<< Objectives >>We intend:- Improve employability through the action of non-formal education that we offer.- Generate synergies with expert partners that allow us to achieve intangibles that improve our training as trainers.- Generate an e-learning platform that collects the main topics so that young people can train.- Work with a target group that allows, on the one hand, to improve our action thanks to their feedback and, on the other, to measure the increase in their knowledge.<< Implementation >>Six activities have been planned, the first three correspond to the three modules of 6 topics each and a workload of 30 hours per module. The three modules will make up the STARTKNOW e-elearning platform that will be presented in SPOOC format (online courseopen at your own pace).The other three activities are management and implementation, dissemination activities, and a final seminar, which will be replicated by each partner in their country and for a minimum of 30 participants.<< Results >>Tangible results:- The STARTKNOW Platform.- All the tutorials created downloadable from the project website.- The improvement of the skills of the “focus groups” with whom we will work during the project.The intangible results will be produced in the participants who develop the project since they will improve their own skills by being able to learn from the tasks carried out by the other partners, thanks to the complementarity of the three partners.

Informal creative workshops with digital and manual tools bring concrete benefits to young people. Our own educational practice shows that young people eagerly participate in making activities supported with 3D technology which lead to production of concrete physical objects of artistic and/or practical value. However, such opportunities for young people are very limited. Wherever available, they let young people develop not only soft skills but also hard competences essential for careers in modern economy.ObjectivesOur main objective was to foster growth of informal learning environments which provide opportunities for young people to engage in craft making with support of digital technology.Specific objectives:- Develop such a workshop programme for youth work practice- Validate it in concrete inclusive educational setting- Propagate it widely- Guide potential users on how to implement/adapt the modelActivitiesThe undertaken activities addressed the above objectives:- We organised a new 3D Lab equipped with relevant tools for digital craft making - We piloted learning activities for young people that introduced them to the basics of 3D design and prototyping - Experiences from these workshops provided input to the project online course on how to organise such activities in the youth work context- The course served as the main tool to encourage youth workers/educators from other organisations to adopt our methodsParticipants- Young people taking part in 3D Lab workshops: interested in digital technology and making physical objects, with limited access to such opportunities due to their distant location, price, etc., in need of support to develop competences essential for employment- Youth workers/educators taking part in online course: those who organise creative activities for young people, seek new opportunities to extend/improve their programmes, work in organisations with relevant potentialMain outputs- 3D Lab workshops with digital and manual tools providing learning paths from designing and prototyping objects to elaborating them into crafts- Online platform for learning and communication of both young participants and youth workers involved in creative artisan projects- Online course guiding youth educators on how to integrate digital design and prototyping technology in a craft making spaceOutcomes/impact- For young participants: increased competences in craft making, increased sense of creativity and entrepreneurship, more positive attitudes to out-of-school environments open to their interests as well as European projects - For youth workers/educators: improvement of their youth practice through acquaintance with new methods to facilitate creative activities of young people, enhanced ability to set up more inclusive learning environment taking into account the participants’ varied competences, experiences and interests, new opportunities for networked learning in a European dimension thus raising appreciation of EU projects- For partner organisations: reinforced capacity for European cooperation with partners bridging youth work, lifelong learning, vocational training and research, willingness to integrate good practices/methods from other contexts - At systemic level: strengthened argumentation for opening traditional forms of youth work practice to new digital technologies, better awareness of learning outcomes of such activities

Project MILE (My Informal Learning Experience) engages with European mobility of people with low formal qualifications but valuable informal experience which can become their biggest asset in successful integration in the country in which they want to settle. Our aim is to support them in making their knowledge, skills and competences recognised and thus raise their chances of finding satisfactory employment. To this end we developed Guide for educators working with people in mobility facilitating the process of recognition of informal learning experience in a range of contexts exemplified by the different environments in which the project partners work. Pilot learning activities to develop and test learning paths proposed in the MILE Guide for educators involved participants sharing certain characteristics which make our initiative focus on concrete, well defined needs:- They are all people in mobility, i.e. those who move from one country to another in search for better living and working conditions.The reasons for migration are different but they all face a challenge of adaptation. Their work-related skills and experience condition their prospects for employment in the country where they want to settle.- They have the right to work in Europe, either as citizens of an EU country, refugees or migrants granted a work permit, still unable to find employment because of difficulties to prove their competences in diplomas, certificates, etc. Our aim is to help them document and communicate their experience in a convincing way.Project objectives directly refer to the following call priorities:- Inclusive education, training and youth- Improving and extending the offer of high quality learning opportunities that are tailored to individual adult learners’ needs, including through innovative ways of validation, guidance and delivery to groups most in need- Designing and implementing effective provision for enhancing the basic skills and key competences of specific adult target groups that are currently not well servedThe main outcomes of the project- MILE Guide: open educational resource for educators supporting people in mobility to document and present their informal learning experience- MILE Platform: providing necessary tools for collaborative development of the resources and their use by stakeholdersImpact on participants of learning activities designed in the MILE Guide- new skills in documenting their valuable experience acquired outside formal education- learning how to communicate it effectively to potential employers in a new cultural environment- improvement of their language and digital skills through building their portfolios with the use of online materials and tools- better adaptation to a new cultural and work environment in EuropeImpact on adult educators using the MILE Guide to support people in mobility- access to a practical resource of educational scenarios validated in practice- their effective use in work with different groups of people in mobility- benefit from the social learning opportunities on the MILE online platformImpact on policy makers in the field of recognition of knowledge, skills and competences acquired outside formal education- further evidence of the challenges faced by people with lower levels of qualifications and literacy when they want to document and present their experience as well as evidence of validated approaches to addressing this challenge- new research data for further developments of the instruments at system levelThe project was implemented by three organisations: Education Centre EST from Wadowice, Poland (www.est.edu.pl), Key & Key Communications from Deruta, Italy (http://www.keyandkey.it) and IASIS from Athens, Greece (http://www.iasismed.eu/en).

CONTEXTTeaching STEM in an era of rapid technological advancements is a demanding task. Multiple studies indicate that schools have to address a number of challenges to offer up-to-date and engaging STEM education:- Make it more interesting, relevant and motivating for students- Progress from abstract teaching of these subjects towards project-based learning introducing new technologies- Create learning environments where students can experiment with such technologies under the guidance of competent teachers- Follow cross-curricular approach connecting subjects that are closely related but in actual practice usually taught in a disconnected wayThe Internet of Things is one of today‘s technologies that rapidly change the world in which we live: Smart Cars, Smart Homes, Smart Cities are redefining our lifestyles. IoT is a particular field in which STEM knowledge is required to solve problems in a holistic fashion, thus providing excellent content for active problem-based learning across a range of disciplines through practical hands-on tasks. OBJECTIVESOur main objective is to advance STEM education in schools with IoT experiments. This objective translates into specific project aims:- Create project teams in each school- Design a set of experiments with the IoT technology- Supply each team with necessary equipment and tools to run the workshops- Elaborate experiences from these pilots in the form of case studies that can motivate other teachers to follow- Disseminate the publication widely to leverage its wider impactTARGET GROUPS- School teachers: teaching STEM subjects in secondary schools, in particular physics, biology, chemistry, IT and Maths. The selection criteria refer to their interest in STEM as a pathway for integrated learning and willingness to innovate with experiential, problem-based scenarios.- School students: from the partner schools where IoT experiments will be piloted during the project implementation, and further those studying in the schools targeted in the dissemination campaign (age range 14 – 18 years old). MAIN OUTPUTS- Methodical publication “Advancing STEM education with IoT experiments” introducing technologies behind the Internet of Things, IoT project-based learning scenarios for secondary schools and online resources and tools that facilitate running such workshops - IoT experiments in schools: implementation of the workshop scenarios outlined in the publication in the partner schools in Estonia, Poland and Portugal- IoT applications for a smart classroom: results of the experiments in the form of concrete solutions to real-life issues identified by the students in their school environment. - Project website: an online environment with a public section featuring resources of interest to external audiences - insights into the project IoT experiments and their results, links to valuable publications in this field, attracting interest of teachers, decision makers and researchers in the field of STEM and digital educationOUTCOMES AND IMPACT- Benefits for school students resulting from their participation in learning activities in the partner schools and further in external ones reached through dissemination campaign: better engagement in learning, better mastery of the curriculum subjects in focus of the project, increased sense of creativity, more positive attitudes to school as opening to their interests as well as European projects supporting such learning- Benefits for school teachers introduced to the learning scenarios presented in the publication: improvement of their teaching practice, enrichment of their classes with cross-curricular themes and use of technologies, creation of a learning environment related to students’ interests in modern technology, new opportunities for networked learning in a European dimension thus raising appreciation of EU educational projects- At systemic level: new input to the educational reform debate, strengthened argumentation for interdisciplinary learning paths in STEM

<< Objectives >>-Promoting an inventive informal educational package for youth workers to help young people to develop and advance their life skills regarding to public speaking. -Devising an interactive app and board game for fun to advocate the target group training towards grasping the young people’s interest in learning.-Motivate the process that youth workers will benefit to encourage youngsters to attend in the democratic life and institutions through their participation in real-life activities.<< Implementation >>The activities of the Speak It Up! project will be implemented in the form of WPs:WP1 – Project management and implementationWP2 – Speak It Up! Educational Framework/Research-based Curriculum & Trainers’ e-HandbookWP3 – Speak It Up! ApplicationWP4 – Speak It Up! Game boardWP5 – Speak It Up! Communication and Dissemination<< Results >>The innovative educational materials and tools to outreach the local youth organisations, youth workers, and others working and supporting the youth, policy makers, to enhance their curriculum and policies towards the inclusion of youth into democratic process and promote active citizenship to young people by supporting them in developing their public speaking skills.