<< Background >>COVID19 emergency has dramatically increased the focus on the needs of educational institutions, and schools in particular, of being ready to make full use of digital technologies to provide accessible education to all. On the other hand schools experimented the difficulties and the challenges that the passage to a fully virtual lessons has caused in dealing with the equally important theme of inclusive education and management of diversity.During the lockdown period, the students that suffered more have been the ones that already before, were at risk of underachieving at school, students:- Coming from minorities or immigrants families, due to linguistic and cultural obstacles- With learning disabilities that need special support and attention- Coming from disadvantaged social and economic environments and/or less developed areasAll of them, regardless the nature of their difficulties, have in common the rapid emerging of a sense of isolation and consequential demotivation towards their participation at school activities.For this reason the IDEAS project, intends to provide school teachers with the skills to exploit innovative teaching practices and digital technologies to promote the delivery of high quality inclusive education.The needs the project aims at addressing are: - Need of Secondary school teachers to acquire a deeper understanding of how to make use of digital sources and technologies to improve their teaching methods, overcoming the potential obstacles that might lead students at risk of losing motivation.- Need of Secondary school students (aged 14-17) to benefit from a more inclusive educational offer, that combining and making full use of new technologies, is able to involve and motivate them in the at distance lessons regardless to their social, economic, cultural and physical situation.The specific identified needs of teachers are:- Need to improve the skills and competences to effectively make use of digital teaching resources and methodologies - Need to adapt digital skills to make sure to be able to prevent students, with special regards with those with disadvantaged conditions, from losing motivation and feeling excluded. - Need of adapting their teaching activities to the full potential of digital and ICT based approaches, effectively preventing and dealing with the problems that weaker and at risk of exclusion students might experience.- Need to implement digital education practices within their teaching activities without affecting the participation and motivation of students more exposed to underachieving and of feeling excluded.The specific identified needs of secondary schools students are: - Need to include students in school initiatives and to access all the educational opportunities, regardless their social, economic, cultural and intellectual personal situation- Need to overcome all those obstacles that could affect their motivation as a result of the intensive use of digital base / virtual educational solutions.<< Objectives >>The main objective of the project is making secondary school teachers prepared to cope in the short / medium term with the new ways of learning, teaching and communicating with students at risk of exclusion whose situation has been further endangered by COVID19 emergency and in the longer term to develop an aware capacity to use innovative ICT based methodologies (e.g. blended learning) guaranteeing full access and equal opportunities to learn to all students.On the matter the project aims to remove the potential barriers that students already at risk and underachieving, are experimenting in adapting to virtual lessons and at distance didactic.These barriers might have different motivations according to the conditions of the students (e.g. language barriers for migrants, technological barriers for social / economicdisadvantaged students, cognitive delays for those who have learning disabilities etc.), but do have a common consequence, the resulting lack of motivation and involvement in theeducational activities.For this reason the IDEAS project intends to provide teachers with skills, knowledge and practical oriented interventions patterns to combine advanced and effective digital educationwith appropriate and successful inclusive pedagogical solutions and strategies.The IDEAS project has identified the following objectives to be reached in order to answer to specific needs:- Improvement of the skills of secondary school teachers in identifying, using, creating digital technologies based teaching and learning sources to promote inclusion and prevent early school leaving.Provide teachers with technologically and pedagogically validated digital sources specifically adapted to address inclusion related issues.- Improvement of awareness on the potential of digital technologies for the promotion of inclusion at school- Involvement of Public Authorities in charge of education making them aware of the project achieved results and outcomes, so that they will be able to take them into account for future policy planning- Providing teachers with the skills and competences to effectively make use of digital teaching resources and methodologies adapting them in order to make sure to be able to prevent students, with special regards with those with disadvantaged conditions, from losing motivation and feeling excluded.- Providing secondary school teachers with easy to use guidance tools (PR1) to be prepared to adapt their teaching activities to the full potential of digital and ICT based approaches.- Providing teachers with user-friendly teaching tools (PR2) selected, analysed and adapted in order to deal with the shift toward digital education while increasing self-awareness of students and make them ready to make full use of the resources according to an active participation to their educational path.- Providing teachers and educators through the online training package (PR3) with the skills to master all necessary processes to effectively implement digital education practices within their teaching activities without affecting the participation and motivation of students more exposed to underachieving and of feeling excluded.<< Implementation >>The following activities will be implemented before and during the project lifespan: Management and coordination of activities such as: - Participation of at least one representative for each partner in the 4 meetings of the steering committee - Coordination of the project activities of the international (mainly the University of Turku as applicant organization and Project Result leaders) and national workgroups (each project partner contact person/project manager)- Appropriate reporting activities and preparation of the Interim and Final reports- Monitoring of the respecting of deadlines - Constant sharing of information and solutions among the partnershipProject Web SiteThe project web site will contain main project information, a dedicated section for project results produced being introduced by explanatory texts guiding the target groups in making full use of them, dissemination and exploitation sections and a specific area to be used by the project partners to share the information about activities and results achieved.Monitoring and EvaluationMonitoring of the project achievements will be implemented through a detailed calendar of the activities also defining the indicators to assess the compliance of the activities and results with the expectations. Evaluation strategy that will involve representatives of the project partners and of the target groups (i.e. school teachers and students). The evaluation strategy will produce both qualitative and quantitative data, that, collected through questionnaires and testimonials and duly analysed, will be the basis of the final Evaluation Report.DisseminationA clear Dissemination Plan will be created committing, throughout the project period, the members of the Consortium to implement specific dissemination activities. The Dissemination plan will define the target groups to be addressed, and for each of them the most effective means of communication to be used. Exploitation and Sustainability Project partners will promote the project sustainability through the commitment of the partners, and more specifically the schools involved, to include the project results in their everyday activities. The deliverables produced, indeed, will be used by the schools involved for updating their teachers and as teaching sources for their students. Furthermore, the partners are committed to involve other schools as associated partners to be added to the ones already supporting this application and who will also use the project results.From the content development point of view the activities for the creation of the Project Results are believed to be the most appropriate to ensure the creation of innovative, consistent and transferable outputs and impact on the needs of the identified target groups.For each Project Results a clear methodology and set of activities have been outlined and are believed to be the most appropriate to ensure the creation of innovative, consistent and transferable outputs and impact on the needs of the identified target groups. The project will last for two years and the creation of the Project Results will be spread organically through the project period with a clear periodisation of the activities, according to which the end of the creation and testing of Project Results will lead to the starting of the production of the following one. During the whole two years, a constant transfer of knowledge among the different schools and language teaching institutions will be fostered being one of the most important methodological concepts of the project based on a peer to peer approach.<< Results >>The main result that the IDEAS project expects to achieve on its completion is making secondary school teachers prepared to cope in the short / medium term with the new ways of learning, teaching and communicating with students that are required and imposed by the COVID19 emergency and in the longer term to develop an aware capacity to use innovative ICT based methodologies (e.g. blended learning) guaranteeing full access and equal opportunities to learn to all students.On the matter the project focuses on the potential barriers that students already at risk and underachieving, are experimenting in adapting to virtual lessons and at distance didactic.These barriers might have different motivations according to the conditions of the students (e.g. language barriers for migrants, technological barriers for social / economic disadvantaged students, cognitive delays for those who have learning disabilities etc.), but do have a common consequence, the resulting lack of motivation and involvement in the educational activities.For this reason the IDEAS project intends to provide teachers with skills, knowledge and practical oriented interventions patterns to combine advanced and effective digital education with appropriate and successful inclusive pedagogical solutions and strategies.The expected result of IDEAS project is therefore a very tangible and important one in order to contribute to build resilient and future-looking education systems, as a key strategic feature of the European Education Area.The project also expects to achieve, as a result of the involvement of different partners in 4 European countries, a transnational and inter-sectoral cooperation among experts in the field of digital education, experts in the field of inclusive pedagogical strategies and practices and teachers and school leaders, so to pilot and mainstream solutions that are at the same time consistent, technologically advanced and tailored made to the needs of the end users and students.The cooperation pattern will be exploited to achieve the fundamental results of providing teachers with skills and appropriate training materials to use digital teaching solutions while ensuring full inclusiveness and motivation to learn to their students.For the purpose the IDEAS will develop and test 3 project results:1) Methodological Guidelines for promoting inclusion of students at risk and underachieving via the application of digital technologies and virtual teaching and learning. Methodological Guidelines will take account and transform in easy to use and applicable solutions, based on best practices and in depth exemplary real life case scenarios, the different perspectives (e.g. students, teachers, directors) of the actors involved.2) A Repository of quality, OER, digital based teaching sources to foster inclusion at secondary school level. The sources will be selected according to their digital standards, thanks to the technological experts, their pedagogical consistency and their inclusive potential, through the contribution of pedagogues and adapted to the specific needs of the teachers with the contribution of schools staff.3) Online course for teachers focusing on three main issues:a. How to identify and assess quality digital technologies based teaching sources in the field of school inclusion.b. How to implement and effectively use them in a blended/online based environment.c. How to create new digital technologies based teaching sources for promoting inclusion.

"CONTEXT The Europe 2020 Strategy has defined among others, one key priority that is to raise ""Europe’s employment rate – more and better jobs, especially for women, young people and older workers"" so to achieve a benchmark of "" 75% employment rate for women and men aged 20-64 by 2020– achieved by getting more people into work. One of the main obstacles to the full achievement of this ambitious objective is that there are high rates of low-skilled and low-qualified adults that competitive within the labor market. The demand for digital technology professionals has grown by 4% annually in the last ten years. Yet digital skills are lacking in Europe at all levels. Despite continued strong employment growth, the number of unfilled vacancies for ICT professionals is expected to almost double to 756000 by 2020. Furthermore, almost half the EU population lacks basic digital skills. Education and training should equip everyone with a broad range of skills which opens doors to personal fulfilment and development, social inclusion, active citizenshipand employment. Project partners work everyday with adult students in situation of vulnerability facing multiple barriers (such as social exclusion, poverty or discrimination) because of their lack of qualification to be incorporated in the labor market. Within this context the partners of this project have explored these issues and identify solutions to help ADULT students to be inserted in the labor market establishing effective links between adult schools and the world of work and entrepreneurship using social media and ICT. The project partners have identied 3 main NEEDS of the target groups: -Adult teachers and trainers need to acquire the skills to train their adult students on the aware use of ICT and Social Media to find job opportunities and develop their entrepreneurial spirit -Adult students need to scale up their key and tansversal comptences adapted to the digital era to be incoroporated in the labor market -To promote inclusion of adults paying particular attention to adult vulnerable groups with low skills and qualifications promoting equality between women and men, combating discrimination, promoting tolerance and a high-level of quality and sustainable employment, combating long-term unemployment and fighting against poverty and social exclusion. To answer to these 3 main needs the project AIM has been to promote the entrepreneurial spirit of adult learners using social media and ICT to create new e-enterprises ensuring increased opportunities for being incorporated in the labor market in an effective way. ACTIVITIES -""e-entrepreneurship"" training package. The training package contains a collection of video lessons on how to create the digital identity of enterprises - Testing of the training package by adult teachers, trainers in order to make them acquire the skills to exploit the full potential of ICT and social media for to create new e-enterprises ensuring increased opportunities for participation on a modern, flexible and inclusive labor market. -National training experience ""how to become an e-entrepreneur"". Adult students has been trained to promote their entrepreneurial spirit using social media and ICT to create new e-enterprises -International training experience on ""Adopt an enterprise experience"" exploiting social media and ICT. This activity with adult learners took place in Greece. During 5 days 5 adult learners selected for each partner attended this training activity. The participants selected by each partner have been made paying particular attention to adult vulnerable groups, promoting equality between women and men. -Enterprises have collaborated in the workshops in how to exploit social media and ICT for creating a new e-enterprise in Europe. Furthermore adult students have integrated formal, non-formal and informal education. -International Conference about ""International e-entrepreneurship"" in Italy at the end of the project with the participation of all the partnership, adult teachers, trainers and learners, public authorities in charge of adult education policies, trade unions, enterprises.. has promoted the project results and activities. PARTNERSHIP The project has involved 5 institutions of 5 different European countries. The partnership is composed by institutions with experience in adults training and in the development of innovative projects for adult students which have help to reach quality results. OUTCOMES -Training package created to reach the needs of the target groups. -Project website -Learning community -Teacher and students training -Insertion of the project results into the European adult systems -Entrepreneurship classroom -Final conference IMPACT People involved in the project. -100 adult Teachers -30 Enterprises -400 adult students half of them with fewer opportunities -Other stakeholders 1220"

SUMMARYCONTEXTIn 2015, the EU Ministers of education adopted the Paris Declaration, which explains that one of “the major challenge we face in safeguarding our pluralistic societies [is] to impart common fundamental values”. They agreed on a common effort to teach pupils to become active citizens promoting democratic values and fundamental rights. However, the values of the European Union cannot be taught with coercive and top-down methodologies, but through empathic educational instruments. Empathy is a vital concept to reach the goals of the Paris Declaration. TARGET GROUPS, NEEDS and PROJECT OBJECTIVESKey-Code addresses the challenges that young students face in consolidating their European identity based on the fundamental values of the UnionProject also identifies the need to make teachers aware of the existing and crucial connection between, on the one hand, interpersonal key competences (soft skills on emotional intelligence) with specific reference to empathy and, on the other, the development of sound EU citizenship skills based on the awareness of EU fundamental values and human rights. Thus, Key-Code aims to expand the curricula of secondary schools with educational experiences that enhance the key competences of pupils based on empathy, active citizenship and EU values. For the purpose Key-Code aims to develop, test and disseminate active learning instruments that enhance three categories of preadolescents’ (11 - 16 years) key competencies: (i) interpersonal skills based on empathy; (ii) active EU citizenship; and (iii) cultural awareness concerning the EU values.OUTPUTS on COMPLETIONRESULTSThe Key-Code project expects to achieve the following results :- Improvement of the lower secondary school teachers’ (working with students between 11 and 16 years old) competences in new educational methods (non-formal education) where they provide consolidated instruments and then facilitate their use by students for educational purposes; thus, promoting the use of proactive approaches by students.- Provide students (between 11 and 16 years old) with the opportunity to improve their soft skills (key competences) through learning-by-doing and peer-to-peer activities where they can choose the instruments for their education among those selected to improve their key competences.- Provide students with competences to deal with diverse social situations through the lenses of their active learning experience. This may be imprinting that shapes their under-construction personality. Besides, students will be aware that they can be active actors in their education and in their being citizens of Europe- Promotion of the values of the EU among schools environments, enhancing the community living and stimulating positive feelings on the Union. Hence, shaping the new generations of EU citizens around the principle of emphatic European brotherhoodIn relation to the above, the project will produce the following deliverables:IO 1 - Database of Teaching Sources on EU fundamental values and human rights, through empathy and emotional intelligenceThe Intellectual Output identifies selects and adapts teaching sources to be used by secondary school teachers to promote the learning of key competences and soft skills on EU citizenship, EU values and Human rights through innovative methods based on empathy and emotional intelligence, among 11 - 16 years old students. IO 2 – Inspirational and Exemplary short films for the reinforcement of key competencesThe Videos created through the active involvement of experts, teachers and students will:-Record the teaching activities in class applying empathy and emotional intelligence for key competences development and make them easily replicable and transferable -Assess the impact of the methodologies and practices proposed by the project-Enhance the active participation of students as part of the educational experience offered by Key-Code to empower preadolescents and adolescents with the awareness of their real personal potentialIO 3 - Guidelines for teachers, school decision-makers and policymakers in the field of Education for teaching EU fundamental values and human rights, through empathy and emotional intelligenceGuidelines aim to increase the effectiveness of strategies and activities to promote the development of key competences among adolescents and preadolescent students on EU values and citizenship. They will mainstream educational methods that can develop key competencies through the improvement of interpersonal skills whose importance schools, often underestimate, as emotional intelligence and empathy.

Hearing loss has become an important problem for the health of Europe's citizens, 10% of the total population experiencing it. Innovative medical technology, among which cochlear implants are the most important, can reduce the burden. For the past 50 years, the science and technology of cochlear implant has registered an outstanding development and this has resulted in a steady improvement of the overall speech recognition of the CI patients. But a cochlear implant is not miraculous. Even if children have a cochlear implant, this does not mean that they will not have some hearing deficit. This is why children with CI need all the support necessary from speech therapists so that they could reach a sustainable level of speech. It is necessary for every child who has received a cochlear implant to begin as quickly as possible a specific therapy program, essential in the formation of listening skills, understanding sounds and speech. Without a corresponding auditory-verbal recovery program, the results obtained by the child with a cochlear implant may be limited. The operations are successful but the recuperation of the impaired child is non-existent because the child, once implanted, has no real chances of rehabilitation: there are no speech therapists trained to work with these children and their families do not have the skills how to teach them the complexities of the language.In this context the VOICE project's main objective is to offer vocational education and training for speech and language therapists (SLP) and parents for teaching children with cochlear implants how to speak.The specific objectives:- To raise expectations and outcomes for deaf children and increase awareness and expectations of what deaf children can achieve if they receive specialised therapy, through the cumulative actions of the VOICE project.- To equip the speech and language therapists (SLP) with a package of supporting resources for their further improved work with CI children, through the research and data base of the 1st IO of the project.- To develop the minimum standards for rehabilitation after paediatric cochlear implant needed at transnational level, through the 2nd IO of the project.- To develop knowledge, competences and skills of SLP and the students year 3/MA in psychology (future SLP), through the IO3 Handbook and IO4 VET programme, including theoretical study and a practical development of competences based on study of cases and share of experiences and practices on direct work with CI children.- To support families accept an early intervention programme and become aware about their role as the child’s best expert, through the IO5 platform’ resources which empowers parents/carers to develop their child’s listening, speaking and social skills.The long path of rehabilitation of a deaf child who is provided with a cochlear implant involves the common effort of a multidisciplinary team. It all starts with the surgeons and continues with speech and language therapists (SLPs), families, teachers and educators, current doctors and psychologists and sometimes social workers. Therefore the project is addressed directly to speech and language therapists (SLPs) (in the first professional stages) and the students year 3/MA in psychology (future SLPs), who work directly with CI children and adults, as well as parents, who have to continue the therapy at home, and teachers and support teachers who have to work with the children in order to integrate them in the mainstream education. The project also addresses, indirectly, to patients, doctors and family doctors, schools, speech and language therapists (SLPs) associations, medical centres and College of Physicians, psychology - pedagogy Faculties, parents associations and educational NGOs.The project results:IO1: Portfolio with case studies of children with cochlear implant therapy (CI therapy Portfolio) IO2: Minimum standards for rehab after paediatric CI (CI paediatric standards)IO3: Handbook for speech and language therapists (SLP) and parents for teaching children with cochlear implants how to speak (VOICE Handbook) IO4: Vocational education and training for speech and language therapists (SLP) for teaching children with cochlear implants how to speak (VOICE E-Training course) IO5: Open/ online/ digital education for parents and support groups in the rehab of children with cochlear implants (VOICE E-TOOLKIT) C1. Vocational training for speech and language therapists (SLP) for teaching children with cochlear implants how to speak (VOICE Training), (5 training days, held in Romania, 25 participants (15 transnational participants)Multiplier Events – Education and training for speech and language therapists, parents and support groups in the rehab of children with cochlear implants, in 4 different countries

The unexpected pandemic of Covid-19 has caused a great alternation in the educational systems worldwide, whereas the health crisis had affected the school education of almost 1.6 billion children across 195 countries globally. In most countries, the pandemic brought about temporary closures of schools while digital learning became the new normality. These nationwide closures not only affect school learning but also impose new ways of teaching, bringing to light the importance of digital literacy, the use of technology tools, the resilience of educational procedures adn the readiness of educational bodies to offer constance high quality teaching, learning and assessmentThe target groups of the project are:-the direct target group is UPPER PRIMARY AND SECONDARY SCHOOL TEACHERS whose profiles will be upgraded and strengthened through the professional development programme to be developed for up-skilling, re-skilling and upgrading their digital, pedagogical and methodological competences to be able to design, deliver and evaluate online training and learning activities.-The indirect target groups are PARENTS who will be provided with guidance in order to support their children in the distance learning process, especially the ones who are younger, as well as the STUDENTS who will be provided with support on how to organize their time, how to stay focused etc.Based on the above, the Di2Learn school sector project addresses 4 main priorities:HORIZONTAL: Supporting educators, youth workers, educational leaders and supporting staffSCHOOL: Strengthening the profiles of the teaching professionSCHOOL: Developing strong quality assurance systemsHORIZONTAL: Innovative practices in a digital eraThis will be achieved through the design, development, pilot-testing and evaluation of DISTANCE LEARNING TOOL KIT supported by a CLOUD-BASED PLATFORM and a MOBILE APP aiming to support SCHOOLS to develop their own DISTANCE LEARNING ACTION PLAN in order to introduce DISTANCE AND DIGITAL LEARNING in their formal schooling. More specifically the project aims:-To support schools to develop their own DISTANCE LEARNING ACTION PLAN which will lead to the modernisaiton and the digital transformation of their schools -To empower teachers through upskilling and re-skilling opportunities based on the provision of professional development courses to help them design and deliver distance teaching, while also supporting students to proceed with distance learning.-To develop a capacity building series of workshops both on and off line to support parents for their role especially with younger children during distance learning.-To support students with study, personal and organisational skills for remote learningBased on the above, the Di2LEARN project will include the following activities:- 4 Intellectual Outputs- 7 Multiplier Events - 3 Transnational Project Meetings- 1 Short Term Joint Staff TrainingThe expected results are:- The upgrade of the teaching, learning and assessment provision- The strengthening of teachers’ profiles to deal with the modernation and digital transformation of formal schooling- the empowerment of students during distance learning- the enhancement of tools/ resources/ material/ courses- The development and provision of a professional development course for teachers- the creation of a series of videos to support parents and also students- the provision of a platform which will include all digitalised material, but also host the distance learning school academy of the schools to be set up- the mobile app with frequent messages to boost teachers, parents and students' morale