We jokingly call them “geeks”, sometimes “nerds”. In the popular “Big Bang Theory” TV show they are portraited as super-smart scientists who possess technical and scientific knowledge and skills to ride the digital and technological revolution but lack social and communication skills to transfer their knowledge.In real life, these professionals, working in education, or in innovation hubs such as FabLabs, are a great knowledge asset to capitalize if we want to increase the number and variety of learners to become aware, acquainted and proficient in STEM and digital skills as key skills for future occupations but more generally social and life purposes. G4E (Geeks for Education) encourages collaboration and synergies between school education, industry and non-formal learning settings. Our partnership intends to support educators coming from such organizations – our geeks - to become proficient teachers/trainers and to use digital technologies and STEM in collaborative, creative, attractive and effective ways, also equipping them with methods and tools to transfer know-how to different learners in an inclusive way.G4E is an alliance of 12 partners coming from 7 EU countries: France, Spain, Italy, Portugal, Greece, Hungary and Luxembourg. It includes schools at different ISCED levels (College Verlaine, Diophantus, AKG, and a dozen of other associated schools) research and technological education (Centrale Lille, CNRS-IEMN) tech hubs (Fabcube, Fablab Budapest, Inercia Digital, InterMediaKT) and NGOs that are active in the field of inclusive non-formal digital education (2050, WIDE and AMC). The objectives of the project are:1.to capitalize on existing practice where non-formal and innovative education provided by tech hubs and organizations becomes added value for inclusive, more attractive and effective STEM and digital education in and with schools 2. to define an innovative cross-disciplinary and inclusive pedagogical methodology for STEM teachers, entrepreneurs and non-formal educators 3. to test and streamline the methods through cross-disciplinary, inquiry-based learning, experiential and connected learning4. to disseminate and promote the G4E tools and methods by making them accessible through blended and OER platformsThe most important results and expected impact during and after the project’s life cycle include:- 4 main outputs, including a collection and assessment of practice through a process of “benchlearning” (IO1), a methodological framework for “connected and transformative learning for Geeks in education” to improve pedagogical and soft skills of educators (IO2), innovative educational formats to attract and improve STEM and digital skills at local level (design IO3 and testing IO4 of the G4E learning experiences), - an Open Education Resource Centre to support the close cooperation among different educational fields.- 6 local events and one final transnational event, to share and disseminate the results of the project and to promote its approach to external stakeholders- 2 short-term joint staff training for digital educators of the expected duration of 5 days each – the material and topics covered in the training will be available for other and educators on the project’s Resource Centre- 16 blended mobilities of educators in four countries for the duration of 8 days each- 6 transnational project meetings, to share, evaluate and make strategic decisions on the project’s progress.Participants are specialists from different fields, we create links among different types of teachers/trainers (formal and non-formal education), technicians and tech experts, entrepreneurs, and students. Pupils, students, trainees are the main beneficiaries of G4E: about 500 will be directly involved in the project’s implementation and evaluation. Schools, decision makers and competent bodies at local and regional level are also targeted because they can positively influence political and strategy change.The foreseen impact at the end - and hopefully in the longer term - will be the improved operational and strategic capabilities of internal stakeholders (partners and their organizations), for external stakeholders (other education providers, schools, NGOs and local partners, research and higher education organizations), increased awareness of the project’s potential to support achievement through collaboration and synergies between industry, formal and non-formal education, training and learning policy- and decision-making bodies. Finally, the most important impact will be on the final beneficiaries (geeks and their students or learners). As a result of testing, implementation and dissemination of the project’s approach, the expected impact on the young generations is: Improved uptake (especially for girls and other groups at disadvantage) of STEM and digital skills, improve digital literacy, transversal and sustainability skills.

<< Objectives >>To promote innovative practices in the field of media literacy, environmental issues education and European citizenship via several vectors : - co-production of stories between students, teachers and journalists, - teacher training through participation in international journalist events, - cultural exposure of young people via school trips to the partner countries.<< Implementation >>- Meetings of the various partners in Paris, Tours, Angoulême and Brussels - Video meetings between classes - Classroom workshops with journalists - Co-production of 64 reports with journalists - Production of media productions translated into several languages - 8 school trips to the countries of the consortium : France, Romania and Greece - Pedagogical support in media education and information for the teaching community<< Results >>- A reinforced synergy between the 3 educational partners of the project to further develop the expertise of each structure - Mobilization of students in partner schools around environmental issues involving families and other classes - Innovative and inclusive teaching intended to be shared at European level - The creation of a network of actors and schools to expand the project over the coming years

"The project is called XENOS - (in Greek both the foreigner, the refugee and the host, the one who receives). This word was used as an acronym to define the outlines of the project: Xenophilia, Education, Numerical (Digital) platforms, Odyssey, Scene.In 2019, the Paul Verlaine College, located in Paris, began an exchange with the 2nd college of Koropi, located on the outskirts of Athens, as part of a pairing agreement between the Paris Academy and the County of Attica.A postal exchange began between the students, but the COVID-19 pandemic abruptly interrupted this process. The agreement and educational convergences were immediate between the French and Greek teams. Erasmus+ would allow us to expand this initial partnership and to reinforce again the common dynamic.To present our project, we explain the acronym XENOS.Xenophilia: (from the Greek xenos- [ξένος], ""foreigner, unknown"" and -philia [φιλία], ""love""), at the heart of our project, it refers to a strong taste for cultural and 'civilizational' aspects, foreign to its own nation, which we wish to cultivate in our students.Education: We are launching an Erasmus+ project to raise awareness and educate young people about common European values, promote inclusion, combat school drop-out and engage them in a transnational project to develop their cultural and civic openness. The audiences who will take part in the project's activities are 20 student volunteers enrolled in the theatre workshop of Verlaine College, some of them with disabilities. They will be supervised by four teachers, one nurse and one actress. In Greece, 20 students from the 2nd Koropi College participating in a cultural workshop that promotes the Francophonie will be supervised by two teachers and the principal.Numerical (Digital) platforms: the primary tool throughout the project, including the eTwinning platform, it will allow exchange, collaboration, production and communication between peers but also with anyone concerned or interested in the project.Odyssey: mobility is a powerful lever to introduce students to other ways of living but also to a common cultural heritage. This is not a school trip but an adventure, for today's Ulysses, who returns to the roots of the European Union and its values ""of respect for human dignity, freedom, democracy, equality, (...) including the rights of minorities."" (Article 2 of the Maastricht Treaty).Scene: the aim is to go through the theatre to acquire civic and cultural values and enrich the Franco-Greek exchange. Theatre is a universal language, that of the body and words. It was born in Greece and founded the values of European humanism.By studying the ""Suppliants"" of Aeschylus, we will carry out a work of reflection and adaptation on refugees. History is made by the victors and by men, except in some cases, as in Aeschylus, where the notions of democracy and asylum rights are viewed through the struggles of women for equal rights. We chose this tragedy because the subject of this work is still a persistent issue.The planned activities are linked to a collaborative show created from the tragedy of Aeschylus. Our methodology is based on regular electronic exchanges and punctual mobility. A first mobility of French teachers will take place in November 2020. The partners will meet four times over the two years and will interact through digital media like eTwinning on a regular and progressive basis. They will prepare the final show to be given in France in April 2022 following artistic rehearsals and documentary research. These activities will achieve the project's objectives insofar as young people will develop their personal culture, build together an artistic and cultural project and understand in a concrete way citizen and humanist issues. Mobility activities will be highlights as they will be able to discover a country, a culture, lifestyles that are both close and different from their own, which will encourage exchanges and questions.The expected results are both individual and collective. We anticipate every student to make academic progress (mastery of the French language - both oral and written, digital skills, appropriation of cultural knowledge) and good personal inclusion regardless of the obstacles.At the collective level, laying the groundwork for international openness, creating emulation around theatre and European collaborative projects among peers and disseminating the best practices acquired during this experience will be the expected benefits that will contribute to the long-term influence of our institutions."