A) The basis of ESD:SuperVision 4.0 are three key factors relating to the implementation of Education for Sustainable Development (ESD) into school curricula, that were identified during the previous MetESD project:1) Capacity building for teachers and educators2) School development as a whole institution approach and3) Policy making in the sense of a support system towards ESD in secondary schools to deliver ESD more effectively.This results in three challenges that the ESD:SuperVision 4.0 project will tackle:1. Capacity building - training and further training challenge• The insufficient level of support for teacher training on ESD in the context of both pre-service and in-service programs in Europe• Issues/topics of sustainable development require appropriate learning and teaching approaches, enabling students to make a connection between their (daily life) habits, their professional training and global challenges.• Many topics are presented solely through knowledge acquisition, so that it is difficult for students to develop their own mind-set/attitude towards a certain subject/topic and to verify/reassessing their values and knowledge.2. School development as a Whole Institution Approach - curricular challengeESD is thematically inter- and transdisciplinary and in many countries is not formally integrated within the school subject curricula of secondary schools. This challenge is to be tackled through taking a Whole Institution Approach (WIA) to ESD, which means that an educational institution includes sustainability principles in every aspect of school life. This includes teaching content and methodology, school governance and cooperation with partners and the broader communities as well as campus and facility management.3. Policy making - educational systems challengeESD is not only environmental education, but also includes aspects of economics, social, culture and policy. For this reason, a support system must be developed at the level of funding policy that helps teachers and schools to integrate ESD into curricula. There are several reasons for this:•Contribution to SDG 4 Education 2030 - ESD is an excellent and future-proof framework for general education•Criteria for a European wide Curriculum - ESD helps to structure a competency-based educational training and further training as well as the development of subject curricula, because it is compatible with the European Qualification Framework (EFQ)•Concepts for school curricula - lessons and learning are designed for students to everyday life.B) Aims and objectives of the projects:As part of the project, school staff and teacher trainers shall be trained to facilitate an ESD-based school curriculum development process to provide a specific concept for school quality management. A differentiated political strategy for implementing ESD in schools is to be proposed, which considers national peculiarities on the one hand and claims validity across Europe on the other hand.C) Participants:Our consortium is made up of ESD-experienced and reliable partners and new partners, who are also experienced in the implementation of complex EU projects, and newcomers with special technical expertise.D) Methodological approach:ESD Supervision takes following four folded approach:•Blended training of school staff for the implementation of ESD via a WIA;•The schools integrate the learnings ESD as part of their school's curriculum;•Review and revision of cross-curricular school materials;•Policy driven strategies and educational marketing concept to contribute to further development of ESD in the educational system of the participating countries towards ESDE) Description of activities:•Training of teacher trainers and school staff on the implementation of ESD-focused school curriculum development;•Transferring, evaluation, adaptation and development of competence-oriented methods (tool-set) for the promotion of ESD•Implementation, reflection and review of school and curriculum development towards a WIA•Networking within the participating regions•Marketing - Making ESD and school development visible•Development of an ombudsman system for regional, national and Europe-wide educational policiesF) Results and impact envisaged:Expected results and products (tangible and intangible outcomes):•(virtual) Training courses and methods for teaching sustainability issues as part of a WIA•Co-design and development of ESD-based school curricula – adapted/aligned internationally•Evaluation tools, performance review•Manual of methods•Support system for ESD and school development on a policy level•Marketing strategyAnticipated effect (impact envisaged):•ESD issues/topics as part of the subject curricula•Improvement of teacher-student and teacher-teacher relationship through a WIA•Open-source acceptance of cross-curricular school material•Contribution towards achieving SDG 4.7 in countries

Europe was the destination of refugees in many phases of history. To integrate those as equitable members of society, Europeans had to deal with the problems that each era brought with it.Today, we perceive these problems differently. They appear downright overwhelming, because the sheer number of refugees exceeds the known amount. Nevertheless, Europe has to face these circumstances both as individual nations and as a collective to be able to include those fleeing from war into European societies.The year 2015 began with a “global crisis” in the form of a record number of refugees which held big problems for European countries. The reactions of the people in the receiving countries differed vastly. Many expressed solidarity and sympathy, but others displayed stereotypes like prejudices and xenophobia.Educational institutions can play a key-role between integration and separation of these social groups. Whilst debates on the topic “inclusion in the educational landscape” get enough freedom or rather space (European Agency/ UNESCO) and the staff relies on the intervention of intercultural competence to work with heterogeneous groups successfully, the target group of refugees gets left out. The term “Inclusive adult-education” (Kil 2012) tries to fill this gap. It comprises the accessibility of educational possibilities for all humans regardless of (…) ethnicity,(…) social or economical conditions”. Especially adults or rather older refugees feel like they are in danger when it comes to social exclusion. Therefore, the goal of OUT-SIDE-IN is to qualify multipliers for the inclusion of refugees in the Adult education. As a result, new interaction-possibilities and communication-canals are going to be created between these groups to be able to cut down prejudices and to produce attention and sensibility for the diverse perspectives in today’s migration society.To reach this goal, a needs analysis was necessary to try to create an overview about the situation in the participating countries: Italy, Turkey, Sweden, Slovenia, Greece and Germany. The analysis consisted of six national reports, of which each comprised one theoretical and one empirical part. The theoretical part disclosed information about legal status, reactions of the receiving societies, the actual situation (statistics, polls stand 2016) and the standpoint of Adult education in relation to refugees. Interviews on the following subjects were held for the empirical part: experiences and (political) viewpoints of the citizens, multipliers (of the primary target group) and refugees (of the secondary target group). Based on the results of the needs analysis, the OUT-SIDE-IN-project developed a five-module-program for multipliers, which should qualify them for Inclusive adult education with refugees.The program was implemented in all of the six participating countries, the number of the benefitting multipliers was thereby even exceeded. A total of 175 persons were able to get educated in the developed contents. After a central event, in which the five modules of the OUT-SIDE-IN-curriculum were presented and tested, an intensive phase of evaluation with selected multipliers was initiated. With the help of evaluations of the program from members of the primary target group as well as the more numerous evaluations within the diverse project-consortium, the curriculum was continuously further developed. At the end of this process, the elemental project results were brought together to form a guide or rather handbook for adult educators, which is available online. Along with it, a toolbox is provided, which next to selected material includes a language guide with welcoming formulas in the languages of the target group of the refugees.The project-consortium consisting of nine partners was able to incorporate the most different expertise in the development of the final products. Alongside adult educators, migration researchers and members of city administration, schools and universities also stand in the consortium. The diversity of the partners mirrors itself in the multiperspectival configuration of the curriculum. Interested parties, who are interested in using the OUT-SIDE-IN-products are hence free in the choice of their individual emphasis. The project results of OUT-SIDE-IN carry out the intended contribution to an inclusive adult education with refugees successfully and can be adapted to other occupational areas as well in the future.

Background/context of the project; number and type/profile of participants: In 2002-04 with funding from The Finnish Board of Education, Kuopio Conservatory was given the task as a pioneer in Finland to create administrative and pedagogical guidelines for the Individualized tuition (IVT) in the curriculum of Basic Art Education. This was the starting point to develop Kuopio Conservatory into an inclusive music school. It especially was focusing on teaching methods for pupils with intellectual disabilities. IVT required novel ideas into the education of music pedagogues as well. The Savonia University of Applied Sciences started in cooperation with Kuopio Conservatory to develop the inclusive pedagogy in the training of music and dance pedagogues. In the same time the need of knowledge and practical experiences of teaching pupils with special needs was recognized at European Music School Union (EMU). There was a lot of international and national conventions, public contracts and laws, which oblige to give the opportunity to high class art education to everyone. The experiences of Kuopio Conservatory were presented at several Capacity Building seminars of EMU. Five project partners of IPA-E project were founded through these forums. It was clear from the very beginning that the project partners will representative both practical pedagogy (music/dance schools) and teacher´s training (universities). Nevertheless, the focus was in music education.In IPA-E Project the partners were pioneers in developing inclusion in their own countries both in music schools and other art pedagogue education. Each organization had a slightly different approach to inclusion. All project partners had versatile and innovative pedagogical solution of inclusive pedagogy.Objectives: The best practices at the music/dance schools and at teachers training at the universities were collected for to find out solutions for promoting inclusion in art education. Description of undertaken activities: There were five project meetings during the project; two in Finland, one in Germany, Lithuania and Austria. The last one was The International Final Seminar in Kuopio, Finland. The core of the team working was the reflection during the whole project. The reflection was done by observing,discussing (round tables),writing,reading, analyzing and learning by doing in the workshops. After every meeting the homeworks for the next meeting were sorted out.Results and impact attained: Because of a different approach to inclusion, both an extensive theoretical and practical competences and excellent team working skills of each project participants, the best practices were noticed not only as concrete pedagogical and methodological exercises. To find out the best practices for influencing on attitudes and promoting the accessibility were important as well. It was stated that inclusion in pedagogy means change in attitudes, teachers training, curricula/syllabus, administrative operations, development work in methodology, strengthening the practical and theoretical skills of pedagogical staff. The challenges of the accessibility proved to be cultural differences (lack of the knowledge), economical and geographically. For promoting accessibility the cooperation especially with the kindergartens, schools, art institutions (museums, orchestras) and NGOs perceived very important. It seemed that however the most difficult thing in inclusion is to change the attitude which is the starting point to develop inclusion. In the teacher´s training the practicing with different people with different special needs (mixt groups) and in the multi-professional teams was found necessary. The public informing of IPA-E succeeded well. The interest of media exceeded all the expectations. About IPA-E -project it has a been written on national and international level in newspapers, trade journals and publications of international conferences.The best practices of the inclusive art pedagogy were led to the follow-up application ALIISA (Erasmus+ KA201,strategic partnership). If relevant, longer-term benefits: The Final Seminar was an excellent forum for national and international networking for teachers,students, researchers, artists and workers of different culture organizations. New project and co-operative ideas were founded. An increased interest of the teaching staff for Erasmus Job shadow exchange. After the seminar the participants have got many requests to come to speak about inclusive art education and inclusive teachership. In the application of IPA-E the question was asked:Who is entitled to high class music education? In the Final Seminar this question was answered but a new question was asked: Is a person with special needs entitled to perform as an artist? The long- term benefit of the IPA-E project was to be aware and convinced that inclusion is sharing the humanity and loving people with all restrictions and special features. Making all kind of arts together.

"Education for Sustainable Development (ESD) is thematically interdisciplinary and not formally integrated within the school subject curricula of (secondary) vocational schools.Curricular challengeESD is not only environmental education, the areas of economics (as defined by equitable distribution of resources) and social/cultural challenges/topics (social justice, lifelong learning, civic engagement) need to be emphasized. Therefore curricula and school development concerning ESD need to be tackled and an integration of ESD on curricula and school programme level need to take place.Educational challenge•Issues/topics of sustainable development should be prepared and organized in such a methodical way, that students can make a connection between their (daily life) habits, their professional training and global challenges.•Many topics are presented solely cognitive, so that it is difficult for students to develop their own mind-set/attitude towards a certain subject/topic and to verify/reassessing their values and knowledge.The main aims and objectives of the projects:As part of the project, teachers have been trained to facilitate key competences to students (systems-thinking skills, (sustainability) entrepreneurship skills, values and needs biography.The key competences can be implemented within all teaching subjects and are also interdisciplinary. A dualistic approach was implemented:•a) training of teachers for the methodical implementation of already developed modules of/for ESD; b) teacher test the modules in the school and reassess on students learning achievements;•the schools integrate the modules into the school's curriculum.The modules developed are based on the European Qualification Framework (EQF). The EQF defines a set of educational levels covering the full range of educational outcomes. The descriptors refer to knowledge, skills and competences. Knowledge is understood as meaning theory and / or factual knowledge. Skills can be problem-solving abilities, creative thinking or practical eg handling of instruments and materials. Competence in the EQF is understood as as the ability of the learner to apply knowledge and skills autonomously and with responsibility.The modules are designed to teach and learn basic general knowledge and factual knowledge of a working field in order to underline principles, processes and general concepts of sustainable development. On a skills level we focus on basic skills required to carry out simple tasks, solve routine problems under direct supervision of teachers in a structured context with some autonomy. All in all the modules enhance students to take responsibility for their life and working style in the sense of ESD and adapt own behavior patterns. In contrast to the EQF we developed a competence frame with four defined competencies (factual, social self and design-competence) and described the competencies in three dimension (knowledge, skills and attitude)According to the EQF the modules are designed for teaching and learning on level 1-4 . The modules, that will be transferred, meet the requirements of a Europe-wide vocational training. They are designed for a competence focus, with appropriate specifications and are compatible with ECTS.Tasks of the project•Training of teachers on the methodology that overlaps the qualification of vocational fields;•Transferring, evaluation, adaptation and development of competence-oriented methods (tool-set) for the promotion of ESD•School and curriculum development•Networking within the participating regionsCharacteristics of the consortiumAll participating partners have been working together for many years in different national, regional and international networks (RCE-UNU, BBCC, OPEDUCA, ENSI, ""Teaching for Transformative Change - Learning Partnership"").Expected results and products (tangible and intangible outcomes)•training courses and methods for teaching sustainability issues•School-based curricula – adapted/aligned internationally•evaluation tools, performance review•Manual of methods•Review/verification of the values biography and key competencesAnticipated effect (impact envisaged)•ESD issues/topics as part of the subject curricula•improvement of teacher-student relationship•School development and increasing benefit-cost ratio of vocational training•raising (sustainability) entrepreneurship and better qualification for the labor market•multiplier effect on economic development within the participating regions"