPMENT OF RELATIONS WITH STAKEHOLDERS FINAL EVENT - DISSEMINATION AVAILABILITY OF THE RED PROGRAMME ON THE DEDICATED PLATFORM AND SOCIAL NETWORKS<< Results >>R.E.D- Project Co-operation for the innovation to digitally empower adults in the technology and knowledge of the rare diseases, for the benefit of the quality of life of children and the community. Good practices which strengthen collaboration between members of the educational, school, Family, and community. Knowledge and skills in the use of digital tools and aids, which foster teachers' professional development in the management of fragile people, in partner countries/E-Courses in IT-GR-EN

"""The Living Art – The Art of Living"" project is a two years Erasmus+ Strategic Partnerships for adult education project between 5 organizations from Greece, Italy, Poland, The UK and Turkey. It is addressed to disadvantaged adults learners – people facing educational difficulties, social obstacles, cultural differences and economic obstacles, and teachers/tutors.The main topic of the project is the meaning of art and its impact on human life. Discovering the beauty and art in life allows people to fully discover the value and purpose of life. The project will show the way how to discover the beauty of everyday life, and will help to understand the origin of European culture. Project activities mainly focus on enhancing cultural awareness of adult learners and promote attitudes of tolerance, understanding and openness through education on European cultural heritage. The project creates structure and activities that encourage social cohesion, bringing opportunities for personal development and wellbeing.New learning opportunities (traditional and online) for adult learners will be offered – cultural, motivation and theatre workshops with the support of IT tools. For adult learners this project will be a chance to get new learning experience and for teachers it will be a way to develop own skills and methods on teaching adults. Both, staff and learners, will have an opportunity to rethink their attitudes and reduce their prejudices through European cooperation.The main aim of the project is awakening participants cognitive curiosity, sensitivity to art and beauty, and to other cultures. Specific project objectives: - increase adult learners cultural awareness,- increase adult learners IT skills,- increase adult learners creativity,- develop adult learners key competences, - develop innovative teaching adults methods,- integrate traditional and distance learning,- increase adult learners selfconfidence,- promote learning and creativity by using refreshing actvities into classroom and support the use of new and innovative content and practice of ICT in lifelong learning society.Through a wide range of activities the ""The Living Art – The Art of Living"" project will give disadvantaged adults learners positive learning and cultural experiences and, will motivate them to lifelong learning, to promote their creativity. Planned activities, mainly focus on enhancing cultural awareness, are: cultural, motivational, theatre and IT workshops.The project is designed to awake one's own creativity in adulthood, showing how art is responding to emotions and problems. Planned activities will show that creativity in everyday life might help to solve problems and art might be a way of communication. Workshops for adult learners will be supported by distance learning (via Moodle platform) to increase learners IT skills.The aim of the project is also to create high quality learning opportunities, through the exchange of good practice examples.Theatre workshops will allow to discover that by using the art of word, movement and gesture in the theatre, you can find confirmation of life, and will encourage participants reflection.""The Living Art – The Art of Living"" project will create an opportunity to inspire more Europeans to be involved in self-development and will help partner institutions to raise and expand the level of activities.The project expects to achieve following results: the website with examples of good practices described, leaflets, presentations and videos created by adult learners, Moodle courses on the topic of art, films illustrating theatre workshops and learners work. Learners will prepare stories about their participation in project activities - these will be 'stories in multi-media' showing project impact on participants and their involvement.The Learning, Teaching or Training activities are integral to achievement of project objectives, results and outputs, and will lead to an improvement of linguistic, intercultural and communication skills.The project has dissemination plan is specifically designed to provide the best outreach results, comprising a precise timetable and framework description, core staffs and participants team and assignments, marketing and structured networking activities. General results of the project to be sustained by partners and disseminated within each country.By international project activities mutual understanding, empathy, positive change, and tolerance in European society will be promoted. Participants will gain new learning experiences during the project, as learning together creates opportunities. European cooperation will help to share knowledge and understand other cultures better. Learners' mobility and motivation will be enhanced. The project is also a way to combat prejudice, racism and xenophobia by raising awareness of a multi-cultural/multi-racial EU."

A key challenge for 21st century schools involves teaching culturally diverse pupils with varied abilities and motivation for learning. Teachers need tools to help them deal with this diversity and offer all pupils high-quality inclusive learning. Schools play an important role by fostering not only the cognitive development of pupils but also their social and emotional development. Yet, experience shows that schools still struggle when dealing with pupils who lack social and emotional skills and executive functioning (EF). Pupils who have poor EF are often missing out or leaving school early and at risk for developing emotional and behavioural problems. Research indicates that interventions on social and emotional learning (SEL) and executive functioning in schools have a positive impact on social-emotional skills, connection to school, positive social behaviour, academic achievement, social inclusion and reduce conduct problems and emotional distress. We know that children, specifically those with special educational needs, benefit from effective evidence-based teaching strategies to maximize their learning capacities. According to research, training SEL and EF is more effective when empowering the context of pupils (teachers, parents) to integrate these actions into their daily routine. However, these programs often focus on specific aspects of SEL or EF and are given by specialists (often in a therapeutic setting). As a consequence the lasting effect – once the program comes to an end– is minimal. Therefore, there is a need for developing strategies for teachers and parents to promote the SEL and EF of children that can be easily incorporated into the daily practice. In the REFLECT-project we aim to promote children’s social, emotional and academic engagement and growth by offering evidence-based strategies to enhance SEL and EF in the daily practice. Ultimately we aim to decrease the risk of social exclusion and improve pupil's academic performance by enhancing the awareness of the importance of SEL and EF and empowering pupils and their context. We will do this by targeting teachers, parents and pupils. The age range of 8 to 12 years will be our focus because that age is crucial for interventions on SEL and EF. We will develop a list of cross-cultural criteria that are essential for an evidence-based intervention on SEL and EF. Based on literature review we will create a compendium of essential evidence-based components for enhancing SEL and EF. This compendium will be translated into a cross-national course for teachers (and their support system staff). The same teacher course will be implemented in all the countries with at least five school teams participating per country.The impact of the course will be evaluated through self-report questionnaires. Furthermore, we want to empower pupils, teachers and parents by creating an app with tips and tricks about SEL and EF. The result will be an easy to implement evidence-based toolbox to promote SEL and EF at different levels, that will be cross-cultural and easy transferable to other users (teachers, parents, pupils)and other countries.The activities will have a direct impact on all the participating educational professionals (teachers and their support team). We expect an impact on knowledge, attitude and behaviour, because the training course will make them more aware of the importance of SEL and EF in school success and social inclusion, make them feel more competent in how to enhance SEL and EF of their pupils and make them practice it in class (which will encourage transfer of what has been learnt). The long-term goal for schools is more inclusion in the classroom and better equipped teachers to deal with diversity. Furthermore, parents will be more aware about the importance of SEL and EF and will have basic tools to feel empowered and to promote those skills at home. Subsequently, promoting those skills both in the classroom and at home will result in pupils with better SEL and EF, more involvement in school, better academic performance and who are more equipped for the labour market. It is crucial to foster European cooperation when it comes to finding the best ways of enhancing SEL and EF for all pupils at school. Culturally diverse classrooms call for cross-cultural approaches. Equity and inclusion in education are a crucial priority in the overall context of European policies in the field of education. Therefore, the core of this project is to raise awareness and empower pupils, teachers and parents. We want to bridge the gap between theory and practise by implementing evidence-based theory in different classrooms across Europe, to achieve real inclusion at school.

<< Background >>Climate change has resulted in an increase, frequency, and severity of heatwaves. In 2003 70.000 deaths were reported in 12 EU countries and in 2015 the deadliest disaster in France, Belgium, and the Netherlands, was a summer heatwave causing 2,500 deaths. Furthermore, if high temperatures continue for consecutive 6 days, the negative impact on mortality is 1.5 to 5 more detrimental than shorter events. One of the reasons this is an issue is due to an increasing rate of mortality and morbidity among older adults during extreme summer heat. At the same time, the aging population in Europe is increasing and the older adults stay living longer at their own homes. In 2020, 20.6 % of the EU population was aged 65+, and the share of people aged 80+ years is projected to increase from 5.9 % to 14.6 % between 2020 and 2100. The effect of the heatwaves displays an increasing trend in all project consortium countries and generally across Europe. Being aware of this problem, the EU member states have developed different methods and projects, but mostly in the physical and construction sectors. In most cases heat warning systems have been created and the way buildings are constructed has been modified. However, a social emphasis in our response to the heatwaves is needed too, since these affect people’s daily life and sense of wellbeing and security. Yet, social/health/care educations and sectors have hardly been involved in developing strategies on how to deal with this issue. They are therefore not sufficiently prepared and equipped to counter extreme thermal conditions to prevent and decrease mortality and morbidity. Since the health consequences of the climate change are already visible, these sectors need to play an active role in the solution delivery. It is therefore important to adopt a sustainable approach to counter this issue by developing (practical) education on the topic, training formal, informal and volunteer caregivers, and supporting social and care organisations in adapting strategies and tools on how to support older adults during the heatwaves. These efforts will also enhance collaborations and exchange of knowledge and experiences between stakeholders in different countries to address the problem at local, regional, national, and European levels.<< Objectives >>The project HOPE (Responding to Heatwaves in the Older People Ecosystem) aims to put the severe health threats of heatwaves on the agenda of the older adult service and healthcare sectors and to have an inclusive approach for the whole ecosystem by: (1) Developing and strengthening competences of students, informal caregivers, and professionals in older adult health, care and social sectors on better responding to the needs of older adults during heatwaves and thereby better mitigating the risks. An innovative teaching-tool for students and formal/informal caregivers will be developed and implemented. This tool will be innovative, attractive, and practical to use. The international component will be appealing to the learners, since it provides a broader scope of options on how to deal with heat-problems in times of heatwaves in vulnerable older adults. Increased skills will therefore contribute to better care for older people. In other words: there is a goal with respect to the content (improving prevention and care for older people in times of heatwaves), and a goal with respect to the methods used (continuous international learning and finetuning of the e-learning). (2) Supporting and stimulating organisations in the older adults ecosystem to apply guidelines and best practices regarding care during heatwaves. The Guidelines for Ecosystems and the Database of Good Practices will be developed in collaboration with associated partners, older adults and caregivers, and implemented in organisations connected to the project. Through these tools, organisations will be able to increase their response capacity in case of heatwaves and will become faster and make better-informed decisions. By increasing the expertise of organisations and thereby their staff too, older adults will also learn how to mitigate the impact of heatwaves. This will increase their confidence to manage their own health and wellbeing, and thereby reduce hospitalizations and mortality rates. (3) Supporting local and regional authorities through developed Policy Recommendations on how to play a role in the fight against heat risks for their older inhabitants. The recommendations will be translated into the local languages of project partners and implemented by municipalities connected to the project. (4) By communicating and disseminating project results and best practices on local, regional, national, European, and international levels, the aims is to develop an integrated approach to be further adopted by other organisations and authorities, decreasing the morbidity and mortality rate and improving the care provided through collaboration, new policies and approaches, knowledge exchange and change management.<< Implementation >>The project consists of 5 phases and each will have following activities: 1.Research phase- Organising and executing research activities: Literature review, collecting good practices, meetings, interviews and visits with Local Advisory Boards and older adults focus groups in Rotterdam, Treviso and Amadora. - Transnational project meetings in Rotterdam, Treviso and Amadora- Preparing tools and collecting materials and information for the e-learning, MOOC, Guidelines for Ecosystem and Database of Good Practices.- Monthly online progress and budget meetings- 3 transnational project meetings- 2 online Local Advisory Board meetings2. Development phase- Analysing and converting collected materials and research- Methodologically developing the project results (courses, guidelines, database)- Monthly online progress and budget meetings- 1 transnational project meeting- 2 online Local Advisory Board meetings3. Test phase- Validating and testing the project results with main target groups, Local Advisory Boards and associated partners - Monthly online progress and budget meetings- 1 transnational project meeting- 2 online Local Advisory Board meetings4. Implementation phase- The e-learning course is added to the course catalogue and ready to be elected by students- MOOC is implemented on MOODLE and available - Guidelines for ecosystems are shared with the (associated) partners and ready to be applied- Database of Good Practices is finalized on the project website and available for stakeholders- Policy Recommendations are finalized and shared across partners and stakeholders- All developed project results are disseminated and shared across our stakeholders, networks and partners.- Application of the products is monitored and any errors or set-backs are corrected. - Monthly online progress and budget meetings - 1 transnational project meeting- 2 online Local Advisory Board meetings5. Finalization- All project results are evaluated and disseminated- The 4 national and the international end multiplier events are held- 1 transnational project meeting<< Results >>Based on the project objectives, we will develop 8 project results (PR): 1st objective: Developing and strengthening competences of students, informal caregivers, and professionals in older adults health/care/social sectors on better responding to the needs of older adults during heatwaves, will be reached by implementing: - PR 1&2. An e-learning course for the students at Rotterdam University of Applied Sciences as part of a minor degree and as an elective course. The objective is to teach students how to manage the care around the older adults during heatwaves and how to empower them to better manage the heat themselves. Through our network and Erasmus+ channels we are also aiming to share the course with other relevant educational institutions. Furthermore, course will be ‘living’ tools, that will be updated constantly, using new insights from various fields related to heatwave management and response. - PR 3&4. A free MOOC (Massive Open Online Courses) aimed for formal and informal caregivers in the older adults care system. The objective of the course is the same as for the e-learning for students. This course will be available worldwide and will be accessible via an open source platform. 2nd objective: Supporting and stimulating organisations in the older adults ecosystem to apply strategies and best practices regarding care during heatwaves, will be reached by implementing: - PR 5&6. Guidelines on how to manage the older adults care before, during and after the heatwaves. Together with our (associated) partners, we will collect the best practices, collect information, and research the ecosystem on what is currently done in heatwave management, what is missing and works well. Based on these findings we will develop a set of guidelines for the organisations in the older adults ecosystem to use and implement. - PR 7. Based on the work of all project partners and the information gathered, we will develop an online Database of Good Practices around older adults care during the heatwaves, which will be shared worldwide and actively within the ELISAN network. 3rd objective: Supporting local and regional authorities on how to play a role in the fight against heat risks for their older inhabitants, will be reached by implementing:- PR 8. Policy Recommendations will be developed based on the information gathered during the project and shared on local, regional, national, and international level. This way we will put the most urgent health threat of climate change, heat, on the agenda in the networks of professionals and organizations focusing on ageing in place. The recommendations will specially pay attention to the importance of strengthening the knowledge and skills of caregivers. The recommendations will guide the authorities and organizations on how to support informal caregivers. They will also stimulate care organisations to empower their clients (older adults) on how to manage the heat themselves.4th objective: Collectively through communicating and disseminating of all of the 8 project results on local, regional, national, European, and international levels, the last project objective will be met.

<< Objectives >>ALiVE project aims at fostering the media and information literacy (MIL) of citizens and raise awareness of its key importance in today’s highly digitalize and globalize society, where we have easy access to incredible amounts of information, specially online, making it difficult to assess critically. In particular, targeting seniors (adults over 45), that have less learning opportunities to foster these skills, that are attractive, updated and directly tailor to their gaps.<< Implementation >>ALiVE will engage seniors in the development of a Methodological Framework of competencies in MIL, to later develop a curricula and interactive learning materials focus on the competencies they need. The content will be available in the Learning Stations in the metaverse, that will be piloted with seniors and accessible to any citizen. The Learning Stations will be hosted in a 3D virtual space, to provide an immersive learning experience, the start of a growing virtual community of learners.<< Results >>The project will improve media and information literacy, critical thinking, and digital citizen skills of 75 seniors participating in the pilot. And raise awareness of the importance of MIL among education providers, and decision and policy makers. The main result is the Learning Stations in the ALiVE virtual Environment, a space that can be scalable, and improve overtime; and more important, provide a quality learning experience in real-time thanks to the features of 3D virtual environments.