1. Overall, underachievement persists in mathematics and sciences in the EUThe latest PISA results (2018) show that the underachievement rate is 22.4% in mathematics and 21.6% in science, meaning that the European Commission's ET2020 benchmark which targeted an underachievement rate of less than 15% has not been reached. In addition, while performance in maths remained stable, it deteriorated in sciences. Therefore, there is a need for innovation in the way mathematics and sciences are taught in European secondary schools.2. Engagement and interactivity can be the key to unlock STEM teaching & learningIn “Beyond achievement: A comparative look into 15-year-olds’ school engagement, effort and perseverance in the EU”, the DG for Education, Youth, Sport and Culture pointed out the importance of learners motivation and engagement at school. It can be said that science, technology, engineering and mathematics all have a negative image at school: they are often perceived as difficult, abstract, or disconnected to the “real” daily life. Many students believe they are not able to tackle these subjects, which prevents them from ever imagining a career in these areas, in particular girls, underprivileged students and students who already struggle with difficulties at school.This reveals a real need to make STEM more concrete and closer to students.3. The teaching and learning experience should more tailored to students’ abilities and needsTeachers understand that not all students can follow the same course at the exact same pace and perform the same, as they spend time exchanging with students in their class and working on strategies to adapt to everyone. However, this basic fact has been put into the spotlight as schools closed down during the COVID-19 lockdown in spring. Suddenly, both teachers and students had to adapt to new studying context and realities. Surveys and teachers’ interviews have revealed: (1) during the lockdown, classes had to become more interactive and students be made more autonomous or risked students dropping out of virtual classes, (2) those for whom school closures have been the most negative were those who already underperformed at school, (3) even those who performed well could end up disengaged as they saw less point in waiting for the others to progress.There is a need for educative answers to the COVID-19 context to be inclusive and to give more agency to students to allow for everyone to explore at their own rhythm.OBJECTIVESThe project partners wish to create the first European virtual museum for STEM education at secondary level, that will include the needs of students with learning disorders.It will offer an experience that is immersive, interactive and engaging. As in a real museum, the students will be able to go and see what they wish, and to spend as much time exploring the notions and elements presented. To make sure it is useful for school education, it will come with supporting material to help teachers make the most of the tools provided, and guidance to link what it presented in the museum with the STEM programs. The Museum will be accessible from a regular web browser and not limited to virtual reality to make sure it is usable by most.TARGET GROUPS: secondary school students & STEM educators and teachersWHY A TRANSNATIONAL PROJECT1. Our approach can have benefits for all learners across Europe where only four countries have reached the 15% benchmark of the European Commission in mathematics and in science. All project partners are based in countries with a rate of low achievers in maths and science above the average of the EU, which makes the development of efficient methods for STEM education even more necessary and relevant: France (21.3%), Croatia (31.2%), Portugal (23.3%) and Cyprus (36.9%). The case of the Belgian partner is particular as the country performs decently in general (19.7% of underachievers) but with large differences between regions as the North of the country (the Flanders region) is one of the best performers while the South (Wallonia) keeps on underperforming as they are under the European average, like the other partners’ countries.2. There is a need to work at the EU level on solutions adapted to the needs of learners with Specific Learning Disorders (SLDs), which According to substantiated scientific estimates, the group of European Citizens with dyslexia and specific learning differences encompasses between 5 and 12 percent of the population.The partners will create the following OER in the 5 languages of the project (EN, FR, GR, PT, HR):- a virtual museum of STEM- a pedagogical guide on the use of virtual museum for STEM education- a creation and users’ guide- 60 collections related to the STEM program in secondary education in 4 collections: > the Science Exhibition> the Exhibition of Technological Advancements> the Contemporary Engineering Collections> the Exhibition of Hidden Mathematics

This project is dedicated to the Specific Learning Disorders (SLD) known as “Dys”: dyslexia, dysphasia, dyscalculia, dyspraxia, (also known as “Developmental coordination disorder” or DCD). Those conditions, seen as difficulties, disorders or disabilities, have considerable overlap or co-occurrence.There is no fully reliable estimation of the number of “Dys” in Europe but together these SLD are believed to affect around 10% (for the French Federation of Dys -FFDYS) or 12% (according the the European Dyslexia Association - EDA) of people to a lesser or greater extent. So, in the EU alone it represents between 2.9 and 3,2 million students in primary school alone (based on Eurostats numbers). Despite differences in numbers based on the transparency of their native language, all countries have numerous dys pupils and no country is currently well equipped to support them. These disorders can be detected from the age of 6 when the process of acquiring the basic skills in term of reading, writing and mathematics are starting effectively in school and it is very important to detect and support learners early in order avoid the accumulation of delays and the loss of engagement which might lead to further underachievement and early school leaving.Even though the “dys” occurs independently of intelligence, without proper adaptation or tools, pupils with Dys struggle at school. This need of support and appropriate tools is abundantly showed in the literature (Dr Mazeau, Dorian Yeo, etc) and in the analysis made by the different national associations for the dys learners (FFDYS, APEDA, etc) and national bodies (INSERM). It is also confirmed in the first hand observation of the different partners and their direct network of teachers, families and specialists but also the numerous participants (over 17.000 in total) of two previous projects focused on the dys and led by partners of this consortium: Dyspraxiatheca and Mooc Dys.Hence, the objective of this project is to offer a platform dedicated to the support of basic skills development for children with DYS from 6 to 12 years old as well as a pre-testing tool that will support the early detection.To do so, a dedicated LMS platform will be developed and it will propose specific levels of exercises related to the academic program of the learners. The subjects approached will be part of the key competencies kids in primary school need to acquire regarding reading, writing, speaking, STEM and general knowledge. Thanks to this digital LMS platform, the learners will be able to practice remotely from school and will feel more autonomous, engaged, in a stress-free and gamified environment.The target groups for this project are children from 6 to 12 with DYS but also all the educators, teachers, parents and specialists who will be able to rely on this tool and freely access a large dedicated quantity of resources, exercises and explanations in sync with the academic program.The partners will develop the following outputs:IO.1 The LMS platformIO2. Reading-Writing-Speaking ModuleIO3. STEM Module IO4. General Knowledge Module IO5. Pre-testing module IO6. The user guide 2 important functionalities for supporting the learning of the dys will be integrated:First, on the module’s main page, a pre-testing tool for parents/teachers will work around an observation questionnaire to be filled by the adult(s) and a battery of test for the pupil. This tool will allow adults to know if an undiagnosed pupil might benefit from the platform and if they should be tested by a professional. This support in the detection process will allow learners to get an increased early support by simplifying the access to a test and to provide them a care prior to formal diagnosis as the process takes a long time to be set up in some countries. The precaution will be taken to make clear that this test doesn’t deliver a formal result and in case of “false positive” the exercises on the platform will still be beneficial for the learning development of the pupil. The second added functionality is a communication tool that, based on the exercises and results, will enable parents, specialists or teachers to communicate and exchange about the learner’s improvement, needs and support. Indeed, it is acknowledged by the research both on the dys and on early school leaving that the common participation and communication of all the education stakeholders is a key factor in a positive and effective schooling. This analysis is backed by the experts of our network but also by the vast majority (83%) of the 15.000 participants to the MoocDys that selected the lack of communication and collaboration between all the stakeholders of dys education as one of the key barriers to the success of the dys pupils. Therefore, with this communication module, they will have an additional possibility and space to join forces and work collaboratively on the right learning strategy to support their pupils with dys.

"The project ""Tools for Inclusive Education"" aims to enhance the knowledge and competences of educators of any discipline in the fields of Learning Disorders, promote their professional development and supply them with tools they can use in an educational context, aligned with their actual professional development needs.The objectives of the project are to share educational policies, identify the training needs of educators working with learners affected by Learning Disorders, including foreign students, in partner countries. It will develop supportive materials- a toolkit for educators- which can be used with cases of students with perception, attention and concentration difficulties, such as Attention Deficit/Hyperactivity Disorder or Linguistic difficulties, such as Severe Reading Difficulty, Dysphasia, Dyslexia or Asperger’s. This will be in the form of a handbook, consisting of practical resources and tools to support practitioners across Europe and beyond and will be translated in all partner languages.The project will also create a professional development course which will enhance educators' skills, improve the support they provide to their students and promote the social inclusion of students with learning disorders.The overarching idea of this project is that of equality and social inclusion in education, promoting diversity and non-discrimination. It will foster a more modern, dynamic, committed and professional environment, supporting teachers to integrate good practices and new methods into their daily activities. It will strengthen the professional development of educators, educational leaders and support staff and it will allow them to better deal with inclusion and diversity, through the use of more diverse and more adapted teaching and training work styles.The impact on educators will be significant:They will improve and update their teaching methods, competences and skills by making use of the project's tools.They will exchange good practices on ways to support students with learning disorders, based on the centrality of the learner, which will bring new ideas and motivations to their work.Foreign students benefit from the project's activities, as the project supports their studies and integration into the university community. The project's results will be shared with Higher education Institutions, researchers, teacher associations, youth associations, policy-makers, public entities and other stakeholders active in education and social inclusion policies, as well as relevant local, national and international networks, students with special learning needs and associations supporting people with Perception, attention and concentration difficulties.The project's results will remain available indefinitely on partners' websites and social media. All those involved or interested in inclusive education and educational tools that will facilitate the inclusion of students with learning disorders will be free to download and use the Handbook as Open Education Resource, as well as to attend the training courses and exchange good practices with colleagues on social media."

<< Objectives >>Math&Move Story aims at raising interest and motivation among students towards mathematics from primary school. We will employ kinesthetic techniques and storytelling methods to help pupils understand abstract concepts through accessible e-books. The main goals are to improve students’ basic skills performance in math, to create inclusive materials adapted to SLD learners, and to prevent early school leave by reducing the stress associated with learning (STEM) from young ages.<< Implementation >>In Math&Move Story we will work first on the creation of materials to support teachers and provide them with recommendations and techniques about how to implement an interdisciplinary and inclusive teaching approach by linking kinesthetics, storytelling and mathematics. Later we will produce OER according to those innovative methodologies and pupils, teachers and families will test them. Their feedback will help us improve and adapt the materials to meet their needs in the best way.<< Results >>Math&Move Story will provide teachers and educators with a research booklet on kinesthetics storytelling and mathematics; a methodology guide explaining how to apply them jointly, and an implementation booklet gathering advice and recommendations to use our OER. Pupils will enjoy their math learning experience thanks to 12 interactive e-books gathering diverse content: introductory stories, math lessons involving movement, practices to reinforce their knowledge and illustrating videos.

The project “FLYie- Female Legends Youth innovation and entrepreneurship” is based on the values of gender equality in the field of innovative and social entrepreneurship. Relevant Eurostat’s report on entrepreneurship (2019) and“Women’s Economic Empowerment” (2016) report provides strong evidence that there is an uneven share in terms of the number of female business owners, the size of women-owned businesses, and their access to economic resources. Women’s economic empowerment one of the smajor cornerstone of the 2030 Agenda for Sustainable Development and an “under-exploited source of economic growth and jobs that should be further developed”. The OBJECTIVES of “FLYie” project are to:-promote entrepreneurship education and social entrepreneurship among young girls and women (age 16-24)-bring out the significant role of women in Entrepreneurship and support them to identify their skills and competences, in order to succeed in developing their own sustainable (Social) Enterprises-fight stereotypes against women entrepreneurs-inspire young girls and women through role-model education to follow business-management careers and take the risk of founding their own enterprise.-enhance aquicission of key skills and competences of young girls and women-enhance youth educators,youth coaches, career advisors and relevant professionals’ skills in dealing with social inclusion The outputs of the project are:O1-Methodological guide for FLYie projectO2-Learning training guide on Role-model education for promoting gender equality in Business and Entrepreneurship adapted on our target group’s needs and interestsO3-Learning training guide on Game-based education and activities for fostering gender equality.O4- FLYie game- the first cooperative card game featuring role-model examples of women entrepreneurs worldwide and aiming to inspire young girls and women to be involved in entrepreneurship The project “FLYie” will have a great number of beneficiaries during its implementation. More specifically, it aims to involve:- 40 staff and associates of the partner organizations including youth workers and trainers will learn about the tools created within the project.- 40 young girls and women (age 16-24) will participate in activities within the framework of the project focusing on Entrepreneurship-1500 young girls and women,youth workers and relevant stakeholders (ministries, universities,relevant education organization directorates, local society) will get acquainted with the project aware, through the dissemination actions to be carried through the project website, newsletters, leaflets, multiplier events etc.After the project lifetime and through digitized material we estimate to multiply the results achieving the following impact:-600 young girls and women will participate in scenarios and workshops based on the material and the role-model game-based education methodology of FLYie (for 5 years)-500 young people, youth educators, career coaches, other relevant professionals will be aware yearly during the 5 years after the completion of the project, through the dissemination actions to be done accordingly to the sustainability strategyAll the innovative materials created through the FLYie project are promoting the inclusion women in entrepreneurial sector ,enhancing of trainers’ competences with the help . The materials will be available to anybody interested in using and implementing them for 5 years after the end of the project.4 partners from 4 countries (Cyprus, Greece, Poland and Belgium) comprise the project’s transnational consortium that is able to cover all the needed competences for the efficient implementation of the project:-Citizens In Power (CIP), that will be the applicant partner, is an innovative Research center with great experience in entrepreneurial education both at a national and European level-Challedu, is an NGO focusing on designing and implementing game-based and interactive educational materials (physical, digital, phygital games and interactive e-books), empowering creativity during education-Centre for Education and Entrepreneurship Support (CWEP), is a youth related organization that cooperates with businesses, universities, schools, enterprises and educational institutions. and promotes entrepreneurship among young people -Logospycom is an education innovation center paying special attention to the equality, accessibility and inclusiveness of the training material, including training social groups facing specific disorder or disabilities.