"In the UKids project, universities and their partner schools from six countries cooperated. The responsibility for the management is assumed by the University of Teacher Education Vienna/Krems. The university partners agreed on applying the distributed leadership concept, spreading the lead as follows: oUniversity of Oulu (Finland): O1 (the programme for the 3rd and 4th grades with materials for students and teachers at the primary schools), oUC Absalon (Denmark): O2 (Training programme as a blended learning approach at the university level), oIFTE (Austria): O3 (digital micro-teaching videos), oMarnix University (Netherlands): O4 (Online platform to present the results of the trash value and the community challenge of the primary school's students), oELTE University (Hungary): O5 (Action Research programme at the school level), oIPP University (Portugal): dissemination and extension. The UKids project has anchored social entrepreneurship education as a transversal competency in the education and training of primary school teachers in the universities' teaching and learning programmes in initial teacher/trainer education and continuous professional development. The project builds on the Erasmus+ programme Policy Experimentation project ""Youth Start Entrepreneurial Challenges"". Within the framework of UKids, parts of the existing programme were developed further and a methodological approach to entrepreneurial learning with gamification for Social Entrepreneurship Education was established. Learning strategies for Social Entrepreneurship were transversally tested and implemented in different learning areas in teacher training.In the universities’ respective partner schools, the Youth Start programme for primary schools was tested on a regionalised basis and extended by two challenges for children (Community Challenge and Lemonade Stand Challenge). A website was developed to exchange the results of the participating primary schools for the Trash Value Challenge and the Community Challenge: https://ukidsplatform.eu/de-at. For all eight challenges used, explanatory films (micro-teaching) were created and published on the website: http://www.youthstart.eu/en/terms/. The translated videos and materials for Activate and Concentrate are also posted there.The programme teaches children and students that, as part of civil society, they should take responsibility for more minor social challenges and develop different approaches to solving them. The selected social challenges are based on the UN Sustainable Development Goals (SDGs). The UKids Social Entrepreneurship Education training programme for teachers uses a blended learning approach. During the Covid-19 crisis, the programmes were entirely digital, using micro-teaching videos and digital platforms.The UKids Social Entrepreneurship Education project was accompanied scientifically and about twenty scientific articles were published, mostly in the journal “Discourse and Communication for Sustainable Education”, showing different perspectives on the joint research. In an article by Austrian colleagues, the children’s worldview was analysed. In an article by colleagues from Portugal and Austria, the programme’s impact in primary school was surveyed and very positively evaluated. All participating countries present comparable case studies for this field of research. In a Hungarian journal article, the role of parents in strengthening a growth mindset is analysed. In a journal article by Dutch colleagues, the teacher training, especially the entrepreneurial learning approach with gamification, in a Hungarian article, the challenge-based-learning approach and in an Austrian article, the relevance of strengthening potential was analysed. Scientific subject didactic articles show the possibilities of transversal competencies for arts education, for education in mathematics, social science and democracy education. A keynote article emphasises the connection between entrepreneurship and sustainability.3.638 students and 126 teachers participated at the partner and associated schools, 1.352 students and 126 lecturers attended the lectures at the partner universities. The UKids project’s impact is assessed positively at the partner universities. The Dutch partner university has chosen Social Entrepreneurship Education as a focus for the whole university. The Hungarian partner university has integrated Social Entrepreneurship Education into Bachelor, Master and PhD programmes, a step on which the partner from Portugal is also working. In Austria, entrepreneurship education has been included as a cross-curricular topic in the new primary school curriculum, which will lead to a further strengthening of Social Entrepreneurship Education in teacher training. The cooperation between the partner universities will continue in the future, and other universities interested in Social Entrepreneurship Education in primary teacher training are welcome."

This action supports physical and blended mobility of higher education students and staff from EU Member States and third countries associated to Erasmus+ to any country in the world. Students in all study fields and cycles can take part in a study period or traineeship abroad. Higher education teaching and administrative staff can take part in professional development activities abroad, as well as staff from the field of work in order to teach and train students or staff at higher education institutions.

The BleTeach project addresses two crucial needs in teachers´ continuous professional development (CPD) in most European countries: (1) A general structural problem: The unsatisfying structures of teachers' continuous professional development (CPD) in the EU, and (2) a specific, content related problem: the lack of expertise of secondary school teachers, i.e. content area teachers required to address the problem of low literacy skills of children and adolescents in many European countries. (1) In many European countries the time for face-to-face learning in teachers´ CPD is limited to a few days per year and thus privileges “one-shot-approaches” which are not effective in changing classroom practice (as research has proven). Therefore, this project will explore and analyse the most promising formats in blended learning offers in CPD for teachers in order to develop and implement a blended learning course (BLC) for secondary teachers (nd teacher trainers. (2) The PISA studies carried out by the OECD (2000 ff.) revealed severe deficits in basic literacy skills among adolescents (15 year olds): In European countries, one out of five adolescents lack the necessary basic literacy skills to cope with literacy requirements in education, training, workplace, societal participation and lifelong learning. One reason for these deficits of adolescents in literacy is seen in the lack of a systematic reading instruction in mother tongue and content area education in secondary schools. International research found that understanding content area texts (or disciplinary texts) should be taught in all subjects and all grades systematically. In most European countries, however, secondary teachers mainly study their subjects and subject-related didactics during pre-service education but do not get trained in content area literacy. The term content area literacy (CAL) refers to teachers’ competence to deal with reading / writing and learning instruction not only on the elementary level in the language arts classes, but in all subjects and all school levels. But in most European countries, content area teachers are not trained to fulfill this task.The BleTeach project thus pursues two objectives: (1) Modernizing structures of teacher education by integrating digital learning opportunities into teachers´ professional development, and (2) Developing a model blended learning course (BL-course) in CAL to be included into the regular course programme of numerous European Teacher Training Centres in the 6 partner countries: Belgium, Germany, Hungary, Portugal, Romania and Russia (on a self-financing basis).The BleTeach project builds on two previous Comenius projects, which have been coordinated by Prof. Garbe (University of Cologne) as well:BaCuLit stands for „Basic Curriculum for Teachers´ In-Service Training in Content Area Literacy in Secondary Schools” and was funded as Comenius multilateral project in 2011 - 2012. BaCuLit was developed from experts of 7 European countries (Germany, Hungary, Netherlands, Norway, Portugal, Romania and Sweden). The curriculum consists of 6 core modules comprising about 40 hs of training. These modules contain the BaCuLit principles of lesson planning, engagement, interaction and metacognition as well as basic knowledge about text structure and text diversity, academic vocabulary instruction, reading strategies and formative assessment. The BaCuLit training concept builds upon international research on effective in-service training and engages participants in building new knowledge through practical exercises in their everyday classrooms between the course units, documented and reflected in a portfolio. The BleTeach project further developed this course by applying two additonal principles: (1) Updating and adapting the Engish Master Version according to new research and development; e.g. the curriculum was completed by one module about writing strategies. (2) Granting more flexibility to the national versions: they could add modules to the 6 agreed modules of the English Master Version, according to national needs, and they should try as much as possible to make use of material from the national contexts.In the Comenius project ISIT (Implementation Strategies for Innovations in Teachers´ Professional Development, 2013-2014) a first cohort of BaCuLit trainers was trained in three partner countries (Germany, Hungary, Romania) by means of an E-Learning course; this inspired the BleTeach project to further explore and exploit the potential of Blended Learning (BL) formats for teachers´ CPD. BleTeach published National Reports about Good Practice in BL in teachers´ CPD and a Handbook of Success Factors for designing BL-courses for this target group.More information about both previous projects (BaCuLit, ISIT) and about the BleTeach Course and project´s results can be found on the BleTeach-website: www.blend-ed.eu.

"European societies are currently going through a major crisis of values. This crisis, whose main effect is "" inward-looking "", makes it essential to develop cooperative practices from the earliest age in order to encourage openness and inclusion of the younger generations. The first ambition of the ""Inclusive Cooperation Devices"" (DICO+) project is to help teachers - in initial and in-service training - to develop innovative cooperative practices in their classrooms, aiming at a greater social inclusion, which can contribute to the reduction of school drop-out. International surveys, as well as the results of the survey carried out by the consortium prior to the project among the teachers in their network, have clearly highlighted the need for training and resources on cooperative practices. Working together on a European scale allowed for a comparison of current approaches and practices in different school systems in Northern, Southern and Eastern Europe. This exchange of practices has enabled the consortium members to develop tools and resources, as universal as possible, which support the development of training in cooperative practices in initial and in-service teacher training. The target audience for DICO+ was trainee teachers and experienced teachers. The aim was to support new teachers in acquiring the skills they need to implement cooperative practices in their classrooms and to promote cooperative practices through in-service and lifelong training for teachers. Dico+ thus aims at the widest possible dissemination of these practices, which support children's development of the 21st century skills promoted by the European Union. The three main activities of the DICO+ project were: - the development of resources for training of teachers on cooperative practices (IO3) - the production of reference situations, based on experiments/observations in classrooms at national level and also during two European seminars synthesising these observations (IO2) - the construction of a public platform hosting the resources produced, in the different languages of the partner countries (IO1). To access the platform: http://pod.dicoplus.eu/ These activities have been carried out by a strong consortium that includes universities, education institutes, inspectorates-rectorates, a private company, located in 7 countries. The consortium is a product of two robust European networks (ELOS and ELICIT+). INSPE de Bretagne (France) was the project coordinator, with the following partners: Inspectoratul Scolar Judetean Botosani (Romania), Aosta Valley Autonomous Region, Assessorato di Educazione e Cultura (Italy), CEDIN-Interprimair (The Netherlands), Neumann Janos Egyetem (Hungary), Lietuvos Edukologijos Universitetas (Lithuania), INSPE de Normandie (France), and Universidad de Cordoba (Spain). The project, which lasted 36 months, was based on an experimental fieldwork consisting of about twenty schools (primary and secondary), with approximately thirty teachers involved. The pupils concerned by the cooperative activities analysed were aged between 8 and 13. This age group is indeed particularly receptive to innovative pedagogical practices, and especially to peer-to-peer work. Dissemination activities were of various kinds: training modules, conferences and scientific articles in international journals, dissemination in national and international education networks. The wide communication of DICO+ results to local, regional and national authorities in the partner countries has ensured the wide dissemination of the project. The first vector of dissemination of the resources developed in this project is the free and perennial access of the platform DICOpod.The main long-term benefits of this project are threefold: the development of didactic skills of student-teachers and more experienced teachers; the integration of the Lesson Study methodology in initial and in-service teacher training; the development of pupils' interpersonal skills fostered by cooperative learning situations leading to better inclusion of pupils with special needs."

The goals set in the project were achieved, both students and employees mobilities were realized.Incoming student mobility 4 people.The plan was that 2-2 students will come from the two partner universities, but the University of Novi Sad could not send students, so all 4 incoming student mobilities from the Technical College of Subotica took place.Inbound academic staff mobility 2-2 people, inbound staff mobility for training 1-1 person.No one came from the University of Novi Sad as part of academic staff mobility. All 3 mobilities were implemented for staff training.From the Technical College of Subotica two academic staff and 1 staff has arrived.Outgoing outgoing academic mobility 2-2 people, outgoing staff mobility for training 1-1 person. All outbound mobility took place as planned.There will be even closer cooperation with the Technical College of Subotica in the future. We also plan to involve the institution in a BIP program. Several staff members from John von Neumann University have established a personal friendly relationship with the Erasmus coordinator of the College. The relevant institutions plan to submit an application for KA2 partnership cooperation.As a result of this credit mobility project, as soon as Serbia had the opportunity to conclude Erasmus bilateral cooperation agreements, the two partner institutions concluded agreements with several European universities. Through the project, they experienced the possibilities and advantages of international cooperation.A projektben kitűzött célok megvalósultak, mind a hallgatói, mind a dolgozói mobilitások megtörténtek. Beutazó hallgatói mobilitás 4 fő.A terv az volt, hogy 2-2 hallgató érkezik a két partneregyetemtől, de az Újvidéki Egyetem nem tudott hallgatókat küldeni, így mind a 4 bejövő hallgatói mobilitás a Szabadkai Műszaki Főiskoláról valósult meg. Beutazó oktatói mobilitás 2-2 fő, beutazó mobilitás képzés céljából 1-1 fő. Az Újvidéki Egyetemről nem érkezett oktatói mobilitás keretében senki. Mind a 3 mobilitás munkatársi képzés céljából valósult meg. A Szabadkai Főiskoláról 2 oktató 1 fő egyéb munkatárs érkezett hozzánk.Kiutazó oktatói mobilitás 2-2 fő, kiutazó mobilitás képzés céljából 1-1 fő. Az összes kiutazó mobilitás a terveknek megfelelően történt.A Szabadkai Főiskolával még szorosabb együttműködés fog megvalósulni a jövőben. Tervezzük, hogy bevonjuk az intézményt egy BIP programba is. A Főiskola Erasmus koordinátorával személyes baráti kapcsolatot alakított ki több dolgozó is a Neumann János Egyetemről. KA2-es partnerségi együttműködésre irányuló pályázat benyújtását tervezik az érintett intézmények.Ezen kreditmobilitási projekt hatására, amint Szerbiának lehetősége volt Erasmus kétoldalú együttműködési megállapodások megkötésére, a két partnerintézmény több európai egyetemmel is szerződést kötött. A projekten keresztül megtapasztalták a nemzetközi együttműködés lehetőségeit, előnyeit.