"This project aims to create innovative applications for visually impaired and disabled people. Our main idea is to make Astronomy accessible to visually impaired and disabled people. Visually impaired people cannot view astronomical images and have difficulty in perceiving them. We are proposing an application that can aurally interpret an astronomical image as sounds. The selected astronomical images will be scanned producing a specific series of sounds. When the software detects an astronomical object e.g. a planet, a star, or a galaxy then the sound tone, volume and frequency change following the respective form of the object and its dimensions. Furthermore, we wish to make our application compatible with mobile devices, so visually impaired people can detect interactively on the touch screen the respective astronomical objects. Following the same technique with sound changes after finger-touching searching someone can discover the form and size of an astronomical object. Additionally, we propose the creation of a database of astronomical objects. Towards this direction we developed an unofficial collaboration with Astronomical Society ""ORION"" and also included a partner that can provide astronomical data from an Observatory. Towards the same direction, the Experimental High School of the University of Patras will establish a collaboration with Observatories sited at Greece. The enrichment of the database will be the main responsibility of partners from Spain, France and the aforementioned Greek school. Straight after the enrichment of the database, we will construct a website specially prepared for disabled people. This website will provide access for disabled people to astronomical data from their homes. Phone instructions, phone orders and distant requests for astronomical data and objects will be some of the basics of this website. The construction of the website will be the main responsibility of the University of Patras as well as the development of the applications. Of course, the University of Patras will supervise all stages of the project providing all necessary directives. Following the first stage of preparing and constructing digital tools, we need to apply, test and evaluate our tools. Thus we carefully selected partners that are experts in special education for visually impaired people, or disabled people. Three out of seven partners are schools for students with special needs. In the second half of our project, we will visit one by one these schools applying our digital tools, evaluating the applicability, functionality and effectiveness. Then we will further proceed to changes and upgrade our prior versions. We finally wish to provide publicly some really useful scientific tools for people with special needs. We strongly believe that a disabled person must have free access without any obstacles to scientific resources, but even more, we believe that technology must serve the special needs of humans in any way, even ""visualizing"" astronomical images for visually impaired people."

CONTEXTIn order to face the challenges posed by the current global socio-economic scenarios appropriately, it is necessary for young people to start acting on the basis of ideas, transforming them into value for themselves and for others. Drawing on this, the need to strengthen entrepreneurial skills among the younger generations has emerged over the last few years (OECD, 2009, 2014). Indeed, entrepreneurship education focuses precisely on transmitting to young people the ability to transform ideas into actions through creativity, innovation, risk assessment and assumption, as well as individual and team work (MIUR, 2018) to every working context and experience of active citizenship, regardless of their actual involvement in entrepreneurial initiatives (EC, 2007, 2016).OBJECTIVESThe general objective of the project is to enhance entrepreneurship education for secondary school students at European level. In particular:Improve the process through which students acquire entrepreneurial skills, through the creation and use of innovative ICT-based tools, such as a free digital gaming platform for entrepreneurship laboratories in schools;Improve teaching methods of teachers, through the development and use of new training methods on the development of entrepreneurial pathways to be carried out, in the specific case, through the use of the serious gaming platform that will be created.NUMBER AND PROFILE OF PARTICIPANTSThe project participants are:Second grade secondary education teachers (18 in total, minimum) who will be the main target of project activities and outputs;Second level secondary education students (360 in total, minimum) who will be the final beneficiaries of the project outputs.DESCRIPTION OF ACTIVITIESThe project includes the following activities:5 Intellectual Outputs  IO1: Need Analysis Report; IO2: Matrix of Learning Outcomes for teachers and students; IO3: Serious Game Platform; IO4: Methodological guide for teachers for the transfer of entrepreneurial skills to students through the platform; IO5: MOOC.6 Management Meetings  Italy, Finland, Spain, Turkey, Greece and Latvia1 Training Mobility for teachers in Latvia.METHODOLOGY TO BE USED IN CARRYING OUT THE PROJECTThe methodology is based on the PRINCE2 model: the project is organized in several phases, in which the activities are divided, planned and assigned on the basis of the outputs.The project is divided into 3 Macro-phases: Preparation; Implementation; Closing. The phases of the project are of 2 types:Transversal: Project Management, Dissemination and Follow-Up;Chronologically vertical: Intellectual Outputs, Training Activity abroad.RESULTS AND IMPACT ENVISAGEDThe project aims to develop and transfer to students and teachers the learning outcomes (skills, knowledge and skills, according to the ECVET Recommendation, 2009):Students (EntreComp, 2016): ideas and opportunities: recognizing opportunities, creativity, vision, valuable ideas, ethical and sustainable ideas; resources: self-awareness and self-efficacy, motivation and perseverance, mobilizing resources, economic-financial knowledge, mobilizing others; in action: take the initiative, plan and manage, face uncertainty and risk, work with others, learn from experience.Teachers (Eurydice Italia, 2017): project-based approach; teaching for case studies in addition to the use of textbooks; interdisciplinary approach; group process management and group interaction; coaching (and not as a teacher); digital teaching and serious gaming.In view of this, the project aims to generate the following impacts:Students: Improvement of entrepreneurial skills, in line with the provisions of the EntreComp Framework (2016);Teachers: Improving entrepreneurship teaching methodologies, in line with what is established by the Document “Entrepreneurship Education at School in Europe” (Eurydice Italia, 2017).POTENTIAL LONGER TERM BENEFITSThe project aims to generate the following long-term benefits:Improvement of training models in entrepreneurship education, not only in schools, but also in companies and other local institutions active in adult education;Improvement of training policies to support entrepreneurship at all levels of government;Greater diffusion of the EntreComp Framework within EU Member States.

"CONTEXTA recent research conducted by the ministry of education and EIF (""FoodEdu@School” 2018) has highlighted how, in the Italian school context (but there is reason to believe that the findings of the research may be of interest for other European Countries), education for sustainability through food based on the initiative of the individual teacher, with teaching methods more traditional. In this way didactic uniformity is lacking: a solid approach, based on skills, as well as content, that could be much more effective for the development of educational actions, replicable and widespread, for teaching sustainability to children, through the theme of food and food systems.OBJECTIVESIn order to increase the efficiency and effectiveness of the didactic action within the school on the theme of sustainability through food, the project aims to qualify the profession of a teacher and provide the tools, procedures and output are able to form in a systematic way, an ever-increasing number of school staff with the goal of ensuring that, over time, a standard of consistent quality and capable of having a significant impact on the full awareness of the students about the benefits of healthy and sustainable, for their own health and that of our planet.NUMBER AND PROFILE OF PARTICIPANTSThe participants in the project are:- 35 teachers of Secondary Education of second degree;- 250 students of Secondary Education of second degree (2 classes of 25 students on average for each partner school). The summer schools include the involvement of 10 teachers and 25 students, appropriately selected, in the amount of 2 teachers and 5 students for each partner school.DESCRIPTION OF ACTIVITIESThe project includes the following activities: - 5 Intellectual Outputs → IO1: Report on the state of the art, education, and sustainability through the food in the school environment; IO2: “Framework of competencies” for the teaching of sustainability through food; IO3: Guidelines for teachers in order to educate for sustainability through food; IO4: IT Platform “Meet&Learn”; IO5: Certification: Teaching Sustainability Through Food.- 3 Management Meetings → Italy, Bulgaria and Greece.- 6 Multiplier Events → Italy (2), Bulgaria, Spain, Latvia, and Greece.- 1 training mobility for teachers in Italy.- 2 Summer School mobility for students and teachers in Latvia and Greece. There are also two cycles of laboratory activity of sustainability education through food conducted by teachers and addressed to students in the Class Group (10 class hours per year).METHODOLOGY TO BE USED IN CARRYING OUT THE PROJECTThe methodology is based on the PRINCE2 model: the project is organized in several stages, in which the activities, are divided, planned and allocated according to the outputs. The project is divided into 3 Macro-phases: preparation; implementation; closure. The phases of the project are of 2 types: - transversal: Project Management, Dissemination and Follow − up Management; - chronologically vertical: intellectual outputs, training activity abroad.RESULTS AND IMPACT ENVISAGEDResults: - the teachers are able to design educational paths in a school environment, using innovative methods and tools (in particular, the use of the platform “Meet& Learn”), as well as through the confrontation with concrete experiences in local communities of origin; - students are able to develop their own critical thinking with respect to the challenges of food and environment in the course, and to act accordingly; Impact: − the improvement of teaching effectiveness in the field of sustainability through the food in schools partner; - an increase of interest of students and teachers towards the issues related to education for sustainability through food;- the development of language skills, interpersonal, intercultural, planning and problem solving, as well as related to the use of particular tools, and multimedia tools (online platform, video production-documentary, digital photography) on the part of students and teachers.POTENTIAL LONGER TERM BENEFITSIn the long term, the project aims to generate the following benefits: - increased teaching effectiveness in the field of sustainability through food, thanks to the diffusion of the proposed model on a large scale (at least on the national territory of the partner); - increased awareness on the part of students and teachers on the topic of sustainability on a large scale (at least in the geographical areas of reference: the Baltic Countries, the Mediterranean, and the Balkans);- greater resourcefulness on the part of students and teachers in implementing individual behaviors and collective actions aimed at promoting healthy and sustainable lifestyles, respectful of our health and the environment, through food."