<< Objectives >>The We Teach DATA project aims to enhance ISCED level 2 students’ key competences, STEM teachers' teaching competences and professional development, and contribute to the modernisation of the STEM education through the development, testing, piloting and promotion of a set of comprehensive innovative learning materials and trainings for teachers, with focus on data science and cross-curricular instruction. This will be achieved as a transnational collaboration between 7 partners from 4 countries.<< Implementation >>The activities will be implemented in WPs dedicated to: coordination and communication, monitoring, evaluation, risk management and budget control; development and conducting of a joint staff training; development, testing, digitalisation, translation and piloting of a School Box a Master Class for STEM teachers a Training of Trainers; and implementing a comprehensive sharing and promotion campaign. We will apply the principles of innovation development through co-creation.<< Results >>Apart from the tangible results from each WP, we expect to benefit 600 students at ISCED level 2, 30+ STEM teachers and 2500 key stakeholders (during the project lifetime only and many more afterwards). Some of the intangible outcomes are: enhanced key competences (digital competence: information and data literacy; communication and collaboration; digital content creation; problem solving), teaching competences, professional development, awareness levels, quality and relevance of STEM edution.

"The construction sector plays an important role in the European economy as it generates almost 10% of GDP and provides approx. 20 million jobs (see COM/2012/0433 final). In the same time Cedefop’s 2016 Skills Forecast suggests that employment in construction will grow during 2015-2025, Member States will need to replace an ageing workforce, around 1 mln. new workers will be needed by 2025. The ECSO 2017 report (Improving the Human Capital Basis) also identifies the major structural barriers in the area: Decrease in the number of young skilled workers and ageing workforce. The report underlines energy efficiency as one of the main drivers of skills development in the sector.All countries involved in the project (BG, SK, TK, AT) have a significant number of learners completing upper secondary VET schools and above average attainment rates. However, apart from Austria, data from different country reports (incl. CEDEFOP) shows that many of these young people meet difficulties in being employed in the construction sector according to their qualification. Therefore the project ""Transforming VET in Construction – Innovative Materials for Building and Energy Efficiency"" (BEE-VET) joins the efforts of eight organisations from four countries in order to address the highlighted challenges in the sector and to contribute for narrowing the gap between school and business with a focus on practical innovation-oriented learning by using of digital technologies.Through cooperation between VET schools (from BG, SK, TK), suppliers of trainings, literature and methodological guidance in the field of education (from BG and SK), leading companies oriented to R&D and advanced technologies (from BG and TK) and an university which is a pioneer in introducing innovations into education and training, the BEE-VET consortium aims to design, develop, test, validate, exploit, disseminate and sustain a set of interrelated innovative products with a sound effect both for the secondary VET and the construction sector, as follows:-Interactive training materials on green, sustainable and energy efficient construction for upper secondary VET students on the application of new and advanced technologies/materials in the construction sector, i.e. BEE-VET Digital Toolkit.-Methodological materials for VET teachers in specific vocational subjects providing guidance on the using, inclusion and presentation of the Digital Toolkit as an effective tool, supporting the modernisation of VET training programs in Construction and promoting the use of digital technologies in creative, collaborative and efficient ways, i.e. BEE-VET Teachers Handbook;-Concept for curriculum update based on the information from the four partners’ countries and EU best practices identified, as well as on the specific products prepared, mapping expected learning outcomes acquired by VET students in the field of Construction to allow their transnational mobility and recognition of knowledge, skills and competencies, i.e. BEE-VET Concept for Curriculum Update.A joint staff training is also envisaged at the initial stage of the project in order to allow VET teachers from partners schools to get acquainted with latest developments in the construction sector, existing know-how and R&D activities and the possibilities for their integration into VET. All results achieved shall be further promoted through an extensive dissemination campaign on national and EU level, which includes a major dissemination event in the end of the project for more than 200 participants from the relevant target groups, related to Construction VET.We plan to achieve our objectives over a 30-month project lifetime. During that period each of the outputs will be carefully tested and evaluated and all activities will involve thorough quality assurance. The project is expected to directly benefit more than 1000 individuals, to include VET teachers in construction, upper-secondary VET students in specialties in the field of Construction. The project is also expected to have impact on policy-making authorities and construction sector company mentors and workers that may benefit from the developed BEE-VET products and the proposal for a common approach in the field of BEE-VET.The impact we expect to achieve could be summarized as follows:- increased competencies to design structured, up-to-date and practical training materials in the field of BEE-VET fostering the use of ICT;- increased knowledge on how to build long-term education-business partnerships to foster economic prosperity (with a focus on R&D and innovations);- establishment of a common framework in the BEE-VET and recognition of learning outcomes and qualifications.The desired long-term impact of the BEE-VET project is to contribute employability at EU level and economic prosperity through increasing the attractiveness of VET in Construction."

<< Background >>The POSE project has been conceived in line with the Commission’s vision to achieve a European Education Area by 2025, where ECEC policy has a key role to play. In 2019, Member States adopted the Council Recommendation for high-quality ECEC systems stating that ECEC services “should offer a safe, nurturing and caring environment with a range of possibilities for children to develop their potential.”. In addition, it was highlighted that the enhancement of early years' curricula needs to nurture children’s wellbeing and ensure a balance in the provision of social-emotional and cognitive development, acknowledging the importance of physical activity among others.Spinal deformities are the most common health problem among young people in Poland, with up to 80% of school-age children being affected and postural defects occurring more frequently than other common conditions such as obesity. In Slovakia, the most recent screening (2019) revealed that poor posture occurred in more than 50% of the pupils studied, with deformities present in more than 30%. In Bulgaria, a project conducted by the Regional Authority of Health, which included free medical examinations, showed that abnormalities were found in 91% of the screened children, demonstrated by various forms of asymmetries which within a few years without countermeasures are likely to turn into permanent spinal deformities.From a health perspective, adequate physical activity in kindergartens can not only reduce the risk of obesity, but it can also promote bone health and facilitate psychological, social and fundamental motor skill development for preschool-aged children. However, as concluded by the Polish Supreme Audit Office in July 2020, schools in the country “fail to organise comprehensive prevention of poor posture”, “stakeholders are not aware of how important the issue is” and “these problems develop during the growth spurts – ages 6-7 and 12-16”. Moreover, in early 2021 Klett Polska conducted a market research that showed that more than 50% of the surveyed kindergarten teachers were interested in gaining competences on the topic of health at ECEC level, rather than any other of the suggested themes. During the COVID lockdowns, in Slovakia kindergarten teachers were mainly using educational materials created within projects supported by EU, but none of the published methodical and working materials focus on preventing postural defects through adequate physical exercises. The latest research of the Bulgarian Ministry for Education and Science (July 2021) shows that during lockdowns, only 11.5% of the kindergartens conducted any online activities. In addition, Bulgaria does not have any portal or database of digital resources and tools to support kindergarten teachers on any topic. Taking into consideration all of the above challenges and specifics, Klett Polska decided to form a transnational cooperation partnership of key stakeholders at ECEC level, i.e. academics (research and teacher training), kindergartens (where our target group and end beneficiaries are) and providers of education materials and resources for the sector (publishing houses), to address the following needs:-children (end beneficiaries) – high percentage of postural defects; -kindergarten teachers (direct target group) – lack of high-quality, innovative, digitally available, open access, free and relevant materials and tools to support teaching practices in the field of PE at kindergarten level with focus on postural defects prevention (also leading to lack of relevant knowledge, skills and competences); -partnership – need for transnational collaboration leading to expanding our own knowledge, expertise, markets and reputation (especially for newcomers to EU funding), as well as specific needs based on unique profile and background of each partner.<< Objectives >>To address the above challenges and meet the highlighted needs, we formed a transnational partnership of 7 organisations from Poland, Slovakia and Bulgaria (2 universities, 3 kindergartens and 2 publishing houses) that are actively involved in enhancing the quality of ECEC, with the ULTIMATE AIM to: *equip kindergarten teachers with the right knowledge, skills and tools to improve the physical education offer at ECEC level, as well as to mitigate the risk of postural defects among children. The above translates into 4 SMART project objectives as follows: *To develop an innovative methodology (POSE Methodology for Teachers) and equip at least 1200 kindergarten teachers with methodological knowledge and competences on the topic of postural defects among children and how these could be prevented through adequate physical education.**To launch a bespoke multilingual open education resource (POSE OER Platform) to serve as online digital repository for at least 1500 kindergarten teachers on the topic of physical education at ECEC level with focus on mitigating postural defects among children. ***To create an unprecedented training program (in two formats – face-to-face and distance learning online course) to equip at least 300 kindergarten teachers with practical knowledge and skills on how to effectively integrate specific physical activities mitigating postural defects among children within their everyday teaching practice.****To raise 1500 kindergarten teachers’ and key stakeholders' awareness on their key role in boosting healthy lifestyles and appropriate health patterns among children, and enhance their competences to deliver high quality, resilient and socially responsible ECEC.In the longer-term, we hope to:-enhance the methodological knowledge and competences of kindergarten teachers on the topic of postural defects among children and how these could be prevented through adequate physical education;-equip kindergarten teachers with high-quality, relevant and comprehensive resources to enhance the physical education offer in kindergartens-improve kindergarten teachers’ practical knowledge and skills on how to effectively integrate specific physical activities mitigating postural defects among children within their everyday teaching practice;-improve the health and wellbeing of preschool children;-raise the awareness on kindergarten teachers’ key role in boosting healthy lifestyles and appropriate health patterns among children (reached through promotion).*Targets: POSE project to benefit at least 1500 kindergarten teachers (during project) and 3000 – 1 year after the end; over 20000 children; 1500 key stakeholders.At European level we believe that our project (due to the good transferability of the core project results and a topic that is high on the agenda of many EU members) will contribute to:-adequate response of the ECEC sector to new contexts and societal challenges – in line with the overall aim to boost resilient education systems;-enhanced overall professional development of kindergarten teachers – in line with the sector-specific priority “to support teachers”; -enhanced quality and attractiveness of ECEC – in line with the sector-specific priority “developing high-quality ECEC systems”;-digital transformation of the ECEC sector – in line with the horizontal priority “addressing digital transformation”.At international level, the POSE project will contribute to achieving the key objectives of the European Education Area to lead the EU out of the crisis created by COVID-19 and towards a modern and more sustainable Europe which is fit to face the digital transition at global level. In addition, by enhancing kindergarten teachers’ competences to deliver high quality, resilient and socially responsible ECEC, we will also contribute to achieving the goals within the Fifth Dimension of the EEA – assure teachers have opportunities for professional development.<< Implementation >>The implementation of the POSE project is designed following best practices in project management, vast experience in development of education materials and resources, and of course in line with the rules and requirements of Cooperation Partnership projects under the Erasmus+ programme. What we feel is important to highlight for the POSE project is that the whole concept is built around the mutual understanding that in order to achieve wide enough impact and enhance teachers’ competence levels in a sustainable manner, it is necessary that we develop core project results that are with high potential for further exploitation. Our belief is that this can be realised if the materials and tools to support the ECEC sector are adequately designed, tested in different geographical contexts, quality assured internally, refined - based on target group’s feedback, piloted in practice among teachers outside the consortium and the children they care for on a daily basis (again in different geographical contexts), thoroughly assessed and validated by an unbiased external evaluator and promoted in a targeted and efficient manner that is in line with the scope of our efforts. To ensure that POSE’s aims and objectives could be achieved as planned, we have also envisaged a set of general activities, i.e., cooperation, coordination, monitoring, reporting, budget control, etc.In line with the above to achieve our objectives, we defined 5 key activity areas which contain various sub-activities leading to the realisation of specific results and outcomes. All planned activities and results are mapped into a logical framework that we believe will lead to enhancing kindergarten teachers’ competence levels in the field of PE at ECEC level with focus on postural defects prevention. A1 General project management and implementation (all activities in relation to administration, transnational cooperation, reporting, monitoring, quality assurance, coordination, setting up baseline and achieved competence levels). A2 Project Results Development* POSE Methodology for Teachers - Design (format, structure, layout, topic areas); Development of draft and final version, interrupted by Testing (online survey);* POSE OER Platform - Definition and design; Development of the alpha and beta versions (backend and frontend, multilingual functionalities, iterations) and creation of the videos (scenarios, scripts, sound tracks, subtitles, shooting, editing), interrupted by Testing (usability test of alpha version)* POSE Teacher Training - Design of (framework - structure, format definition, learning objectives, learning outcomes, methods for assessment, recognition arrangements, specifics in relation to the format of delivery); Development of draft and final versions - training session scenarios and scripts + curriculum, interrupted by Testing (internal demo).A3 Piloting – conducting online teacher training (PR3) via the POSE OER platform (PR2) among 300 kindergarten teachers in Poland, Slovakia and Bulgaria.A4 Sharing and Promotion of Results – to include various ongoing activities (described in section Follow-up), targeted events (Sections on multipliers), tools and channels.A5 External - subcontracted activities to support our efforts for further exploitation (professional translation and printing) and validating in an unbiased manner POSE’s approach, results and potential for impact and sustainability (external evaluation).<< Results >>The results and outcomes that we hope to achieve are:TANGIBLE:1.Three core Project Results in 4 language versions (ENG, PL, SK and BG):*PR1 POSE Methodology for Teachers - methodological guidance for teachers in kindergartens with focus on targeted physical education aimed at preventing postural defects among children (hard-copy and digital format);*PR2 POSE OER Platform – digital repository for kindergarten teachers serving as platform for the delivery of online distance format teacher training, host a library of practical demo videos with activities and exercises (developed under the project) and as a hub for free resources on physical education at ECEC level with focus on postural defects prevention;*PR3 POSE Teacher Training - training programme for kindergarten teachers to be delivered in 2 formats – face-to-face training in the form of workshop and online distance course to be delivered via the POSE OER platform, aimed at providing teachers with hands-on practical skills on how to deliver physical education at kindergarten level with focus on postural defects prevention.2.Five multipliers to share and promote the achievements and results.3.Supplementary outputs *2 reports on baseline and achieved competence levels of teachers pre and post exposure to the POSE results;*3 quality assurance reports – internal evaluation of PR1,2 and 3;*3 testing reports (for the 3 PRs);*3 piloting reports from Poland, Slovakia and Bulgaria on the exploitation of the Teacher Training via the OER Platform;*2 comprehensive external evaluation reports (mid-term and final);*5 newsletters;*1 project website and social media page;*numerous partners meeting minutes, agenda, surveys among partners, templates, internal progress reports, strategies and plans (to support monitoring, evaluation, sharing and promotion, sustainability), presentations.INTANGIBLE (awareness, knowledge, skills, competences, attitudes):1.TARGET GROUP (kindergarten teachers) and END BENEFICIARIES (children in ECEC):- KINDERGARTEN TEACHERS (through being directly involved in development of PRs, testing, piloting, or accessed through targeted promotion, or further exploitation of the POSE Project Results)*enhanced methodological knowledge and competences of teachers on the topic of postural defects among children and how these could be prevented through adequate physical education (1200 teachers receive hard copy of PR1 and many more access it via the POSE OER Platform);*open free access to high-quality, relevant and comprehensive resources to enhance the physical education offer in kindergartens (1500 teachers use the platform during project);*improved practical knowledge and skills of kindergarten teachers on how to effectively integrate specific physical activities mitigating postural defects among children within their everyday teaching practice (300 teachers trained during project).- CHILDREN (through being directly affected by the piloting activities or the further exploitation of the POSE Project Results*improved health and wellbeing of preschool children (more than 20000 children in Poland, Slovakia and Bulgaria)2.OTHER STAKEHOLDERS:-raised awareness on kindergarten teachers’ key role in boosting healthy lifestyles and appropriate health patterns among children (1500 key stakeholders).3.PARTNERS:-outcomes valid for the target group (Kindergartens)-increased capacity to cooperate at transnational level (especially valid for newcomers);-achievement of strategic organisational objectives (mission and vision), i.e., contribute to enhancing the quality of education (universities and publishing houses)-achievement of strategic goals with regard to their internationalisation strategies and European development plans in the area dedicated to working with teachers and trainers through transferring own know-how and exchange of best practices (universities);-expanded market (publishing houses).

<< Background >>Occupational safety and health (OSH) measure for Small and Medium Enterprises (SMEs) is often highlighted as an issue of great priority in the European Commission’s Strategic Framework on Health and Safety at Work 2014-2020. Particular attention has been given to the insufficiency of regulatory principles capable to monitor OSH right application in SMEs as well as in the lack of relevant expertise from the part of SMEs employers in successfully managing their labor activities and environment. In close correspondence with the EU’s demand to improve existing health and safety rules, the project BeSafe aims to stress the importance of OSH as applied in SMEs by improving the communication and applicability of relevant safety measures both for employers and employees.Growth and long last sustainability for SMEs can only be achieved through raising proper awareness concerning labor rights, relevant restrictions, and recommendations and it is in both employers' and employees’ mutual concern to remain consistent with that goal.In this regard the project SAFESENSE+ aims to:a) Communicate the growing relevance of implementing OSH measures for SMEs as a means to ensure their long-lasting durability and vital role as pillars of the European economy.b) Propose certain measures that can further pinpoint safety and health regulation within small enterprises as related to corporate performance and sustainability.c) Underline the fact that ergonomic, physical work complies with health and safety regulations that can further prevent labor accidents and improve labor quality and production.The participants are head administrators and employees of SMEs along with formal and non-formal stakeholders and practitioners, physiotherapist associations, and relevant collaborates working in the era of ergonomic therapy, labor union members and individual citizens, administrations, labor rights consultancy groups, any interested parties; additionally, in certain events will take part executive members of the European Agency for Health and Safety at Work for providing an up to date information on OSH as applied in SMEs.Concerning the overall impact, the BeSafe project is expected to create the framework for sustainable development and the right application of OSH by SMEs. Health and safety rules have to be grounded on steady democratic principles that take into serious consideration citizens’ rights and employability, accountability, civil participation, social justice that furthercontribute to Europe’s sustainable growth and development. Particular attention will be given to applying ergonomic labor methods as a means to improve labor conditions andensure labor quality and productivity.The project adheres to the international and European dimension of preventing labor accidents and further improving the implementation of health and safety measures for SMEs in Europe accompanied with specific impact on relevant decision-makers in embracing and further promoting OSH for SMEs.The project SAFESENSE+ stands particularly innovative in relation to similar projects undertaken so far by the fact that it concentrates on proposing actual, practical measures for keeping an up-to-date record of data of relevant incidences and accidences that happen in SMEs. Evidently, by now there is little work done in the field of tackling OSH as incorporated by SMEs - more specifically in relation to the specific measures needed for giving extra motivation to SMEs in order to adopt a humanitarian stance and behavior that adequately complies with EU’s main intentions for sustainable development.<< Objectives >>The second feature that gives the project a particularly innovative character, is the close focus on ergonomic practices as a key factor in sustaining and further improving the competitiveness of SMEs. Providing efficient and adequate ergonomic practices that correspond to the EU’s main objectives for healthy working conditions and respect of labor rights, can be regarded as the project’s great innovation and long-lasting contribution.As an experienced leading company in occupational health and safety consulting services and training, for LOT-CONSULT is of great importance to increase the awareness in this field, in particular risk prevention measures and practices embedded in the Small and Medium Enterprises (SMEs) for following-up of the procedures in cases of accidents and policies for keeping records, and documents inventory. Assigning the management and quality control of the activities in the scope of this project is a possibility for LOT-CONSULT to share risk prevention models and exchange experience in the field of occupational safety and health by implementing interactive learning methods through online training platforms. The interactive learning methods and training viа mobile applications would support the awareness through faster communication channels for a shorter period of time, compared to conducting of OHS training and events with the attendance of the participants, which will result in increased quality of education and training in Europe and beyond and reduction of accidents caused by non-compliance with the rules and regulations on Occupational Health and Safety.The coordinator LOT-CONSULT, which set out for this purpose, brought together the most experienced institutions in the field and the organizations that will make the most important contribution, after a long search for partners.Green work environments in the context of occupational safety and health are considered the workplaces in Small and Medium Enterprises (SME’s) that fully comply with the European OHS and environmental regulations. The occupational medicine services as risk assessment reports are based on conditions that the workplaces should meet, together with the physical, environmental factors, and electric safety that must be observed and assessed. The inspection body for the measurement of parameters of the working environment assesses either they comply with the EU standards for OHS – or not. In this sense, one of the goals of SMEs’ awareness rising through the implementation of interactive online learning is to point out the interaction between compliance with safety rules at work, the factors of the work environment, and the ergonomics of workplaces as three mandatory and indivisible conditions for ensuring OHS in green workplaces. Аlocation of investments in the field of interactive training and online applications will accelerate the process of expanding OHS awareness to SMEs, target groups and stakeholders in the project, through the organizing of suitable and accessible communication, ensuring their long-lasting durability of awareness as achieved goal in the scope of project implementation. Furthermore, the project implementation may result in the policy-making process, through the findings obtained, the contents created, and the needs analysis studies, which will help to synchronize the political framework with the new realities and current issues before OHS in Green Work Environments with a Sensitive Approach to Climate Change.<< Implementation >>As a partner mainly involved in the processes of project management, through prompt and regular cooperation with partners, LOT-CONSULT will ensure ongoing planning, implementation of follow up of the projects, and organized tasks, including preparation of communication materials, drafting of reports, scheduling virtual meetings and keeping records of the events with the results achieved. By provision of more learning methods and accessible training through online platforms will result in improvement of the traceability of health and safety measures in the SME’s. In the scope of training organized will be the rules and regulations of ergonomics practices at workplaces.The project management includes the implementation of the following activities: Identification of needs and planning: All project outcomes will be developed with the direct involvement of members of target groups, in all phases of the project. Financial management and budget control, organization interactive meetings via Skype/Zoom with the partners, budget control and quality control activities as monitoring project administration activities, preparing reports and questionnaires will be implemented.<< Results >>The SAFESENSE+ results and outputs will be transferable and adaptable in training institutions and public services around the EU since the Curriculum and Open Resource Toolbox will be developed based on the ECVET framework with specific units, descriptions of learning outcomes, and information about the level of qualifications, and ECVET points. This will secure the project’s multiplication and sustainability.The interactive online learning environment and mobile application will allow the users to access the full range of the digital training material of the project, including the online modules, and to fully use the interactive and collaborative tools, which will result in awareness raising on the important issues related to OHS.The policy-making problems, solutions, deficiencies, and strategies will be presented to policy-makers and decision-making levels in relation to policies for Occupational Health and Safety in the partner countries. The project results - findings obtained from the experiences gained within the scope of the project, the contents created, and the needs analysis studies - will be available to be taken into consideration during the policy-making phase.

"""Preparing primary teachers to lead inclusive learning"" (PRETTi) is planned as a 24 months project that combines the efforts of 7 organizations from 4 European countries with the aim to equip primary education school teachers to participate actively in fostering inclusive education and decreasing learning outcomes' disparities. Our main objective is to equip the target group with skills and competencies to identify learning difficulties, irrespectively of whether these are formally categorized as SEN, ""hidden"", or still to be analyzed by relevant experts.-Context/backgroundThe project idea emerged from the experience of the participating organisations gained from collaboration with primary school teachers. The reality in the classroom shows that there is huge disparity in learning abilities of pupils, as well as unrealistic ""screen shot"" and monitoring of SEN across countries. Identifying students with learning difficulties is a complicated process, which can be easily mistaken for state of misbehavior. Additionally, resource teachers and SEN experts are not involved in mainstream education, until a problem has been formally recognized and registered voluntarily by parents. Hence, the school teacher is expected to achieve standards and maintain high attainment levels, irrespectively of the variety of needs and abilities among children enrolled in mainstream school education.The PRETTi project will work to support the development of teachers’ competences in the field of learning difficulties identification through designing, testing and implementing a specialized handbook. This will be achieved through cooperation between the Bulgarian National Association of Resource Teachers, one of the leading providers of professional and methodological literature - RAABE Bulgaria, 2 primary schools from Bulgaria and Slovakia, 2 universities offering degrees in pedagogy and inclusive education from Spain (Cordoba) and Romania (Bucharest) and the Slovak Research Institute of Child Psychology and Psychology. The development of the Handbook will be complemented by testing, validation and exploitation through national focus groups, specialized training to ensure wider direct impact and further multiplication, an extensive dissemination campaign, piloting, as well as thorough evaluation. Results and impact envisaged:*PRETTi Handbook for primary education school teachers in 5 languages;*large-scope international dissemination conference;*joint staff training;- key results for the target group: increased knowledge and skills to identify “hidden” learning difficulties among primary school pupils; increased awareness of the impact of learning difficulties on attainment levels and behavioral patterns; increased competencies to foster inclusive education;- key results for partners: increased public awareness on the topic of learning difficulties identification and inclusive education; reinforced cooperation with partners from other countries; broadened knowledge and practice in the field of learning difficulties; improved positions among current and future target groups/clients/business partners/peer institutions.- key results for relevant stakeholders: improved awareness of the importance to cooperate in the process of early identification of learning difficulties at primary mainstream school level and to foster inclusive education; increased synergies between schools, specialised institutions, Universities, policy makers and parents on the topic of addressing learning difficulties.Potential longer term benefits:-children with learning difficulties and/or SEN will receive higher quality education, develop the maximum of their abilities and achieve learning outcomes to allow for successful personal and (at a later stage) professional development."