Projects funded by Erasmus+KA2

Designing the Future

Project Duration: 2022-2024

In this unpredictable world, the pandemic became a great chance to remember and get aware of the skills that students need: decision-making, digital literacy/readiness, creative problem solving, critical thinking and perhaps, above all, ability to adapt.
Adaptability must be built into our educational systems in order to ensure that those skills remain a priority for all students. Particularly, in the 21st century we aim to grow a generation that produces technology rather than consuming it by spreading the different dimensions of technology and raising awareness to digital literacy/readiness with our project.

At the same time, we aim to enhance the way children can gain a scientific perspective on problem solving and raise creative and self-esteemed pupils with analytical thinking skills. The lack of qualified tutors in schools is the biggest obstacle in digital literacy/readiness, coding and 3D printing.

With our project we desire to raise awareness regarding the importance of digital literacy/readiness, coding and 3D printer usage in education for teachers, students aged 12-16, parents, curriculum providers, decision makers, Ministry of Education, universities and NGOs.

We all need to: enhance our 21 st century skills; gain lifelong skills; enrich curricula; reshape strategies and techniques in teaching-learning process; raise qualified generations for future employment; add EU value and quality to our organisations; increase academic success; develop creativity, communication and team-work skills; exchange good samples in digital literacy/readiness, coding and 3D implementation at international level.

Objectives: 

We want to expand awareness of all kinds of personal, professional, general skills in all partner organisations and technology professionals working in the field of information to improve their level of knowledge, by

  • Providing professional training with the support of our university and training centre experts to acquire high quality technology skills and competencies.
  • Enriching the participants’ teaching practices and expanding the diffusion network
  • Increasing the level of knowledge and skills on digital literacy/readiness with coding and 3D printer implementations on children age of 12-16.
  • Involving national and international projects with coding and 3D printer productions.
  • Producing creative and innovative ideas/implementations with coding and 3D printers.
  • Providing visibility of our organisations on a local, regional and international scale.
  • Creating various educational materials and our production result of the project.

The applicant country is Poland. Partners are Portugal University, Finland, Turkey and Italy training centres, Turkey Yeşilsu VET school and Estonia.

The project is financed by Erasmus+ KA2: 2021-2-PL01-KA220-SCH-000049796

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RE-THINK / RE-ACT

Project Duration: 2022-2024

This project, called RE-THINK / RE-ACT, focuses on the INCLUSION of Secondary Education students with adaptation difficulties and / or behavior in classrooms due to poor training of SOFT SKILLS, which, currently, supposes a real challenge for education systems, since they tend to focus their training on HARD SKILLS as a priority. These students often do not receive the appropriate educational response they need, either because they do not have the necessary resources for it or because of ignorance of their personal situation, which can lead to their being excluded from their classroom-group and from their schools, and may even lead to early school leaving.This situation can cause a break in the educational, emotional and social development of the students.

That is why, thanks to the GLOBAL MODEL proposed in our RT / RA project, we will seek to respond to the horizontal priority of INCLUSION AND DIVERSITY IN ALL AREAS OF EDUCATION, TRAINING, YOUTH AND SPORT, as well as the priority sectorial of ADDRESSING DISADVANTAGES IN TERMS OF LEARNING, EARLY SCHOOL DROPOUT AND INSUFFICIENT MASTER OF BASIC SKILLS.In this way, the needs of the students will be attended to to promote their personal development and, with it, a true inclusion, being able to accompany them in the search for their own TALENT and training them to adapt satisfactorily to their schoolcenter, their community and the demands of society, including the acquisition of skills that allow them to know and integrate the so-called SOFT SKILLS.

Objectives:

  • Favor systems for detecting weaknesses in educational centers in their attention to students in need of upskilling.-Develop effective materials that facilitate positive attitudes and behaviors that promote student inclusion.
  • Train teachers and educational agents involved in effective care, support and mentoring for these students.
  • Create valid teaching coordination tools to evaluate and improve the individualized treatment of students with these needs.
  • Provide an inclusive vision to European education systems through good practices carried out at national and international level for the development of talents in their students.

Outputs:

  • “RE-THINKING FOR SCHOOLS” (RFS), a tool that will allow educational teams and managers to assess whether theircenters are truly prepared for the inclusion of students and their support in the development of the necessary SOFTSKILLS, as well as to obtain answers, guidelines and routes for improvement in their daily educational work.
  • “RE-ACT WEBSPACE” (RAW), an educational platform or space for promotion, motivation and RESKILLING for teachers and families, where they can find methodologies and resources to carry out with these students in the different areas in which they are as well as pills or educational tips that will undoubtedly help you in your role as educators. ROLE MODELS and success stories will be included, that is, testimonies from boys, girls, professionals or families who have faced this problem on some occasion and have successfully overcome it.
  • “TOGETHER” (2Gapp), application for adequate teacher coordination that facilitates the transition between educational stages and work with the MENTOR or specialist of the RT / RA classroom, as well as with the different teachers of the ordinary classroom and the families or external specialists who They collaborate in the development of the students. This Will have an impact on an improvement in communication and a greater monitoring of the acquisition of competencies and skills of the students in the different contexts in which they find themselves every day.
  • “YOUDO”, interactive digital tool to encourage student motivation and make their participation in the activities that the RT /RA project proposes to facilitate their development more attractive. It will be oriented to the realization of games, challenges,interactive and self-diagnosis cards, etc., that can be used both in the RT / RA classroom with the MENTOR or specialist as well as outside of it, favoring autonomy and responsibility in the realization of tasks for their own personal development and the improvement of their behavior and adaptation.

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The project is financed by Erasmus+ KA2: 2021-1-ES01-KA220-SCH-000032542

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DIMPE – Digitalisation of multilingual programs in the EHEA

Project Duration: 2022-2025

The development of linguistic competence is one of the eight key competencies promoted by the EC. Despite MemberStates commitment to the promotion of foreign languages through enacting initiatives for the promotion of bilingualism, i.e., through YUFE and through the improvement of the effectiveness of language teaching in educational settings(Council on Multilingual and Language Skills Development, 2017), more actions in this area are imperative to promote further multilingualism and expand cultural understanding, acceptance and values.

For instance, Europe has not yet implemented a language flagship program similar to the USA. However, multilingualism is entrenched in Europe’s Foundation and cultural diversity. Consequently, it should be promoted at all levels. Evidence-based policymaking could contribute to this end so that more extensive and effective initiatives and actions are undertaken to prepare students for international mobility and guide them in becoming more competitive in a constantly demanding and evolving international labor market. A multilingual European society will facilitate cohesion, inclusion, intercultural understanding, and acceptance.

Higher Education Institutions (HEIs) can set the cornerstone to achieving this goal by adopting practices and undertaking novel endeavors to promote multilingualism. Currently, there is not a consensus for quality practice, andmany European HEIs, such as the ones involved in this project, need support for developing more potent pedagogical practices to promote multilingualism. Further, in most academic institutions approaches in foreign language teaching are driven by approaches used in first language teaching, without any significant adaptation of the teaching material, speech,or content in order to immerse students in constructive learning experiences.

Moreover, many incoming exchange students complete their mobility exchange programs without becoming immersed in the target culture or using the target language, except English. In many cases, linguistic and cultural experience is undermined. Such experiences do not help to accomplish the language objectives of the EU: to speak the native tongue in addition to two foreign languages.Consequently, program coordinators, directors, teachers, administrative staff, and students are in dire need of support and guidance to adopt practices that promote multilingual education. COVID-19 pandemic means more obstacles, which can be sorted out by digitalizing those multilingual programs.

Objectives:

  • support of multilingual program coordinators and directors in designing, developing, implementing, managing, and evaluating multilingual programs
  • guide and support of lecturers and students participating in multilingual programs in order to increase their intercultural and linguistic competences
  • promotion of the learning of the home language and culture to incoming exchange students participating in multilingual programs by providing decision-makers with internationalization strategies and actions
  • dissemination of previous results in order to reach multiple target groups within the educational community and through diverse strategies and channels

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The project is financed by Erasmus+ KA2: 2021-1-NL01-KA220-ADU-000026000

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Skills4Mums – Job skills for unemployed mothers

Project duration: 2022-2023

Project’s aim is to increase social and economic mobility among stay-at-home mothers with no job and low income by providing the tools they need to thrive in their life, thereby strengthening generations of families and children to flourish and succeed both in work and life. Skills4Mums offers skills training for unemployed mothers in Greece and unemployed immigrant mothers in Finland and Sweden, supporting them to find employment and return to the workforce. The partnership between Learnmera,  Rise Club and Be-Creative will have a trans-national European dimension, and a focus on exchange of good practices and experiences.

Unemployed mothers in Greece are a particularly vulnerable group struggling in
a socio-economic context additionally impacted by the consequences of the Covid-19 pandemic. This project aims to support the inclusion of unemployed mothers with few opportunities with an emphasis on their integration to the labor market identified in Greece, Finland and Sweden through local networks and the municipalities.

Pooling of resources at European level through a partnership between organizations supports the exchange of know-how and sharing of challenges such as unemployment, gender equality as well as economic vulnerability and integration/employability of migrants at European level.

Objectives:

  • To develop teaching and learning approaches that are relevant to the needs of the labour market in the aftermath of the pandemic, focusing on the specific needs of unemployed mothers.
  • To create the Rise Club Academy offering skills training to unemployed mothers in Greece as well as unemployed mothers from immigrant communities in Finland and Sweden, supporting them to find employment and return to the workforce.
  • To develop specialized learning content for a series of courses/seminars on: digital skills, language skills  job search training and career guidance.
  • To create work-based learning opportunities for unemployed mothers in Greece, Finland and Sweden through placements, training in companies.

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The project is financed by Erasmus+ KA2: 2021-2-E101-KA210-ADU-000049774

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E-safety – Learn E-Safety and Be Safe on Digital World

Project duration 2021-2023

With advances in science, technology is now an integral part of everyone’s life. Consequently, the effective use of digital technologies has come to the forefront of the competencies that future generations must have. However, it is possible to bring this competence to future generations if teachers are also competent.  The digital transformation and high performance digital skills are among the strategic priorities in the Erasmus + 2021- 2027 program guide.

Furthermore, in line with society’s changing workforce needs in the process of digital transformation, it has become a necessity for the new generation to be able to use technology consciously and effectively as individuals who produce information, not as consumers of it. At this point, studies and reports produced by national and international institutions have revealed that individuals must have certain skills such as information literacy, data literacy and ICT skills. This project’s aim is to create a safe internet environment for students by increasing digital competencies. In addition, the aim is to train better equipped educators and more conscious generations by sharing good practices in ICT technologies with project partners in European countries and transferring good practices to the schools. The skills, qualifications and competencies that teachers must have to train future generations are likewise those that have been framed by international and national institutions. Teachers’ digital competencies are important for their students’ ability to take advantage of new technologies.

Objectives

  • To equip students with the skills of problem solving, information access, information processing and presentation through the effective use of ICT tools and enable them to use these technologies effectively and safely.
  • To raise children’s awareness and understanding of the rules needed to prevent the negative effects of online activities.
  • To  improve the quality of education by supporting digital learning environments with educational practices, objectives of the institution.
  • To improve  collaboration between the community, school, teachers and students through the use of computer tools.
  • To create opportunities for educators to increase their professional and personal development by exchanging ideas and by acquiring new and innovative methods.
  • To develop ICT techniques and methods through which teachers will learn about digital citizenship and digital literacy skills.
  • To ensure the use of information technology tools in the work of school administration, to facilitate administrative work and make it more efficient.

The project is financed by Erasmus+ KA2: 2021-1-ES01-KA210-SCH-000032341

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LEAD – Learning in difficult Times

Project Duration: 2022-2024

The aim of the project called “Learning in difficult times” is to break the prejudices of educators working in the field of adult education and to draw attention to the use of tools such as skype, zoom and blue button in adult education.
According to European Union criteria, an adult is anyone between the ages of 25 and 64. As the world population ages,the importance of education given to adults increases.However, adults have different needs than students in formal education.Again, the time adults spend on learning is different.Adults have different budgets for learning.Adults have different learning methods.Adults focus on individual learning rather than group learning. They act according to their own learning speed and needs.Their motivation is very high.They have experience and use this experience in new learning.Adults learn more easily than students in formal education, provided that there is sufficient time and opportunity.It is easier for adults to access learning tools and learning technology. Adults have strong economic resources and money. However, adult learners are not as practical as younger learners in using technology. In fact, they are more distant to technology and innovation than young people.For this reason, adults need to be convinced of the importance of lifelong learning and to break their prejudices about the difficulty of using technology.Education services have been disrupted in many countries due to the coronavirus process. Due to the suspension of education and quarantine practices in schools, approaches such as home learning or self-learning have come to the fore.This situation necessitated the use of educational technology and distance education tools. Adults who are not prone to technology and prefer face-to-face education have had a hard time in this process. For this reason, it becomes very important to enlighten adults about educational technology and to use technology by adult educators and people working in the field of adult education.Thanks to the use of technology, learning difficulties can be overcome.

Skills and competences of adult educators to be developed during the course:

  • general knowledge of LEAD method;
  • ICT competences – teachers will be acquainted with useful apps and supporting save behaving of adult persons using mobile or other ICT apps;
  • improved knowledge on supported employment and on increasing employability of adult persons

The project is financed by Erasmus+ KA2: xxx

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Project Duration: 2022-2024

Multi-I – Multimodal Interaction and Information

Multimodal Interaction and Information (Multi-I) is a 24-month strategic adult innovation partnership aimed at empowering trainers of adults and educators by equipping them with powerful instruments and methodologies aimed at integrating adult refugees through the creation of multimodal pedagogical literacy tools.

As a critical component of lifelong learning, multimodal literacy encourages adult people to engage civically, to overcome disadvantages, and to represent viewpoints that are oppressed and lacking. Adult people need to be able to communicate effectively in an increasingly multimodal world. This requires teaching them how to comprehend and compose meaning across diverse, rich, and potentially complex, forms of multimodal text, and to do so using a range of different meaning modes.

The solution is to provide the target group with multimodal literacy skills. It is a prerequisite for educators to increase their experience in this field for the acquisition of these skills. The Multi-I project has determined educators and trainers, who will play an important role in the acquisition of these skills to adults, as the target group and planned the project outputs in a way that will enable them to gain competence in the field.

Objectives:

1. Phase of research and analysis: This step will be composed of
a) researching on effective national and international models of Creative Drama and Media Literacy and Digital Storytelling methodologies in the light of Multimodal Literacy
b) Sessions of the national focus group with the target group and stakeholders; The Research Report ‘Challenges in multimodal literacy and effective models to ensure the integration of adult refugees’ will be the outcome of this process, providing the basis for the structuring of the training format ‘Adult work ensuring social integration of the target group’ to be tested during the Joint Staff Mobility period.

2. During the Joint Staff, the development of the Multimodal Literacy Toolkit to ensure the integration of adult refugees and its draft will be produced. The Toolkit will be one of the Web Platform’s Open Tools, organized in a PDF format, augmented by video tutorials of the Joint Staff’s activities.

3. To develop integration by Multimodal Literacy Web Portal, which serves as both an educational center for storing information materials and educational tools, such as the digitalized version of the Training Format in e-learning modules, the PDF version of the Toolkit and video tutorials, as well as a networking channel for trainers and members of adult organizations and NGOs to share good practice.

Results:
The products we will obtain at the end of the project are as follows:
Training Format for Trainers of Adult, Multimodal Literacy Toolkit, and One Web Platform.
The Multi-I project aims to strengthen educators and institutions actively working in adult education with innovative pedagogical products for the integration of refugees, which is an important issue at the European level. At the same time, as Multimodal literacy is a skill that every age group should acquire, we aim to encourage cooperation between sectors and different education levels in the project.

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The project is financed by Erasmus+ KA2: 2021-1-NL01-KA220-ADU-000026000

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Project Duration: 2022-2024

Digit & Learn – Empowering teachers for a more interactive, efficient and appealing digital learning experience

The KA2 “Digit & Learn” partner consortium will support teachers and professors in a digital upskilling journey that enables them to exploit the potential of digital means and technologies.
They will create educational tools that complement their teaching thanks to innovative approaches such as virtual reality environments (VRE) and game-based learning (GBL).

Project outcomes
1: Promotion of the use of digital and virtual means in school education.
2: Adoption of project results by different educational entities that will integrate them in the curricular activities.
3: Consolidation of a cooperation framework allowing partner organisations to be active on the topic exchanging information and proposing follow-up initiatives, also with the involvement of interested stakeholders.

Project Results
1: Blended learning-based Training Format targeted at teachers aimed at providing them with digital and new technologies content creation competencies.
2: Digital & Virtual Toolbox issued from the co-creation process between partners and trained teachers containing the new developed digital tools to be employed during lessons for a selected sample of school subjects.
3: Assessment system aimed at measuring the impact of the Digital Toolbox on student learning achievements.

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The project is financed by Erasmus+ KA2: 2021-1-LT01-KA220-SCH-000027737

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Project Duration: 2022-2024

Empowering Disadvantaged Women via Distance Education for a Sustainable Development Project

In the global agenda, women are regarded as the key driver for economic empowerment and employment. Gender equality (GE) is at the centre of EU values and is supported within the legal and political framework.
Recent research and statistics show that the integration of women, with fewer opportunities, in the Covid-19 process has slowed down in most European countries. This fact needs to be addressed and gives an opportunity to rethink strategy, be successful and find new ways.

The project aims to provide special learning opportunities to low-skilled adults and women, to encourage women to education by removing the space and time limits, and by increasing women’s economic empowerment/basic skills and competencies through distance education. In particular, our project focuses on housewives, immigrant or refugee women with multiple disabilities who want to be educated but can’t. They are responsible for housework, sick and elderly care and at the same time out of the education system and cannot work.

Through this innovative method, and continuously renewed open access online courses, we will increase the employability of the target group. This will provide important results for individuals, families, communities, and society.

Objectives
· To create an e-learning platform that can be integrated into the systems of institutions, that will reduce women’s poverty and are based on lifelong learning.
· To certify the compulsory domestic work done by women, to turn this disadvantaged situation into an advantage for them.
· To contribute to increasing the employment of disadvantaged groups through education.
· To provide easy access to education services with distance education modules for women who cannot attend face-to-face courses and create certified programs.
· To empower women in careers, entrepreneurship, digital skills, and financial literacy through education and ensure their participation in social and economic life.
· To create a strong social education network for women.
· To encourage women to develop themselves by providing professional and personal development trainings.

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The project is financed by Erasmus+ KA2: 2021-1-NO01-KA220-ADU-000033467

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Project Duration: 2021-2023

Digital Health Literacy (Digital Health Literacy to Increase the Resilience of the Disadvantaged Group)

This project aims to increase digital health literacy to increase the resilience of the disadvantaged group (elderly, disabled, stay-at-home mothers) who cannot get out easily in accessing digital skills applied in the health sector. This project develops tools for letting users better manage their health and make their health literate.

Digital health literacy ‘is the ability to seek, find, understand, and appraise health information from electronic sources and apply the knowledge gained to preventing, addressing or solving a health problem’. Digital communication technologies are playing an important role in the health communication strategies of governments and public health authorities during the COVID-19 pandemic. The internet and social media have become important sources of health-related information on COVID-19 and on protective behaviours. In addition, the COVID-19 infodemic is spreading faster than the coronavirus itself, which interferes with governmental health-related communication efforts. This jeopardizes national public health containment strategies. Therefore, digital health literacy is a key competence to navigate web-based COVID-19–related information and service environments.

The overall objectives are to increase digital health literacy to increase the resilience of the disadvantaged group and to get to know the digital health tools used across Europe.

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The project is financed by Erasmus+ KA2: 2021-1-NL01-KA210-ADU-000034096

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Project Duration: 2021-2022

Use your time creatively

The ‘Use your time creatively!’ project is based purely on the exchange of good practices, a cultural initiative with an educational dimension. Each participating organisation developed an innovative learning method for adult learners that will be transferred to the rest of partners. The project aims to extend the competences of educators in the field of new methodologies for adult learners, as well as preparing an innovative set of educational materials dedicated to a group of young parents.

The participating organisations from Poland, Finland, Portugal, Greece, Georgia and Egypt, will gain a wider, more attractive educational offer that will be better suited to the needs and interests of the target group.

Each organisation specialises in different field which ensures a wide exchange of good practices.

There will be free access to the materials created, which will extend the exchange of good practices at national and international level. The project will strengthen competences of educators and introduce new, innovative solutions for adult learners in a long-term perspective.

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The project is financed by Erasmus+ KA2: 2020-1-PL01-KA227-ADU-095421

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Project Duration: 2021-2023

AR4EFL

For teachers, the COVID-19 Pandemic has become a great challenge for which there is no preconfigured playbook that can guide appropriate responses. The crisis has, among other things, demonstrated the complexity of keeping young primary school students attentive to the online explanations of teachers.

The learning process that we typically find in the classroom, either that is based on traditional translation-based methods or more interactive everyday dialogues and material, still cannot be compared to the real experience that the students can have nowadays with the use of technology. Augmented Reality (AR) can be defined as “a real-time direct or indirect view of a physical real-world environment that has been enhanced/augmented by adding virtual computer generated information to it”.

With this project we aim to train school teachers to use AR when teaching English as a foreign language to young students, who are also the final beneficiaries of the project.

Objectives
• To create a realistic learning environment for learners of a second language so as to motivate them to learn.
• Design, test and publish an innovative educational package based on AR technology for primary school teachers that will guide and support their English (or any other) as second language teaching.
• To provide quality training to primary school teachers on how to utilise the innovative educational package in traditional or virtual/online classroom.

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The project is financed by Erasmus+ KA2: 2020-1-UK01-KA226-SCH-094466

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Project Duration: 2020-2022

Integrating Digital Learning (integrating digital learning competences into the education curriculum)

Digital competence includes the safe and critical use of Information Society Technology for business, entertainment and communication. This is supported by basic skills.

Aims of the Project:
1. To raise 21st century competencies
2. To increase the digital information and data literacy competencies
3. To improve digital communication and collaboration competencies
4. To increase the competencies of digital content production
5. To upgrade digital security competencies
6. To increase digital problem solving competencies

Activities for the Purpose of the Project:
1. With this 21st Century Competencies activity, in this competence field, the participants will be able to understand the place of digital skills in the 21st century.
2. Analysis, comparison and critical evaluation of the information and digital literacy activities and the reliability of information and digital content sources in this competence field will be made.
3. With the Digital Communication and Cooperation activity, data, resources and information in this competence field will be used together with digital tools and technology in a collaborative process.
4. With the activity of Digital Content Production, students will be able to organize digital content in different formats and express themselves in digital ways.
5. With the Digital Security activity, practices will be carried out to prevent students from protecting the privacy of personal data in digital environments in this competence field.
6. With this Digital Problem Solving activity, applications will be made for the participants in the following subjects in this competence field.

Methodology:
Within the scope of the two-year project activities, three international meetings and six LTT activities will be held. All partners will send two participants to international project activities. All partners will send three participants to the second, third, fourth and sixth project activities.
An eTwinning project page will be actively used for the implementation and dissemination stages of LTT activities.

With the Digital Practice Guide, it will enable to analyze problem areas in a timely manner, to determine the strategy to meet the need, to make arrangements in learning environments to achieve the goal and to determine the rate of achievement of the goals. The Digital Application Guide will be updated as needed and will achieve a long-term, sustainable cycle.

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The project is financed by Erasmus+ KA2: 2020-1-CZ01-KA201-078315

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Project Duration: 2020-2022

AWARDS (autonomy and well-aging reinforcement for the adult people with down syndrome)

The specific objective of the project will be achieved by reaching two different project results with a series of activities to be implemented and outputs from them. These results and the activities to reach these results are planned as the following.

RESULT A- Improving the competence of families and professionals with the adults with DS to gain their skills of autonomy in order to reinforce active and well-aging of the adults with DS.
Activity A1- Creating “Skills and Interests Test for Adults With DS” for accurate professional and social orientation of the adults with DS.
Activity A2- Developing “Multimedia Training Tool for Healthy Nutrition” for the adults with DS.
Activity A3- Developing “Multimedia Training Tool for Physical Exercises and Sports Training” for the adults with DS.
Activity A4- Creating “Vocational Education, Employment and Social Participation Training Module” for the families and professionals of the adults with DS.
RESULT B- Improving the competences of families and professionals of the adults with Down Syndrome to increase their life quality in order to reinforce active and well-aging of the adults with DS.
Activity B1- Creating “Sexual Health and Sexual Education Module for Adults With DS” for the families and professionals of the people with DS .
Activity B2- Creating “Health Protection Training Module for Adults With DS” for the families and professionals of the people with DS.
Activity B3- Creating an e-learning platform to reinforce the education materials and skills and interest tests.
Activity B4- Organizing adult trainers’ training activities of AWARDS project training modules.
Activity B5- Pilot training activities of AWARDS project training modules in partner countries.
Activity B6- Organizing “Active and Well-Aging in People With Down Syndrome Conference and Concert Program”.

The competences of the families and professionals of the adults with DS will be achieved in order to equip the adults with Down Syndrome with knowledge and skills in professional, technical, social or cultural fields, to bring them to life and to support them to become productive individuals. With the project products and results obtained within the scope of the project, the active and well-aging will be reinforced by increasing the social inclusion of the adults with Down syndrome.

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The project is financed by Erasmus+ KA2: 2020-1-TR01-KA204-094615

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Project Duration: 2020-2022

STEM – Labyrinth (STEM Labyrinth as a method for increasing the level of knowledge through problem solving)

The world has been changing rapidly, and the knowledge and skills acquired today are not foreseen to be sufficient while preparing our students for life. It is emphasized that the 21st century skills, such as digital skills, critical thinking, cooperation, problem solving, innovative and analytical thinking, are more than required.

In accordance with the priorities set by the European Commission, the STEM Labyrinth project is aimed to develop the so called “STEM skills” in students (Science, Technology, Engineering and Math), which can be considered basic skills and are, for this, the main focus of our project.

With the project we would introduce a new and innovative approach in STEM education addressing Innovative practices in a digital era as priority. Project intends to develop an innovative STEM Labyrinth Method and design Mobile App, to create a transformative educational experience for high school students. The real-world problem scenarios will empower students for higher-order thinking and problem solving, preparing them to be competent and ready for their careers in the fast moving digital world.

The Consortium consisting of seven partner countries will develop four intellectual outputs:

1. Toolkit promoting STEM Education

2. Mobile Application STEM Labyrinth

3. Guidelines for STEM Educators

4. Training course for STEM Labyrinth method

The main output Mobile App would represent a virtual simulator of real-life problems asking learners to tackle a real-world problem and by doing that to gain knowledge through problem solving. Thus App STEM Labyrinth will put the students in the centre of a labyrinth and it will challenge them to begin solving problems and eventually reaching the solution. Through providing help at several stages, the app intends to increase the motivation and the students’ understanding of the problem. Apps will provide clues and paths towards solving the defined problems and a step-to-step approach that will grab the attention of students and inspire them to get excited about STEM.

The project will contribute to the process of teaching STEM by giving useful tools for the teachers to implement new teaching methods and materials that will encourage STEM teaching and empower youth and students to be problem solvers. It will also develop course plans and teacher training courses for STEM, targeting teachers at primary, lower secondary and upper secondary level within the area of STEM in schools’ European dimension by promoting closer relationships between teachers, schools and relevant stakeholders and policymakers.

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The project is financed by Erasmus+ KA2: 2020-1-PT01-KA201-078645

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Project Duration: 2020 – 2022

EnForSe – English for seniors, practicing English with the Montessori Method

A large portion of the population is over 65, still healthy and life expectancy has lengthened and the quality of life has improved. These Seniors are still very active in supporting their children, help raising their grandchildren and would still like to learn. An important pillar of society, how effective they are, and some need to feel involved in the education path again, learning processes and social events.

Our challenge is:
Is it possible to teach the elderly?
Can the elderly actually learn? And learn a second language?

Our long term aim is to build bridges through aged persons in different European countries. The crucial point is to experiment with English, using it for communication and not just teach in the traditional theoretical way. Using the Montessori method to teach the elderly by creating places where you learn English, experiment with English, and participate socially in European culture and at the same time: the EnForSe Corners!

During the activities, these EnForSe Corners will give opportunities for meetings between Seniors who live in different countries and who use English to communicate.

Through this project, we will introduce to the Montessori Method a sort number of teachers and adult trainers in the field of language learning for adults.

Some of the target groups are retired workers in general, unemployed seniors that have never been able to graduate but wish to learn and restart their studies or simply seniors that need company.

Target:
10/15 seniors from each partner country will be involved in English lessons and EnForSe activities, the target of the total amount; 90 seniors, over 65.
18 English teacher trained in Montessori inspired methods for seniors.
EnForSe practical guidelines to teach English to seniors.

Outputs:
1 EnForSe special room created for sustainability and dissemination
6 EnForSe Corners created
6 EnForSe Multiplier Day Events implemented

Partners: Poland, Italy, Spain, Turkey, Germany & Finland.

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The project is financed by Erasmus+ KA2: 2020-1-IT02-KA204-079745

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Project Duration: 2019 – 2021

Our project, IndyLan, will develop an educational tool designed specifically for users to learn not only some of Europe’s endangered languages but also more about the cultures of the people who speak these languages. The tool constitutes a gamified language-learning solution in the form of a mobile application. Smartphones have become a popular educational tool and the number of the smartphone and tablet users of all ages is constantly growing in the EU. The IndyLan application will help speakers of English, Spanish, Norwegian, Swedish and Finnish to learn Gaelic (designated as ‘definitely endangered’), Scots (‘severely endangered’), Cornish (‘critically endangered’), Basque (‘severely endangered’), Galician (a minority language) and Saami (‘severely endangered’).

The application is building on a previous project, Moving Languages, with the key difference that IndyLan will produce one application for all languages, and not multiple language-specific applications as Moving Languages did. IndyLan will contain around 4,000 vocabulary items (both terms and expressions) in about 100 categories. The modes that will be available in the application are: Vocabulary; Phrases; Dialogues; Grammar; Culture; Test.
The vocabulary can be practised in several study modes, such as (the list below is indicative):
1. Flashcards for image+text practice
2. Choose the image according to the word
3. Select translation
4. Multiple choice with images
5. Multiple choice with words
6. Matching
7. Choose the letters
8. Write the missing word
9. Listening comprehension (with audio files)
Most of the items will be illustrated for easy concept recognition. There will be audio for all vocabulary, phrases, dialogues etc. The app will also include a dedicated Culture tab with texts, music and images, where users will be able to learn more about the heritage and culture of the people speaking the selected endangered languages.
The IndyLan application will be available for download globally for free in both iOS and Android. Like all language-learning apps, IndyLan is complementary to other language- and culture courses and can be considered to be part of self-study material. Our vision is for the IndyLan app to contribute to endangered language learning and revitalisation so that these languages remain alive and relevant in contemporary societies and economies.

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The project is financed by Erasmus+ KA2: 2019-1-UK01-KA204-061875

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Project Duration: 2019 – 2021

MH+ will develop governance and benchmarking tools for use by VET professionals in order to understand and improve their current approach to mental health issues.

Consequently, MH+ aims to develop a complementary ‘top down’ approach which allows VET institutions to fully understand how mental health and well-being fit into their services, and so develop responses that are inclusive of a range of learners. This will be achieved by developing a series of governance and benchmarking resources that underpin a structured and supported approach to quality service design. Partners will first develop an MH+ Charter which will set out the minimum requirements an organization needs to conform to in order to consider its provisions inclusive of learners with mental health issues. This will be achieved through desk and field research into current best practices and emergent trends across Europe.

The Charter will then be used as the basis for an interactive digital benchmarking tool that VET practitioners will be able to use to assess their current services and then track their improvement. Each organisation’s score against the Charter will form a ‘Mental Health Footprint’, with those organizations scoring highly awarded an MH+ quality mark. The final project output has been designed with sustainability and long-term impact in mind, as partners will produce a skills profile and resources for the development of a Mental Health Champion role. This will help MH+ achieve a wide impact on the governance structures found across VET institutions, helping these organizations to become more welcoming and inclusive for a range of young people with mental health issues.

This will see an improvement in the numbers of students from these groups engaging with VET services, helping to address the current retention and drop out rates in VET.

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The project is financed by Erasmus+ KA2: 2019-1-UK01-KA202-062036

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Project Duration: 2019 – 2021

The project ASSESS aims to define innovative methods and tools for the assessment of EFL learners. Its main goal is to bring new approaches to assessment and contribute to the development of evaluation consciousness. It also wants to support the restoration of the assessment system and share good practices among European countries. By creating an international network, schools and teachers can learn from one another, share valuable knowledge and insights and are better equipped. This strategic partnership offers a bridging innovative activity with concrete outcomes in Europe. These aspects contribute to many key objectives of The Europe 2020 strategy such as “promoting entrepreneurship, creativity, and innovativeness at all levels of education”, “Promoting the acquisition of skills and competences “ and “adopting a holistic approach to language teaching and learning.”
The Project will be implemented with a total of 6 partners from 6 countries: Portugal, Turkey, Finland, Greece, Germany, and Spain. Some of the chosen partner countries are known well with their language education in the schools. The partnership will create an online exam creator where EFL teachers can share the best methods and techniques in the assessment of young learners.

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The project is financed by Erasmus+ KA2: 2019-1-PT01-KA201-061275

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Project duration: 2019 – 2021

“IntegrAction – Action for socio-economic integration of refugees and asylum seekers” project is elaborated in order to promote the social and economic inclusion of the refugees and asylum seekers in the local context of reception.
The general objective of the IntegrAction project is to contribute to the social and economic inclusion of migrants, refugees and asylum seekers in the local context of reception.
The Specific Objectives are:

  • To improve the linguistic competences of refugees and asylum seekers in order to promote the process of socio-economic integration.
  • To increase the employability of immigrants through the strengthening of socio-professional and entrepreneurship competencies aimed at job placement, active job search and self-employment.
  • To develop social and intercultural competences in immigrants stimulating their active participation in the local communities through mutual understanding initiatives.

The intellectual Outputs within the project are connected with the main barriers faced by refugees and asylum seekers: host country language, access to the job market, social acceptation by local communities of the host country.

  • The IO1 – “Tool4aLLs – Toolkit on digital tools for Literacy and Language proficiency”;
  • The IO2 “Immigrants in the Labour Market: a manual to facilitate entrepreneurship and business start-up”;
  • The IO3 “Webdoc – Migrant Diaries”

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The project is financed by Erasmus+ 2019-1-IT02-KA204-063302

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Project duration: 2019 – 2021

The GREAT project focuses on learning, teaching and using new technologies and being adequate about using the digital competences. It cannot be denied that it is compulsory to keep up with the
technology. In order to be able to use it in a positive way, first teachers should include the usage of technology in their yearly plans and curriculum.

Technology is playing a critical role in how curricula are being developed and implemented. This is reflected in a huge movement in many countries to create STEM (science, technology, engineering,
and mathematics) curricula to prepare students for lifelong learning and the demands of the future.

Through this project, the children who have difficulties to learn many abstract concepts will become familiar with the contents of new technologies thanks to the coding and robotics. The children will have a better understanding and will have the ability to think in three dimensions. Reading books or just studying is not enough for us to reach information. Because even in a second, a new invention emerges and we have countless new automatic vehicles. The world of science brings technology to today’s inventions and brings the products we use with coding and robotics to the points we cannot
imagine. All of them come from the perfect harmony of coding and robotics. Therefore, starting from the early ages, coding and solving the robotic language, they will continue their lives without confusion
as they will understand the content of the new inventions which they will encounter during their lives. Primary school students will be introduced to coding through Block-Based Coding through
robotics, which involves dragging and matching different “blocks” of instructions. Secondary school students will learn Python programming and utilize Makeblock robots and construct advanced
projects. Professional Development is the key to success, thus teachers will be equipped with key competencies and skills which will assist them to succeed in their professional or academic careers.

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The project is financed by Erasmus+ 2019-1-UK01-KA201-062030

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Project duration 2019-2021

LANGO – Language on the go
Project LANGO is the development of a mobile phone app and web portal working in tandem. The project aims to provide European language education for refugees and new-comers, making Europe their new home.

LANGO is an ERASMUS+ funded project and involves five partner organizations: The Netherlands, Belgium, Turkey, Greece, and Finland. The languages of these countries (except Finland) represent the target languages on the app. This project is a continuation of the previous project Moving Languages. There will be many refugee languages common to those of the arrivals in each of the partnered countries. These will include common mother tongues such as Arabic and Farsi, as well as some minority dialects such as the three dialects of Kurdish, Sorani, Bardini, and Kurmanji.

Therefore, all the menu items and audio files contained on the app in the target language can be translated into the mother tongue of the learner. This feature will enable learners from a zero foreign language background to begin educating themselves on a free, easy, and fun to use mobile app.

The web-portal will contain printable PDF study material and will play host to the animated Daily Life series involving 10 x two-minute episodes in each of the partnering languages. These episodes will also include follow up exercises to support a better understanding of the content and at the same time, teach critical cultural differences.

Project LANGO is an innovative and creative way to engage refugees and new-comers in their integration process in a less formal way. After all, learning should be fun.

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The project is financed by Erasmus+ 2019-1-NL01-KA204-060376

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Project duration: 2019 – 2021

The main aim of the City Quiz & Walk project is to enhance integration and cultural education of migrants, immigrants, expats, and students using an innovative city quiz mobile application.

According to the research conducted at the preparatory part of this project application, the mobile app created for this project will be a unique digital solution both for the foreigners residing in partner countries as well as the professionals working with immigrants and refugees. 

In this project, we will deliver 5 versions of the mobile application for city quizzes with the main focus on the partner’s cultures in their capital cities. The partner countries are Finland, France, Greece, Portugal and Lithuania. This thematic app will contain illustrated and text questions that will help the user get a better understanding of the culture, traditions and key figures in the partner cultures. In our mobile app we will be offering a possibility to explore the culture and history both by solving the online quizzes in the mobile app and (when the app user is present at the quiz location) by following the map of the area to be able to solve the quizzes and familiarize themselves with the places on which the questions are based. 

Each version of the mobile application will be available in 2 languages English as well as the partner language.

After the project completion, similar mobile apps can be created for other cities.

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The project is financed by Erasmus+ KA2: 2019-1-FI01-KA204-060734

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Project duration: 2018 – 2020

This project, Financial Education for Educators aims to build capacity in organisations providing financial education by empowering the organisations and their staff to deliver high quality training in financial and economic literacy. Within this broad aim, the main objectives are to:

1. Provide a comparative analysis of the preparation of financial educators in Europe, North America and Australia to inform the future training and preparation of financial educators
2. Review existing curriculum and competence frameworks in finance, and formulate a financial and economic competence framework for educators
3. Improve the financial and economic competence of at least 14 adult educators to deliver financial education to adults
4. Provide opportunities for adult educators to improve their competence to deliver financial training though an e-course in financial and economic literacy.
5. Create a course that would confer “certified financial educator” status to that completing it successfully.

The project is aligned to:
• European 20-20 strategy and New Skills Agenda – within developing digital competence is a priority
• Erasmus + objectives of improving the level of key competences and skills, with regard to their relevance for the labour market and their contribution to a cohesive society through increased opportunities for learning mobility
• Fostering quality improvements, innovation excellence and enhancing transnational cooperation; and

It supports KA2 objectives by
• Extending and developing educators’ competences, particularly in the effective teaching of literacy, numeracy and digital skills to low-skilled or low-qualified adults, including through the effective use of ICT
• Improving the high quality learning opportunities through innovative means including non-formal education
• Improving the key competences of adult learners, especially those that are disadvantaged

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The project is financed by Erasmus+ KA2: 2018-1-UK01-KA204-048179

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Project duration: 2018 – 2020

Recent developments in gender issues – from an increased awareness of trans rights to female equality and ‘lad’ culture – have brought a range of gender identities into the mainstream. At the same time Generation Z has a far more fluid approach to gender than has previously been seen. The problem for VET schools is that they have found it difficult to keep up to date with these rapid developments. As a result, their provision, facilities and policies are not always set up to offer a welcoming environment for the range of gender identities that may now look to engage with their services. This is true of potential new staff as well as students – with a shift in the whole approach to VET provision – from course design and promotion, to HR policies and recruitment needed.

It is certainly true that there are already some excellent examples around gender diversity training found across Europe. However, the most common approach within VET to tackling gender identity is to take a bottom up approach, which sees training and resources being focussed on individual groups or issues (e.g. just women or just trans issues etc.). The problem for VET professionals is that their provisions need to address the nuanced needs and demands of all of these groups, something which this more targeted training does not prepare them for. Therefore, the project looks to address this imbalance by providing tools which allow VET practitioners to develop a top-down view. In practice this will mean helping them to develop institutional frameworks and policy which enables them to highlight deficiencies and so focus on areas where the training already available on gender issues can have a real impact. Ultimately this will allow VET institutions to create inclusive learning environments which move beyond gender stereotypes to create a gender positive approach to learning (something which will allow staff and young people to better develop and thrive as individuals).

To achieve this, the Gender+ project will take a pluralistic approach to gender identities, in order to explore the diversity that exists within the contemporary population. Examples of the types of gender issues to be addressed include moving beyond a view that female students should be limited to choosing traditionally ‘female’ courses, helping trans, non-binary etc. people feel able to take part in activities and tackling engrained ‘lad’ culture, which places pressures on young men to conform to outdated stereotypes.

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The project is financed by Erasmus+ KA2: 2018-1-UK01-KA202-048039

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Project duration: 2018 – 2020

Online learning environments are widely used by training institutions but those tend to be used as content delivery, therefore a huge capability of those environments and teaching method is missed. Also, a lot of practitioners are engaged with training activities not being educators (tutors, facilitators, coach, mentors, team leaders, human resources departments…). The necessary background of pedagogies and techniques is missed and theoretical manuals are not the best way to make that kind of people acquire the necessary skills. They need some effective and practical way to learn. They have a lot of experience and expertise teaching face-to-face, but when having to do online training, they miss the digital skills and affordance of the technological capabilities.

We do not aim to create a manual for trainers, as there are a lot of already existing ones. We want to create an online course, together with a student’s workbook to directly teach future online trainers. We will reduce the theories to a minimum while focus on exercises and practise so they will feel the online environment as a learner.
The title of the project “online training: the treasure within” makes reference of our target activity, that is “training”, and the treasure makes reference to all the benefits that can be obtained from online learning: (1) learning the subject course, (2), new learning methods based on net-society (3) applied ICT competences, including soft-skills and transversal digital competences.
Partners applying for [onTrain] project have already identified the needs and potentialities of an adequate online training in papers such as “Senior students in virtual spaces; the treasure within” (P.Escuder et al. in ICERI 2015 Seville), “Virtual online learning; the evolution and grow of Senior Citizens” (P.Escuder et al. INTED 2017 Valencia), In these researches we do not only show the capacities of online teaching environments that usually are missed, but also the competences, soft skills, attitudes and values that adult and senior learners acquire. The validation here becomes also crucial and we want to facilitate this process as stated in the research “Technology-enhanced transversal skills for lifelong learning: method, competences, validation” (A.Beltran, R.Esteller et Al.l. in ICERI 2016 Seville). P3-ULE has also demonstrated a need of the project as the new trainers lack the expertise necessary to use a virtual platform for teaching (focus groups research), currently, senior trainers, are the ones involved in this exchange of knowledge.
Besides the need and solution identified and published in previous conferences, there is also a European need. It can be observed from current policies: Action 68 of the “Digital Economy & Society” with the title “Member states to mainstream eLearning in national policies”, saying “Today eLearning is not sufficiently present in Member States’ education”, naming the benefits and supporting the effective use of ICT for learning.
The CEDEFOP survey “How do teachers, trainers and learners rate e-learning training?” states the need of a motivational environment, being this the main factor of success (p. 25) also states that the future of the e-learning is Collaborative (p.41) and embedded in the Lifelong learning and competence development process (p. 33).
On the “Key competences for lifelong learning” recommendation (Recommendation 2006/962/EC) considers 7 competences that are needed for citizens. Those competences describe some skills and attitudes, which the [onTrain] project targets: learning individually or in groups, organise one’s own learning, initiative, communicative skills and the confident and critical use of information society technology.
We aim to create a learners’ coursebook and an online course for trainers with low ICT skills and technological pedagogies so they can learn by themselves the application of technology enhanced education methods, techniques and tools, thus they acquire the necessary skills and competences to become successful online trainers (1st aim). We want to support them and facilitate the transferability of the skills and competences learnt to their own subject (2nd aim). Those skills include the use of technology for collaboration, creativity, problem solving, teamwork, etc. A tool will be made available (as online service), so they can use the lessons learnt in their own teaching activities (3rd aim) Main target of this project are the trainers and educators (tutors, facilitators, coach, mentors, team leaders, human resources departments…) that want to start offering their training using online platforms.
This project has to be carried out transnationally because it is necessary to take into consideration different kind of institutions and cultures; virtual education is an activity without frontiers and should be designed avoiding local restrictions or characteristics that would make methods and services we propose too much specific.

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The project is financed by Erasmus+ KA2: 2018-1-ES01-KA204-050702

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Project duration: 2018 – 2020

This project intends to use this approach to target VET professionals and learners education, as well as language schools, as English is one of the most important professional skills in Europe. VET organisations do not necessarily have important resources to train their English teachers or to acquire innovative tools. Also, learners in VET education do not necessarily have a lot of time to spend on reviewing their lessons and might not feel confident in studying on their own: an English tutor chatbot could help them be consistent in their studies. This is why we think it is useful to develop a ready-to-use mobile learning solution with supporting lessons for English language learning for VET and language school learners.

It is important for this project to be carried out transnationally in order (a) develop a solution to build up an essential professional skill in Europe and (b) be adaptive to the different situation with regards to the variety of English proficiency in different European countries. According to the latest European Survey on Language Competencies, in 2012, English was a mandatory language in 14 countries or regions within countries of the EU. It is by far the most taught foreign language in nearly all European countries at all educational levels. The trends identified in this survey show an increase in the percentage of pupils learning English at all educational levels since 2004/05, and particularly at primary level. In 2009/10, on average, in lower secondary and general upper secondary education, the percentage of pupils learning English was higher than 90 %. In upper secondary pre-vocational and vocational education, it reached 74.9 %. Furthermore, it is a key skill for employability: the European Commission Study on Foreign Language Proficiency and Employability (2015) revealed that over four in five employers interviewed and three quarters of advertised online vacancies stated that English was the most useful language for the jobs discussed in all sectors and in almost all non- English speaking countries. Therefore, it is important that learners have an engaging English learning experience that will not only help develop one of the most important professional skills in Europe, but also help them develop their language studying skills so they can learn additional languages in the future.

This is why the objective of this project is to create together an English tutor chatbot to support the students in their learning process and the teachers in their teaching activity.

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The project is financed by Erasmus+ KA2: 2018-1-BE01-KA202- 038594

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Project duration: 2017 – 2019

Adults in Europe have difficulties in the three areas identified as core competences by the European Commission: literacy, mathematical competence and digital competence. For example, in Europe, one in five 15 year-olds and one in five 16-65 year-olds have poor reading skills; and around 55 million adults between 15 and 65 years of age have literacy difficulties (ELINET, 2015). Regarding mathematical competences, the 2013 OECD Survey on Adult Competencies (PIAAC) found that 24% of European adults scored at (or below) level one in a scale of five. The data are not better if we focus on digital skills. According to the data of the Digital Indicators Table, 80 million Europeans have never used the Internet, and according to the most recent data published by the
European Commission on the Digital Economy and Society Index (2017),
44% of Europeans do not have basic digital skills.

The need to promote innovation in the development of adult education, adapting the teaching-learning process to the changes in society, mainly through the use of active and cooperative methodologies, diversified evaluation instruments and integrated Information and Communications. Technologies (ICT), brings us to propose this project, which will design and develop a web application.

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The project is financed by Erasmus+ KA2: 2017-1-ES01-KA204-038478

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Project duration: 2017 – 2019

As the growing number of migrants in Europe struggle with limited financial resources, this project aims to improve and facilitate their access to second language studies through participation in Language Voices language cafés, which are informal meetings based on volunteering but also systematically organised. The migrants gain access to social, informal environments of the resident country while integrating into a community of learners and tutors, which is often a key success factor in establishing a quality life in a new country. The project will provide: 1) a preparatory training and handbook so that the multilingual Language Voices concept can easily and successfully be replicated throughout the EU or anywhere else in the world; 2) A comprehensive material bank with language learning and cultural material and resources and a possibility for online communication and language exchange; 3) A mobile application to find language exchange events available in the partner countries; 6) A Language Voices association registered in Finland to carry on the activities.

The project objectives are: 1) to mitigate some initial barriers to language studies (regarding opportunity, access and cost); 2) to facilitate the proliferation of easily accessible, informal, low-cost but well-structured language training opportunities and material; 3) to provide all-encompassing multicultural, multilingual environment and meeting places in cooperation with local small businesses.

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The project is financed by Erasmus+ KA2:  2017-1-FI01-KA204-034714

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Project duration: 2017 – 2019

Our project is focused on reducing dropout rates, and the objective is to offer a second chance to the disadvantaged students in particular, who have dropped out of school for various reasons, allowing their return to the education system to complete their studies and improve conditions for finding a job.

We develop activities via peer learning and collaborative work that answer to improving the acquisition and integration of basic competences into the curriculum, development of new approaches to strengthen the educators’ training, digital integration of languages in the learning, promotion of unified qualifications on a European level and innovative projects directed to reducing the differences in the results of learning that concern the students in disadvantaged environments.

The results developed in the project are:
1) Management manuals;
2) A study of premature abandonment within the school system;
3) Institutional programs that are applied in every participant country;
4) Examples of good practices: a) Prevention of school dropout, b) The access to other levels of the educational system, c) Promotion of active citizenship;
5) Reduction and improvement of the programme of school failure in our institutions, a) Formal and non-formal learning;
6) Collaborating with city halls, institutes, teacher training colleges and other organisations in the participant regions;
7) Examples of good practices related to innovative experiences in education;
8) Strategies of intervention for disadvantaged groups.

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The project is financed by Erasmus+ KA2: 2017-1-ES01-KA204-038438

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Project duration: 2017 – 2019
Youth Online project originates from the necessity of adaption to continuous technological and educational changes in the world and also for fighting against widespread educational problems of schools. The aim of this project is to draw attention to the drop out for the students between 15-18 and to set examples of preventive measures.

The purpose of the project is to determine the current situation of the schools for this problem by situations, needs and risk analysis regarding the students and their reasons for dropping out and poor attendance, and to develop prevention measures for the students in risk group in the form of an online tool; an application which the students can use to both develop their skills and make career plans.
The project aims to develop a conscious and resilient follow-up strategy by raising awareness about ESL with analyses and creating an online tool application to appeal to the interests of students. We believe that ESL is closely connected to the deficiency of skills and competences among youth and if we support their social improvements they can be more motivated about their future and about finding a job.
We aim to find solutions for the following: What are the reasons for drop out and poor attendance? Which students in the school are under risk? How can we make our schools a better place for the students in this technological era? How can we help them improve? How can we create an environment to help them discover their abilities and socialise?

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The project is financed by Erasmus+ KA2: 2017-1-TR01-KA201-046747

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Project duration: 2016 – 2018

DIALoguE project will develop a new tool that can be used in all subjects at school. In the frames of the project, the tool will be developed for the history lessons only. This project will attract students to the history classes by leveraging technology, provide permanent learning for students, help students to develop an empathetic approach to historical events, facilitate the professional development of teachers, improve students’ intercultural communication and peer relationships, and increase students’ ability to think creatively. We will design a digital tool and a teaching method that will integrate cinema films and short films shot by students into the history curricula.

The partnership within “DIALoguE” therefore intends to:

• produce a new tool for education technologies with international cooperation
• generate an innovative approach in the education
• establish permanent learning in lessons
• raise the awareness of teachers in the subject of outstanding methods in history lessons.

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The project is financed by Erasmus+ 2016-1-TR01-KA201-034762

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Project duration: 2016-2018
Language learning is one of the key priorities of successful integration, and applications for smart phones or tablets e.g. are an effective educational source for those migrant groups, as a large percent of them are digitally literate and are looking for new learning opportunities in their new countries online.

The project provides a gamified language-learning solution – available in English, Spanish, Italian, German, Swedish and Finnish and three languages most widely spoken by the immigrants in the partner countries – that shall help refugees/immigrants learn the local language and familiarize themselves with new concepts in their new countries.

These applications will also be useful for any other immigrants who have already been living and working in their new home country for some time.

The Moving Languages content of the mobile applications covers the topics that are essential during the first steps of living in the new country and contains 2000-2500 vocabulary items illustrated for easy concept recognition. Free download available from 2017 on at major app stores.

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The project is financed by Erasmus+ 2016-1-FI01-KA204-022678

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Project duration: 2015-2017
Technological Empowerment for VET trainers. An Open Educational Resource (OER) to train VET trainers in the design and use of m-learning methodologies

M-learning is the addition of learning (in any modality), mobile devices (Mobile, tablets, etc.) and wireless network (Pacheco and Robles, 2006). This learning modality has some unique attributes that can enhance education beyond the ‘anywhere, anytime’ learning (Shuler, 2009). Moreover, it allows individual or collaborative learning, trains problem solving skills, allows access to information in the moment of need, etc. Nevertheless most of VET trainers are not aware about the potential of mobile devices as a tool for learning or do not have the necessary competences/knowledge to use mobile devices for learning. The aim of MOBILE-TECH project is to make mobile learning a reality in VET centers by supporting teachers, trainers, educational staff and youth workers in acquiring or improving the use of mobile learning and related digital competences in an Open Collaborative Learning Platform. To achieve these objectives, we will develop three open resources:

– A Trainers´ guide for mobile resources to be used in the classroom. The guide will include National and European good practices about m-learning;

– A Trainers´ course: How to develop new training resources and teach mobile learning;

– An Open Collaborative Learning Platform for trainers´ learning multimedia resources, including a section to enable interaction among users.

With MOBILE-TECH project we will contribute to the adaptation and empowerment of the VET trainers to the demands and needs of their students by providing them with the necessary competences in mobile learning.

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Project funded by the Erasmus+ – Cooperation for innovation and the exchange of good practices: 2015-1-ES01-KA202-015903

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Project duration: 2015-2017
Corporate Volunteering as a Tool for Connecting Business and Education Worlds

CV PLUS project seeks to contribute to improve and make sustainable the connection between the education and business world through Corporate Volunteering initiatives, linked to Corporate Social Responsibility strategies. CV PLUS project will develop:

1. An online platform for open educational resources on Corporate Volunteering (including a database of good practices of CV linking companies and educational centres).

2. A Methodological Guide for companies: handbook for managers, business representatives and organisations with methods and tools to support them in the design of specific programmes and activities of Corporate Volunteering in cooperation with schools, universities and/or professional training organisations.

3. A Methodological Guide for schools: handbook for managers, teachers and trainers from schools, universities and professional training providers to support them in the design of specific programmes and activities of Corporate Volunteering in cooperation with companies.

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Project funded by the Erasmus+ – Cooperation for innovation and the exchange of good practices: 2015-1-ES01-KA202-015961

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Project duration: 2014-2017
Partners: Germany, Lithuania, Bulgaria, Hungary, Finland

SupEFL – Supplemental Self-Help in English as a Foreign Language for Learners with Specific Learning Differences / Difficulties. This project is directed at learners of English as a Foreign Language (EFL) who are experiencing difficulties with one or more of the four language systems (reading, writing, listening and speaking). Where previous projects were top-down being targeted at teachers, this project is bottom-up focusing on learners. At present, there is no portal available to dyslexic learners of English. Even though various institutions are compiling their own materials and resources to provide help and support to those individuals they consider having SpLDs, there is very little information on the internet presented in a clear and systematic way for adult dyslexic learners. This project will follow the guidelines established for dyslexia-friendly content by several previous projects, and adapt activities that have been developed toward our ends. Links to different resources will also be provided.

LiveBinder

Project funded by the Erasmus+ KA2: 2014-1-DE02-KA200-001093

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Project duration: 2014-2016
Partners: Italy, UK, Poland, the Netherlands, Greece, Finland

“Regulating AntiDiscrimination and AntiRacism” The overall aim of project Radar is to provide law enforcement officials and legal professionals with the necessary tools, mainly through open training activities, aimed at facilitating the identification of ‘racial’ motivated hate communication. For this purpose, a communication-based training concept is worked out, for professionals and actual or potential hate-crime victims and for trainers. Further learning resources and facilities are provided to offer online learning events. Finally the project aims at producing a publication with concrete tools, recommendations and best practice examples to facilitate anti-discrimination and anti-racist actions and regulations.

Website  |  Facebook  |  Twitter   |  YouTube  |  SlideShare  | Vimeo  | LiveBinder

Project funded by the Fundamental Rights and Citizenship Programme of the European Union: JUST/2013/FRAC/AG/6271

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