"<< Background >>The results of the Europe Engage project, in which consortium partners participated, showed SL as a pedagogical approach that offers students academic credit for the learning that derives from active engagement within the local community working on a real-world problem, yet in an urban context. Rural 3.0 project will implement the SL approach, not in an urban context but in rural communities, that make up over 90 % of the territory and are home to more than 56 % of the population.<< Objectives >>Analyse in which way rural communities can be given access to services that students can provide; Evaluate the extent to which SL occurs in rural areas,in which forms and how effective it is; Establish a structure of rural SL education shared and developed by HEIs and rural partners; Promote education that improves lives of people in rural areas and their communities; Strengthen skills and innovative capacity of adult rural SE;Provide practical SL and SE experiences to students in rural settings<< Implementation >>RURASL consortium involves 16 partners from 8EU countries (Croatia, Germany, Austria, Spain, Portugal, Netherlands, Italy, Lithuania) where HEIs and community organisations are equally represented. Academic students will engage in SL in rural communities, with appropriate educational content and tools that promote education that improves lives of people in rural areas and their communities.The 3-year project will build on the knowledge of existing SL models to support their rural implementation.<< Results >>Report on the needs and the gaps of the main target groups from 8 participating countries; Final report on the ""State-of-the-art of rural SL education”; Module with courses on rural SL and rural SE; OER and MOOC for HE teachers on rural SL; best practices; case-based learning materials; Digital Collaborative and Learning tools (HUB, Online World Café); Hackathon; e-book; newsletters; Community Organization Guide on SL and SE; Exploitation Strategy Plan."

Thematic framework of the project were the challenges in matters of education policy generated by the refugee crisis of 2015/2016 in both participating countries, Germany and Austria, respectively their metropolitan areas. Until January 2016, the number of people who applied for asylum in Germany had risen by 133 per cent compared to the previous year. Ten per cent of all first applications were then filed in the federal region of Berlin alone. In Austria figures had increased dramatically as well since 2013. Here, two thirds of all applications were filed in Vienna. The population growth of both capitals has significantly been shaped by this immigration and lead to a continuously increasing diversity of the common general public which can, among others, be detected especially at schools of all types and levels. These days one can already find classes of 25 to 30 pupils where learners come from at least half as many countries of origin having at least twelve different mother tongues. In the wake of last years’ migratory movements towards the two regions participating in the exchange, now children and adolescents without knowledge of the German language but entitled to compulsory education have to be considered. They are first taught German in temporary learning groups called “Willkommensklassen” or “Neu-in-Wien-Kurse” in order to be later integrated into the regular school systems of both federal regions. These target groups have to be provided with access to the same learning opportunities as all those children and adolescents entitled to compulsory general education who are already part of the school systems of both Germany and Austria. Despite the language barrier, which is there at least at the beginning, there must not be any disadvantage. On neither side. To guarantee, against this background, school education and individual support for all children and adolescents alike, all educational staff have to meet the current challenges our societies face. To supply general education inside and outside classes for refugee children and otherwise immigrated young people plays an important part. A response to their diverse origins and their very different personal and educational biographies requires sensitive pedagogical action, the teaching of the not exactly uncomplicated German language in very heterogeneous learning groups asks for new methods and materials. Moreover, long-term solutions for proper integration of these students into regular classes of general education have to be found and been implemented into the system in a sustainable way. The Strategic Partnership “WELCOME – Integration of refugees into school” between two regions has generated an exchange of Good Practice on both sides in terms of administrative proceedings, methodological approaches and didactic concepts, innovative teacher and in-service training schemes as well as structures of networking and co-operating including financial and legal regulations and their implementation in and outside schools. The participating institutions, two regional educational authorities, two associations providing after- and outside-school advice and support, one pedagogical applied university and two schools per region, brought in profound and comprehensive administrative, legal, pedagogical and teaching expertise and experience regarding the target groups mentioned above. These experiences were be presented and compared to each other, thus becoming part of further future-oriented and sustainable conceptual consideration and being incorporated into innovative approaches concerning teaching at the schools providing general public education in both regions as well as teacher training and the training and qualification of educational staff. New concepts were contemplated about how extra-curricular opportunities may be better involved in the process of educational integration of newly arrived children and adolescents, in their language acquisition and promotion and in the intercultural dialog fostered by official educational policy. The results and outputs of this exchange of Good Practice between Berlin and Vienna are accessible through the project handout published online. They can be used by other parties responsible for education or any other people interested in the matter in other regions or federal states.

The challenges and opportunities of diversity are at the heart of the European project with socioeconomic diversity, increased migration and arrival of refugees adding to the breadth of European identity. European schools are increasingly finding themselves on the frontline expected to be able to deal with diversity-related issues. Opportunities to experience diversity as educational enrichment are too often lost. Teachers struggle with inadequate pedagogical repertoires to work with and put into value diverse pupil populations and wider communities. Neglected groups and individuals too readily drop out from education as a result of an inadequate learning environment.This project aims to address the diversity challenge and its negative consequences by improving the provision of intercultural competence and understanding in pre- and in-service teacher education. We contend that by broadening teachers’ pedagogic repertoires, awareness and understanding of diversity, the number of early school leavers will be reduced and diversity can be an enrichment rather than a challenge for European education.The objectives of this project are to: 1. increase student teacher knowledge, awareness and understanding, 2. involve student teachers in developing intervention and compensation measures designed to keep pupils in education and increase the resilience of at-risk pupils, 3. educate student teachers to build bridges between formal, non-formal and informal education drawing on the resources and potentials of different local educational communities, 4. build capacity in innovative, cross-disciplinary teaching and research methodologies at all partner institutions5. design a module to be implemented in teacher education programmes widening the provision of intercultural education in pre- and in-service contexts. The participants from eight higher education institutions create a broad base of expertise for the project and key channels for the implementation of the resulting module. The participating institutions represent expertise in drama and arts-based education, adventure and language education, cultural geography, ICT, teacher development and action research. The partners have a track record of positive collaborations and shared interests, with complementary areas of expertise. In addition, 99 teacher students from all eight institutions and different disciplinary backgrounds have taken part in the intensive courses. Other stakeholders, such as decision makers in the education systems as well in service teachers will be addressed. The activities of the project divide into project management activities and educational tasks. Project management includes planning meetings, project evaluation and dissemination tasks divided between the partners. Educational tasks include three intensive courses and cross-disciplinary methodologies, developing and piloting the course. Dissemination tasks include online publishing of resources, a pedagogical guide for teachers and multipliers, as well as publications in teaching oriented pedagogical journals.The methodology draws on action research principles to build cross-disciplinary capacity among staff and at partner institutions. The three intensive courses with students from partner universities include applying and trialing pedagogical repertoires and competence building among student teachers. Student participation has been evaluated after each year in order to further develop the course and the resources throughout the project. The results of the project have been disseminated via evocative reports and conventional conference and research papers in order to raise awareness among stakeholders.The results and impacts targeting teacher education at all levels include: 1. the design and implementation of a cross-disciplinary module for teacher education using innovative, interdisciplinary research and practice-based models of teaching, 2. the provision of online resources including the course design, accompanying guidelines for the methodological innovation, and informative articles on diversity in education.3. development of research and pedagogical expertise at the partner institutions in the field of diversity and intercultural awareness with regard to different forms of learning 4. a stable cross-disciplinary network in the field of teacher education among the partner institutions, to enhance further cooperation 5. enriched understanding and broader pedagogical repertoires among participating student teachers.Long term benefits include: 1. raising and sustaining positive attitudes towards diversity among future and current European teachers; 2. preparing common ground for greater transnational European teacher education, 3. facilitating the integration of neglected groups, including migrants and refugees, 4. embedding diversity within European identity, 5. the development of cross-disciplinary educational innovations and methodologies in pre- and in

In the modern world, the development of technology is so rapid, that the development of human learning can’t follow the same pace. The 21st century pupils and students are expected to deal with tremendous sets of information on a day to day basis, and that is a problem which contemporary education hasn’t yet answered. For our students and pupils to become active citizens who can deal with such amounts of information and bear a positive outcome of their education, they need to adapt and learn how to learn. To do this, they need teachers who understand modern methods of thinking, mentors who have great ability to transfer knowledge and trainers who can deliver the subject matter creatively. The pillars of education have always been - our teachers, educators and mentors. They are the ones who maintain and develop our educational systems. But who will educate our teachers? In order to broaden our teachers understanding of the teaching process and to build up on their previous experiences, the idea for the Development of Transversal Skills (DOTS) project was born. Transversal skills are skills that are typically considered as not specifically related to a particular job, task, academic discipline or area of knowledge and that can be used in a wide variety of situations and work settings (UNESCO IBE 2013, Global). It shows that the development of transversal skills contributes to easier acceptance of change, open communication and the implementation of innovative teaching methods, but also empowers teachers to create their own content and teaching methods.The overall objective of this project is the Improvement of transversal skills of STEM and other teachers and trainers for innovative teaching approaches.The specific objectives of this project are:1) Development of methods, materials and tools for the support of learning and teaching transversal skills.2) Training of teachers to implement the developed methods, tools and materials in their teaching practice.3) Evaluation of the applicability and usefulness of developed methods, tools and materials.Two schools, four educational NGOs, a public educational ICT institution, a faculty and private firm have all been chosen based on previous good experiences or recommendations. From direct institutionalized teaching experience to noninstitutionalized and non-formal teaching; from video production to ICT in education and from first grade teaching all the way to high-level education of educators, the project team forms a whole that will deliver a set of tools, methods, workshops, trainings and materials for the improvement of teaching practices.All partners will work together on activities related to:1) Development of educational toolkit and toolbox 2) Development of Guidelines for the introduction of transversal skills in non-formal education developed 3) Delivering an International teacher training for implementation of developed methods, tools and materials in teaching practice 4) Delivering a local teacher training for implementation of developed methods, tools and materials in teaching practice delivered 5) Development of Training course scheme for implementation of transversal skills in the STEM teaching practice 6) Delivering Teacher training for development of backward teaching scenarios 7) Development backward teaching scenarios for STEM lessons8) Development of evaluation questionnaire and survey9) Composing on final evaluation report of developed methods, tool and materialsBy carrying out these activities, the expected results of the project will be realized :1) improved transversal skills of STEM and other teachers and trainers2) developed toolbox, toolkit and guidelines for the support of learning and teaching transversal skills3) delivered teacher training for implementation of the developed methods, tools and materials in teaching practice4) delivered teacher training for development of teaching scenarios5) developed training course scheme for the implementation of transversal skills in the STEM teaching practice6) developed backward teaching scenarios for STEM lessons7) developed questionnaire and implemented survey8) produced evaluation reportCombined, these results will make an impact on education on a local, regional and transnational level. Some of the envisaged project impacts are:1) growth of transversal skills awareness2) project participants developed and improved transversal STEM skills3) simultaneous learning of organizational, presentation, communication and other skills while learning core subject matter for pupils and studentsThe long-term benefit we recognize in this project is taking a step towards the next level of education – an education in which borders are crossed and teachers are versatile knowledge bearers capable of delivering a broad set of skills to their pupils and students, all in order of creating a multi-skilled, transnational and bright foundation for the future of EU and global education.

ELAPSE aimed to develop primary and secondary language teachers' awareness of CLIL/soft CLIL methodology transnationally and to build teachers' confidence and expertise to adopt a cross-curricular approach to the planning and delivery of language lessons.The ELAPSE project partners had collectively identified that knowledge of CLIL/soft CLIL in the primary sector of their respective countries was limited and had not been embedded within curriculum planning and delivery. Project partners were aware of small-scale pockets of interest in CLIL/soft CLIL methodology in their respective countries. Furthermore there was a lack of tried and tested materials available to primary languages teachers across Europe to enable them to use a CLIL/soft CLIL approach. By creating 21 sets of resources catering for teachers of English, French, German and Spanish as additional languages, ELAPSE was able to plug an immediate gap in available resources. The resources for teachers focus on Literacy, Numeracy, STEM subjects and Health and Wellbeing. The focus of ELAPSE is on the upper primary phase and on bridging resources which can be used as pupils transition between the primary and the secondary sector. The resulting practical resources and good practice guide are now available across the European Union on a dedicated open-access project website as well as an online course. These will act as a self-access bank of CLIL/soft CLIL resources, including an outline of CLIL/soft CLIL methodology, teacher support materials, advisory videos from experienced CLIL teachers, evaluation materials and a good practice guide. Teachers and teacher training and support organisations are at the core of the ELAPSE project and we were committed to ensuring that ELAPSE’s resources and the online course were piloted by practising teachers. This has ensured that our resources are fit for purpose and that classroom teachers around Europe and globally can be confident about using our self-access resources, which include step-by-step learning opportunities to build awareness of CLIL and to build confidence to embark on using CLIL/soft CLIL methodology in their own country/sector. ELAPSE project partners anticipate that there will be around 80,000 teachers involved in various ways in the project. This includes teacher-contributors who acted as critical friends throughout the project to critique the work of the project partners such as the agreed direction of the online course and the suggested content of the 21 sets of CLIL/soft CLIL resources. The more experienced practitioners feature in videos expressing their views on CLIL and soft CLIL methodology and offering their personal tips on what the methodology has brought to them as practitioners and to their school and pupils. Teachers who were new to CLIL/soft CLIL piloted our resources and online course and assisted the partners in the development of a best practice guide to support other teachers. There will now be teacher-participants new to the approach piloting resources in each of the partner countries. We aim to disseminate our projet further both across participating partner countries (at local, regional and national level) and across Europe. This will involve conducting ‘awareness raising activities’ both in relation to the theme (soft CLIL/CLIL) and specific to the project (outputs etc). Relevant completed outputs to be disseminated include: an online course, a bank of resources, evaluation tools and finally a good practice guide. We believe that this final output will be especially important as it has the potential to have a significant impact on pedagogy and the way languages are taught across Europe. Therefore, we firstly aim to target teachers and teaching communities (both physically and virtually/via social media etc.): teacher trainers, institutions, school/educational networks and stakeholders across the partner countries (UK, ES, FR, AUS) and associate partners across Europe. Following this first phase of dissemination and a period of evaluation (of resources, tools etc), a second phase of dissemination will take place where we will target national agencies and organisations responsible for language teaching and development in both partner countries and associate partners across Europe including; training providers, educational leaders and advisors, networks, subject associations etc. We envisage as a result of the ELAPSE project that there will be a core body of schools in each partner country practising CLIL/soft CLIL at primary/early secondary level; that teachers will have the capacity to upskill themselves in CLIL methodology through the online course, best practice guide & use of our lesson plans and resources, thus creating a lasting and transformative ongoing legacy in European schools. All support materials and resources are entirely free for teachers to use and will be housed for a minimum of three years on our dedicated ELAPSE project website.