<< Background >>The action of the Education Inspectorate requires the exchange of good practices at a national and, of course, international level. In addition, the Inspectors are the ones who can have the greatest impact on the management of educational centers to encourage and encourage them to participate in the European programs that the European Union makes available to them.Adult education supports active citizenship, lifelong learning fosters the development of social and intercultural skills, critical thinking, and media literacy. The interest and importance of this project lie mainly in the comparative study of knowing how the different partners (countries) solve this formal and non-formal training either within their educational systems or in collaboration with other administrations. Likewise, what levels of social-labor insertion do they achieve with their adult training programs and how are they quantified.<< Objectives >>- Increase the efficiency in the internal management of action plans of the Education Inspection service in the Adult Education sector.- Share good practices in the review and evaluation of the education system through measurement and analysis processes.- Promote the active participation of education inspectors in programs aimed at promoting evaluation by competencies, boost the implementation of new curricula, and promote actions aimed at improving the inclusive response in centers with vulnerable young adult students who need to acquire competencies. for labor insertion and life.- Achieve greater efficiency in the culture of participation towards the improvement of organizational aspects and common internal pedagogical advice of the inspection: common lines of action that generate spaces for reflection and analysis of procedures and actions in the transition towards lifelong learning<< Implementation >>- Training courses.- Observation periods.- Creation of working groups between states.<< Results >>It is expected to generate an impact on:- The quality of training programs aimed at vulnerable populations of young adults- In educational management and policies aimed at supervising the educational projects of the schools.- In the systems and procedures for evaluating the quality of the programs based on key competencies and job placement- In transition plans between stages- In the quality of the transnational relations of the project partners to generate new small-scale cooperation projects.- In the vision of other educational models that meet the European objectives of increasing the percentage of adults who continue training throughout life.

A large part of the students at the official schools of languages leave their regulated classroom courses because of their profile, for causes that are always related to family and work duties. The Valencian Ministry of Education, Culture and Sport has designed the Self-learning Language Centres project in order to meet the demands of the students who do not leave the courses due to a lack of interest but because of personal duties. The self-learning language centres will offer a flexible schedule for students to attend a space where they will be able to learn languages and cultures and experience a blend with other countries through their languages. And all that without having to stick to the inflexibility of regulated classroom courses with a fixed schedule and the obligation of taking a certification exam.The self-learning language centres will consist of three learning spaces in every school: the self-learning classroom, the library and the language resources space. For the first time, the official schools of languages (EOI) open their doors to the public (users of the self-learning language centres need not be studying at the official school of languages to have access) for them to improve and reinforce their language skills in any moment of their learning process, as well as to discover other cultures.This project has entailed a transformation in the methodological approach of the EOI, as well as a specialised training in the several aspects that are involved in its launch, since it means the consolidation of the teacher as a guide or adviser for students. Therefore, teachers will have to be ready to teach the languages self-learning methods to the media library users through a personalised work plan for every user that requests it.The learning material will also have to be adapted to a self-learning approach so that users can easily access it. ICT elements that can help users in their progress and self-evaluation of their linguistic competence will be included in the language centres. Thus, teachers will also need to look into the use of these flexible learning spaces outside the classroom.In this regard, thanks to the project, teachers have visited self-language learning centres with a long-standing use in other European countries, such as the United Kingdom, France, Germany and Italy, in order to analyse their practices and their functioning. It has also been interesting that they attended structured courses on learner autonomy, on learning how to learn, on flexible learning spaces, on flipped classrooms, on the European Language Portfolio, etc. In short, a 21st century training at the EOI committed to the internationalisation of lifelong learning that may help them make contact with European learning institutions for future exchanges, with which we are now considering continuing to explore learner autonomy in a forthcoming KA2 project. In addition, after the project is completed, the spaces of the current libraries of the EOI are currently being refurbished to become self-learning language centres with a self-learning area, language advisory services provided by teachers, and a language socialisation area. Likewise, the Centre for Teachers’ Training (CEFIRE in the Valencian Community) has taken note of this good practice in order to organise, during the 2019-2020 academic year, seminars to introduce this project on autonomous learning, and that may provide a forum for discussion and reflection between EOI teachers, who will progress towards a consolidation of the design of self-language learning centres.

Autism Spectrum Disorder (ASD) is an umbrella term used to group a range of brain development disorders. According to the DSM-5 (APA, 2013) a dyad of impairments must be present for an ASD diagnosis: (1) persistent social communication and interaction deficits in multiple contexts, and (2) restricted, repetitive patterns of behaviour, interests, or activities. It is accepted that at least 1% of the population have ASD (Atlanta Centre for Disease Control). No medical treatment is available for the core symptoms of Autism, but children with autism progress much better when specific educational supports are provided. After diagnosis, early intervention for autism is essential for the child’s development and education and his/her future inclusion. Several early intervention programs have been developed in recent decades with some of them having strong scientific evidence of their effectiveness (Wong et al, 2014). A subgroup of those methods focuses on parent training as a means of obtaining the best results in child development. Parent training research on early intervention with autism has proven effective because parents can learn to implement strategies with a high degree of fidelity, helping their children to generalize and maintain skills. Research suggests that parent training is a cost-effective and efficient method of providing early intervention for young children with ASD (Ingersoll and Dvortcsak, 2010) and it is appropriate for low-income regions (WHO). Families should be provided with the opportunity to learn those strategies, and these opportunities should include not only didactic sessions but also ongoing consultation looking at individualized problem-solving, including in-home observations or training for a family, as needed, to support improvements both at home and at school (NRC, 2001). The STAY-IN project brought cost-effective and evidence-based early educational intervention programs for ASD to low-income regions of the EU through schools working with young children with autism. To achieve this, participant organisations shared their best practices in this field and participated in three intensive training actions around three specific parent-mediated intervention programmes for ASD: PACT (University of Manchester), ImPACT (University of Michigan) and ESDM (MIND Institute in California). 17 participants attended all the training actions with all of them acquiring basic accreditation of the three programmes and 8 of them acquiring advanced (full) accreditation on one of the three programmes. All partners interchange good practices among them and worked together in analysing the applicability of those models in their region, producing a final public report that is available at the Erasmus+ Result platform and on the project website: https://bit.ly/3boKvglA very high impact was obtained in all participant partners. They reformulated their early intervention services including the good practices and techniques learnt in the STAY-IN project, obtaining full participation of most families in early intervention programmes for young children with autism, and they extended the new knowledge they acquired to their broader community, thus having multiple positive effects on children and families participating in early intervention programmes in the involved EU regions.

DIWO. Do It With Others, Do It With Opera, is the name of the Erasmus+ project inspired by the successful educational project LOVA (The Opera, a Vehicle for Learning) that has been taking place in Spain since the last thirteen years with more than 11,000 students involved.DIWO is an educational project that invites a classroom to turn into a company that creates, produces and performs its own original opera.Society and education systems sometimes create trends and patterns that block the development of skills or key competences instead of fostering them. LOVA in Spain has provided hundreds of teachers with an educational tool to break that tendency. The use of LOVA and its integration into the curriculum has allowed teachers to develop trust, release responsibility and empowerment, learning through challenges, creating emotional and unstructured situations where learning can thrive.DIWO is the way to extend a succesful project into Europe, with the support of partners who make it bigger and meaningful in new contexts. In DIWO the creation of an opera is not an artistic goal but a platform for all of these practices to become meaningful and make sense. The success of the project will be the result of cooperation and learning between pairs of teachers and institutions that have already implemented it (through LÓVA in Spain) and teachers, educational centers, students and European institutions that are experiencing it for the first time.The objectives are:- Extend the success of a national educational project to students from European centers, as well as in Spain. - Bring to the international level a model of training and peer learning that allows the growth and consolidation of how to integrate the arts into the curriculum.- Foster the exchange of experiences between schools as well as between schools and arts institutions.- Generate resources like a video based tutorial collection with group activities, dynamics, challenges and games that are extremely successful and highly demanded by teachers, at all levels, who want to pay special attention to inclusion in the classroom.- Share the educational potential of DIWO as a tool that creates a desire for learning and the willingness to actively participate in the community.- Help turning the opera into a metaphor of life and, instead of simply learning about it, invite students to create it while fostering respect and team work as a means to overcome collective challenges and discover and value everyone’s contribution to the community.Activities:- Teacher training course in October 2020.- Project implementation during the school year 2020-21 in 7 schools from 5 countries.- Adding more schools during year 21-22.- Creation of a short film of the process and a DIWO Methodology Guide.- 4 transnational meetings.- Dissemination events.DIWO is based, on one hand, in the methodology that LOVA has been developing and implementing since 2007, which includes teacher training sessions, a first implementation of the project in the classroom, peer-to-peer follow up, documentation of the process, assessment and a new cycle that starts with the second year of implementation of the project. On the other hand, DIWO includes a new aspect connected with the assessment and exchange of the different ways arts institutionscollaborate with schools by country, which is very much influenced by a number of factors.During the first year, 150 students from 5 countries and 7 schools are going to participate directly in DIWO. Schools will own the project and will have found ways to make it work better for their interests and pedagogical approaches. Schools and Art institutions will have exchanged different ways of connecting culture and education. They will have new ideas to improve their collaboration in the future and will have created a small and informal European network. The second year, we will evaluate the project, its impact and its dissemination, reaching more teachers and students.Long term benefits: - The main benefit is the meaningful experience the students participating will keep for the rest of their lives.- Teachers will have learned more about the pedagogical relationship and their role in the classroom.- Schools will have run an intense pilot experience where they can gather ideas to keep offering all of their students a space where artistic creation becomes a powerful educational tool- Cultural and Art institutions will become closer to schools, learning and discovering how much they can offer for the production of art and cultural consumption and habits.- Improvement of the educational resources available in Europe to foster inclusion in the classroom through participation in team activities.- Improvement of teacher training models.DIWO offers an innovative way to learn and grow through the Opera.

Autism is a neurodevelopmental disorder characterized by impaired social interaction, verbal and non-verbal communication, and restricted and repetitive behaviour (APA, 2013). Autism is thought to be largely biological in origin, affecting information processing by altering how nerve cells in the brain and their synapses connect and organize (Levy et al., 2009). Parents typically notice signs of autism in the first two years of their child's life (Myers and Johnson, 2007). Autism is diagnosed in at least 1% of the population (Baird et al., 2006). It is estimated that 32-50% of individuals with autism also have intellectual disability/learning difficulties. Students with autism progress much better when specific educational supports are provided. Visual supports for both receptive communication (daily agendas, individual work-systems, tasks panels, tasks structures, etc.) and expressive communication (alternative communications systems based on picture-exchange to communicate what they need, and to share ideas with others) are examples of autism-specific supports that have evidence for their effectiveness (Mesibov and Howley, 2003).The IVRAP project is based on the combination of one of the most extended models of autism intervention on education (named Individual Work System) with the power of Immersive Virtual Reality (IVR) and Hand-Tracking sensors to manipulate virtual environments.The individual work system is defined as a visually organized space where children practice acquired skills (Schopler et al. 1995). A work system visually communicates at least four pieces of information to the student including (1) the tasks the student is supposed to do, (2) how much work there is to be completed, (3) how the student knows they are finished, and (4) what to do when they are finished (or ‘‘what’s next’’). The work system provides a structured opportunity for students to practise skills deliberately and independently. Individual work systems may also promote students’ generalization of skills across settings. At least three scientific studies have demonstrated the effectiveness of this method for promoting independent learning (Hume et al, 2007; Bennett et al, 2011 and Hume et al, 2012).In a previous nationally funded project (Spanish Ministry of Industry and Commerce, project TSI-100700-2015-11), a prototype of a Virtual Reality based Individual Work System has been developed and successfully tested by UVEG with KOYNOS SCHOOL. IVRAP project will further develop this technology and make it available to be used for free by any student with autism and intellectual disability (IVR Tool, Intellectual Product O1). IVRAP will also conduct a research (O2) with a larger sample of students in order to scientifically validate the IVR Individual Work System and produce a MOOC (O3) on Virtual Reality and Autism. Policy recommendations will be produced as the result of O4. One training action (C1) will teach professionals about the use of O1 and three multiplier events will be celebrated: E1 in Valencia (Spain), E2 in Konya (Turkey) and E3 in Bristol (UK) in order to disseminate the four intellectual products to all the relevant stakeholders.Immersive Virtual Reality has the potential of transferring and generalizing knowledge very rapidly, not only from the point of view of students with autism, but also from the point of view of teacher training. It can particularly help those geographical areas were access to qualified autism intervention training is very limited. With a Virtual Reality environment, many elements of an autism intervention can be easily incorporated into the daily practice of a teacher who now will also have a powerful tool to boost learning of students with autism and intellectual disability.Participating education departments from the local governments KONYA IL MEM and CEFIRE-Inclusiva will increase their repertoire of training resources to prepare teachers. The participating universities UVEG and UWE will strengthen its contact with the first-hand experience of attending students with autism and/or learning difficulties. This will increase their knowledge about these difficulties and will allow researchers to identify additional needs. The digital nature of all the project results will enormously facilitate dissemination of results both inside and outside organisations. Four schools will participate in IVRAP. Only one of them have already participated in Erasmus+: TREBOL, and another three are newcomers: SOBE, CAMBIAN and KOYNOS.IVRAP counts on a strategy of relying on existing agreements with non-profit organisations specializing in distributing and maintaining IT products for autism, such as the partner ADAPTA FOUNDATION. This, together with the participation of AUTISM EUROPE, will also foster the transferability of the tools and educational practices to others and the generalization of their use, as the life-cycle of the products will then be much longer than the project life-cycle.