Polyglot's main aim was to develop a methodology and tools helping educators and parents to use web based Open Educational Resources (OER) for bilingual education in preschool. Polyglot has provided parents and teacher with tools for helping children with the learning of a second language. After the workshops, especially parents are more confident and they know that children can learn a second language even if the parents do not speak that language. The parents know that with the Open Educational resources they can support their children by learning a second language at home too. The approach of combining in-classroom piloting with educators and parents with online learning through e-courses related to parents and educators was innovative.The study and mastering of several foreign languages is a very good stimulus for the mind. New studies show that the mind of the people, who speak more than one language is more agile, and is able to cope with uncertainties faster, better, also with solving conflicts and even is able to counter Alzheimer’s disease.More than 50% of Europeans are either bilingual or live in a multicultural and multilingual environment. Many schools involved in the project have different experiences with multi-lingualism. Many children come from mixed marriages and in the families there are two and more languages are spoken. This project has helped a large number of teachers and teacher trainers to adapt an innovative approach to language education for children of the project’s target group.The project is submitted by a consortium of organizations managing kindergartens in AT, BG, ES or cooperating with them (IT, TR), and by research organization specialized in using ICT methodologies for learning (CY). The development and testing of the project’s products has been made simultaneously in 6 countries, participating in the project – Bulgaria (private kindergarten “Leonardo da Vinci”), Austria (private kindergarten “Kindervilla”), Spain (private kindergarten “Baby Erasmus”) and also by partners from Italy, Turkey and Cyprus, which participate with NGOs, but work with two public kindergarten by their choice. POLYGLOT helped children in these kindergartens to develop linguistic competences through the support of educators and parents and the use of OERs.Language acquisition and language enhancement gets more and more important for an intercultural dialogue in our societies in Europe and for increasing job chances of individuals. As children are especially receptive to learning languages at an early age, linguistic competences and a multilingual education should be implemented in an early stage in Europe’s kindergartens.The project’s target groups and relevant stakeholders involved pre-primary education teachers, parents, and children, as well as any other agency or individual who is involved in early language aquisition or the inclusion of migrant or multilingual children in european societies. The overall impact of the project on the target group members and other stakeholders was very positive, and the feedback received through the implementation phase, the dissemination activities, the multiplier events, and the exploitation seminars was very encouraging, as people showed interest in using the material in the future at school or at home, and also in informing others about the project and its outputs. All project products and e-courses will be accessible for the next 3 years through the project website: www.polyglot.expert

The European Commission adopted a Women’s Charter on 5 March 2010 and committed to strengthening gender equality in all its policies. To translate the Women’s Charter’s objectives into reality, the EC adopted an action plan for promoting equality between men and women –the Gender Equality Strategy.“The actions in the Strategy will help us address some of the remaining gender gaps.The gender gap in the employment rate was 12 percentage points in 2009. We will work to improve women’s participation in the labour market by facilitating the work-life balance, promoting female entrepreneurship,” declared Viviane Reding, former Vice-President of the European Commission Justice, in “Strategy for equality between women and men” 2010-2015.This project raised awareness of equal opportunities especially in VET education and promoted entrepreneurship education as a solution to gender gap in the employment rate. To reach the Europe 2020 objective of a 75% employment rate,particular attention needed to be given to the proportion of female entrepreneurs, at 33% (30% in start-ups),which was some way short of optimum and most women still do not consider entrepreneurship as a relevant career option. Young women should also benefit from the growing emphasis on entrepreneurship as one of the basic skills that schools should teach all pupils, girls or boys.The development of entrepreneurial mindsets is becoming embedded in policy across Europe.It is this new approach that the project experimented in the partners’ organizations, institutions and schools.The GEEA aimed at:• forming a Strategic Partnership of organizations which raised awareness on equal opportunities/ gender equality preparing our target group for the labor market• devising tools to examine gender issues and offer guidance • producing a series of core publications • establishing means and methods for participants to share their experiences, products and expertise • creating a new approach to promoting entrepreneurship education as a solution to gender gap in the employment rate• enhancing value to existing best practice by widespread dissemination • connecting to national and European initiativesThe target group included:1.key stakeholders, policy formulators and decision makers;NGOs,Women Associations,Trade Unions,companies, SMEs,Social enterprises.2.Vet teachers, Primary/secondary teachers,teacher trainers,student teachers, educators, inspectors.The real beneficiaries were our VET students and in the long run those who joined (and are still joining) this type of education later as they are now in lower secondary or primary school.To achieve this, GEEA:1. undertook research and published the “state of the art”2. produced a Code of Practice for decision makers,policy makers, teachers, headteachers, managers of adult education organizations and leaders of NGOs on equal opportunities and gender equality issues.3. trained young female entrepreneurs4. needed analysis for training teachers,student teachers and teacher trainers5. examined pedagogical approaches6. produced a Training Programme and Guidance resources for teachers and educators and a Student Kit 7. created a Web site with services offering access to materials,8.created an online community, training opportunities and GEEA products, research reports, resources, B-learning TP etc;8. disseminated GEEA and widen the community via the extended networks of partners.The main results of the GEEA project are: O1.State of the Art General ReportO2.The Code of Practice was already marketed in the partners countries of the project plus EU-wide.( also in English)O3.INTERNATIONAL COMPARISON STUDY ON THE NEEDS OF DEVELOPING GENDER EQUALITY SKILLS IN RELATION TO ENTREPRENEURSHIP TRANSVERSAL COMPETENCESO4.EQUAL OPPORTUNITIES/GENDER EQUALITY RELATED TO ENTREPRENEURSHIP SKILLS THROUGH A PERSONALIZATION APPROACH TRAINING PROGRAMME O5.GUIDE BOOK FOR TEACHERS APPLYING THE GEEA B- LEARNING TRAINING PROGRAMMEO6.STUDENT KIT FOR GEEAO7.ADAPTATION OF TRAINING METHODS TO A B-LEARNING SYSTEM: DISTANCE (WEB ENVIRONMENT) AND WORKSHOP ON USABILITY OF THE PLATFORM AND TRAIN THE TRAINERO8 DEVELOPMENT OF NEW SPECIFIC CONTENTS AND PROGRAMME TAILORING TO EACH COUNTRY CHARACTERISTICS AND NEW TARGET AUDIENCE AND INTENSIVE TRAINING SESSIONS - PILOTING1AND 2The legacy of GEEA project lies in its contribution to and clarifying issues being faced in Europe. It is concerned with the information-rich society, hungry for quick answers but too rarely considering the consequences and outcomes related to it. GEEA outcomes help a range of stakeholders establish their objectives to meet the needs of gender equality-aware citizens. Therefore important competence areas are addressed.It is envisaged that the outcomes are sustainable as increasing numbers of schools, training providers and other training organizations look to adopt and adapt personalized learning method used in the TP.

Building resilient societies is among the goals of EU as sustainable development has been for long at the heart of the European project. The EU is committed to development that meets the needs of the present without compromising the ability of future generations to meet their own needs. With the proposed action for development of digital social entrepreneurship training we aim at developing the competencies of schools and teachers to provide meaningful entrepreneurship learning for the social economy as well as pupils’ personal development and growth as responsible, sensible and conscious citizens, sensitive to the issues society is facing. A sense of initiative and entrepreneurship is an essential transversal skill identified by the EU both to create jobs in the future and in building resilient societies. In moving towards these goals, we need to increase the relevance and attainment levels of pupils studying entrepreneurship with focus on providing solutions for pressing societal challenges and aiming at greater social impact. We seek to provide learning for pupils based in the real world, to enable them to turn ideas into action. By focusing on the skills and competencies for the social economy, we invite schools, teachers and pupils to think more creatively and innovative about how they can address societal issues around them by developing entrepreneurial ideas into actions. The proposed training aims not only to set pupils minds at developing successful social ventures but to develop key mindsets and skills that help make successful social entrepreneurs. We would support teachers to integrate entrepreneurship into their subject area which has been identified as a challenge for teachers and barrier to increasing the relevance of entrepreneurship education. Challenges we as society are facing require complex approach and ability to interrelated knowledge and skills from different life areas. By bringing learning in to the real world we will be adding new context and meaning to lessons. Through pupil projects with local businesses, we aim to empower young people to take an active role in shaping their own future.The project brings together organizations from 6 countries with different expertise and capacity in development and validation of training materials, digital training content, 1 active open innovation platform, 1 business support organization and 3 schools to share and develop innovative learning methodology and materials together. The overall expected impact of the project is to improve the key competencies, skills and mindsets of young people to take initiative and action to solve societal problems (rather than complaining about what is wrong), in other words to become responsible citizens and be active within the society.By working with schools and teachers the project will make a direct impact at the local and regional level where these schools operate.In order to achieve the objectives, outcomes and outputs from this proposal, we will work with 2 pilot partner junior high-schools and 1 Education and Trainign center in three countries - Bulgaria and, Greece and Spain; 9 teachers and approximately 30 pupils will be trained directly during the project lifetime. All pupils from these three schools, approximately 1300, will be informed and witness the training process. Through multiplier events, dissemination and exploitation activities and memoranda of understanding we aim to reach another three schools which will impact around 1000 pupils (the rest of the students from those schools), around 90 teachers as well as education providers and local education departments attending the multiplier events in the end of the project. The project results will be freely available as open online resources during and beyond the project. The digital content for social entrepreneurship training for junior high-school pupils will be available through the specifically dedicated section on the project website. Through the multiplier events held in the end of the project we aim to ensure a new wave of enthusiasm and inspiration from the learning content in order to enhance the multiplying effect based on the principle that small acts multiplied by many people create a huge change for the better. This will have a lasting impact on the way entrepreneurship is delivered and the quality of education young people receive.

Ensuring girls and women have equal access to STEAM education and ultimately STEAM careers is an imperative from the human rights, scientific, and development perspectives. Equality in Science, Technology, Engineering, Art and Mathematics (E-STEAM) focuses on primary, junior and upper-secondary, teachers, student teachers by developing a gender-sensitive interdisciplinary approach in class. It addresses the underrepresentation of girls in STE(A)M (Science, , Technology, Art, Engineering and Mathematics) who will be the future women in STE(A)M careers. EIGE’s study on the economic benefits of gender equality (2017a) shows that reducing gender segregation in STEM education alone could lead to an additional 1.2 million jobs in the EU. These jobs are estimated to occur mostly in the long term, however, as employment is likely to be affected only after new women STEM graduates choose to work in the STEM fields. In parallel, higher productivity associated with these STEM jobs is likely to result in higher wages for newly graduated women – affecting the gender pay gap as well as income and living standards of women, men, children and their extended families (European Parliament, 2015a). To treat one group preferentially based on gender is seen as morally wrong; it seems downright irresponsible to ignore half the population when there is a skill shortage. Whatever argument you choose: ethical, pragmatic or philosophical it is clear that the STEAM fields cannot continue to ignore and be under representative of such a huge sector of the population at European level What prevents girls from choosing STEAM? Most of all cultural traditions and stereotypes. Stereotypes are insidious things and can manifest themselves in various ways, but one of the most damaging ways stereotypes can affect girls is through the implicit biases carried by their teachers. The project aims to: -establish synergies among schools and the labour market towards creative and meaningful engagement of girls in STEAM education (through a mentoring programme) - develop a virtual platform as a resource hub for practical and innovative learning solutions complementing schools’ curricula - exploit and disseminate hands- on activities by promoting the use of the platform The project will target 3 groups: - Teachers and student teachers in Primary, Junior and Upper secondary education and especially teachers in STE(A)M, career advisors; - Decision makers, Policy formulators, Head teachers, school directors, teacher' training centres, representatives of regional/national and EU authorities. - Students/pupils 7+ (to engage more girls in STEAM careers). An experienced consortium has been called to design, implement and sustain E-STEAM project.The geographical and cultural area covered by the countries taking part in the project is extremely diverse. From the western traditional countries(PT,SP), eastern GR and to two recently accessed countries in European Union. Gender equality has been an issue in all these countries and the effort to persuade students and especially girls to take up Sciences will change the mentality in the family, in schools, in the communities. Six IOs were developed: IO1 - A STATE OF THE ART to identify stereotypes, taking as a starting point the collection made in each of the countries and within the partner institutions, with 48 interviews with teachers and workshops involving 86 students; IO2 - A MENTORING SCHEME that allowed female students and teachers to learn more about the STEAM professions and experience an interesting relationship with their Mentors (62 female mentors with top STEAM professions developed the mentoring program for a 121 students, using an E-STEAM IO4 platform (moodle); IO3 - A cross-curricular E-STEAM COURSE (Curriculum, Course Activities and Student Kit) was created, easily adjustable according to the needs of the teachers and built in 5 levels : primary education, Junior secondary education , Lower secondary education, Secondary education, Upper-Secondary Education, and Post Secondary Education - Pre-Teachers, with guidance. and experiential methods. The training program was adapted to the digital teacher training platform E-STEAM IO4 (Athena platform) where the online Course for 80 teachers, during IO5 - PILOT AND CASCADING, which put ideas into practice and collected information to improve the Program. All of these IOs need EXPLORATION, which can be found in IO6, with the contribution of partners and the E-STEAM Support Board. If we add all the participants in the project we reach more than 1050 participants and indirectly at least 1600 students (application of the course). E-STEAM teaching materials will be integrated into partner training offerings or as part of school curricula, optional courses and integrative activities in a more friendly way of approaching STEAM. Teachers will use and will promote IOs outside of schools, thus ensuring their long-term use and exploration.

CONTEXT & OBJECTIVESThe consortium built around the IHAVET project decided to focus on one of the most impelling social problem European societies must deal with: the social inclusion; particularly the social inclusion of disadvantaged people, especially migrants. As we have seen over the last couple of years, the pandemic from Covid 19 has also exacerbated this problem. Data on youth with migrant education dropout is dramatic: “early school leaving (ESL) rate of young people born outside of the European Union was, on average, more than double that of natives (25.4 percent compared to 11.5 percent)”.Thus, in line with the general policy of the Erasmus+ Programme, the aim of the IHAVET was to have Youth with migrant background education high dropout rate reduced while, a more specific objective, was to develop a toolkit that supports students with migrant background, parents and teachers/trainers/youth workers dealing with youth with migrant background within the school system.NUMBERS AND PROFILES OF THE PARTICIPANTSThere have been different kind of participants and their involvement changed according to the type of activity. We had 210 participants that answered to the questionnaire. Besides, we had other more 42 participants that took part to 7 focus groups. As for the transnational meetings, we had 18 people in Ruse Bulgaria and 16 in Marseille (France). At the short-term joint staff training event at Katerini, Greece, the number of participants were 39. Finally, regarding the IHAVET validation process we had 125 participants during the multiplier events.ACTIVITIES DESCRIPTION & METHODOLOGYIHAVET planes several activities.Beyond the project management activities, the project realized the following activities:a) A research in which it was foreseen do administer an online questionnaire;b) A focus group with the target group of the project;c) A short-term training event;d) 2 transnational meetings;e) The development of the toolkit;The project applied a range of different methodologies that depended on the activities carried out. To begin with, we applied the traditional Project Cycle Management in order to guaranty the smooth activities implementation. The research part, on the contrary, used quali-quantitative methodology. While the questionnaire to the students, parents and teachers and trainer/youth workers was mainly with closed questions; the focus group had a more qualitative approach with an open-interview structure. Finally, the short-term joint staff training used more a not-formal and informal methodology.RESULTS ACHIEVED AND IMPACTThe project achieved 3 results during the project implementation and 1 on its completion.The first result was to having students with migrant background more involved in the education process by made them have the power to influence the decision about their education.The second result was to make busy migrant parents, especially those coming from disadvantaged contexts and countries, having a more proactive attitude so that can help the education performance of their children.The last and final result achieved, which is also the one who mostly address to the organizations’ needs, was to have provided teachers (in schools) and trainers/youth workers (in training and youth centers) with a more mixed teaching/training approach to students with migrant background.Finally, IHAVET had different impacts: on participants thanks to the research, focus group and the training, on participants organizations through also the toolkit developed and, finally, on the target group via the toolkit validation process and its dissemination. The project impacted at local level by contributing to reducing, in the long term, students with migrant background school dropout high rate. At regional level, the project impacted by making local councilor aware about the results achieved by the project.