Our project, whose theme is Europe, aims to strengthen the relation between two schools in Slovakia and France. The two schools would like to work together to make videos and films, to organize exhibitions and to create brochures that reflect young people's relationship with their own country, Europe and the European Union.Our aim is to use informal and comprehensive language learning, improve key ICT competences and foster creativity and culture among students. Students will use ICT, history, geography, arts and culture, civics and a foreign language to work on the project.On the one hand, through videos, exhibitions and brochures, pupils express what it means to them to live in two different countries and at the same time in one Europe. On the other hand, they meet during exchanges in France and Slovakia.Two groups will be involved in the project: one from Ľ. Štúr Grammar school in Trenčín and the second from Baudelaire grammar school in Cran-Gevrier. Slovak pupils are 15-16 years old and they’re 25-30 in total. They can speak French at level B1. French pupils are 16-17 years old and they’re 25-30 in total. The level of their English is A2.Pupils from both schools will work in groups on videos. Each group creates a video on a specific topic. The final videos will be presented by the pupils at the partner school during the exchange and will then be published on Youtube.com and eTwinning. It is important for pupils to communicate with each other in French from the beginning of the project. We would like to introduce the film in cooperation with both cities at film festivals that take place alternately in both cities in Slovakia and France.The project will include an exhibition of photographs from the exchange - at both French and Slovak grammar schools. The exhibition will include photographs depicting the pupils' relationship and their shared experiences.Pupils will present France and Slovakia and their inclusion in Europe through brochures. Each country will be presented in 10 points. The brochures will be distributed at both schools and cities in order to inform the wider public about their own country as well as its partner country - its history, culture, language, etc.Our schools have more than twenty years of tradition of exchange stays. This tradition led to the creation of a partnership between our cities. Exchange stays allow students and teachers to stay among people of other nationalities and lead to tolerance towards others and are the best prevention against extremism, racism and intolerance.During the exchange, pupils from Annecy - Cran-Gevrier visit the town of Trenčín and pupils from Trenčín visit the town of Annecy - Cran-Gevrier. The pupils are in contact for months before the exchanges and they know each other well. Experienced teachers at both partner schools have several meetings with them before their physical mobility and at least one meeting with their parents. Security is very important and, given our many years of experience in organizing exchanges, we can provide it during their stay. The exchanges are also supported by town halls and civic associations and the partner relationship that exists between Cran-Gevrier and Trenčín.Our aim is to make students aware of the historical and cultural heritage of our country, as well as the fact that we are all part of one European Community.

The Project Cicerones in Europe has involved more than 120 students aged between 14 and 18, four secondary schools from France, Italy, Czech Republic and Spain as the coordinator of the Project. Its main objective has been inclusion and equality of opportunities for all the participants. This project has been a unique learning opportunity for all the participants. In our secondary schools there are great diversity of students, with different cultural and socioeconomic backgrounds and learning abilities. But all this hasn’t entailed any obstacles to develop the project, the total funding of the project by Erasmus + program has allowed all the participants have enjoyed the experience free of charge. This project has given a unique opportunity to all those students who, taking into account their socioeconomic backgrounds, wouldn’t have been able to carry out this type of activities. It has been rewarding to fulfil the main objectives of the project: enabling the equality of opportunities, promoting the participation, participation and cooperation among all the participants from the four countries. Cicerones in Europe has allowed those students with higher abilities in foreign languages (Cicerones) have guided and accompanied their school mates whose families’ socioeconomic situations do not allow them participate in this type of activities. On the one hand, the Cicerone students have consolidated their skills in foreign languages and guided and supported their mates in everyday situations they may have faced during the exchange. This project has encouraged the democracy and justice, allowing all the students from the schools which have taken part in the project to learn all together. No matter their personal, social, economic, cultural or disability situation.It has also developed our students’ abilities and the acquisition of cultural contents so the students have been able to settle in a European sociocultural sphere. It has allowed to strengthen the idea of the school as an educational community bound to the sense of belonging and shared responsibility, improving the school coexistence and preventing the school absenteeism.All The activities addressed to our students have awakened their interest in other cultures and their heritage, reinforced the coexistence with other students and strengthened the use of foreign languages as “lingua franca”. Cicerones in Europe has been a first step in the Europeanization of our school and we will be able to count with the project partners for following associations, increasing the numbers of schools involved following our main aim: inclusion.All the activities carried out in this project have advantaged the coexiting of the students outside school, not only from a personal point of view (allowing to develop their social skills) but also from an academic point of view (helping to create a pleasant atmosphere for the adquisition of new knowledge) The workshops in each mobility have achieved the aims of the Project. We have done a great variety of activities following different active methodologies with a clear and main goal: inclusion. Our students have gained different knowledge, skills and competences that will help them in their future.As for for the teachers, transnational conferences have been held. We have shared experiences, resources, institutions and programs related to school coexistence, inclusion and early school leaving taken in each of the participating schools. The communication among the teachers from the four schools have been constant and we appreciate positively the team work done. The project evaluation has been conducted through our participating students´ observing processes. We will use different tools, first, we have done surveys to find out their level of satisfaction while participating in the project, besides, we have assessed their involvement and number of participants in the school programs such as bilingual or plurilingual programs; we have analysed their academic results. Finally, we have studied their school attendance to check if the early school leaving had been reduced.

For inmates, the advantages of participating to education and training activities are multiple. Being usually low educated and without qualifications, they gain confidence, and by acquiring basic competences, and developing transversal and vocational skills, they increase their chances to be employed when they are free. Yet, access to employment is one of the conditions for a sound rehabilitation in autonomy, while reducing the risk of recidivism. But training opportunities may be limited because not all prisons have the technical premises needed to provide vocational courses. And, if there are some opportunities, prisoners may be reluctant to participate or may drop out after a while.Virtual Reality for Training Inmates (ViRTI) wants to act on these two limiting factors: 1) by creating virtual environments it is possible to compensate a lack of laboratories, material or tools; 2) by introducing interactive features and gamification in the learning content, it is possible to attract more participants and to maintain their motivation thus reducing dropping out rates.ViRTI gathers four partners, one expert of prison systems, two education and training centers with a long experience in training inmates and one developer of interactive learning content experienced in virtual reality. Together they will:- analyse the potential of virtual reality for education and training in prisons and specify some use cases- develop an interactive gamified training path in the construction sector, using virtual reality based on 360° videos- pilot it in three different prison contexts: short term convicts, juvenile justice centre and detention centres welcoming prisoners sentenced to more than one year with positive perspectives for rehabilitation.- provide guidelines to 1) Penitenciary administrations, 2) Funding bodies, 3) Educators and trainers, 4) Learning content and technology providers; so that they are able to introduce virtual reality tools for training prisoners. Then, more virtual reality based content can be used in prisons, and more prisons will introduce it in collaboration with education and training providers and more inmates will benefit from its added value. They will develop skills and competences, acquire knowledge of economic sectors lacking workforce, increasing their chances to be employed. This is applicable for the participating countries as all results will be available in French, Spanish, Catalan, Greek, Portuguese. The English versions disseminated will allow a transfer to any other country.

“Boosting Individual Competences” (BIC), was a strategic partnership for adult education based on the cooperation for innovation and exchange of good practices between four partners. The partnership involved: Volkshochschule Olching e.V. , VHS Olching, Germany (coordinator); Federación de Colectivos de Educación de Personas Adultas de Valladolid, FeCEAV, Spain; Centro Provinciale per l'Istruzione degli Adulti - CPIA di Padova, Italy; GRETA du Velay- Lyéee Charles et Adrien Dupuy, Le Puy-en-Velay, France. Details of each partner: see http://www.bic-project.eu/partner/Duration: 27 months (from 01-10-16 to 31-12-18).The partners had all been working before on Grundtvig projects with the Adult Education Centre of Olching. One of their intentions was to broaden results reached in former projects - especially in LLL projects “Voices in Pictures” (VIP) and “Visualisation” - in which the thematic priority was teaching with the help of visual tools. One objective was to develop further methodological approaches such as Content and Language Integrated Learning (CLIL) and Learning with all Senses. Partners aimed at improving and extending the offer of high quality learning opportunities for adults through the exchange of good practices, especially where literacy, numeracy, language and general knowledge courses were concerned. They supported integration efforts in Europe under consideration of the urgent needs of steps leading to inclusion in the longer term.A key objective was to exchange experiences with regard to relevant educational steps to be done in order to meet the needs of the newcomers in European countries. In international meetings and in home countries, teams reflected on that subject, discussed and tested different tools: the result was - as arranged in the project application - the PAPER with the title “Definition of Relevant Educational Steps to Facilitate Inclusion” (D.R.E.S.F.I.). D.R.E.S.F.I. was edited, printed, distributed, uploaded on the project website (www.bic-project.eu) and presented at the CULT session of the European Commission on November 8, 2018 in Brussels.To enhance basic skills and key competences in adult schooling, BIC project developed resources specifically meant for adults with low language or basic skills competences or illiterates who needed to improve their education. This further objective was realised: Didactical material, games and resources were created, tested and evaluated with the cooperation of learners. They are at free disposal for all with a creative commons licence on the project website. Collections of drawings related to jobs and skills were especially created to break through the obstacles due to language boundaries. Scarf of Solidarity: as mentioned in the application form the four players of the partnership created a scarf: squares of 20x20 cm were knitted and sewed in all countries with the help of many hands (learners, teachers, followers, friends, …). The objective was to campaign for solidarity in Europe as one of the most important values of the European Union. With a length of 18,6 m. and the messages sowed on it, the “Scarf of Solidarity” visualised this social cohesion. It was presented in a flash mob, on YouTube videos and finally handed over to the Members of the CULT committee of the European Commission in Brussels on November 8, 2018. To reach their objectives and for concerted planning of the project progress partners came together at five international meetings: one in each country and the last one in Brussels/Belgium as they were expected at the European Commission. Teams´ meetings and workshops took place regularly in each country. Resources were created, tested and evaluated in the course of the partnership with the involvement of learners. Administrative and financial issues were regularly controlled; the financial agreement between partners, the timetable, the repartition of tasks and all further arrangements were at no time altered. International meetings were evaluated with the help of an online tool.BIC was a very successful partnership with high-impact on the partners´ institutions, the teams and learners, local and European educational/public sector entities – especially because of the relevance of the treated topics but also due to the large dissemination of the results. Link to BIC project website: www.bic-project.eu

Refugees and newcomers have more difficulty than other disadvantaged groups to be employed. Insufficient command of the host country's language, difficulty in promoting their skills, and uncertainty about their status are, along with cultural prejudices, the main obstacles they face. However, they need and want to work, and they already master a large number of transversal skills, not always expressed but particularly sought after by employers, who for their part sometimes have difficulties to recruit. Finally, having a job is the best way to integrate and feel integrated.Brefe has tried to resolve these contradictions by working in four countries, France, Italy, Spain and Denmark with : - refugees and newcomers ; - language trainers, integration professionals, employment counselors, social workers and volunteers - employers.to identify practices and formalize a set of resources, methods and tools, which, when implemented together, can boost access to employment for refugees and newcomers. They need to become aware of their transversal skills in order to make the most of them on their path to employment. They also need to improve their learning methods so that they can continue to develop their language skills at home and at work without formal support that is not always available.Professionals and volunteers can improve their action by taking better account of the diversity of situations, needs and expectations. They need to become familiar with the skills to help refugees identify, express and value them. They must also optimize the time of their intervention by giving keys to reinforce autonomy in learning. Finally, language learning can take place anywhere and keep employment in mind.Companies have access to a large number of potential workers who, through their diversity and commitment, can bring real added value. They must be able to properly assess the skills of refugees, organize their reception to optimize the conditions for a sustainable integration. They must also be prepared to hire people who do not have a complete command of their language but who have a strong potential for progress that can be achieved through support measures at the workplace.Brefe delivers three guides with guidelines, methods, tools and testimonies to optimize the support of refugees towards and in employment, to adapt the socio-linguistic support and to better take into account transversal skills. The whole is available under a free license, organized in a dynamic way on a multilingual website.