<< Background >>After #MeToo movement across USA and Europe, the topic of gender based discrimination, sexual harassment and sexual assault becomes a hot subject in the attention not only of the public opinion, but to simple people around the world. The fact that 12 millions posts on Facebook in the first 24 hours referred to #MeToo movement and other 1,7 million messages on Tweeter from 85 different countries relied on the same topic proves that, the Hollywood phenomenon is very close with what a large number of persons are facing on the daily basis at workplace, at school, at university or in different other places.The lower numbers reported in the statistics proves that this remains a sensitive, if not a taboo topic, which can be explained by the fact that victims often feel shame, guilt, or fear of retributions. The low incidence of repercussions for abusers discourages the victims to report these cases. It is also shows a lack of knowledge and awareness among employers and victims on how they can prevent the phenomenon, change the attitude, and reduce its costs of all levels: individual, organizational, societal.Thus, the project aims to provide skills and knowledge for young people (aged 18-30) to prevent and react towards gender based discrimination, sexual harassment and sexual assault and for youth workers, trainers, counselors, mentors and volunteers who work with young people to assist them in dealing with the phenomenon and to ensure a safe environment where they can discuss this sensitive topic.The project #NOT ME has two categories of target groups:a) youth workers, counselors, trainers, mentors, volunteers working with young people, representatives of employers (young employees's mentors, supervisors, leaders) b) young people enrolled in a study program or an internship program and young employees, aged between 18-30 years.<< Objectives >>The main objectives of the project are :a) To raise awareness of more than 300 young people (aged between 18-30 years) on their level of exposure to sexual harassment, on the associated risks, behaviors and on the appropriate solutions for prevention and reaction, by developing an assessment tool for measuring gender based discrimination, sexual harassment and sexual assault, in 24 months of project.b) To provide youth workers, trainers, volunteers, counselors, mentors as well as youth skills, knowledge and effective tools to prevent gender based discrimination, sexual harassment and sexual assault, by elaborating a full highly innovative training package including the curriculum, the training contents and the methodology, in 2 years.c) To raise awareness on sexual harassment at workplace and to equip young employees aged between 18-30 years with skills and knowledge to prevent, to change the attitude, and to react against it, by creating an online course, during 24 months.d) To raise awareness of representatives of employers (as work place mentors, internship leaders) on their responsibilities, ways of actions, and ways of supporting young people employeed to prevent sexual harassment at organizational level, by elaborating a guidelines on this topic, during 2 years of project.<< Implementation >>In order to develop the project results, the consortium refers to the latest evidence based research and educational strategies in this area. This will ensure a functional pedagogical development of the training material, especially since members of consortium have successfully developed training material for youth workers etc., and youth in other European projects.The overall guiding framework to monitor the project will be based upon a Utilization-Focused evaluation approach (Patton, 2008). The main focus of this method is that the evaluation (internal) should be made by the their utility and actual use. The evaluation process will incorporate the monitoring of performance indicators together with continuous quality improvement (CQI) throughout the project. With this background in mind, the utilization of the theory of change will also be incorporated. This methodology explains how a group of early and intermediate accomplishments sets the stage for producing long-range results (sustainability) that is a main objective of this project.The following steps will be utilized:1) Input (month 1 – 4): Assessment Algorithm for Measuring Sexual Harassment - PR12) Activity (month 5 – 13): Elaboration of the innovative youth training package``How to say no! Prevent gender based discrimination, sexual harassment and sexual assault!`` - PR24) Output (month 14– 16): Elaboration and testing of the online course for the young employees ``Sexual harassment at work place`` - PR36) Output (month 17 – 20): Elaboration of the guidelines for representatives of employers ``Prevent sexual harassment at work`` - PR47) Impact (month 21 – 24): The project will have produced materials for a European training course that will equip youth workers, trainers, counselors, volunteers, representatives of employers and youth with the knowledge, skills and competences required to be aware, prevent and intervene in gender based discrimination, sexual harassment and sexual assault (further details about the impact, can be found in the impact section of the application).Strategic working groups: the partners will form a youth strategic working group in their locality, that could include representatives of NGO's, youth organizations, universities, employers, trade unions, professional associations, police forces and other relevant stakeholders. Partners will work with their groups throughout the project, using them for information, feedback and evaluation. They will also be useful for project results dissemination.Strategic networks: each partner will form a strategic network, which might be regional, national or international, for the purpose of disseminating the aims and the results of the project.<< Results >>The project expected results of the project are: - an innovative assessment Algorithm for Measuring Sexual Harassment, - an innovative training package piloted internationally and tested in each partner country (innovative curriculum, attractive training contents and materials and creative and interactive methodologies for face to face training) designed to cover necessary topics and subjects for youth workers, trainers, counselors, mentors, volunteers working with young people to learn how to help and support them to prevent and to react towards gender based discrimination, sexual harassment and sexual abuse,- attractive and innovative online course for young employees on preventing sexual harassment at work place, tested by 20 young employees from each partner country, - solid guidelines for representatives of employers on how they can prevent sexual harassment at work place and encourage young people to report it.- a short term joint staff training based on the developed curriculum, training contents and methodologies for youth workers and trainers from the 5 partner organizations.- 300 young people who will be aware on their level of exposure to sexual harassment, on the associated risks, behaviors and on the appropriate solutions for prevention and reaction, by applying an assessment tool for measuring gender based discrimination, sexual harassment and sexual assault.-20 youth workers, trainers etc. participant to the train the trainer ``How to say no! Prevent gender based discrimination, sexual harassment and sexual assault!``- 150 young people from all partner countries participating at local training courses on the prevention of gender based discrimination, sexual harassment and sexual abuse, in 10 groups of 15 people.-100 young professionals in the 5 countries attendant of the online course for the young employees ``Sexual harassment at work place``;- 50 representatives of employers that will study the guidelines for sexual harassment prevention in the 5 partner countries;- 380 participants to the 5 sexual harassment prevention workshops in the partner countries.The project ``Say NO to gender based discrimination, sexual harassment and sexual assault!`` will provide improved knowledge and skills, as well as new adopted strategies and attitudes of young people to prevent gender based discrimination, sexual harassment and sexual abuse in their lives in different contexts, well equipped youth workers and trainers with competencies, skills and knowledge on how to assist and support young people in their process of preventing prevent gender based discrimination, sexual harassment and sexual abuse, - well informed employers on sexual harassment at work place and appropriate actions that they can take to prevent and to reduce all its costs.The project results are highly innovative, actual, easily transferable to youth, youth workers and employers all over Europe.

"Video game for moral education and STEAM development (MORALSTEAM) – Erasmus+ project, that deals with a problem at schools, how to increase students' interest in STEAM items, educating universal values, necessary for successful further education, professional and social activity. The main goal of our project - to create effective open code tools for moral education and STEAM development for 10-14 y.o. pupils. Moral education is often mistakenly considered only as a set of rules and regulations, and taught in schools unattractive and boring. Introduction of educational computer games can be a useful tool in promoting learning within the classroom. That give improvement in motivation to learn, and a positive technological transfer of the innovation tool. Computer game for moral education put learners in the role of decision-maker, pushing them through ever harder challenges, engaging the player in experimenting with different ways of learning and thinking. During MORALSTEAM it will be created a video game - intellectual output, which would be reachable through the virtual platform (e-learning space). During the game children will collect value – points, will solve moral dilemmas related to STEAM themes, have the opportunity to motive classmates, to ask a teacher a question. The merit of the game – adaptation in moral education lessons, in class time, in social education lessons, as well as in STEAM lessons (nature, mathematics, IT, arts, etc.)The created video game have manuals - systematization of virtue (""Encyclopedia of value"") and research information about pupils knowledge. ""Encyclopedia of value"" is a list of values with descriptions, adapted to the understanding of the pupils, valuable to teachers, help to prepare for lessons, collect interesting material for children. The material is structured based on the principles of spiral and concentricity. The material based on a children's research conducted in the 3 countries, according to the recommendations of pupils, teachers and researchers, i.e. based on a common European approach. The manual is innovative, versatile, adaptable in STEAM subject lessons, moral education and other lessons, as well as in classroom lessons, in non-formal education.Research is applied to analyze knowledge and relevant moral dilemmas, that are universal for the pupils on each country of above mentioned age. Research results necessary for game content, and for measuring the changes of general competences of pupils.The created video game is based on the STEAM themes (with facts, questions, pupils choice, etc.), which are structured according to most popular topics in partner country (great need/lack of relevant information, data, etc.), and will increase interest and pupils level of achievement in science, technology, engineering, art and mathematics.The video game and material available for everyone interested in 4 languages: Lithuanian, Bulgarian, Italian and English.There are 4 participants from 3 countries (Lithuania, Bulgaria, Italy) in the project, working in different areas: organization of social projects for schools (association ""PLANET ALIVE"" - project coordinator, Lithuania partner), computer games creator (Tag of Joy JSC - Lithuania partner), science linked with human existence (ASPECT-MANAGEMENT AND INTERCULTURAL RELATIONS - Bulgaria partner), training center that strongly believes in and supports the innovation, modernization and internationalization of education (Erasmus Learning Academy - Italy partner). The partners interested in preaching of morals at schools also have different experience, useful for project accomplishment, total of 20 persons (scientists, programmers, project leaders, teachers, etc.).There are 3 transnational meetings provided for project planning, analysis of activities and development. Research is planned during the project (2 questionnaire, 2 times pupils and teachers survey), executed in 3 countries (Lithuania, Bulgaria, Italy), 9 associate partners schools, total of ~675 pupils and ~45 teachers. There are 3 conferences and 5 seminars/round table discussion planned for the project and created video game dissemination in all partner countries, in which will be invited interested institutions, which provides material/tools for educational institutions, department of education, delegate from associations (to help to disseminate, reviewers, users, etc. )The project includes 3 conferences and 5 seminars/""round table"" discussions to disseminate the developed tools for school pedagogues. About 200 participants-teachers, parents and 2000 pupils will play this game during test and dissemination activities. Main expected results – very high level of participating students and teachers positive ratings of the game and methodical material, and very high level adaptation of students‘ moral dilemmas in everyday life."

"1. ContextKnowledge and understanding of the 2030 Agenda for Sustainable Development and its 17 global goals is still insufficient among young people, and so is awareness of the duties and responsibilities that are implied by them. Young people will inherit this increasingly globalized and interconnected planet and will also be charged with taking better care of it than previous generations did. Online learning is highly suitable for SDG education, as it connects people across borders and continents thus fostering multiple perspectives needed to understand the complexity of the world in the 21st century. However, the Covid-19 pandemic, highlighted that most educational institutions and teachers are less than adequately prepared to deliver online and blended learning in a meaningful way. 2. ObjectivesThis project aims to:- Deliver a high-quality, inclusive, digital SDG Learning Platform focusing on topics related to ""Preserving the Planet""- Support teachers adapting to online and blended teaching using innovative online pedagogical methods and digital tools- Evaluate the effective use of various tools in online and blended learning3. ParticipantsThe primary participants of this project are the teachers who cater to students in the age-range 12-16. Many of these teachers urgently need the appropriate training tools which will allow them to be better equipped to handle blended and online teaching in the future. While the SDG Learning Platform will provide the teachers with an innovative digital resource which will facilitate SDG education, the tailor made teacher training tools will allow them to optimise the use of such resources and integrate various digital tools and pedagogies available and suitable for online and blended learning. 4. Description of activitiesThe design and delivery of an interactive SDG Learning Platform with a module on “Preserving the Planet” targeting the age-range 12-16 will deliver an innovative digital educational resource for teachers and students to use. The content of the module will be based on scientific data and evidence provided by leading experts in the various fields, while the presentation of the material will be designed by online learning pedagogues and communication experts. The Platform will be designed to support curriculum-focused learning, by mapping the modules and lessons of the course to the national curriculum of the countries involved. The supporting teacher training tools will be designed and delivered by leading teacher training experts and will be tailor made to the needs of the teachers having to incorporate the SDG Learning Platform and module into their teaching. The teacher training tools will be delivered in three formats: an SDG Learning Platform manual, a series of video tutorials and a series of best practice videos. An evidence-based research report will be published at the end of the project on ""The effective use of various digital tools in online and blended learning"" and will include a formative evaluation of the project impact on both teachers and students. This will take place in the form of quantitative and qualitative assessment. A best practice report on community engagement will be published at the end of the project and will include a selection of innovative ways for the students to take action regarding the SDGs within the local community. 5. MethodologyThe SDG Learning Platform will be built by IT experts, the content produced and peer-reviewed by experts in the field. The Teacher Training Tools will be designed by experts and will directly involve the participants in the testing and execution phase.The data for the research report and best practice report will be collected and analysed by experts resulting in the publication of open access final reports. 6. Results and impact- A fully tested open access SDG Learning Platform and module on “Preserving the Planet” (engaging 4000 students and 150 teachers).- Open access teacher training tools which will support and guide teachers in ways to engage in the online SDG Learning Platform (engaging 150 teachers).- The research report will be made widely available to the relevant and interested research communities and educational organisations.- The best practice report will be made available to the next generation of SDG Learning Platform participants and made available to relevant and interested communities.7. Longer term benefitsThe SDG Learning Platform and the module on ""Preserving the Planet"" and the teacher training material (manual, video tutorials and best practice videos) will be available free of charge to students, teachers and schools for at least three years after the completion of the project. The European knowledge network on SDGs for schools will continue to grow its membership over the course of the project period and strive to develop other modules on SDG relevant topics in the future."

<< Background >>Evidence that in the pandemic context inequalities in education have been exacerbated and that more flexible and inclusive learning paths are needed (EEA Communication, 2020) has pushed the LINK Partnership to be established, addressing in particular the needs of adults with behavioural and cognitive disabilities (AwBCD) aged 19-24. The need analysis undertaken through desk research and interviews pointed out that the completion of secondary education is a crucial and scary moment for AwBCD and their families. In front of them there is the risk of being excluded from society and from the job market. Secondary schools make a great effort to support the transition to the job market but many young adults with behavioural disorders and mild cognitive disabilities, despite having the potential for actively participating in the society and its economy, fail this transition. In this context, post-secondary and adult education can play a crucial role. It emerges however that only few adult education institutions and disability day care centers offer structured high learning possibilities to AwBCD that are generally limited to artistic and manual competences. The preliminary need analysis has highlighted the following main needs of AwBCD:- Have more and higher quality learning opportunities after secondary education - Increase their digital skills - Learn how to find a job, prepare for a job interview and handle emotion and communication - Learn with the support of digital tools that decrease the stress of the face-to-face interactions- Learn through innovative teaching methods that goes beyond the traditional teaching schemes - Increase their self-esteem, sense of initiative and relational skillsAn internal needs analysis has been conducted by the partnership (IT, PT, LT, ES, BG) through questionnaire and focus groups identified the following main needs:- Increase and make the training offer more digital, innovative and tailored for AwBCD- Increase the digital competences of their staff- Increase the capacity to work at international level and connect with adult educators and adult educator trainers across Europe- Raise awareness and share the best practices and success stories related to AwBCD inspiring AwBCD (and their families) to enroll in learning opportunities after secondary education- Inspire other adult education institutions to organize high quality learning opportunities for AwBCD- Prompt the policy makers to care and invest more on adult and lifelong learning opportunities for AwBCD<< Objectives >>Following the needs analysis, a major focus on the importance of fostering digital education seems to have emerged. The Digital Education Action Plan has indeed highlighted that “digital education should play a pivotal role in increasing equality and inclusiveness” and that after the COVID-19 crisis more than ever “being digitally competent is both a necessity and a right”. What seems particularly relevant for the purpose of this project and for the target group it addresses, as shared by the educators interviewed, is the role that digital tools and new technologies might have as a “mediating” tool to address their relational and learning challenges. The main aim of LINK is therefore to allow AwBCD aged 19-24 to develop digital and employability skills enabling them to actively participate in the society and find a job. The following objectives summarize what LINK wants to achieve:O1. Developing an innovative flexible modular curriculum on digital and employability skills tailored for AwBCDO2. Developing gamified and digital learning activities and materials adequate for AwBCDO3. Inspire and enable adult educators to organize high quality gamified and blended learning opportunities for AwBCDO4. Raising awareness on the needs and potential of AwBCD and the learning opportunities that can unleash it<< Implementation >>LINK planned activities are structured in order to ensure the achievement of the project objectives and are coherently organized into 4 Work Packages. WP1-Project Management is aimed at guaranteeing the smooth and efficient realization of the activities planned in the WBS. Periodical coordination meetings, collection of financial and supporting documents, constant tracking of the progress of the activities, prompt evaluation of the project result achieved will contribute to ensure that LINK is properly implemented.WP2-Preparation is aimed at awareness-raising and knowledge-spreading on the themes of our project. In particular, the following activities will be carried out:- An Open Web Conference on Gamification, Game-based learning and digital learning will give Adult Educators of partner staff, associated partners and stakeholders an opportunity to share and exchange experiences and best practices on the use of gamification and game-based teaching, creating a fertile ground and commitment towards approaching and introducing innovative teaching practices. - An Awareness Campaign will showcase success stories of AwBCD who managed to find a job and successfully integrated in the job market and in society, thus sensitising the audience towards the opportunities that innovative education paths may bring to social inclusion. WP3-Development of the Project Results is aimed at producing the main Project Results to develop digital and employability skills of AwBCD and enable Adult Educators of AwBCD to integrate the activities developed into their teaching practices (in particular a LINK Adult Education Course and LINK Handbook for Adult Educators). Besides this major intellectual work, the following activities will be organized:- A Training for associated partners in which partners’ staff who participated in developing the Course will showcase its use inspiring and enabling adult educators to implement in turn gamified learning activities for AwBCD- A Local Adult Education Course will be organized in each partner country to implement the curriculum developed empowering AwBCD to experience an innovative educational and training opportunityWP4-Dissemination and Follow-up will make wide use of online and offline media channels in order to share and promote the project results, increase their visibility to spread knowledge about LINK as far as possible and boost their exploitation, aiming at maximizing their transferability. In particular, the following activities will be organized: - Meeting with local stakeholders will be organized after each milestone reached, to promote and deepen their interest in the project activities and in turn boost the project visibility. - Creation of LINK Community of Practice enabling a cross-sectoral cooperation among adult educators, adult educators trainers, policy makers, AwBCD and their families, potentially giving birth to new projects and initiatives in the fields of education opportunities for AwBCD- One Multiplier Event targeting 60 people in each country aimed at increasing the visibility and advertise the outcomes of the project and in particular the two main Project Results, LINK Adult Education Course and LINK Handbook for Adult Educators, multiplying the possibilities for them to be exploited.<< Results >>The results expected to be reached are tangible and intangible in nature.The main tangible results are:- LINK Blended Adult Education Course on digital and employability skills with 6 learning Modules including Gamification and Game-based activities in 6 languages aimed at improving digital and employability skills of AwBCD- LINK handbook on digital and gamified learning activities for adults with behavioural and cognitive disabilities (Project Result 2) aimed at supporting Adult Educators of AwBCD to use LINK CourseThe following intangible results are expected to be achieved for adult educators (AE), AwBCD and partners:- Increased digital and employability skills (AwBCD)- Fostered ability to participate in the society and strengthen social relations (AwBCD)- Fostered employability and increased chances to find a job thanks to the awarding of microcredentials (AwBCD)- Capacity to deliver of LINK Adult Education Course with the support of LINK Handbook (AE)- Developed experience to provide a high-quality learning experience (AE)- Increased knowledge and competencies to delivered to deliver digital and gamified learning activities(AE)- Gained inspiration and shared best practices on the use of Gamification, Game-based and digital learning (AE)- Professional contacts and relations with fellow AE working with AwBCD in EU (AE)- Raised awareness on the needs of AwBCD and the learning opportunities that can unleash their potential (AE and AwBCD)- Raised awareness on the possibilities offered by digital education, Gamification and Game-based learning to address AwBCD (AE and AwBCD)- Increased ability to reach out for sharing purposes to stakeholders from various sectors (public, private, formal, non-formal learning, etc) (all partners)- Fostered cooperation, exchange of knowledge and capacity in the field of Gamification and integration of people with disabilities (all partners)- Gained experience in implementing and managing a KA220 Project for the 3 newcomers (Agrupamento de Escolas de Anadia, CEPA Teresa Enríquez, Maria’s World Foundation)

<< Objectives >>The overarching goal of this Project is to build capacity in effective communication between preschool and school teachers in supporting school inclusion of children and families experiencing disadvantages at preschool age through developing tools and guidance materials in the field of child development and transitions.<< Implementation >>•Developing multidisciplinary team with certified kindergarten and school teachers to work with children with disabilities • Developing strategy for safe and smooth school transition for children with learning difficulties and their effective inclusion for preventing their early school leaving and reverse them to kindergarten program • Developing individual learning plans for identified children together with the multidisciplinary team and parents<< Results >>•Developing kindergarten Program for 2024/2025 enriched with specific duties and responsibilities of a multidisciplinary team for provide safe and secure learning environment for school transition of children and their effective school inclusion •Mobilizing trained teachers and multidisciplinary team to support parents of affected children and to reframe parental meetings based on new transition Program•Developing supporting materials ( brochures, information materials for parents...)