<< Objectives >>The project aims to train youth in Italy and Lithuania on the principles of Urban Regeneration. Through Walkscaping, they will understand urban transformations in different European contexts, learn to design and realize grassroot practices of urban renewal. The project will also: consolidate a practice of non-formal education on Urban Regeneration (i.e. Walkscaping); promote transnational cooperation on Urban Regeneration between Parma and Kaunas;spread small-scale practices of Urban Renewal.<< Implementation >>The project will put in practice Walkscaping in Parma and Kaunas, involving local youth into rethinking their cities. Partners will draft a Handbook serving as a learning output and as the basis for the realization of activities, whose results will be shared with local stakeholders to inform project design and policy recommendations. Trained youth will disseminate what they will have learned through exchanges and Training of Trainers. Further dissemination value will come from an online portal.<< Results >>50 participants in Parma and Kaunas will be trained on the principles and practice of urban renewal. Many more will be targeted as indirect beneficiaries of the project.The corroboration of Walkscaping as a methodology of non-formal education. A Handbook, a Dossier showcasing results and an Online Platform will provide the tools for its replicability in different European contexts and by different actors.Policy recommendations and project design to inform local advancements in urban renewal.

<< Objectives >>In 2021 the European Parliament called for research on sheltered workshops to support compliance with EU and United Nations inclusion targets. Include³ will, in an inclusive and co-productive process, develop resources and a curriculum to create individual pathways for people with intellectual disabilities from targeted vocational and educational training into sustainable employment and decent work, thereby contributing to inclusion by linking sheltered VET more strongly to labour market needs.<< Implementation >>Based on a curriculum for the Include³-method, career guidance professionals working in or for sheltered workshops will engage in seminars with people with intellectual disabilities, employers and the workshop’s vocational education and training specialists. The aim is to personalise vocational training so that a tight fit with labour market needs is achieved. Piloting and evaluation of the seminars will ensure that the method can be established sustainably in different European countries.<< Results >>Include³ will result in the development of a process to harmonise sheltered vocational education and training with individual needs, capabilities and aspirations of people with intellectual disabilities and with labour market opportunities. A curriculum and resources available through a fully accessible web portal will ensure the applicability and dissemination of this process, so that vocatioal training sheltered workshops can better contribute to the target of labour market inclusion.

<< Background >>Ensuring that all students reach their full potential in accordance with their abilities is vital for the sustainable evolution of every society. According to the EU policy framework (ET 2020) in regards to education, it is a top priority to establish effective educational practices in order to maximise productivity and continued innovation. Future professionals need to acquire skills and knowledge as effectively and efficiently as possible in the current education system so that Europe continues to evolve and expand advancements. Educating gifted and talented pupils is crucial as they could potentially be the future eminent path breakers and innovators (Subotnik & Rickoff, 2009.) In a survey that took place in the UK by Ofsted (2013) it was found that the most able pupils were not achieving their potential in over 40% of the participating schools. According to the National Association for Gifted Children (NAGC), underachievement (a discrepancy between ability and achievement) of gifted and talented pupils is a common phenomenon at a global scale that needs to be addressed. The main potential causes are:-lack of interest in curriculum due to lack of challenging and engaging material;-low teacher expectations;-lack of opportunity to be recognized due to disadvantaged background;-psychological/social issues as well as undiagnosed learning disabilities;This project aims to tackle the issue of underachievement of talented and gifted pupils by addressing each of the risk factors. In addition, teachers need to feel like their time is well spent in order to get the most out of it for themselves and their students. In addition to their limited time, the pressure to learn new teaching strategies that speak to the new and higher demands of the system, puts more emphasis on critical thinking and problem solving as opposed to rote-based learning (Meador, 2020.)Studies in this field have clearly shown that the “gifted” pupils population has specific needs, requiring specific teaching methods and a tailored challenging learning environment. Current researches (Khalil & Accariya, 2016; Keren & Hamovitz, 2020), show that teachers dealing with gifted and talented students should possess the following qualities:Awareness of the cognitive and affective needs of gifted and talented students.Knowledge of instructional methods appropriate for highly able learners.Ability to impart intellectual curiosity and enthusiasm for learning to students.High level of energy, enthusiasm, confidence and resourcefulness.Willingness to seek experts to supplement the program where additional expertise is needed.Ability to organize and manage instruction to provide for a balance of structure and flexibility.Openness to innovation and acceptance of divergent, creative thinking.Ability to facilitate students' independence and development of personal responsibility for their own learning.Willingness to pursue training for needed professional understanding and competence.GATE responds to these needs as further research will lay the foundation for the understanding of the gifted classroom teachers' effective and meaningful characteristics. Furthermore, research will emphasise the way of tracing and selecting those teachers and the gap needed to be closed in order of bringing them to full effective performance in the classroom.Lastly, this issue is more relevant than ever in the context of COVID19 and its aftermath. The digitalization of education in multiple countries has had a great impact on the effectiveness and efficiency of traditional teaching methods. Andreas Schleicher (2020) asserts that knowledge loss leads to skill/productivity loss which implicate negative economic consequences for future societies due to the effect of COVID19 on education. The need to accelerate and effectively and efficiently enhance the abilities and skills of the most able students is essential in limiting the negative effects of COVID19 on future societies.<< Objectives >>The project “Teachers Training Programme for Supporting Gifted and Talented Students” (GATE) aims to enhance the competencies and skills of primary education teachers to help gifted and talented pupils (age 8-11 y.o.) develop their full potential and thrive. To achieve this general aim, the project will reach the following specific objectives: 1. To design an innovative teaching methodology supporting gifted and talented pupils’ cognitive and emotional needs;Since current teaching methodologies adopted in most schools are failing to address the needs of gifted and talented students, GATE project will aim to overcome this issue by redefining the correct practices that teachers should follow to maximise their students' potential. The methodology devised within this project will be designed according to an holistic approach, addressing both the cognitive and affective needs of gifted and talented students through the integration of the STEAM approach with Socio-Emotional Learning (SEL) in order to help pupils develop the following three sets of skills, i.e., Learning Skills, Literacy Skills, Life Skills, also called as “The 21st Century Skills” .2. To provide a training programme for teachers that will help them obtain relevant knowledge and skills on how to recognize and teach gifted and talented pupils.As most teachers are lacking the competencies and skills necessary to provide gifted and talented pupils with the adequate support to express their abilities and feel motivated, GATE will aim to tackle this shortage by designing and testing a specific training programme targeted to develop such skills in primary education teachers. The programme will be based on the most recent findings in the literature and it will train teachers in the GATE methodology.3. Increase the academic performance of gifted and talented underachievers in STEM, as well as their socio-emotional competencies.The project will aim to increase the results of gifted and talented underachievers in STEM and improve their socio-emotional competencies by training primary teachers and educators from both primary schools and education centers for gifted and talented students. Trained teachers will test the methodology learned in their schools and centers, generating an immediate positive impact on the gifted and talented students in their classes. 4. To increase the awareness of teachers, school staff, public authorities and education experts about gifted and talented children.The project will also aim to raise awareness among target groups (i.e., primary education teachers, educators, pupils) and stakeholders (i.e., school staff, public authorities, education experts) about the topic of gifted and talented students, in order to promote the spread and adoption of new strategies helping reduce the number of gifted and talented pupils underachieving.<< Implementation >>The activities of GATE project could be divided into three main phases:Phase 1 - Research.All project partners will conduct research to define the GATE Teaching Methodology. This step will include two different kind of researches:Primary research. It will consist in the administration of questionnaires, the conducting of semi-structured interviews, and/or focus groups with primary education teachers, educators, school staff, education experts, gifted and talented pupils (8-11 y.o.) from primary schools and education centers for gifted students in partner countries. The primary research will aim to collect from all the above-mentioned groups their opinions, expectations and wishes on gifted education and on what makes a “good teacher”, in an effort to co-design with them the GATE Methodology. Each partner will create a “National Report'' (5 in total) summarizing their findings. The results of the report will be further analyzed and compared to create a “Transnational Analysis” of the research carried out. Finally, the results of the reports and the “Transnational Analysis” will be used as a starting point to determine the “21st Century Teacher skill set”, a document defining thoroughly the hard and soft skills that teachers dealing with gifted and talented students should need to possess in order to help them thrive. Desk Research.The desk research will be devoted to the collection of useful information to define the theoretical basis of the GATE Methodology. All partners will identify:The skills and competencies that teachers should possess to address the needs of gifted pupils;Good teaching practices for gifted and talented students adopted at national and international level;National and EU policies;Knowledge on how to adopt the STEAM approach and Socio-Emotional Learning (SEL) with gifted and talented pupils;How to adopt digital tools for teaching to gifted and talented students;The outcomes of these researches will determine the first result of the project: R1 - GATE Methodological Material. Phase 2 - Training Programme Design.During Phase leading partners will propose a structure of training programme and all partners will work on the creation of the GATE Training Programme, defining together its modules, content, outcomes and specific activities. The Training Programme will be based on the results of the previous phase and it will be created to maximise its impact on both teachers and pupils.Phase 3 - Testing. Finally, Phase 3 will be devoted to the testing of both the GATE Methodology and the GATE Training Programme. The testing phase will be carried out in two rounds:The first round will be dedicated to the testing of GATE methodology in primary schools that receive both gifted and non-gifted pupils. Partners will administer the GATE - Training Programme to teachers from partners and associated partner schools, in order to give them the necessary abilities to adopt GATE - Methodology in their schools. After completing the training, teachers will be asked to test the methodology in their classes for 12 weeks, while partners will monitor the development of the activities through the administration of monthly questionnaires to both teachers and students.The second round of testing will be devoted to the training and testing in education centers for only gifted students, in order to verify the efficacy of the GATE Methodology in classes composed only of gifted students. Also this testing will last 12 weeks and partners will monitor the activities by sending and receiving questionnaires every 4 weeks. The results of the 2 rounds of testing will be collected and analyzed by partners to elaborate two summary reports, presenting strengths and weaknesses of GATE Methodology, its results, as well as instructions on how to adopt it in classes composed by gifted and non-gifted students and in classes with only gifted and talented students.<< Results >>GATE project foresees the development of two main Results (R):R1- GATE Methodological Material.This result will include three main deliverables:1. Five National reports and 1 Transnational; A summary of the findings obtained during the primary research phase, in which partners investigated the opinions, perspective and expectations of primary school teachers, educators, staff, pupils (8-11 y.o.), researchers and education regarding gifted education and what defines a “good teacher”. 2. Skill set of the 21st Century Teacher;The second deliverable of this result will be the definition of the “Skillset of the 21st Century Teacher”, which will determine the hard and soft skills that teachers dealing with gifted and talented pupils need to possess in order to ensure the provision of a high quality education. 3. Methodological Material.The third and final deliverable will be an ebook comprising all the previous documents together with the results of the desk research: a) a systematic literature review on teaching methodologies suitable for gifted and talented students;b) a practical guideline to support the recognition of giftedness and talent in pupils;c) the presentation of national and international good practices;d) the description of GATE Teaching Methodology for gifted and talented students.R2- GATE Training Programme.A complete programme aiming to train primary education teachers on the GATE Methodology to teach gifted and talented students. GATE Training Programme will be based on a mixture of theory and practice to maximise its training potential. The theoretical part will mainly be based on the results of R1, presenting the benefits the GATE Methodology can bring when teaching to gifted and talented students. During the theoretical part of the course, teachers will learn considerably about the theoretical practices supporting the GATE Methodology (i.e. the STEAM approach and Socio-Emotional Learning [SEL]), while during the practical section they will investigate real-life scenarios, in order to learn the correct behaviors they should adopt when teaching in classes with gifted and non-gifted pupils or in classes with only gifted pupils. This result will also include two separate testings, one in primary schools and the other in education centers for gifted students. The deliverable of these two testings will be two reports on the efficacy of the GATE Methodology and the GATE Training Programme, including instructions and tips on how to better adopt them.Main deliverables:1. GATE Training Programme;2. Two Reports from the testing occurred in primary schools and gifted centers;In terms of impact, the project will generate the following outcomes:- Establishment of teachers and educators trained in GATE methodology;- Increase of gifted and talented students’ academic results and satisfaction with scholastic activities;- Increased awareness among schools, public authorities and education experts about giftednessLong-term benefits of the project will be:- Diffusion of teaching practices for gifted and talented students at European level;- Decrease of gifted and talented students underachieving;- Establishment of a stronger collaboration between education centers for gifted students and primary schools

<< Objectives >>The objective is to develop a HE curriculum that readies CGC (Career Guidance and Counseling) professionals for their pivotal role in mastering the challenges of digital transformation. Through the HE course they will acquire the necessary digital and networking skills to implement multi-actor sequential CGC processes with employees, jobseekers, employers and TVET providers. The process aims to assess and develop digital training skills in a targeted way that increases the digital resilience.<< Implementation >>Combining two innovative learning processes, we will implement a multi-actor sequential CGC process of iterative consultations: “CGC roundabouts for digital transformation” which overcomes existing information barriers. We will build an HE curriculum for CGC professionals from this experience, which will integrate academic reflection on digital transformation, the acquisition of state-of-the-art digital and networking capabilities, and creative engagement with field-tested professional practice.<< Results >>Through the combined implementation of a praxis model for digitally capable and networked CGC on the ground and an HE curriculum preparing practitioners to apply and develop this model as well as finding their own solutions, CGC will be better tackle the challenges of the digital transformation. As an effect, CGC will find personalized solutions for their clients and thereby increase their digital readiness and resilience as well as provide the economy with a digitally more literate workforce.

Mental illness affects around 27% (83m.) of Europeans annually (European Social Work, 2013). Three quarters of mental illness begins by age 24 (WHO), affecting the social inclusion and, due to stigma, the work integration of a big number of young citizens in the EU. While many EU projects have focused in facilitating work integration of European NEETs (young people Not in Employment, Education or Training), little attention has been paid to young people with Mental Health problems that are not in Employment, Education or Training ('MH NEETs'), and in the same time they have to face a lot of extra challenges on their way to education and the labour market. Mental illness is likely to be both a risk factor for becoming NEET as well as a consequence of NEET status. Youth with prior mental illness are likely to terminate school early. Mental disorders are also likely to impede the transition into the labour force due to employment restrictions and social stigma. It seems that, at the moment, there are not any specialized tools facilitating the work integration of MH NEETs. Furthermore, all the main actors involved in this procedure (MH NEETs themselves, mental health professionals, career counsellors and informal carers) are not sufficiently educated, in order to provide the support needed. The big number of MH NEETs remaining outside the labour market constitutes an urgent call for the development of efficient strategies, as well as, the appropriate educative solutions and methodology to integrate MH NEETs in the labour market.Work4Psy has as a main objective to enhance the work and education integration of MH NEETs through the creation of specialized career counselling methodology and the education of the four main target groups involved in this procedure: (a) MH NEETs themselves,(b) Mental Health Professionals, (c) Career Counsellors, (d) Informal Carers (such as family members).In order to achieve that, all the partners will be involved in activities such as a comprehensive literature review, an educational needs assessment, focus groups implementation, creation/translation/adaptation of learning content, career counselling tools and other resources/material, in order to create:1) The first European Career Counselling MH NEETs Toolkit (ECCpsy-KIT)The toolkit will provide Mental Health Professionals, Career Counsellors, MH NEETs and their Informal Carers, local agencies and authorities and all other interested parties, with the necessary knowledge and Interactive Career Counselling tools, in order to enhance MH NEETs work and education integration. The tools will be practical, easy to use and oriented to each target of the project. The ECC psy-KIT will guide all interested parties through the work and education process of MH NEETs from the first stage of self-assessment to the final stage of on-going monitoring, aiming to achieve a higher number of MH NEETs in the labour market and education.2) The European Work and Education Integration Curriculum for MH NEETsThe Curriculum provides the didactical framework of the Toolkit, including details in terms of each unit’s objectives and learning outcomes, the content to be covered, the unit’s structure, teaching and learning methods, didactic methods, the approximate workload, tips and advice on the use of activities of the Toolkit, how to apply resources (e.g. video clips, interactive career counselling tools), etc.3) An Open Learning PlatformThe platform, based on the didactical framework of the Curriculum, including all the information and interactive career counselling tools of the Toolkit, as well as a variety of extra resources and material aims to become a digital environment where MH NEETs, Mental Health Professionals, Career Counsellors, Informal Carers and everyone interested will be able to find every information, material and resources needed regarding work and education integration of MH NEETs.All outcomes will be produced using the Co-production model, which involves MH NEETs and their family members in every step of the procedure (through participation in transnational meetings, focus groups, educational needs mapping and design of all outputs), as they are considered experts by experience, having important knowledge of their needs.Multiplier events, as well as, a strong dissemination plan will lead to a wide diffusion of all project’s results all over Europe. The European work and Education Integration curriculum and the Open Learning Platform will also guarantee the sustainability of the project, themselves, as they ensure that members of the target groups and every other interested parties who will not have been part of the project’s core partnership are able to use the Toolkit and all the material produced beyond the project’s eligibility period (e.g. transfer to further countries, organisations or new staff members within a partner’s institution).