enero 26th, 2021 Posted by No Comment yet


Why is it so hard for students to achieve in Mathematics and Science?


Year: 2020-2022

Territory: Europe


One of the main reasons why Mathematics and Science are not doing well in the academic area is because students cannot see the point in learning these subjects, as they are mainly taught in a theory-based learning, with few concrete applications. In fact, according to recent studies, the older a pupil gets, the less their interest is stirred and the more their attitude towards school in general, and especially in subjects such as Mathematics, Art and Science tends to deteriorate.


We are convinced that a more hands-on approach to STEAM, that goes from a concrete life situation to solve, to discovering the theory through it, may engage the students more and interest them in pursuing STEAM careers in the future. By showing them how STEAM are present in every aspects of life, andhas been since the dawn of civilisation, and by using cross-curricular teaching methods, we will boost the pupils’ interest in the inner workings of the world.


Target groups are teachers, educators and education professionals as a whole, in order to provide them with the tools, pedagogy and theory to implement this innovative, crosscurricular approach to STEAM through the manipulation and recreation of historical techniques and heritage.


The Steambuilders project is funded by the ERASMUS+ Programme of the European Union , and its duration is 24 months, from December 2020 to November 2022 (project code: 2020-1-FR01-KA201-080668). 


The project partners are: 

#livingSTEM: Using Permaculture to boost STE(A)M education

enero 26th, 2021 Posted by No Comment yet


Using Permaculture to boost STE(A)M education

Year: 2020

Territory: Europe

Links: |#livingSteam.


Global warming calls for global action and we need to understand the impact each one of us can have. This starts at the very beginning of our education and comprehension of science. The #livingSTEM project was created at the junction of these topics.

The issue of Global warming is central in today’s news and the young generations have taken a particularly big interest in it. Massive climate protests in many countries make this generation of young people and upcoming ones particularly concerned with the fallout of climate change, and their preoccupations will be centralized around this problem in the near future.

To be better equipped for future challenges there is a great need for STEAM skills. However, today’s STE(A)M education is often found lacking with 22.2% of European 15-year-olds presenting an underachievement in math and 20.6% in science, according to PISA results, which shows a critical need for improvement.

With youngsters feeling concerned about the environment on the one hand, and the insufficient education results for the STE(A)M subjects, which could help resolve main environmental problems in the future, on the other hand, we are in a situation where scientific education needs an upgrade, according to both: institutions and students themselves.

The #livingSTEM project will use the practical experience of Permaculture to engage students between 10 to 14 years old in the scientific subjects, which will boost STE(A)M learning, and encourage them to pursue a scientific career. While at the same time raising awareness with teachers and students about environmental issues, and giving them some key elements to an environmentally-friendly lifestyle.

The #livingSTEM project will be implemented by seven organizations from six EU countries: Belgium, Spain, Italy, Denmark, Poland and Cyprus. 

Together, the partners will create innovative learning material in seven languages.

The following tools will be available freely and online:

  • The #livingSTEM manual for Permaculture;
  • The #livingSTEM Gamification System, with a:
    • Set of practical Activities
    • Deck of Cards;
    • Ideal Kitchen Garden Game;
    • Ideal Menu Game;
    • Practical #livingSTEM videos and testimonies;


The Project Partners:

GENERATIONS.BIO (Belgium), TRÀNSIT PROJECTES (Spain), EDU lab (Italy), The Polish Farm Advisory and Training Centre not-for-profitSp. z o. o. (Poland), ed-consult (Denmark), Citizens in Power (Cyprus) and Logopsycom (Belgium).

The #livingSTEM project is co-funded funded by the ERASMUS- Programme of the European Union, and implemented from November  2019 to October 2021 (project code: 2019-1-BE01-KA201-050529)


enero 26th, 2021 Posted by No Comment yet


MAKErspaces for Innovation in teaching practices

Year: 2019

Territory: Europe

Links: | #makeinteach


The European “MakeInTeach – MAKErspaces for Innovation in teaching practices” focuses on the process of research to develop more attractive teaching methods and learning environments related to real life. 


The educational power of Makerspaces and FabLabs (and the rapid prototyping technology used in these spaces) can support teachers in this change. In detail, the “MakIN Teach” project integrates the Do It Yourself (DIY) philosophy, typical of these spaces, with activism theory and ideas related to “learning to learn” and “active learning”.


The project partners are AFP Patronato San Vincenzo of Bergamo (IT), I.E.S. Juan Ciudad Duarte of Seville (ES), Tallinn Polytechnic School (EE), MakerConvent – Transit Projects (ES) and the Center for Creative Training Association of Bulgaria (BG).


Different learning activities with teachers will be developed throughout the project. The first one, developed in Bergamo in December 2019, just before the Coronavirus crisis, is explained by the Spanish participants here.

#ChangeofViewEU: Changing the way we look at supporting vulnerable groups

enero 26th, 2021 Posted by No Comment yet


Changing the way we look at supporting vulnerable groups


Year: 2019-2021

Territory: Europe

Links: |

The aim of the CHANGE OF VIEW project is to renew support methods for vulnerable groups, particularly the remobilization phase, the first step in any training program.The 6 project partners from 4 EU countries, Belgium, Spain, France and Luxembourg, contribute in their usual activities to one or more European priorities such as the fight against dropping out of education and/or work, the inclusion of people with disabilities into the workplace, the development of transversal skills and the fight against illiteracy.


Their experience has led them to note that the staff or educators tend to position themselves in a unilateral relationship of support towards the persons concerned and that too often the models of intervention are not considered from the needs expressed by the latter, but by those perceived by the educators. At the same time, these adult learners sometimes unconsciously demonstrate self-discrimination. They then adopt attitudes of resignation to avoid confronting situations that seem hostile to them. Too often these so-called «vulnerable» audiences are qualified by their weaknesses, their lacks, rather than by their potential, their aspirations, their resources, while they develop incredible survival strategies.


We have defined three work objectives for this project:

  1. Change the pedagogical reference paradigm of educators and staff accompanying these learners
  2. Make explicit the skills of learners and make visible their potential
  3. Fight against the self-discrimination of adult learners


To achieve these goals, the project partners will create innovative educational resources that can be used by professionals in the field of adult education.

These resources are:

  • A frame of reference for trainers that allows them to build a conceptual framework around»empowerment», positive pedagogy and capabilities, to develop in each individual the power to act and foster self-esteem, self-confidence, initiative, creativity to increase one’s skills.
  • A gallery of «inspirational portraits» or «role models» created with the target audience accompanied by a methodology to enrich and use this gallery. These «role models» are neither idols nor superheroes, but inspiring leaders allowing them to recognize themselves in people close to their experience and reality and to escape the spiral of self-discrimination.
  • A game co-designed with learners to make visible their potential, their skills, to assist them in the construction of a life course, a path to employment and social inclusion.


Adult learners from different countries of the partnership will be associated throughout the project to build for and with them the educational resources.This co-construction, to which social work students will also be associated, will help to change the way we look at people and to recognize them in their richness, their potential, their innate talents. The project resources will be accessible online, and can be used by all educators in the European Union well beyond the field of adult education. 


To guarantee that the tools developed are flexible and adaptable to the different situations of European countries, the project will be developed within the framework of European cooperation and its products translated into English, Spanish and French.


The project will have an impact on the education and training system as it aims to improve training systems in the adult education sector and more broadly to support this audience. This work methodology can be applied in all training sectors and with all types of public: women, young people, people with disabilities, migrants, but also school, students,apprentices … Indeed, it allows educators, teacher trainers to put in place the right conditions to foster a more social and collaborative learning allowing everyone to develop their skills


A first public conference will be organized by Trànsit Projectes in Barcelona in December 2020, to present the progress of the work.

The Change of View project is funded by the ERASMUS+ Programme of the European Union , and its duration is 26 months, from September 2019 to October 2021 (project code: 2019-1-FR01-KA204-062326 ).


The project partners are: 

#M4inclusion: Makerspaces for Inclusion

enero 26th, 2021 Posted by No Comment yet


Makerspaces for Inclusion


Year: 2018-2020

Territory: Europe

Links: https:/ |

Through this international cooperation, a series of educational tools around the theme of the digital Do-It-Yourself are produced and tested, aimed at young people with fewer opportunities.


Concrete project reports will help achieve the following objectives:


– Develop team spirit, self-confidence, entrepreneurship of young people with fewer opportunities touched by partner organizations in their respective countries

– Develop the technical, artistic and digital skills of the target audience

– Fight against the digital exclusion of young people with fewer opportunities

– Spark debate about new technologies

– Arouse young people’s interest in careers and / or studies in the fields of digital manufacturing, mathematics, engineering, design, architecture

– Arouse the interest of young people for the communities of makers and digital DIY movements

– Improve the employability of young people with fewer opportunities

– Sensitize organizations active in the youth field to new working methods centered around digital DIY.


Makerspaces4Inclusion is a strategic partnership project, funded by the European Union’s Erasmus + programme from September 2018 to August 2020  (project code: 2018-1-BE05-KA205-002425)


Five organizations participate:

Digijeunes, Maker ConventTrànsit Projectes (Barcelona), Nod Makerspace (Bucharest), HorizonLab (Naples). The project is coordinated by Timelab (Ghent).


enero 26th, 2021 Posted by No Comment yet


Can community action unlock and deepen skills of those disconnected from the labour market?


Year: 2016-2017

Territory: Europe


Modes of learning outside formal settings (informal and non-formal learning) have received much attention over the past decade as a means to counter social and economic inequalities. EULER applies this concept to the urban scale. We believe that community actions call upon skills and competences of local residents that tend to remain hidden from the official labour market.


Our experience of initiating and supporting urban community actions throughout Europe teaches us that in order to further the development of their local area people are very motivated to contribute their capabilities and even learn new things. With this action-research we want to find out and test if these skills can also increase participants’ agency in the official labour market. We want to find out what those skills are, how they should be certified and how they can be promoted.


With community projects in four European cities (London, Antwerp, Berlin and Barcelona), EULER sets out to investigate the potential concealed in residents of urban areas described as critical or deprived. This action-research specifically addresses those disconnected from the labour market and formal educational institutions. We assume that the participants are easier to reach and to encourage when they are concerned with actions that are meaningful for their direct environment.


The 9-months-long community projects, running from September 2016 till June 2017, will pay special attention to

  • the possible alternatives to formal modes of learning
  • the benefits of neighbourhood-scale action for alternative learning
  • the need and ways of recognising/certifying skills and competences by employers, the wider public and the participants themselves.

In a more general way, we hope that project EULER can make a valuable contribution to the analysis of the changing working world, and the skills and competences that are needed therein. We will therefore not only look at the traditional labour market and its sectors but also at alternative modes to earn one’s livelihood (the rise of services like Uber, free-lancing, commons-based economies). Above all, we strongly believe that social and creative skills play an important role in our future world, and that it is a question of social justice to constantly question our traditional schemes of education and certification.


We four partners of EULERCity Mine(d) from London, Tesserae from Berlin, NDVR from Antwerp and Trànsit Projectes from Barcelona– are well-experienced not-for-profit organisations in the field of community work and urban citizenship. The simultaneous activities in four different European locations will help understanding the differences and commonalities of places. At the same time, participants will be involved in online exchange with their partners abroad. The EULER project was funded by the Erasmus+ programme of the European Union from September 2016 till June 2017 (project code: 2015-015-1-UK01-KA202-013775)  .


act: Accessible Culture & Training

enero 31st, 2017 Posted by No Comment yet


Accessible Culture and Training

Year: 2015 – 2018…

Territory: Europe


Accessibility plays a major role in modern knowledge-based Information societies. The potential of Accessibility through ICT and Assistive Technologies (AT) for inclusion and participation of all citizens are increasingly growing, allowing for a full integration in everyday life. The proportion of people depending on Accessibility (15% in 2013) increases and EU demography shows the growing tendency to Accessibility dependency for its ageing population. National as well as European legislation supporting eAccessibility is in place and the UN-Convention on the Rights of Persons with Disabilities, the most powerful, global expression in support of Inclusion and Equality, has a clear focus on eAccessibility, AT and Design for All.


The time has come to establish the new professional profile of media accessibility expert/manager, and its training. Full participation of all citizens in cultural events – as end users or participants – should become part of their daily life as for people without disabilities, restoring the concept of equal opportunity and Human Right of access to culture.



Within the framework of the ACT project (Accessible Culture and Training), the TransMedia Catalonia research group has led the development of a «Massive Open Online Course» (MOOC) on accessibility management in the scenic arts. The objective of this free course is to train future managers in accessibility for theaters and cultural venues. The course has been developed by ACT project partners: UAB, University of Antwerp, University of Vienna, Queen’s University Belfast, ECQA, NTGent, Trànsit Projectes and the Department of Culture of the Generalitat of Catalonia.


More information on MOOC:

More information about the project:


The ACT project was co-funded by the ERASMUS + Programme of the European Union, and was implemented from September 2015 to August 2018 (project code 2015-1-ES01-KA203-015734). 




Making Projects – OER

noviembre 15th, 2018 Posted by No Comment yet