The project “Preventing illiteracy through pedagogical innovation and cooperation with families” led by the GIP FORINVAL Amiens (France) in association with the DSDEN de l'Oise (France) brings together the University of BASILICATA (Italy) around the problem of illiteracy, the USR of Piedmont (Italy) and the School Inspections of KONYA in Turkey and BRAILA in Romania to provide innovative and transferable responses in the countries involved.The objectives were to question the teaching of understanding, to pool effective tools and to reflect on actions that would strengthen collaboration with parents.After a diagnosis of the situation of illiteracy in Europe, the learning activities enabled the work teams to share intellectual outputs: the ROLL (tool based on differentiated instruction) for the DSDEN de l'Oise, a training course for students and teacher trainees on the didactics of understanding for the University of Basilicata, the JIGSAW (tool based on cooperative work) for Turkey, the DICOVOC (based on lexical anticipation) for Romania and an e-book that integrates all these productions for the USR Piedmont. The collaborative work of the partners has enabled the adaptation of these tools to broad audiences ranging from kindergarten to adult education.Indeed, the expertise of the Turin partner in adult education has encouraged the French, Turkish and Italian partners from the south to initiate new actions for this target. In addition, these outputs intended initially for the teaching of the native language have been adapted to the teaching of modern languages, to other disciplines and to allophone audiences. The formation of teams (inter-degrees, multi-categories) was a major asset as it enabled the creation of new local working networks by boosting cooperation between schools and institutions. At the transnational meetings, regulations were made to adjust the actions carried out and organize the calendar so that each return of mobility, training paths were created by each partner and allowed the deployment of intellectual outputs in the territories of the partners. Questionnaires were used to assess the level of satisfaction of trained staff and the effectiveness of the tools deployed; scientific evaluations conducted in France and Italy on control and pilot classes show real progress among students. In terms of impact, the partners observed:-increased abilities in mastering key skills for both students and adults in illiteracy situations-strengthening links within educational communities: teachers, trainers, school heads, inspectors, academic directors-continued collaboration with parents, their representatives and associations-an answer to the training needs of teachers who welcome intellectual outputs in which each student engages and which differ from lecture courses-creation of training pathways that are now integrated into curricula-a positive effect on the class atmosphere-a willingness of partners to continue to collaborate on new projectsThe pandemic has significantly changed the way institutions operate, but the project has been able to meet its commitments thanks to the adaptation of partners: two mobilities have been carried out remotely, as well as three of the multiplier events out of the five. This did not prevent the dissemination of project results at local, regional and international level. The on-line training and tutorial capsules were part of the dissemination activities; they will also ensure the sustainability of the outputs. The website of the project www.erasmus-illettrisme.fr will maintain the link with the school communities of the 5 delegations but above all, offer access to intellectual productions, news, training, articles, and renewed resources. The quality of the collaborative work and the results obtained confirm the determination and willingness of the partners to continue to carry out European projects in order to seek solutions to the decisive challenges of tomorrow.

The MORGAN strategic partnership focusing on CLIL (Content and Language Integrated Learning) refering to teaching subjects through a foreign language practices is a project born from meetings and from previous collaborations established at bilateral levels between France, Belgium and United Kingdom. It is based on current actions in immersion/bilingual/european schools in Germany, in England, in Belgium and in France, at different levels of development such as partnerships.The diversity of the names given to these methodological approaches show the diversity of the realizations and the comprehension which have the educational authorities and the teachers. Its aim is to observe, collect and analyse in the schools and partner organisations of the project the pedagogical practices developped within the teaching of a foreign language.Three countries, Belgium, United Kingdom and France participated in the project. As it was dedicated on the CLIL, it included primary schools, one high school, local authorities and higher education institutions : in France: the rectorat of the académie of Lille, the rectorat of the Académie of Amiens, three schools : Sagebien primary school in Amiens, Aristide Vallois primary school in Le Portel (during the first year of the project) and Froissart primary school in Valenciennes, the ESPE Lille Nord of France, in the United Kingdom: Suffolk county council and two schools: Holbrook Primary school and Mellis Church of England Voluntary controlled Primary School Ipswich (during the first year of the project), in Belgium, the University college VIVES and the Guldensporencollege in Kortrijk.In the first year of the project, in 2017, five-day learning, teaching and training activities were set up by three host partner institutions and opened to all partners.They emphasized teachers meetings, the discovery of the educational systems of the host countries, of the partner schools and of the teaching methods applied in the language teaching sessions or immersion classrooms.In the second year of the project, in 2018, new learning, teaching and training activities were organized by the schools and the college, following more individual and targeted requests. This second period of activities from April to November, also allowed an opening to other schools and to two other colleges in order to complete and multiply exchanges between language teachers and to observe other classes practicing the CLIL. Teachers were able to deepen their discussions around CLIL and language learning, A data collection based on the observations and experiences of the teachers in the classrooms is listing the good pedagogical practices but also the difficulties teachers could face opening CLIL classrooms noticed by teachers.It will be distributed to partner schools and partner institutions but also to those who have been associated in the project and to the academic authorities. This partnership will be and already is, the starting point for exchanges and collaborations between schools and partner institutions.Besides, some schools have already decided to organize pedagogical exchanges, both higher education institutions will start cooperating on the CLIL,in order to open a field of reseach for their students, future teachers in primary and secondary schools.