The main aim of the project was the development of innovative teaching methods and strategies. It used a system of teaching known as ‘Mantle of the Expert,’ which asks students to think of themselves as if they are running an ‘enterprise’ of some kind; the teacher’s curriculum targets are met through tasks undertaken within this fictional context. The system is widely used in UK schools, but not in other countries in the EU; and part of the aim of the project was to raise awareness of the system, and extend its use, as well as to explore ways of applying it in different educational contexts. The project was led by Midland Actors Theatre and brought together: two UK schools, Woodrow First School and Turves Green Boys School; a regional school authority in Germany, Staatliches Schulamt in Augsburg; a teacher training institute in Portugal (Escola Superior de Educação de Paula Frassinetti, ESEPF); and a vocational school in Turkey (Pagev Mesleki ve Teknik). Each partner institution developed a number of schemes of work, using the Mantle system, which were trialled in classrooms. A selection of these schemes have been published on the project website, mantlenetwork.com. The website includes other resources which have been produced through the project (as intellectual outputs), including a Guide to Mantle of the Expert, together with a series of films featuring interviews with partners, as well as records of training sessions, and examples of the system in practice. Together, these materials will ensure the project has a lasting legacy, serving as model for other teachers and practitioners. Partners have also developed resources in their own languages, including booklets and online publications. The films we produced have also been compiled and issued as a dvd, for distribution at multiplier events. ESEPF in Portugal has implemented courses in Mantle of the Expert for both students, and also developed a new course for teachers, for career and professional development, which was implemented for the first time in 2018. The team has also made presentations about the system at international conferences.There was a particular focus in the project on developing strategies to improve entrepreneurial skills; to enhance the performance of disadvantaged learners, and increase the integration of young people from different cultural backgrounds. Staatliches Schulamt in Augsburg took special responsibility for developing programmes of work which would foster the integration of young people from refugee and migrant groups. Heike Mengele (lead project member) worked an ‘integration class’ in a high school, to develop schemes of work which were designed to work in multilingual classrooms; build cooperation among students; serve different learning styles and needs; build language skills; and improve students’ self-esteem. Two partners, Pagev Mesleki and TGBS, focused on the development of entrepreneurial models of education, with special attention to promoting leadership skills; creative thinking; and transferable skills in areas such as IT, technology and design. One member of the ESEPF team has stated, ‘Mantle is changing how people think about teaching.’ The project has had a wider legacy. The Mantle system has been embedded as a teaching method in partner organisations, and also rolled out to other schools and institutions. We have raised awareness of the project through national and international networks. The final partner meeting took place in Lodz, Poland; meetings and events have stimulated interest in Mantle of the Expert and three Polish universities are now planning training programmes in the system.

The general context marked, paradoxically, by globalization and the art of living together, but also by the return to fundamentalism, exclusion and ostracism, the need to find a local identity of their own, has pushed the different actors of the ELISSE project to focus on empirical practices to stimulate reflection and participate in training in interculturality. The question of interculturality is becoming more and more acute in all countries, in professional fields and in several sectors of activity. The reception of migrants in all European countries with increasingly complex situations of precariousness challenge social workers who often lack the appropriate skills to understand and enter into a relationship of trust with people.The exploratory work carried out prior to the project has identified a certain number of needs expressed in the face of the limitations of working in a multicultural context: - the training of social workers using tools and modalities of action in a multicultural environment, - Make the internship experience a time to acquire valuable and transferable intercultural skills, - Improve and strengthen distance learning skills with the use of adapted tools.The analysis of these different needs identified has led to the identification of two interdependent principles of action: 1. an internship experience abroad as a support for intercultural training, 2. Modular hybrid training delivered at a distance thanks to e-learning platforms and face-to-face in the trainee's host country.These principles of action guided all the implementation work during the 3 years of the project launched in 2017. ELISSE is a human adventure, a research-action, rich in encounters and intercultural sharing. The potential of ELISSE is to rely on digital tools to offer modular training accessible in any professional context where questions of interculturality arise, in an interconnected world of cultural diversity.The project has brought together a multidisciplinary and cosmopolitan team that is the very test of interculturality. It is composed of teachers/trainers in social work, pedagogical engineers, teacher-researchers in human and social sciences, among others. This project, which brought together 4 continents (Africa, Europe, Asia, North America), 10 countries (Ivory Coast, Senegal, Vietnam, Madagascar, Belgium, Portugal, Italy, Netherlands, Canada, France), then 09 with the departure of Italy, has an international scope.This phase was a time of intellectual production and creation of pedagogical tools for students and teachers in social work. It produced the following results: - a training program taking advantage of the period of internship abroad for the acquisition of transversal skills around interculturality. - training tools linked to the training course to allow a rapid increase in skills and professionalization, - a skills repository to situate the expected skills, - a trainer's guide to allow any professional wishing to duplicate, - a project website, - a Youtube channel with testimonials, - several dissemination tools.The materials produced, which are in English and French, are mainly intended to prepare students before their departure, during their international internship and upon their return, so as to best integrate intercultural skills in the continuation of their training and their professional career.The student exchange flows between the different partners have had a considerable impact in raising awareness of intercultural facts and, above all, the need for training in order to acquire the skills to act in a multicultural context. This has resulted in a strong demand from students who were not part of the test phase and an integration of course modules in the initial training and practical training support even if the students do not go abroad. Also, field professionals from all sectors (health, education, etc.), through the webinars organized, have expressed the need to benefit from support to transfer the training contents and adapt them to their context. This is the first comprehensive training in the social work sector on interculturality and which considers interculturality as a set of skills. The benefits are therefore enormous, hence the objective of consolidating the work by applying for a European Certificate of Intercultural Competencies (CECI) and opening it to more encompassing themes such as social inclusion through a new project phase.For more details, please click here : http://elisse.itsra.net/

"The project is designed to develop new teaching methods and strategies, to develop innovative models of entrepreneurial education; to foster the integration of students from different social and cultural backgrounds; and to build basic skills. It will equip teachers with new skills and strategies, to help them to deliver high quality learning opportunities, and meet the needs of their students. It will use a system of teaching known as the ""Commission Model"" of education. This system asks young people to work together as a team, to carry out a ""commission"" of some kind, from a business, a charity, or other organisation in the community. The focus might be on research, design, marketing, website development, etc. The system is an effective way to develop entrepreneurial skills, preparing students for the world of work; as well as enabling them to acquire and practice basic skills in ""real life"" situations. It also fosters a sense of shared social responsibility; and promotes co-operative learning.The Commission Model builds links and encourages dialogue and exchange between educational organisations and businesses. The system supports teachers in the classroom. It is designed to be cross-curricular, fostering multidisciplinary and inter-disciplinary approaches, and integrating the teaching of basic skills (maths, science and literacy). One outcome of the project will be the development of new and innovative curricula and educational methods. Partners will produce ""models"" of the system in practice, together with teaching resources and schemes of work that can be used in the future by other teachers in their own schools. The resources will be suitable for use in multilingual classrooms. The project will also result in the development of training courses for teachers and educators in using the ""Commission Model."" The project will address social inclusion. Project partners are currently facing major challenges in integrating of learners from different social and cultural backgrounds. The project will help teachers to adopt new methods and tools. The emphasis in the ""Commission Model"" on co-operative learning will promote integration among students from different backgrounds; as well as developing confidence and resilience. The project will be used in partner countries as a model of good practice, and integrated in teacher training programmes.The project will bring together both education providers and teacher training institutions. The partners are: an arts and cultural organization (Midland Actors Theatre); a UK primary school (Woodrow First School); a vocational school in Turkey (Pagev Mesleki Ve Teknik Anadolu Lisesi ); a secondary school in Germany (Herrenbach Mittelschule); a teacher training institute in Portugal (Escola Superior de Educação de Paula Frassinetti); and a university in Poland (Spoleczna Akademia Nauk) which places an emphasis on business training and entrepeneurial skills.Partners will plan schemes of work together, which they will then deliver with their own students. A total of some 280 students will take part, in different countries. The project will pioneer a model of entrepreneurial education in schools and other institutions. It will also target young people with special learning needs; from refugee and migrant communities; and other disadvantaged groups. A filmed record of the project will be made; it will be edited, and project videos will be posted online. The films will show planning meetings, interviews with participants, and project delivery in classrooms in different countries. We will also produce a Teaching Guide, with schemes of work and teaching resources, so that other teachers can use the project in their own classrooms.The project will have a wider legacy. It will be rolled out and embedded as a teaching programme in a number of schools/colleges in partner countries; and it will also be incorporated in teacher training courses. We will raise awareness of the project through national and international networks, We believe that it will have an impact on educational policies in partner countries, and on curriculum development, in its development of an innovative model of entrepreneurial education, with new ways to address diverse needs in the classroom; and as a pupil-centred and enquiry-based form of pedagogy."

"The use of information and communications technology (hereinafter ICT) in adult education is a positive development which is confirmed over time. This evolution involves changes and pedagogical adaptations, but also in terms of needed skills and training of trainers. ICT are part of the indispensable tools of everyday life in general and our teaching practices in particular. We use them more and more in our professional and personal lives.The technologies used are very diverse: the tools of Web 2.0, collaborative platforms, digital workspaces, social networking, educational games (gamification), the web radio, web docu ... One of the challenges of using ICT in adult education process concerns how to use these tools by trainers, it concerns mainly to integrate these ICT in daily educational practice of trainers in the third sector.The project's main objective is to enable trainers in the non-profit sector to be supported in the exercise of their interventions and to enhance their practices and skills through targeted training including both technical ICT skills, pedagogical and transversal skills.The project's operational objectives are:1. the creation of common training modules (level 6 and 7 of the EQF) for the use of ICT to meet the needs of trainers of the third sector. A preliminary work of matching between market needs and training provision will be made by country.2. the establishment of a ""certification"" process of the training in order to facilitate the recognition and transparent validation of trainingoutcomes and transferability between operators and between countries (professional and geographical mobility ). This work will be done based on the criteria of the European Qualifications Framework (EQF) and ECTS (European Credit Transfer and Accumulation Standaard).3 / networking of complementary actors: non-formal education centers, universities, businesses ... at national and European level."

"The PICAET project can be placed in the context of the early school leaving of many students who are at risk of social exclusion within European societies, as educational environments become more multicultural.Therefore, the PURPOSE of PIACET is the prevention of early school leaving among students at risk of social exclusion, contributing to the improvement of the quality of intercultural/inclusive training of teachers at the pre-primary and primary educational levels.The specific OBJECTIVES of the project during the two years envisioned include:- Mapping and providing a selection of effective intercultural/inclusive education practices that European countries are carrying out to combat early school leaving of students at risk of social exclusion.- Validate a system of indicators to identify effective intercultural/inclusive practices.- Design and implement a systematic teacher training programme that enables teachers to employ and further develop the most effective intercultural/inclusive practices that promote social inclusion and equity of school children at risk of early school leaving.- Disseminate a set of effective intercultural/educational practices in schools across Europe, as well the system of indicators so that teachers can diagnose their own practices; sharing these indicators with international institutions and Ministries of Education.The association brings together nine partners from six EU countries. Specifically, three universities (UPO, Spain, UHO, Greece and ESEPF, Portugal); two non-profit associations (IAIE, Holland and SIRIUS, Belgium) and three schools (Malala, Spain, Giovanni Falcone School, Italy and School Tahia, Croatia).TWO MIAIN INTELLECTUAL PRODUCTS will be created:(O1) a methodological guide of effective practices ""Intercultural training for intercultural/inclusive education"" and a system of indicators to identify such practices. This tool will provide criteria to identify what really qualifies them as ""effective practices"", in relation to initiatives in Europe focusing on intercultural/inclusive education, and will provide teachers with the possibility to self-diagnose their own educational practices.(O2) A systematic intercultural/inclusive training for pre-primary and primary teachers based on the use of effective practices, so that they are able to successfully address the challenges in their learning environments related to equity, diversity and inclusion.The METHODOLOGY will be inductive, that is to say, from the analysis of concrete realities, an experimental approach will be elaborated that responds to identified needs. First of all, effective practices in intercultural training in Europe will be analyzed. Subsequently, a training itinerary will be designed and tested in multiple selected locations, adjusting it according to the results obtained.The expected RESULTS are:- Teachers will update their knowledge on intercultural/inclusive education and acquire practical tools for the prevention of early school leaving of disadvantaged students.- Teachers and schools will be better able to integrate an intercultural/inclusive approach into their practices.- Teachers will develop their intercultural competences and pedagogical strategies, sensitive to the diversity they find in their classrooms.- Creation of a network for the exchange of effective practices that employ an inclusive/intercultural approach.- Creation of awareness among political authorities of the need to contribute to the professional development of teachers from an intercultural/inclusive perspective as a key element for the prevention of the early school leaving of disadvantaged students.In a broader perspective, PICAET will be designed as a pilot project with scalable results and will develop a model that can be transferred to other education sectors to improve the training of education professionals.With regard to the LONG-TERM IMPACT, the project aims to contribute to improving the performance of students at risk of social exclusion, helping to create more inclusive societies and promoting social cohesion. In this manner, the project will offer an important contribution to the ""Agenda 2030"" for Sustainable Development of the United Nations: ""Guarantee an inclusive, equitable and quality education"" (UN, 2015), as well as the Europe 2020 Strategy that has set the objective of reducing the proportion of students leaving education and training prematurely to less than 10%.In sum, society will benefit from more qualified citizens and teachers: a key step to link intercultural/inclusive training in initial training and teacher development with the training systems for the qualification of the professional profiles of teachers. The Europe 2020 development strategy will be at the core of all project activities."