"Foreign language learning has been of high priority in Europe since the millennium. In 2002, the Barcelona European Council meeting called for greater actions towards foreign languages learning in an early age and it also established the ""mother tongue language plus two""- strategy, which encourage pupils to know at least two foreign languages. In 2017, data from Eurostat shows that 59% pupils speak two foreign languages in upper secondary school, though most pupils in primary schools only learn one foreign language: English. In countries such as Denmark, Sweden, The United Kingdom and Czech Republic the numbers of foreign language learners have decreased since 2010.ARTinLANs objective is to develop a teaching methodology that incorporate art in foreign language courses in primary school and establish an international teacher network that exchange experiences and inspire to try several art-activities in the classes. Hereby, ARTinLAN aims to increase young pupils’ motivation to learn foreign languages through art forms such as dance, music, painting, theater etc. Through creative learning, ARTinLAN wants to develop the attitude that foreign language learning is fun and introduce a learning methodology that includes all pupils in the classroom, also those who normally may find language learning difficult for instance: refugees, immigrants and pupils with dyslexia. Studies show that positive experiences with foreign language learning from an early age increases pupils’ motivation to learn more than one language, which sustain through adolescence (Artsed 2009, Saunders, C. M. 1998, Robinson, D. W. 1992, Genesee, Cloud, F. and N. 1998).The primary target group is foreign language and art teachers, who teach pupils in primary school. Five teachers from each country will participate (30 in all). The secondary target group is their pupils aged 6-11, who either are learning a foreign language in their country of origin or are learning a foreign language and the national language of their host country. To achieve these objectives, the ARTinLAN will: - Develop ARTinLAN activities Based on an initial survey that determine the pupils' specific needs, ARTinLAN will develop activities engaging a particular art form in each class i.e. dance, theatre, music etc.- Develop the Global Virtual VillageThe Global Virtual Village will serve as an online platform, where the teachers can exchange their experiences of implementing the ARTinLAN activities into their foreing language classes. It will also be the platform for the Online Event, where the pupils will share their end products of the ARTinLAN activities, which will be exhibited on the platform afterwards. - Write the ARTinLAN methodologiesBased on the teachers and pupils user and learning experiences of the ARTinLAN activities and the Global Virtual Village, the ARTinLAN methodology and good practice will be written. At the end of the project, the teachers would have experimented on incorporating creative learning into their foreign language teaching. They would have cooperated with the local art teachers and also developed an international network with whom they can exchange experiences and good practices on the online platform “The Global Virtual Village”. The pupils would have tried new learning activities and they have established an European network among pupils during the Online Event, where they have shown each other what they have learned. The ARTinLAN methodology that has been created during the project will be accessible on the Global Virtual Village, which is an open platform. This will enable external teachers to access and take part in the network and ARTinLAN activities in the future. The project seeks to uphold and cherish the diversity of European languages and ensure that they are passed on and advanced by the next European generations. ARTinLAN contributes to the European Year of Culture 2018 by sustaining, promoting and celebrating the European language heritage and culture through education."

Context/background of the project:The field of social inclusion of people with vulnerabilities represents a difficult and articulated field of work per se. In particular, in recent years, also as a result of the economic crisis, the new migratory flows, and the increasingly rapid changes our multicultural societies face, social workers and organizations active on this topic are going through a phase of even greater difficulty.The specific changes related to the field of work, digitalization and the technological revolution prevailing in recent years, have further weakened the capacity of the sector, often only indirectly and passively involved in the digital revolution.Objectives:Taking these two elements into consideration, the ELASTIC Project (Exchange and Learning for Adult Social Workers: Training ICT Competences) aims to support and improve the digital skills of social workers and organizations active in the sector.Improving communication flows, providing effective digital tools and improving the effectiveness of their intervention are the strategic objectives of the project.Number and type/profile of participants and description of undertaken activities:The partnership included 10 organizations, from 5 European countries (Italy, Spain, Czech Republic, Poland, Belgium).•4 Service providers in the field of social inclusion;•4 European or national NGO networks;•1 Training institution;•1 University.The participants in the project activities were (21 in total):•Adult social workers directly active in the social inclusion of vulnerable people (homeless, migrants, other minorities, etc.);•Managers involved in service management;•Other staff involved in administrative and communication related tasks.The project implemented 3 training and mutual exchange events, during which the participants were able to learn good practices, new tools, successful projects related to the use of ICT in the field of social inclusion. At the same time, exchange visits were carried out between the partners in order to further improve the content of the exchanges.Results and Impact:1.Participants have visited and exchanged practices with organizations active in their same field but in different countries with different political, social and life conditions, they have observed ad tested how different solutions could meet their same work-related tasks;2.Participants apply the acquired knowledge to their own original methodologies and practices to contribute to the redefinition of their organizations and the welfare system;3.Knowledge on new digital tools has been acquired and their use is more widespread inside the involved organizations;4.Participant organizations have a different and more open approach to digital systems and tools to exchange and manage information, communicate and work in teams;5.Strong partnerships among European participant organization have been built;Main result: •Enhanced digital skills and ICT tools use in social work organizations and their operators and, in general, their networks and collaborations. Impact: On Participants and Partners organizations:•Increased use of ICT tools learned during ELASTIC;•Better and more effective information exchange and systematization of the communication flows;•Strengthened communication among their local networks;•Strengthened efficacy of their intervention.IMPACT on the CONTEXT and STAKEHOLDERS•Support to social inclusion of vulnerable people;•Enhanced efficacy social inclusion service provision management by Public Entities, NGO and Public Bodies;

Be Your Own Boss is a project which responds to the growing need for adults in peripheral communities to be able to develop their entrepreneurial skills so that they can enter the labour market at a point of their own choosing through creating their own jobs. This set against a background of economic recession, persistent unemployment and a shrinking job market. The context for Be Your Own Boss is that job creation, and entrepreneurialism, are proven ways for peripheral communities to develop their own futures and grow local economies – yet they are rarely given access to the tools and support, such as business incubation, which is necessary to allow this to happen.BYOB aims to transfer and adapt a successful methodology of raising entrepreneurial skills and job creation to new socio-cultural and linguistic contexts across Europe. The objectives are to give adult educators, and therefore learners, access to a proven methodology, which is grounded in experience provided inside business incubators and supported by online learning materials. The results will be increased capacities of adult educators to develop entrepreneurial skills in learners and the actual creation of micro-businesses and jobs by the adult learners.The partnership brings together a private business, an international NGO, national incubators, and those experienced in adult education from 6 different countries with a broad geographical scope. The profile of those the project will work with are adult educators, adult learners and business incubators who work in, and alongside, peripheral individuals and communities. These groups could be peripheral for any reason such as geographical, economical, social, etc. The aim is to work alongside these groups to create 30 new businesses, and therefore jobs, by the end of the pilot. The partnership activities will include creating a detailed state of the art review of entrepreneurial support for adults and those in peripheral regions, the creation of handbooks for adult educators and business incubators to engage with these individuals, 30 e-tutorials for those both using and experiencing the methodology, a pilot in 3 different countries of the methodology and a website where the project experiences and created tools will be available in all partner languages. Alongside this there will be a detailed dissemination and exploitation plan, a monitoring and evaluation plan, a quality assurance plan and a set of 5 transnational meetings between partners which will include multiplier events in the forms of conferences, seminars or press events.The methodology to be used in carrying out the project is an open approach to project management and participation where each partner has the lead on a different activity under the ultimate control of the project leader. There will be monthly skype meetings between the project lead and each partner and technology such as skype and dropbox will be used to allow all partners to access necessary documents and pro formas.The results of the project will be a flexible model and methodology of job creation and entrepreneurial teaching for adults. It is a programme which will be supported by downloadable tools and resources. The result of the pilot will be 30 peripheral adult learners who have been supported to set up their own micro-businesses in their regions and the jobs which result from this. There will be a replicable and robust teaching model for the adult educators which has been disseminated at local, regional, national and international level. This will result in an impact at policy level.

<< Background >>Worldwide, 20% of the population deals with dyslexia and dyslexia affects approximately the 80% of people with learning disabilities. The European Commission (EC) on ‘Helping Students with Learning Disabilities-Dyslexia’ estimates that the prevalence of dyslexia across the EU reaches the 8-20% in both adult and children population. Dyslexia is a neurobiological-based language impairment derived from difficulties in reading and writing. People with Dyslexia have difficulties hearing sounds, connecting those sounds to letters, sounding out words, and memorizing new vocabulary. English language becomes difficult to learn, as it is an opaque language with a complicated orthography and a high level of incongruence between its spelling and pronunciation. This implies that dyslexia users who already experience reading and writing difficulties in their mother tongue struggle in EFL classes. However, research on the prevalence of Dyslexia in school education in the EU is minimal and mostly outdated. To this extent, the EU Dyslexia Charter 2018 explains that Dyslexia is inadequately addressed mainly due to a lack of information on the subject as communication channels between parents, teachers and experts are often insufficient. As found in the European Dyslexia Association report, 2-14% of people with Dyslexia have depression and around 20% have an anxiety disorder that epitomizes the great need to provide new and adequate educational opportunities for students with Dyslexia addressing their needs.Teachers are often characterized by a lack of knowledge on the matter which is a consequence of a lack of sufficient training on Dyslexia when receiving their academic studies and the inexistence of courses for in-service teachers. Evidence suggests that 16% of teachers are also asking for additional training on ICT for teaching. While ICT use is encouraged more and more in classrooms, teachers need the training to use it effectively to benefit student learning. Students with learning difficulties can benefit from the visual and auditory nature of ICT, teachers' knowledge and skills on these tools need to be enriched. The project envisions to support educators who teach English as a foreign language to children with dyslexia (DYSCHI) 6-12 yrs old, either as part the national curriculum of their country or as part of extra-curricular activities and to upgrade the teaching of EFL while introducing the use of emerging technologies in the teaching, learning and assessment procedure. Teachers who teach EFL will be provided by a comprehensive professional development course in order to upgrade their inclusive pedagogies to meet the needs of dyslexic children and to enhance their digital competences and confidence so that they could integrate digital tools in their teaching. In doing so the project promotes the inclusion, access and participation of children with dyslexia in adequately designed EFL lessons according to their learning abilities while introducing digital tools to motivate and engage them in interactive and participator learning activities.The ‘European Pillar of social rights’ (2017) supports ‘The right to quality and inclusive education, training and lifelong learning in order to maintain and acquire skills that enable [everyone] to participate fully in society ...’ whereas the Digital Education Action Plan reinforces the role of ‘digital competent and confident’ teachers to be able to promote the digital transformation and modernisation of teaching and learning in formal and non-formal education. During the project and after its completion, the partners expect that teachers of EFL will be empowered with new tools, digital competences and innovative methodologies addressing the real needs of children with dyslexia in order to upgrade their EFL teaching. Equally, DYSCHI will be offered targeted training in order to boost their confidence, enrich English language and improve their learning outcomes.<< Objectives >>LEXIS aims to: 1. Promote the acquisition of EFL learning to a vulnerable group of children with dyslexia and ensure the provision of adequate and targeted to their learning needs tools and methodologies.2. Promote the digital transformation and modernization of EFL teaching through the integration of emerging technologies and the development of inclusive digital tools that will enhance the resilience, adaptability and readiness of the swift from classroom to digital learning.3. Enhance the digital confidence and competence of teachers who teach EFL to deal with the new emerging challenges of the digitalized world through the acquisition of digital skills related to coding in Scratch for the development of 2D games for EFL4. Promote a holistic approach into the learning process with the involvement of parents as supporters and teachers as facilitators.The main outcomes of the project are:- To develop a HIGH TECH INTERACTIVE WEB BASED PORTAL which will support the implementation of all activities and procedures of the project while offering opportunities for networking, e-learning and exchange of good practices in a multi-lingual environment, as well as support teachers’ further familiarization with ICT tools. As part of the project a SELF GUIDED TOOL for creation of new teaching material will be developed whereas a working space for exploiting the prospects of using SCRATCH for the development of 2D games to support EFL teaching and learning as per the Units/Course books will be integrated in the PORTAL.- To design a comprehensive CPD COURSE for teachers who teach EFL based on a blended approach (combining online and face-to-face elements) using innovative and inclusive techniques such as CLIL methodology and ICT tools in their pedagogies.- To design a TEACHING KIT addressing the needs of children with new digital content (UNITS) equivalent to A1-A2 Level– Basic User as per the CERF for teaching English to DYSCHI (6-12 yr.). The KIT will also include a selection of 2D games designed using scratch relevant to the topics of the unit developed.- To prepare an A-Z e-BOOKLET FOR DYSLEXIA for providing adequate and reliable information to schools, educators, EFL teachers, parents etc., around dyslexia such as types of dyslexia; models of dyslexia; learning difficulties of people with dyslexia; etc.-To design a CHECKLIST for teachers who teach EFL to monitor and ensure that the newly developed content.-To provide a set of GUIDELINES to support teachers to set up the LEXIS ACTION PLAN in their SCHOOLS, by utilizing the developed products, tools and procedures, such as the PORTAL, the CPD course, the LEXI Checklist tool, the Guided Tool for Lessons, the Scratch Games etc.<< Implementation >>The project’s implementation is divided into 4 main phases:PHASE 1: M1 – M7PR1: TEACHING TO DYSLEXIC CHILDREN: THE BLUE PRINT GUIDEBOOK- A1. DISPLAY INTERACTIVE PRESENTATION OF THE STATE OF THE ART - A2. Data collection - A3. Presentation of results - A4. Create the LEXIS TOOL BANK with useful resources- A5. Develop the LEXIS PROFESSIONAL DEVELOPMENT COURSE: SYLLABUS - A6. Create the ADVISORY COMMITTEE with ASSOCIATE PARTNERS and the MEMORANDUM OF COOPERATIONPHASE 2: M8-M14PR2: LEXIS DUAL EDUCATIONAL PACK FOR TRAINING AND TEACHING ENGLISH TO DYSCHII. It will include the following activities:- A1. Develop the CPD for teachers: TRAINING PACK - A2. Create the A TO Z e-BOOKLET FOR DYSLEXIA - A3. Design the INCLUSIVE MONITORING TOOL for TEACHERS TEACHING ENGLISH TO CHILDREN WITH DYSLEXIA - A4. Create the LEXIS TEACHING KIT for CHILDREN WITH DYSLEXIA to support students' learning PHASE 3:M15-M21PR3: LEXIS PORTAL AND GAMIFICATION TOOL - A1. Design of the PORTAL - A2. Create the LEXIS GUIDED TOOL FOR TEACHERS - Organise the C1 Short-term staff training in CYPHASE 4: M22-M30PR4: ACTION PLAN FOR SCHOOLS: METHODOLOGICAL GUIDELINES (P2-RCED & P3-PELICAN)- A1. Create the methodological guidelines for teachers and parents - A2. Prepare the LEXIS ACTION PLAN<< Results >>The following results are expected:PR1: TEACHING TO DYSLEXIC CHILDREN: THE BLUE PRINT GUIDEBOOK (P1-SAN & P4-EMP)- A1. INTERACTIVE PRESENTATION OF THE STATE OF THE ART (P1-SAN & P4-EMP)- A2. Data collection (P5-LINGUA & P7-ABCD)- A3. Presentation of results (P3-PELICAN)- A4. LEXIS TOOL BANK (P5-EMP)- A5. LEXIS PROFESSIONAL DEVELOPMENT COURSE: SYLLABUS (P1-SAN & P2-RCED)- A6.ADVISORY COMMITTEE WITH ASSOCIATE PARTNERS – MEMORANDUM OF COOPERATION (P4-EMP)PR2: LEXIS DUAL EDUCATIONAL PACK FOR TRAINING AND TEACHING ENGLISH TO DYSCHII(P4-EMP & P1-SAN). It will include the following activities:- A1. CPD FOR TEACHERS: TRAINING PACK (P1-SAN & P2-RCED)- A2. THE A TO Z e-BOOKLET FOR DYSLEXIA (P7-ABCD & P1-SAN)- A3. INCLUSIVE MONITORING TOOL FOR TEACHERS TEACHING ENGLISH TO CHILDREN WITH DYSLEXIA -CHECKLIST (P4-EMP & P2-RCED)- A4. LEXIS TEACHING KIT FOR CHILDREN WITH DYSLEXIA (P2-RCED&P3-PELICAN&P5-LINGUA)PR3: LEXIS PORTAL AND GAMIFICATION TOOL (P6-ANKOW & P4-EMP)- A1. Design of the PORTAL (P4-EMP)- A2. LEXIS GUIDED TOOL FOR TEACHERS (P6-ANKOW)- C1 Short-term staff training in CYPR4: ACTION PLAN FOR SCHOOLS: METHODOLOGICAL GUIDELINES (P2-RCED & P3-PELICAN)- A1. METHODOLOGICAL GUIDELINES FOR TEACHERS AND PARENTS (P1-SAN&P5-LINGUA)- A2. LEXIS ACTION PLAN FOR PRIMARY SCHOOLS: EXPLOITING AND SUSTAINING THE PRODUCTS (P2-RCED & P3-PELICAN)

<< Objectives >>-Ensure effective project coordination to align with ERASMUS+ requirements -Introduce non-formal learning opportunities in the form of extra-curricular activities as purported by the 2018 Digital Action Plan to provide VET teachers and students with a comprehensive training pack through the creation of 3D4DEAF@SOCIAL HUBS-Identify and equip individuals with SE skills to turn social needs into entrepreneurial plans-Ensure exploitation of results and well-through promotional strategies<< Implementation >>-Design and implement vital activities to ensure financial, management and quality coordination throughout the project period-Development of practical and essential results to offer a training programme on 3D and Social entrepreneurship to be applied in schools that responds to digital demands and ensures social and labour inclusion for people with deafness/hearing impairments . -Development of a CLOUD-BASED PLATFORM AND MOBILE APP: e-LEARNING, e-ASSESSMENT, e-COMMUNITY AND 3D4<< Results >>1.Digital tools:-CLOUD-BASED PLATFORM e-LEARNING, e-ASSESSMENT, e-COMMUNITY AND 3D4DEAF ENTREPRENEURS NETWORK-MOBILE APP for m-learning2.Training Material-Comparative Index & Practical Guidebook -Dual Competence Framework-Dual Educational Pack3. Training Mobilities:-VET TRAINERS IN-SERVICE TRAINING -WORKSHOPS4. Exploitation Activities and Results:-Recommendation Strategy-3D4DEAF@SOCIAL HUBS METHODOLOGY-ACTION PLAN FOR VET SCHOOLS-Dissemination and Exploitation Plan-Events