<< Background >>Schools are important arenas for interventions among children, as health promoting initiatives in childhood is expected to have substantial influence on health and well-being in adulthood. During health crisis, like COVID-19 pandemic, promotion of public health and issues regarding self-protection are crucial, not only for the adults, but also for the children. Especially for children 6-12 years old, it is very important to teach them in a way that they will better and easier understand issues related to health and self-protection.One of the main policies in all EU countries is the promotion of health education to children. Health education builds student's knowledge, skills, and positive attitudes about health. Health education teaches about physical, mental, emotional, and social health. It motivates students to improve and maintain their health, prevent disease, and reduce risky behaviors. For this reason, teachers in primary schools must find innovative methods to support and make children understand issues regarding health, self-protection, and public health. Covid-19 proved the lack of adequate health education of children in several countries as well as the inadequacy of the lack of digital tools in learning to be used for distance learning.Digital Game-Based Learning (DGBL) is an innovative method in supporting children to the learning process not only in classes, but also by distance. DGBL is one of the best ways to teach students in primary schools, as it creates a new perspective in learning culture, which go hand in hand with the interests of the pupils. Digital Educational Games (DEG) are an innovation in primary education, that can enhance children learning and acquiring skills. The integration of DEG in the school environment of primary education, could effectively contribute to reforming the educational system. Primary education teachers can play a crucial role in supporting children’s DGBL. By developing activities to deploy digital tools and methods to deliver quality and inclusive education through online/virtual means, teachers will be able to provide qualitive and inclusive training to children in such serious issues as prevention in health issues.i-Learn4Health project is aiming to help teachers in primary schools to provide health education to children 6-12 years old. Teachers will be trained not only in theoretical aspects, but mainly in how to apply in practice the DGBL method, by using the Digital Educational Games which will be developed by the project partners. The target groups of the project are: teachers & head teachers in primary schools, teachers responsible for health & safety in primary schools, children 6-12 years old & their parents, primary schools’ teachers’ networks & organisations, experts/professionals in DGBL, experts/professionals in children education, training institution, parenting networks & organisations, organisations promoting health education, organisations for children education, public & private educational & health authorities & stakeholders.The project will be implemented by 8 partners organisations from 5 EU countries, which respond to the exigency of creating a unitary approach & common operating procedures in promoting & raising awareness for health education in primary schools through DGBL:1.University of Patras (Greece)2.C.M. SKOULIDI & SIA E.E. “p-consulting” (Greece)3.C.F.C.D.C. CENTRE FOR COMPETENCE DEVELOPMENT CYPRUS (Cyprus)4.DIMOTIKO SCHOLEIO AGIAS NAPAS - ANTONI TSOKKOU (Cyprus)5.OIC Poland Foundation (Poland)6.Free Trade Unions Federation in Education FSLI (Romania)7.Centro San Viator (Spain)8.ERROTU TALDEA, S.L.P. (Spain)Regarding the needs in partners’ countries, i-Learn4Health is an innovative project which will upgrade the quality (as well as content) of the offered services in primary schools. Furthermore, schoolteachers & rest of staff will be equipped with the knowledge & competencies, to educate children in public health<< Objectives >>i-Learn4Health project is aiming to help teachers in primary schools to provide health education to children 6-12 years old. Teachers will be trained not only in theoretical aspects, but mainly in how to apply in practice the DGBL method, by using the Digital Educational Games which will be developed by the project partners. Main objectives of the project are to:enable the teachers (and children) to develop a scientific point of view of health with reference to traditional and modern concept of health.enable teachers to provide high quality health instruction and utilization of curricula that reflect the characteristics of effective health education.promote Digital Game-Based Learning (DGBL) in primary schools.<< Implementation >>its lifetime:Project Management & Financial Plan. This activity will be carried out from University of Patras (lead partner) and will include the timetable of all activities, outcomes, time limits, milestones, etc. It will also describe the reporting requirements & the communication rules & tools. Transparent rules of management & direct contacts between all project partners will be the foundation of effective project implementation.Educational actions implementation material. It will be carried out by University of Patras and all partners will be involved to prepare the educational material for each health promotion section proposed for each student age. Project Dissemination Plan. It will be carried out by p-consulting & will include the following aspects: target groups, dissemination objectives for each target group, schedule of the dissemination activities, project logo-slogan-key messages, number of the individuals & organisations reached, partners' tasks & responsibilities, promotion & dissemination tools, reporting information etc.Exploitation of the Results Plan. This activity will be carried out by p-consulting & will be focused on integrating the project results into national practice & provision in their respective countries as part of the overall strategy.Project logo – Promotional Material. It will be carried out by p-consulting. The project will have its own identity via a project logo, which will be graphically & verbally uniquely identified, so as to be effective for any visual & search engine web research. Promotional material will also be developed (leaflets, project cards etc) & will be used in dissemination activities.Project Website - Social Media (creation, updating & maintenance). A project website & social media accounts will be created & updated in regular bases by project partners. The activity assures that target groups will know & use the project results, during & after project life span. The activity is necessary for the sustainability of the project results. Project website will be in English & in all partners’ languages.Dissemination activities. They will be carried on by all partners so as to disseminate & exploit the results through traditional channels, to identify outside bodies that need to be aware of, or involved in project, to determine how partners can use existing networks for dissemination, to ensure the continuing visibility, accessibility & use of the results after the end of the project, to explore opportunities which could lead to the project results being transferred to & exploited in other countries.Risk Management Plan. It will be carried out by COMCY. The purpose is to identify risks within the project, categorize & prioritize each risk, determine the likelihood of the risks occurring, identify the impact on the project if risk does occur, identify preventative actions, develop list contingent actions to reduce the impact, schedule these actions within an acceptable timeframe & monitor the status of each risk.Quality Management Plan. It will be carried out by Errotu & aims to assure the quality of implementation of the project tasks & results & the continuous improvement. It will also help to establish a support mechanism for the project management in order to ensure smooth cooperation between partners & a successful implementation of the project.Sustainability Plan. It will be carried out by FSLI & it will be a guide for project partners for the sustainability of the project after its end. The purpose is to develop a comprehensive approach for the sustainability of project results through a SP that will serve as a tool & a road map for helping project partners to coordinate efforts, track progress & focus energies on the highest priorities. The SP will set goals & strategies for the sustainability of the project results after its end & will identify opportunities for change and progressNewsletters. 5 newsletters will be produced by Centro San Viator, so as to inform<< Results >>The project will produce the following results, which are addressed to teachers, head teachers, teachers responsible for health & safety in primary schools etc:PR1:Electronic Diagnostic Tool for diagnosis of the factors that influence students’ effectiveness of knowledge acquisition in DGBLA multidimensional electronic tool will be designed for diagnosis of the factors that influence the effectiveness of knowledge acquisition in DGBL for children in primary schools (6-12 years old), with emphasis given to health promotion and health education. Factors such as enjoyment, happiness, and intention to use are important attitudes in learning educational games and increasing learning performance. It will be a Digital Tool (in English, Greek, Polish, Romanian and Spanish) easily available via Internet without any physical barriers. The Tool will be accessible online via computer, laptop or smartphone.PR2:Digital Educational Games for health promotion and health education in primary schools. Digital Educational Games will be developed focusing on health promotion and health education of children 6-12 years old. The games will have different thematic according to the age of the children. Analytically: 6-7 y.o: Healthy dietary habits7-8 y.o: Be Active-Train yourself8-9 y.o: Accidents and Protection9-10 y.o: Stereotypes and stigma in community10-11 y.o: Internet addiction11-12 y.o: Sexual health promotion and interpersonal relationships-The gender differenceThey DEG will be designed respecting all the protocols for WCAG2.0 with graphic elements properly designed for the avoidance of too many texts (thus easier to be used from a wider target group of users), including animations where needed. They will be web based but hosted on a platform with PWA technology (thus downloadable to a mobile device) and fully responsive, playable from all kind of devices. The technology to be used is H5P (Richer HTML5 Content in Existing Publishing Platform like Wordpress or HTML) to be homogenized with the rest of the website of the project and also with a button to download (respecting the transferability of the games).The DEG will be developed in English, Greek, Polish, Romanian and Spanish.PR3:Online Training Program in Health Promotion and Health Education through DGBLAn Online Training Program will be developed for teachers/head teachers in primary schools, targeted on health promotion and health education through DGBL to children 6-12 years old. The aim is to upgrade their skills on health education and on how to use the method of DBGL so as to teach children on public health issues and self-protection.Learners will be trained on:The Online Training Program will contain information regarding:•what is public health;•The characteristic of each thematic section in each class•how do we train children (6-12 years old), according to their age, on health issues and public health;•why it is important children (6-12 years old) to learn and understand about health issues and public health;•why and how to use Digital Game-Based Learning (DGBL) method in the learning procedure;The training program will be available in the form of e-learning in English, Greek, Polish, Romanian and Spanish, and it will be free of charge, easily accessible and available for the public.

“DEAL – Dementia, Education, Approach, Life” was a 2-year ERASMUS+ project, which aimed 1) to improve the competences of teachers and caregivers with regard to dementia, 2) to extend the cooperation between educational institutions and caregiving organizations 3) to elevate the status of dementia caregiving and 4) to give recommendations to decision makers in the field of education. The project started in November 2018 and ended in December 2020. The number of people suffering from dementia is growing in the whole world. It will continue to grow and consequently, the socio-economic burden will increase. Due to their prevalence, cost and profound impact on society, Alzheimer’s disease and other forms of dementia therefore are public health priorities in EU Member States. As most European countries are recognizing the challenge they are facing, they have launched national dementia plans with many initiatives to be carried out. In the more wealthy countries, new technology is developed and implemented in the field. However, there seems to be a missing link between on one side: all the research done, all the existing knowledge, the awareness, the enormous amount of money spent – and on the other side: the priority this topic is given in the education of the basic care staff in the care educations in Europe.The DEAL project was carried out internationally to exchange experiences and best practices among very different ways of caring for people with dementia in different countries – including differences in the approach to the person in need of care. It was successfully implemented by eight partners from Denmark, Greece, Italy, Netherlands and Spain. The project partners worked in double partnerships in each country: One partner representing working life and the other partner representing care educations.DEAL project was targeting: •Trainers and teachers in care educations•Students at care educations•Care staff - first and foremost professional caregivers, but also informal caregivers can benefit•Decision makers in the field of educationHowever, relatives of people with dementia will also benefit from the project results and the final beneficent is the person suffering from dementia.The objectives of the project were to:•improve the competences of teachers and trainers who educate and train caregivers about dementia•extend and qualify the cooperation between educational institutions and caregiver organizations•elevate the status of care for people with dementia as it is a low-status area in the field of care•give suggestions and recommendation to the decision makers in the field of basic health care educationDuring the project’s lifetime, the following main outputs were produced:•Online training program for caregivers of people with dementia: The training program provides specialized knowledge on dementia and methods for supporting and caring for people with dementia. The training program consists of 8 modules and a Teacher’s Guide in English, Italian, Dutch, Greek, Danish and Spanish. Besides it contains four modules that were developed for the specific national context in Denmark, the Netherlands and Italy. These modules are to be found in the national languages only.•Video for caregivers of people with dementia: The project partners created a video promoting the care work for people with dementia. This video aims at elevating not only the status of the care for people with dementia, but also the status of basic care and basic care education in general. The video shows that it is meaningful and rewarding to work with people with dementia in spite of all the difficulties. •A policy paper for decision makers. The policy paper is targeting relevant stakeholders in the field of education. It consists of a general part containing the results of the DEAL project and sections containing the national recommendations. The DEAL training program was tested by about 150 persons in Denmark, the Netherlands, Italy and Greece: professional caregivers, family members/friends of people with dementia and students at medical schools and health care colleges. As the DEAL material is already being used by the involved organisation, the impact is increased competences among teachers and caregivers in the field. The video promoting dementia care will be disseminated and used by health care educational institutions to attract students and staff to dementia care, it will elevate the status of the care and also give a better understanding of what dementia is.Another important impact is that the cooperation between care institutions and educational institutions has been strengthened, which has led to a greater understanding and the creation of more practice-adapted education.All partners carried out many dissemination activities including Multiplier events (face-to-face or online) in Denmark, Italy, The Netherlands and Greece.

CONTEXT/BACKGROUND: Learning Disabilities (LD) can affect an individual's life beyond academics and can impact relationships with family, friends and in the workplace. People with Learning Disabilities frequently leave school with few qualifications and are much more likely to become unemployed or economically inactive. Ensuring that people with LD receive adequate support begins with the correct identification of their needs, which may in turn lead to a diagnosis. Despite the efforts the European Agency (2013) the employment rate of people with disabilities remains low. Foreign language skills in combination with the right educational background and relevant work experience, can contribute to employability, remuneration, and promotion. Languages can build bridges between people, giving us access to other countries and cultures, and enable us to understand each other better. Unfortunately, foreign language teachers, have poor quality and inadequate provision of training in the area of special education needs teaching. The inclusion, equal treatment, equal opportunities in education and employment of people with LD, the introduction of more complex monitoring systems on teaching foreign languages to people with LD are issues that only transnational can be carried out to maximize the effect, consolidate the results, monitor the progress and create policies capable of eliminating inequalities.OBJECTIVES will be the increase of awareness and skills of teachers/trainers of foreign languages, in teaching people with LD. The target groups are teachers/trainers of foreign languages and adults' educational providers of foreign languages courses. The core needs are the lack of awareness, deficient knowledge of LD, suitable teaching methods, available tools and the existence of a common framework on teaching TARGET GROUPS. Project’s primary target groups are:•Teachers/trainers of foreign languages;•Associations of teachers/trainers of foreign languages;•Foreign languages educational institutions.Secondary target groups are:•Adults’ educational institutions, which provides foreign languages courses;•People with LD;•Families of people with LD;•Institutions for people with LD;•Professionals/experts in adults’ education;•Professionals/experts in foreign languages;•Professionals/experts in the field of LD.PARTNERSHIP: Partnership is composed of 8 partners organizations which respond to the exigency of creating a unitary approach and common operating procedures in enabling general foreign language teachers to give proper assistance and support to people with LD. Partners represent 7 EU countries:1.University of Ptuj, Slovenia2.p-consulting, Greece3.COMCY, Cyprus4.Associacio Programes Educatius Open Europe, Spain5.Errotu, Spain6.Dyslexia Association of Ireland, Ireland7.FORMA.AZIONE SRL, Italy8.SC Works Quality SRL, RomaniaDESCRIPTION OF INTELLECTUAL OUTPUTS: Intellectual Outputs of the TuDOrs project are the followings:1.Compendium of existing innovative and effective practices and tools in teaching foreign languages (FL) to people with Learning Disabilities (LD);2.On-line Training Program;3.Self-assessment Tool for teachers/trainers of foreign languages (FL)SHORT DESCRIPTION OF THE RESULTS: A multilingual compendium that will contain good practices and strategies of European countries on improving the skills of foreign language teachers. The design and implementation of training needs in each participating country to provide necessary information for educational deficits, skills and attitudes required to have the training for the implementation of the project objectives. The training of a significant number of professionals per participating country, learning difficulties on foreign language teaching optimal handling, workarounds, cooperation with relevant bodies. Creation of a self-assessment tool for teachers of foreign languages, which will enable teachers/trainers of FL to self-assess one’s knowledge, skills and competencies regarding teaching FL to people with LD and to understand their own needs.POTENTIAL LONGER TERM BENEFITS: Partners through collaboration, synergies and the actions outlined above will bring the various levels and their areas of expertise on the subject, will be able to learn from each other and share their knowledge with the public benefit. They can create a common intervention program at European level to tackle the lack of skills.

The recession has impacted unfavourably on the employment levels of younger people in the EU; in several countries this is now over 50% and rising. Older workers who become unemployed are more likely to slip into economic inactivity, especially women and the lower-skilled. Older workers have different skills and competences compared with other generations; without their participation in working life, a shortage of professional, structural and networking capacities will arise. Their transfer of knowledge to younger workers is important; different strengths of different generations creates the strongest combination of competences in the workplace. Better work ability for older people affects their later life; with the increasing numbers of older persons in the EU, it is vital that there is investment in active ageing (active living). Fostering entrepreneurship and transversal skills, including entrepreneurial teaching and innovative methods of approaching teaching, entrepreneurial experiences for younger people, students; this project addresses these aims.The main aim of this project was to develop working partnerships between education and employment, including self-employment, entrepreneurship; local and regional economic policies include entrepreneurship as a valid alternative to unemployment. Many older people are also turning to self-employment for the first time in their lives; in some cases this is a necessity, in some cases they want to realise their 'dreams'. Mentoring is proven to help new businesses to succeed; many business fail within the first year; personal help and guidance can make a difference. The older generation who have retired but are still active; their valuable skills and wisdom can be used for volunteer mentoring, making that vital difference to the new business and also giving the older person a feeling that they remain a valuable contributor to civil society; hence intergenerational mentoring. Young unemployed are also in danger of social exclusion; they will be helped by this project.The project created a Mentoring Masterclass; this is a 'Train the Trainer' course; 59 trained mentors (36 expected). An e-learning course (included in the Intergenerational Mentoring Process) was created (open access) and 341 mentees have been trained(108 expected); the curriculum includes innovation and creativity skills, creating the entrepreneurial mindset and employability skills. This course is suitable for the target audience of unemployed, entrepreneurs, mentors, students, apprentices and a wider audience, including employers and business organisations; it can be made available to anyone in the world, providing suitable security is implementedThe partnership is mixed: 2 VET colleges, both with experience of projects involving elderly people and their needs; a University of Applied Science, with valuable knowledge of entrepreneurship skills, mentoring and coaching, and also co-creation (Living Lab) methodology; two third sector charities, who deal with older people and volunteers; a business network with older members amongst their SME membership; a private training company who is also an entrepreneur; another entrepreneur with skills dealing with accessibility for older people; a European network with access to more than 1500 institutions across Europe and beyondAll project partners participating gained knowledge of mentoring; impact on teachers and trainers was greater confidence when dealing with the business world and the world of work; learners of all kinds gained confidence and employability skills needed by employers. Mentors gained skills and confidence, feel socially included; training and mentoring could offered as part of services offered by the two charities; the VET institutions (and UAS) will have e-learning course available to use at any time, for their staff and/or students. The target groups have experienced the e-learning and the mentoring process; receiving advice and guidance in the form of mentoring has proven very useful in helping businesses succeed, so there are likely to be more successful businesses. Particularly in Spain and in Greece these outcomes are impressive, with businesses started and some winning external competitions.