The overarching goal of the REVISE project is to reduce the fragmentation of the Latvian history research field, endorse its international prominence, establish new benchmarks in public discourse for interpreting the Latvian history of the 20th century, stimulate new conceptual ideas about the development of Latvian statehood and train new history researchers. To reach this multidirectional goal, the project proposes a broad research and communication program and defines four interrelated objectives: critically rereading the Latvian historiography of the 20th century in line with the perspective of social morphogenesis; reinterpreting Latvia’s master narrative of the 20th century in light of microhistory and mnemohistory; remediating Latvia’s history by focusing on the opportunities provided by digital humanities; rejuvenating the interdisciplinary research of Latvian history by providing opportunities for young and emerging scholars. The project results will include seven peer-reviewed monographs, at least 30 peer-reviewed research articles accepted for publishing, and recommendations on how to enhance history education, improve the use of digital resources in Latvian history research, as well as how to use historical knowledge in reducing the risks of disinformation and strengthening Latvia’s international image. The project also envisages diverse community outreach through expertise sharing, publications for the general public, and a citizen science campaign.

"The project aimed to pilot the implementation of the European Credit Transfer System for VET (ECVET) in the national HE&VET system of Russia and Uzbekistan by creating a long-term platform of collaboration between leading HEIs engaged in the training of VET teachers for post-secondary non-tertiary education level. The key idea of the project was to focus on the transfer and adaptation of the ECVET technical framework by utilizing the expertise of three HEIs from Programme Countries, in order to explore the applicability of ECVET in Russia and Uzbekistan for creating a compatible and comparable VET system that serves both horizontally (within VET) and vertically (from VET to HE) at national and transnational level. The basic ECVET technical features such as learning outcomes, credit transfer, etc. were tested and adapted to legislative rules of the Partners Countries; results of the project were submitted to national Ministries of Education for policy development and further implementation. The project is related to the main priorities of the state program “Development of Education"" of the Russian Federation for 2013–2020 and the Resolution (2015, #52) of the Cabinet of Ministers of Uzbekistan ""On measures for further development of employability of VET graduates”. Beneficiaries of the project are HE & VET institutions, teachers & managers, VET facilitators (instructors, trainers) & VET learners, Industry, Education Policy Makers and the educational community and society at large in Russia and Uzbekistan. The piloting of ECVET is considered a key measure for facilitating the flexibility and internationalization of VET in Russia and Uzbekistan - while at the same time contributing to the development of a common educational area encompassing both the HE&VET field between Europe and neighbouring countries. The global impact of our project is modernisation, accessibility and internationalization of the HE & VET area in Russia and Uzbekistan."

<< Objectives >>The historical-political project reflecting the time of the National Socialist dictatorship in the two project countries, with regional references to the memorials in Esterwegen & Liepaja, promotes the examination of the culture of remembrance, strengthens common European values and civic engagement, and develops the participants’ digital competencies. The target groups of the digital and analog materials compiled in this project are teachers and adult, immigrant, and disadvantaged participants.<< Implementation >>The project management established guarantees the successful implementation for both partners. The partners meet for the kick-off event, confer and decide on the distribution of tasks as well as the project schedule and agree on which tools are used and work out the first steps. Afterwards, each institution develops four modules from which analog and digital materials are created. After the materials are tested and readjusted, the project is handed over and reflected on in the final meeting.<< Results >>The partners develop concepts for gaining digital basic education and compile methodological cards for teachers. Adult learners and the general public benefit from these analog and digital materials. The examination of the culture of remembrance in both countries demonstrates the current state of the discourse. Civic actions, such as the founding of associations and museums on the topic of remembrance culture, embody the common European values that we want to promote by means of this project.

The ongoing COVID-19 crisis has reopened a debate over the equal opportunities, accessibility to and flexibility when obtaining (online) academic education. Whilst HEIs seem to have managed to make a transition to digital learning and teaching, online assessment, in particular, online proctoring (OP), is still in its infancy across EU, although this service might be a powerful tool for conducting professional testing without leaving home and therefore significantly contribute to increasing opportunities for all towards receiving an academic degree. The reasons are manifold: data protection issues, compatibility with educational law, inadequately qualified online proctors, lack of awareness among internal HEI stakeholders (including HEI managerial, teaching and administrative staff, and – last but not least – students). Even if a HEI takes a decision to introduce online proctoring services, they usually rely on support of proctoring companies who, indeed, have at their disposal needed technical expertise but are not in charge of implementing a holistic approach to online proctoring at HEIs. As a result, end-users of OP services, students and teachers, are mostly discouraged and confused with their online proctoring experiences.The goal of the PROWIDE project is to help HEIs make a transition to high-quality online education and, in particular, to remote exams by ensuring the best possible academic integrity. Based on our understanding, introducing OP services requires consolidated efforts of HEI stakeholders at different levels (managers, teachers, educational & exam offices, IT) that need to be coordinated by a specialist with an interdisciplinary qualification profile that embraces data protection issues & education law, technical aspects, communication with internal and external stakeholders, management skills. We associate this type of professionals with the job title/profile Online Proctoring Manager (OPM) and believe, qualifying and recruiting OPMs at HEIs is crucial when making transition to a high-quality online education based on equality, flexibility, and accessibility. Neither such type of professionals no corresponding training solutions for their qualification are present yet.Against this background, objectives of the PROWIDE project are:-To boost capacities for HEIs towards implementing holistic OP strategies;-To raise awareness of HEIs stakeholders for OP services; -To promote new job opportunities related to the management of OP services within different sectors by having a specific focus on HEIs. To attain these goals, a further education program Online Proctoring Manager will be jointly developed by 5 PROWIDE partners from Germany, Italy, Latvia, and Turkey (4 HEIs and SME Proctorio that is specialized in developing OP solutions and services), including creation of the qualification profile, curriculum design, development of digital learning contents, teaching and assessment strategy, preparation of the online learning environment, upskilling 12 native trainers in a 4-day staff training event, and tested in terms of online delivery to 20 pilot attendees from 4 participating HEIs (5 per country) in English language. After the 8-month long piloting phase that will finish in an online proctored exam, program attendees will be qualified to OP Managers and employed at their home HEIs in the corresponding position related to the implementation and integration of OP strategies and procedures. To enhance the multiplier effect of the project as well as to ensure the sustainability of the project results, the piloted OPM program will be adapted to the non-formal and formal learning context. This means, on the one hand, that piloted OPM program will be made freely accessible as open online course to a wider community of non-formal learners across EU. In this manner, the entire course or stand-alone modules can be used for self-studies but also reused by other educational providers (HIEs, VET sector, testing or certification agencies) that are interested in adapting produced project open resources and materials.On the other hand, 4 participating HEIs, after completing required institutional validation procedures, will integrate the OPM program in their native languages into the regular services of Continuing Education Departments or similar structures. This program will therefore respond to the needs of formal learners interested in receiving a formal certificate OP Manager. The envisaged impact is:- Reinforced capacities of HEIs across EU towards providing reliable OP procedures and high-quality online education in general,- Increased opportunities for formal and non-formal learning;- Enhanced cooperation between HEIs and OP providers towards a common vision of achieving the best possible academic integrity.

The Montessori in the VET project aims to contribute to improving the quality of the VET training offer at European level in the services, mechanics and artistic crafts sectors, starting from the Best Practices developed in the different countries and from the feasibility analysis of the application of a flexible method, such as the Montessori, to improve its quality and, consequently, to increase student performance. The Vet providers of the partnership (IT, PT, BG, LV, ES) intend, through the Montessori in the VET project, to respond to two of the four priorities of the strategic framework for European cooperation in the education and training sector up to 2020: Implementation of quality assurance in VET and promote the evolution of the role of teachers and trainers. The activities of Montessori in the VET activate a virtuous process of exchange of Good Practices through: the identification of EQAVET indicators comparable at transnational level, a Benchmarking analysis that allows to identify the external and external conditions for the transfer of the Good practices; the precise identification of the principles and operational aspects characterizing the Montessori Method and which can contribute to raising the QUALITY of the VET offer. The Montessori Method, from the expertise and good practices developed by some of the partners and shared in the preparation and definition phase of the project, has been identified as a method with a high degree of flexibility (Montessori Academy, 2016), flexibility that could be put at the service of the processes of change in the VET by several parties called at European level.The following activities and results are foreseen:a. Identification and selection of indicators for the quality of education and vocational training EQAVET on which the Montessori Method impacts in terms of improving the VET offer - Output 1: Analysis of the complete set of EQAVET indicators;b. Identification of the Best Practices at the macro level (Member State) and micro (VET providers partner and other VET providers). Output 2- Good practices for each partner country;c. For each EQAVET indicator (10 or less) a Benchmarking analysis will be performed. Output 3 Benchmarking Analysis;d. Montessori theoretical analysis in the VET realized by the Applicant and by the partners that in a formal and informal way apply the principles of the Montessori Method and have specific expertise that have implemented this method also in other contexts. Output 4: Montessori theoretical analysis in VET;e. and f. Translation of the principles of the Montessori Method into a questionnaire, to be administered to all the partners and the relevant public stakeholders;g. Drawing up of the Final report containing the feasibility study of the Montessori Method at VET in the services, mechanics and artistic crafts sectors at European level. Output 5: feasibility study of the application of the Montessori method in VET. There are 4 transactional meetings and three mobility activities for direct recipients closely linked to the activities.The expected results are thus distinguished by target:Trainers, Tutors, Educators and Designers of the VET system, Company Referents and Tutors in the dual system:Increased knowledge of the EQAVET Recommendation and indicators;Greater awareness of one's role in ensuring the quality of the training offer;In-depth study of the Montessori method and brainstorming reflection on the application in the context of one's teaching plan;Direct experimentation of the best practices developed in other European countries, thanks to mobility.VET systems:Improved understanding of the potential, but also the difficulties, perceived by partners and other stakeholders regarding the achievement of the EQAVET indicators;Greater awareness on the feasibility of the applicability of the Montessori Method in its institute, in order to offer students a quality education, which allows them to access the labor market in a prepared manner, from the point of view of technical, professional and personal skills soft and prosocial skills.Redesign of existing initiatives regarding the pursuit of quality, incorporating, where possible, the Montessori Method.Students in vocational education and training courses:They will be the final beneficiaries of the qualitative improvement of the institute's VET offer where they are enrolled, thanks to the project results, to the new teaching practices by the teachers and to the integration of these practices by their own institute.