The Covid-19 pandemic is impacting heavily on education and training systems. In highly difficult circumstances, it has accelerated the digital transformation and triggered rapid, large-scale change. Covid-19 has demonstrated that digital education is not a marginal issue but a central component of learning, teaching and assessment in the 21st century. In this context, digital competence should be a core skill for all educators and training staff and should be embedded in all areas of teacher professional development, including initial teacher education. Educators should be empowered to adopt innovative methods; engage in peer learning and share their experiences. A trusted digital education ecosystem requires high-quality content, user-friendly tools, value-adding services and secure platforms that maintain privacy and uphold ethical standards. Accessibility, inclusiveness and learner-centred design are vital. Digitools project aims to contribute the development of European digital educational content to promote the highest pedagogical and educational quality and improve the digital teaching skills and competences of teachers. Raising the quality and inclusiveness of education and training systems and the provision of digital skills for all during the digital transitions is of strategic importance for the EU as to Digital Education Action Plan (2021-2017)(DEAP). The Digitools project aims to develop the competencies and capacities of all stakeholders in education, students, parents, teachers and school leaders. Education leaders play a key role in digital education. They need to understand how and where digital technologies can enhance education; provide appropriate resources and investment; empower educators; learn from best practice and support relevant organisational change and a culture that values and rewards innovation and experimentation. Education and training systems need to evolve and adapt and this requires all players, including institutional leadership and decision makers in policy, to lead this change. The Digitools Project partnership includes 8 partners from 5 partner countries. The governorship of İstanbul is the coorinator organisation. It has been planned to realize 1 transnational project meeting in each country, 1 LTT in Turkey, 1 ME in each partner country. With these purposes, we will develop 4 intellectual outputs:1)My Digital Class2)Assessment and Evaluation Compass3)Teachers As Mentors Guidebook4)White Paper: Recommendations for Capacity Building in Digital EducationWith the products developed in the Digitools project:-Skills and competences of teachers to design and deliver digital training who teach Science, Mathematics and English at middle level will be developed. They will be provided ready-made digital training materials, digital assessment tools for the selected classes.-Digital mentoring skills of teachers will be developed to motivate their students to learn in digital education.-Students studying at grade 1 in middle schools (age 11-14) will be provided digital training for Science, Mathematics and English classes and a platform based on gamification and that they can reach their classes everywhere. Their skills to learn digitally will be improved.-Training organisations, institutions, and decision makers will be provided recommendations on how to promote digitalization in their organisations..-Parents will be provided a roadmap on how to contribute to the learning of their children.

The vision of Kozagac ESOB Special Education Practice School is toincrease the daily life skills of individuals diagnosed with Spectrum Disorder, toreduce their problematic behaviors, to facilitate their adaptation to social life, to helpthemselves and their families in using their rights to ensure that these individuals arehappy individuals by maximizing their available capacities.The lack of knowledge and competence of teachers in autism students, thedifficulties of teachers in creating a strong and qualified learning environment for theirstudents with autism, the lack of materials used in learning environments of studentswith autism, and the low socio-economic and educational level of families with autismand education. The fact that they cannot participate actively in their activities causessome problems. For these reasons we aimed to increase that the awareness of theindividual from the individual by providing the knowledge and competence of theteachers working in this field and the families of the individuals with autism tocommunicate more healthily with the school and consequently to raise the awarenessof the families.The project studies have been started to minimize the problem behaviors byproviding positive behavior support to the students with autism in collaboration withour project partners. In order to reduce the problem behaviors in autism, necessaryplanning has been done with need assessment analysis. With this project, it isthought that individuals with autism will reduce the problem behavior and providepositive behavior support and open the doors of different worlds. In this way, thepeaceful family structure, the belief in education, quality of education and stability ineducation will be ensured.The gols of the project is to increase the importance of the school and tomake parents' attitudes and approaches towards school and education desirable.The individual training plan, individualized family services plan, training servicesplanning, public spot and the use of digital technologies are important in achievingthe target. Project, coordinator school and a total of 15 trainers and teachers willparticipate. While selecting the partners, according to the need to determine theneeds of the project, teachers who are experienced and willing to train teachers wereselected. Implementation and / or studies of the institutions in five different countrieswe have found the possibility of transnational evaluation of the results. Within thescope of visibility studies, conferences and seminars will be organized, pocketbooklets and short films will be prepared and more targeted individuals will be madeaware of this issue. Our teachers and dissemination projects in Turkey, Poland andRomania in the implementation and monitoring will do the work. The assessment ofawareness of the project will be revealed by using pre-test and post-test using scale.To eliminate failures and strengthen project management the project cyclemanagement, MÇY (Logical Framework Approach) will be used . As a result of theproject, awareness will be ensured between the school and families and unhinderedcommunication between the teacher and the individual ,families have their treasureswill be explored. This project supports positive behavior in individuals with autism therole of school and family in providing will increase. The importance of activities willalso be emphasized that the healthy people with autism social inclusion of EU 2020strategies by integrating them into society

Job coACh, supporTIng school studEnts with Autism Spectrum Disorder to acquire independency” – ACTIvE aims to promote social inclusion starting with school education through a holistic approach. Thanks to the external collaboration of the Job Coach educator profile, school systems as a whole will be empowered to support students with special needs. In particular, ACTIvE wants to:-Provide educators working in school contexts with innovative Continuous Professional Development opportunities to deal with ASD students (competences to increase social and personal autonomy of ASD adolescents using psychological and educational best practices);-Develop a long-lasting relationship among all actors in school (families, teachers, headmasters, NGOs working with autism, external stakeholders);-Promote social inclusion through talent development;-Create synergies at local and European level to develop innovative practices for inclusive Europe with a bottom-up approach.TARGET GROUPDirect TG: Educators working in school context (psychologists, professional educators) aiming to enhance their competences in relation to autism.Indirect TG: ASD students, teachers, headmasters, families.Stakeholders: local communities, employment agencies working with people with special needs, chambers of commerce, SMEs. To reach these project objectives, the consortium has designed a set of activities grouped into two innovative results (IOs) over a period of 30 months in total (start: 1st December 2019 – end: 31st May 2022). IO1 THE ACTIVE CURRICULUMThe first innovative result is represented by the curriculum to become JOB COACH, tailor made on the training needs of educators and psychologists working in a school context with ASD students (age 15-18). The curriculum includes key knowledge, skills and competences related to the educational profile of the JOB COACH. In order to reach this tangible result, project partners have foreseen three main activities:A1 Methodological Framework (M1-M2);A2 Job Coach Curriculum (M2-M5)A3 Active Validation (M5-M7).The last activity aims at creating an integrate system for the validation of competences, in full compliance with the “European Guidelines for Validating Non-Formal and Informal Learning” (CEDEFOP 2016).IO2 THE ACTIVE SOCIAL LEARNING ENVIRONMENTThe second innovative result is represented by the development of a new online learning environment, enriched with training materials for educators, a collaborative space for the users (namely, the community of practice) and an Info Desk, which will serve as a contact point among platform users and project partners. The info desk will be active for at least 3 years after the end of project funding, in order to guarantee the sustainability of the project’s results. In addition, the online collaborative space (community of practice) will be supervised by a moderator appointed by project partners on a rotation base (approximately 5 months each).The Guidelines for Educators to Implement Job Coach Strategies with ASD Students (IO2/A5.2) will be also available on the platform as an open resource, ensuring the transferability of results.These second tangible result will be achieved through:A1 Training Plan (M8-M9)A2 Development of Training Modules (M10-M18)A3 ACTIvE Social Learning Environment (M17-M21)A4 Pilot Test (M20 – M26): C1 Train the Trainer (M20) + Pilot (M22 – M26)A5 Guidelines of Educators to Implement Job Coach Strategies with ASD Students (M26 – M28)Blended Mobility of ASD Students (M26) + Report (M26-M28)A6 Fine-Tuning of Platform and training modules (M29 – M30).

The social and economical dynamics which we encounter in the society of knowledge, as well as the innovative elements integrated in the National Education Law, have generated a series of significant changes in the Romanian educational system. The trans-disciplinary approach towards education and the re-organisation of the VET system are two essential issues for the ISJ Iasi team. In this context, the project was directly targeted at 26 persons: school inspectors from ISJ Iasi, distributed in two flows (each consisting of 14 and 12 participants respectively), depending on their activity domain: ?Curriculum vitae and quality control? and ?Educational management ? developing human resource?.The goal of the project was to resolve the institutional needs of the two ISJ Iasi departments, ?Curriculum and quality control? and ?Educational management ? developing human resource? by implementing two strategies which are able to innovate the traditional activity in this institution, as well as bring signifying contributions to the educational process, on a regional or even national level. The general objective of the project was to increase the access to quality education through a series of inter- and trans-disciplinary educational initiatives oriented towards developing the necessary competences in a modern society and optimizing the educational process in VET. The necessity of this project has been determined by the general context of the new type of trans-disciplinary evaluation specified by the National Education Law 1/2011 and the need to connect them to a performant management, based on modern instruments, in order to provide quality in an European context in the VET schools.Our results: -26 school inspectors ? beneficiaries of formation programs, who will be an important resource on a local level, in order to ensure the sustainability of the project -26 school inspectors with psychological and intercultural competences, with an open attitude and capable to adapt to different organizational and cultural environments-26 school inspectors with improved foreign-language and cultural competences -26 Europass certificates-26 certificates of attending an European formation course -two final products with educational relevance, which ensure the sustainability and transferability of the project: the ?Developing of the organizational culture in VET, by the implementation of European projects? and ?Trans-curricular projection guide?. Each training activity had a time period of 7 days and took place in April/May 2015 in institutions chosen based on their experience in this field: Casa de Educao-Lisabona and Wisamar Bildungsgesellschaft gemeinnuetzige GmbH-Leipzig respectively. The project created added value through the participants? direct contribution to the development of the existing curricular frame, by creating a modern and flexible trans-disciplinary curriculum, promoting key professional competences for the further integration of the students in the work-market, contributing to the development of knowledge and competences of the headmasters and other persons who are part of the evaluation and curricular projection process in high-schools, as well as providing support to this target-group categories in translating from a theoretical approach to a practical implementation of the gained knowledge, in a new, trans-disciplinary environment. All these elements show how the project answers the general needs to improve the pre-universitary education and has the necessary flexibility in order to adapt the offer according to the particular needs identified in a certain region, by creating new trans-disciplinary projects able to reflect the local specific, as well as involving VET actors in training programs. Adopting the new teaching and evaluation strategies, stimulating the VET schools are top priorities for ISJ Iasi, and are a condition for the educational progress and educational success in our region.

Upon starting the project, its objectives were carefully studied by the team of teachers from all partners. Therefore, our goal was to accomplish the project objectives. Through the activities which we carried out we contributed to the development of our institution and of our teachers’ expertise, as well as to the improvement of our students’ skills. According to the project, the objectives established by collaborating with our partners were: acknowledging and preserving the rich heritage belonging to a composite culture (museums, cultural directorates and institutions); protecting and improving the environment, including forests, lakes, rivers and the wild life; encouraging compassion for living creatures (environment centres, NGOs); developing an inclination towards science, humanities, research and reform initiatives. In order to achieve institutional developments of all partners, all partners collaborated with local and regional qualified institutions so as to highlight the particularities of the regional nature and culture through educational activities. We successfully collaborated with institutions such as museums and universities and NGOs..We closely observed the way in which our project partners collaborated with partners from their own regions and we successfully exchanged good practices when organising activities within mobilities. The teachers of projects who took part in the project managed to successfully attain its objectives, put effort in order to carry out the activities in an adequate manner, found ways to develop and apply innovative practices, accomplished their own activities focused on research and on the thorough study of topics related to culture, science or environment protection. Five teachers from partner schools who took part in the training session in Greece have applied the practical abilities acquired there upon their return to our school; in addition, they themselves organised a range of extracurricular activities where they put into practice the knowledge acquired during the transnational experience. The pupils of the schools were strongly motivated by the anticipation of taking part in extracurricular activities in an international context, as well as of accomplishing an educational journey abroad. They have enthusiastically participated in all activities, collaborated with their teachers and, at the end of their activities, they attained a wider perspective on the necessity of preserving their natural and cultural environment. Socialising with the pupils from the partner countries and the experience exchange have led to the improvement of the school life and to the formation of a wider perspective on the quality of education within all partner schools; furthermore, it led to the formation of opinions regarding European educational standards, which are essential for their future.