<< Background >>Even before the outbreak of the Covid-19 pandemic, the European Commission had indicated the need to speed up the transition of the Union's economic and social system towards two major objectives: environmental sustainability and social inclusion (E.C. in European Green Deal – EU's Industrial Strategy for a Clean and Circular Economy; A strong social Europe for just transitions-Commission’s COMMUNICATION TO E.P. on 12-2019/1-2020). These perspectives have been reaffirmed and strengthened by the Recovery and Resilience Facility (R.R.F.), the ambitious Plan of EU Commission (see the Political Agreement 18 Dec. 2020) that rests precisely on the assumption of a deep transformation: the resources will be allocated to MSs with a clear engagement in the two areas mentioned above. So, companies must be ready for the challenge. In the light of these considerations, this proposal is linked to the need to support the transformation of the European economic and social system. In the knowledge that Member States experience different situations (as will be extensively described in the following boxes), the project aims to support the elaboration of the Benefit Corporation business model, indicating by this comprehensive definition a business model which combines the goal of profit with the purpose of creating a positive impact for society and the environment (see for example: A. Friederik, Putting Benefit Corporation Statutes into Context by Putting Context into the Statutes, in Business Lawyer. Winter 2020/2021, Vol. 76 Issue 1, p109-150).The BCs operate in a transparent, responsible and sustainable way. In order to become BC, a company have to amend its articles of association, including in the object clause the aims of common benefit that it intends to pursue. This means that the company will not only pursue the profit, but also the specific purposes of common benefit that it has inserted in its articles of association. The pandemic showed us clearly what a BC can be: for example, BCs are those that produce or offer fundamental services for the community, such as the health masks. So, they are not only large companies, but also Small and Medium Enterprise. The Benefit Corporation can be placed at the crossroads between the for-profit and the non-profit: it is neither a social enterprise nor a non-profit organisation, but rather an evolution of for-profit business to take on the challenges announced from the European Commision and bring about common benefits for society and the environment. Until recently, the idea of a for-profit company pursuing social good at the expense of shareholder value had no clear protection under European corporate law, and certainly no mandate. Companies that believe there are more important goals than maximizing shareholder value have been at odds with the expectation that for-profit companies must exist ultimately for profit above all (see for example: N. Kurland, ESOP Plus Benefit Corporation: Ownership Culture with Benefit Accountability, California Management Review. Summer2018, Vol. 60 Issue 4, p51-73.). The transformation towards the new business model of Benefit Corporations can be achieved only through a deep evolution of Human Resources. However, while the skills and abilities of management roles are already being updated (e.g. see the synergies between Academia and Business that will be strengthened thanks to Horizon Europe), there is no adequate plan for training and updating the professional figures who will have to implement the transformation within companies (see for example T. Hogart, Skills for the labour market: EU Policies for VET and upskilling, European Parliement, IPOL- Policy Departement of Economic Scientific and Quality Life Policy- Sept. 2019).<< Objectives >>GENERAL OBJECTIVEThe project aims at developing the ‘Operation Specialist for Benefit Corporations’ Curriculum and linked training course within the context of the EQF and related processes for ECVET. The project intends transfer knowledge, skills and abilities to enable learners to work within a Benefit Corporation with operational tasks. The Course is addressed to vet learners and job seekers with EQF 4/5 qualification levels.This general objective responds to the key need outlined by the S4BC Consortium Organisations behind the proposal: to foster the cultural transformation of European business models through vocational training and skills upgrading actions.In order to achieve the general objective, responding to the general need identified at the basis of the proposal, the following specific objectives are identified:-Outlining the features of Benefit Corporation Model at States and European level in order to make Benefit Corporation a key player in the European economic and social system;-Defining the gaps of skills needed by the Benefit Corporation (with a focus on the operational dimension);-Sharing a methodology for building a vocational training path and related curriculum for Operation Specialist for Benefit Corporation;-Developing a Curriculum and related VET training path for Operation Specialist for Benefit Corporation; -Developing tools and teaching materials for the training course in Operation Specialist for BC;-Developing an 'Exploitation Strategy' to spread the Curriculum in O.S. for BC and related training path in EU dimension.<< Implementation >>Activities that will be implemented producing tangible results towards the achievement of the S4BC Project objectives:- ‘Analysis of Benefit Corporations evolution and fine tuning of training needs map’ (‘Production of Project Result n. 1’ led by Kaunas STP);- ‘Development of ‘Operation Specialist for BCs’ Curriculum and related vocational training course’ (‘Production of Project Result n. 2’ led by C.L. Adult Education and Training);- ‘Piloting and ‘Exploitation Strategy of new ‘Operation Specialist for BCs’ qualification’ (Production of Project Result n. 3 led by FCSVM; the Pilot Test is scheduled only in Italy and Portugal). -1 Internationalisation Strategy: plan closely related to the Exploitation Strategy (see the activity of P.of P.R. n. 3) led by ITE Network.- A ‘Short-term joint staff training events’ (the activity will take place during the Pilot Test of the Operation Specialist for BCs vocational training course and it will provide opportunities for tutors from the 6 VET Partners of S4BC to cooperate in training course and joint teaching activities with their peers. -5 Multiplier Events (one in each Participant Country). The following cross-cutting activities complete the activity plan:-1 Communication and Dissemination Plan for beneficiaries, target groups and all stakeholders led by ITE-Network;-1 Evaluation and monitoring Plan (led by MANRA).-1 Quality Plan: Quality Assurance of the S4BC project and its results is entrusted to the lead partner FCSVM.<< Results >>At the Outcomes level, it is expected that the project, thanks to the planned training actions, will generate a change in the corporate culture towards the Commission's objectives .Expected project results are:1)Analysis (and Workshop) on Benefit Corporation Model at EU level and a training needs map. The analysis aimed at examining how the BCs can become European key players following the European Commission Policies. The Document will contain: at macroeconomic level, a list of potential and positive spin-offs in line with the E.C. Policies; at educational level: a review of best practices and educational gaps of BCs.2) Training Course and related Curriculum of Operation Specialist for BCs: a Training Course consistent with ECVET System organized in Training Units and divided into Modules. Each T.U. will contain the training objectives and the minimum duration. From the methodological point of view, the training course will comprise indications on the knowledge, skills and abilities that each participant must acquire. The course will also include precise prescription on assessment of learning and related evaluation system. This comprehensive ECVET approach, based around developing and piloting units, learning aims and assessment criteria for the new qualification, is adapted to the local and national contexts within the partner countries. This will include engaging with the European Qualification Framework and the relevant National/Regional/Sectorial Qualification Frameworks to facilitate shared national and European level recognition of the qualification and support credit transfer between learners and VET institutions in the partner countries.In terms of training provision, although the contents will be the specific subject of the project activities, the Course will cover the follow 5 areas: a) Business organization of BC; b) Technical aspects of BC: implementation (with an outcomes-based approach), monitoring and impact evaluation;c) Legal aspects: juridical framework and quality standards.d) Strategic aspects of BCs: environmental sustainability and social inclusion, profiles and scenarios;e) European and International dimension: development of BC model at EU level and internationalisation of Operation Specialist for BCs.3)A clear and multimodal tools and teaching materials for Operation Specialist for BCs in 5 EU languages.4) 2 Pilot Tests with 30 participants (15 in PT,15 in IT);5)'Exploitation Strategy' to spread the Operation Specialist for BCs at EU level. In addiction: Internationalisation Strategy closely related to the Exploitation Strategy Linked to the main results, are expected:-Supporting VET learners within the ECvet system/increasing the transparency of the skills acquired;-Increasing VET local offer;-Increasing consistency between training needs and professional growth paths (reduction of mismatching);-Supporting the declination of the role of the Operation Specialist for BCs at national level;In addition to all of the above, the partners have developed a more complete Timeline with detailedinformation about activity, its responsible partner and providing information on the tasks to be carried out (job definition, competency analysis, translation, publication), taking into account the experience of partners. The document will also serve as an effective Project Management tool for partners to ensure that Milestones are reached on time. The timeline also shows the other project results:-1LTTA in order to train 14 Vocational Trainers; -1Communication & Dissemination Plan for beneficiaries, target groups and all stakeholders; -5M.Es. relevant for beneficiaries, target groups and all stakeholders;1-Evalutaion &Monitoring Plan

CONTEXTThe EU is facing several severe crises, such as the Covid-19 pandemic, the subsequent socio-economic crisis, the refugee crisis, and tensions between some of its Member States and third countries. To successfully deal with any crisis, ultimate victory is proof that Europe can successfully overcome any cultural or other differences between its people to become socially cohesive and resilient to meet current and new threats and challenges. Cultural diplomacy can be the vehicle leading to this victory, as it has the unique advantage of helping people to adapt more quickly to the demands of rapid change and the increased speed of change. Cultural diplomacy entails a type of public diplomacy and soft power that refers to the exchange of ideas, information, art, language, and other aspects of culture among nations and their peoples in order to foster mutual understanding and cooperation. The goal of cultural diplomacy is for people coming from a foreign nation to develop a rich understanding of one nation's ideals and institutions so as to build broad support for social, economic, and political goals. Cultural diplomacy is a course of action based on the exchange of ideas, values, traditions, and other aspects of culture or identity, to strengthen relationships and socio-cultural cooperation, to promote national interests and beyond.PROJECT OBJECTIVESThe first goal of the project is to enable children to become cultural diplomats so as to act as agents of change in order to build a socially cohesive and resilient Europe capable of meeting new threats and challenges. The achievement of the goal is based on the approach of cultural diplomacy, and the use of new technologies and innovative and creative methodologies, such as collaborative art-making, collaborative storytelling and poetry, and digital-cultural pedagogies. Another important goal of this project is to promote children's and teachers' training to improve their skills to become agents of the cultural diplomacy approach, in order to achieve the first goal of the project.PARTICIPANTSFour schools, two Universities focusing on teachers' preparation, two NGOs focusing on professional development, active citizenship, and other social goals across 4 participating countries: Cyprus, Spain, Greece, and Malta.ACTIVITIES AND RESULTSThe EURODIPLOMATS project will produce a methodological tool for the cultural-diplomacy approach according to a comparative analysis that will result from both teachers' and children's needs analyses in the participating countries, but also on the basis of the state-of-the-art analysis in each participating country. According to this methodological tool, the consortium will produce a Toolkit of Resources and Activities that will promote the objective of the project; that is children to become cultural diplomats to act as agents of change for a Europe of social cohesion and resilience which is ready to meet new threats and challenges. This Toolkit will be tested through workshops carried out with teachers and children 9-15 and then finalised. Partners will translate their own activities into their languages. As the project envisages the development of teachers' and children's competencies to work accordingly, a Teacher's Handbook and a Children's Handbook will be also produced in the English language, while including multimedia in the consortium languages. It is notable that a Group of Experts that will be created for the purposes of this project will contribute to the whole of both developing the methodological tool and the Toolkit of Resources and Activities, but also the Teachers' and the Children's Handbooks process by sharing their ideas and expertise, but also their evaluative feedback. A short transnational joint-staff training event will be carried out in Greece in order to provide the opportunity for teachers to be trained to use the project outcomes. All the project's products will be promoted through international and national multiplier events that will have the form of conferences organised by the consortium. The project's results will be disseminated through venues such as websites, social media, EU platforms, newsletters, publications, etc.TARGET GROUPSThe target groups in the life of the project comprise of children aged 9-15 and teachers working with children of that age. Apart from these direct target groups, the beneficiaries include also indirect target groups such as schools, children's associations, and organisations, policymakers, and educational stakeholders making decisions about school curricula, parents, children's curriculum developers, teachers training institutions, universities with pedagogical departments. BENEFITPromote, through cultural diplomacy, social cohesion, and resilience in Europe in order to become able to meet new challenges and threats. Raise children’s voices and active involvement in education via the innovative methodology of cultural diplomacy.

The project was developed by a broad partnership gathering together 6 educational institutions/ schools of different levels and 3 research and development institutions.All partners are involved in education and were challenged during the COVID-19 pandemic in their mission to provide inclusive education to different groups of children (also vulnerable ones), as well as support to teachers and parents while doing so. These complex challenges (related to connectivity, infrastructure, development of skills and networking for knowledge sharing) brought together the partner organization in a common action to adapt to the new challenges and bring innovation in teaching while using technology.The main needs collected during the project preparation (through questionnaires and interviews conducted by the Applicant) are:-Inappropriate IT infrastructure (devices and connectivity) at school, but mainly at home.-Lack of attractive and efficient digital resources, which could involved both students and parents in the learning process-Low level of involvement of students in the development of the content of digital learning resources.Direct TG: 130 professionals in education and 30 studentsGO: Improved access to high quality inclusive education through increased ICT competences among 130 teachers and 30 learners, development of innovative digital learning resources and extended adoption of open pedagogies and collaborative learning in education in 6 countries.In order to achieve this goal, the project will ensure the:O1. Development of relevant digital pedagogical and learning competences and skills for 130 professionals in education and of 30 students aged 12 to 16 y.o representing project partners in 6 countries through participation in a free, online, tailored training program developed during project implementation.O2. Increased use of collaborative learning strategies and open pedagogies in education through creation of digital, interactive and creative educational content based on attractive ICT, e-tools and open pedagogy approaches.O3. Increased capacity of project partners to better operate at local level, to produce quality results and to manage international projects while strengthening the public-private partnership created through the project.The project will produce the following outputs on the participants:-1 training manual and 1 e-Learning training course tailored on the needs of 130 professionals in education and 30 students-1 Digital and multimedia Resource Pack to facilitate the transition of teachers and learners from traditional education toward digitized and technoloy based -2 learning/teaching/training activities to accelerate learning for 18 students and 20 teachers-1 Tech Hub Youth Community created through the project-6 multiplier events organized in the partner countries to disseminate results and create the premises for strong partnerships at community level

<< Background >>Education systems around the world are facing an unprecedented challenge in the wake of massive school closures mandated as part of public health efforts to contain the spread ofCOVID-19.Governmental agencies are working with international organizations, private sector partners and civil society to deliver education remotely through a mix of technologies in order to ensure continuity of curriculum-based study and learning for all (https://unesdoc.unesco.org/ark:/48223/pf0000373305)School closures impact not only students, teachers, and families but have far-reaching economic and societal consequences.School closures in response to the pandemic have shed light on various social and economic issues, including student debt, digital learning, food insecurity,and homelessness, as well as access to childcare, health care, housing, internet, and disability services. The impact was more severe for disadvantaged children and their families, causing interrupted learning, compromised nutrition, childcare problems, and consequent economic cost to families who could not work which resulted with Unequal access to technology, Unequal access to educational resources, negative impact on student learning outcomes.In response to school closures, UNESCO recommended the use of distance learning programmes and open educational applications and platforms that schools and teachers can use to reach learners remotely and limit the disruption of education (https://en.wikipedia.org/wiki/Impact_of_the_COVID- 19_pandemic_on_education#Online_learning).The COVID-19 pandemic has also triggered many changes in K-12 education—some major, like learning remotely from home, and some minor, like sitting farther apart on the schoolbus. While most students have had routines interrupted, the children perhaps most affected by that disruption are special education students. Teachers and parents of special needs children have struggled through a trial-and-error process to find what works—and what doesn’t—to encourage their children to engage with virtual education and/or in-personeducation that looks much different than it did before COVID-19.With the pandemic period and the start of distance education, student activities shifted to distance education. By working with SEN students not only individually but also in the classroom, education has become much more difficult not only for older children but especially for primary school children and SEN students. It is the aim and aim of this project to enable teachers (working with SEN students with SEN students in the classroom and working teachers in general) to diversify their subject, making it attractive and interesting. It is the teachers who will be involved in this project and after the project will be able to create interactive lessons tailored to the students, their ability, the current health problems. The working teacher knows the current situation best, therefore, by being able to modify the tasks and activities, the educational process will be more interesting and attractive for the student.That is what our project adresses.<< Objectives >>The project idea completely corresponds with the chosen priorities.The problem this project addresses is of great importance not only in the partner countries, but for many others outside the partnership. During the time when the whole world suffersthe COVID pandemia and milions of students, their teachers and families need to adapt to the specifics of the new (online) educational environment, this problem affects them all, andnot only academically, but also in emotional, behavioural and social aspects.The two priorities chosen correspond to the latent needs of teachers during the pandemic that have been detected as following:1/Supporting Teachers And School StfaffThe current technologies that could be used for educational purposes have the great potential to meet the learning needs of children with learning disabilities. However, it is a common finding in many of the research papers about teachers and teacher education (including the results of survey conducted by partners during the preparation of this Proposal) that teachers have insufficient competences to integrate these technologies into the learning environments and need further support in this regard. Primary school teachers and SEN teachers (both groups are entitled to provide extra support to students with learning difficulties in the online education period) even more need to meet and assimilate innovativepractices through current technological tools and resources, and to produce high quality digital educational materials themselves. Therefore, the integration of digital tools and resources into the learning environments for children with learning disabilities will be the focus of this project by empowering innovative practices through current technology.2/ Development of key competences The word “competence” means a mix of knowledge, abilities and attitudes: you are “competent” if you are able to act well in a certain situation. To be competent does not mean solely to know something or to have some notions about some topics, but also to put into practice the knowledge in a given context and situation. The European Union has identified 8 Key Competences that enable every citizen to adapt to changes of society. They are important for the personal fulfilment and development, for the working life, for studying and learning new things. Digital competence, which is one of the eight key competences , involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT). According to the Digital Agenda Scoreboard 2015, 40% of the EU population has an insufficient level of digital competence, including 22% who do not use the Internet (https://www.schooleducationgateway.eu/en/pub/resources/tutorials/digital-competence-the-vital-.htm). Of course, with the time these numbers have changed, but the percentage of those with insufficient level of digit competences is still high, especially in older generation. (and it is a fact that considerable number of teachers are 40+). The teaching professions face rapidly changing demands, which require a new, broader and more sophisticated set of competences than before. The ubiquity of digital devices and applications, in particular, requires educators to develop their digital competence. Another document - the latest OECD’s TALIS study (https://www.oecd.org/education/school/talis-2013-results.htm) showed that 18% of trainers and teachers feel that they need more development of ICT skills for teaching. This need undoubtedly has increased during the last few months because of the COVID-19<< Implementation >>The work-plan is organized on a 24 months basis with clearly structured work programme. A lot of preparatory work was done before the application submission: tasks and responsibilities were discussed and agreed, and the time band for their realisation was scheduled. Although each activity will be led by one of the partners, all partners are responsible for the realization of all project activities in their country and have agreed to provide support to each other at any stage of the development and implementation of the project activities; in the realization of dissemination and evaluation of the results.Partners agreeed to apply the following methodology in order to achieve the project objectives and to deliver the planned results:1/ Translational project meetings - four project meetings, 2days each with 2 representatives from each partner institution. The places, the time of the meetings and the main objectiveshave been agreed. At the kick-off meeting the coordinator will explain all administrative and financial process requirements to the partners; will be presented templates of reporting documents. 2/ Communication - during the preparatory period it was done via emails, WhatsApp, Meet Google platform and phones when necessary. These channels will be used during the project period, too. A common space will be created on one of the available platforms (GoogleDrive, HiDrive, or any other similar) where all relevant information and materials will be stored. 3/ Monitoring and Evaluation - the project progress will be continiously monitored and evaluated internally. Evaluation and quality assurance provided by responsible partner (KPDoNE) will assist the coordinator and enable partners to continously optimizing the activities and results. Relevant tools will be used - questionnaires, interviews with target groups' representatives, tepmlates for reporting project progress, dissemination activities, etc. 4/ As a key element of the project's visibility and sustainability, dissemination activities will be a focus area within the project's duration in order to promote the project's ideas, activities and results, as well as the completed project outcomes and their future exploitation. Dissemination leading partner – ITE (P3), will present at the kick off meeting the GeneralDissemination Strategy, and when approved, it will be base for development of the national dissemination plans. Partners will identify the most effective dissemination channels to promote the project in their own cultural context. The dissemination activities will include: creation of the project visual identity (project logo, website, FB page); promotional materials –brochures, posters, flyers, etc. Multiplier events will be organises in each partner country to present project outputs and extent the impact. Two dissemination reports – at the end of the each project year. 5/Two intellectual outputs: DIGIT4SEN Instructional Guide, based on the research and analysis of the needs of the target groups (which was started during the preparation period); e- Learning Training Course for teachers and SEN staff; Trial training and preparation of number of digital educational materials (Pool of materials). All materials will be available in all partner languages and in English. For the development of the intellectual products, the different profiles of the organizations participating in the project have been taken into account,although all project partners will be involved in the development and decision-making of each intellectual result.6/One joint staff training, hosted UAB “ERUDITO” in Kaunas, Lithuania. 7/ Trial training Course (as part of the O2)group of teachers/SEN staff (at least 25 per country) will take part in the trial e-Learning course. Based on their feedback, as well as ofthe feedback of the trainers will be made necessary amendments in the content in order to improve the product and 8/ Pool of digital educational materials ( O3)<< Results >>The main project results will be:PR1_DIGI4SEN Instructional GuidePR2_E-LEARNING TRAINING COURSEPR3_ DIGIT4SEN digital libraryThere are some more results that the partnership expects to be achieved:TANGIBLE:* Project Visibility (logo, Website and FB page) – the logo will be chosen by all partners (via election) among suggested by partners logos; it will be an obligatory attribute for all project documents, materials, promotional items, delivered within the partnership, to the target groups,stakeholders and large public; Project Website and Facebook Page - will be created by IT-World.BG and will be maintained in collaboration with all partners. Each partner will be responsible for publishing information about the project activities in their country, links to the project materials in their own language, other interesting and useful topic related materials/links. The website and FBpage will be used as a place to share participants' feedback, ideas and recommendations, questions, etc.* General Dissemination Strategy - will be developed by the responsible partner (ITE, Spain) and based on it national Dissemination Plans will be prepared. Each partner will use their own sources, contacts, local partners, and dissemination channels they find the most appropriate in order to reach as wider audience as possible. Two dissemination reports, prepared by the leading partner: one – at the end of each project year, and will be added to the Interim and Final reports, respectively.* Informational and Promotional Materials (flyers, brochures, posters, leaflets, press releases, etc.) – Some of these materials will be prepared by all partners collaboratively, translated into national languages and used locally; others – each partner will prepare independently, according to their specific needs.* Multiplier events – at the end of the project period with at least 220 participants altogether.* Evaluation Strategy and Plan – most of the aspects discussed and agreed during the preparation phase. There will be 5 groups of Evaluation reports: 1) After each project meeting; 2) After the LTTA; 3) Regarding the project process, organisation of the work/events; quality of the materials/Outputs; 4) Regarding effectiveness of collaboration within the Partnership. All reports will be prepared by the leading partner based on partners/participants feedback, and presented to/shared with all partners; 5) Regarding the quality of the training materials* Interim and Final Reports covering the requirements of Erasmus+ administrative and financials rules.INTANGIBLE:* Increased awareness among teachers, parents and society in general about the importance of the principals of inclusive education, opportunities it gives to all children, and benefits it brings to all learners, and to the society in long run.* Improving teachers’, and SEN staff's professional competences regarding the specifics of the online teaching and teaching/supporting online students with SEN; provoking their wish to be more attentive to children's difficulties and needs and to seek new innovative approaches for teaching in the situation of the inclusive virtual classroom which undoubtedly will lead to easing pupils' adaptation to an unusual learning environment and to increasing their academic achievements.* Development of national and international network of specialists, Universities, educational authorities, teachers, SEN staff who can work together, sharing knowledge and experience in order to find the best way for providing all children the chance to reveal their full potential (which is one of the fundamental principles of the inclusive education).

"<< Background >>The project SIMPL4ALL intends to respond to the needs of the participating Organizations and, through them, to those of the main target group: young people, between 14 and 21 years old, with disabilities, learning difficulties and disadvantages, which prevent their full personal and professional fulfilment. The Consortium, committed in many ways to SOCIAL INCLUSION, is represented by 8 Partners from 6 different countries: Italy, Austria, Belgium, France, Slovenia and Spain.> THE PARTNER ORGANIZATIONS 'NEEDSThe emerging need is to enhance and make the VET system more attractive, transforming it from a ""second chance"" to a land of opportunities for all. The project carries out three main types of coordinated interventions : 1. Upskilling for teaching and support staff, with the use of more participatory methods and the enhancement of ""learning mediators"". SIMPL4ALL works on the new methods and tools that the European Agency for Special Educational Needs and Inclusive Education (EASNIE) outlined in the Position Paper on Inclusive Educational Systems for the training update of sector operators. 2. Stimulation of the use of digital, through open, accessible and inclusive ""user-centred"" resources, enhancing the potential of technologies for teaching/learning (trainers will be invited to use the SELFIE tool as a preliminary self-assessment) 3. Promotion of networking, locally with Services, Associations, Families, and internationally, through the sharing and exchange of protocols and best practices, to face educational challenges and the digital transition.> THE TARGET GROUPS NEEDSThere are two target groups: staff engaged in training and socio-educational activities and young people in the 14-21 age group. In the previous section, we pointed out the professionalization and training needs of the staff engaged in inclusive education. Conversely, the needs of young people at risk of exclusion and marginalization are the following: 1. the reduction of obstacles that prevent people from contributing with their resources and abilities to social and democratic life, in different community contexts: school, vocational training, labour market, peer group. 2. the diversity enhancement, because diversity has not to be stigmatized and ""trapped” in special categories or classes, but accepted. SIMPL4ALL, reversing the paradigm of SPECIAL EDUCATION, claims that not the needs, but the PEOPLE are SPECIAL. We are all SPECIAL, nobody excluded. Everyone has the right to simply satisfy the need to learn, interact and feel good, according to their own capabilities. The project SIMPL4ALL promotes the active participation of the young, both in the research for the production of the materials and the piloting. In particular, the focus groups with advocates lead to building resources that respond to the needs and requirements of the end-users. A quick guide is devoted to Peers: young people, often with disabilities or learning difficulties, acting as informal mediators in the learning process. Furthermore, students will be the protagonist of VET Video Modeling in professions and trades. SIMPL4ALL will collect the end-users feedbacks (in terms of accessibility, usability, usefulness ...), thus contributing to the final implementation and product validation. Different needs and learning contexts require personalized and individualized tools. Therefore, the learning mediators' training focuses, more than on the product itself, on the use of simplified language in inclusive teaching/learning, as a METHOD which is easier to adapt and apply to different contexts and learner’s characteristics.<< Objectives >>> THE SPECIFIC OBJECTIVESThe objectives to be achieved, through the activities of the project SIMPL4ALL, are:>> contributing to inclusive learning, based on the paradigms of the pedagogy of mediation (Vygotskij, Bruner, Feuerstein) and pedagogical activism (Dewey, Montessori, Decroly)>> promoting the digital transition, guaranteeing opportunities, inclusion, sustainable growth and resilience>> increasing the attractiveness of VET, introducing methodological innovation and new tools to facilitate learning ""so that no one is left behind"".This will happen through:a. the creation of accessible teaching tools and materials, suitable for the characteristics, methods and speed of learning of everyone, promoting the participation (according to the possibilities) and protagonism of the learners;b. the qualification and development of enabling skills in the 'inclusive learning mediators', even in non-formal contexts.c. the participation and advocacy of end-users in the construction of ""tailor-made"" teaching materials.SIMPL4ALL, in line with the CEDEFOP’s TEL-Toolkit (Toolbox to prevent early school leaving), and with the priorities set out in the VET (see webinar: Making excellence inclusive: towards a new Cedefop survey of VET teachers and trainers - Feb. 2021), specifically:- Promotes VET excellence, through the training of trainers in inclusive teaching (LTTA 1 and 2);- Supports learners, who are marginalized and at risk of school leaving, by creating inclusive and participatory learning environments (INVOLVEMENT OF BENEFICIARIES IN THE TRAINING NEEDS ANALYSIS, TOOLS SET UP AND PILOTING);- Enhances digital transition, a necessity imposed by Covid-19, but also a great resource for teaching/learning (THE PORTAL WITH TOOLKIT AND RESOURCES).<< Implementation >>During the SIMPL4ALL 30 months' project lifespan, the 8 Partners, each one with specific tasks and responsibilities depending on the technical characteristics and experience gained, will implement the following ACTIVITIES AND INTELLECTUAL OUTPUTS:- Activation of focus groups with the final beneficiaries for the co-definition of educational paths starting from needs (self-advocacy as a tool for self-representation and self-determination)- IO1 Simplified language instruction Manual: the creation of an operating manual for the production and implementation of texts written in simplified language, suitable for the largest number of users- IO2 Pedagogical Toolkit: EtR EtU teaching materials for different types of students, mainly in the 14-21 age group: E-books, practical tips, examples of lessons with exercises- IO3 Pedagogical Mediation for inclusive education-instructions for use (with Quick Guides on the use of materials and tools for formal and non-formal learning mediators and a specific section on cooperative learning and peer mediation)- IO4 Realization of 6 video-modelling in the technical-professional sectors of interest (working in the office; working in the green; working in catering)- 2 LTTA events for the training of staff facilitators on simplified language and the use of the materials produced, which will be held at the University of Maribor in Slovenia and Mons in Wallonia, before the start of the piloting- Product testing in 6 Countries- Dissemination events, both in physical and virtual mode.The end-users of the products, as well as the wide network of the Associated Partners, will be directly involved in many research activities, preparatory to the realization of the Guides, as well as in piloting and dissemination.SIMPL4ALL, to support the synergic use of resources and the sharing of strategies within the Partnership and associated partners, will also implement:. An Action Plan. A Quality and monitoring and evaluation Plan, with tools and metrics for collecting and evaluating feedback. A Communication and Dissemination Plan, fostering a coordinated image and communication strategy, responsive to the needs and characteristics of the stakeholdersThe choice of channels and communication and dissemination plan responds to two strategic objectives:1. “SIMPL4ALL goes DIGITAL”, promotes teaching/learning materials made with new technologies, in compliance with the accessibility and usability standards of the Universal Design;2. “SIMPL4ALL goes GREEN”, through the digitization of materials, puts into practice the ""zero paper"" policy, minimizing paper waste and thus contributing to the responsible consumption of resources.<< Results >>At the end of the project, the following RESULTS AND IMPACT are expected:- Increased knowledge of the models to design inclusive learning, of the references to active pedagogy and mediation, of the tools and methods for the creation of texts in simplified language- >40 participants in self-advocacy groups in different countries for the co-definition of learning objectives and issues to be addressed- >/=20 process facilitators able to create texts in simplified language and use the materials and models proposed through the short-term joint transnational training- Free didactic material, written in an accessible format and simple language, in 6 European languages for end-users, downloadable from the project website- Quick guides on the method and materials produced, disseminated in the languages of the partnership and English, dedicated to the widest range of formal and non-formal learning mediators- Products testing, with the involvement of >/=250 users (including learners, teachers and informal mediators)- Dissemination events with an audience of>/= 450 participants at the European level, between physical and virtual events.The change from the starting situation to the one at the end of the project will be measured starting from the ""baseline"", consisting of the desk research on the educational systems in the partner countries and the strategies to respond to the so-called ""special educational needs"". Some stakeholders will be interviewed before and after the experimentation interventions, in the different territories.The qualitative and quantitative collected feedback will be used for the Sustainability Report, feeding the Final Evaluation of SIMPL4ALL."