Speak up and change the world, that's the motto of the Verbattle educational programme as well as a summary of reasons why the Czech debating society decided to implement this project: Educational programme and competitive debate style Verbattle was founded ten years ago in India. During its existence in India Verbattle gained considerable popularity among the youth. Czech debating society licensed this training program as the only organization within the European Union. This project with the participation of partner organizations Seiklejate Vennaskond (Estonia), Asociatia Tinerilor Activi Civic (Romania) and Biedriba Eurofortis (Latvia) sending (incl. coordinator) 36 youths and 10 leaders is aimed through seminars work of with information, logic, formulating opinions and arguments, public speaking, presentation skills and other soft skills to improve participants communication and language skills. It equipped them to full active participation in social discussion and intercultural dialogue, strengthened their rational and logical thinking, gave them awareness and respect for democratic values ​​and ideals, an example of good practice, knowledge of the activities of civil society and the power of influence of local leaders, through experiential education awareness a social responsibility of the individual, the state and the international community (EU) and finally strengthened their degree of tolerance for diversity, attitudes towards social inclusion and brotherhood in the best sense of the word. Participants were present in approximately balanced sex ratio in the age of 13-20 years. Activities combined education and experience to achieve a balance between intellectual and physical stress. Participation in the project strenghtened participants in the development of key competencies (knowledge, skills and attitudes) with regard to their personal development and employability. Given that the project has been disseminating new teaching methods of Verbattle, the project also supported personal development of individual leaders and in a figurative sense even organizations with a view to improve quality of teaching and youth work. Partner organizations and leaders have tried Verbattle in their organizations and schools. Thus, the project has led to increased capacity and attractiveness of the transnational dimension of organizations active in youth education making it possible to offer an educational program that better meets the needs of individuals within or outside the EU. The choice of project language - English - ment that all participants improved language skills for foreign languages. The program was designed so that the participants were encouraged in willingness to learn and the ability to participate in the activities of civil society and developed in them a sense of European identity. Participation in the project enhanced synergies and transmission between formal and informal education, employment or self-employment.

<< Objectives >>By implementing the project we intend to produce first of all an opportunity for education through diplomacy, in the field of which the Civilizations Partnership Association has been carrying out projects for 17 years. At the same time, it can allow more young people from several countries to participate in such a niche project. the activities of the Congress of the Future Diplomats Club will become the basis for the formation of a network focused on the development of these Congresses.<< Implementation >>We would like to implement the following activities: organising the Congress of the Future Graduates Club in an online and face-to-face format, holding two meetings with project co-organisers, one face-to-face and one online. Those meetings with project co-organisers will have different purposes but will contribute to the realisation of the project.<< Results >>The results we want to achieve through the project are the following:3 preparation guides for the six sessions of the Future Graduates Club Congress (one Marketing, one Communication, one IT),2 sessions of the Futures Diplomat Club Congress,2 pieces of training of the coordinators,2 booklets for each session of the Congress, i.e. one presentation booklet and one booklet with the treatises produced by the young people. All these will be the basis for the creation of a network at the EU level.

"Context and backgroundWe take a holistic approach in which we work will all levels of training in synergy. We begin with the development of teachers´competences and their self-management and leadership. We design the guidelines for primary schools that choose the transformation in the Learner-Centred Approach (LCA), where we follow Gabriela Lojová´s 7 key principles of LCA - active learning, content (relevant knowledge), cognitive + affective domains, approach to learners (acceptance, encouragement), positive learning atmosphere, teacher´s role and learners´role. This project is build on three key interconnected frameworks: implementing the LCA in line wit the model of excellence based on the EFQM model and the HA´S Learn&Lead self-management and development idea developed in a number of Erasmus+ projects. These perfectly fit the developmental project focused on quality assurance led by FECU and other projects of the partners.The main objectives of the project are:- to increase the quality of University education through the implementation of the learner-centred approach,- developing excellent schools based on the EFQM model of excellence,- developing the Learn&Lead functional self-management and development pathway of a teacher within the school environment.Description of activitiesWe create the LCA Trainer Development Framework, LCA self-assessment sheet, LCA Guidelines for Primary schools, curricula of three study subjects called „The learner-centred approach 1B, 2B and 1M, a curriculum of a study subject called „Self-management Learn&Lead“ for student-teachers in their final year of the Master´s study, two curricula for LLL innovative programmes for in-service teachers „Application of the LCA for Teachers“ and „Teacher Self-management and development – Learn&Lead“, train in-service teachers and managers in the „Learner-centred approach “ and ""Learn&Lead Self-management"", managers in all types of schools and Universities in the developing excellent schools based on the EFQM model, LCA teacher-trainers who will work with the trained teachers in their schools and countries and organize two LCA International Conferences. Number and profile of participantsThis project is formed by 9 partners, coming from 5 different countries. This project is unique in its consortium of partners - two Universities, four primary schools, a private school, a teachers´a association and a non-govermental organisation. We will include from project partnership, in-service teacher-managers, pre-service and in-service teachers. Overall, we will involve 326 direct participants in the training activities and organized international conferences and expect about 500 LCA self-assessments carried out at our new website by teachers in the partner countries. We also expect to train 120 pre-service teachers studying at the new study subjects and 30 in-service teachers at the new LLL innovative programmes developed in this project. MethodologyULCA project applies mixed approach from data collection and analyses, desk research, as well as focused group discussions within project partnership. There is directly connected order of all training activities and IOs, from tools for teachers and principals/managers to creating new curricula, conference organisation, publish the conference preceeding, creation of newsletters of the project, creation and preparation of the website, creation of the LCA Teacher Competence Framework and a LCA self-assessment sheet, train LCA teacher-trainers, create LCA model schools and a LCA University students practice schools and network of LCA schools and training institutions. Results and impact envisagedWith competence building (knowledge, skills and attitude) of a teacher within partner Universities and primary schools we upgrade and harmonize at the same time the pedagogical processes currently applied.Implementing the LCA in line with the model of excellence based on the EFQM and the Learn&Lead self-management idea, both the teacher and principals/managers in the schools will be equipped with the necessary tools to upgrade their teaching and managerial processes.Longer term benefits will be newly accredited study subjects in English, Slovak and Lithuanian (taught at Universities) in the area of LCA and self-development/management at Bachelor, Master and LLL level. Dissemination activities will be undertaken through project website, blog, newsletter, social media and international conferences reaching to education professionals at primary level, academics and also wider public. FECU can play a significant role in establishing a unique network of all types of schools and teachers currently operating in the market. This network is based on the cooperation, support and further development all teachers, managers and their schools following the learner-centred approach as their key pedagogical philosophy."

<< Background >>The N-Pear project combines collaborative expertise of technology-enhanced learning researchers, computer scientists, and educators to build a strategic partnership to streamline the adoption of Augmented Reality (AR) technology in educational practice. The project will create innovative open specialised educational resources for physical education educators that help implement and integrate active and collaborative learning pedagogical approaches supported by AR. This will enrich the teaching practice and support inclusive, peer to peer learning relevant to the requirements and preferences of the students. The N-Pear project is an extension of three ERASMUS+ projects ViLi, i-Pear and AR-FOREU.The ViLi (https://www.viliproject.eu/) aims to improve the visual literacies of educators, making learning more visual through static, dynamic, and interactive visuals. The AR-FOR-EU and I-Pear projects (https://codereality.net/) aim to train AR-development skills of sport trainers. The N-Pear project further develops visual representations in learning and participatory learning approaches, specialised in physical education. The main objectives are to: 1. Map the educational use of AR in physical education, focusing on collaborative and peer learning approaches The consortium will map the existing research results and available applications, supplementing these results and validating them in case studies following the research methodology of Informed Grounded Theory. The focus on peer learning and collaborative learning approach is within the inclusive education framework, as defined by the United Nations – taking into account personalrequirements and preferences. In 2016, the United Nations released General Comment No. 4 to explain the right to inclusive education, focusing the new definition on providing all students with an equitable and participatory learning experience and environment that best corresponds to their requirements and preferences. 2. Facilitate the adoption of ARin physical education by creating open access teaching and learning material for educators. The new materials will include a toolkit of educational AR apps and platforms supplemented by teacher guidelines, a compendium of best practices, and a competence framework for AR educators all available as independently as OERs and delivered as aMOOC with professionally designed audiovisual material) 3. Create and maintain a community of experts in physical educational AR and other stakeholders that will ensure sustainability of the project and keep the most useful results up-to-date The design of the project is guided by the European policies, strategies and tools. The project aims to improve the digital competence of educators and subsequently their students by developing a comprehensive set of educational resources that are open and accessible online worldwide (EU initiative “Opening Up Education”). The project supports the “Digital Learning & ICT in Education” 2018 and “Digital Education Action Plan” 2018 by promoting innovative technology-enhanced learning practices with both the content of the materials and by making all materials designed for and available online as OERs and as a MOOC. The project supports the European skills frameworks: “Digital skillsframework” and the “Digital Competence Framework for Educators (DigCompEdu), by extending them into a framework for specific skills educators need to integrate AR in their teaching.<< Objectives >>The nPEAR project aims to mainstream the adoption of educational AR apps by assembling a comprehensive overview of available offers, collecting best practices, creating guidelines for physical education educators and developing an online course to deliver these materials. AR is a rapidly growing market amongst the ICT technologies. AR provides an enriched view onto the physical world, adding layers with contextually useful information, delivered visually or by stimulating other senses using hand-held or wearable devices. Many industrial use cases of AR in, for example, manufacturing, construction, health, the service sector, or in trade can be found. The technology is currently being introduced in front-runner organisations at large. While the AR R&D community is growing stronger in Europe, the adoption of the technology in education is still very fragmented. The flagship European educational AR research projects (such as H2020 http://www.tellme-ip.eu/ and http://wekit.eu/) and European AR companies (such as Re-flect and Totalimmersion) focus on solutions for workplace training in high-tech and highly automated industries. At the same, systematic reviews of AR application in wider formal and non-formal education recent years report that the use of technology has a positive impact on engagement and learning performance (see e.g., Garzón & Acevedo 2019 DOI: 10.1016/j.edurev.2019.04.001 and Liao, Chang, & Lee 2020, DOI: 10.1016/B978-0-12-816958-2.00006-X). Theaforementioned reviews report mostly on experimental studies, which indicate low adoption rate despite the often positive impact on learning. We argue that the reasons for the slow adoption are not only in the technology itself, but in the insufficient support of educators. The newest models of smartphones-in-development in 2021 are getting AR-enabling hardware (such as depth cameras) and better other sensors, while the AR software industry is growing in the offer of platforms for designing content and self-sanding applications. The adoption of AR in education is already happening in Europe, although as experiments or as part of the overall digitisation. Given this backdrop, physical education providers should begin now to create strategies for immersive learning experiences. The world of immersive technologies is still unexplored territory for educators and their students especially in EU Universities, despite their immense potential.Therefore, we need to map the territory and come up with innovative pedagogies that address the so-called generation z. Peer-learning is one of most effective pedagogies to make learners more active and engaged with the resources. Educators and researchers highlight the importance of active, interactive and inclusive learning (Dewey, Vygotsky, Dede), but it is often ignored in education due to lack of understanding and adoption guidelines. The young people often feel bored and uninterested while being in lecture halls listening passively to lecturers’ endless ppt slides. At the same time, Cisco research and Ed Tech Trends and LinkedIn put emphasis on collaboration and peer-learning among others. Main Target Group : Higher education on Physical Education (educators and their students).<< Implementation >>The tasks are allocated according to the experiences of the partners and a cost-effective perspective. For example, it is less expensive to produce audiovisual material in Portugal rather than in Spain or Italy. Each partner will be responsible for clearly defined tasks and activities and other partners will collaborate and provide feedback and peer review for all work-packages outputs. EIA will be leading the “TOOLkit of Educational AR apps” task. Clictic will be in charge of the “Compendium of best practices in Educational AR” BEFO will be in charge of the pedagogical strategy for AR and peer learning Step will be in charge of the nPEAR MOOC. Primerframe will be in charge of the open access audiovisual material. Idef will be leading the nPEAR publications of the project.<< Results >>Visual resources: Development and sharing of visuals to enhance text resources. A new method of teaching on how to use these visual and open educational resources in physical education will be disseminated. Toolkit: Development of an up-to-date and educator-friendly review of educational AR apps. For each app, a unified guideline will be added thus accumulating models and guidelines allowing physical education educators to choose the best applications for their practice. nPEAR conference: Organisation of a conference where physical education students and educators meet to disseminate the outcomes of the project, feed further exploration and explore future research steps. Dissemination activities designed to reach 10,000 people, including major stakeholders and may have an impact on policy makers in Higher education. The project will produce six major intellectual outputs during its lifetime : 1.A toolkit for AR apps 2. Compendium of best practices (case studies in Portugal, Spain, Italy and Greece) 3. A Pedagogical strategy for AR and peer learning: A strategy for implementing AR in peer learning in physical education based on existing best practices in the educational use of AR, including an educational AR skills framework 4. A MOOC (massive open online course) aimed at unlimited participation and open access via the web, including elements of educational games 5. Audiovisual material for the toolkit and the MOOC 6. Academic publications (an AR for educators book containing all major results of the project and the nPEAR conference proceedings) In a nutshell, results encompass all project outcomes that may be used by the project partners or other relevant stakeholders outside the project. The intellectual outputs have the potential to either be used as they are or lay the foundation for further research, work or innovations (i.e. novel knowledge, insights, technologies, methods, data, and apps). By the end of the project we expect to equip the participants with skills of future jobs in AR, to help participants gain generic competencies and to provide a model of modular nonformal education informed by contemporary educational approaches for other European countries. The modular curriculum will be delivered online via MOOC platform. Course materials will be in English, Portuguese, Italian, Spanish, Latvian and Greek. Therefore, it is also expected to reach international learners.

With the referendum in the UK resulting in the UK on the verge of exiting the EU, we see confusion and distress. What happened and what will happen? How does this affect us? Is there a weakness in the EU? We will examine the meaning of the common market and how this affects all of us. So many countries want access to this common market and even the UK who voted to leave the EU, still wants access to the common market. What is the price of being part of the common market and why is the UK voting to leaving the EU when leaving it would be a disadvantage? We will see the relationship that Norway has with the EU, and how different this is from a normal member of the EU. Is there an advantage to this? Rumour has it that the UK will follow this path, what will the impact of this be on the UK and the EU? We will look at mobility, one the major factors, believed to give the leave vote its majority. We will examine the Mobility Treaty and see if this has disadvantages to member states. We will also examine how Switzerland tried to abandon the freedom of mobility treaty with the EU, which was never realised. All of these factors have to do with democracy and how it works and how it affects us. Is democracy failing?We saw that the results of the UK referendum showed a very small margin of difference in the results, showing how democracy works, but also showing that democracy can leave almost half the voting population dissatisfied with the results. We also saw how youth felt cheated by this referendum because they could not vote for such an important issue. Is this yet another statistic showing how young people have no say in their future?As a result of the UK referendum we also saw, in the media, that some other countries want a EU exit. Is this propaganda or is the EU truly starting to fail? The question boils down to how we measure success and failure. If it was a question of economics only, the EU is a world power economically speaking. If it’s a question of influence on policy, every EU country has a say on EU policy, and even has some liberty to create specific laws for their country, education being one of these. These are only some of the questions we will ask to try to understand why many feel that the EU is not working or failing. Perhaps we will discover some problems that are not in the media, or perhaps the media is sharing different version of reality in different countries.Our objective is to understand the working of the EU, how it works, why it works and what role we as youth play in it and how we can change the future of our EU, so that we are truly living in a Union. As a direct result of this project we have seen how young people have a greater understanding of the EU, and more importantly their role as citizens of the EU. We have seen that scepticism of the EU is brought on by media, by feeding on the fears of people, and exploiting the ignorance of people about what the EU really is. We started this project with many people seeing the EU as a separate entity, rather than something that we have all created and that we are a part of. We left this project feeling more European, feeling the obligation to be more active as citizens, as people and helping the EU grow, to bring countries closer together and to work on a better future for all of us. We saw how the EU invests in youth, and in our countries, helping to make them stronger and better. We saw how EU laws are created to protect us, and to respect our cultures and us as people as citizens of the EU.We learned the important of our human rights, of our votes, and the European democratic model. We learned that the next steps for our countries and the EU are in our hands, and that we as young people need to be the model citizens that will build our futures.