"The project ""Tools for Inclusive Education"" aims to enhance the knowledge and competences of educators of any discipline in the fields of Learning Disorders, promote their professional development and supply them with tools they can use in an educational context, aligned with their actual professional development needs.The objectives of the project are to share educational policies, identify the training needs of educators working with learners affected by Learning Disorders, including foreign students, in partner countries. It will develop supportive materials- a toolkit for educators- which can be used with cases of students with perception, attention and concentration difficulties, such as Attention Deficit/Hyperactivity Disorder or Linguistic difficulties, such as Severe Reading Difficulty, Dysphasia, Dyslexia or Asperger’s. This will be in the form of a handbook, consisting of practical resources and tools to support practitioners across Europe and beyond and will be translated in all partner languages.The project will also create a professional development course which will enhance educators' skills, improve the support they provide to their students and promote the social inclusion of students with learning disorders.The overarching idea of this project is that of equality and social inclusion in education, promoting diversity and non-discrimination. It will foster a more modern, dynamic, committed and professional environment, supporting teachers to integrate good practices and new methods into their daily activities. It will strengthen the professional development of educators, educational leaders and support staff and it will allow them to better deal with inclusion and diversity, through the use of more diverse and more adapted teaching and training work styles.The impact on educators will be significant:They will improve and update their teaching methods, competences and skills by making use of the project's tools.They will exchange good practices on ways to support students with learning disorders, based on the centrality of the learner, which will bring new ideas and motivations to their work.Foreign students benefit from the project's activities, as the project supports their studies and integration into the university community. The project's results will be shared with Higher education Institutions, researchers, teacher associations, youth associations, policy-makers, public entities and other stakeholders active in education and social inclusion policies, as well as relevant local, national and international networks, students with special learning needs and associations supporting people with Perception, attention and concentration difficulties.The project's results will remain available indefinitely on partners' websites and social media. All those involved or interested in inclusive education and educational tools that will facilitate the inclusion of students with learning disorders will be free to download and use the Handbook as Open Education Resource, as well as to attend the training courses and exchange good practices with colleagues on social media."

"The latest results of the PISA report (2015) show that more than one in five European students are underperforming in reading, science and mathematics and are not equipped with the basic skills necessary to integrate socially properly and take up many valuable jobs in our current economy. Motivation and commitment are at the heart of the learning mechanism. However, abstract subjects such as science, mathematics or grammar suffer deeply from a ""bad reputation"" among young people: they appear too difficult or too abstract. It is therefore essential to foster student engagement and motivation by offering innovative ways to present and work on these subjects in the school system, where written culture still predominates in these teachings. The power of the image in the learning and memorization process is no longer to be demonstrated. Combining with other communication channels such as audio is even more effective. In addition, the question of predominantly visual pedagogical tools in a school curriculum makes sense in relation to the number of pupils with difficulties in accessing written contents, such as pupils suffering from DYS disorders (between 10% and 12%). Without adequate support, this obstacle most often leads to discouragement and academic failure. At school, differentiated pedagogy very quickly shows its limits and can become a real headache for the teacher. But today, new technologies make it possible to offer new perspectives to the field of education by allowing the creation of tailor-made and innovative educational paths, promoting adaptive learning and memory anchoring. That's how we created Flash Mind. Flash Mind's objective is to make it possible for teachers to create learning paths adapted to the profile of their students with interactive contents, combining communication channels for a truly inclusive pedagogy.Flash Mind targets primarily teachers and students aged 8 to 16, which is the age group where the acquisition of these skills is crucial to consider a university curriculum. Teachers will have the possibility to configure an existing course model in relation to a student’s or group of students’ profile (level/age, duration, pedagogical objectives...) and monitor progress. For pupils with DYS disorders, they will be able to choose a suitable layout (adapted font, larger font size and line spacing...).Teachers will be also able to duplicate and modify the contents and settings of an existing model learning path or create a learning path from scratch. To do this, series of interactive modules will be developed:• the management of the student profile• the configuration of interactive course modules (interactive videos, animated slideshows, sequential images, infographics...)• the creation and configuration of flash cards associated with the course for training sessionsIn autonomy situation, students will have the possibility to set up their own learning path according their profile and will have the opportunity to create their own series of flashcards to practice. At the end of the project, 60 model learning paths will be proposed in reading, mathematics and sciences with a library of over 3,000 flashcards.In addition, 20 practice sheets will be written to support teachers with recommendations for adapting lessons in a visual and interactive way or good practices for adapting content for students with learning disabilities.The Flash Mind project white paper will also be produced to explain the project's approach, highlight its results in order to ensure the best possible transferability of the resources created outside the partnership. As it will be a collaborative platform, Flash Mind is designed to function independently at the end of the project. All the resources will be available in each language of the partnership as well as in English. Our objectives are to improve:• professors' skills in creating interactive digital courses with a strong visual component • the pedagogical follow-up of students with difficulties or learning disabilities• students’ achievement in basic skills and their integration in school curriculum• exchange of good practices between teachers thanks to the collaborative approach of the platformFlash Mind gathers 6 European partners from 5 countries, balanced between organisations focused on technological innovation for education (Edulog and Les Apprimeurs), experts focused on pedagogical tools and methods for pupils with SLD (Logopsycom) and organisations in linked with the target groups (schools and educational networks) at local, national and European levels (EELI, Euphoria and UPIT).By creating a set of innovative digital training curriculum, we intend to contribute to promote innovative pedagogical methods and to stick to the objective of reducing under 15% of low achievers in basic skills by 2020."

<< Objectives >>In response to the needs risen after the Covid-19 crisis and perceiving the opportunities available in Gastronomy tourism, the ProEnGaT project aims to create a network in partner countries and raise awareness on the importance of nutrition, gastronomy and local food cultures among key stakeholders; develop training materials on culinary skills, the principles of the Mediterranean diet and Food & Beverage regulations, and on Entrepreneurial skills; give training opportunities to young people.<< Implementation >>We will implement the following activities during the project:Research and collection of good practices from companies/people promoting Nutrition and Gastronomy Tourism and following the principles of the Mediterranean diet in participating countries.A Curriculum and Syllabus on Cullinary skills and a Curriculum and Syllabus on Entrepreneurial skills.A handbook for educatorsAn online platform with all materialsTwo training courses: One on Cullinary skills and one on Enterpreneurial skills.<< Results >>This project aims to create educational material that will be used by a new generation of young chefs and hospitality professionals, on the principal of the Mediterranean diet and on entrepreneurial skills, so that they can apply their culinary skills and knowledge in their own work and business. Young trainees will gain valuable experience and network opportunities through structured professional visits abroad that will boost their career prospects, whilst promoting European cooperation.

MOVINVET is a consortium of vocational training centers in the province of Seville that has been working together since 2014.MOVINVET is a mobility program for staff and students in the second year of intermediate vocational training cycles.In this edition, 39 mobilities for students have been developed for trainees in Italy, Lithuania, Poland and the United Kingdom.8 weeks in different European cities such as Cesena, Forlí, Vilna, Wroclaw and Derry.These are complementary internships to the VET Professional Training degree. Internships are complemented by an intense intercultural training developed before departure.It is a multisectoral project, with a wide variety of professional profiles.The objective: to increase the possibilities of quality labor insertion, language learning, intercultural training and life experience11 mobilities of staff have been developed in Bologna (Italy) in order to know in depth on the one hand the ECVET system and its possibilities in the centers of origin of the project. And on the other hand, to analyze the mechanisms and instruments that the Italian educational system has for the integration of disadvantaged groups.In this new edition of the project, the novelties have been:- 3 new sending centers- Increase in the number of mobilities, because of the greater interest in the centers and the greater number of sending organizations.- Some internal improvements, mainly in the management of the project and in the preparation of the participants as well as adding the intercomprehension as formative content.The consortium is led by Colegio Altair, and includes the following centers:IES HeliópolisIES Virgen de los Reyes IES Federico Mayor ZaragozaIES Albert EinsteinEFA El ChatóEnseñantes del ArenalCES María InmaculadaCAED Carlos Espigares Centro del Profesorado de SevillaThe project aim is to develop an international dimension of the centers, to offer the possibility of international practices, to promote language learning, and to consider the implementation of ECVET system.

"The project ""Inclusion and Integration in Europe for experts in the pre-school education, youth and social work"" is a strategical partnership of 5 institutions from Germany, Ireland, France and Greece, which are active among others in the adult education. The idea is to jointly work out structures and necessary prerequisites that enable inclusion and integration. Structures and necessary prerequisites that enable inclusion were investigated and identified. Important was the mutual exchange of previous findings and the development of a handbook which summarises our 2-year cooperation and inclusion ideas. One change to our grant application was, that we concentrated on the topic of inclusion, integration was only to look at in comparison to inclusion.The handbook was drawn up in our common working language, English. Contents were provided by each institution, the summary and publication production was done by the coordinating institution. Colleagues from the Irish organisation were responsible for proofreading and stylistic touch up.Each institution makes the handbook freely available electronically on their website. It is recommended to prepare a translation in each organisation's native language and to provide both (English and native language) also in print formats, so that a wider audience can inform themselves about the project, its results and the topic inclusion and integration.The project has led professionals working with children, adolescents, adults and families to adopt a prejudice-conscious pedagogical attitude. With the help of good examples from other European countries, the experts gained new ideas and insights on the subject of inclusion, one's own obstacles and scruples were dismantled and intercultural competences strengthened. The participating institutions created inclusive offers and modified with the help of self-reflection already existing offers so that they are inclusive.The project activities were divided into the preparation and follow-up of transnational meetings, the transnational meetings with the project partners and the meetings with the participants for developing and implementing methods and instruments for inclusion and integration and for carrying out self-evaluation based on the index for inclusion. In the project's preparatory phase, all project partners used this material to illuminate the stand of inclusion and integration in their institution.Within the project 5 transnational meetings took place: the kickoff (with a public event) in December 2017 and the final meeting in September 2019 in Leipzig, the 2nd meeting in February 2018 in Kilkenny/Callan, Ireland, the 3rd meeting in September 2018 in Rethymno, Greece and the 4th meeting in April 2019 in Bordeaux, France. During these meetings, discussion rounds, visits to institutions and observation of effective inclusion methods in practice, video work, lectures and presentations on instruments of inclusion and informal collegial exchange were used as methods. At the end of the 2-year project we consider a strong partnership with the other institutions with whom we would like to cooperate in the future as well, e.g. 15 social workers of the FAIRbund e.V. will visit the KCAT institution in March 2020 as part of a further training course and with the partner Odyssée a further training trip on the topic ""Intercultural work with refugees and migrants"" will be organised for 8 kindergarten teachers from Leipzig day-care centres. The Greek partner organised a 2weeks internship placement for vocational students of the Johanniter Academy this October who worked in kindergartens, schools and institutions for disabled or disadvanteged children.In our partnership, all employees were given the opportunity to participate in the project and to contribute to the development of a common concept about incluson. We would like to share our findings and results with other institutions and open our facilities for consultations, for example."