Distress Flare (FDD) is a European cooperation project operating in Portugal, Spain, Italy, Belgium, Turkey and France. Its aim is to unite, compare and contrast the various skills and experiences had by citizens, researchers, artists and local public decision-makers working to counter migrants’ social exclusion.Europe has recently experienced one of its sharpest ever rises of its history in migrant people numbers. The issue of welcoming these migrant people is gaining greater traction in both EU-wide and local debates going so far as to severely divide populations. Populist ideologies often capitalise on a fear of foreigners, and their rise runs counter to ambitions to consolidate Europe as a space for peace, while also driving a wedge between citizens and institutions.Given the urgent need to rebuild a culture of solidarity that can overcome nationalist narratives, eleven organisations from six countries are banding together their skills, their capacity for innovation and their networks to honour the contribution and role of migrants in Europe today. Our objectives:- To contribute to migrants’ social inclusion and help them actively participate in democratic life. We will do this by strengthening migrants’ ability to express themselves publically as they acquire new interpersonal and intercultural skills.- To empower migrants and non-migrants to work towards a more creative Europe with a greater sense of solidarity. - To support the design, implementation and dissemination of innovative teaching methods through a combination of the eleven partners’ pedagogical, social, artistic and academic skills.- To promote and apply the idea of cultural rights as set out in the Universal Declaration of Human Rights and the Fribourg Declaration.Over a three-year period, the project multidisciplinary consortium will work to create several multilingual resources, including handbooks for all participants, a reference material kit, a website, a scientific and educational publication, a manifesto and a documentary film series.To do this, in each countries of the project, from 2019 to 2021, we will organise six training sessions, each one due to run over seven consecutive days comprised of :- an educational artistic workshop in which adults and young migrants and non-migrants, ultimately will display their work in public;- a communications kit workshop, in which a group of students from a university or specialist college will roll out our communications in public spaces;- an action-research organised by humanities researchers, with a focus on the methodological innovations designed over the course of the project;- a plenary seminar for all stakeholders.The project’s third year will be spent finalising intellectual outputs and spreading the word about them locally and internationally. A training day for public decision-makers will bring the project to a close in June 2022 and lend it a global impact.We expect the project’s medium-term impacts to be the following:- A revitalised sense of citizenship from a local level upwards, as people are encouraged to take part in democratic life and engage with EU-wide social issues such as the challenges of immigration.- Greater legitimacy will be given to innovative learning promoting multidisciplinary skills.- Greater learning opportunities in Europe to support the education and training sector. These opportunities will emerge out of newly created and promoted multilingual open educational resources coproduced with project stakeholders. These attractive, high-quality OERs will be available online.- Sustainable transnational cooperative networks will be set up between universities and people from outside academia. - Partners will have more scope for working internationally and trialling new methodologies.- Participants, public decision-makers and partner organisations will become more conscious of their ties to our European community’s shared future.- New educational synergies will be developed between cities: training for public decision-makers is designed to be replicable, and its aim is to formulate public policy in which intercultural dialogue and citizen participation are encouraged.The FDD project’s primary audience is adults and young migrants and non-migrants who will take part in educational artistic workshops. FDD also aims to train professionals from all different backgrounds—including teachers, academics and public decision-makers—so that we can pass on the OERs to a wider student audience and facilitate better awareness and understanding of how migration has historically shaped modern-day Europe. The project has the capacity to get 3,600 people directly involved, and its outcomes will be communicated to more than 60,000 people.

<< Background >>Faced with the feeling of lack of confidence of European citizens towards their institutions as well as the recent upheavals that have changed our relationship to the public space (attacks, lockdown), a consortium of 8 partners has decided to commit to creating innovative, inclusive and creative adult training methods by promoting the “doing-together” for the benefit of living together.Thus, Secondary Residence (RSEU) is a transnational European cooperation project between Portugal, Spain, Austria, Germany and France. It brings together the skills and cross-over experiences of citizens, researchers, artists and public decision-makers to promote social inclusion and citizen participation.<< Objectives >>The RSEU project aims to :-Strengthen the skills of people facing socio-economic difficulties (analysis, listening, empathy, adaptability, cooperation, sociability, emotion sharing, communication) to enable them to actively take part in democratic and civic life and to progress in social inclusion.-Develop an innovative and reproducible educational method to revitalize citizenship and public space locally by combining the skills and shared experiences of citizens, artists, researchers and public decision-makers.-Raise awareness among the inhabitants of five European cities, and as a priority those facing socio-economic difficulties, of the fact that we share the same community of destiny in Europe, by involving them in an educational process of artistic creation, to make them transform their perspective and sharpen their critical mind on the role of our institutions. The RSEU project primarily aims to train adults facing socio-economic difficulties through their participation in cross-disciplinary and collaborative activities. The objective of RSEU is also to train professionals from different areas, artists, teachers, researchers and public decision-makers, in order to transmit the results of the project, and in particular the replicability kit, to a larger audience. It will directly involve 1,400 people, and its results will then be disseminated to over 40,000 people.<< Implementation >>To achieve its goals, the multidisciplinary consortium will implement two training modules, as well as an ambitious dissemination programme in the five cities of the project (Lisbon, L’Hospitalet del Llobregat, Graz, Weimar and Rennes):-Fifteen think tanks (three per city) between January and June 2022 that will gather adults facing socio-economic difficulties, researchers, students, public decision-makers, local people and resource structures, and other adults. They will enable to prepare the implementation of the residences.-Five residences (1 per city) between September 2022 and June 2023, which will bring together an artist, a resident (adult facing socio-economic problems), and a public decision-maker, for 7 days immersed in a territory. The three residents will have to produce a collective reflection that will constitute the basis for a future artistic production. -Five research-actions (1 per city) by five researchers in the human and social sciences in charge of supporting and analysing the training process;-An international dissemination programme that will initially be based on the public presentation of the five works (living or visual arts) produced following the residences and secondly on the dissemination of the different results of activities and projects (web mediation website, series of guides, replicability kit and scientific analysis).<< Results >>The RSEU project will produce the following results: Tangible results: -The results of the following activities: the reports at the end of the 3 transnational seminars, the summaries of the citizen think tanks, the reports of the 4 transmission meetings, the logbooks and notes of intent of the residences, the five works of visual art or performing art and the qualitative evaluation report carried out by the group of researchers in human and social sciences Topik.-The following project results: a web mediation website, a series of guides, a citizens' think tank replicability kit, a residence replicability kit, and a scientific analysis,-A communication kit: bringing together press releases, newsletters and announcements disseminated in the local, national and European media and to the various stakeholders as the project progresses.Intangible results: 1. The expected impacts of the RSEU project on target groups (adults experiencing socio-economic difficulties) and participants (professionals from different sectors, artists, teachers, researchers, public decision-makers, other adults, students) are as follows:- Development and enhancement of intercultural skills of participants and target groups (respect and tolerance in the face of cultural otherness, different world-visions, civic mind, etc.),- Strengthening the expertise of local decision-makers and researchers through the discovery, participation and analysis of a participatory educational method combining arts, science and education to citizens.- Revitalising citizenship locally by promoting participation in democratic life and engagement of people in the major social EU issues,2. The expected impacts of the RSEU project on partners, their networks and other stakeholders are as follows:- Enriching the learning offer for the benefit of the education and training area (universities, social centres, associations), by creating and promoting attractive multilingual Free Educational Resources, co-produced with project stakeholders, of high quality and accessible to all online,- A better understanding and realisation of the European opportunity,- Development of the ability to expand its circle of target audiences and to disseminate multilingual productions adapted for very diverse recipients by creating both local and international networks.- Structuring of sustainable transnational cooperation networks between universities and non-academic stakeholders.

An increasing number of teaching environments are becoming multicultural, requiring new sets of skills on the part of teachers. Furthermore, both the professional world and the associative field are looking for a new profile of employees with teaching skills, capable of opening up to the challenges of multi-cultural and discrimination-free environments. The Joint Master program the TELME project aims to sept up will recruit high quality students in Teaching foreign languages in a multicultural environment, organized in two academic years among four universities for the time being: the University of Rennes 2 (France), The University of Limerick (Ireland), Åbo Akademi (Finland), Univerzita Mateja Bela (Slovakia). The Universities of Alcara and Computense (Spain) are also interested in joining the future JMD consortium. TELME will also allow the consortium to look for constant collaboration with institutions and the business world, which will guarantee a focused training process: European and non European networks, Educational institutions, Regional Associations; Companies; Libraries, Cultural Institutes – both regional and national institutions should collaborate with the universities to offer theoretical training, conferences and internships.TELME will set up a) a joint program with learning validation (120 ECTS); b) mandatory trans-national mobility, with validation of all activities and a multiple diploma, offered by the consortium universities; c) top quality education in language teaching, linguistics, ICT, multi-cultural environments; d) the knowledge of at least two European languages (among French, English, German and perhaps Spanish)..

Language learning plays a prominent role among the competences that will help to better equip people for the labor market and to take full advantage of the opportunities available; it enriches your life, provides new ideas, exercises your mind, and allows you to benefit from the world’s cultural diversity, obtain scholarships for postgraduate studies, work in transnational companies, and of course express yourself in an understandable way to others, thus increasing social relations.This is especially true when we refer to minority languages from many regions or countries of the EU. It is proven that the use of the languages of each territory provides to its students -especially those with linguistic barriers such as migrants- curricular advantages that favor their social inclusion. Knowing the language of the territory, added to a better culture and the development of skills, is a differential fact that can guarantee a full social inclusion, especially for migrant students.Also the use of minority languages as an educational vehicular language also enhances educational results and the culture and cultural heritage of the country, therefore promoting Europe’s wealth, whose cultural diversity is one of its greatest values. However, as experts have stated, these unofficial languages are facing a serious threat to survival if they are not able to make a technological leap to digitalization. New generations make regular use of communication technologies that only use majority languages, so it is necessary to provide useful linguistic resources for the technological development of other languages to avoid their disappearance.In this regard, the European Parliament has recently approved a motion in favor of linguistic equality in the digital age, with the objective of promoting linguistic technologies for co-official languages.Many regional and national governments across Europe are also increasingly aware of this and have understood how to safeguard their linguistic heritage through the access to the digital plane, while at the same time enhancing the positive educational values they entail for learning and inclusion. Thus, they are promoting changes in the educational systems of secondary schools to promote multilingualism, the use of minority languages as vehicular language, and their technological leap. However, the implementation of these curricular and educational changes is often carried out in isolation without the help or experiences of other countries, and teachers cannot find open educational materials to use in their lessons.The entities that make up this partnership are aware that (foundations, regional goverments, cultural entities and companies) , in order to successfully implement these changes, it is essential to adapt to the new social context that Europe is living, to involve ourselves in many different sectors and to contribute together to educational innovation.EUROPE OF LANGUAGES NETWORK: TEACHER TRAINNING FOR INCLUSION THROUGH MINORITY LANGUAGES is a project aimed at connecting regional governments, cultural entities, youth associations, and educational centers in Europe, with the aim of promoting the technological and educational leap of minority languages, thus facilitating the implementation of multilingual systems and equipping school teachers with the necessary innovative digital educational resources.This will be achieved through the creation of two high-quality Intellectual Outputs:- COURSE FOR TEACHERS TO IMPLEMENT MINORITY LANGUAGES AS EDUCATIONAL VEHICULAR LANGUAGES. A specific course for secondary and primary teachers to use innovative methodologies using minority languages of the region to promote inclusion and reach educative objectives of the students. - DIGITAL OPEN EDUCATIONAL RESOURCES (OERs) FOR SECONDARY SCHOOL TEACHERS THROUGH MINORITY LANGUAGES (O2) that will train teachers while also help them carry out a learning process for their students of minority languages through 3.0 education in their classrooms.Also the project will create many tangible results, emphasising the creation of a VIRTUAL COMMUNITY OF TEACHERS FOR THE DIGITALIZATION OF MINORITY LANGUAGES IN SECONDARY EDUCATION. A collaborative web space designed for and by secondary school teachers from schools in regions with minority languages. These results will be developed through 24 months of work, 4 Transnational Meetings (Valencia, Dublin, Rennes, Valencia), multiple activities for the creation of materials, pilot tests in teacher training centers and secondary schools, and a large multiplier event in Valencia in 2022.Thanks to the involvement of educational centers, teacher associations, and regional governments in Europe, we hope to achieve high-quality impactful results that can be implemented by many European regions and will facilitate educational improvement in secondary education, a greater compatibility in these countries’ curricula, and a greater inclusion of students thanks to minority

<< Objectives >>The Project aims to:1) developing a model of increasing language competences2) promoting new innovative educational practices, including in particular the use of the latesttechnological advances3) developing and making available an attractive, intuitive, multilingual and engaging tool, which will be accessible without restrictions free of charge due to, among others, age, place of residence, wealth, mode of education, etc.<< Implementation >>The project will consist of the following activities:- Development of the game prototype- Testing the prototype- Development of additional game scenarios by partners- Translation of the game into the languages of the partners- Testing of the game scenarios in the wider circle of potential users<< Results >>The main result of the project is to create a tool which will combine knowledge from many areas, supporting multidimensional education of the participants. Knowledge of experts from various fields will be used, while the tool itself will include provenmechanisms for building e-learning engagement.Results are:- Development of different game scenarios covering intercultural issues- Providing the game in partner languages- Strengthening the intl. collaboration between Partners