Based upon the finding from IMAILE PCP of Innovative STEM/PLE (www.imaile.eu), the project LEARNTECH ACCELERATOR ( LEA) will take a quantum leap from being one standalone project to critical mass of European procurers who will: 1. Unify LEA procurers network and "Observer Cities " 2. Implement IMAILE PCP lessons learned as LEA baseline 3. Recommend a LEARNTECH Demand policy - 2030 to reduce fragmentation of the public sector 4. Enable increased dialogue between demand/ supply side 5. Provide transfer of knowledge for the LEARNTECH community ( other procurers, industry, start-ups , end - users and policy level) in order to remove barriers of innovative procurement 6. Prepare one PPI ( based upon IMAILE) and one additional future PCP 7. Speed up awareness rising of innovative procurement including cross sectorial value chains LEA WP- METHODOLOGY is developed in order to achieve the above mentioned objectives and with focus to "ACCELERATE": - LEA network collaboration ( WP 2) - Demand policy recommendations ( WP 3) - Dialogue tools/ venues between demand & supply side ( WP 4) - Knowledge transfer within the community ( WP5) - Awareness rising on EU level ( WP 6) This unified and knowledge based action will result in the LEA ROADMAP 2030 including: -Critical mass of European procurers of LEARNTECH in collaboration acting first customers -User cases for evidence of cost& time saving/ standardization/ interoperability as results of innovative procurement -2030 LEARNTECH market foresight and demand policy -Training material/methods/tools for increased competence and dynamic dialogue among LEARNTECH community -One prepared PPI absed upon IMAILE with lessons learned - One addtional prepared PCP identified in LEA Implementation of the LEA project shall contribute to SMART, INCLUSIVE AND SUSTAINABLE DEMAND BASED DEVELOPMENT OF LEARNING TECHNOLOGY

EDURegio project is a strategic association among regional educational authorities and European Schoolnet aiming for a permanent network that stems from the need to: Foster digital competences and digital citizenship at the regional levelShare good practice and networking among regional educational authorities useful for long-term exploitation, continuous improvement and scale-up.Implement and develop Digital Education Action Plan (DEAP) actions atregional level; highlight the core objectives of DEAP by illustrating howvarious regions face common challenges and assist in establishing a solid European education policy.Our focus is to empower schools, students and teachers in using digital technologies, encouraging them to be proactive and innovative, and to implement the development of main EU Commission priorities related to digital citizenship and skills building, as well as its deployment on actions addressed to K-12 school education according to Digital Education Action Plan (DEAP) at the regional level. Cooperation among regions has clear European added value: helping to solve common problems, facilitating the sharing of ideas and assets, and encouraging strategic work towards common goals. The document Addressing brain drain: The local and regional dimension released by the Commission for Social Policy, Education, Employment, Research and Culture (SEDEC) of the European Committee of the Regions (CoR) outlines digital skills as a factor leading to economic growth to avoid flight of rural population, so we expect early digital skills to lead to smoother transition from education to employment.Digital technologies may help to create new opportunities but also generate unprecedent risks, especially focused on younger Europeans. All of them are attending compulsory education in European regions with many different levels of digital technology integration in classrooms, and regional education authorities must be involved to build digital skills. Innovation in school education depend on supportive school leadership, teacher’s preparedness, commitment and capacity, engaged educational community and coherent policy foundations for innovation-friendly learning systems and innovative school cultures, so a bottom-up approach is core in EduRegio project. Partner regional Councils of Education and European Schoolnet expect mutual exchanges and knowledge transfer coming from strategic seminars, study visits and the educational resources generated in a joint EduHackathon (sprint-like events to co-create innovative, concrete solutions on education) to their educational communities and advisory staff. We expect also participants to transfer knowledge directly to their schools to improve the use of ICT in classrooms and teacher training systems. Learnings and recommendations will be implemented both in regional policies and schools.

According to the 2019 report of the Lancet Countdown on health and climate change, the Human wellbeing, the stability of local communities, health systems, and governments, all depend on how they interface with the changing global climate. An average temperature increase has already resulted in extreme climatic and environmental changes. Left unabated, climate change will define the health profile of current and future generations, challenge already overwhelmed health systems, and undermine progress towards the UN SDGs and UHC. Education is a critical agent in addressing the issue of climate change. It encourages people to change behaviour and helps them make informed decisions. It paves the way for the implementation of the future European Climate Law. Carbon Act suggests a bottom-up approach, including three complementary blocks of activities aiming to develop a set of exemplary practices and guidelines for introducing climate change in the classroom and to ensure their large-scale dissemination and uptake:1.A foundational phase, including desk research into existing climate change initiatives, and development of a curriculum analysis for introducing climate change into schools2.A Piloting Phase, co-development of learning scenarios on the topic which will feed into an online catalogue and MOOC for the large-scale implementation in countries across Europe3.The large-scale deployment phase, development and running of a MOOC, a set of videos, a competition, and a final report, meant to ensure participation of schools and institutions interested in bringing climate change to STEM teaching and strategies at the school levelVia its intellectual outputs and activities, the project will have an impact on:A/ Schools, teachers, and pupils – MOOC to potentially reach a minimum 1000 teachers (and an additional 12000 students) B/ Impact at the level of research institutionsC/ Impact beyond the project at policymaker level and at systemic levelD/ Structural impact

Preventing school failure is about developing an inclusive system where all learners – including those at risk of failure and most vulnerable to exclusion – receive a high-quality education. Building school capacity and combating school failure are crucial steps in the efforts to develop a more inclusive education system. Research shows that young people with disabilities, physical or mental illness, from socio-economically disadvantaged areas together with people who do not have a high school education and young people born abroad, are groups that are overrepresented in terms of people who neither work nor study. Students with learning difficulties and educational needs also have some of the lowest attainment levels in both the UK, France and Sweden. Building school capacity and combating school failure have long been and continue to be a priority area for the three project partners. The partnership includes two public regional authorities and one school from three European countries (Sweden, France and UK). In the selection of the partnership, the goal has been to establish a collaboration that represent and use each partners specific characteristics to create a project where the quality of results are high, relevant and usable. The starting point for the project is dual. Beside combating school failure, there are today several member states experiencing labour shortages, and efforts that widen the potential supply of labour is needed. We could also expect that labour shortage might put already vulnerable target groups even further from a potential job since both demand and competition for high skilled workers will escalate. One way to meet this challenge is to strengthen an inclusive dimension in educational policies that support all individuals in acquiring and developing basic skills and key competences and close their gap to the labour market.The DIGINC project aims to create an innovative model for modernizing education and confronting the risk of exclusion for persons with learning disabilities and difficulties or that for other reasons are limited to take part in internships, by developing more engaging, motivating learning and teaching experiences through the use of digital experiences in internship. Actions will contribute to building digital education readiness and mitigating the impact of the Covid-19-crisis. Moreover, the aim is also to- Provide teaching and non-teaching staff and schools with opportunities to innovate in their organisations and empower their students-Create visibility for workplaces, that have difficulty accepting students on internships due to the work environment (e.g. Covid-19, dangerous machines, hazardous environment)-Exploit and disseminate the project results at different levels of society to be able to create longlasting and sustainable impact. The partners all work close to decision-makers in charge of teacher-training provision or teacher training centers, providing good practise to face common challenges in the use of ICT in school education. Activities that will lead to the project results are among others L/T/T-activities with a strong relevance and connection to the IO’s: Mapping of workplaces and school's collaboration with working life (IO1), Case production (IO2) where each partner develops a model/case for how a workplace can be made visible through a digital experience. Based on surveys and models/cases, Guidelines for continued work (IO3) are developed, for how workplaces and work steps can be made visible through a digital experience and how the schools can prepare students for a digital workplace visit. Efforts will support the understanding on how to best incorporate digital technology into work based learning.The target groups to be addressed within the project are: Primary target group -Teaching and non-teaching staff (teachers, career and guidance counsellors, school management, etc)-Educational communitySecondary target group and beneficaries-Students-Workplaces that today can or cannot offer internships

The internet can be a place where SEN (Children and young people with learning difficulties and disabilities (LDD) and special educational needs (SEN) in general, who are disadvantaged, disaffected and marginalised.) children feel safe, calm and in control. Somewhere they can make friends without having to communicate face-to-face, and build a community which they may not have in their offline life. Online games and social media sites display the capacity to capture the mind of children with attention problems and can easily sustain their focus. Whilst recognising the internet is a great resource which young people enjoy using, life online for a child with SEND may pose additional challenges. Students with Autistic Spectrum Condition (ASC) have shown particular vulnerability in a variety of different contexts. Resources on this for students with SEN were severely lacking.Using research from our previous project, which showed the benefit of using games to enhance learning, the StaySafe project has created a new interactive and innovative online learning game to support SEN (Special Educational Needs) students to understand the risks and challenges of being online and how to stay safe, and the implications of technology in their everyday lives.The game takes the student on a journey through the Jungle, that is the internet, helping the main character, Bao the Panda (whose name in Chinese means 'to protect'), to set up an online profile and overcome challenges faces on the way. Challenges include online bullying, thinking critically about what you see online and understanding that not everyone online is who they say they are online, which can be a difficult concept to understand. As a learning game the choices made are scored, which entices learners to return to the game to make better choices to beat their previous score.As well as engaging students we wanted to encourage parents and teachers to have conversations and establish a positive relationship with their children around their life online, as this is often an area they don't feel confident in. To address this we created a parent guidance document which allows them to play the game alongside their child to stimulate those conversations. There are also class lesson plans and activities for teachers to support pupils as, by playing the game, students learn to assess evidence, negotiate, make informed decisions, and solve problems. The lessons are split into each level of the game making it easy to teach one aspect of internet safety per lesson.Working with 25 teachers from all 3 countries, along with a software company with expertise in learning games to bring together ideas for the game and evaluating the different stages of the project including trialling in the classroom. By working closely together we were able to refine the game and make changes along the way to reflect feedback from students. We were also able to translate the game into the three languages to enable a wider dissemination of the product. A feedback form was given to all the parents, teachers and students involved in the trials and the results analysed. This showed a 100% positive enjoyment of the game, 100% feeling safer online after playing the game and 97% students showing an increased understanding of risks. .As well as trials in Special schools, teachers in mainstream environments have also been testing the game with students. Again the reception was 100% positive. In addition teachers have used the game to teach foreign languages to students in a fun and engaging way.Over 300 teachers have so far been shown the game in Bucks, Gothenburg, Paris and Ludovia. In addition we have been asked to present at the UK education show, BETT, in January 2022.The project outputs were in the form of:•'Bao - It's a Jungle Out There' game•A digital parent and teacher guide•Case studies to provide concrete examples of using the game in formal educational setting with students•Workshops and dissemination organized in France, Sweden and UK.•A website containing all of the aboveWe have been able to secure the long term output for this project. The software company have a new server on which to host the game so that it will be available into the future.The consortiumThe project is a (Erasmus+ K2) bilateral strategic partnership between three regions, England France and Sweden. Buckinghamshire Council (BC) in England is the lead partner.In each country there were carefully selected schools to pilot the project with students.