<< Objectives >>M4Pris aims at developing up a peer support programme for prison staff, improving and promoting health in targeted prisons using a whole-systems approach, decreasing levels of job-related stress and burnout among prison staff, and increasing awareness of prison administrations and staff about environmental, organizational factors that impact the health and well-being of prisoners, staff, and the wider community.<< Implementation >>The activities implemented trough M4Pris are Blueprint of Prison Staff Mentoring with state of the art scientific review, prison staff needs analysis, best practice collection and definition of a mentors profile; a Peer Mentoring programme for prison staff; a Training Course for Mentoring Coordinators; Management and implementation activities; and Dissemination activities.<< Results >>As results, M4Pris will produce a Peer Mentoring Programme for Prison Staff, a Training Course for Mentoring Coordinators, informed by a Project Blueprint – consisting of a state of the art review, mapping of prison staff needs, and mentors profile. The research and Peer Mentoring Programme Evaluation will be published as a scientific article. Moreover, one international event and one transnational training event, involving more than 40 participants, will result from the project.

The Purpose of 3R (Respire, Remember, Respond) Emotional Intelligence for reducing recidivism project is to improve the social adaptability and resilience of offenders and ex-offenders, to promote their reintegration to society, and as a result to reduce recidivism. In this sense, Emotional Intelligence interventions, should be given to prisoners who will be released within 6 months. To complement this measure, a social adaptability survey should be given to offenders within at least 3-6 months of their release.The project plans to show the importance of the application of Emotional Intelligence tools and strategies for inmates who will be released within 6 months in order to reduce the levels of recidivism. The project will have a double line of intervention, both with inmates and with people who support the inmates in their attempt to reintegrate into society: guards, wardens andsocial workers, but also NGOs in the off-prison monitoring.This program is doubled focused. On one hand, it will work with inmates and on the other one people who make up the support systems for inmates in their reintegration in society. For prisoners it seems desirable to offer a comprehensive program which will help inmates learn how to integrate emotional intelligence practices into their everyday lives, for example, have training sessions focusing on stress handling, self-awareness and self-regulation. In parallel to this program for inmates, another should be offered for people whose role is to support the inmates in their attempt to reintegrate into society.These include guards, wardens and social workers (in prison monitoring), but also NGO and other kind of organizations (off prison monitoring) taking into account the extreme importance of the follow up in the first months after releasing.3R project will develop, pilot and implement a framework of methodology, tools, learning programs and recommendation for both targets. The goal is to endow the inmates to be aware oftheir options to design a different and new future from their last months in prison and their immediate release, the assumption of responsibility and the making of decisions and actions thinking in their reentry in society.The overall objective of this project is to introduce a training method based on Emotional Intelligence against violence and aggressiveness as working tools in penitentiary centers in order to break the circle of recidivism. Our method is to start at grass root level, and therefore our target group is involved in all the steps of the project.Specific Objectives1) Map the emotional intelligence introduction in the CJS (Correctional Justice System) of partner countries.2) Adapt the based learning experiences identified as positive practice within the partnership.3) Develop the 3R learning system for CJS clients and, in a second step, train professionals working with them (pilot in country partners throughout a Lifelong Learning initiative);4) Expose - at least - 140 inmates and 42 CJS staff and NGOs across the partnership to key competency-based learning experience.5) Stimulate the community reintegration of prisoners and offenders, applying the strategies previously experienced.6) Raise the awareness of involved local communities in the importance of Emotional Intelligence as a tool in the reintegration of inmates and offenders.7) Integrate the transferred 3R methodology in partners national training practices (for inmates and their reintegration programme).8) Bring into focus the value of 3R methodology as well as the sustainability of the methods and products resulting from the project, by offering at EU level advice on how the gaps in avoiding recidivism can be filled by key competency training.Results- Final products• A list of 10 main emotional skills needed by inmates in their attempt to reintegrate in society.• Two training pills and two learning tools (toolbox) for each of those previous defined skills.• A list of 10 main emotional skills needed by guards, wardens and social workers in their everydayrelationship with inmates and their support to the reinsertion.• Two training pills and two learning tools for each of those previous defined skills.• Information note on the project and links to online resources.• A website for the indefinite maintenance of the on-line course and contact details of tutors.

The PlayIn project is a European project taking place in France (FACE), Italy (CESIE), Lithuania (LSU), Denmark (BrainLog) and Spain (Growthcoop) and financed by the Erasmus+ agency. Its objectives are to promote the skills of young volunteers in sports organisations and to promote the actors involved in socio-professional inclusion through sport. For 27 months, the project partners have built, in collaboration with the actors concerned - A pedagogical guide to support volunteers in the self-identification and valorisation of skills acquired during their sport experience(s) in the workplace. A PlayIn certificate is available at the end of this guide so that the sports organisation can formalise the recognition of the young person's skills. - A toolkit for sports organisations presenting the best inclusive practices in each project partner country. Sport organisations can find inspiration in this toolkit to set up their own actions to promote the socio-professional inclusion of young people. - The web platform http://playin-project.eu to give visibility to inclusive events and allow online management of volunteering. Each organisation posting an event is valued by gaining visibility and receiving the PlayIn certificate, thus joining the European network of committed actors.An impact report was also written despite the impossibility of experimeting the tools in sports clubs due to the COVID-19 health crisis. Instead, the report refers to consultations with volunteers and sports organisations.

<< Background >>Nowadays, in order to design new educational orientations and resources to develop innovative environments in education, efforts are being made to provide education in the form of formal, informal or non-formal aiming at disseminating e-life cultures from pre-primary education institutions to tertiary education and to ensure its continuity.In addition, computer-based education practices and internet-based projects have been developed in schools to develop student-centered teaching transfer studies from teachercentered instruction. Decisions and implementations of Information and Communication Technologies (ICT) are increasingly taking place within the educational policies of our country, which is in the process of the European Union Council's 2020 Strategic Targets and the process of accession to the European Union. EU countries transfer huge financial resources and implement practices for integrating ICT into education in order to strengthen their economic and technological development. The implementations and projects such as the introduction of smart boards, computers, internet facilities in schools, the development of school network and management systems by Info pack, SEPIE National program of reforms in Spain projects, etc. the realization of e-learning applications by providing digital literacy of all students and teachers, etc... have taken place within the educational policies of both the EU and our country in various time periods. Teachers, who are the stakeholders of education, are at a key position in achieving the highest possible benefits of using technology in schools. In the light of all these developments, what is expected from today's schools is to educate individuals who are equipped with the skills of using and accessing information effectively. The function of computers is increasing day by day and this influence both learning-teaching processes and economic and social functions of education. Additionally, new developments across the world such as the limitations brought by COVID-19 pandemic have shown us the necessity to improve teachers’ know-how in using technology in instruction because they will need it during such times.<< Objectives >>The aims of the project according to the priorities above:• To develop cooperation between the community, school, teachers and students through the use of advanced information technology tools.• To support learning environments with educational software, electronic references, application software and educational games.• To integrate information technology tools into any learning environment.• Providing access to all sorts of advanced information technology tools throughout the life of each student.• To provide all students with the ability to use the right information technology tool at the right time and in the right place, contributing the a school education more inclusive.• To ensure that computer teachers use lesson plans, improve assessment tools, prepare educational materials and improve themselves.• Additionally, new developments across the world such as the limitations brought by COVID-19 pandemic have shown us the necessity to improve teachers’ know-how in using technology in instruction because they will need it during such times.<< Implementation >>The activities under the management are as follow:Project management – leader DESES 3Evaluation, Valorisation, Quality Management – leader URBANDissemination and exploitation – leader KOCATURKCurriculum & Training scheme - leader DESES 3e-Learning Platform and Open Education Resources - leader UPTEducational game – leader KARDITSAPilot evaluation - leader TOROSLAR and BRAINLOGPROJECT RESULT 1Curriculum & training that will be define based on the conclusions of panel of experts activities, but in general we expect following topic for the Curriculum:I. Virtual Reality - how to write learning scenario;II. Virtual Reality - how to design virtual world;III. Design of interactive animations and 3D modelling;IV. How to code mobile application;V. Principles of gamification and how to design educational gamePROJECT RESULT 2The e -Learning Platform and Open Education Resources represents one of the most important output as will provide real valuable learning resources for learners, with attention to teachers and ICT.PROJECT RESULT 3Educational game is the main output of this project and together with the e-platform will give the access to all the OER (textbooks, presentations, multimedia, 3D objects and constructions) developed as well as the training schemes. The environment will be freely available for users to visit and use for self learning purposes.<< Results >>• During the project activities we will develop three Project Results:R1: Curriculum & Training scheme - in this material, the suitable techniques, learning approaches and learning content used in the online courses and game will be identified.R2: e-Learning Platform and Open Education Resources - Within the platform, a training course with 5 modules will be available all users interested to the topic.R3: Educational game - the main output of this project and together with the e-platform will give the access to all the OER (textbooks, presentations, multimedia, 3D objects and constructions) developed as well as the training schemes.There will also be intangible results in terms of improving the skills of the people involved in carrying out this project. Staff: they will improve their skills to design new educational processes adapted to different situations and contexts. Stakeholders will be in contact with new perspectives and tools that they can use in their respective areas.Teachers: they will have the opportunity to have resources that allow them to teach the contents and continue the teaching-learning process regardless of the context. It also allows an improvement of digital skills to update their didactic methodology.Students will have the opportunity to access information, learning content and therefore to continue learning.

Our intersectoral partnership combines the efforts of 8 organizations (4 schools and 4 training providers) from four European countries; Denmark, Bulgaria, Poland and Spain, in an attempt to create a unique innovative educational tool to support teachers in their daily activities to provide high quality of teaching and present contemporary learning opportunities to their students. We will work with students from 14 to 16 years old.Our main innovative proposal is based on the design of 20 work units (five units for each intellectual product). Each work unit will be formed by a description of the activity that we will develop with students from 14 to 16 years old. The work units will be grouped by categories: Learning to read, learning to write, learning to understand and learning to speak. In each work unit there will be details of the activity to be done with studentsThe work units will be formed by training lessons.UNEX T-YOU PROJECT is made up of a set of tools for teachers to implement using a more participatory, creative and flexible methodology, contributing to the integration and adaptation of students. At the same time the gained knowledge and skills will facilitate them in the future Integration into a society where they are increasingly required to compete and be versatile. It also will enhance the acquisition of knowledge, making it more meaningful for them and will allow a much more creative, personal, reflective and critical literary experience. In UNEX T-YOU PROJECT the student is seen from this perspective as the protagonist of the action and as the person directly responsible for the product.The project activities will be grouped into 4 main work processes (WP), which can be summarized as follows:1. WP1 - Management. Main activities: Design and the adoption of strategic documents, 4 partner meetings, Assignment of tasks, Reports, monitoring, Quality control, Risk management, Communication with the National Agency and Internal evaluation.2. WP2 - Development of the UNEX T-YOU PROJECT work units. This process will include several main stages: Design of the work units, which will be distributed by each partner. Translations in partners languages; Piloting in the classroom, evaluation reports and final tuning.3. WP3 - Creation of the UNEX T-YOU web. This process will involve several main stages: Prototyping; Review and feedback from teachers; Development of the first full version of the application in English; Translations to partners languages; Piloting among teachers, Evaluation reports and final tuning.4. WP4 - Dissemination and exploitation. Main activities to be delivered: Project website and development of Social network channels, Production and distribution of news, Presentations to National and European events, direct meetings with Stakeholders, promotion meetings with teachers in partner schools.The additional tangible results of the project, together with the 20 work units and the design of a web page that we hope can be summarized as follows:- 1 Project website in 5 language versions (DK, BG, PO, ES, EN);- 1 Profile of social networks of the project - Facebook page;- 40 Teachers (10 per country) participating in the piloting of intellectual products;- 240 Students participating in the piloting of the UNEX T-YOU activities;- 80 Teachers (20 per country) starting the mini-projects in their daily practice;- 480 Students (120 per country) participating in UNEX T-YOU activities;- 600 Teachers and 350 interested parties were reached through dissemination activities.