<< Background >>The 1989 UN Convention on the Rights of the Child (“CRC”), synthesized standards that were included in many documents and introduced an additional parameter to the rights of children in international law, one that ‘recognized children as agents who share the power to shape their own lives’ (Perry-Hazan, Lotem. ‘Freedom of Speech in Schools and the Right to Participation: When the First Amendment Encounters the Convention on the Rights of the Child’, Brigham Young University Education & Law Journal, 2015). However, despite the important work by the European Union, the Council of Europe and other bodies in the field of ensuring children’s rights, a reality check across Europe suggests that levels of child poverty and social exclusion are escalating. Furthermore, EU states are often destination countries for a huge amount of migrants and refugees, including a great number of children on the move (many of them unaccompanied), that eventually enter the educational system of these states in an attempt to adjust and integrate in new social and cultural contexts. Unfortunately, it is often realized that the educational structures and institutions of these EU states are yet unprepared to acknowledge, understand and apply children’s rights in those educational systems, including all the newcomers.Thus, the project ARiSE: The Right(s) School was developed to identify the key challenges that educational systems face in areas associated with the Rights of children, to increase the knowledge, skills and capacity of primary and secondary school teachers to ensure that children’s rights are respected, protected and fulfilled and that children are able to participate in decisions affecting them at school level. This is in line with the Erasmus+ priority for supporting teachers, school leaders and other teaching professions. More specifically, it is estimated that the interactive educational material that will be developed in the framework of the project will equip teachers with valuable knowledge and skills to better understand, protect and promote children’s rights inside and outside the school framework. The acquisition of such skills and knowledge among the population of teachers will also include the ability to utilise new and innovative digital skills and work with other educators in contemporary online settings. This fulfils the Erasmus+ priority for development of key competences among the population of school teachers.What is more, it is expected that the teachers who are going to take part in the project or benefit from it indirectly, for instance by attending a Multiplier Event, will be able to secure and promote the respect of the rights of children who belong to vulnerable population groups, such as migrants and refugees. In this way, they will facilitate those children’s integration in the school setting and in all fields of everyday life, fulfilling the Erasmus+ priority for inclusion and diversity in all fields of education, training, youth and sport.<< Objectives >>The main objectives of the project are the following:- To develop an innovative learning system and resources, such as face-to-face training modules, e- learning packages and an on-line knowledge-sharing resource for teachers and head teachers on the topic of children’s rights. An accompanying guide will be developed to identify how training can be integrated into existing structures of educational systems.- To develop methods and on-line tools that will enhance collaboration, communication and exchange of good practices in the promotion of children’s rights at school.- To facilitate sustainability and transferability of good practices through the development of children’s rights integration manuals for national educational systems, taking into account each system's framework.- To support a Rights-based School policy recommendations and policy making that will enhance cooperation and capacity building among stakeholders, while awareness-raising activities will be tested in the respective local contexts.It is estimated that the implementation of the above material will promote the effective implementation of equal rights education and non-discrimination values that are transnational and applicable in all European (andnot only) states.<< Implementation >>The project’s main objective is to bring Human Rights Education (HRE) to the field of school education in order to improve the existing competences of teachers and equip them with valuable educational tools, which will benefit a broad range of students. It is estimated that the involvement of teachers in innovative learning activities will help them expand their potential and develop innovative pedagogies that will address the current needs and requirements of children of different ages and backgrounds.In addition, the teachers will be involved in the creation of innovative material, which will promote their social, civic, and intercultural competences. On completion of the project, teachers will have benefited from the opportunity to learn and acquire new skills through innovative forms of learning, while at the same time exchanging ideas and views with other teachers from different social, cultural and economic backgrounds. At the same time, the involvement of partner organisations and relevant stakeholders in the project will allow the exchange of experiences and good practices in the field of school education and enrich the participants’ knowledge and skills in applying and expanding children’s rights protection in their everyday work and activity.Moreover, all participants will contribute to the dissemination of all Project Results through the Learning, Teaching and Training activity for the partner organisations, and the Multiplier Events and Final Conference for teachers, partner organisations and stakeholders. Their involvement will allow the further spread of the project across partner countries and the EU in general and form the basis for the creation of a transnational community of individuals and groups acting towards the upgrade of school education and the adoption of innovative pedagogies in contemporary European learning settings.<< Results >>The project ARiSE aims to provide equal opportunities for learning to a broad range of teachers, through the utilisation of their existing skills and the development of new competences. It is estimated that, upon its completion, the project will have the following results and outcomes:1) Development of innovative tools and pedagogies in school education, based on the principles of HRE: This will be based on the collection of input from school teachers from different backgrounds through interviews and focus groups which will take place at the beginning of the project. The objective is to map out the specific character and features of HRE and develop educational activities which will benefit younger and older children alike. 2) Development and implementation of an Interactive Training Curriculum (PR1): The Curriculum will include activities designed to help teachers improve their skills and capacities in applying HRE in their work with diverse and different groups of children. These skills include digital literacy, as well as ways of involving people from different backgrounds in common educational activities. The Curriculum will be a valuable tool for teachers and can be utilised by partner organisations and stakeholders as well.3) Development of an Online Platform (PR2): The platform will work as a bridge between teachers and other professionals in the field of HRE. The platform will also include the Curriculum activities, as well as information about HRE opportunities in all partner countries. The platform will be used for the training of teachers in all partner countries and will be open to the public during and after the implementation of the project. 4) Development of an Interactive Guidebook (PR3): The Guidebook will summarise the activities and outcomes of the project and will be a comprehensive resource that will work towards the objective of building the professional capacity of teachers in the field of HRE. It will do so, by preparing relevant stakeholders and organisations to address the needs and gaps as well as move towards fulfilling their expectations as identified in consultations with ARiSE’s partners in earlier stages of the project.5) Dissemination of the results and sustainability of the project: The successful implementation of the project will form the basis for the adoption of HRE methods by teachers throughout Europe and set a good example for other organizations and stakeholders across Europe to follow. The impact of the outcome will be twofold. First, it will encourage a more inclusive approach of school teachers. Second, it will disseminate the experiences, knowledge and practices gained through the project’s actions across and beyond the network of partner organisations of ARiSE.

<< Background >>The important motivation is that we want our students to be prepared for 2030 when they will be adults. We wantto make them to think about the world and conditions which they will live in. We hope they will be prepared to helpwith the problems of Europe and the whole world and will try to achieve a better and more sustainable future forall. LTCN lacks a motivational school environment which could lead to better results and low drop out figures. thewide majority of our students comes from disadvantaged groups: religious and ethnic minorities - Gypsies, 411commuters (their residence is in the countryside), parents leaving the country in order to work in foreign countries, becoming unwanted emigrants and rarely sending money to their almost abandoned children, orphans or infoster families, students with special educational needs. Our students lack knowledge when they come in theninth grade and they lack the motivation to gain it. The direct causes of are the ABSENCE of some appealingextra curricular activities, student involvement in social causes and modern teaching strategies, the inexistentexchange of good practices between local schools, the high number of students in a class and missing generalknowledge which leads to no student participation in classes which seem boring, tiring. Thus, students tend toskip a lot, migrate to other high schools or to other classes, have bad academic results and can't attend auniversity course . The target group of the project is represented by the students who are in grades in which thedisadvantaged are by far the majority and by their teachers. Parents don t get involved in their children's schoollife and pay no attention to their school progress. LTCN is not appealing to eighth graders as Alexandria has avery competitive school market and we lack visibility due to the inexistent results or few extra-curricular activities.Fewer students mean less teaching staff. The most important school document- Institutional Development Plan,states that LTCN's mission is to educate teenagers in the spirit of respect, fundamental human rights andfreedoms, dignity, tolerance and free exchange of ideas; to cultivate sensitivity to human issues, to civic moralvalues, to respect for nature and the environment, to train students as keepers f the traditions and culture of themember countries of the European Union, by continuing and diversifying the European projects carried out in theschool. Moreover, the Strategic Plan aims at creating a new curriculum, innovative extra-curricular activities whichcould involve students, their families, authorities, community, collaboration with other schools on both nationaland international levels. We have a real need, found partners in difficulty and believe that this project should befunded as It will enable all the participants to explore, understand, describe and compare lifestyles acrossEurope, increase awareness, common preoccupations, European citizenship<< Objectives >>The need of LTCN gives the general objective of the project-the presence of a motivational environment whichcould meet the needs of the disadvantaged students prevent bad school results and drop out. The direct causesoffer the specific objectives: -acquisition of new competences to apply improved curriculum in the teachingprocess by 30 teachers from the high schools involved in the project in order to improve their abilities tocommunicate, innovate and collaborate, to develop the students’ personal, social and professional abilities untilthe 20th month of the project; -acquisition of new competences to promote in-depth collaborative work in lessonsand extracurricular activities and to create, develop and exercise competences such as solving problems, takingresponsibility for finishing tasks and finding solutions by 200 students from the 6 high schools by the end of the22th month of the project; developing understanding of multitude of different cultural differences held withinEurope, from international - local - small groups - individual and recognition of differences&unifying elements inthe context of the unique development of each country and the common development of Europe by 600 studentsfrom all the 6 school partners until the end of the project. The objective are linked to the priorities selected as webelieve that all participants will get knowledge, abilities and skills which could help them to get interesting jobsand better life. Moreover, the students joining in projects are motivated to finish education or continue it becausesome students leave schools without proper education. Results: CULTURAL educate the parents,pupils,public tolive and ensure active participation to changing their communities; use cultural varieties by music,folkdance,traditional costume,food,life style for charity work to introduce our culture to different cultures; createawareness of European culture diversity,find the similarities or differences about the cultures,break theprejudices,barriers of the people against different cultures,life styles,set a warm dialogue among cultures byvolunteering; provide cultural integration of minorities&reduce the cultural conflicts; ENVIRONMENTAL promoteand help to save the nature,encourage the people to do recycling, make people sensible to the environment;draw public attention to natural,environmental problems, develop love-respect for the street animals;EDUCATIONAL increase the learning levels of the pupils with low basic skills with the help of their peervolunteers to prevent them from leaving school, improve the school curriculum, educate local people aboutcultural, social, environmental problems, encourage people to do sports for a healthy life, proper nutrition andstay away from bad habits.Project outputs leaflets, newsletters, study materials, project logo, questionnaires,reports, presentations, web&FB pages, articles in local press, exhibitions, photo gallery, school noticeboards,seminar<< Implementation >>We have written for this project 3 different plans : an implementation plan, a dissemination plan a sustainabilityplan. Combined they include all the project's LTTs and additional activities. Before a LTT we will: study the goals,prepare our point of view, describe the actual state of the problem according to conditions of each region andcountry. The hosted school will prepare the program according to the topic for the learning activity concerning thegoals - eTwinning activity follows. During LTTs all contributions of partner schools will be presented by students;discussion will follow. The next task will be to prepare the output from the activity where the activity will bedescribed, all school contributions will be presented and compared and finally the conclusion will be shown. Eachoutput will have a general part – specifying the goals and the second part in which the suggestions and solutionswill be described. Each of the participating schools will process an output with emphasis on theschool/area&country. The outputs will be photo documentations from the activities and workshops, power pointpresentations, word documents. The very important output will be untainable-experience, new skills, languageand personal development of all participants. Schools will contact experts and institutions in their areas andtherefore there is potential for the transfer of unique ideas. These outputs will be dealt with in advance of relevantlearning activities and interactive way. Participating schools could use external experts, lectures, workshops,exhibitions, sightseeing tours and excursions during learning activities. Based on feedback from these events theoutputs will be processed to their final form. We want to show participating pupils and other users of createdoutputs that the development of individual countries is vital part of Europe. They can be known by funny andinteractive way to contribute understanding and development of cooperation between European nations.Participants will learn to think about better world and life conditions for all people without any discrimination.During the time between the activities - the teachers will use the materials from the activities during their lessons,we will: organise project days and open days for public, introduce the project at parents’ meetings, present theproject to local community as well the wider public in the form of project web, newspaper articles, meetings etc.This project is complementary because it develops our knowledge of European countries, their development,problems, their culture and history. It develops the ability of teachers and students to communicate in differentlanguages, mainly in English and be able to behave and cope with different situations. New technologies andcurriculum will be used to make this knowledge visible to wider community via social networking andpresentations. We plan to teach each other - teachers-students-experts-public good plactices<< Results >>According to the objectives of the project, within the 2-year implementation, the following will be successfully achieved:1reduction of the level of ESL by 15% (found in at least 50% Ss coming from disadvantaged groups in all the 5 participating schools2. Social inclusion is the key priority and 30%-50% of the Ss coming from disadvantaged groups were primarily targeted in the PM sessions and PL activities on project level.Assessment was carried out in relation to the way the project functioned, the process between outcomes and initial objectives, and how these outcomeswere achieved, but also it gave special emphasis to how the participants developed competences from formal and non-formal spaces.1. Conformity of Activities:Through continuous and constant organization of LTTs and local workshops, the level of ESL in partner schools was reduced by 15% and consequentlyincluded Ss coming from disadvantaged groups. This figure was measured through regular reports in each school. The tools used were: student progresstests, level of participation measurement, documents analysis, questionnaires and group discussions.2. Products and Results DeliveredThe products and results delivered on behalf of the project are:-80 student progress tests in at least 5 different school subjects were applied at the beginning of two school years. All of them revealed constant progressin learning of the Ss assessed. All Ss participated in the project activities.-1 questionnaire /country was used to find out more about the views and experiences of users, the wider community, Ss, Ts, etc. It emphasised new skillsobtained by Ss as a result of their involvement into the project activities: improved knowledge; increased understanding of school environment; proactiveparticipation in decision making.-2 group discussions/project were organised in order to focus on social inclusion of Ss coming from disadvantaged groups, concerning the followingissues: to what extent our project objectives have been met; what progress our project has made; the extent to which our targets have been met; that achange we are interested in is happening.3.Added-value and Impact of the ProjectThe project led to broader perspectives, which include: increased involvement in converting project results to active instruments for change; increasedcommitment in reduction of negative social stereotypes; increased involvement in organisational strategic planning, including: helping set organisationalstrategic options for achieving the objectives concerning sustainable development of school human resources; developing portfolios of projects to achievethese strategic objectives.The partner schools have now new curricula as many teachers know and adopt innovative teaching techniques on regularbasis.4.Successful Partnerships or PracticesOur partnership served to strengthen, support, and even transform individual partners, resulting in improved educational quality, more efficient use ofresources, and better alignment of goals and curricula. The project was more successful at improving Ss’ homework completion, homework effort,positive behavior, and initiative. It also helped to gain access to and recruit groups of Ss in need of support services, fostering better alignment ofprogramming to support a shared vision for learning(dissemination events, interactive workshops, PM sessions and simulations).4. By organizing dissemination events the quality of education and the European dimension of the schools will be greatly increased. The participating Ts, direct beneficiaries, developed personal and professional skills through the experience exchange during LTTs and during local activities with the Ss.The selected Ts will share their experience input by organizing the dissemination events and active workshops. 100 Ts will improve personal and professionalabilities.5. An international network of resources centers and helpdesk will be created with schools interested in developin

The “Project leading to an Exhibition for the incorporation of Migrant children into the European school frameworks” (POEME), intends to do exactly as its title suggests in the most structured, inclusive way, having in mind current trends in educational material and the most recent digital formats to equip language educators and local and migrant students with powerful skills vital for the 21 century and especially for the challenging shift to online/distance learning as a result of the COVID-19 outbreak. This project is based on a consortium which has several years of experience in other Erasmus Projects - Les Apprimeures from France, SPEL from Portugal, DISEPI and IASIS NGO from Greece, CIP Citizens In Power from Cyprus and Logopsycom from Belgium- who devote their work in constant research for innovative ideas and tools for meeting the needs of European society. Thus, the proposal had as its foundations the organisations’ solid grounds of experience and as a scaffolding, research and careful thought for building a coherent, structured and detailed analysis project.Having in mind the current numbers of immigrant students in the European schools, it was decided as deemed important to take serious consideration on how to develop those students' linguistic and cultural realities for having a positive effect on their well-being and performance in schools (Thomas and Collier, 1997; Cummins, 2001; Garcia, 200 cited by Eurydice, 2019, p16). It’s also worth mentioning that the opportunity for local and migrant students to collaborate creating exhibitions, has been recognized by many researchers as a mean to empower marginalized groups (Finney & Rishbeth, 2006; Finley, 2008; Likes, 2010; Thallon, 2004). The two major results of this project are:i) modernization of second language teaching both in content (European Cultural Heritage) and way of assumed digital tools (e-books), as well as in the way students will work for language acquisition and cultural acknowledgement and for presenting their work (blended learning exhibitions) ii) empowerment of educators and students with digital and soft skills through detailed e-reports, e-guidebooks, webinar trainings and workshops, as well as blended learning sample material build. Also, the project includes OERs e.g.: - 1 E-Report translated in the 3 languages of the partners based on a desktop analysis of previous research and projects about current methods of second language acquisition, possibilities offered through e-worksheets and e-books, cultural heritage acknowledgments etc.-18 Worksheets to be translated in the 3 languages of the consortium thus giving 72 Worksheets in all languages, having as a content cultural heritage and intending to develop written language acquisition through meaningful tasks (attending vocabulary, some grammatical and syntactical phenomena) to be used as complementary material.-10 animated e-books with graduation on language level acquisition which will be translated in 3 languages. The purpose of the e-books is twofold: firstly, to give concrete ready to use complementary material to language teachers but also providing them with explanatory sheets and training for gaining the appropriate digital skills for building themselves this innovative pedagogical tool, becoming capable of providing tailor-made reading to their students, which will eventually improve their daily professional practice. -An interactive e-guidebook for POEME exhibitions, where each section analyses what students are expected to do, some ideas and concrete examples as well as which skills they will train and develop.-Samples of POEME blended learning exhibitions by the consortium members (6 in total), including the blueprints and guidelines for each.-School-wide digital or physical (blended learning) exhibitions across the countries of the partnership by at least 200 students and 20 educators. The benefits acquired from curating an exhibition for all students age 12-18 are language acquisition, attending managements skills, presentation skills, writing skills, soft skills, development of autonomy and confidence in their study, collaboration, use of digital tools just to say a few whilst ultimately elevating their self-confidence their self-esteem and feeling in unity with their fellow students and the community they live in both because of the collaboration, the exhibition itself and the content it is applying.In addition, the following organisational results are expected: -6 national online pilot testing of the 18 e-worksheets and the material, by gathering 12 teachers-1 webinar training with at least 60 educators on the use of the interactive e-guidebook and the sample exhibitions’ blueprints and guidelines-6 national e-workshops for training at least 20 language teachers in exhibition curating (either local language acquisition as 2nd language or ESL) and 200 students in total (mixed with migrants and locals)-2 transnational partner meetings.

<< Background >>ContextAs COVID-19 has shed light on business models' reshaping, bringing remote work and hybrid models to the front line, Europe urgently needs to digitize its industries, while a fundamental shift in the skills of corporate trainers is required in order to be successful (Hoojberg & Watkins, 2021). To that end, the European Commission has presented the ‘Shaping Europe’s Digital Future’ strategy, with the view, among others, to invest in digital skills so as to promote new opportunities for businesses (European Commission, 2020, Shaping Europe's Digital Future). In fact, the Digital Education Action Plan (2021-2027) of the EC combines the development of a highly sustainable digital education framework with the increase in digital competences for digital transformation, including digital literacy, data-driven technologies, etc.(European Commission 2020, Digital Education Plan 2021-2027). Rationally, the pandemic has put a dent on businesses' digital transition strategy (Ong, 2020,). However, more than 70% of them are struggling with the lack of staff with digital skills, especially within the rise of hybrid working models (remote/in-office work), while 88% do not have the capacity to invest in the digital upskilling of their employees (European Commission, Digital skills and jobs, 2021).A main challenge is that remote work leads to staff being less productive, with many companies failing to adjust their training culture in order to digitally engage with employees while in a lockdown (Consultancy.eu, 2020). Of course, the digital transformation has also affected corporate training, since new ICTs emerge and occupational profiles need to change increasingly fast to survive (Federal Institute for Vocational Education and Training, 2020) . The share of workers with low or even no digital skills ranges from less than 20%(Bulgaria) to up to 40% in most EU countries (Germany, Ireland), while many countries stand between 20-30% (Greece, Italy, etc.), implying that employees are not yet comfortable with this new remote-work model (European Centre for the Development of Vocational Training, 2020).As L&D pushes up the corporate agenda,to engage employees in being more productive within hybrid workplaces, effective e-training demands exceptional digital competences and soft skills in order for VET & corporate trainers to efficiently operate in a virtual coordination mode (Hoojberg & Watkins, 2021). Thus, the role of trainers becomes even more vital, as the European labor market will need to replace less qualified or narrowly trained trainers with highly qualified professional experts. Besides, all the actions taken for digital transformation forcing a rapid adoption of e-learning solutions by VET programs has not properly supported the acquisition of practical skills and organization of work-based learning,which are crucial elements for successful VET training (Federal Institute for Vocational Education and Training, 2020).<< Objectives >>Project SolutionAmong other fields, COVID-19 has also affected corporate training and team management, making digital transformation along with the adoption of microlearning even more urgent within a world that everything turns online. To increase employees’ productivity and establish efficient team leading, DigiREACT will combine personalized training and gamified learning in an Experience Brewing Engine that will deliver effective skills retention tools for the establishment of an online engaging experience for employees.To that end, the project will develop a full training e-course primarily for corporate trainers of EQF level 3 that are struggling to engage their employees in remote-work or hybrid work business models. In addition, DigiREACT will also create an Employee Experience Platform (EXP) that will be facilitated by artificial intelligence and gamification mechanisms serving as a constant training and skills retention tool for employees. Finally, the project will provide a solid framework and support for the creation of European synergies that can affect the recommendation of new solutions towards sustainable development and viable digital transformation.Project ObjectivesTo normalize virtual/blended training within hybrid workplaces and due to the lack of engaging e-learning platforms and educational resources, DigiREACT aims to increase the professional skills of corporate trainers. This will enrich their profile with efficient e-leadership skills and digital competences enabling them to tackle the challenges of leading hybrid teams. In particular, the project will focus on the development, retention and improvement of the following skills of corporate trainers, always in alignment with the needs of the labour market and the digital vision of the European Commission (Digital Agenda, Digital Competence Framework 2.1, including the integration of AI technologies):-e-leader’s skills and leading virtual teams-organizational skills-data literacy for digital design & data visualization-communication and teamwork skills through ICT tools-creative Digital content creation-problem solving skills-online safetybasics of data-intensive technologies (aligned with the Digital Competence Framework 2.0 and EU legal framework to AI).To support knowledge and skills acquisition, the purpose is also to launch an engaging Employee Experience Platform for corporate training in order to digitally upskill corporate trainers to manage hybrid teams of learners, while supporting employees in retaining their skills. DigiREACT will provide content authoring functionality supported by Artificial Intelligence technologies (xAPI, recommendation engine) for the development of personalized training pathways based on skills mapping and learner’s type. The web-based platform recommended by DigiREACT will utilize social learning tools and gamification elements (Open Badges, stimulating videos, competition leaderboards, interactive quizzes, point system) for business training in order to motivate employees to learn how to achieve their organization’s mission.<< Implementation >>In compliance with the objectives described above, specific activities are going to be implementing in order to meet up the project priorities for digital transformation and VET training establishment:-A needs’ verification report that will act as the foundation for the development of the Corporate Trainer Profile, the training backpack Learning Outcomes and the training methodology. The report will comprise the main findings from the needs analysis conducted at a pre-application level, the feedback derived directly from the project target group in order to validate the conceived needs, and the framework of the competences that corporate trainers need to acquire in order to be successful in new business models.-The development of a solid training methodology to be followed for training delivery during the project implementation and after its completion. The methodology will include also a Memorandum of Learning Agreement as well as the definition of the Corporate Trainer Profile in alignment with a pre-defined ECVET system for validation and accreditation.-The development of a complete training course in the form of a backpack comprising training materials, lesson and training plans, assessment tools and a concrete and yet helpful guide for corporate trainers with the view to increase their e-leadership skills and digital competencies.-The configuration of an online learning environment that will engage trainers into the learning process fostering their skills acquisition and retention in the long term.-The establishment of a wide network inside and outside the partnership for the development of DigiREACT synergies through a common community tailored to the needs of project enthusiasts and to the labour market’s trends-Project Quality Plan, Sharing, Promotion, Piloting and Exploitation plans facilitating the horizontal activities of the project and thus establishing its impact providing top quality results-The elaboration of an Intellectual Property Rights (IPR) agreement that ensures the exploitation of the project-The organization of 4 multiplier events for raising awareness about the project results and inviting participants to the piloting activities as well as the execution of a final conference serving as an exploitation seminar-The planning and execution of a 3-day Learning, Teaching & Training Activity serving as a training and validation workshop among partner staff members in order to equip them with the knowledge and skills required to deliver proper training in their countries.<< Results >>With regards to the tangible outcomes of the project, we will develop and validate:- A hands-on training backpack with multimedia resources tailored to the real needs of corporate trainers in alignment with the needs of the labour market with a view to increase their digital skills for efficient digital team management in a post-covid era. All project materials to be developed for the purposes of this result will be freely accessible as Open Educational Resources in the project website.- An Employee Experience Platform as an open software serving as an online learning environment facilitated by artificial intelligence mechanisms and gamification elements. The platform will be customized to the needs of corporate trainers that need to increase their e-leadership and digital competences in order to efficiently manage hybrid teams and employees that are/will be forced to work remotely and are struggling to stay engaged in their activities. The online learning environment will also utilize social learning tools for VET training in order to motivate employees to learn how to achieve their organization’s mission.- A dedicated virtual space serving as a common space of the project network for project practitioners. The web-based community will be created for participants and future participants to communicate, organize trainings, exchange ideas, build synergies of practice, promote and update the project results through content authoring tools, get live and asynchronous support from the experts. The goal is for practitioners to become active members of the community and in the long term promote a common policy recommendation for digital transformation.As for the intangible results that are expected past the project completion, we aim to:- increase the digital skills of corporate trainers in order to enable them cope with the digital transformation of their organizations and thus distant working models- improve employability skills for employees that are forced to work remotely after the pandemic crisis through a ‘Netflix-style’ Learning Experience Platform- support employees to retain their skills long-term in a post-COVID period through skills retention modules- formulate the framework for the creation of common synergies of practice among project practitioners, stakeholders and policy makers with the view to recommend new solutions for digital transformation across the EU- promote the adoption of smart solutions in E&T within the context of VET and corporate training sectors turning to online innovative and sustainable solutions- integration of open educational resources (OERs) and open software in the learning process facilitated by stimulating online learning elements and activities

According to the study ‘PISA’ that has been carried out every three years since 2000 by OECD, it has been observed that European Union is lagging behind in terms of the performance of students in mathematics. Regardless the performance of students in mathematics all over Europe, one would expect that they have at least understood the prominent role of mathematics in human evolution. However, the questions that are frequently expressed even in the classrooms of High Schools, mainly in relation with the utility of mathematics in everyday life and their correlation with other areas of human sciences and culture, come to contradict the above expectation. For instance, the influence of mathematics in the development of various forms of Arts is of a great interest, and exactly for that reason has being widely known since the ancient times. Particularly, in the recent years, the research educational community attempts to mitigate the relationship between mathematics and art by using alternative teaching methods, indicating that the effect of art in mathematical learning is always positive (Catterall and Waldorf, 1999b; Ingram & Seashore, 2003). We perceive that The Art of Maths project can be now classified as a fruitful addition towards this effort with all the tangible outputs it offered as an OER. Hence, the teachers and subsequently students from 13 to 18 years old, now have the opportunity to approach both the correlation and influence of mathematics during the development of various ramifications of art, including visual arts, music, cinematography, literature and theatre, and additionally to experience the art development as an alternative method which could be successfully ‘exploited’ during the didactics of mathematics, by simultaneously using ICT based methods and specially-designed innovative tools such as games. The rich experience in various ramifications of didactics of mathematics through both formal and non-formal methods and contexts of the partner organisations has produced innovative training modules with specially designed material that appeals to both mathematic teachers and students of secondary education. The on-line training course provides educators with a plethora of no less than 56 tools to inspire their students and to be implemented along their official curricula or as an extra curriculum activity. The on-line game entitled 'Let's Play' in the OER website is a must try gamification system which can be used either to intrigue the curiosity of your students before introducing the on-line training course or evaluate their knowledge in a non stressful, informal way which can be easily used as formative assessment. More than 350 students and 225 teachers so far, were involved in pilot and exploitation phases; where they have experienced this journey of knowledge investigating mathematics within the classical art of Ancient Greece, the proportions of the Parthenon and the notion of the ‘golden mean’; to the notions of ‘linear perspective’ of Renaissance and the ‘geometry’ of modern art, through a display of works of art and paintings. They met with ‘Pythagoreans and the numerical relations of sounds’ which led to the study of pulsation in the 17th century and the modern view of harmony. They have dealt with the mathematical notions, mentality and history through various parts of theatrical texts, movies and literature, in all the five partner countries. At the same time, the e-Handbook to be found within the official platform of https://artofmaths.eu/ of 25 pages long, exploits the best-off activities of the on-line training course. The unique E-Library provides educators with all sorts of material in all of the 5 languages of the project including but not limited to academic material and articles, videos, documentaries, TED talks, within relevant thematic areas. The feedback from the students available to you via the E-handbook confirms that we have achieved our initial aspirations which were defined as follows: (i) to understand the applicability of mathematics in another field, realizing that it is not a science detached from any other field; (ii) to allow the mixture of mathematics and arts to create a more pleasant feeling, which will eventually affect the way they accept and approach mathematics in the classroom, thus cultivating a positive stance towards math; (iv) to learn how to use digital technologies and innovative tools in order to absorb knowledge and to fully comprehend a new term/concept; thus also contributing to the modernization of didactic models in teaching math and STEM, in general. The on-line training course, which will be available in a variety of languages (ENG, SWE, FR, GR, PRG) will be open for free use also after the end of the EU funding, whilst its dissemination will be of a large scale (Schools, NGOs, Research Associations, Ministries of Education & Universities).