"<< Objectives >>The project ""No Barriers to Employment"""" aims including the individuals with intellectual disability in work life.Therefore the priorities of the project are as given below:-Disability is an element of social exclusion.We aim to ensure that individuals with intellectual disability participate in social and work life and integrate them with the community;and increase theirbasic and vocational education quality, and motivate them to use their potential.<< Implementation >>The qualifications of the personnel will be increased by providing training to the personnel responsible for the employment of mentally handicapped graduates. Project output training program will be introduced to vocational counselors and teachers. A training program will be developed for the personnel responsible for the recruitment procedure of the mentally handicapped by sharing the tasks among the project stakeholders. Stakeholders will carry out dissemination activities in their country.<< Results >>With the task sharing between partners,a training program will be developed for the personnel responsible for the employment procedure of individuals with intellectual disability.The training program,as the project output,will be introduced to vocational counselors and teachers working with individuals with intellectual disability.They will be expected to apply this programme in employment process of individuals with intellectual disability.An employment model in EUstandards will be proposed."

The modern citizen, due to technological developments and the need to transcend different linguistic and cultural codes, must develop new skills in order to be able to understand, use and produce a variety of multimodal texts (texts that combine words, symbols, images) charts and sound, and appear with the help of new forms of typography and interoperable digital technology. The development of such skills within the European Union educational systems, Multilingualism and student minorities’ integration in the everyday educational classroom are innovative and important teaching and learning objectives. Hence, Multiliteracies, Multimodality, Multiligualism, the integration of Romani students in the everyday school activities and language learning, can help the students of 6-12 yo to express themselves by adapting to the modern communication requirements to utilize different media for meaning other than linguistic. Romani students can familiarize with new and more attractive ways of presenting written language via multimodal texts and the perception of the morphological variety of semantic modes to decode the everyday communicative messages. In addition, emotional mapping will aid their emotional stability and adaption to the modern creative classroom in order to transfer the newly acquired skills outside the classroom walls. The project offers the students the advantage of extracting elements from their own everyday life, such culture, art or fairy-tales so that students' daily experiences and teamwork are directly linked to classroom learning.RomaMultiLangPrimE project main aim is to increase Romani primary school students' Multiliteracies Language Learning Competences to support their early and natural integration in the everyday educational classroom activities. Hence, the project objectives are to: (a) increase active and emotionally engaged participation in pre-school education; (b) minimize the high risk of segregation in schools, aggravated by prejudice and discrimination; (c) increase the active interest in education; and (d) increase the literacy, multiliteracies and digital skills for multimodality rates engaging the students both mentally and emotionally in active and attractive learning.Number and profile of participants 125 pupils and 25 teachersRomaMultiLangPrimE activities include the baseline research, the main project activities and evaluation as well as dissemination activities. The initial baseline research sheds light into: (a) Romani students’ integration in the classroom levels, (b) reading and writing abilities test as in some European countries the initial language learning level starts at 6 yo, (c) self-expression of emotions based on recent studies on emotional mapping, and (d) the ways these emotions are externalised via a multimodal own story. The main project activities include the design, development and evaluation of all project toolkits and training courses, contests, multiplier events and workshops. The dissemination activities include all dissemination in target groups inside the schools, outside the schools inn the local community, on regional, national and international level as well as academic dissemination and overall exploitation of results. Based on the initial research, the innovative Multiplications Pedagogical Methodology (multi-literacies, multi-modalities, multi-lingual educational activities) is combined with emotional mapping aiming at high levels of engagement in the project educational activities. Multiplications Methodology is implemented in the project tangible and intangible results; this is the 2-levels toolkit for Roma students and their co-students for ages 6-8 and 9-12 yo. Additionally, a teachers’ training online and onsite course and educational material will provide the school teachers and everyone involved in the Roma education with the knowledge, the methods and the tools for the successful Roma students’ integration. The ShareOurStory platform will host the students’ projects in partner languages and English. Intangible results include the overall improvement of the Romani students and co-students in language learning and associated skills and competences. In addition, knowledge and experience from participants, trainees or staff as well as skills or target groups achievements, improved Roma and participating countries cultural awareness and overall enhancement of the European identity. RomaMultiLangPrimE short, medium and long term impact, on horizontal revolves around the early inclusion and active and emotional engagement of Roma students in the primary school, happily learning with their co-students; the platform will be the dissemination hub for more schools to access the project results in the long term. Multiliteracies and multimodal texts become popular and will be integrated in the national and international educational curricula as well as integrated into the educational policies and teachers’ training within universitities

The Project started from the need of knowing, thinking and creating new educational spaces in the European schools whereby the students’ motivation and academic results are improved and increased as the new spaces enable the use of new methodologies in an easier and more effective way. In a society which increasingly demands more creative and innovative activities, the current educational models applied in Europe can’t continue relying on the old educational models, based on repetition and standardization. This excessive standardization leads to the development of predetermined dynamics in the classroom and to the students’ passive and submissive attitudes. Moreover it doesn’t take into account the students’ capacities, abilities and diversity. This standardization also causes great difficulty when it comes to develop different classroom dynamics such as negotiation, team work, social abilities, group liability, participation, critical thinking and tasks organization. Therefore, the main objectives worked in this project have been the following:-Contribution to the formation of future professionals who will enable the introduction of new educational spaces in the schools.-Train teachers at achieving excellence in professional, linguistic and personal competences.-Improve team and cooperative working capabilities.-Gradual introduction of the Project-based learning methodology and/or creative spaces (in the first cycle of Compulsory Secondary Education).-Share educative innovations and dynamic concepts at a local and European level.-Improve the vocational training study programmes by integrating improvements focused on students’ social competences.-Foster a vocational training adaptation to the new European trends related to a more personalized and integrated education.-Create a long-lasting development partnership.The meetings and workshops held for the project development were the following: • Four transnational meetings: 1. Kick-off meeting in Moncada (on the 17th and 18th of December, 2018)2. Meeting in Verona, Italy (on the 17th and 18th of May, 2019)3. Meeting in Rolsike, Denmark (on the 13th and 14th of September, 2019)4. On-line meeting on the 4th of May, 2020 (due to the exceptional circumstances caused by the COVID-19 crisis)Participants: two members of each country. The participants for the transnational meetings have been members who have been managing and directing the project as the issues dealt in these meetings were more formal and a deep knowledge of the project was required.•Two short workshops (6 days duration) 1. Training Course in Nicosia, Cyprus (from the 1st to the 6th of March, 2019)2. Training Course in Verona, Italy (from the 3rd to the 8th of November, 2019)Participants: four members of each country. The attendants have been chosen by the different countries according to their capacity and interest in the topic raised, thus creating very diverse professional groups; from technical profiles (such as architects and teachers) to highly creative profiles. The first workshop dealt with essentially technical issues as the organising institution was the Architecture Department of the University of Cyprus. Therefore, different design aspects in educational spaces were addressed, conferences and visits to the municipal Library of Larnaka, the newly built University of Cyprus (Nicosia), a primary school, a marketspace, a museum…In the second workshop, the participants had the chance to take part in very interesting activities such as visiting educational centres, attending conferences, participating in seminars on different themes organised by the University of Cyprus, brainstorm their expectations and concerns…In both workshops the activities proposed were extremely productive and useful as they have given a different insight about concepts related to the project, such as the use of different spaces and the implementation of new methodologies. Thanks to the different meetings and workshops, our Project has been shared at a regional and international level, as the information has been disseminated through social media and through our webpage. It must be highlighted some of the activities developed in our high-school (IES Enrique Tierno Galván) which are related to the project: Two formative seminars for teachers which are certified by the Valencian CEFIRE and the introduction of the Project-based learning methodology in the academic year 2019-2020. Furthermore, during the formative workshop in Cyrpus, the participants studied the building plans of a new school in Italy and some of the participants’ proposals are going to be taken into account. Moreover, thanks to the kick-off meeting, a collaborative relationship between the University of Cyprus and the Polytechnic University of Valencia was born. Last but not least, we have established a collaborative network among the different members and it is likely that we work together again in a new European project.

Since its beginning, the 3D printing industry has experienced significant growth, evident in Wohlers Associates’ yearly reports (Wohlers Report 2019 ISBN 978-0-9913332-5-7). Behind this growth is a talented workforce. But, as with most disruptive technologies, the sector growth happens much quicker than the pace of learning, leading to a talented workforce. This lag has created what is commonly known as the 'Additive Manufacturing (AM) Skills Gap'; the notion that there are simply not enough talented people to fill jobs and thus meet the needs and demand from the AM employers.To help fill the skills gap 3D printing programs at all grade levels need to developed and widely offered. This will open up jobs for educators who can teach the technical and business aspects of 3D printing.Regarding the skills that will be needed by workers in new age technology fields, there are three basic skill fields. First, there are cognitive skills, which include digital literacy, as well as advanced problem-solving and creative and critical thinking skills. Second, there are social and behavioural skills like conscientiousness, grit, and openness to experience. Third, there are job- or occupation-specific technical skills, in this case related to robotics systems and 3D printing.Thus skills and knowledge at the intersection of 3D printing and these areas will also be in future demand. In terms of education, jobs for educators who can teach such skills, both regarding 3D printing itself and interdisciplinary connection and intersections with other fields and subject areas, will become another emerging job opportunity. Such teachers will be needed in the Arts as well as the Sciences, and stay current with the latest trends and technologies that the various industries and fields will adopt.To achieve the project’s aims and objectives we will develop and produce a ‘3D Printing Toolkit’. The Toolkit will have 3 elements:1.INTRODUCING 3D PRINTING: The Partnership will produce a guide on how to introduce 3D printing in adult education e.g. type of equipment required, 3D printers ‘best buys’, how to virtual 3D modelling in a PC and how to export the models to the 3D printer how to maintain the equipment, where to buy the materials, general ‘tips on tricks’, links to support groups in Europe – this Phase of the project will include the development of an on-line ‘Support Group for Adult Educators’ whereby they can contact each other and support each other e.g. include best practice, good/bad experiences etc.2.TEACHING MATERIALS FOR TRAINERS: The Partnership will create a training programme on 3D printing for trainers, in order to provide them with the needed knowledge tools to develop a teaching programme on 3D printing in adult education.3.PROGRAMME ON 3D PRINTING, PEDAGOGIC GUIDE FOR TRAINERS: The Partnership will develop a teaching pack to enable adult educators to learn more about 3D printing and provide course materials for their adult students e.g. assignments, quizzes, general learning materials.The results of our THREE-D-Print project is to provide support for the educational and training challenges related to equipping the future workforce with relevant and needed skills to participate in the 3D printing revolution. The key focus of the project is on providing an entry-level, easily accessible courses that could motivate adults with fewer qualifications. In THREE-D-Print we see the (introductory) knowledge and (basic) use of 3D printing as a tool that can motivate, enable and empower adult learners. In terms of motivation and inspiration, it allows the user/learner to experience a rapid and easy materialization of the envisioned objects, it enables the production of parts that can be used in robotics training and ultimately empowers the user to master the skills that will be relevant and needed in the field of New Age Technologies. Finally, it can be used to foster creativity, innovation, experimentation and a DIY maker mentality that can be usefully employed in an entrepreneurial as well as an industrial setting.This is an important opportunity to give adult learners the expertise and competencies needed for societal development and individual development.We anticipate that over 1,000 institutions and adults will benefit from the outcomes of the project.

“Out of the Net '' is Strategic Partnership that aims at preventing the early school leaving through a new pedagogical methodology developed on strong and innovative socio-psycho-pedagogical bases to tackle a new facing problem in the society: Hikikomori syndrome. More and more of students leave the school not because of learning difficulties, but because of emotional, communicative and behavioural problems. The social withdrawal of the hikikomori is multifactorial and it is often connected with a perceived incapacity in dealing with direct social interaction. As identified by the researches, the withdrawal is gradual and is connected with the perceived social pressure toward assimilation to certain superficial values.“Out of the Net” aims at preventing the social withdrawal creating a model for a multidimensional educational intervention, involving all the social agencies: schools, out-of-the-school activities and families. The prevention has to start during the primary school period, in the years in which personality and social abilities are developing, to sustain the growth of the children. The project aims at training teachers in the use of teaching strategies that empower the social skills of their students aged 8 to 13.“Out of the Net” wants to prevent social withdrawal through a socio-psycho-pedagogical method promoting real-life group interactions, creating a relational environment in which everyone can express their personal potentialities and empower social skills. These processes will be supported by psychologists, teachers, experts, and the activities held with innovative tools, like art in every dimension, robotics and continuous stimulation in self-recognition. Through the project’s activities, the students will tackle the emotional, communicative and behaviour problems that could lead to early school leaving and will develop transversal competencies, knowledge and attitudes that will help them in achieving better academic results.Thus, the main objectives of “Out of the Net” are:a) Develop educational intervention for the aware use of internet and for the prevention of the Hikikomori syndrome and social withdrawal through creative and socializing artistic and robotic activitiesb) Train teachers and educators to identify the first signals of social withdrawal and to intervene to re-socialize the childrenc) Share good practices for the empowering of social skills and interests as a way to prevent the Hikikomori syndromed) Create a educational community through the alliance of school, families and associationse) Develop an international Network of educational institutions committed to prevent social withdrawal through creative recreational activities and educational community engagementThe project foreseen two training moments. The introductory training will give the participants an overview of the socio-emotional factors that lead to the social withdrawal and will provide information about the first signals and the possible answers. This first training will be addressed mainly to parents and representative persons from out-of-the-schools educational associations. Teachers will be more specifically trained in a second course on implementing educational activities of different types applying the socio-psycho-pedagogical approach of Out of the Net.A multiplier event in Bulgaria will disseminate the projects’ results to an international audience of policy-makers, decision-makers, university professors, school directors, teachers, parents, representatives of associations, etc.The outputs produced during the project will be:- Social, Psychological and Pedagogical approach to Hikikomori Syndrome Prevention in the educational environment- Out of the Net training modules- Out of the Net Community- Good Practices on Hikikomori Syndrome Prevention in the educational environment- Policy recommendation for the Hikikomori Syndrome Prevention in the educational environment- Parents’ guideline to hikikomori and social withdrawal preventionThe partnership of Out of the Net is composed by: Zespół Szkół I Placówek Specjalnych (Poland) CoordinatorAssociation ARID (Poland)Istituto Comprensivo di Bosco Chiesanuova - Polo Europeo della Conoscenza (Italy)University of Padua (Italy)Junta de Educacion Castilla y Leon (Spain)Panezys Provincial Educational Centre (Lithuania)Moscow City University (Russian Federation)KITE (Bulgaria)