<< Objectives >>ENTREPUBL project seeks to:Develop a training path on digital and entrepreneurial skills for public employees at local/regional level. Support VET institutions and partners with upskilling opportunities for their staffEmpower VET trainers to apply entrepreneurial thinking using a digital approach Promote the use of flexible online training by VET trainersStrengthen the public sector to deliver modern services and adopt digital practicesDesign a certification scheme for VET trainers<< Implementation >>The Project Activities (PA) in project’s lifetime are: PA1 Management: PM structure: Organisational set-up, internal communication, reporting guidelinesQuality Assurance & Risk Management: plan, monitoring & evaluation based on approved KPIsPA2 Implementation:• WP2 ENTREPUBL methodology & training modules • WP3 ENTREPUBL digital learning space• WP4 ENTREPUBL Policy recommendation & certification PA3 Dissemination & Sustainability:engaging a large network of stakeholders from local to EU<< Results >>Development of ENTREPUBL program on digital & entrepreneurial skills, an innovative VET product tailor-made for public employees at local/regional level validated by focus groups - 30 VET trainers, 30 public servantsThe ENTREPUBL path for e-/blended learning, tested with 660 beneficiaries The ENTREPUBL virtual community of practiceA policy paper on upskilling the public sector workforce, engaging min. 30 policy makers A certification scheme for VET trainers who complete ENTREPUBL training

"<< Background >>The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion learners in more than 190 countries in all continents. Education systems are now asked to capitalize the lessons learned, embedding the innovation generated under emergency, switching to sustainability of novel approaches, methods and practices. In many countries, education providers are struggling to integrate Digital Learning in their curricula, reorganizing their offer and delivery systems accordingly. Their prior concerns seem to be focused on technical requirements of digital learning systems and tools, on how to exploit the opportunities offered by these systems for effective delivery, how to integrate them in the curricular activity (blended learning) and on what kind of skills and competences teachers and learners should have, in order to use these new tools in the best possible way. On the other hand, the lockdown has made evident that digital is changing our approaches, ways of organizing ourselves, of interaction and expression. It is also true that the overload coming from long-time internet connections is extremely tiring, physically as well as psychologically. Digital learning implies not only the need of coping and adopting a so-called “digital mindset”, but also the wellness of each involved person (Trainer/teacher, learner).In Denmark, a research conducted among 20.000 students and 3.000 teachers in 9 learning institutions regarding online training, which was financed by the Ministry for Higher Education and Science, revealed that 6 out of 10 students consider that their professional development is worse with online education than usual. Teachers are also experiencing a decrease in quality. This is shown by a comprehensive study of online education in higher education during the corona shutdown in spring 2020.One in three had difficulty planning their time and breaks, and many miss the social activities associated with taking an education (Onlineundervisning går ud over studerendes læring, published on January 2021). In addition according to Center for Digital Youth Care, “Both in counselling and on school presentations, we have experienced that young people lack physical contact. The discussion has gone from ""the digital contact works really well – why would we meet more than we do"" to ""I'm tired of hanging out on platforms – I miss the physical a lot"" (“Vi savner det fysiske!”: Observationer fra unges digitale hverdag under Covid-19, CfDP). In the light of these premises, WIDE project assumes that for development and sustainability of full inclusive education systems/programs, it is necessary to adopt a holistic approach, starting from the design phase including wellbeing of both, professionals and trainees/learners, as crucial dimension for effective LTTAs and retention of the learning outcomes themselves. Shortly, wellness plays and essential role in the design, development of inclusive digital/blended learning programs, and delivery systems.<< Objectives >>On a specific level, the project aims at reaching practical and specific goals. In fact, given the previously mentioned scenario WIDE aims at taking care of the personal/professional wellbeing of the educational process related to online/blended training which has been put at stake during endless hours of digital learning. The aim is to tackle the challenges which digital learning has put into evidence in this over one year of pandemic experience focusing on the creation of healthy learning contexts, wellness educational procedures, beneficial attitudes in acting online educational moments for both the teachers/trainers and the learners. By developing an innovative framework applied to VET education WIDE looks forward to making the online educational experience a positive one, a fruitful one, with higher impact and effectiveness, shared motivation (for both targets).Trainers/teachers and students shall feel an equal enjoyment in delivering/attending online education paths compared to the face-to-face methodology. They shall perceive the value of what they are learning in this e-education conditions, shall appreciate it as a fully integrative approach to learning (not exclusively related to the emergency situation of the pandemic) with unique values. Finally, the target shall perceive digital/blended education also as valuable due to the wellbeing conditions which can/shall be promoted in its delivery.Having achieved the above, the WIDE project objectives, on a large scope, are: •Contributing to the reinforcement of inclusiveness of education systems in digital era;•Developing innovation for education policies;•Fostering participatory and multi-stakeholders approaches to innovation in education•Integrating the dimension of wellbeing as a crucial one, evaluating the quality and the responsiveness of education systems, as well as the resilience of students and teachers.<< Implementation >>In order to meet the project objectives and achieve the expected impacts of the project, it is foreseen that the following activities will be implemented: Throughout the project’s lifetime, 5 project results will be developed: R1 - Wellbeing in online/blended education analysis, so as to collect meaningful data regarding needs and perceptions experienced by learners, teachers and parents during distance learning in order to inspire the customization process of the modelR2 - The WIDE methodological framework, the customized model to be tested in VET education through a set of pilots involving targets in all partner countries and finalized to verify the effectiveness of the framework itself and its finetuning.R3 - Wellbeing guidelines for inclusive digital education in e-learning pathways, to support VET professionals, teachers, trainers, and all interested actors in applying the framework, adopting the methodology in the design & development of online/blended educationR4 - WIDE e-learning path, to guarantee the diffusion of the model and support the training of trainers and stakeholdersR5 - Policy recommendation for healthy online education, a policy paper providing key recommendations for the implementation of WIDE model in VET and tips to overcome relevant challenges Pilot activitiesR2, R3 and R4 will be pilot tested in each country from M12 to M22. Pilot activities will serve as training paths corresponding to reference framework and target groups (students/trainees/educators from secondary schools, university). Based on feedback the aforementioned 3 results will be adjusted and finalised on M23. It is expected that 750 participants (learners and teachers) will be involved in pilots. Internal project communication will work through:- 4 transnational meetings (IT, KR, ES, DK) in M2, M12, M21, M27- n. 1 C-training devoted to partners’ staff and open to local relevant stakeholders in Italy, delivered by Dr. Ioannis Angelis, author of the Lov-e and cur-e-osity model for the redesign and customization of the original model to be tested within VET education. 14 participants, 2 per partner- Monthly and ad hoc Zoom meetings - Quality Assurance and Monitoring and Evaluation control As of quality assurance, Monitoring and Evaluation actions, with the support of the appointed external evaluator, will be realized periodically: 1) each 7 months with regards to administrative and financial monitoring, 2) each month, through the virtual meetings and during the physical transnational meetings, for checking the correct implementation and the respect of the project’s timeline, results of the LTTAs and of the Multiplier events included; 3) periodical, structured feedback of stakeholders involved in the validation meetings.4) Preparation of an intermediate report and a final report on M14 and M28, respectively. 5) ad hoc reports to be produced in relation to each monitored and evaluated activityFinally, a strong dissemination strategy will be designed, so as to reach effectively the relevant target groups (-VET- teachers/trainers, students, parents, participants with fewer opportunities etc.). The dissemination activities include: -the organisation of 7 multiplier events, one in each partner country. during the last 2 months of the project- at least 195 attendees in total-Digital dissemination events (at least one per partner), involving direct and indirect beneficiaries of the project’s results. -Validation Meetings with relevant stakeholders in each country will be also part of the communication strategy, playing the role of a steering committee (min 10 members)-4 newsletters to be issued at months 7; 14; 21; 28 in all partner languages, mailing list to 8K contacts-4 press releases to be edited by the communication lead partner, translated into partners’ languages and published on local and specialised magazines (online/printed)-Establishment and development of social media channels<< Results >>Through the implementation of the project, a sound management and a proactive cooperation, partners (DK, IT, GR, CY, ES, KR, FR) expect to obtain relevant results and outcomes:* Realize a survey and report at European level involving partners, associated ones and other education providers in Europe belonging to each partner’s network, aiming at collecting information regarding perceptions of students/trainees, teachers/trainers, parents, related to long time exposition to distance learning. The data will be analysed to profile if and how wellness is considered as valuable dimension to be foresight in the design of digital/blended learning environments.* Design, customization and sharing of a common framework focused on wellbeing as crucial dimension of effective and inclusive education in the digital era: this framework will be inspired by the Lov-e & Car-e-osity model created by Dr. Ioannis Angelis, which induces a participatory and relationship-based process for digital learning. It respects and places the learner’s learning needs at the centre and pays attention on how this can be adapted to the learner’s wellness and life. Output of this action will be the intervention framework/model, redesigned and adapted to be transferred from corporate environments to VET education.* Design and develop an e-learning path for VET professionals (teachers, trainers, educators, et.) aiming at supporting the achievement of necessary competences to apply the novel methodology to educational contexts, fostering capitalization, diffusion and sustainability over the project’s life and behind the partnership.* Testing the WIDE framework in all partner countries, within VET education chain, with specific reference to secondary up to university curricula. Each partner will coordinate a local pilot. Activities will be monitored and evaluated for finetuning of the framework IO3.* Developing policy recommendations for innovating educational policies, though a participatory approach based on the involvement of local up to international stakeholders and policy makers. The focus of the process will be defined by recommendations guiding the correct design of inclusive digital learning environments respecting a holistic approach to involved people.Project results:R1 - Wellbeing in online/blended education analysisR2 - The WIDE methodological frameworkR3 - Wellbeing guidelines for inclusive digital education in e-learning pathwaysR4 - WIDE e-learning pathR5 - Policy recommendation for healthy online education EXPECTED IMPACTS:* Increasing awareness of local, regional, national, and international stakeholders, private and public, on the importance of wellbeing as key dimension in the design, development, anddelivery of training programs, especially in case of blended and/or online learning* Promoting cooperation among teachers and trainers* Upskilling of teachers, trainers, VET professionals* Boosting the development of skills for life for teachers as well as learners* Innovating education policies including wellbeing as essential dimension for effective and inclusive learning"

<< Objectives >>Inclusive Learning Environments and SEL Through Cinema project - CLOSE aims at spreading the use of cinema as a methodology for shaping emotional behavior, in the upper secondary school. The project will spread the methodology of using cinema as a pedagogical/educational language considering it as a powerful tool to support social inclusion, non-discriminative approaches, civic education, and dialogue at the classroom level and a wider school level.<< Implementation >>Main activities of the projectDevelopment of a Kinokit with the critical-informative cards, and guidelines for teachers;Development of training for teachers on the use of cinematography, as evocative and narrative language, helping facing conflicts, or any kind of youth discomfort starting from the classroom and pilot it;Realization of 9 Cinemalabs at the partner country level, where students and teachers will cooperate on co-creation of short films facing social inclusion topics.<< Results >>The results areIncreased awareness of students and teachers on the extension and dynamics of different types of discrimination, explicit and unconsciousEnhance cinema as a pedagogical language for the training of students in schools, to develop SEL competenciesEmpower teachers and students and support the creation of inclusive and cooperative educational contextsAcquisition by teachers, schools staff of new competencies to carry out Cinemalabs, as a stable and replicable methodology.

Of all groups of people with disabilities, people with severe mhd, experience the greater level of social exclusion, due to various reasons, with lack of knowledge, ignorance and stigma being the predominant ones among them. In other words, it is not the condition per se of the people with smhd that obliges them to not participate in social activities, work, live like all, but the beliefs that surround their condition and them in general. Although there is an increase of the population who experience severe mhd, as research has shown, and are being diagnosed with a smhd throughout the EU over the past years, little has been achieved from their inclusion point of view. That causes a serious human burden, family/friends burden, professionals' lack of therapeutic success and serious discrimination and violation of human rights. The proposed project aims at empowering people with severe mhd to be included socially, through ensuring their inclusion in every step of the training and/or therapeutic pathway - from planning to evaluation. That, will be acheived through the proper training and preparation of volunteers, friends/family, mental health professionals, university students, who surround and support people with smhd.At the same time, the outcomes of the project will facilitate all people surrounding a person with smhd to ensure it's equal participation in every aspect of their life.On the other hand, trainers, trainees, professionals, volunteers and youth workers, support workers, as well as family and friends, all will become familiar with ways of social inclusion and be acquainted with solutions while working with people with smhd. Finally, this project will introduce a cross-European terminology on severe mhd, that can play an important role in forming new beliefs for severe mental health distress, which, in consequence, may lead to a new approach in the social inclusion of people with smhd.Taking into account the fact that more and more people experience smhd, making sure that they participate in the planning and implementation of others' training and/or their own therapeutic path, is a crucial factor for the promotion of social inclusion for this social group. It is equally important to have in mind that mental health difficulties have a cross-cultural and inter-national nature, so, this project can be of use to every european country.General ObjectivesTo introduce and ensure empowerment and inclusive support for people with severe mhd, through preparation (training), mindset (toolkit) and supervision (guide) for volunteers, family/friends, professionals, studentsSpecific Objectives•To empower people with smhd feel and be included•To support all interested in supporting people with smhd while being inclusive and empowering towards them•To align provided support with the UNCRPD, EU mental health action plan and respect of human rights of people with smhd•To promote inclusive support training in mental health through a new language and mindsetThe project involves 1 Greek Ngo, 1 Italian Social Cooperative, 1 Italian University, 1 Dutch Foundation, 1 Cypriot training company, 1 Icelandic Ngo, committed in initiatives and services addressed to people with severe mental health difficulties. Each country offers a different insight and approach on methodologies (theoretical, practical, scientific) concerning severe mhd, allowing for the project to be complete & adequate for volunteers, trainees, professionals, friends/family, people with smhdActivities- 1 online kick-off meeting and numerous online meetings during project implementation- 3 in-presence meetings with representatives of the partner organizations- 2 mobility experiences (18 participants)- pilot testing of MOOC elearning module (100 trainees)- 1 focus group / partner country- Walkathon with min 200 participantsOutputsO1 - Methodological guide on EMPOWER.Ment: from inspiration to impact - a guide to incorporate the results into everyday life, clinical practice, support and servicesO2 - Toolkit “We say, You say, They say” - a glossary for a new inclusive approach in mental health supportO3 - EMPOWER.Ment e-learning module via MOOC, in order to train volunteers, youngsters, family, professionals into inclusive support for people with smhdImpactThe impact of the project can be found in a shift of participants' attitude and beliefs towards mental health and people with severe mhd, towards a more inclusive and empowering mindset. Due to the nature of the project, we expect project results and outcomes to be incorporated into mental health services, into the lives of people with smhd and trainees/professionals/volunteers training in support providing. The impact will be measured through specific indicators even two years after the completion of the project.Dissemination plan2 multiplier events/country and several dissemination channels, 1 dedicated website, social media accounts, network of partners/associates, articles, blogs