"The heterogeneity of learning groups in most classrooms poses common challenges for teachers in many European countries, although there are also specific characteristics within the countries. Three overarching aspects have been focused in this project: 1) A growing number of students speak a different language at home than in the classroom. Therefore, teachers cannot and must not expect students to master the language of instruction at school. 2) In all countries, also children with a socially disadvantaged background attend school. The opportunities for parents to support children do not always correspond to the support expected from the school. While family literacy offers have established themselves in Ireland, for example, these are unknown to most schools in Germany. 3) In addition, children with different learning requirements should learn together in the schools. Keywords such as ""inclusion"" have become buzz words, but the pedagogical possibilities for action are far behind what the popularity of the term might suggest. Last but not least, there are also such children in all countries who do not achieve the learning goals of the class and only learn to read and write with difficulty, or fail completely due to the tasks.Teachers play an important role in supporting children who have reference points in one or more of the above areas. Their knowledge and skills enable the teachers to create educational opportunities in a heterogeneous learning group that enable all children to expand their skills. The aim of the MLM Project was to provide (above all) teachers on the topics of multilingualism and literacy support with theoretical background knowledge as well as concrete examples of practical support. Concrete teaching materials for instant use on the next day should also help teachers to integrate the content presented into their own everyday lives. The combination of theoretical and practical content meets the needs of teachers in a special way. The developed content was made available on two platforms: In two online courses (MOOC, massive open online course; www.literacymooc.eu) and on the learning platform (www.euliteracy.eu). Content is available in German, English and Catalan, although there is no synchronous translation of all content; this was not intended. Rather, some content has been translated, others are only available for individual languages. The contents are videos, texts and teaching materials.The six participating institutions from five countries were able to contribute with overlapping and individual competences: In Germany, there was close cooperation between the Pädagogische Hochschule (""Pedagogical University "") in Freiburg (specialised in teacher training) and the Adolf Reichwein Bildungshaus (""Adolf Reichwein Educational House""), a state primary school and school for educational assistance with a proportion of students with a migration background of over 95%. The Universidad Autonoma of Catalonia brings special competences to the teaching of students who do not speak the language of instruction as their first language.The NCI (National College of Ireland) is an independent tertiary education institution. In 2006, the College founded the ELI (Early Learning Initiative), which deals with the specific problems of socially disadvantaged families.The partnership with the University of Sheffield was changed to a smaller role in the course of the Brexit referendum at the request of the university even before the application was submitted, since it was uncertain at that time how the political situation at the university would develop over the duration of the project. The university's expertise lies in multilingualism and literacy research, as well as in family literacy work. The University of Luxembourg has linguistic education and multilingualism as key research priorities.The main activities of the project were the conception of the two Moocs (massive open online course), the writing of articles for teachers and the creation of specific teaching materials. All content will be made available on the learning platform as well as other content arising from the other IOs (e.g. questions and answers, case descriptions, integrated into other work).The project can present phenomenal figures on the results achieved and their impact: In the period from May 2018 until today, more than 50,000 clicks were registered by more than 35,000 people on the contents of the learning platform and the Moocs. Thus far more people were reached than the project team had planned at the beginning of the project."

"Our YOMAI project aims to make working with children, up to the age of about 10, so attractive to men, that they can imagine starting a job or training for that workspace. In addition, it is interesting for us to find out what conditions have to be given that men remain in this field of work after completing their training. Targeted professions: educators, teachers, social workers. These occupational groups were also represented by the participants in YOMAI. Each partner has sent at least two participants to each international meeting. The partners for YOMAI have selected the coordinating institution. The other German partner has been cooperating with the coordinator in many training contents for many years, including in European projects. All other institutions were / are known and reliable partners in the KA1-mobilities. About half a year before application, the first talks were held via the KA1 practice visits. All the requested partners have reported back, that they have a shortage of professionals. In addition to fewer skilled workers, male colleagues are clearly outnumbered in all countries, and this is considered negative for a variety of reasons. In Germany, the male rate in elementary education institutions is about 5% - the colleagues of the partner institutions assume similar rates, but can not rely on official figures. Each partner therefore collects local numbers to male professionals in the project. The pedagogical-focus of the partners will be discussed during the international meetings. Finland relies heavily on technical tools in educational institutions, laptops are ubiquitous in kindergartens. The partner institutions in Lithuania work multilingual. A kindergarten there uses EU-mobilities to a greater extent for its staff. This kindergarten with primary school also has a higher proportion of men. The partners in Romania also work multilingual. In addition, the implementation of pedagogical concepts is more stringent than in the current German pedagogical mainstream. “What do men say about the local conditions?” “What has led to the men working in the partner countries taking up this profession?” “What is important to you and interesting in the activities in the context of your pedagogical work?” These and other questions are asked through elaborated Interviews during the transnational meetings to the men. Through the feedback, we receive statements that we continue to use in the context of the project. In the run-up to the application, a YouTube tutorial was discussed as a project result.YouTube is a publishing platform that is very low-threshold. Our target clientele - (young) men in search of (work-) change - can be found there as well as ""seasoned"" educators. We discuss and set this format in the first international meeting. In this context, further details, such as file formats / configuration, layout / design, editing, creating an own YouTube channel, etc. is discussed and set in the first two meetings.As activities four trans- / international meetings were planned and carried out. One meeting in each partner-country. We visit institutions, who employ male professionals. In the first two international meetings, the interviews will be conducted. We evaluate the interviews. A video-storyboard is created, the design for the later video is discussed and defined. Video sequences are shot by each partner, and at subsequent international meetings they are viewed, rated and selected for reuse or discarded. Each partner creates a local ""map"" that shows, how many male colleagues are working in social settings in the neighborhood. The last activity is uploading the video via a YouTube channel.As a result, it can be stated that all the above-mentioned activities have been implemented. The partners have worked very disciplined, even between international meetings! We conducted many interviews. The ""YOMAI-theme"" was discussed in detail in each partner-/ and visited institution. The ""maps"" were not created as a file, but ""handmade"". Nevertheless, they show a good overview of the local conditions. The previous assumptions have been confirmed! No pedagogical environment of the partner-institutions reaches the men's rate of 4%! For YouTube even three videos were completed. Three existing partner YouTube channels can be used. The sustainability is given by further linking on institutional homepages of the partners. The videos are shown at (annual) general-meetings and team meetings of the partners."

"Our project, or the idea of ​​""well-being of teachers and educators ..."" (WINTER) was created during the review and evaluation of the interviews for our Erasmus + predecessor project YOMAI. In this predecessor project, we looked at how (young) men can be won over to a pedagogical profession with the target-clientele children aged 0 to 10 years. A ""side result"" of these discussions was, that a subjective increased level of stress is recognizable in all partner institutions and in the facilities, we visited. These ""levels of stress"" mean, that employees write sick leave, do not decide to stay in the institution after an internship, that dissatisfaction is reflected directly in the educational work with the children and other target-clientele. In addition, we have seen, that men in the educational teams lead to more balance, less sick days, longer stays in the institution. However, we did not collect these findings or impressions quantitatively or qualitatively, not even representatively. In the composition of the project group YOMAI, and subsequently also for WINTER, we have selected countries, that are not close together in the Europe-wide educational survey (PISA). So we came to the conclusion, that in the Scandinavian countries there may be better methods or circumstances that, despite the high stress levels, lead to more satisfaction in the pedagogical workplace. With the project WINTER we want to explore with the partners, which satisfaction factors are present, we want to ask in partner institutions, what employees need, in order to gain more satisfaction in the occupation. The aim of the project is to collect and try different methods - best-practice! In terms of a portfolio, we want to share our findings via an Instagram-Account in a timely manner.We hope for so many followers from professional circles - but also beyond, who pick up on our findings. The feedback function of this medium makes it possible to open up further options for improving the satisfaction of a wider public. Since we only want to work resource-oriented, we present the pedagogical fields of work in a positive way. One desired effect of this approach is, that the pedagogical work appears desirable, interested followers outside of the educational profession decide on this profession. Working with an Instagram-Account requires rules, especially when multiple people and institutions are involved in the operation. These rules are created participatively at the beginning of the project. The forms of representation must be tested, discussed and practiced. The final care is to be taken over by a participant from the consortium, with the other participants assuming a supplier role in this phase. The care can change within the two-year term. Thus, it is possible, that the hosting partner of the international meeting will take care of it, after the methods developed in his country have been discussed locally. In addition to the Instagram-Account, we will discuss in the first transnational meeting and decide whether we write a professional article on the topic of health / satisfaction, promotion in the workplace in European comparison, if necessary, to create a handout. In addition to these intended outputs, we want to explore whether the topic of satisfaction or health promotion on the pedagogical workplace occurs in the respective training curricula.We found each other to a consortium before the application, spread over five European countries . We cooperate in a total of 8 partner organizations in the following countries: Romania, Lithuania, Finland, Sweden, Germany. Each country organizes a transnational meeting. During these meetings we will visit the partner institutions as well as other facilities. Prior to our visit, these facilities were selected by our partners and briefed accordingly. Leadership-based interviews are conducted on site. These key questions will be worked out in the kick-off meeting in Germany. For each international meeting, the respective partners send at least two representatives. Most of the participants are familiar with each other through the previous project. The following are represented as occupational groups: educators, social pedagogics, teachers, institution-managers. At least, three of the participants already work semi-professionally with an Instagram-Account."

<< Objectives >>The main goal of our project is to expand the digital skills of the participating partners for planning of educational offers in the fields of elementary education and educator training and thus to make a contribution to the digitalisation of vocational education. Another goal is the creation of a learning platform for digital learning spaces dedicated to elementary education and professional training of educators, taking into account didactic considerations.<< Implementation >>During our partner meetings, we will do an exchange and obtain information about the digital agenda of the EU. Our joint activities will allow us to process our experiences with digital tools / media didactically and through peer learning. The results will be published on the learning platforms installed on the websites of our partner institutions, communicated on the social media, and shared with educators and social workers directly.<< Results >>We expect an expansion of the digital competences of our project participants. We would also like to publish a didactically validated set of digital tools intended for elementary education and vocational training on a learning platform. Dealing with the digital agenda of the EU should strengthen the European identity of the participants and contribute to the dissemination of European visions.