TEACH INC project was implemented to provide a response to a set of needs directly related to needs of the participating schools and the demands for modernisation of the educational systems in Europe. Need for key competencies in creativity and innovation, need for efficient tools to motivate for further learning, and need to generate a change in schools and teachers were addressed within Erasmus+ strategic partnership project TEACH INC. The rate of school failure in ages 18 to 24 is 10.9% in the EU, with countries where this number doubles, e.g Spain, Cyprus, Greece, Portugal. The educational authorities, institutions and schools recognise that preparing students and motivating them for further learning is key to reduce early school leave (and failure) and increase attainment in tertiary education. They are aware that the part of the solution lies in the educational system, playing a key role in fostering and developing (young) people’s creative and innovative capacities and that it is necessary not only to teach students the required subjects, but also to transform problems of real life by finding creative solutions and building resilience. Schools have a duty to provide their pupils with an education which will enable them to adapt to an increasingly globalised, competitive, diversified and complex environment, in which creativity, the ability to innovate, a sense of initiative, entrepreneurship and a commitment to continue learning are just as important as the specific knowledge of a given subject.TEACH INC aimed to address these needs by providing secondary school teachers with the skills and competences to embed innovation and creativity in their teaching activities, and thus enable them to prepare their students better for the labour market. The project pursued the objectives of defining the skills and competence framework needed for embedding creativity and innovation in secondary education; responding to the needs of teachers and schools through access to creativity techniques, best practices, examples and testimonies; enhancing the take up of creativity techniques and innovation by giving the secondary teachers, their institutions and relevant stakeholders guidelines on mainstreaming the tools; promoting community where teachers and other interested stakeholders can share knowledge and experiences, and which ensures the sustainability of TEACH INC results beyond the project duration.The project was carried out by a strong partnership, consisting of higher education institutions for teacher education (Lithuania, Belgium), secondary and VET schools (Spain, Greece, Portugal), and private training providers on innovation and creativity (Spain, Cyprus) which shared their innovative training methods and hands-on approach. Project partners designed a teacher competence framework, which allowed them to develop relevant and applicable learning materials on innovation and creativity in the classroom. Additionally, school managers and policy makers can use the framework for management purposed and decision making, ensuring more schools take creativity in the classroom as their strategic approach. Learning materials - a teacher’s guidebook - was developed on selected creativity techniques and assessment methodologies. The materials were adapted for the secondary school setting and complemented with teachers’ testimonials and real life examples, on how the techniques can be used with pupils in different science subjects like languages, music or mathematics. According to the “Zero measurement” evaluation, teachers involved in TEACH INC piloting activities reported being 5% to 24% more confident in the competencies, relevant to a strong, creativity and innovation oriented teacher profile. Secondary school teachers also believe that TEACH INC helps to strengthen the teacher‘s profile, provides tools to motivate and engage students whereas creative learning can help minimize early school leaving and increase students’ motivation to achieve better academic results.TEACH INC provides teachers with a skill-set and knowledge to fully integrate creativity and innovation into the competence curriculum of their students, independently of the course topic or subject. Increasing the competences of (future) teachers in creativity and innovation will spark the uptake of new participatory teaching and working models with a strong experiential approach. Teachers will find themselves better prepared for the changing educational environment in which a change of paradigm is taking place from group classroom education with a knowledge provider (teacher) and knowledge receiver (student), towards more individualised and participatory approach.

LITERALLCY is a project under the Call: 2014 KA2 - Cooperation and Innovation for Good Practices Within the framework Erasmus+. The project addresses one of the main concerns in education and development of the European community: Literacy. Today, there is a false and optimistic perception about the qualitative and quantitative level of literacy in Europe. Latest PISA (2012) results show that 1 in 5 students from 15 years in the EU still has insufficient reading skills. 73 million Europeans have obtained low skills and many of them have difficulties in literacy to function fully in personal, social and economic activities of daily living. In the case of people with special educational and assistance needs, especially those with cognitive impartments, literacy along with communication are the cross-line line between an active participation in society, and the social and educational exclusion.The main objective of LITERALLCY project, is to developed a new educational tool to facilitate the literacy learning of people with special needs. The main added value of the tool relates to the design and contents adaptation to the capabilities of each user, who will be able to learn reading and writing trough personalized interactive exercises. As well as guaranties the cognitive, sensorial, physic and financial accessibility.LITERALLCY learning tool will be hold on ICTs (tablet PCs) and it will be developed under Open Source within the intention to guaranties the access for every stakeholder. Latest voice recognition, artificial intelligent and learning evolution technologies will be developed and included in LITERALLCY learning application, in order to harness the motivational factors of new technology and take advantage of these toward the learning processes. 4 partner will take part on the consortium of the project, which complies the expertise and experience to develop it in the fields of:- Assistive technologies development.- Languages and grammar technologies.- Educational training and contents development.- End user (special needs) pilot implementation and knowledge.To introduce the technologies in formal education (special education), it will be developed a teaching training program and a ICTs implementation guide.Both technological development and educational development will be achieved by the same methodology through mechanisms of rain-Test-Improve-Train process. So that, training courses and pilot studies will take place, involving families, teachers and clinicians, directors of schools, policy makers and stakeholders.This methodology will enable the achievement of tested results to provide to the framework of the European Community in the field of education.The most important project results for the impact expected will be three; The OER literacy learning application (supported by ICTs).The public outputs related to the Training Program.The results obtained from the pilot study.So that, the expected results and impact are:1.- To improve the literacy skills of 50 users with special needs.2.- To innovate and aport a new teaching tool offer of 5 educational organisations (pilot studies).3.- To design an International Teacher Training methodology the literacy application as well as for the implementation of th ICTs at special education. Improving the teaching and learning methods of literacy. That will allow the student to learn based on individual curricula.4.- To train and make more capatible on teaching strategies at list 200 people in the environment of people with special needs.5.- To include at least the new tool in two regional educational politics as a normalized teaching tool.6.- To integrate at least in 2 Universities the teaching training programme as a ECTS formation course. ------Conclusively-------LLITERALLCY expect the to exploit and disseminate Key outputs in order to provide the European community a functional educational tool to improve literacy levels (especially for people with special needs) and to include a teaching training program that ensures transfer methodology and implementation, as well as a evolution register system, to provide reliable statistical data. Waiting for a longer-term impact inducing towards inclusive education policies, incorporating ICTs as standardized and controlled education method.

In spite of Brexit, English remains the dominant language in Europe, as 2 out of 3 people have at least a fair working knowledge of the language. Nonetheless, difficulties in different areas of language acquisition and use remain widespread. For many, if not most, learners of English, speaking in public may be the biggest fear. However, for many others, reading, writing, listening, memory retention, or learning itself is just as challenging. To help learners with Specific Learning Difficulties (SpLDs) master the specific skills that they need, our consortium of 7 partners has developed 7 self-help learning modules as Open Educational Resources (OERs). They cover the domains of public speaking, interpersonal communication, intercultural motivation, writing, memory and vocabulary acquisition, learning in general as well as reading and listening. Each self-study module is an individual course and learners may complete as many modules as they see fit. To help learners identify which modules are most suitable for them we have also developed a self-assessment tool. The modules contain strategies, tools and techniques that learners can implement right away to improve their skills and overall competence. While the materials are designed for self-study, they can also be used as supplementary materials by language teachers or facilitators. The materials are rich in multimedia and we have also included videos. The materials contain hundreds of animations and cartoons to visualize the text, provide context and engage learners. Furthermore, the materials can be also be printed or downloaded for offline use.

"Context. The project is based on the provisions of UNESCO Convention against Discrimination in Education, Convention on the Rights of a Child, and UNESCO Policy Guidelines on Inclusion in Education. The Project objectives are related to the national goals of partner countries to develop inclusive education system and based on the recommendations from the project carried out by the European Agency for Development in Special Needs Education in, “Teacher Education for Inclusion”, which express concern and encourage strengthening teacher preparedness to educate pupils with different needs, as well as on the research results of the researchers from partner countries that confirm the teachers’ insufficient preparedness and their lack of competence to accept this challenge.Objectives of the Project. The project objective is to contribute to ensuring equal opportunities for learners with different types of special needs (vulnerable groups) in socio-psychological, educational, and social terms. The consortium aims at supporting processes of strengthening the capacity of the education systems to reach out to all learners. In other words, to help ordinary schools to become more inclusive, which means to become better at educating all children in their communities.Number and profile of participants. The Project is implemented by 4 universities and 4 general schools from 4 European countries. (Legal partners 4 universities and 2 schools).The Universities:University of Lapland (Finland), University of Teacher Education Vienna (Austria), Pedagogical University of Cracow (Poland), Lithuanian University of Educational Sciences (Lithuania). Each university has selected one school in their countries. The selection criteria were the following: the school has vast experience in inclusive education; the school community is ready to participate in scientific research and test the recommendations developed during the project in practice. The selected schools have very broad experience in implementing inclusive education. The schools:Zespol Szkol Ogolno ksztalcacych Integracyjnych Nr 1 (Poland), Vilnius “Versmė” Catholic Gymnasium (Lithuania), Teacher Training school of the University of Lapland (Finland) is part of University of Lapland and has the same PIC code as the university. See the pages http://www.ulapland.fi/InEnglish/About-us/Organisation.University of Teacher Education Vienna will implement research in various schools which are not project partners depending on the goals of the research.Description of activitiesDuring the project implementation period, methodical recommendations for general schools implementing inclusive education will be developed. The researchers, together with school teachers, will develop recommendations that will be tested in the communities of partner schools. The research will be carried out in other schools of the countries too. Together with the researchers, the teachers will evaluate the efficiency of the recommendations, compare best practice in different countries, summarize and develop the final version of intellectual outcomes aimed at teachers of general schools, university researchers and policy makers. During the project implementation period, systemic project team meetings in conferences will take place (in each participating country). Invitations to participate in the conferences will include policy makers and researchers of higher education institutions as well as school teachers and students, the future teachers, of every country. After the conferences, familiarization of the project team with the best practice in the schools of the country is planned as well as project team work of analyzing and thoroughly planning the follow-up of every activity. Methodology to be used in carrying out the Project. The method of carrying out the Project is the exploration of best practices in different countries, their comparative analysis, preparation and publishing of scientific and methodical literature. The development and introduction of distance learning study course for teacher training and upgrading the qualification of practicing teachers.A short description of the results and impact envisaged and finally the potential longer term benefits.The intellectual outcomes will be developed with a lasting value in creating equal learning conditions to all pupils, training future teachers and developing inclusive education policy. During the project period, 4 scientific conferences will be organized and the following products developed:- Scientific study “Inclusive Education: Socio-Psychological, Educational and Social Aspects”;- Scientific article “Comparative Analysis of the Perception of Inclusive Education: Lithuania, Poland, Austria, and Finland”;- Scientific article ""Successful Aspects of Inclusive Education in Four European Countries: Teachers’ Approach"";- Recommendations on Inclusive Education. - Study course “Inclusive Education Implementation in Schools”."