"<< Objectives >>The ""WeUnique"" project aims at helping and educating teachers on how to create an inclusive classroom that will set the foundation of understanding people differences and that people cannot be excluded just for the differences they have from the majority or what most people understand as ""normal"" people. It is important to start educating children from a young age and to make younger generations more accepting and skilled to communicate and work with people of different profiles.<< Implementation >>The main activities that will be implemented during the project:- Research on the experience of classroom inclusiveness that will aim at teachers, children that are war immigrants, children with physical disabilities and children with mental disabilities (aiming at children with autism)- Creation of courses that will guide teachers on how to create an inclusive classroom- Creating a learning platform for teachers- Organizing webinars for teachers that aim at children's inclusion in schools<< Results >>All of the developed activities will lead to these results:- teachers will increase their competencies in the inclusive classroom environment- teachers will learn how to deal with different profiles of students in one classroom- teachers will increase their digital skills while learning on the open online platform- teachers will share experiences with other countries' educators and will create new networks and collaborations across the whole Europe"

3D4elderly is a project aimed to create innovative learning pathways that increase the quality of the work of caregivers and staff members dealing with people with Alzheimer and elderly people with dementia and also to raise the quality of the life of the patients by using 3D technology.The project will be 24 months long and include partners from Lithuania, Italy, Bulgaria and Spain.Alzheimer is a degenerative neurological disease that affects the brain, progressively leading the patient to a state of total dependence, thus creating a very complex and difficult situation for people who take care of them. The causes of the disease are still unknown but there is a multi-factorial origin connected to various factors such as genetics, environment and lifestyle. In addition, an important factor is the age, indeed the disease develops mainly between 75 and 85 years of age, however, this may not always also affect some younger people, while others older, over eighty or even centenarians may not find it at all.One of the first symptoms of an Alzheimer's patient is short-term memory loss.Some research stated that it is possible in the early stages of Alzheimer's to recover lost memories, stimulating specific hippocampal neurons, the area of the brain responsible for recording short-term memories.For this reason, people with Alzheimer need cognitive stimulation exercises that stimulate memories, language, perceptions, reasoning, creativity, sociability and above all well-being.The use of 3D printing will help these people by offering them a multisensory experience thanks to the tools created. In particular, the 3D Printing is a technology that allows the production of prototypes, considered as anything that is not included in the market, so not possible to buy anywhere. Through 3D printing, it is possible to produce any type of useful tool to support the development of specific cognitive functions. With the use of these new and customised object, the patient can take advantage of them quickly and individually.This technology can be useful to support visual, tactile and therapeutic methods. The hands-on experience and this technology will help the person to receive an infinite number of requests which have a direct action on the brain areas connected to instincts and senses, with positive effects on the cognitive and relational sphere.On the other side, unfortunately, the adoption of this new technology in the different field is often stifled because the use of the 3D printing technology is considered too difficult, without an educational, learning and training support. However, the situation at the international level is improving, as special learning and training paths are being established for the use and application of these technologies.3D4elderly project aims to create innovative learning pathways that increase the quality of the work of caregivers and staff members dealing with people with Alzheimer and elderly people with dementia. To achieve the goals of the project, the consortium has defined the following intellectual outputs: • IO1: A guideline for caregivers about the use of 3D Printing. • IO2: A set of memory exercises created with 3DP for helping people with Alzheimer and elderly people with dementia.• IO3: A web platform to collect exercises created with 3DP to be used with people with Alzheimer and dementia.• IO4: A Training for experts, caregivers and other staffs involved in the work with people with Alzheimer and elderly people with dementia.• IO5: Creation of a methodological guideline (therapy guide) to assist in the improvement of memory in Alzheimer’s patients and those with early-onset dementia accessible to all Alzheimer centers. 3D4elderly project is aimed to match the experience and the skills of new technologies and people who work in Alzheimer centers for increasing the quality of the patient care processes.Our project team is composed by 4 partners from 4 different European countries (Italy, Spain, Bulgaria and Lithuania) and with different profiles: 3D printing experts (CEIPES and CETEM) close to the academic and business sector, a non-governmental voluntary organisation in the community interest, ABA who works with people with Alzheimer and BETI a Research Institute who is working in the field of ICT and education technologies in target group composed by adults.The aim of the project also follows the goal of the European Alzheimer's Alliance, an institution that was established in the European Parliament (EP) in 2007. It is a non-exclusive, multinational and cross-cutting group that brings together members committed to supporting Alzheimer's Europe and its members by tariff so that dementia becomes a priority of the public health in Europe.

"The results and reports of essential EU documents aim at mainstreaming Occupational Safety and Health (OSH) into education as integration one policy area – OSH – into another – education to make young workers more aware of risks, to reduce accidents to young workers and to improve workplace safety culture as the statistics show that accident rates in all Europe are critically high among young workers. Occupational Safety and Health (OSH) educators in CVET are a heterogeneous group as OSH topics are incorporated into the learning objectives of other relevant subjects in VET school curricula, as well as in enterprises, carrying out induction for newcomers and/or providing training, both full-time or part-time or outside enterprises, as freelancers or in institutions for continuing training, public and private, that also deliver training to, and in, enterprises.To master almost any field safely, there is a need both for practical and theoretical learning. In this regard, the Covid-19 crisis has brought to the critical forefront requirement in the OSH training – possibility to practise in a necessary training facility that cannot be replaced by PowerPoint presentations, videos, online classes or manuals or books as theoretical training has to be followed by training on the real environment or specific - equipment based - environment, to learn essential details and practicalities before starting job or apprentice in the typical working place.The main aim of this project is to foster a more contemporary OSH education culture among Europe and therefore, to prioritize opportunities for authentic education through the curriculum and the learning environment placed in the context of real-life situations by creating opportunities to intervene the visual perception of a temporally or spatially distant real environment to a learner being at another location.We will reach this aim by designing, developing, producing and implementing 3 Intellectual Outputs:Intellectual Output Nr.1 ""Space for Immersive Telepresence"". Digital platform with 15 Manufacturing and Service Industries training program Modules inside that allows learners to train in a virtual environment equal to the one real one they would perform the tasks in.2. Intellectual Output Nr.2 ""OSH Training Environments"". 75 Virtual Immersive Environments with 3 Supportive tasks each (225 totally) allowing transferring OSH knowledge and skills acquired theoretically to the context of real-life situations that matches the needs of SME's and VET and CVET OSH educators in project partners' countries. 3. Intellectual Output Nr.3 ""Get involved inTime4IT"". Webinar for OSH educators in VET and CVET to provide OSH educators with the opportunity to conduct realistic, immersive practical training event even if the offered 75 interactive virtual training environments do not meet the needs of educator as the OSH educators will gain knowledge on how to create their own interactive, immersive training Environments together with Supportive tasks under the 15 Modules. The project seeks to support active OSH and educational experts', SMEs and young workers' and OSH learners' participation, promote digital education, promote awareness-raising of the importance of OSH education today and its connection to the labour market and educate the national society on the significance of working place safety culture development. The project seeks to provide OSH educators with the opportunity to conduct realistic virtual practical training even if the training facility is not reachable.Moreover, the project seeks to foster learners with a promoted sense of being in the centre of their learning provided by flexible and authentic learning facility by creating opportunities for project participants to practice in an inclusive learning environment. OSH experts, educational experts and methodologists, experts of training program digitalization, experts committed to the promotion of SMEs will be involved in Intellectual Outputs development for high-quality as the result of Time4IT is cross-sectoral and could be exported to other educational sectors (higher education, scholar, youth and adult education) as OSH education needs to be implemented in the core subjects and learning objectives in all educational levels. The innovation is based to the learning potential of immersive virtual training environments that relies on the possibility for learners to make many significant first-person experiences in an effective way to learn practically without actually being there to feel emotionally and cognitively present in the situation and that allows using Time4IT project results as a positive message to highlight the potential of immersive virtual training experiences in a digital era."

There are millions of people in Europe without proper reading and writing, numeracy and digital skills. The PIAAC survey from 2014/2015 showed that 1 of 4 Europeans have struggle with basic numeracy. In addition the survey showed distribution of skills also has significant implications for how the benefits of economic growth are shared within societies. As Europe rushes into 4th industrial revolution there is a growing demand for high-level skills and transversal skills such as critical and innovative thinking, entrepreneurial mind-set, creativity… that will put individuals with these skills in favourable position. Concerns are regularly raised about a further deterioration in the position of the low-skilled in the near future, for example as the demand for their labour declines due to automation, robotisation and relocation of work.Therefore it is crucial to raise basic skills with low-skilled adults which are the basis for developing advanced skills needed for future occupations.The MAIN AIM of the project is to develop/boost “Problem solving in technology-rich environments” skill which the latest PIAAC study has shown to be low among adults. At the same time this skill is of a key importance for the successful functioning in the current professions and future occupations, as well as for successful operation in everyday activities. “Problem solving in technology-rich environments” is defined as the ability to use digital technology, communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks and it is a combination of managing different basic skills: digital, literacy and numeracy in information society.To this aim we will develop a comprehensive and participatory curriculum and methodology for adult educators for information society basic skills development with gamification, serious games and LARP that take into consideration adult learning principles (knowledge, experience and motivation), thus making learning experience more interesting, engaging and effective. The curriculum and methodology will be supported by curriculum and methodology implemetation MOOC for teachers.Implementation and mainstreaming be enabled by developed policy recommendation on multiplication of the curriculum and implementation methodology into EU adult education systems. Thus we will achieve long term impact and enaible continuos PROJECT SPECIFIC OBJECTIVES:- to develop competences of adult educators/teachers in use of gamification, serious games and LARP in teaching low-skilled adults- to increase learning opportunities for low-skilled adults with tailor-made skills developmenbt programmes to participate fully in society and manage successfully transitions in the labour market- to enhance Problem solving in technology-rich environments skill of adults which is a combination of basic skills (numeracy, literacy and digital), thus improve their participation in labour market and every-day life- to mainstream and sustain the innovative curriculum and methodology adapted to the target group, that includes adult learning principles (knowledge, experience and motivation), thus making learning experience more interesting, engaging and effective.PROJECT ACTIVITIES that lead to development of above mentioned outputs are:There are 7 project activities, 3 of them are administrative and 4 implementation activities:Administrative activities: Activity 1: Project management and coordination, Activity 2: Dissemination and sustainability actionsActivity 3: Project evaluation and quality assurance Implementation activities Activity 4: PROTOTYPING PHASE – NEEDS ANALYSIS Activity 5: CURRICULUM AND METHODOLOGY ON USE OF GAMIFICATION, SERIOUS GAMES AND LARP WITH THE DEVELOPMENT OF “PROBLEM SOLVING IN TECHNOLOGY-RICH ENVIRONMENTS” SKILLActivity 6: CURRICULUM AND METHODOLOGY IMPLEMENTATION MOOC FOR ADULT EDUCATORS Activity 7: RECOMMENDATION FOR IMPLEMENTATION AND MAINSTREAMING OF THE CURRICULUM INTO EU ADULT EDUCATION SYSTEMSPROJECT IMPACT:The Curriculum on use of gamification, serious games and LARP with the development of “Problem solving in technology-rich environments” skill acompanied with curriculum and methodology implementation MOOC will offer the opportunity to all interested parties, within the education community, or within the wider community of stakeholders, to benefit from them as learning resources, or as awareness-raising and information resources. The package of curriculum, methodology, MOOC and recommendations and train-the-trainer programme will be the key product for sustaining the impact of the project in the future, explaining and urging stakeholders to use the methodology and tools.The added value of the curriculum is to teach the adult educators how to use innovative teaching methods (gamification) in basics skills development with adults.

It has been well documented that Europe is currently experiencing a skills shortage in the field of IT with an estimated shortage of 900,000 IT professionals by 2020. The EU is currently home to some of largest multinational IT companies in the world, however with a lack of relevant skills available in the local labor market they may be forced to locate to competing, more IT skilled markets. Another urgent issue within Europe is that of youth unemployment which due to the economic crisis in recent years has resulted in a lost generation of young people with no job prospects, forcing many to emigrate or disengage with society. The GYIT project believes that these two problems can be addressed concurrently and in a systemic way. Some of the GYIT objectives include:1. Encouraging and anchor the interest of students in IT from an early age (15-18)2. Guide them towards a very sustainable, achievable and rewarding career in IT3. Helping young people to acquire new digital skills which they can use in education, employment or their interests / hobbies 4. Ultimately inspire the next generation of work force to pursue and IT career thereby contributing to the narrowing of the IT skills gap in Europe.These will be achieved through the development of the following outputs:IT Taster Course – The curriculum will be based on the most in demand ICT skills as identified by the consortium. The course will focus on the practical application of IT skills and will be designed in a fun and engaging was so as to pique the long-term interest of the young people. This course will be delivered to secondary school age young people (15-18). Course material will come in the form of paper and online resources and will be accredited by Mozilla Open Badges (a form of digital recognition of learning) which can then be displayed digitally on LinkedIn profiles or listed on a CV or application form. Career Guidance Pack – Guidance material on all IT courses in all disciplines and at all levels available in each country and how to apply for courses, eligibility criteria etc. This is to facilitate and support the transition of the young person from school to the next phase of their IT training and ultimately, their IT career.Taster Course follow on pack – IT resources, links to online courses, MOOCs etc. to maintain the student’s interest in IT and build on the skills they will learn during the IT Taster course. Target Audience 1. Age range: 15 – 192. Young people engaged in secondary or general education i.e. a non-specific course3. Career Guidance services throughout EuropeThe planned impact of this project is:• For as many schools / youth education providers across Europe to integrate the IT Taster Course into their curriculum as possible• Integrate the Taster Course Follow on pack into the resources of all Career Guidance services throughout Europe• Encourage a generation of young people to choose IT as a viable and rewarding career option• Provide Europe with thousands more new IT professioanals in order to bridge the IT skills gap• And to encourage women into IT