There is growing consensus that public services can be improved through experiments which bring together service providers and their users. This proposal is for H2020-SC6-Co-Creation-2016-217: Applied co-creation to deliver public services. The CoSIE project contributes to democratic dimensions and social inclusion through co-creating public services by engaging diverse citizen groups and stakeholders. Utilizing blended data sources (open data, social media) with innovative deployment of ICT (data-analytics, Living Lab, Community reporting) in nine pilots, the project introduces the culture of experiments that encompasses various stakeholders for co-creating service innovations. The CoSIE project has two overarching aims: i) advance the active shaping of service priorities by end users and their informal support networks, ii) engage citizens, especially groups often called ‘hard to reach’, in the collaborative design of public services. The aims are divided into six objectives: 1) develop practical resources grounded in asset based knowledge to support new ways for public service actors to re-define operational processes, 2) produce and deliver nine real-life pilots to co-create a set of relational public services with various combinations of public sector, civil society and commercial actors, 3) draw together cross-cutting lessons from pilots and utilise innovative visualisation methods to share and validate new ideas and models of good governance, 4) apply innovative approaches appropriate to local contexts and user groups to gather the necessary user insight to co-create services, 5) ensure sustainability by establishing local trainers for animating dialogue and collating user voice, embedded in community networks, 6) mobilise new knowledge from piloting and validating by creating an accessible, user friendly roadmap to co-creation for service providers and their partners. The project will be implemented as a joint venture with 24 partners from 10 EU countries.

<< Objectives >>The objectives of the project are: to produce tools and materials to build participatory pathways on contemporary image education; to provide teachers and educators with competences useful to promote digital media literacy in class in order to contrast gender stereotypes; to strengthen literacy and media literacy skills in socio-economically disadvantaged children; to increase social cohesion through participative actions capable of building moments of cultural growth in disadvantaged areas.<< Implementation >>The activities, that will be carried out, are:A1 - Project Management and Dissemination A2 - Elaboration of the digital image education bookletA3 - Transnational training of educatorsA4 - Testing the methodology in partner countriesA5 - Participatory events<< Results >>The achievement of the following results is expected:1- Digital image education booklet (A2): it represents a practical tool, dedicated to teachers and educators, containing the methodology developed in the first phase of the project2 - Transnational training course dedicated to educators (A3)3 - Workshops dedicated to children and young people in disadvantaged contexts (A4)4 - Participatory events dedicated to the local community (A5)

The nature of this project stems from the educational deficits observed in our societies, which in turn have been pointed out by different governing bodies across Europe. European contemporary societies have for the past years been challenged by an economic crisis that has contributed to austerity measures being put into place to counterbalance financial deficits. The fields of education are by no means an exception and educational systems around Europe are today being challenged by migratory fluxes, increasing numbers of pupils that do not cope with formal educational demands and eventually become early school leavers. The “All Aboard” project is to be seen in the light of these alarming rates of early school leavers across Europe and on the need to creating a space for discussion and cooperation at EU level, particularly within the Erasmus+ programme on matters referring to ESL. Research, dissemination and development are the core issues that guide this project. They refer to creating challenging educational environments and innovative methodological or pedagogical strategies that are consistent with both local circumstances and the globalization of our communities. To tackle ESL we need therefore to understand the causes behind early school leaving, remove obstacles within the educational systems that prevent the youth from completing upper secondary education, encourage schools to develop supportive learning and environments, promote multi-professional teams and increase their continuous training. We also need to adapt educational guidance and vocational counseling to pupils’ and societal needs, support cooperation between schools and local communities and involve relevant stakeholders.The added value of this project is that we do not only do research on ESL, but we guide all the process in the schools, from prevention, early detection, case studies and results analysis to the implementation of new methodologies derived from the outcomes resulting from the work in this project.The preventive perspective that we want to implement is one of the outstanding points of our approach. We believe that fighting ESL needs adopting early detection ESL strategies, implementing preventive dropout programmes, fostering the improvement of the emotional climate in the classroom, and/or integrating the development of skills in the curriculum, which are key pillars of our approach to cope with ESL.Our ultimate objective is to reduce the number of early school leavers. The basis of our project is to look into the causes of ESL in our contexts and to provide detecting tools, guidance and training to the persons in direct contact with students (teachers, guidance providers, educators, management teams, etc.) and who can detect at an early stage possible cases of school dropouts.The 4 participating organizations are involved in supporting other educational institutions in their own contexts, be it as teacher training providers or as organizations responsible for the general education in their municipalities. The nature of the partners involved in this project will guarantee a multiplying effect and transmission of results among the schooling contexts and among our communities. The participating organisations' daily contact with schools assure that the benefits will reach the target groups mostly involved with ESL: mainly students and teachers.The 3 main tangible results of this project have been the development of 3 intellectual outputs: the Detection Model Tool (IO-1), the Best Practices Guide (IO-2) and the Online Course (IO-3).Amont the intangible results and impact, we have: --Better understanding of the process students follow before dropping out from school.--Identification of the critical elements in our contexts that determine possible cases of ESL.--Promotion of problem-solving strategies among students, school staff and families.--Improvement of the skills and professional qualification of the persons paticipating in the project.--Consolidation of our organizations to tackle not only the problem of dropping out from the schools, but also to cope with other dailyproblems in our schools: absentiism, violence, integration, special education needs, etc.--Strengthening of our organizations as ones capable to take part in other national or international projects.--Better knowledge and experience gained on how to use emotional intelligence and other strategies to prevent ESL.--Increased capacity to provide support to other insctitutions in cases of ESL.--Increased awareness on the importance of treating possible cases at risk of ESL at the early stages.The line of work adopted by this partnership is of recent appearance and it is likely to gain acceptance in the coming years. It can open a new collaborative line of work with other institutions or with policy makers. In this sense it is due to become a sustainable line of work that surpasses the expectations set in this project.

MOST (Meaningful Open Schooling Connects Schools To Communities) supports European school students and citizens in developing science knowledge, transversal skills and competences in working scientifically. MOST enables and encourages its target groups to pursue scientific careers and long-term, will raise the numbers of scientists in Europe. To achieve this, our Consortium of 23 partners from 10 European countries (higher education institutions, schools, non-formal education providers, ministries, municipalities and enterprises) proposes a powerful Open Schooling idea. The project opens up formal science education and establishes partnerships between schools and their communities (families, science education providers, citizens, businesses, etc.) to work jointly on environmental school-community-projects (SCPs). These participatory projects directly respond to the needs and values of those involved, benefit the communities as a whole and make schools agents of community well-being. MOST’s learning impact is boosted through an educational research-based approach that raises interest in science, scientific literacy and environmental responsibility. MOST works on a threefold geographical structure: within communities (schools as hubs), at regional level in our 10 partner countries (connecting all open schooling communities from one region) and, ‘creates a bigger picture’ by establishing an Open Schooling Network at the European level. MOST fairs in each partner region maximise impact and strengthen regional efficacy. A final MOST Conference connects all SCPs across Europe to a vibrant science-learning network that opens up to further countries and communities. Planning and implementation involve all relevant actors: formal/non-formal education, research /practice, policy, innovation-driven businesses and society as both benefactor and innovation driver. This raises actors’ willingness to engage long-term and thus, helps ensure impact beyond project lifetime.