<< Background >>All teams are diverse, all students are diverse! If we want to realise education and learning for all students we need to realise schools as inclusive settings in which students learn in a sustainable way for their future and for future society. Effective professional learning of teachers happens in professional learning communities in which teachers creative co-create knowledge and skills to realise inclusive school settings and sustainable learning. So the project INCLUSION² distinguishes itself by focusing cocreation with school teams in school education in developing sustainable inclusive school practice and learning for sustainability by making use of the diversity in the teams. It is just this ‘diversity’ which is an important pedagogical knowledge building principle (Scardamalia 2002; Scardamalia and Bereiter 2014). Knowledge advancement depends on diversity of ideas, just as the success of an ecosystem depends on biodiversity. To understand an idea is to understand the ideas that surround it, including those that stand in contrast to it. It is a wealth of ideas and out-of-the-box thinking. Other important principles are ‘all ideas are improvable’ and community knowledge, collective responsibility. Work proceeds continuously to improve the explanatory power, coherence and utility of ideas. The cocreation process search for the best explanation, solution, product, understanding a team can build. All participants in the Professional Leaning Community are legitimate contributors to community goals and take responsibility for advancing the community’s knowledge, not just their individual learning. The cocreating in teams is a process of democratizing knowledge. All PLC participants are empowered as legitimate contributors to the shared goals; all take pride in the knowledge advances of the community. Diversity and divisional differences are viewed as strengths rather than as leading to separation along knowledge have/have-not lines. Everyone’s ideas are needed and encouraged. That makes this project distinguishable from other projects.This partnerschip is going in the local needs on inclusive education and learning for a sustainable future. On the school policy level we want to support schools in their policy on inclusive education and learning for a sustainable future. The partnerschip wants to support this through creative co-creation processes, which is a bottom-up approach. We will develop professional learning for teams on the theme of INCLUSION² and we want to convince policy makers to work on inclusive schools for a sustainable future through this bottom-up approach. So the need of this partnership is in the combination of these four partners who support each other from other perspectives to realise 'INCLUSION²'.<< Objectives >>Concrete objectives of INCLUSION² are to:(1) Contribute to a more inclusive education and learning for a sustainable future;(2) Support teachers, school leaders and other education professionals to develop a more inclusive education and sustainable future;(3) See the diversity of teams as a strength for the above objectives;(4) Use the diversity of teams to creatively co-create and design processes to achieve the above objectives;(5) Develop R1, a frame of thinking to support diverse teams in their creative co-creation design processes;(6) Develop R2, tools that support diverse teams in creative co-creation design processes to realise inclusive education and learning for a sustainable future;(7) Develop R3 DLE (Digital Learning Environment) an online tool like 'Mesh-Guides' for school practice to support school teams in realising inclusive education and learning for a sustainable future;(8) Develop R4 bottom-up professional learning for diverse teams based on and in line with the frame of thinking, the tools and the online DLE;(9) Process-based creative co-creation and dissemination of R1, R2, R3 and R4 via the multiplier events M1, M2, M3, M4;10) To disseminate the results of the project locally via M5 and internationally via M6 and M7.<< Implementation >>The project will develop 7 multiplier events namely:(E1) Local dedicated presentation and discussion with target groups about the concept and the methodology of the project - searching for associated partners;(E2) Local dedicated presentation, discussion and creative co-creation and design on R1 with associated partners;(E3) Local dedicated presentation, discussion and creative co-creation and design on R2 with associated partners;(E4) Local dedicated presentation, discussion and creative co-creaation and design on R3 with associated partners;(E5) '#boosters' for teams to co-create sustainable inclusive schools in diverse teams (back to back with influencing local Policy Makers);(E6) '#international festival' on co-creating sustainable inclusive schools in diverse teams (back to back with influencing International Policy Makers);(E7) '#international academy' on creative co-creation design processes for teams to realise sustainable inclusive schools in diverse school teams.<< Results >>The project will develop 4 Project Results namely:(R1) Frame of thinking on how a creative co-creating design processes contribute to inclusive schools with learning for a sustainable future in diverse teams; (R2) Building blocks to realise in creative co-creation design processes for inclusive schools with learning for a sustainable future in diverse teams; (R3) Professional learning for school teams to realise in creative co-creation design processes for inclusive schools with learning for a sustainable future in diverse teams;(R4) Online tool (Digital Learning Environment - DLE) (scope on teaching like Mesh Guides) in a digital web to realise inclusive schools for a sustainable future in diverse teams via creative co-creation design processes.Expected outcomes - based on the Project Results: (1) Partners have in general enhanced their knowledge and skills on the theme of the project by pooling their specific qualities to co-create R1 - R4.(2) The primary target group namely teams, school leaders, providers of professional learning, advisors, educational inspectorates will have learned how to creatively co-create knowledge and skills, and how to use the diversity of the team to work collaboratively on inclusion and learning for sustainable future within their organisations. They will have all materials of the Project Results and attended several Multiplier Events. They will be able to realise 'INCLUSION²' in their practice and to develop a school policy on 'INCLUSION²'. (3) The secondary target group, policy makers on local, national and international level will be aware about this innovative way of realising inclusive schools for a sustainable future in schools and reflect on how to develop sustainable policy on the issues of bottom-up professional learning, of using the diversity of teams to realise inclusive schools for a sustainable future.

The project aims to develop adaptive expertise (AE) to foster an effective learning environment.Context/background of the project:Classroom situations are increasingly complex. Migration, societal diversity, EU member states' policies on inclusion... make classrooms more diverse. To increase quality in education, schools and teachers must find ways to address the diversity challenges and foster effective learning environments to optimise teaching and learning. Based on the partners' practical experiences such as teaching, supporting schools, talking and listening to teachers and students, and other empirical knowledge, the partners have concluded that much more can be done to teach effectively and efficiently in a diverse environment. The partners observe that many educators struggle to adapt their practice to the needs of the learners. They almost always implement the same routines i.e. they struggle to use the broad spectrum of formative assessment and to use these results as an inspiration to differentiate. The partners note this routine expertise is still the daily practice in many schools. The academic basic of this project is research done by the University of Auckland New Zealand and the OECD. This academic research tells us that adaptive expertise of teachers and a corresponding policy on adaptive expertise in schools is a promising way of tackling routine expertise and coping with the current educational diversity. It tells us further on that (1) updating and expanding teachers' professional competences are especially important in order to achieve the ambitious of education systems and (2) schools with adaptive expertise are ahead of the current debate in policy and research. They inspire to cross the bridge between research and practice from the other side by translating practice into research. So this project aims to tackle the outmoded form of teaching in order to create new tools to support schools, teams and teachers to become adaptive experts and to realise a policy on adaptive expertise. Objectives:This consortium aims to develop adaptive expertise to foster effective learning environments. The consortium will do this by creating an inspirational guide with underlying practical tools that support the implementation of AE into the daily school practice. The ultimate goal in practice is to engender better teaching that result in better learning for all students (teachers adapt accordingly to diversity to help every student learn better and become effective self-directed learners).The ultimate goal at policy level is to put adaptive expertise on the political agenda and change the emphasis from routine expertise to that of adaptive expertise. To realise these goals, the consortium shall develop 5 intellectual outputs (O):O1: an inspirational guide on state-of-the-art AE based on shared influences and experience of practice and theoryO2: building blocks for inquiring adaptive expertise through formative assessmentO3: building blocks for scaffolding AEO4: a collection of adaptive practicesO5: a Digital Learning Environment (DLE) to support educational professionals in inquiring and enhancing their AETo disseminate and exploit these results, the consortium will implement multiplier events focused on informing, discussing, investigating, sharing and adapting (in an iterative way) the process and results of the O's.Target Groups are:- local: teams of teachers, school leaders in the project countries and extended to Europe- regional/national: advisors, school-supporting organisations, oversight bodies, Universities of applied sciences (teacher training institutes) Methodology:The consortium will start with the development of the inspirational guide on state-of-the-art adaptive expertise. This will be the foundation to develop building blocks and a collection of adaptive practices to support the realisation of adaptive expertise in practice. By using a DLE, the consortium can support educational professionals in inquiring and enhancing their AE. The consortium will present and optimize all Os using dedicated presentations and discussions with the target groups. Through an international conference and course, they will further spread AE. We envisage impact on 4 levels:- partners: they enhance their knowledge, skills on adaptive expertise- staff-members of partners: they use the acquired knowledge, insights, skills to realise an 'expertise centre' on adaptive expertise - the target groups: they enhance their knowledge, skills on adaptive expertise, realise or support adaptive expertise and realise a policy on adaptive expertise- systemic: adaptive expertise is an overarching approach to address segregation and inclusion in schools, and should be on the political agendaLonger term benefits:A guide and tools for adaptive expertise remain freely available for ongoing education and to those who are interested in AE.

<< Background >>The SensEd project aims to showcase the importance of incorporating sensory skills in education (SSE) to improve the learning of youth and adults. SSE is key to equipping youth and adult learners with lifelong learning competencies, increasing their motivation, and engaging them directly with the world around them. SSE understands that effective learning covers many dimensions including mental health development, motor and cognitive skills improvement, and the holistic development of individuals. SSE impacts greatly on brain development and learning patterns. The SensEd project has two main objectives:1. Create a strong research-led case for SSE to be incorporated in VET schools/adult learning centres, and provide a curriculum or extracurricular development framework and tools for this purpose. 2. Improve the overall educating (and course development) experience for teachers or trainers, and the learning experience for learners, while improving learners’ skills in essential areas such as critical thinking, green skills, complex problem-solving and creativity. As per the European Commission’s adoption of the 8 Key Competences for Lifelong Learning, SSE can develop these lifelong learning skills which will serve learners well in the long-term, and not just academically.Unfortunately, most traditional education systems have little time for SSE in their curricula, focusing on STEM subjects. SSE puts an emphasis on STE(A)M. It is hoped that achieving the two objectives stated above will lead to an increased motivation to learn, better knowledge retention and application, and less dropouts. The project will enable youth and adult learners, teachers and other educational stakeholders to leverage knowledge, practice and innovation. The demands of the 21st century have created enormous and urgent challenges in maintaining sustainability and a greener economy. They remind us of our relationship to nature and help us reconnect with nature. An infinite field of sensations that we have to learn or learn again so we can also learn to feel nature again to protect and respect it.The SensEd project hopes to shed light on the latest research and best practices in SSE, and demonstrate its importance in building a sustainable educational model for a sustainable future. It predicates this with an understanding that for many countries, a SSE syllabus can run alongside a traditional VET school/adult learning centre curriculum without the need to change or displace it. Furthermore, it is hoped that the results will clearly demonstrate that embedding SSE within the traditional curriculum is absolutely necessary in the long run.<< Objectives >>The SensEd project brings together six key partners in a consortium comprising:SOTS - Stavanger Offshore Technical College (no) - Project CoordinatorEIAADE - Escuela Internacional de Artes, Audiovisuales, Digitales y Espectaculos (es)WCI - Warnborough College (ir)EsproMinho - Escola Profissional do Minho (pt)MeNO - Associazone Culturali MeNO (it)CDA - Çagdaş Drama Association (tr)CNDE - Çankaya District National Education Directorate (tr)The project will target teachers and learners of VET schools and youth and adult learning centres, including learners who may be disadvantaged or disabled. The results of the SensEd project will hopefully convince other schools and education policy makers/leaders to seriously consider incorporating SSE within their own curricula.The SensEd project is innovative in its scope and aims and can bring about great changes within the teaching and learning sphere, without upsetting the status quo.We envisage impact on 4 levels:- partners: they will develop and enhance their knowledge, skills on SSE- staff-members of partners: they will use the acquired knowledge, insights, skills as 'experts' in SSE and SSE-led curricula- the target groups: teachers will gain the knowledge, skills and confidence to develop and implement SSE modules alongside their normal curriculum; learners will gain important life, study and practical skills and become more motivated to learn- systemic: the importance of SSE will be disseminated and it is hoped that relevant stakeholders will incorporate more of it in traditional education models/curricula<< Implementation >>Methodology:The consortium will start with researching and developing state-of-the-art SSE which will be turned into a handbook/guide. From this, a framework to develop modules in SSE will be developed and the target group will use it to create pilot modules, which will be implemented immediately within partner VET schools/adult learning centres. The creative products of these modules by learners will be showcased during six Multiplier Events held in each partner country. Finally, all of the above will be hosted as an Open Educational Resource (OER) on a Digital Learning Environment that will be accessible at any time by anyone, free of charge.<< Results >>The project envisages four (4) Project Results:1. A handbook on state-of-the-art SSE based on research, shared influences and experience of practice and theory (R1)2. A framework for designing and developing a SSE curriculum and sample pilot modules (R2)3. SSE in practice and outcomes (R3)4. Digital Learning Environment (DLE) incorporating other Results (R4)One Learning, Teaching, and Training (LTT) activity will be run over the course of the project targeting teachers in a teacher-training capacity. These teachers will go back to their countries to train other colleagues in SSE principles, and they will then create and run SSE modules.The project will also run Multiplier Events in the form of conferences (a total of five) in each partner country, to disseminate the results of the project, and to showcase the creative outputs of the youth and adult learners who have undergone the SSE programme.The results of the SensEd project will be made publicly available and at no cost to anyone anywhere for at least three years after the project ends.

Pro-VET will introduce a systematic approach to, and an open platform for, initial and continuous professional development of VET teachers, trainers and mentors in both school and work-based settings for Serbia and Russia. Pro-VET will address the challenges of the educational quality, relevance, delivery, and management of the VET systems and help to build confidence in the industry on the development of the VET systems. Pro-VET will provide opportunities for pedagogical skill development and increased work-life relevance and collaboration with proven European approaches and methodologies in VET in Serbian and Russian languages.Pro-VET will build and capacitate a VET-Educators’ Training Network (VET-ETN) on the basis of 8 partner insitutions in Serbia and Russia that will strengthen European approaches in systems of VET and HE connected with VET teacher training in their respective countries. The capacity building actions will upgrade the ICT skills and facilities of teacher trainers as well as expose the trainers to European pedagogical practices and policies in VET. VET-ETN will facilitate admittance to these knowledge and skills for Serbian and Russian speaking world via an open access e-learning platform. The key activity of VET-ETN is the provision of in-service training opportunities for VET teachers. VET-ETN is capacitated with a process to develop new courses to target group needs and has MoU agreements with min. of 60 partners of VET providers, qualification agencies and companies. Pro-VET aims to engender policy learning via the introduction of transferable practices in VET policy and approaches that can be adapted to the partner countries’ VET systems. The policy learning consists of policy dialogue with ministries and VET sector, benchmarking and analysis of data from trained VET teachers (450 take part in the in-service training courses). It will result in national roadmaps for VET evolution and a Position Paper presented in National Conferences.