TEACH INC project was implemented to provide a response to a set of needs directly related to needs of the participating schools and the demands for modernisation of the educational systems in Europe. Need for key competencies in creativity and innovation, need for efficient tools to motivate for further learning, and need to generate a change in schools and teachers were addressed within Erasmus+ strategic partnership project TEACH INC. The rate of school failure in ages 18 to 24 is 10.9% in the EU, with countries where this number doubles, e.g Spain, Cyprus, Greece, Portugal. The educational authorities, institutions and schools recognise that preparing students and motivating them for further learning is key to reduce early school leave (and failure) and increase attainment in tertiary education. They are aware that the part of the solution lies in the educational system, playing a key role in fostering and developing (young) people’s creative and innovative capacities and that it is necessary not only to teach students the required subjects, but also to transform problems of real life by finding creative solutions and building resilience. Schools have a duty to provide their pupils with an education which will enable them to adapt to an increasingly globalised, competitive, diversified and complex environment, in which creativity, the ability to innovate, a sense of initiative, entrepreneurship and a commitment to continue learning are just as important as the specific knowledge of a given subject.TEACH INC aimed to address these needs by providing secondary school teachers with the skills and competences to embed innovation and creativity in their teaching activities, and thus enable them to prepare their students better for the labour market. The project pursued the objectives of defining the skills and competence framework needed for embedding creativity and innovation in secondary education; responding to the needs of teachers and schools through access to creativity techniques, best practices, examples and testimonies; enhancing the take up of creativity techniques and innovation by giving the secondary teachers, their institutions and relevant stakeholders guidelines on mainstreaming the tools; promoting community where teachers and other interested stakeholders can share knowledge and experiences, and which ensures the sustainability of TEACH INC results beyond the project duration.The project was carried out by a strong partnership, consisting of higher education institutions for teacher education (Lithuania, Belgium), secondary and VET schools (Spain, Greece, Portugal), and private training providers on innovation and creativity (Spain, Cyprus) which shared their innovative training methods and hands-on approach. Project partners designed a teacher competence framework, which allowed them to develop relevant and applicable learning materials on innovation and creativity in the classroom. Additionally, school managers and policy makers can use the framework for management purposed and decision making, ensuring more schools take creativity in the classroom as their strategic approach. Learning materials - a teacher’s guidebook - was developed on selected creativity techniques and assessment methodologies. The materials were adapted for the secondary school setting and complemented with teachers’ testimonials and real life examples, on how the techniques can be used with pupils in different science subjects like languages, music or mathematics. According to the “Zero measurement” evaluation, teachers involved in TEACH INC piloting activities reported being 5% to 24% more confident in the competencies, relevant to a strong, creativity and innovation oriented teacher profile. Secondary school teachers also believe that TEACH INC helps to strengthen the teacher‘s profile, provides tools to motivate and engage students whereas creative learning can help minimize early school leaving and increase students’ motivation to achieve better academic results.TEACH INC provides teachers with a skill-set and knowledge to fully integrate creativity and innovation into the competence curriculum of their students, independently of the course topic or subject. Increasing the competences of (future) teachers in creativity and innovation will spark the uptake of new participatory teaching and working models with a strong experiential approach. Teachers will find themselves better prepared for the changing educational environment in which a change of paradigm is taking place from group classroom education with a knowledge provider (teacher) and knowledge receiver (student), towards more individualised and participatory approach.

LITERALLCY is a project under the Call: 2014 KA2 - Cooperation and Innovation for Good Practices Within the framework Erasmus+. The project addresses one of the main concerns in education and development of the European community: Literacy. Today, there is a false and optimistic perception about the qualitative and quantitative level of literacy in Europe. Latest PISA (2012) results show that 1 in 5 students from 15 years in the EU still has insufficient reading skills. 73 million Europeans have obtained low skills and many of them have difficulties in literacy to function fully in personal, social and economic activities of daily living. In the case of people with special educational and assistance needs, especially those with cognitive impartments, literacy along with communication are the cross-line line between an active participation in society, and the social and educational exclusion.The main objective of LITERALLCY project, is to developed a new educational tool to facilitate the literacy learning of people with special needs. The main added value of the tool relates to the design and contents adaptation to the capabilities of each user, who will be able to learn reading and writing trough personalized interactive exercises. As well as guaranties the cognitive, sensorial, physic and financial accessibility.LITERALLCY learning tool will be hold on ICTs (tablet PCs) and it will be developed under Open Source within the intention to guaranties the access for every stakeholder. Latest voice recognition, artificial intelligent and learning evolution technologies will be developed and included in LITERALLCY learning application, in order to harness the motivational factors of new technology and take advantage of these toward the learning processes. 4 partner will take part on the consortium of the project, which complies the expertise and experience to develop it in the fields of:- Assistive technologies development.- Languages and grammar technologies.- Educational training and contents development.- End user (special needs) pilot implementation and knowledge.To introduce the technologies in formal education (special education), it will be developed a teaching training program and a ICTs implementation guide.Both technological development and educational development will be achieved by the same methodology through mechanisms of rain-Test-Improve-Train process. So that, training courses and pilot studies will take place, involving families, teachers and clinicians, directors of schools, policy makers and stakeholders.This methodology will enable the achievement of tested results to provide to the framework of the European Community in the field of education.The most important project results for the impact expected will be three; The OER literacy learning application (supported by ICTs).The public outputs related to the Training Program.The results obtained from the pilot study.So that, the expected results and impact are:1.- To improve the literacy skills of 50 users with special needs.2.- To innovate and aport a new teaching tool offer of 5 educational organisations (pilot studies).3.- To design an International Teacher Training methodology the literacy application as well as for the implementation of th ICTs at special education. Improving the teaching and learning methods of literacy. That will allow the student to learn based on individual curricula.4.- To train and make more capatible on teaching strategies at list 200 people in the environment of people with special needs.5.- To include at least the new tool in two regional educational politics as a normalized teaching tool.6.- To integrate at least in 2 Universities the teaching training programme as a ECTS formation course. ------Conclusively-------LLITERALLCY expect the to exploit and disseminate Key outputs in order to provide the European community a functional educational tool to improve literacy levels (especially for people with special needs) and to include a teaching training program that ensures transfer methodology and implementation, as well as a evolution register system, to provide reliable statistical data. Waiting for a longer-term impact inducing towards inclusive education policies, incorporating ICTs as standardized and controlled education method.

"European societies are currently going through a major crisis of values. This crisis, whose main effect is "" inward-looking "", makes it essential to develop cooperative practices from the earliest age in order to encourage openness and inclusion of the younger generations. The first ambition of the ""Inclusive Cooperation Devices"" (DICO+) project is to help teachers - in initial and in-service training - to develop innovative cooperative practices in their classrooms, aiming at a greater social inclusion, which can contribute to the reduction of school drop-out. International surveys, as well as the results of the survey carried out by the consortium prior to the project among the teachers in their network, have clearly highlighted the need for training and resources on cooperative practices. Working together on a European scale allowed for a comparison of current approaches and practices in different school systems in Northern, Southern and Eastern Europe. This exchange of practices has enabled the consortium members to develop tools and resources, as universal as possible, which support the development of training in cooperative practices in initial and in-service teacher training. The target audience for DICO+ was trainee teachers and experienced teachers. The aim was to support new teachers in acquiring the skills they need to implement cooperative practices in their classrooms and to promote cooperative practices through in-service and lifelong training for teachers. Dico+ thus aims at the widest possible dissemination of these practices, which support children's development of the 21st century skills promoted by the European Union. The three main activities of the DICO+ project were: - the development of resources for training of teachers on cooperative practices (IO3) - the production of reference situations, based on experiments/observations in classrooms at national level and also during two European seminars synthesising these observations (IO2) - the construction of a public platform hosting the resources produced, in the different languages of the partner countries (IO1). To access the platform: http://pod.dicoplus.eu/ These activities have been carried out by a strong consortium that includes universities, education institutes, inspectorates-rectorates, a private company, located in 7 countries. The consortium is a product of two robust European networks (ELOS and ELICIT+). INSPE de Bretagne (France) was the project coordinator, with the following partners: Inspectoratul Scolar Judetean Botosani (Romania), Aosta Valley Autonomous Region, Assessorato di Educazione e Cultura (Italy), CEDIN-Interprimair (The Netherlands), Neumann Janos Egyetem (Hungary), Lietuvos Edukologijos Universitetas (Lithuania), INSPE de Normandie (France), and Universidad de Cordoba (Spain). The project, which lasted 36 months, was based on an experimental fieldwork consisting of about twenty schools (primary and secondary), with approximately thirty teachers involved. The pupils concerned by the cooperative activities analysed were aged between 8 and 13. This age group is indeed particularly receptive to innovative pedagogical practices, and especially to peer-to-peer work. Dissemination activities were of various kinds: training modules, conferences and scientific articles in international journals, dissemination in national and international education networks. The wide communication of DICO+ results to local, regional and national authorities in the partner countries has ensured the wide dissemination of the project. The first vector of dissemination of the resources developed in this project is the free and perennial access of the platform DICOpod.The main long-term benefits of this project are threefold: the development of didactic skills of student-teachers and more experienced teachers; the integration of the Lesson Study methodology in initial and in-service teacher training; the development of pupils' interpersonal skills fostered by cooperative learning situations leading to better inclusion of pupils with special needs."