By the time young people in the EU leave compulsory education most of them have regularly made use of computers and the internet for a variety of activities. While the most common activities of young people using mobile phones are writing through text messaging (“texting”) and reading for information search and entertainment purposes,the 2015 Programme for International Student Assessment (PISA) results showed that one in five pupils in the European Union have insufficient proficiency in reading. Compared to the 2012 PISA results, the 2015 results show that the share of low achievers has increased to 22.2%.In this regard, this proposal draws on the fact that as mobile phones, tablets, and other connected devices become more prevalent and affordable, wireless technology can dramatically improve learning and bring digital content to students.By taking into account the above and being in line with the Strategic framework for European cooperation in education and training (ET 2020), the e-Reading Mysteries project aims to reduce the percentage of 15-year olds that are under-skilled in reading thus contributing to the benchmark that by 2020fewer than 15% of 15-year-olds should be under-skilled in reading at a European level. Specifically, the basic aim of the project is to harness the use of mobile devices so that they can be utilized for educational purposes among upper secondary education students (15-18 year-olds) and Enhance the literacy skills of students through the use of mobile devices by actively engaging them in close reading activities. The specific objectives of the project include the following: •Develop the capacity of teachers working with students (15-18 year-olds) in using digital tools for addressing literacy goals;•Increase students’ motivation to participate to literacy activities through the development of a series of detective stories with alternate endings;•Develop an innovative rich media mobile-device-supported interactive environmentto allow students (15-18 year-olds) to create their own detective stories and share them to their peers;•Provide advice and support to teachers on how to use the e-Reading Mysteries Toolbox and mobile-device-supported interactive environment; •Use technology in creative ways so to enhance literacy practices of students (15-18 year-olds)The e-Reading Mysteries proposal warrants a multiperspective approach to deal with the above issues and achieve a robust solution by providing access to interactive multimedia learning elements to promote reading and writing skills to upper secondary students on the one hand; and to provide teacher training opportunities for utilizing a mobile-device-supported interactive environment in the daily teaching practices of upper secondary school teachers. The participants involved in this project are upper secondary school teachers who are already working in a school and their students (15-18 year-olds) in upper secondary schools. However, other school staff, school leaders, several policy decision makers, researchers, academics, people that work in after-school programs and other relevant stakeholders will be reached and informed about the innovative educational prospects on enhancing literacy of the e-Reading Mysteries project. During the implementation of the project the following activities will take place:IO1 e-reading Mysteries Teacher’s Toolbox. It will include four Modules on how to teach and write detective stories using close reading activities. IO2 e-Reading Mysteries mobile-device-supported interactive environment and teacher training. The mobile environment will be developed by taking use of the powerful qualities offered by software for web-based environments that will allow the creation of detective stories that can be adapted to various characters and plots. Also, teachers will be trained in order to benefit from the educational use of the environment to their teaching practices. IO3: e-Reading Mysteries Pilot Programme Implementations. Upper secondary schools will conduct pilot implementations with students in order to engage them in interactive writing activities. IO4: e-Reading Mysteries Teacher Training MOOC: Upper secondary school teachers and other stakeholders will have the opportunity to access a free MOOC on how to use the e-Reading Mysteries resources in the development of educational content. The project will be beneficial for upper secondary school teachers and students, as it is expected that at least 2000 upper secondary teachers in all XXX partner countries will directly and indirectly be reached by building their capacity on the use of innovative ICT learning tools in literacy education and/or be informed and trained on how to use the e-Reading Mysteries mobile-device-supported interactive environment to their daily teaching practices.

"The project ""AQUA NARRABILIS - Acquisition of Basic Skills in Libraries and Schools"" was coordinated by the Austrian institution Lesezentrum Steiermark (Graz), a NGO in the field of library development and literacy education, and consisted of five more organisations from the following countries: Österreichisches Bibliothekswerk (Salzburg, Austria), University of Nicosia - EDEX (Cyprus), Regional Library Varna (Bulgaria), the City Library of Ursus, Warsaw (Poland), and the Polytechnic Institute Castelo Branco (Portugal). Concerning the working fields, the project group was a good mixture of organisations being active in working with and for libraries (Graz, Salzburg, Warsaw, Varna) and teachers as well as in in- and pre-service training (Castelo Branco, Nicosia).The project was built on two main pillars: the thematic focus on narrative skills and the relation of all produced material to the topic of ""water"". Everybody needs to develop narrative skills for the 21st century, they are the ability to describe things and events and tell stories in effective ways that allow them to state their points of view and be heard by diverse audiences. Thus, they are basic skills and key-competences for communication, which are essential for * literacy (i.e. the ability to read and write), * first and second language learning and * certainly also for active citizenship and participation in democracy (roughly: 'being able to make oneself heard').Methods like conventional story telling (based on books), reading books aloud, PowerPoint presentations of picture books (storybook theatres), Kamishibai (= traditional Japanese wooden theatre), drama theatre, puppet or shadow plays can all contribute to raising narrative competence through specific narrative skills (such as understanding a plot, sequence, characters, fantasy, etc.). In addition to those four different methods of storytelling (Kamishibai, Drama, Puppet/Shadow Play and Storybook Theatre) and in order to address and to include issues of active citizenship and worldwide concern and to produce comparable material that can be used in all European countries (and beyond), we concentrated on the topic of WATER: all stories, all material and resources are linked to water and its ecological, nutritional, geographical and - above all – symbolic value.The objectives of the project - producing the materials for teachers and librarians to foster narrative skills in children - were successfully met. We developed:* a European Survey on narrative skills (121 resources from 16 countries about narration; including all the produced material: 215 resources)* a collection of 18 stories about water from all the participating countries (three each partner and translated into all the partners' languages)* hands-on and tangible material (e.g. templates and hints for kamishibais, picture book theatres)* 72 easily accessible and up-to-date open educational activities/workshop descriptions (OERs) in diverse European languages for the use in library work, in schools (age group: 6–12 years) and kindergartens (3 – 6 years), that are based on these 18 stories, as well as* appropriate models for the pre- and in-service training of librarians and teachers, which consist of two extensive course books in all partners' languages and in Spanish, and also include a self-study e-learning course (SPOC, small private online course).A selection of the educational activities was piloted in schools, libraries and kindergartens in the networks of the partner organisations. After piloting and revising the preliminary project results and the OERs (educational activities), everything has been published in the ""Toolbox on narrative skills"" on the project's website http://aquanarrabilis.eu that serves as the main storage. The search can be filtered by languages, categories or age of the children.The material is freely available for everyone in English as well as in the languages of the partner countries (German, Bulgarian, Greek, Polish, Portuguese) and some of it in other widely used European languages (French, Spanish and Italian). The SPOC, the self-study e-learning course, can be accessed here: http://aquanarrabilis.ipcb.pt/The material that has been produced within the project is now used for example in Austria at the University College of Teacher Education Styria to train teachers in fostering and promoting narrative skills in the classroom, also libraries and the project partners themselves use the resources for their work with children or teachers and librarians, or in other related fields.The project was also extensively disseminated locally, regionally, nationally, Europewide and on an international scale through seminars, workshops, multiplier events, printed articles, press conferences, project presentations, give-aways, posters, social media and websites, mailing lists and direct contacts as it can be seen in the Dissemination Report (cf. Dissemination platform)."

"The main aim of the ""CLIL for Young European Citizens"" (CLIL4YEC) Project is to promote the use of Content and Language Integrated Learning (CLIL) in Primary School, in order to develop European citizenship, Environment Preservation, Basic Financial Education, three relevant issues for a better european integration and wellness. In this project, CLIL moves a step forward, from integration of language learning and curricular subjects to cross-curricular and intercultural education for European Citizenship and the development of key competences and basic skills. There are broad, universally relevant topics that are closely tied to the intercultural dimension. In this field CLIL can open up new possibilities for Primary Education, e.g. virtual exchanges and on line peer-to-peer collaboration across countries and cultural spaces, monitored by teachers and families.CLIL4YEC is deeply linked to the enhancement of digital skills. In fact the project will: i) enable teachers to find, share, and reuse Open Educational Resources using a dedicated original online OER repository concerning European citizenship, Environment Preservation, Basic Financial Education; ii) help teachers to adopt innovative practices - designing original lesson plans - that will involve both schoolchildren and parents in the learning process. Several analyses underline that CLIL leads to greater intercultural awareness (Coyle, D., Hood, P., and Marsh, D. 2010, CLIL, Cambridge, CUP; Coyle, D. Holmes. B. and King, L. 2009, Towards an integrated curriculum: CLIL national statement and guidelines, London, The Languages Company.) and is “a tool to explore and construct meaning” in a “a meaningful context”. With CLIL “learners can engage in deeper learning about themselves and others, and, at the same time, experience the process from the perspective of their counterparts” (Ena Harrop, Content and Language Integrated Learning (CLIL): Limitations and possibilities, Encuentro, 21, 2012; Coffey, S. 2005 Content-based learning, in Cerezal, F. (ed.) De la Práctica a la Teoría: Reflexiones sobre la enseñanza y el aprendizaje de inglés. pp.49-62. Alcalá de Henares: Universidad de Alcalá). CLIL4YEC adopts CLIL to support and enhance cross-curricular education on three topics linked to each other and correlated with wellness and growing in the EU: educate schoolchildren to become European Citizens, help them become aware of the main Environmental issues (using a an international language to describe enviromental issues: it is not irrilevant that Greta Thunberg is a Swedish young girl using english to promote her ideas), and develop basic financial skills (important to make schoolchildren aware of the elements necessary to create and produce work). To reach its goal, the project produces seven IOs in direct connection with European priorities (Promoting a comprehensive approach to language teaching and learning; Open education and innovative practices in a digital era; Supporting individuals in acquiring and developing basic skills and key competences): 1) CLIL and Young European Citizens. How to use Content and Language Integrated Learning to develop European Citizenship, Environmental awareness, and Basic Financial Education in Primary Schoolchildren – A Report on the State of the Art; 2) Census of OERs to be used for CLIL in Primary Schools for Cross-Curricular Activities on the Topics of European Citizenship, Environment preservation, and Basic Financial Education; 3) Development of a CLIL OER Repository with Sharing & Rating Functions; 4)A Guide Addressed to Teachers on how to Use CLIL in Primary Schools for Innovative Activities on Cross-Curricular Topics: European, Intercultural and Global Citizenship, Environment preservation, Basic Financial Education; 5) A Guide Addressed to Teachers on How to Involve Pupils’ Families in CLIL Activities for European Citizenship, Environmental awareness, and Basic Financial Education; 6) e-Course(s) Addressed to Teachers and Families on How to Use CLIL to develop European Citizenship, Environmental awareness, and Basic Financial Education in Primary Schoolchildren; 7) CLIL Materials for Teaching on Cross-Curricular Topics: 18 lesson plans on European, Intercultural and Global Citizenship, Environment, Basic Financial Education.The project’s target groups are: Primary School's Teachers; Primary Schools; Primary School's Pupils; Parents & Families of Primary School's Pupils; Trainers of Primary School's Teachers; Universities, Language Schools and other organization that specialize in training Primary School's Teachers.The project has been defined by the already established partnership between Applicant Organisation, 7 organisations that participated to the previous Erasmus+ Project ""CLIL for European Children"" (2015-2018), 2 new partners from Spain, a country where CLIL has been used since a long time. The partners are representative of both primary and tertiary education in four countries (IT, PT, RO, ES)."

Climate change (CC) is an increasing threat at European and global scale affecting social stability, public health, and well- being. The Mediterranean (Med) has been recognized as a CC hotspot and is among the least economically developed of the main EEA European biogeographical regions. Adapting to CC demands requires a radical shift from piecemeal to transformative strategies and approaches, supporting policy development at all levels and advancing transversal and multilevel governance solutions. Nature-based solutions (NbS) to preserve and restore ecosystems, increase climate resilience, sustainably manage the environment, while providing wider long-term socioeconomic benefits, are at the heart of the European CC Adaptation (CCA) Mission Adaptation Plan objective to support at least 150 European regions and communities to become climate resilient by 2030 and a main EUGD pillar. In DesirMED, NbS will be prioritized, together with innovative technologies and inclusive social practices. DesirMED will increase ambition, ownership and capability of regional Med leaders and communities through proven transformative CCA approaches. Recognising that successful adaptation generally occurs at local and regional levels, DesirMED involves a multilevel set of actors in 5 Demonstrating regions (DRr) and 3 Replicating Regions (RRs) working hand- in-hand with scientific partners to foster holistic approaches to implement transformative adaptation. DesirMED, by engaging at the regional level key institutions in a multi-level governance framework, will act as a catalyser to trigger and accelerate the necessary action in key community systems. Overall, DesirMED will strengthen knowledge and capabilities of Med regions and communities to take leadership and ownership in their transformative CCA pathways and accelerate the implementation of transformative solutions required to increase their resilience over the long term.

"A lifelong learner is first and foremost a lifelong reader. The project dispels the widespread notion (especially amongst parents and educators) that technology is the enemy of reading. LiRe2.0 is based on the opposite assumption: Innovative use of ICT-based, open educational practices and resources that link up informal, non-formal and formal reading/learning, can play a significant role in enhancing people’s reading attitudes, reading engagement, and reading skills; especially in the case of disengaged or reluctant readers and marginalized learners. The LiRe2.0 consortium draws from the experiences accumulated through the successfully completed LiRe project, which supports schools in developing whole-school reading cultures and communities. LiRe2.0 aspires to facilitate the creation of reading cultures and communities through the use of Web 2.0 technologies. To achieve this, the LiRe2.0 consortium develops a LiRe2.0 toolkit and training material, which will provide innovative pedagogical methods, best practice guidelines and implementation strategies towards scalable use of ICT for reading promotion and assorts material and resources specifically regarding the use of Web2.0 tools for reading promotion. LiRe2.0 develops, tests and analyses ICT-based reading-promotion approaches through real life pilots in various learning contexts and involves key stakeholders such as educators, adult trainers, reading promotion designers, professionals and volunteers, as well as policy and decision makers. LiRe2.0 training workshops and conference ensure that many of these stakeholders become ""multipliers"" of the LiRe2.0 approach.The above objectives will be served in 6 countries and have a positive impact on education in Europe. For each country the following indicators will be achieved:- 50 teachers will be trained using the projects Toolkit (300 for the consortium)- 2 full cross units will be developed as samples (10 units total)- 10 Schools will be reached (at least 60 total for the consortium)- 10 policy makers will be reached (at least 60 for the consortium)- 100 pupils (at least 500 for the consortium)The LiRe2.0 Consortium is comprised of the following Education and Training Board, training research center (NGO), 2 Universities, 2 schools and a SME:1 LMTEB is an Education and Training Board that manage 18 Post Primary schools and one Primary school and is also responsible for an extensive range of Services throughout both counties, including Community Education, Back to Education Initiative, VTOS.2 CARDET is an independent education research and teacher education that is mission is to inspire next generation education, and innovation3 IPBC with its three decades of existence and around 5000 students, has 6 schools, among which is the School of Education 4 UPIT is composed by experts and professionals, who were involved in more than 60 EU projects5 Doukas School target to create ICT-based material in various educational subjects 6 INNOVADE is a SME with a team of professionals with several years of experience and deep expertise in e-learning development and eServices, project management and evaluation 7 IIS is an Italian school that aim to stimulate students in practicing innovative self-knowledge programsPartners will work in order to bring together information accumulated from diverse external sources through bibliographic research, input from other experts, analysis of existing case studies, discussions, etc. and design new material and resources. The Consortium will pursued the above through a publication LiRe2.0 toolkit on reading promotion through ICT and ICT-based training modules for reading promotes, development of a website on reading promotion through ICT and through dissemination and exploitation strategies that will ensure the impact and sustainability of LiRe2.0 products and outcomes. Specifically, the methodology and project activities are: -State of the Art and research report on reading promotion using ICT that will be developed through a research on how to use ICT for reading promotion, conducted a focus group to identify target group needs and curriculum review to identify how promoted students enhancement reading enjoyment and how students are supported to read-Collection of Best Practices for Reading Promotion using ICT that will be developed through a review of past programs and research reports to identify best practices and innovative pedagogical methods and implementation strategies towards sustainable use of ICT for reading promotion-LiRe2.0 toolkit, Curricula and training material will be freely accessible and openly likened -E-services, online platform and LiRe2.0 Mobile Application will support the wide dissemination and results exploitation-Pilots and case studies will be conducted in each country partner-National dissemination seminars and a European conference will support project dissemination and exploitation of its outputs and results"