Achieving high levels of ecological behaviour is of utmost importance across all EU member states, in order to address the World and Europe strategical targets at their root. The EcoLOG project, a partnership of Municipality of Zlatograd (BG), EcologyKM (BG), EUFORA (GR), EUROCY (CY), Voluntary Unit Plovdiv 112 (BG) and SoftQNR (SR), is implemented as a response to the relevant challenges, aiming to enable local/regional/national organisations, in collaboration with SMEs, NGOs and education stakeholders, to actively promote ecological behaviour, environmental attitude and responsibility feelings of their members through innovative virtual-reality-based training. Ecology is the science dealing with the relations of organisms to one another and to their physical surroundings. This is interpreted in the project as covering the following aspects: -Clean and safe environment; -Energy efficiency and sustainability; -Inclusion of disadvantaged groups (people with disabilities, migrants);-Inclusion of tourists; -Interaction between members of an organisation; -Bridging age and other cultural gaps; -Addressing violence and crime; -Improving gender balance.The EcoLOG project sets the following educational and sustainability objectives:-Significantly increase the awareness of municipality citizens about the dimensions of ecological behaviour and its importance to their quality of life, boost their skills and competencies related to implementing ecological behaviour and achieve their engagement in building cooperative ecological sensitivity.-Actively involve the local authorities, social partners, small-medium enterprises, vocational education providers, general education stakeholders, as well as visitors, in online informal learning experience with clear learning objectives. -Create and integrate state-of-the-art mobile learning technologies for the uninterrupted delivery of the eco-responsible learning resources. -Implement attractive open education resources (OER), based on sound understanding of the domain of required skills and the profile of target stakeholders.-Achieve the engagement of authorities and enterprises in offering tangible motivations for citizens to demonstrate ecological skills and subsequently ecological behaviour.-Achieve the engagement of formal/informal education providers and other social partners in the take-up of the EcoLOG outputs and their transfer through sustainable local ecosystems EcoLOG will put emphasis on the cross-generation skills’ acquisition, by engaging young adults together with older adults and senior citizens in informal learning activities, aiming to achieve uniform results in ecological sensitivity across population age levels. It is expected that, beyond the immediate ecological responsibility skills, fostering the interaction between citizens of different age levels through the training activities, will have additional diverse social impact; bridging the generations gap, transferring knowledge and experience of older citizens to younger ones; transferring modern thinking of society sustainability from younger population to older ones.In summary, the EcoLOG project will produce the following outputs:1.A virtual-reality-based mobile game environment, where certain single- or multi-player missions/scenarios will be executed. All scenarios will be implemented considering multiple players, however, in the case of a scenario being executed by a single player, the rest of the roles will be undertaken by non-playing characters with built-in behaviour. A set of five scenarios will be created in the framework of the project, addressing: i) Clean and safe environment; ii) Energy efficiency and sustainability; iii) Inclusion of disadvantaged groups (people with disabilities, migrants); iv) Inclusion of tourists; v) Addressing violence and crime. The rest of the eco-responsibility dimensions, i.e., the interaction between members of an organisation, the bridging of age and other cultural gaps, as well as the improvement of gender balance, will be addressed horizontally in the five scenarios.2.A MOOC will be created offering a set of modules that will address the five topics related to the above-mentioned scenarios. The course will focus on non-formal learning and self- crowd- assessment, gathering and transferring learning objects from already existing curricula.3.A mobile learning platform which will offer access to the course material, as well as to the game environment with the implemented scenarios. The platform will also facilitate the registration of players, their assessment with respect to acquiring skills and competences and demonstrating eco-responsibility and their subsequent collection of credits.

<< Objectives >>The project aims to provide adequate training to- school staff and especially teachers in primary/secondary education on how to accommodate STICORDI teaching approaches for children with disabilities; and on how to specifically accommodate for children with dyslexia;- parents on how to specifically accommodate for children with dyslexia when studying at home (doing homework) or following online education.We also aim to lobby policy makers by targeting ministries of education.<< Implementation >>As project we will:- develop/pilot STICORDI measures adapted from best practices in Belgium and transfer them to Bulgaria and Turkey through customisation and adaptation to the local realities;- develop/pilot training manuals for school staff/teachers from primary/secondary education how to apply STICORDI measures, and how to address students with dyslexia;- develop/pilot training manuals for parents how to overcome current barriers/challenges with children with dyslexia studying from home.<< Results >>White papers towards policy makers to strengthen inclusive education and provide adequate training to school staff in primary and secondary education;A dedicated manual with STICORDI measures for schools in EN, BG, TR;A dyslexia manual for school teachers in primary and secondary education in EN, BG, TR;A dyslexia manual for parents of children with dyslexia in EN, BG, TR.All the above will be supported by an online and mobile (iOS, Android) multilingual training platform.

<< Background >>Although a universal right, social inclusion and successful participation to society is a challenge for many citizens. This is the case, when people have to deal with hindering conditions, such as a disability. Especially, when this disability is characterised by cognitive impairments - as is true for people with an intellectual disability or an acquired brain injury - social inclusion is even more challenging. Adaptations of the environment to overcome the impairment to make society more accessible, is one important way to deal with the challenge. For people with sensory or motor impairments this is significantly contributing to their social inclusion. However, these environmental adaptations are not addressing - or only to a limited extent - the impairments that are the essence of intellectual disability or brain injury. For that reason, the approach to adapt society to the disability is completed with a complementary approach of empowering the person with a disability, to equip the person with skills and attitudes that enable the person to adapt to the environment and to society. This is important for all people with or without a disability, but it is in particular a main challenge for people with a cognitive disability. The reason is that an intellectual disability, according to the general accepted definitions of WHO or AAID, refers to a low IQ, but also to inadequate developed adaptive skills. The same phenomenon is seen in brain injury. People with these impairments show a lack of problem solving skills, flexibility, planning behavior,... all skills that are critical for being able to adapt to society, to deal with unforeseen circumstances, problems and changes. These skills, often summarized as transversal skills, are key for successful social inclusion and participation. For that reason the EU Skills Agenda (2016, 2020) and the “Union of Equality: strategy for the rights of persons with a disability 2021-2030” (March 2021) identify the need to address these skills among all citizens, in particular among people with disabilities.Adult educators, and by extension many professionals working with people with cognitive impairments in the field of disability, observe that the efforts to teach these transversal skills, have no long term effects and are not transferred to everyday life. This may not be surprising, as the same transversal skills are skills that are critical for the cognitive process of transfer. Research confirms this observation, but - at the same time - defines suggestions and methodologies to improve the acquisition of transversal skills and the transfer of these skills to everyday life, contributing in this way to successful social inclusion. Adult educators express the need to develop competences for successful transversal skills training and for ‘training for transfer’ of these skills. Including effective educational strategies (explicit goals on transfer, cognitive methodologies and tools for training and for transfer) will not only promote self-efficacy of the adult educators but also - at the end - social inclusion of people with a cognitive disability.<< Objectives >>The main objective of TETRA-S is to improve the competences of the adult educators 1. in teaching people with a cognitive disability transversal skills - that are critical for successful social inclusion - in an efficient and effective way and 2. to enhance the transfer of these skills in the everyday life of the learners.Several challenges need to be addressed to realise this general objective. Therefor, the general objective of TETRA-S is supported by subgoals:- to change hindering beliefs of adult educators on the learning potential of the learners and to reduce resistance and inertia towards the effective adoption and application of the appropriate (digital and non-digital) tools-to improve competences to create a powerful learning environment for teaching transversal skills, tailored to the needs of people with a cognitive disability as a prerequisite for an adequate learning process-to improve competences to create conditions and apply techniques for training of transfer, such as metacognitive reflections<< Implementation >>TETRA-S main activities are related to the development of innovative tools that contribute to the improvement of the competences of adult educators: a set of educational frameworks, self-assesment apps, webinars and handbooks will be produced and integrated into a validated interactive E-learning platform (MOOC). International meetings of the partnership during the project lifetime are intended to monitor the progress, to take well considered decisions on the content of the tools and to coordinate the development of the complete set to ensure coherence. A general management plan will support the activities and production of the project results, ensuring a qualitative outcome. A dissemination and impact strategy plan will contribute to a maximum impact of the project.Each partner establishes an internal project working group and a Local Expert Group, serving as a focus group, giving input and feedback on what is produced, to ensure that the project results really meet the needs of the adult educators and contribute to the social inclusion of the people with a cognitive disability.A training activity on the state of the art of transfer will be organised to share knowlege and experiences with adult educators and to receive input for the development of the aforementioned set of tools.The project will be closed with an international multiplier event to present the outcomes and to invite stakeholders to implement the tools.<< Results >>The outcome of the project will be available as an interactive MOOC (Massive Open Online Course), including an eLearning Management System (LMS) that will host all training/learning content and the developed webinars and apps. An interactive digital simulation environment will be provided through the LMS.The application provides not only the adult educators of the partner organisations and the local expert groups a validated MOOC as tool to improve competences to promote social inclusion of people with a disability but at the same time it offers a tool to the complete field of disability to promote social inclusion.

<< Objectives >>Main objective:** To form a knowledge triangle network that will enable interconnection between education, innovation, and business which should enable knowledge transfer and sustainability of the developed platform, primarily in medical engineering, and to provide capabilities for constant upgrade of learning techniques by using Novel Educational Methodology (NEM) and Science, technology, engineering, and mathematics (STEM) methodology.<< Implementation >>Main activities of the project:A1 (WP1): Project managementA2 (WP2): Building Knowledge Triangle NetworkA3 (WP3): Creation of curriculums and courses for medical engineering, based on NEM and STEM application.A4 (WP4): Development of the E-COOL portal for integration, collaboration, and knowledge exchange.A5 (WP5): Formation of the dissemination and sustainability strategy for promotion and sharing of project results, and their application beyond the end of the project.<< Results >>CALLME project focuses on establishing a Knowledge Triangle Network of E-Centers for cooperation, education, and research in medical engineering, with possible application in other fields of science and engineering. Main results:WP1-R - Project Management planWP2-R - Knowledge Triangle Network - Established network (E-Network and physical) WP3-R - Developed curriculums and courses based on NEM and STEMWP4-R - E-COOL modular platform WP5-R -Dissemination and sustainability strategies

PURPOSE:Dementia is a decline in mental ability that usually progresses slowly, in which memory, thinking, and judgement are impaired, and personality may deteriorate. It usually develops slowly, and affects mainly those aged over 60. It is one of the most important causes of disability in the elderly in Spain, Bulgaria and Turkey (source; World Health Organisation) with the increasing proportion of the elderly in many populations, the number of dementia patients will rise also (expected to raise with 12% in the next 10 years in Spain where around 818,347 people are affected - source https://www.alzheimer-europe.org/Policy-in-Practice2/Country-comparisons/2013-The-prevalence-of-dementia-in-Europe/Spain; 20% in the next 10 years - source for Bulgaria: https://alzheimer-bg.org/dementia/research/, source for Turkey - https://www.titck.gov.tr). The most common causes of dementia in EU are Alzheimer's disease (about 50-70% of cases), the successive strokes which lead to multi-infarct dementia (about 30%); other causes are Pick's disease, Binswanger's diseases, Lewy-Body dementia and others.It is clear there that a big burden for the families is to support their family member with dementia. Especially for the adult population this is a huge stressful moment especially taking into consideration that there is no enough information available towards the behavioural and attitudinal challenges which the living with a person with dementia caused. In addition, there are no existing non-formal trainings on that topic which presents in an understandable way the strategies and tips that could support the adult generation into the process of supporting their family member with a dementia. Caring for a person with dementia can be a devastating task. That person may be a parent or grandparent or a family relative (uncle, aunt etc.) who has been known and respected and it is difficult watching the deterioration. In the later stages there may be physical problems, including the indignity of incontinence. The person may seem most ungrateful and even aggressive and this can be hurtful for the person who is supporting him (if a caregiver is not involved). Usually the caring person (in many cases adult because other family members are working at the same time) should be prepared to react adequately in the following cases: • Cognitive impairment which is affecting: Memory, Language, Attention, Thinking, Orientation, Calculation, Problem-solving ability • Behavioural problems: Changes in personality, Changes in social behaviour, Emotional changes, Hallucinations and delusions, Aggression, Depression, Agitation • Difficulty with daily living: Dressing, Driving, Eating and Shopping.AIMS & OBJECTIVES OF THE PROJECT: - to raise the awareness among partners countries and on EU level about the importance of provision of informal training to adult family members to understand and provide better support to their family member with dementia; - to enable the acquisition of additional key and transversal competences of adult population in a informal setting. - to provide reliable material to adult volunteering organisation who are supporting adult volunteers that care about alone elderly with dementia. - to develop online and mobile learning material which consist of proven training content that will avoid misleading information that is appearing onto internet on the topic - to decrease the social and economic burden to the families of suffering patients. SOLUTION: Therefore, the project will aim to develop the following outputs which will support the adult awareness and preparation (adult training) to support their family members with dementia: - IO1: Adult guide “How to support your family member with dementia” - IO2: Wizard style open mobile application – 24/7 offer help on solutions per specific problem - IO3: Guidance Toolkit for Adult trainers with methodological support on delivery of the DEMOER courseTARGET GROUPS: a) as learners: adults (aged 16-29) who are caring (non-formally) about their family member affected by dementia; b) as trainers: Adult trainers and educators, coordinators/managers of volunteering NGOs who are provided non-formal care services; BENEFICIARIES from the improved services: people with dementia, their families, NGOs/Unions of people with disabilities and elderly people, policy makers in the field of health and social care.TRANSFERABILITY: The outputs can become a main training material for NGOs and volunteering organisations who are supporting organisation of adult non-formal caregiving trainings.CONSORTIUM: 5 PARTNERS (ES, BG, BE CY & TR) consisting of adult training providers from Department of Psychology of Higher educational institution on tertiary level, National umbrella ogranisation of professionals working with people with disabilities, Inclusion institute and 2 consulting bodies, offering know-how and digital expertise on solutions for maintaining the brain functions.