<< Objectives >>Develop:- future-oriented AR enhanced teaching resources, educational technology & innovative methods to fight climate change - sustainability and digital competencies of EU citizens and support teacher CPDPromote:- healthy, carbon neutral food selections in order to reduce greenhouse gas emissions- the teaching profession via career guidance initiatives linked to the overall topic of the projectTo influence behavioural change for consumption habits hence contribute to Green Deal's goals<< Implementation >>3 transnational project meetings (TPM's) 4 WPs: WP1: project management WP2: Nutri-Clime AR enhanced teaching materials; e-platform;WP3: Aspiring Young People to become Effective Teachers Campaign to promote the teacher profession and peer learning; Nutri-Clime EduGame; WP4: Dissemination; 4 multiplier events in each partners' country; dissemination activities including newspapers, EU platforms, social media, conferences, Scientix platform etc.<< Results >>Results are the 4WPs & will provide stakeholders with:- Enhanced knowledge of climate change & how it relates to food and nutrition - Enhanced digital skills- Positive influence on the quality of European educational systems to contribute to the growth & expansion of knowledge-based society that will protect the environmentBehavioural change for consumption habits to lower CO2 emissions.Increased enrolment in teacher degrees.Adaptation of WPs EU-wide to focus on Green health literacy.

Refugee migration to Europe present both opportunities and challenges for vocational education and training systems. On the opportunity side, an influx of highly-motivated individuals provides a boost to the labour force, and particularly to sectors that have difficulty filling demand. On the challenge side, refugees often enter host-country labour markets without orientation or even a basic concept of the types of VET and career tracks available. The proposed project seeks to address this challenge through research and innovation. Its primary output will be a multilingual application accessible by mobile phone. Users will take a Vocational Interest Self-Evaluation test, which will ask them to rank certain tasks (e.g. “repair engines,” “design websites,” “assist with vaccinations”) on a scale of interest. Based on the results, the tool will suggest VET and career options that both suit users’ interests and are relevant to local labour market needs. Users will then be able to use the app to access motivational Video Profiles of third-country nationals who have completed VET in their fields of interest, as well as to find and network with VET counsellors and providers in their areas. In parallel, the application will host Guidelines on Early VET Orientation and a Research Report, designed to assist stakeholders in addressing the needs of the app users and other under-served VET seekers.

In line with the European Commission goals ( ETAT2020, EC 2018) to reduce the early education leavers statistics, the project “Early Digital Diagnosis and Intervention(EDI)” aims to improve student retention rates. The problem of early school leaving (ESL) affects societies, economies and highereducation as underscored by UNESCO, Sustainable Development Goals (2019). With schools struggling with a significant number of students who give up on education before finishing secondary school, the aim of the EDI consortium is to find a way to keep students in education.The EDI project aims to help teachers, families and students to better understand the causality and consequences of leaving education in order to find possible solutions to the ESL problem. We believe that only a comparative analysis of practices and interventions between countries which do well inthe ESL statistics and those at the opposite end of the spectrum would deliver a sustainable solution to the ESL problem. Besides economic and social mobility impacts, ESL has been linked to bullying, violence or micro criminality. ESL is a threat to the successful future development of the workforce and community prospects.In preparation to the project proposal, the literature review showed that the drivers to the ESL vary and can be countered by engaging a number of supporting stakeholder groups. This project is the first step toward developing a clear, holistic community-wide action plan providing early diagnostics to the ESL problem.The students involved in the project are 14-18 years old and they will work in mixed international groups. The target groups addressed are teachers working with and students who have the risk to leave the school during the school year for different reasons and students showing signs of risk. The target group will include students from socially and economically disadvantaged backgrounds forming a representative sample of 300 in total from 5 different countries. The support of with the support of local social agencies, educational authorities and ICT solution partners has been secured ahead of the EDI commencement.During the proposed 24 months the EDI project activities will include: gathering and exchanging information, conducting research, survey design, creating an ICT e-platform to be used by all school in Europe to implement ESL risk diagnostics.The results will have transformative effects on European schools, Higher Education Institutions and Educational Authorities. This eco-system view has driven the EDI consortium formation strategy.Educational Authorities, schools and HEIs are represented by Greece ( highest ESL rates at 18% EC 2018), and Turkey where the drop out rates of female students are particularly staggering. The qualitative data collection informing the debate about the ESL problem will be carried out during focus groups among teachers, parents and students. A significant output result will be the creation of an Etwinning entity and a unique e-platform portal, sharing a guide book where the materials and activities of the project will be accessible.The expected results will include:• providing practical ideas and new strategies for the classroom interventions• raising students’ motivation to learn• improving competences linked to the teachers’ professional profiles• increasing capacity to cooperate on international level• providing teachers with a resource of ready- to- use materials to prevent ESL• involving students, families, health and social agencies• improving students’ and teachers’ knowledge and competences in English and ICT• promoting the collaboration between school and families• promoting social integration at school• involving students in dynamic and creative activities• developing students’ autonomy and confidence• bringing positive and long-lasting effects to the partner organisations involved.Based on the results of the project Intellectual Outcomes the following impact will be achieved :1. Help reduce the phenomenon of early school leaving;2. Define a methodology for the setting and implementation of actions that can be used in other educational institutions;3. Allow ”reusability” of the flagship project initiatives through the use of ICT for diagnostics4. The android app and online portal will be accessible by institutions all over Europe.The Multiplier events in five countries will increase the reach of the project dissemination contacts to hundreds of educators and stakeholders. The project dissemination strategy aims to reach thousands of schools, HEIs and educational authorities stakeholders in the first 24 months. The sustainability of the EDI consortium is envisaged to be achieved through further involvement of national educational authorities and HE funding initiatives underpinning the success of the ESL targets of early school leaving.

Trainers’ professional development continues to be high on the EU policy agenda. In 2010 the Bruges communiqué invited Member States to invest in VET trainers by offering flexible training provision. Riga conclusions (2015) have put renewed emphasis on this, calling for more systematic approaches and better cooperation. According the EU policies, Countries should work together in identifying best practices and guiding principles with respect to changing competences and profiles of VET trainers, strengthening the anticipation of skills and competences development. According to the CEDEFOP briefing note “Professional development for VET teachers and trainers” (2016) it is essential that trainers have opportunities to develop and keep up to highest standards their technical competences, pedagogical skills and transversal competences e.g. digital, intercultural communication, co-shaping quick and flexible responses to emerging needs (e.g. the migrant crisis). These aspects that are relevant generally speaking are once more relevant for VET TRAINERS DEALING WITH MIGRANTS that, indeed, belong to a complex network of trainers coming from diverse sectors with heterogeneous Initial&Continuous Training, facing diverse types of learners: newly arrived migrants,2nd-generation migrants, asylum seekers, refugees, migrants with residency permit, with different duration of permanence, cultural background, learning behaviour, learning styles and training needs. In addition, they are involved in a deeply differentiate training delivery organization: diverse curricula, teaching tools, programs and hours, etc. employed as well in a very heterogeneous System of Training providers addressing migrants. The joint EC-OECD confirms that education&training are essential to the inclusion process. The central role of personal development, social inclusion, active citizenship represents the underpinning frame of EU strategy, with special reference to the set of key competences for lifelong learning. By 01.01.2016, the # of people living in the EU-28 who were citizens of non-member countries was 20.7 million, while the number of people living in the EU-28 who had been born outside of the EU was 35.1 million. Especially in Turkey due to irregular migration (official migrant population is 3,5 million by 02.2017 most of them; Syrian people), not only homeland VET trainers have been working for migrants but also migrated trainers are increasing; there is a clear need to increase their competencies and to support their Vocational&Educational learning, too. And there is no training of VET trainers system except language courses provided for migrant trainers. Online platforms are quite weak to interact&support their learning in EU. That is why VIEWS AIMS AT SUPPORTING PROFESSIONAL DEVELOPMENT OF EDUCATORS AND TRAINING PROFESSIONALS DEALING WITH MIGRANTS FACING EQUITY AND INCLUSION CHALLENGES IN LEARNING ENVIRONMENT to enable and promote participation of learners with disadvantaged background; strengthen learner centered approaches and learning personalization; support improved practices to cater for the needs of disadvantaged groups and to deal with differences in learning outcomes; experience new approaches to address social, ethnic, linguistic and cultural diversity. This is done by matching in a matrix (IO1) the trainers' profiles and the related map of competences with the learners' profiles and training needs, providing a (IO4) tool for self assessment of competences highlighting which ones need to be empowered in order to deal with the different typologies of migrant learners linked to (IO5) resources and indications supporting the empowerment of these competences and of the training profile, together with a (IO3) Open Educational Resources repertory to be used with migrants within a (IO2) Web open space allowing a wider social net working in a European perspective. In a TRANSNATIONAL PERSPECTIVE the Project, contributing to the European priorities and policies, doesn’t aim to structurally solve the highlighted fragmentations yet it can define a common reference framework, based on the European experiences and not only on national practices, allowing stakeholders to manage these fragmentations recomposing them at the level of collaboration, sharing, networking, integrating the available resources, practices and solutions in a EU perspective. The EU added value also relies on the opportunity to increase in turn common basis for exchanges and mobility of Trainers (at least) among the (participating) VET Organizations potentially offering common approaches to migrants who moves from a Country to another. Furthermore, being focused on the professional development of educators and training professionals dealing with learners with disadvantaged background, the expected results and intellectual outputs may be relevant for other fields of education.

<< Background >>Young children are natural language acquirers; they are self-motivated to pick up language without conscious learning, unlike adolescents and adults. They have the ability to imitate pronunciation and work out the rules for themselves. Any idea that learning to talk in English is difficult does not occur to them unless it’s suggested by adults, who themselves probably learned English academically at a later age through grammar-based text books. Teaching English to pre-school children can be daunting for teachers new to this age group. Young children have shorter attention spans than older children and adults, and they're still learning their mother tongue. But teaching these learners can be enormously rewarding once you've taken a few basic principles on board. According to Bristish Council, second language learning is a valuable tool that we should arm children with. As such, it should be continually improved so they can better communicate with others as they progress from playtime activities to more diverse learning concepts and situations. As educators of these young minds, adults have the responsibility to nourish and nurture them in every way possible, including learning through a variety of fun and entertaining methods. Thus, it is crusial for educators of young children have access to appropriate play based educational material and tools.Unfortunately, pre-schoolers and kindergarten are taught English language in most EU countries in the same way as (young children of primary, secondary school or adults), with little opportunity for creativity, actual language use, and with little enjoyment for most (Nuktong 2010; Panthumasen 2017). Many children become bored and demotivated and start to view English as an object of study only. One possible remedy, certainly with younger learners, is to create excitement and enjoyment through the use of play. Children are more motivated to explore academic standards within their play because it is meaningful to them.Play-based learning has been used for decades in early childhood teaching around the world and there is a large body of literature to show its benefits (Dau 1999; Landreth 2002). In addition, the right to play is enshrined by the United Nations Convention on the rights of the child. However, play- based learning has not been used much in the language classroom, despite its obvious potential. In addition to helping children’s general cognitive and social devel-opment, play also has an important role in the development of L1 language skills. Vygotsky’s work has been particularly important in recognising how play allows children to make meaning based on resources (real or imagined) in their immediate context to express feelings and to share intentions and ideas with other children, even in the absence of fully developed language ability. Our main aim in the project Play & Learn is to establish the use of play and games in class & on learners’ development in early language learning and to promote the professional development of educational staff (knowledge and skills) within bilingual education from an early age.<< Objectives >>Our project’s objectives are: a. to enable the educators understand and adjust accordingly the English Language Learning as a second language with an age-appropriate way and with a play-based methodology; b. to equip the educators with the appropriate material in order to deliver courses on English language learning in early age of education b. For children, to use English effectively for any purpose across from a really young age and familiarize themselves with the curriculum of primary schools; c. to develop children’s interest in and appreciation of language learning;Specifically, the project will enable the educators teaching children to use the pooled knowledge, expertise and experience of formal and informal teaching of our programme participants. It will help educators build on their own knowledge and experiences to develop an understanding of teaching young learners and adjust their teaching practices accordingly, and to develop their own personal methodologies for teaching young learners in an age-appropriate way with fun and exciting play-based activities for young learners; it will move away from traditional methodologies used for older learners to methodologies, approaches and tasks that are age-appropriate to create well-paced, meaningful, exciting and enjoyable classes through the use of kinaesthetic approaches to language learning, play and drama for example.<< Implementation >>Development of Project Results: Three innovative results will be produced as part of the Play & Learn project. Each Result lead has the required expertise to direct the production of each result. The intended outcome of these results is to create freely-accessible materials to support more than 120 educators working with children of young ages by equipping them with the knowledge, motivation, and tools to design and implement a play - based stucture for their laguage learning classed.Publicity/Dissemination: A publicity plan will be developed by the dissemination leader partner (Italian partner) which will focus on the promotion of the project’s aims, objectives, and results. Pre school education institutions, associations of educators and other relevant stakeholders will be targeted through a wide outreach effort by the partnership via online and in-person communications. Transnational Project Meetings: Three TPMs (to eliminate the budget costs and for minor environmental emissions) have been planned all in countries of the partnership, in Latvia, Ireland and Italy.Multiplier Events: Toward the end of the project’s life and after the Results have been developed, each partner will hold a national Multiplier Event which will showcase what we have created with the expectation that invited organisations will use the products. Evaluation: The partners will follow an Evaluation plan created by evaluation and qualit assurance partner in charge (Cypriot partner) which will evaluate the extent to which the project is meeting its objectives and intended outcomes, plus the effectiveness of the partnership. 4 evaluation reports will be produced during the course of the project. Sustainability: The consortium will create and conform to a sustainability plan which will ensure that the project’s results will be used long beyond the duration of the project.<< Results >>The Play & Learn project will revolve around the production of 4 innovative results:1. A booklet of good practices 2. Educational Material for Educators3. Toolkit for educators and schools 4.Online learning platform and networkingAside from the outputs, the Play & Learn project will also produce the following:The project will also produce the following project outputs:Project Management Plan Project Evaluation Plan Project Dissemination PlanProject Quality Assurance Plan Project Impact and Sustainability Plan Project LogoProject WebsiteSocial Media Channels and Profiles 6 Project Leaflets6 Project Newsletters5 Transnational Meeting Agendas and Minutes 4 Remote Meeting Agendas and Minutes1 Piloting Report5 Multiplier Events4 Internal Administrative Reports 4 Internal Financial Reports5 Internal Dissemination Reports 5 Quality Assurance ReportsOUTCOMES: With these outputs the target group, be aware of the concepts and principles of the cascades model, maintain and prolong, reuse and redistribute, remanufacture, recycling, industrial symbiosis, and collaborative consumption. This will enable them to engage immediately with the theory and practice of as it relates to their own business projects. They will also have access to a forum where the emerging ideas of early language learniing are being discussed.Partner organisations will increase their capacity to educate others about the methodologies and the tools used on language learning in early age and also be able to implement best practices in their operations as a model to other stakeholders. Meanwhile, Participants will gain experiential knowledge and thus be equipped and motivated to start a sustainable business. The knowledge of all stakeholders on the field will be greatly enriched by involvement in the project and the reasonable expectation is that they will directly and tacitly disseminate that learning in a variety of settings.The project is expected to produce a number of intangible outcomes as well, including: -Improved quality and availability of foreign language teaching play based resources for kindergartens - Increased capacity to successfully teach speaking skills - Stronger interpersonal relationships within the language classroom in early ages- Exchange of knowledge and best practices among partners on the topics of language teaching IMPACT Much is already been written about this aspect of results in the Impact section. However, briefly stated, this project will raise awareness about the benefits and importance of language learning since young age. This in turn will have a positive impact on TESOL teachers, preschool & kindergarten teachers on how they could use play-based learning in English language learning. Aside from the outputs, the project will also produce a number of tangible and intangible results. Other tangible results include:- 6 partner organizations actively participating/organizing three (3) transnational meetings in Latvia, Ireland and Italy, six (6) national multiplier events (with at least 40 participants in Latvia, Ireland, Cyprus, Greece, Turkey and Italy).Project management results: - Successful implementation of the project and impact achieved: conditions provided through due professional strategic partnership establishment, careful planning, human and financial resources allocation, Project Management Plan, Quality and Evaluation Plan elaboration, etc. - Successful project dissemination and solid provision of project sustainability: Communication and Dissemination Plan elaboration, Dissemination activities realization, outstanding outreach provided through planned activities and networks available, etc. - European dimension of project outcomes and cooperation between the organizations involved directly and/or indirectly: due professional strategic partnership establishment, spirit of cooperation, respect and support among the partnership