STAND UP FOR EUROPE!

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Project title

Stand up for Europe! Argumentation training against undemocratic slogans: European extension and updating

 

Project Reference

2023-2-DE04-KA220-YOU-000175190

 

Lead partner 

Akademie Klausenhof gGmbH (Germania)

 

Programme

Erasmus+ – KA2 Cooperation partnerships in Youth (KA220-YOU), Call for Proposals 2023

 

Ongoing project

 

Brief description

The project brings together 6 partners (2 from Germany, 1 from Hungary, 1 from Turkey, 1 from Slovenia and 1 from Italy) to prepare a specific training to respond to antidemocratic slogans and discourse. The training material will be freely accessible through a curriculum, a handbook, and an online self-learning tool (comic self-reflection stories).

 

The project outputs will be the result of the update of Klaus-Peter Hufer’s method “Argumentationstraining gegen Stammtischparolen” (Argumentation against populist slogans, widely used in Citizenship Education in Germany, Austria and Switzerland) in a European sense: the partners will make a European version of the training, by enriching it with Europe-specific topics, methods and inputs from the European partners. One of the partners is the University of Augsburg, where Klaus-Peter Hufer developed the training.

 

The project targets groups who are victims of verbal (and physical) attacks through populist, extremist, sexist and stereotypical arguments (migrants, Jews, people with disabilities, women, disadvantaged people, queer people) as well as topics that have become particularly relevant in recent years and are the focus of radical, verbal attacks and hate speech. These topics include: democracy and Europe, gender, climate change, sexual orientation and equality, science/health (vaccination), fake news and migration, war and humanism.

 

The material will serve as a basis for workshops and trainings conducted in the youth and school context, by educational institutions targeting youth. It will consider situations in the family and among friends, in public spaces and in leisure time, at school, in (political) discussions, in voluntary social or political engagement. There will also be a special focus on discussion forums in online media, especially in social networks.

 

What is Argumentationstraining gegen Stammtischparolen?

Stammtischparolen are populist statements and slogans with which numerous groups of people (often social minorities, but also representatives of the “elites”) are discriminated against. Usually, they are also directed against “the” European policy. These slogans are dogmatic, rigid and prejudice-based: in these speeches, there are very strict categories (“we” and “they”), which defend their positions aggressively and with an exclusionary attitude.

 

Professor Dr. Klaus-Peter Hufer is a trainer, a lecturer, an author and scientist. He himself works as an adult educator and as an applied professor. His Argumentation training* teaches effective techniques and tricks for responding to populist slogans in conversations (e.g. with facts, irony, critical inquiries, etc.). In its interactive form, the argumentation training offers the opportunity to try out and experience in exchange with the seminar group how to react appropriately to such slogans.

 

Hufer’s training have been frequently used in educational work for many years, also in youth education or in training for employees and volunteers of NGOs and other institutions, parties, companies, schools and organizations.

 

* Klaus-Peter Hufer: Argumentationstraining gegen Stammtischparolen. Materialien und Anleitungen für Bildungsarbeit und Selbstlernen. 10.  Auflage 2018, 120 Seiten, Wochenschau-Verlag, Frankfurt am Main

 

Target groups

The target group of the workshops is primarily politically and socially interested and active young people from 13 to 30, who are to be strengthened in their civil courage in order to take effective action against radical arguments in everyday life online or in personal discussions.

 

Moreover, the project targets are:

  • Teachers/trainers in schools and youth (education) centres
  • Politically engaged young people
  • Activists and volunteers in youth movements / political parties
  • Employees of NGOs, initiatives, civil rights movements, with focus on youth
  • Stakeholders, scientists, politicians
  • General public


Objectives

  • Identifying and implementing core European values
  • Development of a training programme (curriculum) to train young people to argue effectively in discussions (offline and online) against anti-European statements.
  • Developing methods for raising awareness and communicating European values, through the collection and integration of proven methods for argumentation training and comparable approaches.
  • Defending fundamental values and rights.
  • Recognising violations of fundamental values, by developing methods to identify anti-European values, especially in oral discussion and dialogue situations and in the digital space.
  • Encouraging reflection on one’s own commitment to fundamental values and avoid using stereotypical arguments and behaviour.
  • Use stories/scenarios with a high identification potential to question and evaluate one’s own behaviour.

 

Partnership

Lead Partner: Akademie Klausenhof, Germany (adult/youth education provider)

Other Partners:

University of Augsburg, Germany

InEuropa srl, Italy

KatHaz, Hungary

Doga School, Turkey

Socialna Akademija, Slovenia

 

Duration

24 months (from 01/03/2023 to 28/02/2026)

 

EU grant

250,000 total grant

SURF – Sustainable Rural Future

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SURF – Sustainable Rural Future

Agreement number: 2023-1-ES01-KA220-ADU-000151613

 

Program and Call

ERASMUS PLUS – Call 2023 Round 1 KA2

KA220- SCH – Cooperation partnerships in Adult Education

Ongoing project

 

Short description

The project aims to improve knowledge about climate change in rural communities through the creation of an educational itinerary (integrating formal and nonformal education) in order to foster learning for green transition in rural areas. In addition, SURF seeks to promote the development of integral solutions and connect people through the consolidation of a European Rural Network. The project will use the participatory action-research (PAR) approach in order to emphasize the participation and action of community members in targeted rural areas to create a learning pathway that strengthens existing capacities and provides solutions to local problems by involving local communities in decision-making.

 

Objectives

The main objective is to create an innovative training itinerary for adults to increase the opportunities of rural areas in the context of green transition and climate change adaptation by:

– Improving rural communities’ knowledge of climate change;

– fostering social participation to involve communities in decision-making processes;

– contributing to sustainable rural development;

– creating a European rural network to promote information exchange.

 

Main activities

The most relevant activities for achieving the objectives are:

– Creation of an online platform containing all project materials;

– training course on climate change adaptation in rural areas and participatory research-action approach;

-local training events for implementation of the PAR approach to identify opportunities, challenges, difficulties of rural communities;

– creation of a Good Practice Guide;

– formation and consolidation of the European Rural Network.

 

Expected results

Tangible results: online platform; updated content; discussion forums; climate change educational materials; online course on the PAR approach (manual, course and training); guides; webinars; workshops; a connected rural network; events.

Intangibles: discussions among people with similar concerns; ongoing social participation in different locations; increased knowledge and skills of educators and local community members.

 

Coordinator

– Fundación de la Comunitat Valenciana para una Economía Baja en Carbón – Low Carbon Economy Foundation (ES)

 

Partenarship

– InEuropa Srl (IT)

– Universitat Jaume I De Castellon (ES)

– Center Za Trajnostni Razvoj Podezelja Kranj – CTRPK (SI)

– Univerza V Ljubljani (SI)

– Associazione A.R.C.E.S. (IT)

 

Duration

The project will last 24 months (4 December 2023 – 3 December 2025)

 

Budget

250.000 €

LEGO® SERIOUS PLAY® WORKSHOP – EUROPEAN YOUTH FAENZA

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Project: Europe for young people: values, methods, tools

Implementing partner: Unione Romagna Faentina

Funded under: Call for the promotion of European citizenship 2022 (Bando per la promozione della cittadinanza europea 2022)

Period: November-December 2022

Objective: to promote a learning journey about European values, rights and opportunities, as well as young people’s participation in public administration choices and European planning, intended for middle and high schools in EU territory.

These are the main activities:

  • Workshops on European values called “Bricks4Rights,“ carried out using the LEGO SERIOUS PLAY methodology, intended for middle schools, identified through the schools participating in the initiative.
  • Seminars presenting European opportunities and informative workshops. Meetings partly dedicated to high schools, partly aimed at local youth, identified through youth associations and by individual registration.
  • Workshop on digital communication of cultural heritage. Meetings held by the European Route of Ceramics Association, a Council of Europe-certified Cultural Route, coordinated by the City of Faenza. Again, the meetings are geared towards young people.

LEGO® SERIOUS PLAY® Workshop Number: 4

The experience of the LEGO® SERIOUS PLAY® workshops, called “Bricks4Rights – European Values and Rights,” allowed students from secondary schools in the Municipality of Faenza (third year students) to undertake a unique experience, being stimulated to reflect and open up through sharing and confrontation on issues such as citizenship, their own identity and the identity of the European Union today.  The LSP methodology is a tool that has still proven to be innovative and effective in channeling individual energies and knowledge into discussion and reflection on a given topic. Through the workshops, not only was the purpose of raising awareness toward European values and rights achieved, but also the (no less important) purpose of bringing out feelings, passions, and thoughts.

SHINE – mainstreaming Systems tHinking In Natural sciences and Environmental education

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SHINE – mainstreaming Systems tHinking In Natural sciences and Environmental education

Agreement number: 2023-1-DE03-KA220-SCH-000158255

Program and Call

ERASMUS PLUS – Call 2023 Round 1 KA2

KA220- SCH – Cooperation partnerships in School Education

Ongoing project

Short description

Education for sustainable development gives learners of all ages the knowledge, skills, values and agency to address interconnected global challenges including climate change. The call for teachers is to develop strategies, tools and methodologies to achieve such key competencies to address the required complexity. Managing and solving sustainability problems require people with systemic competences who are able to see the whole in the individual, presenting a breadth of vision for a complex world. Since Systems Thinking (ST) is one of the key competencies in the education for sustainable development, it is crucial to train in-service teachers on the ST approach to give them the possibility to implement ST at school in science education classes. The SHINE project aims at bringing the ST approach in Natural Science education involving in-service teachers and students in the target age of 8-16 years old. SHINE aims at introducing the ST approach at school by training in-service teachers and by developing, validating and testing innovative didactic tools to effectively introduce and practice ST with students in natural science and ecology education. ST offers a new language in understanding how the world works, it enables students to see the parts of the whole and the network of relationships simultaneously, and consequently it tries to reveal the structure that creates change by questioning how events occur over time.

Objectives

SHINE’s overall objective is to prepare future citizens to face climate change challenges by promoting the introduction and mainstream of ST skills in natural science education. To reach this objective, SHINE sets 5 specific sub-objectives:

  1. Educate in-service teachers on ST principles and how to apply them in natural science;
  2. Support students in developing ST approach by introducing game-based learning and innovative didactics approach in science education;
  3. Sustain scientific skills and the deep learning of complex topics such as ecosystems and climate change;
  4. Promote collaboration among different school grades (8-16 y.o.)

Main activities

–  Development of a training course for in-service teachers replicated in each partner’s country and involving at least 25 natural science teachers.

– Design of a serious game (digital/board with different levels of difficulties accordingly with target age) to support students in practicing and experimenting ST applied to climate change issues.

– Creation of a digital toolkit containing specific didactic modules to introduce ST at school in natural science classes, assessment tools to evaluate the students’ improvement in ST reasoning in a long term perspective;

– Organisation of a set of digital and in-person transnational events to boost both students and teachers from partners’ countries to cooperate in understanding and finding possible common answers to the climate change effects occurring now and in a future perspective.

Expected results

  • Effectively supporting teachers in implementing and assessing ST at school with students of different ages by training them on the approach and co-producing specific didactic tools.
  • Applying ST in natural science and sustainability disciplines for assessing the student’s progress in a long-time perspective.
  • Enhancing the promotion of more engaging didactics and boosting the active involvement of students by cooperation “inter pares”
  • Facilitating and mainstream the introduction of ST into education as a way to deepen science principles and especially as a lens for understanding problems such as climate change and environment protection.

Coordinator

Hochschule RheinMain (DE)

Partnership

– InEuropa Srl (IT)

– Libera Università di Bolzano (IT)

– Tallin University (EE)

– Virtual Campus Lda (PT)

Duration

The project will last 36 months (1st October 2023 – 30th September 2026)

Budget

The grant is € 400.000,00

ATTUNE

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ATTUNE 

Activate the University for Climate Change

Programm and call

Erasmus+, KA220-HED – Cooperation partnerships in higher education, 2022, Round 1

Ongoing project

Brief description

ATTUNE is a programme that directly addresses Climate Change on the university campus and promotes as well as encourages action by all members of the university community. It is an innovative learning programme that contributes to a university becoming increasingly sustainable. The project is aligned with the new New European Bauhaus initiative that connects the European Green Deal to our daily lives to build a sustainable and inclusive future.
The original ATTUNE programme formed part of a project Re-Activate+, which GAP Spain conducted in the Basque Country. This project aimed at changing people’s habits using the Ecoteam approach, branching out into other communities (schools). In 2018, the first version of the programme was launched at the Leioa campus of the University of the Basque Country (UPV) and its success compelled other UPV campuses to adopt programme, followed by other universities around Spain.

University life goes beyond formal educational activity. Campuses are not only places where people gather to study and work, but also affect many other areas, such as recreational & sports activities, mobility, consumerism, food, leisure, etc. Universities also impact on the local population and directly influence the sustainability of the area where they are located. The university community is an ideal environment to influence behavior to produce a more sustainable society.

ATTUNE recognizes that each university is different, not only in the way it functions, but also in its objectives in responding to the Climate Crisis.

ATTUNE specifically addresses the following priorities:

– common values, civic engagement, and participation: the programme is designed to involve and engage all members of the university community – students, teachers and staff – based on common values that help to mitigate the impact of climate change.

– promotes interconnected higher education systems: whereby the programme not only unites faculties and campuses of the participating university, but also other universities in the numerous existing networks.

Objectives

The main objectives are:

  • to enable members of the university community to move from knowledge to action;
  • contributing to the Green transition: in addition to their traditional functions (teaching, research, etc.), universities can also be a role model for environmental sustainability based on their infrastructure and operations. To ensure that they become increasingly sustainable, it is vital that all the community participates in the process.

Other objectives include:

  • Create a methodological framework that can be used by any European university
  • Develop actions adapted to the university community so that they can act against Climate Change in their daily activities
  • Test & validate the programme in 5 European universities that will act as an example for other universities in their networks

Activities

ATTUNE is structured in two different phases to promote change in habits:

  • Phase 1: during the first academic term, the entire university community (students, teacher and staff) are invited to join an online program –  structured as a set of questionnaires and manuals – focusing on environmental and social issues relating to sustainability. The objective is to reduce the carbon footprint in the context of daily activities on the campus
  • Phase 2: the second and third academic term is based on creating 1 or more “research-action” teams that focus on a particular issue, such as waste, mobility, etc. They research the problem, design an action program and deliver the action program to the rest of the university community. This “research-action” team is made up of students, lecturers, and staff. At the end of this Part results and impact measures are collected and then shared with the stakeholders and the public at large.

The materials and structure of the program, which are based on projects previously implemented by GAP Spain, are in place and don’t need to be re-invent.

The main activities are:

  • 3 Meetings: The kick-off meeting in Bilbao, LTTA in Italy and dissemination event in Germany
  • Development of contents, materials, and methodology
  • Online platform development in 6 languages. The structure will involve 2 parts: Implementation and validation process by testing in the participating universities, and the development of guidelines which will include several manuals
  • ATTUNE programme set up & running in 5 universities.

Expected results

The main expected results are:

  • Proven & workable methodology: a valuable tool to mitigate the impact of the Climate Crisis in the European higher education sector
  • Reliable data: the validation process will generate a wealth of data which can be collated and analyzed
  • Motivated participants: the users will experience behavioral changes
  • Online platform: a working tool that can be adapted to different cultures and easily translated to make it more accessible and local.

The programme can be repeated on the campus over many years. So, it’s not a one-off program for the university.

Coordinator Asociación Plan de Acción Global para la tierra GAP (ES)*

Partnership

  • InEuropa Srl (IT)*
  • Agado Gesellschaft für nachhaltige Entwicklung UG (DE)*
  • Fundacja GAP Polska – Plan Globalnego Dzialania na rzecz Ziemi (PL)*
  • Mikado Danismanlik Hizmetleri Ltd. Sti. (TR)*
  • Università degli studi di Siena (IT)
  • Universidad del País Vasco/ Euskal Herriko Unibertsitatea (ES)
  • Ozyegin Universitesi (TR)
  • Akademia Pedagogiki Specjalnej IM.MARII GRZEGORZEWSKIEJ (PL)
  • Stiftung Universität Hildesheim (DE)

*GAP organisations

The GAP organization in each country will lead the programme and work closely with the university, either through its sustainability office or the team / person responsible for sustainability in the university. The university role will be one of promoting the programme and encouraging participation and action, while the GAP organization provides the material and delivery systems.

Duration

The project has a duration of 26 months.

Budget

The grant is € 400,000.00

e^4 — tools in higher Education for an Embodied & creative Energy Education

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E^4 — tools in higher Education for an Embodied & creative Energy Education

Programme and Call for Proposals

 

ERASMUS PLUS – Call 2021 Round 1 KA2

KA220-HED – Cooperation partnerships in higher education

 

Brief description

Given the urgency of environmental and technological change in the face of challenges such as climate change, the main need recorded is raising awareness of possible solutions and necessary measures, also given the challenge of educating the coming generation in these matters.

We feel the urgent need for both supporting and reforming teacher education (for teachers of primary school and lower secondary or middle school levels) at academic institutions in matters concerning energy (energy solutions, energy and the environment, energy and society).

On this scenario, we intend to create:

  • Innovative materials for teacher education in the field of energy technology.
  • A network of academic institutions and external stakeholders dealing practically with matters concerning energy.
  • A dedicated web platform were both learning materials for university courses and material, knowledge, and opportunities provided by the network are available.

Objectives

  • Develop and/or enrich higher education curricula (in teacher education for primary and lower secondary school levels), following a didactic approach based on “tools of imagination” like storytelling, gamification, embodied simulation, digital simulation, and play to facilitate science communication;
  • train academics charged with teacher education in innovative pedagogies and approaches to teaching science courses (including the use of appropriate aids and materials);
  • promote learning and teaching partnerships between universities and the private energy sector;
  • upskill future science teachers with new approaches to teaching to encourage girls for scientific carriers and fight against gender stereotypes in scientific and engineering careers;
  • support the strengthening of science skills of EU citizens and professionals to make conscious choices and use creativity and a critical mindset to contribute to lower CO2 emissions towards EU 2050 targets.

 

Main Activities

  • Creating guidelines for a Network of academic and private/public partnerships.
  • “Imaginative course” Curriculum for teaching through imaginative tools.
  • Interactive web platform supporting the Curriculum and the Network.

Results

  • Increased competences and skills of partners’ staff.
  • Increased competences in teachers of primary and secondary schools: 20 teachers (5 for each of the 4 countries involved) will participate in a transnational training session to get acquainted with the offline workshop activities proposed.
  • 30 prospective teachers in each country will join local testing and implement full testing of the blended course (web and software-based activities plus workshop activities). We expect 75% to 85% of participating teachers to be women. Thanks to local testing the project will reach about 1000 students in the 4 countries.
  • 300 participants will be interviewed as part of project assessment.

We expect the project to produce a change in teaching approaches at all levels:

  •  At university level, improving academics’ science teaching approaches, also blending online and in presence courses, improving the efficacy of their courses both at university and jointly with the private and public energy sector.
  • At school level, helping student teachers and in-service teachers to be more motivated for and engaged in new imaginative teaching methods, will lead to innovation in school curricula. Teachers will be able to adapt their teaching approaches to the new generation’s learning capacities and skills needs through the application of creativity fostered by imaginative tools.

Lead partner

LIBERA UNIVERSITA’ DI BOLZANO (Italy)

Partners

– InEuropa Srl – Italy

– Uniwersytet Mikolaja Kopernika W Toruniu – Poland

– Esciencia Eventos Cientificos Sl Aragón Zaragoza – Spain

– Universitat de Valencia – Spain

– Sustainable Innovation Technology Services Ltd Mid-West Castletroy – Irleland

– Università degli Studi Di Modena e Reggio Emilia – Italy

– Dublin City University – Ireland

Duration
The project will last 36 months (28 February 2022 – 27 February 2025)

Website
https://energy4teachers.eu/

Budget
The project received a grant of € 395 506,00

SUNRAISE

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Project name: Stem UNlimited Raise thanks to Arts at School in Europe

Call and programme: Erasmus + – Call 2021 Round 1 KA 2

KA220-SCH – Cooperation partnerships in school education

Ongoing project 

Brief description

The project SUNRAISE – Stem UNlimited Raise thanks to Arts at School in Europe involves 7 partners from five different European countries and it aims to develop a set of inclusive training tools for secondary school teachers and educators in order to teach STEM (Science, Technology, Engineering and Maths) subjects combined with artistic techniques (for instance Geometry and Music, Physics and Dance, Ecology and Theatre etc). Several challenges that are aimed to be tackled through SUNRAISE include the increasing inequalities in accessing learning for students with disadvantages (both socio-economic ones, disabilities, special educational needs) generally reducing the quality of learning and school achievements, with a risk of disengagement and dropout, climate change. This adds up to the already scarce performance and interest shown by EU students in STEM, despite the key importance of these subjects to develop the necessary innovation to face contemporary challenges. It is necessary that young people combine knowledge with interdisciplinary competences to solve problems, participate actively and responsibly in society, think critically and creatively, while at the moment they are more likely to be left behind. The risk is to grow a generation of people less prepared to face contemporary challenges.

Objectives

The priorities of SUNRAISE include the promotion of interest and excellence in STEM subjects with the adoption of the STEAM approach. In this context, the cultural and creative sector can contribute in developing ways SUNRAISE responds to this situation by developing a set of training tools for secondary school teachers and educators to teach STEM subjects combined with artistic techniques (e.g. Geometry and Music, Physics and Dance, Ecology and Theatre, etc). In this context, culture and art can give a unique contribution in developing ways of bridging creativity and arts with educational approaches. This approach will be even more effective for students with disabilities/SEN as the use of creativity and visual languages will improve their learning process even in difficult subjects such as science.

Therefore, the project objectives are:

  • To improve teaching quality through innovative and alternative didactics that enrich STEM teaching with different artistic expressions, facilitating inclusive and participatory learning.
  • To integrate formal education with non-formal education by professional artists and artists with disabilities, letting cultural and creative organizations play an active role in the recovery by starting new collaborations with the education sector to build a resilient society.
  • To help teachers develop their skills regarding STEM and creativity fostering creative thinking and sense of initiative, useful to find innovative solutions to individual and collective challenges.
  • To offer students, including students with disabilities, SEN and/or social and economic disadvantage, new opportunities of self-expression exploring contamination between STEM and arts.
  • To foster students’ awareness, relational and communication skills and their ability to think out of the box.

Activities:

  • Initial analysis of the current situation in partner countries regarding STEM achievements and education methodologies in place, including good practices, and investigation of teachers’ and education professionals’ needs in terms of skills development and innovative teaching.
  • Development of the E-learning platform as a “virtual classroom” for training teachers and students which will host all training materials.
  • Preparation of SUNRAISE innovative training programme for teaching STEM and scientific subjects through creative approaches; the programme will consist in modules, each combining 1 STEM subject with specific art techniques and represents an innovative methodology to build curiosity and engagement, practical and creative thinking, with a special added value for students with learning and social difficulties or disabilities. The modules will be piloted by each partner in lessons/training sessions in secondary schools.
  • Creation of the SUNRAISE e-book, which will bring together all the research, pilots, learning and main findings of the project.

Expected results

  • Increased interest of students in STEM subjects and stronger inclination to undertake STEM studies and careers.
  • Improved teaching’s quality through innovative & alternative didactics that will foster the methodology of STEM teaching through artistic approaches.
  • Increased inclusivity and appeal of STEM teaching, either in presence and at distance, addressing the needs of every student including those with a disability or difficult background or SEN.
  • Increased students’ capacity to think in an interdisciplinary way and put in place creative solutions to complex and/or abstract problems.
  • Increased teachers’ capacity to engage students and reach out to them in a fruitful way.
  • Increased empowerment, higher inclusion and active participation of students.
  • New collaboration opportunities among organizations in the cultural and artistic sector, schools, education and youth organizations, finding a new role across disciplines and real-world applications.

Coordinator:  Nazareno Societa’ Cooperativa Sociale – Italy

Partnership

  • CSI Center For Social Innovation Ltd – Cyprus
  • ICIMSS – Stowarzyszenie Miedzynarodowe Centrum Zarzadzania Informacja – Poland
  • Esciencia Eventos Cientificos Sl – Spain
  • THEAMA Theatro Atomon Me Anapiria – Greece
  • Cooperativa Sociale La Carovana – Italy
  • Zespół Szkół Drogowo-Geodezyjnych i Licealnych im. Augusta Witkowskiego w Jarosławiu – Poland

Duration: the project will last 24 months (February 2022 – January 2024).

The project officially started in May 2022 and has been extended to May 2024.

Budget: the project received a grant of € 327.707

ENNEADI

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ENNEADI 

European Network in Nutritional Education for Acquired Disabilities

Programme and call for proposals

Erasmus + KA2 – Strategic Partnerships for vocational education and training – call for proposals 2020

Open project

Short description

ENNEADI is a transnational project co-funded by the EU programme Erasmus + KA2 – Strategic Partnerships in Vocational Education and Training within the call EAC/A02/2019 (Call for proposals 2020).

InEuropa srl supports the project management.

Objectives
The ENNEADI project is mainly addressed to professionals who, with different roles, work and assist people with acquired disabilities, with particular reference to neurological disabilities resulting from a traumatic event (e.g. after a brain or spinal cord injury). The ‘sedentary’ condition of these individuals calls for special attention to healthy behaviour and good nutrition-related lifestyles, in order to prevent pathologies such as overweight and obesity, diabetes, and cardiovascular diseases. This is why it is important to raise awareness and make the above-mentioned professionals more aware of the importance of their role in the quality of life and good eating practices of these not self-sufficient subjects.

Specifically, the project intends to:

1) ensure that professionals (specifically those who manage people with acquired disabilities at various levels) and the stakeholders involved improve their knowledge of good practices (at European level) related to quality of life, well-being and nutritional practices for people with acquired disabilities;

2) initiate a methodological revision of new training paths aimed at teaching the subjects mentioned above in an innovative, flexible and open way to professionals with a different education and professional background (in particular, those who only deal with nutrition and those who only deal with disabilities will be able to acquire the missing knowledge so as to integrate both fields in their profession);

3) raise awareness among partner organisations, local stakeholders, institutions and European networks on the relevance of quality of life practices and good food standards to ensure the well-being of disadvantaged persons, such as persons with acquired disabilities, with a special focus on the importance of involving family members and caregivers in the whole process.

Activities

The project involves the realisation of 4 Intellectual Outputs:

  • Guidelines on training and educational methodologies and practices for professionals who routinely work with persons with acquired disabilities, taking stock of the most recent scientific research in the field of human sciences, health, quality of life, etc;
  • Design and development of a course for such professionals on preventive dietary habits and quality of life;
  • Realisation of an e-learning course for these professionals on project issues, in a multilingual version;
  • Recommendations contributing to the promotion of the ENNEADI pathway, and specifically of the structured training course on healthy and correct dietary habits for persons with acquired disabilities at institutions and bodies offering study and refresher courses for professionals in the field.

The project will also implement:

  • 2 short term joint training events (in Italy and Spain), one to analyse existing good practices across Europe in the field of educational initiatives on preventive dietary habits and quality of life, the other to test the e-Learning Course (before the official launch) aimed at professionals.
  • 4 dissemination multiplier events: in Italy both linked with the European Day of Awakenings in October 2021 and 2022, in Spain and Lithuania at the end of the project (November 2022) for the presentation of project results.

Results
The main expected results of ENNEADI are:

  • definition of innovative educational methodologies developed in cooperation with expert partners and validated through peer review by the project network, particularly in the field of good quality of life and nutrition practices and services for people with acquired disabilities;
  • design, testing and dissemination of educational/training tools aimed at providing professional content on good nutrition practices for people with acquired disabilities, to be used on platforms and other flexible e-learning tools;
  • commitment by stakeholders showing interest in the results of the project, to disseminate them in their channels and networks, and to use them where possible in their own organisations.

Lead Partner

FUTURA SOC CONS RL (S. Giovanni in Persiceto – ITALY)

Partners

  • University of Bologna – Department for Quality of Life Studies (ITALY)
  • Nueva Opción, Acquired Cerebral Damage Association of Valencia (SPAIN)
  • Vilnius University (LITHUANIA)

Duration
The project has a duration of 24 months (3 November 2020 – 2 November 2022) – extended by 2 months until 2 January 2023

Website
https://www.enneadi.eu/

Budget
The project was awarded a grant of € 253.255,00

Funding organization

Erasmus+ Italian National Agency – INAPP

Project GET UP!

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GET UP!

Gamification as an Educational Tool for Upper schools on Parks and environment

Programme and call for proposals

Erasmus +, KA2 (Cooperation for Innovation and Exchange of Good Practices, Strategic Partnerships for Digital Education Readiness)  – extra call for proposals 2020 in response to Covid-19

Brief description

The project aims to support students and teachers in upper secondary schools in acquiring and developing basic skills and key competences related to biodiversity protection, sustainability and environmental issues, through the collective design of a video game simulating the management of a nature park, contributing to digital education.

InEuropa srl is partner.

Objectives
• to increase the competence and awareness on environmental issues in upper secondary school students, who are about to enter the world of work, by stimulating their interest in this topic (by improving their knowledge of problems and issues related to nature conservation and, consequently, to local and global environmental challenges) using the language and modalities of the new media;

  • to increase the skills of upper secondary school students in problem solving, ICT use and digital literacy, through the use of gamification in school education, applied to environmental lessons;
  • to encourage open and innovative education with an emphasis on digital tools applied to a specific topic (functioning of natural parks, protection of biodiversity and sustainable development), which represents a significant social and educational value of European cultural heritage, with strong connections to the creation of future new jobs.

Activities

The Nature Parks that will be involved in the educational project are:

  • Regional Park Cento Laghi – Italy
  • Regional Park Sierra de Espadà – Spain
  • National Park Snæfellsjökull – Iceland
  • Little Carpathian Protected Landscape – Slovakia

The main project activities are:

  • Collection of information (boundaries, different degree of conservation areas, adjacent urban centres, roads, hiking trails, forest cover, protected flora and fauna present, etc.) by the 4 parks involved, for the development of the content of the educational video game;
  • Development of a video game as a digital educational tool in English, which will simulate the challenges that a nature park authority has to face in its daily work. It will also contain narrative parts, be organised in levels and contain other elements such as characters, scenarios, educational challenges related to the management of protected natural areas, etc;
  • Promotion of the video game as an educational gamification tool, by drafting a storyboard of the activity and relating the different phases and parts of the game to different aspects of gamification theory and practice;
  • Training activities for high school teachers on gamification and digital tools;
  • Training activities for project staff on the creation of the video game;
  • Field visit and experimental application of the new educational method for students;
  • Dissemination events in Italy, Iceland, Spain and Poland.

Results
The main expected results are:

  • Increase of secondary school students’ skills on environmental issues, biodiversity conservation, sustainable development, learning more directly about the complexity of a relevant element of European cultural heritage such as natural parks, through the use of a video game, achieving the goal of combining open education and innovative practices in the digital age.
  • Increase of teachers’ competences towards new educational methods related to gamification and the use of digital tools for teaching, together with a deeper involvement in environmental and nature protection issues, achieving the result of strengthening the profile of teaching professions.
  • Strengthening the professionalism of other stakeholders, such as nature parks and environmental educators, and evaluating new tools in the digital age for the promotion of cultural heritage in education.

Lead partner

Fundación de la Comunitat Valenciana para una Economía Baja en Carbón – ES

Partnership
The partnership consists of 7 actors from 5 different countries:

  • Gymnazium Karola Stura – SK
  • InEuropa srl – IT
  • INSTITUTO DE EDUCACIÓN SECUNDARIA BOTÀNIC CAVANILLES – ES
  • eco&eco Economia e Ecologia srl – IT
  • Environmental Agency of Iceland – ISL
  • DANMAR COMPUTERS SP ZOO – PL
  • Ente di Gestione per i Parchi e la Biodiversità Emilia Occidentale – IT

Duration
The project has a duration of 24 months (1 May 2021 – 30 April 2023)

Website
In progress

Total budget
The EU grant received is € 163.139,00

Funding body

European Commission – Erasmus + National Agency ES01