"<< Background >>The need to test new ways of helping school children and teachers to develop key competences is widely recognised by education policy makers and international institutions like the EU, OECD, UNESCO and the Council of Europe. The recent Conferences on ""Supporting key competences development"" (Brussels, 12-13 November 2019), ""Fusion Cities"" (London, 9th October 2020) and the presentation of the OECD Education 2030 Framework are examples of the consensus reached, at the policy and expert levels, on the need to change traditional teaching methods if transversal key competences are given the adequate importance. Not always this need is clearly perceived at the grassroots level, where discipline-based curricula and strict timetables tend to dominate the school routines. When schools, teachers, parents and students perceive the need of changing learning strategies and putting transversal key competences at the heart of teaching and on the front line of learning objectives, a promising process can start. This project is based on the awareness of needs at the whole school level in the partner schools and the support of specialised partners and networks that will make the project feasible and sustainable. Target groups addressed are students of lower and upper secondary schools who will be directly involved in the conception and development of cultural products, teachers of different disciplines (history, art, music, languages, digital technology, science and environment, etc.) who will constitute the project team in the partner schools and parents who will be invited to encourage and support their children in an innovative transnational learning experience which is aimed at developing a rich set of key competences for further studies, but also for life and active citizenship. The Project has the ambition to propose and experiment a holistic method to develop key transversal competences (cultural awareness and expression, citizenship, multilingual, digital, entrepreneurship, personal, social and learning) through a transnational experience of developing a cultural product (a piece of theatre, a musical, an exhibition including students' performance, a multimedia work, etc.) including historic research, literature and art history, music, performing arts and digital skills. Starting from the analysis and reconstruction of the life and works of local celebrities, or historical episodes connected to local history, secondary schools of different countries will collaborate in the development of parallel cultural products, learning from one another and being supported by families engagement and some specialised partners that will respectively help develop the performing arts and the intercultural and democratic citizenship skills. Each of the chosen histories will be presented to each other school to allow the understanding of the history of other countries and adding a different perspective to the discovery of European cultural heritage. The PERFECT partnership strongly believes that such an approach has the potential to lead to a deeper understanding of each other's heritage and history, thus supporting the achievement of what the EU Ministers of Education have called for in the 2015 Paris Declaration on Promoting citizenship and the common values of freedom, tolerance and non-discrimination through education. Building on the mutual knowledge of local history is a simple but effective way to recognise commonalities and relationships between European peoples, and to value the achievements of the European Union in terms of peace, mutual respect and joint development towards a common future. This is in line with the required actions towards achieving the goals of the European Education Area, especially in the field of common European values.<< Objectives >>The PERFECT project aims at contributing to the innovation and quality of secondary education by developing and testing a teaching/learning strategy based on collaborative cultural production and intercultural exchange also through a meaningful, stimulating and interactive use of digital technology.The identified concrete objectives of PERFECT are:1) To stimulate and support the development of autonomous learning and basic research skills, creative thinking, collaborative attitudes and skills through the creation of cultural products based on local history;2) To organise and reward digitally-enhanced international collaboration of partner schools by supporting the exchange of good practice and cultural products originated locally by students' groups, interacting among them through digitally supported project work;3) To develop a review of the experiences conducted and produce a set of methodological instruments to support the replicability and dissemination of the PERFECT ""open model"" of action;4) To set up and promote a network of primary and secondary schools committed to participate in exchange of cultural products developed by their students and in a European Festival.The project is developed through a transnational partnership in order to properly develop the following features:- Cultural exchange: collaboration between schools of different countries allows pupils and teachers to share and learn about different experiences in diverse sectors. This leads to the identification of similarities, differences and new inputs and outputs;- Didactical innovation: by sharing experiences, teachers and, more in general, schools, can get to know innovative ways of teaching/learning and can therefore put them into practice in their local realities.- Openness to multiculturality: through cultural exchange, teachers and students have the opportunity to find out about other people's traditions and cultures, which can lead to feelings of cultural respect and understanding of other countries' cultural heritage.All these elements will contribute to the promotion of Global Citizenship Education principles, European history and cultural heritage and represent important assets to understand and adhere to a vision of Europe and the world as interconnected systems with commonalities and differences worth to be explored and understood.<< Implementation >>The project's central idea is to propose a learning innovation approach through which schools from different countries together develop a project-based method for the development of a cultural product. Teachers of different disciplines will concur to the design and development of these projects/products involving two classes in each partner school. Therefore the core set of activities will be implemented within, around and between the partner schools with the methodological and management support of the other partners (European Networks like FREREF, OBESSU, IPA, the IIHL with its hosted Education Inspiring Peace Lab, the Ministry of Education of Malta). The work programme is shaped around partners’ structured path to develop and experiment the approach to transversal competences through cross-cultural cooperation. The activities of the project will include:- Active participation and involvement of students (and teachers) belonging to two classes for each of the five schools participating in the project in the elaboration of a cultural product: school teams (teachers and students) will identify and study the life and works of a local character or a historical episode related to the local history (PR3). Through this activity, students will be stimulated to develop autonomous learning and researching skills, as well as creative thinking and teamwork. - Transnational collaboration and cultural exchange will take place between teachers during the whole project and will be enhanced through activities such as a three-day teachers’ training (LTTA) taking place in Italy, which will allow representatives of the partner schools teams to share their experiences and suggestions concerning the learning innovations to be associated to the development of cultural products, jointly preparing the design principles for the learning experiences to be developed in and among partner schools. They will collaborate in designing common features that the cultural projects and outcomes will share, to make them part of a coherent result, developed in different parts of Europe. - The five Transnational Project Meetings (including the Kick-off and the final meeting) taking place in Italy, Romania, Austria, Malta and Belgium will represent an opportunity for all project partners to co-create every final product and to share ideas and suggestions. Meetings are key activities in the project, since its final objective is to innovate traditional learning methods, through the development of a teaching/learning strategy based on collaborative cultural production and intercultural exchange.- Local communities will be actively involved in the project activity throughout all its phases. During PR3, when students will reflect upon the cultural product to develop, they will also create Community Maps which will identify the cultural resources and the local entities (theatres, cultural institutions, associations, etc.) which will collaborate with the school. Local communities will be involved also as audience during the four National Multiplier events, during which students will perform the cultural product that they developed (PR3). Representatives of all classes participating in the project will then gather in Sanremo during M25 to perform during the transnational Multiplier Event “European School Festival”. - The last Multiplier Event, Perfect - Lessons Learned for practice and policy, will allow to share the lessons learned through the project lifecycle in terms of multi-disciplinary project work, European history teaching innovation through intercultural exchange, developing creativity, collaboration and other transversal skills through cultural production projects. The experience gathered through the project activities will stimulate a participatory debate focused on how school and teachers education policies might get evidence and inspiration from the project results to invest in transversal competences in innovative and learner-motivating ways.<< Results >>The Project will produce the following Project Results:1. Conceptual model and competence framework for intercultural cooperative cultural production; This Output will be a key pillar for the project development, but will also be useful to stimulate reflection in other schools, who will be invited to comment and, if possible, to join the exercise at a later stage of project development;2. A Handbook for School Team Leaders, a more operational tool for the design and development of school-based cultural products;3. A set of 5 cultural products collaboratively developed by the partner schools and associated partner to be presented as good practices at the end of year two. It is expected that, during the third year, other schools and institutions will join the project, producing other final cultural products.4. A set of guidelines for school heads, teachers, students and parents, based on the evaluation of the first experiences conducted, to act as multiplier documents for newcomer schools5. A virtual showcase of school-developed cultural products, including a multimedia documentation of the development process, to be used as a set of inspiring examples for new classes and schools approaching the idea of developing their own cultural product Beyond the specific project contents and concrete Project Results, the PERFECT project will increase the capacity of partner schools to innovate learning design and international collaboration, and will help develop key transversal competences for students, thus producing a substantial impact at the respective local levels. Among other effects, the project will substantially increase schools’ capacity to work transnationally - and online- on complex activities and to enhance their network of international partners, not only schools but also European Networks and other stakeholders.By disseminating the experience gained and its Project Results through the Festival, the project also expects to produce a significant impact on many more schools, that will be invited to join the collaboration platform developed by the project, to share experience and to develop learning outcomes that are recognised as extremely important, but usually not easily developed within the school systems.It is also expected that, through the access to EU Networks (OBESSU, FREREF, Lifelong Learning Platform) and the to the EU collaboration platforms (eTwinning, ESG), some positive impact can be achieved at the EU level. The presence of national and regional education authorities, including those with curriculum definition authority, is expected to produce a multiplier effect in the school system of the territories where partners are based."

"ContextHEIs in Europe have been strategically transformed in recent years. First, their provided students with university courses and degrees. Second, They undertook research activities and more recently, there are many universities that carry out actions and programs linked to the social responsibility (SR). Despite this change in the mission of universities, USR is a concept that has no common definition and is not generally recognised by public institutions. Besides, there are no implementation methodologies, good practices or evaluation tools that have been identified.ObjectivesThe USR-Net project focused on meeting two specific needs of USR by designing two guides with theoretical and practical content:- To establish a common understanding of USR, by taking into account the different points of view inside and outside Europe and to identify the best practices carried out in each dimension of USR. The project provided a theoretical framework for the development of a strategic plan for USR and a follow-up and monitoring mechanism- To elaborate a manual of theoretical and practical intervention for universities, aimed at increasing the stakeholders' awareness of USR. The commitment of students, professors, researchers, staff, civil society organizations, companies and other groups is crucial to achieve relevant results in terms of the impact of SR actionsAt the same time, the USR-Net project has carried out actions to improve the USR of the HEAI’s involved in the project (Partners and participants).Number and profile of the participating organisationsThe USR-Net consortium consists of 9 organizations: four European universities from Belgium, Italy, Spain and Finland, with experience in USR, have brought to the table their vision, experience and skills; and others who added scientific experiences on SR, quality processes, communication, dissemination and advocacy skills. Regarding the participants, the USR-Net targeted HEI’s and their networks engaged in USR. (XX European Universities and XX Latin American Universities). Among the latter, a large number is part of the Social Responsibility Regional Centre for Latin America and the Caribbean, belonging to UNESCO. In addition, policy makers, teachers, researchers and students from the above-mentioned universities, civil society organisations and other stakeholders from European universities participated in the USR-Net activities.Main activitiesThe USR-Net project has had 4 chronological phases of implementation:1. Definition of USR (IO I). The main objective is to prepare a guide that defines the concept of USR. To this end, a literature review, a statistical analysis and interviews with experts from across Europe were carried out. Finally, the guide collected visions and experiences on USR and proposed a broader definition.2. Awareness-raising actions (IO II). Following the same methodology of the IO I, raising- awareness actions dedicated to European university stakeholders were analised and the guide collected good practices by categories good practices and recommendations for the implementation of USR through the collaboration with the HEI stakeholders.3. USR actions. In the four universities partners, actions were developed to promote USR. Among them, workshops were held with students, professors, researchers and technical staff to raise their awareness, promote collaborative actions among the stakeholders and improve the impact of social responsibility in each university.4. EUSRDays: sustainability and dissemination. The project organised a two-days event ""the European University Social Responsibility Days"" (EUSRDays), in which more than 100 representatives of universities participated. The first one was an event in the European Parliament to study how EU can support USR through its funding instruments. On the second day, workshops were organised to get to know university best practices and to design project proposals in collaboration with interested universities.Results and impactThe main results achieved are:- Consensus on the definition of USR with 3 dimensions: academic, research and territorial- Publication of a catalogue of international recommendations and good practices in USR (strategies, programmes, projects and actions)- Creation and/or dynamization of networks of universities committed to SR- Presentation of projects on SR through international calls for proposals- Advocacy actions to make USR a priority of the policies and funding instruments of EULong-term benefitsThe USR-Net project contributed to the development of SR in HEIs and reached some goals:- Universities committed to SR and willing to collaborate with each other in the future identified and connected- Available model of USR to advance in the following challenges: strategic implementation and evaluation. - Public recognition of the university need of institutional support to improve their capacities with the territory increased"

"<< Background >>The aim of the project is to open a transnational discussion on the theme of quarrels and conflicts between peers, with reference to boys, girls, teenagers from 2 to 18 years, in the context of their life experience at school.What happens when a quarrel occurs between students? How is it perceived by teachers? How do they intervene and to what extent is their intervention the result of a school strategy? Is there a pedagogical method or approach shared by teachers? Who decide and what level of sharing has the choice (class, school)? What are the results and impact? Is there an educational strategy on quarreling students?We know that schools rarely devote work to this issue: teachers react in individual and even emotional ways to children's quarrels. Generally, they do not think that quarreling is normal and important in the life of people of all ages and a few of them knows that there is the practical, as well as theoretical, possibility of learning from quarrels and learning to quarrel better.The partners belong to this rare area that has made childhood quarrel an object of study and work, developing precise methods and educational tools to allow students to learn also through quarrels, to develop relational skills and prevent the conflictual incompetence that characterizes the violent behavior.The project leader, CPP - Psycho-pedagogical Center for Peace and Conflict Management, is an Institute specialized in learning processes in situations of conflict. It deals with research, pedagogical consultancy and adult training. It is managed by pedagogist Daniele Novara, author of numerous books that have helped teachers and parents to discover the dimension of conflict and quarrel as moments of human relations clearly distinct from violence. With quarrels you can learn at all ages. In particular, for the age group from 2 to 10 years, he has developed a precise method called “Arguing well”, experimented in some Italian schools with the results documented in the 2013 book https://www.erickson.it/it/litigare-con-metodo , translated into German https://www.aol-verlag.de/10404-gut-streiten-will-gelernt-sein.html . The CPP carries out training for teachers nationwide, however the method is still too rare in Italian schools, despite the very positive experiences of those who use it, among others the project partner Fondazione Intro, who uses it in the Montessori school “Il Sassolino” since 2011.Therefore, the context is a generalized absence of a shared pedagogical strategy of reference for teachers, which allows them to know how to intervene in the event of quarrels between peers at school, with what methods and with what tools. At the same time, there are consolidated and positive experiences that certify that the methods exist, the ordinary experience of a childhood quarrel can be transformed from an unexpected moment of disturbance into an opportunity to learn skills. It is about maintaining the centrality of the subjectivity of boys, girls, teenagers, accompanying them to develop the skills at the base of a functioning democratic life: knowing how to express themselves, to listen, to put themselves in others' shoes, to identify common problems and interests and to find effective ways to be better together, whether there is a shared agreement, or if there is no ""solution"" to the conflict. Soft skills can be developed by giving everyone, children and teenagers the opportunity to argue better, in a school context well equipped for those purposes.There is a need to make these experiences more accessible and to understand how to make methods more transferable, what obstacles still prevent the spread of these methods. E.g Peer mediation has decades of experience but it is not very common in schools.Above all, there is a need to network at a European level the schools that want overcome certain useless and ineffective aspects of school life that by inertia remain in practices when it happens that students start arguing.<< Objectives >>1.Start a wide transnational discussion on quarrels between peers in European schools and on the absence or presence of pedagogical methods to transform quarrels into learning opportunities. 2.Networking four pilot schools from four EU countries to test different methods, share experiences and elaborate results that will be available free of charge for anyone and able to make evident and documented the existence and effectiveness of pedagogical methods, suitable for the management of the class in the event of quarrels and disputes between peers in the entire age group from 2 to 18 years. 3.Networking all the partners to build together a common activity plan that leads to shared results, aimed at making the tested methods more transferable. 4.Include new and diverse stakeholders in the discussion on these issues, including policy makers and parents.5.Improve the quality of teachers training about conflict transformation, the adult’s reaction when children quarrel and the pedagogical methods connected to this issue. The key is to give the floor to learners, to organize experiences to build a safe environment at school and learn soft skills of quarreling between peers without being judged. Highlighting the role of teachers as ""film director"" at school (in Montessori’s meaning), without leaving entirely on their shoulders the weight of the change of pedagogical perspective on quarrels.6.Develop methodological guidelines and a Toolkit for teachers to make methods more transferable. It is important to understand and remove cultural and organizational obstacles that make it difficult for trained teachers to introduce new pedagogical methods on disputes in the whole school, not only some classes.7.Increase the quality of the educational offer at school, helping adults to prevent the dynamics of exclusion and violent behavior at school and in communities. Learning to quarrel may improve social skills of students through learning with conflicts and quarrels throughout the age range from 2 to 18 years.8.To help improve student autonomy, decreasing their dependence on adults, too often asked to intervene in their quarrels as judges. So to improve self-esteem and empowerment that come from knowing about their ability to deal constructively with the quarrels among peers, as well as improving the well being of the same teachers.9.To help improve the intercultural awareness. The project aims to create a permanent network that will guarantee the future sustainability of the project results and will allow to enhance multiple experiences and to build new joint initiatives thanks to a climate of mutual trust and the working method.The new teaching methods may become accessible not only for schools, but for the whole field of education, with the possibility that policy makers learn the existence of this approach, deciding how to support it and make it their own local, national and European.<< Implementation >>The project activities will be developed through moments of comparison and modeling, transnational training meetings in person and online, experimentation of the methods used by the partners in new contexts (pilot schools), development of new tools and multiplier events. Part of the activities will be dedicated to the elaboration and validation of the results achieved by collaborative work between partners and experimentation in schools.The schedule will be punctuated by monthly online meetings and 6 transnational face-to-face meetings, followed by actions that will involve a greater number of people.The kickoff of the project will take place in Italy, at the headquarters of the lead partner in Piacenza and Milan.The transnational meetings will then visit all the countries involved, starting with Malta, where the partner Relationships are Forever Foundation has developed educational methods linked to the original Friendship Cards tool, also used in the Maltese pilot school. Therefore, it will be possible to involve local stakeholders in the presentation of the other methods used by the partners. This multiplier event will allow to expand the investigation and documentation on the methods used in schools.The second year of work will open with the Learning week in Croatia, which is the central moment of the shared work, designed together in the first year and carried out in time to be able to start new activities in the schools involved and to launch further investigations in the different countries to describe how fights between children or students in schools are dealt with by adults.Then the work will be concentrated on the activities in the schools and on the production of results, which will be presented in the 3 Multiplier Events in Romania, France and finally Italy. Therefore, starting from the interviews and videos on how adults can intervene in case of quarrels between peers at school, we will move on to results that include teacher training, which is a key element. From this basis, the activities will make it possible to address the issue at the level of the entire school system, which includes school leaders and policy makers, in order to address the issue as a whole and introduce sustainable innovations.<< Results >>The results of the activities carried out over the three years summarize some aspects of the activities carried out in the pilot schools and of the transnational collaboration implemented in transnational meetings. The expected results are:1.Create documentation on existing methods, making clear how they work, their characteristics, their results. The point of view of students, teachers, even families is a central part of the documentation. This documentation enhances both the activities carried out together in the three-year collaboration of the project, and the consolidated experiences of the partners and pilot schools.2.Summarize what knowledge and skills teachers need to implement these methods in their classrooms and in the relationship between them and with the students. Enhance the activities carried out during the learning week, scheduled for the second year of the project.3.Focus on the development potential of schools around these methods, broadening the study beyond the theme of relations between peers and the interventions of teachers in the event of quarrels and disputes between peers. We need to focus on the functioning of the system: how can school administrators and teachers themselves move to improve the transferability of pedagogical methods on quarrels? What obstacles make these experiences so effective but also so rare?4.Involve policy makers in this work, first by giving them information on this issue and on the potential that would exist if the school system became capable of using innovations by improving teacher training, pre-service and in-service, and the sharing of tools and methods of proven effectiveness.Some partners will be responsible and coordinators of the work for the realization of each result, which will use contributions from all partners:1. CPP (Italy):A methodological framework of psycho-pedagogical methods for quarrels between peers from 2 to 18 years (An audiovisual product to make visible experiences and to clarify pedagogical assumptions that allow children, girls, preteens and adolescents to fight better2. Osnovna škola Ivana Gorana Kovačića Vrbovsko (Croatia)Coordination of the Learning week, planned in Croatia, to be carried out with the contribution of all partners, trying to involve local stakeholders.3. Udruge Centar za mir, nenasilje i ljudska orava - Osijek (Croatia)Toolkit for Teachers Training (A very operational manual for teachers, allows them to put into practice concrete actions in the classroom to encourage the learning of conflictual competence.)4. FREREF (France)Guidelines for a Whole School Approach to Pupils Quarrelling5. IIHL (Italy)Policy RecommendationsThese results will be published on the project website and will remain available later on the EIP Lab website"

The Social Responsibility (SR) is a concept that most of the people relate to the Corporate field. However, according to ISO 26000 standard, SR is to act “in an ethical and transparent way that contributes to the health and welfare of society”. Therefore, the public sector should be, by nature, more interested in the consequences of the actions of an organization (either public or private) on the society. Universities are institutions that have a huge impact on the surrounding society and the territorial development, and furthermore they work in fields such as education and research in which Social Responsibility becomes utterly important. The EU, in the past few years, has been highly active in terms of social policies and priorities aimed at enhancing the positive impact of any kind of institution as well as individuals on the society. With the Europe 2020 strategy, the European Commission aims at a Smart, Sustainable and Inclusive growth which includes SR. Considering the needs of fostering a more effective and efficient university governance model, rewarding innovation and community-relevance and building a more connected higher education system to the surrounding communities, the EUSRExcel project aims at contributing to general objective of developing a common understanding of USR and foster the engagement of the HEIs in Europe by creating on the one side a European framework of USR harmonized indicators to be used as theoretical reference for the University management boards, and on the other side a practical tool to officially evaluate the commitment of the Universities to USR and reward them with a new USR Quality Seal based on the previously mentioned indicators. The project activities will be directly addressed to the members of the management boards, administrative staff, professors and researchers of HEIs in order to promote the institutionalization of the USR in the University governance and foster a more effective HEI model connected to the communities. To reach these goals, EUSRExcel will implement knowledge, tools and trainings that will eventually motivate HEIs internal stakeholders to develop strategic plans that will support engaged HEIs to cope with the emerging societal challenges. A balanced partnership includes 7 organisations from 6 different countries: CONEXX-Europe (BE), Innovate4Future (RO), La Sapienza (IT), University of Girona (ES), VAMK-Vaasa University of Applied Sciences (FI), Dublin City University (IE), Innovation Training Centre (ES) The consortium will be working together in order to reach all the project goals in the most efficient and effective way, and to maximise its impact all over Europe thanks to the geographical distribution of the partners. The project's activities will be the following: IO1: Guide to harmonise USR Indicators, benchmarking standards & indexes and EUSRExcel Wiki IO1.A1: State of the art of the HE Institutional reporting systems IO1.A2: Survey on the specific literature on CSR, Sustainable Development Goal (SDG) and USR Indicators IO1.A3: Harmonisation of the USR indicators related to academic, research and territorial USR IO1.A4: Creation of an online platform which will contain the State of the art, the Survey of the specific literature and best practices IO1.A5: Creation of a Wiki of the USR IO2: USR Online Evaluation Tool and Handbook on the Excellence Awarding Process IO2.A1: Creation of an online self-evaluation tool IO2.A2: Drafting of a self-evaluation tool users Handbook IO2.A3: Creation of a Table for the evaluation of the results IO2.A4: Collection and Analysis of best practices on USR IO2.A5: Development of staff training material IO2.A6: Creation of an External Evaluation Board (EEB) IO2.A7: Design of a USR Quality Seal A LTTA was organized to serve as a validation seminar for testing and evaluating the process and tools developed by the consortium. Through a short piloting, the self-evaluation tool, awarding methodology was put in place and evaluated. Moreover, the harmonised USR indicators guide and the USR Quality seal were presented among the EUSRexcel project institutions. It was a cross-learning opportunity, in which the partners directly involved in the development of the project benefited from external feedback. Others, from the consortium organisations who have not been directly involved in the development of the project were able to have a closer look at the progress and results of the project. Through a role-playing exercise, the participants were divided into two groups and the materials and processes created were evaluated. Each partner of the consortium selected up to 4 participants from their entity. From which at least one of them needed to be a participant who was not directly involved in the development of the EUSRexcel project. This way we ensured the impartiality of the participants and at the same time, we guaranteed an external assessment in order to provide independent and impartial evaluation. Two final Multiplier Event were organised with the aim of gathering relevant Higher Education Institutions, organisations and stakeholders and extending the network of Universities and HEIs interested in making progress in terms of USR and finally fostering their political commitment towards the integration of the USR at institutional and political level.