"The project ""International ICT Competitions for Enhancing the Quality of Secondary Education"" involved a total of six secondary schools. The main objective of the project was to increase the level of ICT skills and knowledge of office software in the English environment (for students not to be the mother tongue), which help increase their qualifications and facilitate their position in the labor market or in further training. The main coordinator was the Mendel High School in Nový Jičín (Czech Republic), which consists of three main parts (economic, ICT and health) and has extensive experience with the organization of Comenius and Leonardo projects and the organization of the Regional ICT Competition. Within the three-year project, six project meetings (each in another country) took place and five of them were combined with short-term student stays. During the stay, five international student competitions in ICT skills were organized. The competition tasks were given in English. The main goal of the teachers was to prepare international meetings including international competition (creating and editing examples, creating assessment methods), organizing school competitions, exchanging experiences and presenting new ICT teaching methods and teaching foreign languages. All outputs (examples, ideas, experiences) were processed in printed and electronic form - brochures and are also available to interested parties on the project website www.ictcompetition.eu. The brochure contains eight sets of examples in English and Czech (8 text editor examples, 8 spreadsheet examples and 8 examples of the presentation program), including source files. Each example contains 20 to 30 obodate tasks. Time allowance for processing example is 45 minutes. The project website also includes a description of the project, including information on participating schools (website of the school), e-mail contacts to project coordinators in each country, description of project activities of international meetings and use of ICT in education. All materials are available for free download and can be used by both teachers (for teaching, testing, CLIL, ECDL test students, self-study and the general public) (improving ICT skills - especially the OFFICE office suite and the English language. on partner's school websites.The main benefits of the project include increasing students' motivation to engage deeper into ICT in combination with English, enhancing international co-operation, seeking new ways of teaching, creating material (a sample booklet) suitable for teaching students and the general public, and comparing the level of knowledge and skills in schools (countries). 29 students obtained ECDLSTART certificate.In the future, we would like to launch a new project if the international competition were to be extended to the use of graphic elements, and the competition teams would form international groups to deal with ICT projects (mainly office software and graphics)."

"In the school sector, the transformation to a digital knowledge society and other social changes mean that learning with and via media must be systematically anchored as a task for the future. The educational mission of schools is essentially to prepare students adequately for life in current and future society and to enable them to participate actively and responsibly in cultural, social, political, professional and economic life. In doing so, social and economic change processes, such as digitization and new requirements, are addressed. Learning no longer takes place exclusively in the classroom. Web 2.0 also leads to a change in the role of teachers: The teacher is increasingly becoming a learning guide and learning advisor. In addition to changing roles, comprehensive knowledge of methodology and didactics is also required: Lifelong learning is also becoming an important task for teachers in order to cope with the change processes in society and schools. There is a clear discrepancy between the existing media-pedagogical competences of teachers and the educational policy demands and (training) practice. Studies show that the acquisition of individual aspects of media-pedagogical competence takes place mainly within the framework of self-study and less in the form of further education and training. The assessment of active teachers' own media-pedagogical skills also shows a clear need for development. The DiGiTeachEUrope project anchors innovative digital forms of learning in European schools in order to ensure and improve the quality of teaching by integrating the potential of digital media. The partnership is made up of the Querenburg Institute affiliated with the University of Bochum, the schools in Dülken, Split, Kavadarci and Sierakowicach and the Ludwig-Windhorst-Haus in Lingen as the applicant, which has many years of experience in organizing teacher training. The common goal was the preparation of tools and apps suitable for teaching purposes, which are available to the public as open educational materials (OER) in the form of a website (https://www.digiteacheurope.eu/). The target group was therefore primarily the group of teachers. Only by increasing the expertise of teachers will it be possible to pass on media expertise and motivation to students to deal with digital learning content. This was made very clear during the homeschooling because of Covid-19: all project participants benefited from the comprehensive knowledge acquired in the project. In addition to the exchange, scientific, methodological and didactic input was repeatedly provided in order to give the participants a broad basis of argumentation and information necessary for implementation in schools. For this purpose, knowledge of adult didactics was also conveyed. These insights were used to communicate the project contents to colleagues.Work packages were defined and visualized at the first project meeting. Two large topic areas form the content-related discussion: ""Digital Media"", which includes media-didactic topics dealing with all variants of the use of technical media for teaching and learning purposes in schools, and ""Effective Teaching and Learning"", which deals with the principles of more effective teaching and learning in schools. In order to enable learning on site, the project meetings took place transnationally. All participants were able to learn from the existing European know-how so that they could learn which approaches and methods enrich teaching and learning in times of digitalization. According to the heterogeneity of the group, a permanent exchange between the meetings on the platform SLACK took place, which is reflected in the project structure and was helpful in the time of the pandemic (short-term project redirection, transfer of new findings among each other, etc.). By inviting the project members to all schools, the sensitivity of the local teachers was increased and the participants had the opportunity to involve regional experts, thus increasing the exchange within the group and the implementation at the school.Per institution 3-4 actors participated, which also facilitated the implementation at the school, as the project participants could support each other. Due to the Corona pandemic one learning activities and one transnational project meeting had to be cancelled. Nevertheless, the project members were well prepared for digital teaching and were able to pass on their expertise to colleagues."

The purpose of the MULTIlingual curriculum for imroving KEY competences through CLIL (MultiKey) project is to explore and compare varying models of bilingual teaching that have developed in Europe and through reciprocal learning exchange ideas of best practices in various models of education. Multikey project is designed to address key competences which will help pupils gain skills needed to obtain a tertiary degree in education in line with the goals of Europa 2020 strategy. All partners have an interest in working with Content and Language Integrated Learning. Most partners have expertise in CLIL courses and others have a genuine interest in trialling the CLIL curriculum, particularly with disadvantaged learners and continue to use the materials produced as an integral part of their own school curricula. The project partners will survey their national approaches to CLIL in order to identify key areas for development. Two most important outputs of the project are a comparative analyses/survey of CLIL in partner countries and teaching materials integrated in a single curriculum- MultiKey- which will be used in all partner schools. Based on the need to increase key competences in pupils' target group the partners will make appropriate adaptations and develop materials for use in all parter schools. The project targets 29 teachers and 377 pupils in 6 partner schools who are going to participate in activities related to the project.The project will have 3 transnational meetings for implementation and coordination purposes, 9 learning activities in order to achieve the objectives and results of the project with the goal of developing an innovative curriculum which will be evaluated thoroughly before the completion of the project. The MultiKey curriculum is going to become an open educational resource, available to all secondary education institutions through project website, and realized in English, Italian and Spanish/Catalan with special attention to linking the linguistic competences of learners to outcomes of the curriculum. MultiKey has a great potential for creating a more positive attitude towards CLIL at local, regional and national levels in all countries involved in the project, but will also serve as an idea how to produce joint transnational CLIL curricula in future.