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

MUS-E Amigos em Direto (Live Friends – LiF)Context:Digital communication tools have entered the daily lives of schools in the current COVID-19 pandemic. However, due to its urgent implementation, its understanding remains basic. It is justified to invest in these new media, because they will be powerful tools in the future of the new generations. The MUS-E Program maintains an international network of artists, with its own methodology, working on inclusion by artistic practice in Basic Education, in academic time and in coordination with teachers. Description of activities and methodology:The MUS-E Live Friends Project (MUS-E LiF) will incorporate a structure with 7 partners and their previous experiences will be seen as complementary. It will be developed in 4 regions / municipalities: Asturias, Budapest, Leiria and Kassel. It will involve about 90 teachers, 900 students, 30 artists and 25 technicians from the 4 countries. More than 80 volunteers and trainee students from higher education will collaborate. It will involve the families of the students (about 500 people) and the community (about 2000 indirect beneficiaries). The MUS-E LiF will therefore integrate actors from the teaching sector (teachers, students and auxiliaries) and actors from the culture and creativity sector (MUS-E artists). MUS-E LiF aims to connect basic education classes (6-10 years) from 4 European countries within the MUS-E school network using modern digital synchronous and asynchronous communication tools. The duration of the MUS-E-E LiF (24 months) will be divided into 4 periods sensitive to the school calendar and in each, classes of different nationalities will be asked for communication and development of work proposals.The content of these proposals will be that of Artistic Expressions, to be developed in the project sessions, in school time, in collaboration and international coordination between teachers and artists. These activities will be the subject of formal presentations, online, open to the educational community and recorded for future memory. In parallel, synchronous and asynchronous knowledge exchange activities on schools, communities, languages, uses and customs will be promoted in order to strengthen European ties. Families will be invited to participate, helping students make their contributions.Interspersing these working periods, each country will hold a transnational meeting in which representatives of all partners will participate, for preparation (briefing)of the next period and reflection on the previous period (debriefing). The second meeting will be transnational formation, taking advantage of the teachings of the first period, launch and great learning. The last meeting will be only debriefing and compilation of good practices. Coordination meetings will be held between project partners and representatives of the educational communities of each municipality. Goals:The MUS-E LiF Project, assumes the following objectives, coinciding with the expected results and impacts: The promotion of students' creativity in artistic expressions (music, dance, movement, theater, visual arts...) and their adaptation to the digital universe. The promotion of digital, synchronous and asynchronous media within the school community. The promotion of European cohesion, from the ages of basic education, through knowledge, understanding, acceptance and online interaction with international counterparts. The integration into the local and international group of disadvantaged children (and their families), by broadening their horizons and motivation for school and for the future. Outputs:The result of the artistic practices developed by the students, in multimedia materials, open and available to the educational community. Reflection on the work performed during the Project and the compilation of experiences and good practices, for dissemination through digital e-twinning platforms and social networks. The preparation of a report with the evaluation process (initial, process and final evaluation).Results and Impact (according to the established objectives):Students will enjoy: International contact with their counterparts. Strengthening European perception and identity. Practice of digital communication technologies and multimedia production. Promotion of creativity in artistic expressions and in its adaptation to the digital universe. Motivation for school attendance, by submitting proposals of high interest. Integration of disadvantaged or at-risk pupils from social exclusion and their families by broadening their social horizons.Teachers and artists will enjoy: Access to international contact with their counterparts. Practice of digital communication, translation, and multimedia production technologies. Practice of coordinating artistic and educational activities in an international context. Practice of their own artistic expressions, in an international context.

The objectives of MEYE project (Mathematics in Early Years Education) are the following:Improve the training that professionals in Early Years Education have about the area of ​​mathematics and its didacticsDevelop innovative products to successfully address the teaching / learning of mathematics in Early Years Education and that are available for the educational communityEncourage cooperation and joint work of different agents involved in Early Years Education: VET an HEI, nursery schools, universities and teacher training centersThe project is addressed to three groups:A. Students of VET on Early Years Education with the purpose of improving their professional qualification to approach the treatment of the mathematics in their future jons. B. Early Years Education children. MEYE will generate a methodology to introduce mathematics through playful and meaningful activities innursery schools.C. Staff that currently works in nursery schools (practitioners and teachers) that will have a tool to improve the quality of their educational work and update their working skills.The intellectual results of the project will be as follows1. MEYE CURRICULUMAn analysis and proposals for improvement in the field of mathematics will be made on the curricula of Early Childhood Education and VET on Early Yeras Education in Slovenia, Portugal and Spain2. MEYE TRAINING.A training program on mathematics and its didactic will be designed for professionals of Early Years Education and for teachers / students of VET on Early Years Education with the purpose of acquiring the basic notions about mathematics and its didactics .3. MEYE GUIDE Methodological guide to address mathematics in Early Years Education.This product will be the result of pilot tests carried out with children in the countries participating in the project.The guide will have two parts, a first section that will be general for all countries and a second section with specific indications according to the context and the educational reality of each country. In addition, it will be divided by stages (from 0 to 3 years and from 3 to 6 years) and then by ages within each stage. In addition to the globalized approach and the insertion of mathematics in the daily routine, the guide will add proposals for specific activities to reinforce the mathematical contents and it will clasify the proposals into mathematical contents and ages.Entities from 5 European countries will participate:Spain: CIPFP FAITANAR, CONSELLERIA DE EDUCACIÓN, INNOVACIÓN, CULTURA Y DEPORTE (CEFIRE CTEM) and UNIVERSITAT DE VALÈNCIASlovenia: GIMNASIJA CELJE-CENTERUnited Kingdom: HIGH HOUSE NURSERYPortugal: AGRUPAMENTO DE ESCOLAS MARCELINO MESQUITA DO CARTAXOPoland: UNIVERSITY OF WARSAWTo achieve the objectives of the project, various learning, teaching and training activities will be carried out among the professionals of the participating entities and the students of VET Early Years Education . As part of these activities, pilot tests and workshops will be carried out with pupils of nursery schools in order to verify the effectiveness of the methods that have been designed.In order to disseminate the intellectual results generated in the project, 6 multiplier events have been planned in 4 countries, aimed at professionals in early childhood education, VET teachers Early Childhood Education and educational authorities.

"Creating a modern and efficient STEM education system is a priority in all European countries as education faces a digital challenge: need to adapt traditional teaching methods and offer a mix of face-to-face and online learning possibilities. The pandemic situation has cleraly highlighted the relevance of this situation So, in this context, ITEMS main objective is to design and promote innovative methods, pedagogies, learning materials integrating e-assessment tools and assignments activities for STEM teaching, at Higher Education and high school level as well. Good digital learning materials and exercises, as well as e-assessments for STEM subjects require interactive graphic possibilities, randomized questions, multi-language options, and adaptive automated responses. In ITEMS we brought these technologies together, by using the Learning Management system Moodle, the question types STACK and Formulas, as well as the JavaScript graphics library JSXGraph.Project partnership is composed of five-country multi-sectorial consortium composed of a research institute (Center for Mobile Learning, Bayreuth U), three universities: Aalto U(FI), Maribor U(SL) and Jihoceska U (CZ), a high school (IES Mediterrània, SP), an edutech company (BNedu, SP) and a regional education authority (Conselleria Educación de Comunitat Valenciana, SP) working in a collaborative European perspective. This consortium has achieved the following results:1. ITEMS has gone further in the research and development of JSXGraph software. In close collaboration among all partners important new features have implemented and the interplay with Moodle questions types STACK and Formulas has been much improved and made easier.A relevant event has been the 1. International Conference (https://jsxgraph.org/conf/program/) held online in October 2020.On the one hand, ITEMS has facilitated extensive use of JSXGraph by educators through the creation of an interactive HANDBOOK which has been publicized through several communications (e.g. https://itemspro.eu/2019/11/27/items-project-at-moodlemootglobal/) and through the MOOC: JSXGraph programming. Big interest in learning advanced JSXGraph features has been expressed during the conference. As a result a free monthly webinar on “Advanced JSXGraph programming"" with a worldwide audience has been established (https://jsxgraph.org/wp/docs).On the other hand, all of these developments had a positive influence on the creation of more effective and engaging activities for students by the project partners. By using JavaScript technology it is guaranteed that these ITEMS modules will run in every platform and any browser including mobile devices.2. ITEMS partnership has developed 3 STEM-Moodle courses: one at University level and two at High School level. All of them integrate JavaScript based interactive animations in Moodle quizzes mainly using JSXGraph, integrated in Formulas and STACK questions. This allows students to perform function plotting, charting and visualization aimed to enhance conceptual understanding in STEM subjects. During the development phase, materials were presented at several professional development activities and finally discussed among educators community through two MOOCs. 3. ITEMS project results have been disseminated through more than 10 presentation events at conferences and teacher training activities and through social media (project blog, youtube, ...). In addition, three professional development courses and workshops have been performed, at national level, and four at European level involving in total more than 100 teachers.3. Through the ITEMS Academy, modules have been piloted by partners and collaborator schools several times in different educational contexts during the project lifespan, involving more than 900 students. Project impact has increased by means of using innovative LTI tools which allow schools easy access to ITEMS modules. Project partners have contributed by mentoring teachers in using project materials while they are teaching their own students. As a result of this experience, schools have provided feedback that have contributed to the improvement of materials. Educational researchers and software developers now could use project results as examples of evidence-based guidance on effective uses of technology for improvement in STEM achievement.Finally, as long term benefit, ITEMS project server will offer permanent access to the materials as examples of good practice and to facilitate networking between the STEM teacher community. ITEMS courseware results are freely available as OER (Open Educational Resource) under a Creative Commons license 3.0. So, every educator interested can visit the project outputs and results at https://moodle.itemspro.eu/course/index.php?categoryid=13 logging in by using the account teacher/teacher"

Two regional authorities, three schools (two of them as associated partners), three universities and a centre of teacher training from Latvia, Estonia and Spain created a strategic partnership for empowering school teachers in the development of students’ intra-personal competencies and virtuous character. The topic, relevant in all the three countries, and specially in Latvia in the context of the recent governmental guidelines for virtue education at school and of the educational reforms introducing competence-based (including transversal competences) in school education, is addressed through an innovative multifaceted perspective, integrating the fields of expertise of each partner in closely related fields, such as philosophy for children, education for coexistence and citizenship, transversal competence development and virtues ethics.35 experts (educational researchers, program developers, school teachers and headmasters, policy makers, educational supervisors) from these 7 institutions joined their efforts during two years, in order to achieve two highly innovative and relevant Intellectual outputs foreseen: A report on best practices, expectations and needs in the field of character education in the 3 countries; and an innovative training program for supporting teachers who will act as “catalyst” for introducing these innovative practices at their schools. The preliminary research was implemented by academic partners in close collaboration with regional authorities. The practical insights of experts practitioners from schools enhanced the quality of the support program itself. The quality of the project was ensured also by the transnational dimension of the project: in addition to the regular online communication among partners, three transnational meetings and two short-term joint staff training events allowed for close scientific collaboration and deep and fluid exchange of experiences. The project has reached a large impact on more than 500 direct participants and participating organisations, as well as outside the organisations at different levels. Three multiplier events took place at the end of the project (one in each country) for disseminating the main outcomes, which are also made freely available in the website www.aretecatalyst.me. The support program is available in English, Spanish, Latvian and Estonian for facilitating local implementation and dissemination. The institutional commitment of partners is ensuring a sustainable impact of the project outcomes. The project is presented in the frame of Erasmus plus Key Action 2, “Strategic partnerships for School Education”. Duration: 24 months (01-11-2017 till 31-10-2019). Applicant: Education, Culture and Sports Department of Riga City (LV). Partners: University of Latvia (LV), Universidad de Oviedo (SP), University of Tartu (EE), Teacher and Resources Centre of Oviedo (SP), Advisory Board of Education and Culture of Asturias (SP), MTÜ Tartu Luterlik Peetri Kool (EE). Associated partners: Catholic Gymnasium of Riga (LV), Secondary school Alfonso II (SP). Total grant required: 116545 €