This project started with the willingness of motivating our pupils to value the rural area where they live, to defend environmental sustainability and promote their local products. For this reason, four schools from France, Portugal, Slovakia, and Spain with a similar background decided to start a partnership. Our schools are placed in a rural area, where agriculture and livestock are the main sources of income, and rural-urban migration is gradually growing. After analysing the results of a survey done to our students through an eTwinning project, we realized that most of them share the same opinion: they want to leave from their villages and towns and demand the defense and promotion of their territories and environmental preservation. There are about 200/250 students involved directly in this project (96 in mobilities) and it is addressed to young learners aged 13-14, some of them with social and financial problems, who receive financial support, and others with learning difficulties. Our objectives are very clear: we want our students to be aware of the richness of their rural areas, encourage them to have healthy, environmental and sustainable habits, respect and protect nature and also value their local products. We also want to help pupils to improve their digital skills while carrying out the tasks of the project, using English as the language of communication. We also want to promote cooperation, solidarity, and teamwork as a way of improving pupils' motivation and engagement and support their development of key competences.The activities will include:-visiting local businesses, for example, olive oil mills, fruit processing plants, and farms to learn all the processes of elaboration, production, and distribution;-learning to cook traditional dishes with local products following some recipes;-going on some field trips to explore the countryside around to learn about biodiversity and its preservation;-doing some outdoor sports activities;-exchanging emails, videos, presentations and creating some ebooks with all the information, using ICT tools such as Twinspace to develop strategic skills;-creating posters online to promote the protection of the environment.The results of their work will be spread through social media such as Twinspace and other platforms.Cross-curricular teaching using the English language in more than one subject area will help pupils relate the knowledge from different school subjects. It will improve the digital and language skills necessary for collaboration and further professional development.There will be an Erasmus+ project team in each school formed by several coordinators each one with different roles: learning- teaching materials creators, economic managers, communication-cooperation coordinators, and dissemination-evaluation coordinators. For a better organization, we will create a shared folder in Google Drive where each coordinator will keep their documents. In the activities and teaching-learning materials folder there will be a schedule of all the activities planned and a set of organised and available ready-to-use worksheets. In the economic and management folder, spreadsheets documents will be used to control the expenses of the partners. In the communication and cooperation folder, there will be a Google Sites document used as a global web page created to upload all the documentation produced during the project and also documents of the meetings and agreements between the partners. Twinspace and other platforms will be used to make our project known to the rest of the world. Finally, the dissemination and cooperation coordinator will have a folder with baseline and endline surveys to evaluate if we have achieved our objectives and also to know the opinions of everybody involved in the project.The impact will be measured at two levels: quantitative and qualitative. The first one will be checked through surveys and assessment questionnaires. The latter will be focused on the change in students’ motivation level and self-confidence to become active citizens in the promotion and defense of their environment. The system of checking and measuring results will be present on every stage of the project. The effects of the project will be profitable for the whole school community and local institutions. On the one hand, both teachers and students will have a better command of the English language, they will improve ICT skills and teamwork. As teachers, we will have the opportunity to know other school systems and so, develop the pedagogical and didactic level of our schools by exchanging new teaching methods and techniques. By carrying out project-based work, we want our students to be more creative, autonomous and critical. It will increase student self-confidence and responsibility. They will have the opportunity of having new international friends and will be more conscious of the different cultures, geographical and situations.

"<< Background >>Europe’s digital transformation continues to accelerate through the development of new emerging technologies. Digitalisation brings many new opportunities as it helps to improve efficiency and learning outcomes. In order to achieve a high quality and inclusive digital education and training, the 2018 digital action plan has been presented and implemented by the EU with the ambition to contribute to the creation of a European Education Area by 2025. This plan presents measures to help Member States and education and training institutions to reap the opportunities and meet the challenges presented by the digital age. The outbreak of COVID-19 and necessary national measures taken to tackle the spread of the virus have caused significant disruption to the provision of education/training/mobility opportunities for learners, teachers and educators across the EU. All institutions have had to adapt in order to be able to provide training and education and have turned to online training: a number of EU states have opted for a combination of distance learning and face-to-face as provisional measures for the 2020-21 school year. The pandemic also demanded a quick adjustment to the quarantine, and trainers have effectively embraced online training. However, the transition from face-to-face training to fully online and distance training has been abrupt. Training providers still need to adapt to the implementation of training within the framework of hybrid systems (blended learning combined face-to-face and distance) or completely open/distance learning (ODL) and thus train their trainers to ensure its delivery. Nevertheless, this period tackled some gaps concerning the training needs of trainers/teachers: remote support for the trainee (question of tutoring, social bond with the learner, social bond between learners, social learning, motivation, etc.); remote training and tutorial engineering models to support them in their practices. Moreover, the job of trainer, like any other job; is bound to evolve because of the rise in the use of digital tools. New technologies and the Internet allow free access to knowledge, enabling people to learn anytime, anywhere and from any device (ATAWAD: Any Time, Any Where, Any device). Thus, the role of the trainer/teacher is no longer to transmit knowledge, but to facilitate learning. The training methods are also changing: open and distance training on PC, smartphone or tablet. Mobility training is developing training via an internet network in a mobile situation) and training content must adapt to this societal change with the provision of short training content on demand. Consequently, these developments require new digital and transversal skills for teachers/trainers in order to support learners in their online learning process. For many years, their skills development has focused in particular on pedagogy and the integration of digital technology in training. Now, there is a new challenge: the development of new skills for a trainer/teacher who has become a ""learning facilitator"" as well as filling of the gap of a lack of teaching resources allowing the setting up of blended training systems on themes linked to the evolution of the profession of trainer.<< Objectives >>The health crisis has urged teachers/trainers to adapt their teaching methods to the use of technology and digital tools. A skills framework for the trainer-facilitator in the digital age was recently updated. It comprises 6 competences: design and creativity, animation, collective intelligence, collaborative digital, high-quality relational communication and shared leadership. The main objectives of our project are: - to fill in the gap regarding the new required competences of trainers/teachers- to help them adapt to a new VET environment and new relationships with learners - to support learners in their learning process with upskilled teams and the delivery of high quality training - to develop OER with new methods and tools to deliver quality and inclusive education and training through online and virtual means<< Implementation >>The partners have created a realistic work plan supported by solid communication mechanisms and a strong sense of trust, shared ownership of project objectives and outcomes, evaluation and impact measurement through a quality assurance process and dissemination practices.COORDINATIONThe coordination of the project is led by DOMSPAIN and will be based on mutual respect and cooperation through: - systematic monitoring of progress with the help of the evaluator in charge of quality assurance,- consensual decision making among partners,- targeted interventions by the project coordinator.The project management structure will consist of: the SC for major management decisions – one rep by each partner chaired by the PC. The members of the SC will remain in permanent touch and will be informed by the Results leaders of their progress. Decisions are expected to be taken by consensus. If not possible, the approval of a majority should suffice. The project management structure is designed to enhance coordination by supporting monitoring, stimulating teamwork.DISSEMINATION BI will coordinate the overall dissemination of FAVET, whose responsibility lies in the whole partnership. BI, an expert in dissemination, will provide guidelines for the whole process and the use of the project website and social media. RESULTS and inputs from the partnershipEach Result team will be responsible for taking decisions in its own area of speciality. The leaders of each Result, responsible for each of the 3 packages, are the following:Result1: PRIZMA will lead its development supported by BI in charge of supervising the design of the mapping of competences.. All partners will provide inputs, review contents, provide feedback and improvements, pilot and translate contents.Result2: IFPRA supported by 36.6CC will lead this work package. IFPRA will be more particularly in charge of the design of the online game and 36.6 CC will coordinate the work related to the escape game. Like for the previous WP, all partners will be involved in provision of contents, reviewing, giving feedback, piloting and translating.Result 3: KSAO supported by IES J. Antonio will lead the development of this result. Based on the methodologies proposed by the lead VET centres, all the partners will contribute to the guidelines to the engineering models, which include theoretical parts and case studies to serve as examples for implementation of the models provided. QUALITY ASSURANCE36.6CC will coordinate the ongoing monitoring, evaluation process and impact analysis to support the coordination team of the project thanks to their expertise and experience. They will devise the necessary guidelines and monitoring tools. They will collate information and results across the partnership and provide reports to focus on strengths and weaknesses and possible improvements.PROJECT SUSTAINABILITYThe FAVET project sustainability will be based on the Exploitation of the results and Sustainability plan, designed and monitored by PRIZMA, which will promote the sustainability and exploitation of the project results, guarantee that all results developed under the project reach out the widest possible audience, ensure that all project results are available online and can be used after the project completion, promote the Erasmus+ Programme and its activities, ensure that the project's activities and practice have an impact on target groups and decision makers, maintain and exploit the project results on a daily basis in partner organisations’ contexts and communities.<< Results >>The partnership is very dynamic and partners are experts in their own field. Moreover, associate partners can add further value to the delivery of the project. While working together, partners expect to put synergies in place as they will contribute with their own expertise to deliver common outputs towards common goals. With this project, the partnership seek to achieve such results: - design a methodology to provide each vocational school and/or training centre with a tailor-made support (through work-based training and e-learning tools) - develop and offer a pathway more suitable to the demand to support training centres and vocational schools so that they can address the modern challenges of distance learning (in order to meet the new training market requirements) - high development of blended pathways: face to face session + online teaching/training + tutoring - develop updated CVET training resources in order to meet new training needs - online Open Educational resources - teaching/learning materials easily accessible by the target group: shorter, customized, more reactive, so that the target audience can adapt/build their own training pathway according to their profile - upskill educational teams to support them in the evolution of their job incurred by the development of digital and distance learning- enhance transversal competences of teachers and trainers related to digital field, facilitation and vocational training and consequently- achieve a greater effectiveness of teaching/training activities for the benefit of learners - offer new and improved approaches and practices (facilitation) to meet the needs incurred by long-term distance learning - create a more dynamic, committed teaching and learning environment with both learners and teachers/trainers ready to integrate good practices and new methods in their daily activities related to distance learning - upskilling of educational teams on-line with the new constraints due to Covid19 sanitary crisis but also (with the integration of a greater part of distance learning into pathways whatever they are) with the digital education action plan - develop high quality and inclusive education and training with upskilled teams (in order to support for instance, distance learning for learners in rural areas or a disadvantaged audience participating in a training scheme with the purpose of vocational inclusion ...)The partners wish to provide teachers/trainers with a methodology enabling them to create a favourable learning environment for distance learners; they will learn how to improve the delivery of online contents, to organize distance group work and the rhythm and type of interactions with learners, to develop distance collaborative work, to maintain social links even if learners study remotely, to make learners take initiatives regarding the learning process, to develop a knowledge building approach."

"<< Background >>Mathematics occupies a crucial and unique role in all science disciplines and represents a strategic key in the development of the whole society. Students find mathematics courses to be the most difficult and challenging and face particular difficulties in understanding and comprehending the various topics math courses.Good understanding of mathematics, science and technology is an essential component for a successful professional and social life. However, the current situation in EU level where more than 20% of young Europeans not reaching a minimum level of basic skills in mathematics and science is alarming, special actions are needed to address and assists mathematics education. So, specific actions and initiations should be designed towards this direction as highlighted by EU commission “We want high quality, innovative and inclusive education all across Europe. And, development of the key competences can support this vision”.Einstein stated that ‘the only source of knowledge is experience’. It is proven by many studies that we retain around 10% of what we read, yet 90% of what we experience ourselves. Being at school is the most important educational period when students create learning mechanisms, construct knowledge and develop basic skills and acquisition methods. Many academic papers and global reports, such as the “Mathematics Education in Europe: Common Challenges and National Policies” from the Eurydice network point out the importance the learner’s motivation and engagement. Considering those two points, it is therefore essential to work on a way to improve the level of European pupils on mathematics and make their learning experience less passive.Our project named E = MD ^ 2: Excellence in Math education in inclusive classroom through e-Debate and Diversity in inclusive classroom is a project inspired by the Einstein equation E = mc^2, but the variables in the equation have an educational context. The main goal is look for excellence in education as a top priority in the new Erasmus + program 21-27, but in the area where the lowest student achievement are detected, and that is mathematics. The idea is to increase the level of mathematics knowledge by raising the motivation for learning. We will achieve this idea by democratizing the learning process and involving students in the process of choosing ways they want to learn math. We believe that students should be asked where the problems are, in accessing and understanding the mathematical content - we expect students to be partners in the process of realization of the teaching activities, changing math curriculum and to hear their voice. Because mathematical concepts are related to everyday life activities, it is expected to find interesting mathematical issues/contents/challenges that would be processed in the STEAM context. Modification and modernization of the method of Mathematical Debate as one of the methods that simultaneously achieves five of the basic 8 key competencies defined in the EU documents will be made. Moreover, the project will develop a component for working with students from vulnerable groups and they who have mild intellectual disabilities such as dyscalculia, dysgraphia, mathematical anxiety…with a new innovative approach where these students will be taught and assisted by their peers, will be involved in debate, will work as a team and we expect to increase motivation to achieve better results and in this group of students. So, our project supports any diversity team in an inclusive classroom. The use of ITC in the learning process will be promoted, by providing an appropriate virtual educational environment and creating a space for communication with the platform called e-MATHDEBATE.<< Objectives >>Improving students' motivation to learn mathematics is crucial for a number of different reasons. At the EU level, the Education and Training 2020-2024 strategy underlines the importance of providing efficient and equitable education of high quality in order to improve employability and allow Europe to retain a strong global position. In order to achieve this objective, continued attention must be paid to raising the level of basic skills such as literacy and numeracy (Council of the European Union, 2018). The main objectives of the E=MD2 project are: 1. searching excellence in math education through increasing motivation for learning in inclusive classroom. 2.increase the level of achievements in math for students with math disabilities (dyscalculia, dysgraphia, mathematics anxiety…)3. strengthen the profile of the math teachers, by sharing knowledge, exchange experience and developing new educational products to contribute to the issue of searching excellence in math education in inclusive classroom.Necessary attention in achieving the project goal and objectives will be addressed to the students who have certain mild mental disabilities, and who walk together with their peers in the inclusive classroom. Dyspraxia is a hidden handicap that affects around 6% of European students. It impacts on 4 major activities in schools: reading, writing, arithmetic and organization. The general awareness of public authorities and educative world is getting better since few years but access to adapted resources, interoperable and connected to the scholarship curriculum, is still a critical need for the concerned individuals. This motivated us bringing together- schools, university, associations - to make this project proposal about new methodology and create innovative ways of teaching and learning Mathematics using modern technologies, and this also satisfies the European priority to ""support the professional development of teachers as mediators of creativity and innovation; promote the incorporation of creativity and innovation at all levels of education and training"" .<< Implementation >>Step by step planned carefully implementation of the project activities will lead to the achieve of project objectives and delivery of the planned results. In the framework of project are planned the following activities:1.Analysis of math teaching methodology and collect good practices to increase the achievements and interest in math;2.Developing new E=MD^2 teaching method and interactive e-MATHDEBATE platform with new component addressed for students with math disabilities. Research on math learning difficulties with aim to expand teachers' knowledge on the skills required for the math learning as well as on dyscalculia and mathematics anxiety. 3. Developing of training course for teachers for using the E=MD^2 method, as a new method for increasing the motivation for learning mathematics and searching excellence in math education in inclusive classroom.Organize Multiplier Events in all project partner countries, thus raising the issue of increasing mathematics achievement by contributing to the reduction of math learning difficulties, looking for teaching strategies/ methods/ tools used in all partner countries that activate, motivate, inspire and excite students and help them to overcome excellence in math education as well as providing space and opportunity to share knowledge, exchange experience and create new practices as well as support math teachers.The project value and idea of strategic partnership based on transnational cooperation and involvement different countries to get bigger impact in local, national and European level. The partners strongly believe that by creating a successful and innovative strategic partnership organization, will be more able to raise the quality of partners' activities and the profile of partners' achievements nationally and internationally.<< Results >>The project's expected results are the following:• Students to gain positive attitude towards mathematics. The motivation for learning mathematics is expected to be increased, and this will gain better achievements of the students not only in mathematics, but also in STEAM subjects. • Teachers to gain better competence. They will look on the teaching process from the point view of the students and have better understanding for it. This is the way they are going to upgrade their teaching skills. • strengthening the profile of the teaching professions, including teachers, school leaders and teacher educators, through actions with the following objectives: enhancing teachers’ professional development; supporting teachers in dealing with diversity in the classroom; supporting teachers in adopting collaborative and innovative practices;• enhancing the access, participation and performance of disadvantaged learners and facilitating their transition in a more friendly environment by fostering much needed competences in school teachers and educators in order to be able to accommodate their real needs.• All of the participant will gain better linguistic and communication skills. • Through the work on this project, meeting different people and collaborate with them, they will appreciate the differences and become more open and tolerant to the changes that have to occur in the process of education. We can say that considering the long-term benefits we have a new innovative approach to teaching and learning mathematics; new intellectual challenge can take place in our schools/teaching environment, where learning and continuous intellectual growth are encourage daily; possible implementation of it in the curricular; gained new partnerships and projects to further, enhance the results of this project."