<< Background >>Europe thrives on people meeting and understanding each other. Language is the key competence for this. We want to enable young Europeans to study in other European countries. In doing so, we focus on countries that are less in demand and languages that are less widely spoken. Learning these languages in a relatively short time requires sophisticated didactics and methodology.The process of getting to the foreign country for studies can be tricky. One barrier mabe language skills. Comprehensive methodology and didactics for teaching languages as a second language for newcomers rapidly has not been developed yet. Insufficient or no support (both didactic and formal) has been found in any of the partner countries. In the process of looking for solutions for the above described challenges, the partnership of TeachMEproject decided to create neuro didactic based online tools not only for international students but also for teachers, educators and facilitators of such intensive language courses.The project is based on a partnership located in Romania (Transilvania University of Brașov), Poland (FRAME), Czech Republic (Language School PELICAN), Germany (JGU), and Italy (PRISM). Project partnership offers a balanced mix of university expertise, language teaching proficiency, music and art-based methods experience and technical expertise. We start from the premise that teaching languages as a foreign language has become an important and constantly developing field, whose importance in a contemporary multicultural society is increasing due to the increasing number of foreigners in many European countries. The number of international students has been on a rise globally in the last years. In 2016, there were nearly 5.1 million international students in the EU (i.e. 2.3% of all tertiary students), up from 2.1 million in 2000. (UNESCO Institute of Statistics, 2018). However, reports of UNESCO (2018) and EVP of Global Engagement and Research (2019, see Studyportals) show the economic benefits of the increasing international higher-education enrollment in European and other countries. Beside the visible financial impact, plenty of intangible positive impacts can be associated with the international students.One of the key conditions for the success of international students is, however, their ability to command the host-country language or the language they will use for their studies. Usually, international students have a clear idea of what field of study they plan to attend and they are ready to work very hard to achieve their goals. Prospective foreign students are usually required to sit for language tests or to take entrance exams in the host country language. A research report commissioned by NAFSA (Association of International Educators) investigated the scope of third-party providers offering intensive English preparation programs with academic credit for international students in the United States (NAFSA research on the landscape of third-party pathway partnerships in the US, 2017). However, in less usually studied languages, these preparation lessons are missing entirely and the students are limited with their language development to standard courses of general Czech, Polish, Italian, German, Romanian and other languages they want to convey their university studies in.<< Objectives >>The project will bring significant learning outcomes to students who want to study in the host-country language since it will offer innovative blending of synchronous and asynchronous learning. International students get authentic information about language structures, they learn vocabulary, culture and civilization, grammatical structures specific to each host-country language and the mechanisms of their usage. They will integrate appropriate grammatical structures in the oral and written discourse, in real-life communicative contexts. In contrast to students that spend their time in countries with minor languages and study English programmes, we want international students not only to choose countries less in demand but also to immerse into the host country language and culture. In this way, students are more connected to their learning and integrate knowledge and skills with other areas of their lives. Based on the innovative approach to learning, we expect that partner organizations will attract more foreign students to study at universities in partner countries with minor languages.The objectives of the TeachME project are:- To increase the number of young adults who want to learn minor european languages- To establish a European role model: a set of intensive language programs tailored to the needs of youth interested in the study at a foreign university in any of the partner countries.- To promote transnational cooperation and mutual learning between the partners who represent different sectors of education in order to improve education systems, structures and processes.- To support exchanges and make visible good practices, dialogue, mutual learning and cooperation among policymakers, practitioners and stakeholders from partner countries.<< Implementation >>During the realisation of the project, 5 Project Results will be prepared with all partners cooperating on their development: University Roadmap for Foreigners - Mapping of necessary steps in partner countriesA neuro didactic concept for intensive teaching of a host-country language as a foreign language through multimodal and blended learning approachesMethods and tools for teaching a host-country language in blended learning and online coursesGuide for facilitators of intensive language coursesTeachMe platform with Interactive library Their final version will be the result of mutual cooperation of the whole consortium, inputs from expert interviews, testing and piloting and finally feedback from multiplier events. Expert interviews will be organized by the coordinator in months 7-8 to collect the best input for the project results 2, 3 and 4. Piloting of all outputs will be realised in months 22-23. There will be 4 partner meetings held in months 2, 9, 16 and 24 in different partner countries. Multiplier events will be organized in all partner countries after piloting during month 23 when all project outputs are finalized. 40 participants are expected to attend each multiplier event.Final Conference will be held in month 24 in Mainz, Germany, along with the final partner meeting. The international conference is expected to host 60 participants. Besides the Project Results development and related activities, a number of other activities will be realised in project management and dissemination field:- Setting up Project Steering Committee- Creation of Project Management Manual- Development of Logo & Website- Creation of Dissemination Plan- Social Network campaign - establishment and running of project profiles- Project Leaflet development and distribution- Cross-Linking – exchanging of project website links with other similar projects, - Co-Operation And Networking Activities - Creation of Publications- Preparation of Exploitation Plan - Reporting - there will be 4 Financial and Activity Reports prepared during the project cycle in months 7, 13, 19 and at the end of the project.<< Results >>On a policy level this project contributes to a better understanding of less known European countries, their language and culture. On an educational policy level this project wants to overcome systemic segregation between different education sectors, e.g. between the HE sector and the VET sector, language centres at universities and private or NGO language schools. On the level of knowledge and theory of teaching and learning this project wants to develop a totally new concept which answers all challenges of digital learning which at the latest came through with the Pandemic. There are 5 tangible products of the project. Their main aim is to prepare future students through all the stages necessary for the university in the partner countries and enable teachers, educators and facilitators to do so.Tangible project results:1. A UNIVERSITY ROADMAP FOR FOREIGNERS: MAPPING OF NECESSARY STEPS IN PARTNER COUNTRIES. It is a practical click-on map of links, infographics, videos and other materials useful for preparing for studies in a foreign country. The roadmap will be a complete guide providing information needed to begin to live and study in a specific country. All the information will be translated into partner languages and languages of the main migrant group of students in respective countries.2. A NEURO DIDACTIC CONCEPT FOR INTENSIVE TEACHING OF A HOST-COUNTRY LANGUAGE AS A FOREIGN LANGUAGE THROUGH MULTIMODAL AND BLENDED LEARNING APPROACHES. It is an innovative, neurodidactic-based concept for intensive language education of host-country language whose main goal is to provide an overview of the principles of language teaching in digital and blended-learning courses, most innovative, up-to-date approaches and proven and successful methodology suitable for intensive teaching in the field of host- country language.3. METHODS AND TOOLS FOR TEACHING A HOST-COUNTRY LANGUAGE IN BLENDED LEARNING AND ONLINE COURSES is based on the principles presented in PR2. A methodical tool will equip teachers/educators with the knowledge and skills on how to teach effectively in online digital classes, how to be flexible and adapt their learning methods to circumstances and how to transfer knowledge from teacher to student in a digital environment, including the concept of “online digital class” as the modern medium for the transition of knowledge.4. GUIDE FOR FACILITATORS OF INTENSIVE LANGUAGE COURSES. The main idea is to gather in one virtual place all project outcomes. Besides that, it will be used by the partners to create an interactive library section that will be a good and useful pool of interactive resources, materials and tools that the language teacher can use during the learning process.5. TEACHME PLATFORM WITH INTERACTIVE LIBRARY will be a virtual place to upload all project outcomes, host the TeachMe methods and tools, provide interactivity and serve as a databank of resources and self-preparatory tests for language teachers and foreigners/students.Intangible results for teachers:- Acquisition of multimedia teaching tools experiences and competences as well as multicultural and language skills for their professional and personal profile- Broadening their teaching repertoire through innovative tools and methods- Experience of European dimension especially for those who will join the piloting and join staff training. Connection and exchange of feedback among them- Communication and collaborative learning at global levelIR for learners:- One-year intensive courses in minor languages aim to increase students’ awareness for Europe, empower them and educate them to be productive global citizens- Increasing students’ functional knowledge of a foreign country and a minor language- Increased motivation to learnIR for project partners are numerous - improved expertise in language didactics and teaching, cross-sectoral transfer of knowledge, expansion of field-related networks, contact and visibility with stakeholder

"Esteban Gonzalez Pons stated in his speech for the 60th anniversary of the Treaties of Roma in front of the European parliament: ""Europa is not a market, it is the will to live together. …"". However, this will and ability to live together is a process that starts in the schools and last as long as we live. Crucial role in that process is taken by the period of the university education and the academic years. These are times and the places where the young people learn to communicate efficiently and with respect to others opinion based on experience, knowledge, skills and abilities. It is up to the university professors along with students themselves to form specific attitudes not to be intolerant, ignorant or discriminative. Therefore, it is of extreme importance that the university professors & assistants are well prepared and educated to support students to argue and form their points without prejudices and complexes.Currently, in Romania and all partner countries there is no training or other course for university professors & assistants how to work in an intercultural & cross-cultural (ICC) environment. Although there some courses like ethno-pedagogy, ethno-psychology, intercultural teaching, etc. in the university programmes, it is still a great challenge for the professors themselves to work within an ICC environment given the fact that a good percentage of university students in Romania are from different ethnicity and different cultures. The rationale for the current project are multifold but the major are:• The university education is a stimulus & preparation for acquiring a profession and specialty in life. Therefore, the way the education is conducted in the university is of utmost importance for the subsequent development of the students.• Lack of national qualification & qualification programmes for university professors & assistants in ICC training & education in neither of the partners’ countries.• Unawareness of the university professors & assistants about the main and additional forms of pedagogical interaction in ICC educational environment.Therefore, the main aim of UniCulture project is to develop an innovative, holistic and interactive approach for training of university professors & teaching staff to conduct educational process in ICC environment.The specific objectives of the proposal shall be to:-Raise the awareness of the university professors & assistants about the need to adopt their teaching styles to the constantly changing and dynamic environment in the universities.-Develop the competences of the university professors & assistant in intercultural and cross-cultural communication with the students during and outside the lectures.-Stress the importance of proper and adequate intercultural & cross-cultural communication as a mean for better social inclusion of different cultural & vulnerable groups of students.The main target group of the project shall be the university professors & assistant that work on a daily basis in an environment that is getting more and more diverse, intercultural and demanding.UniCulture project will develop a holistic & integral approach targeting university professors & assistants. UniCulture training pack will include:1) Handbook for teaching staff to develop their personal & professional competencies how to work in ICC environment as well as how to overcome the ethnical stereotypes & prejudices in the educational process. It will guide the professors thought the contemporary approaches, methods and tools in ethno-pedagogy, ethno-phycology & intercultural education. 2) Workbook for teaching staff with practical examples & case studies on how the taught methods & techniques can be applied in everyday life. It will include also interactive tests & exercises that will support the teachers in the learning process.3) Manual for trainers to facilitate the conduction of UniCulture training course.4) Guide on intercultural communication & social inclusion that will provide the link between working in such environment & support the inclusion of vulnerable groups. The Guide will develop the needed competences in the professors & assistants to support the social inclusion process in the universities.UniCulture training pack will be created to support the university professors & assistants `to further develop their social & intercultural competences. It will provide the necessary theoretical and practical knowledge for recognition & application of interactive techniques for various forms of pedagogical interactions in ICC environment. Moreover, UniCulture will enhance the access & active participation of students from vulnerable groups & minorities in the educational & social processes in universities. Thus, it will foster the social inclusion and will fight the discrimination patterns in societies. UniCulture proposal shall be developed together by 3 universities, 2 NGOs & 1 associate university in response to all mentioned above topics & aims"

<< Background >>With more than half million people behind bars in Europe, prisoner rehabilitation has grown to become one of the most prominent features of European penal policy. International law stipulates that imprisonment should not be limited to the deprivation of liberty alone. It should include opportunities for prisoners to obtain knowledge and skills that can assist them in their successful reintegration upon release, with a view to avoiding future offending. Until today, receiving general education and vocational training have been considered the two most successful means for the successful reform and return and reintegration of prisoners back into the society. However, a growing body of research, unveils the fact that one of the strongest predictors of the reduction of recidivism is - along employment - the existence of strong familial ties.———————————————————————————————————————————————————The role of the family in reducing recidivism and supporting reintegration is now for the first time considered as “part of the solution”. In the words of the famous Farmer Review “healthy, supportive relationships are not just a “nice to have” for every prisoner in the criminal justice system. They are utterly indispensable if they are to turn away from criminality and contribute positively to society. Family and other relationships need to be a golden thread running through the criminal justice system”.Strong families have a natural power to provide the much-needed ongoing direction and personal support a reformed ex-prisoner needs to start anew. Strong families are a moral compass that re-direct (ex)offenders away from crime. Strong families offer shelter and financial assistance, in the days that follow the release. But, strong familial ties benefit not only prisoners, but society as a whole. Given that the majority of prisoners’ families are profoundly motivated to help their prisoners serving sentences build a better life for themselves, free from offending patterns of behavior, they constitute a potential army of support for the prison system that has not yet been strategically and consistently deployed.———————————————————————————————————————————————————— If prisons are truly to be places of reform they should acknowledge the reality that the existence of a supportive family is indispensable to a prisoner’s reform. In a prison system that has as its main aim prisoner's reformation of their identity, desistance from crime and reintegration into society, the systematic effort of strengthening family bonds should guide all actions.———————————————————————————————————————————————————The Golden Thread project envisions the introduction of a family learning and family support programme that will support prisoners – and their families – maintain meaningful relationships with family members, acquire parenting and relationship skills, re-shape negative patterns of thinking and behavior in interaction with the family, have a supportive family to return to on resettlement, as protective factors not only in reducing re-offending but also in preventing the intergenerational transmission of offending.The Golden Thread is expected to lay the essential groundwork for the establishment and/or of positive and sustainable relationships between families and their imprisoned members. It is not a one-way street but a way that all members of a family can contribute to each other’s learning not just during the term of a sentence, but more importantly, once the prisoner re-settles in the community.<< Objectives >>The Golden Thread project is expected to develop a comprehensive methodology for the systematic strengthening of prisoners’ familial bonds and the support of family members to provide care to each other. The Golden Thread approach is comprised of the following two (2) distinct components a learning component for prisoners – the Family Learning Workshops and a peer support methodology for prisoners’ families – the Prisoners Families Support Groups. The Golden Thread methodology is practical, emotional and relational. This methodology is expected to lay the essential groundwork to equip prisons and the communities with all the necessary methodologies and tools that will assist them to capitalize on the enormous power of family bonding on the prisoner re-integration cause. Against this background follows an analysis of the main project results:———————————————————————————————————————————————————[A]. THE DEVELOPMENT OF THE FAMILY LEARNING METHODOLOGY : The Golden Thread project proposal views the ability to make and sustain family relationships as a basic learning skill which is as important as numeracy and literacy in providing the “hooks for change” necessary for the effective individual interplay within the structural forces existing in wider law-abiding society. The aim of the Family Learning Curriculum is to help prisoners maintain these meaningful relationships with their families while serving their sentences. Family learning is an important strand of family interventions. Family learning is an approach to engage families in learning outcomes that have an impact on the whole family. Family learning is recognised as having a significant impact on all family members by helping them: build skills for education and employment; aspire to achieve more in life; improve personal relationships; and build confidence and resilience.[B]. THE PRISONERS' FAMILY SUPPORT GROUP METHODOLOGY : Imprisonment is a family experience. Although, the primary purpose of a prison sentence is to punish the offender, given the practical, financial, social and emotional effects of imprisonment, a prison sentence can also have punitive consequences for families outside prison. Families of prisoners may have to deal with a number of problems, on top of losing their loved one, such as financial strains, stigma, mental health problems, behavioural problems of children and the threat of homelessness; all of which can further exacerbate existing socio-economic disadvantage. Although, the importance of the maintenance of family ties in reducing reoffending rates is largely recognised, from the family’s point of view, it can be extremely challenging to keep these ties going when they are under pressure because of all these issues they are facing. The aim of the Prisoners’ Families Support Group Methodology is to support prisoners’ families maintain and repair relationships, and where appropriate, to further contribute in offenders’ rehabilitation process. Family support groups are expected to constitute a powerful tool to provide opportunities to share experiences; meet, learn and gain encouragement from others in similar situations and offer family members of prisoners a place to focus on their own needs.[C]. THE PRISON FAMILY LEARNING GUIDE : The Prison Family Learning Guide is the ultimate project output. Its aim is the development of a comprehensive approach for the successful future transfer of the project experience to other prison institutions throughout Europe. The elaboration of this guide will be an effort to institutionalise permanently and to ordinarily introduce the proposed family learning and family support methodologies in the European penitentiary system. The Prison Family Learning Guide is a comprehensive step-by-step strategy that incorporates all the elements that are required for the successful implementation of a family learning support program in a prison context, such as methodology, action plan, capacity building activities.<< Implementation >>The Golden Thread project aims at the systematic strengthening of prisoners’ familial bonds and the support of family members to provide care to each other. In order to achieve this goal, a set of interrelated activities are proposed as follows:———————————————————————————————————————————————————• RESEARCH ACTIVITIES : Project partners will undertake desktop research focusing on the state-of-the-art of existing family learning programmes and prisoner family support structures in the penitentiary context. Similar national, European and international initiatives will be sought and critically assessed. Moreover, through the delivery of 100 questionnaires and the conduct of 15 interviews with (ex)prisoners, prison professionals and prisoners’ families, project partners will receive concrete information and data about missing social, emotional and parenting skills of prisoners and the impact of imprisonment and distance parenting on their families.———————————————————————————————————————————————————• ACTIVITIES LEADING TO THE DEVELOPMENT OF EDUCATIONAL AND SUPPORTING MATERIALS : Project partners will develop the Family Learning Curriculum with the aim to address a need for an organised educational activity, designed with a practical focus, arising from prisoners’ experienced urge to address family issues. The 10 module Curriculum will be supplemented by the Students’ Handbook and the Supplementary Teaching and Learning materials which will support the implementation of the project’s Family Learning Workshops for prisoners. In the same category of activities, the development of ‘The Methodological and Operational Framework' and the 'The Manual for Practitioners' is also included. These two documents will constitute the basis for the delivery of the Prisoners’ Family Support Groups.———————————————————————————————————————————————————• EDUCATIONAL ACTIVITIES : Eight (8) Family Learning Workshops will take place in penitentiary institutes of the partner countries, after the development of the relevant Curriculum and educational materials. These activities will target prisoners who will have the opportunity to develop skills and competences in order to build strong family relationships and strengthen their bonds with their families.———————————————————————————————————————————————————• TRAINING ACTIVITIES : A joint staff training activity will be organized and delivered for prison educators, trainers, and facilitators so that they successfully create new informal and/or non-formal learning opportunities for prisoners and their families. These professionals will develop all the necessary skills to make successful use of the Family Learning Methodology and to support the delivery of the project’s workshops and support groups. ———————————————————————————————————————————————————• PRISONERS' FAMILY SUPPORTING ACTIVITIES : Based on the ‘The Methodological and Operational Framework' and the 'The Manual for Practitioners' Family Support Groups will be organized, led by trained facilitators. These support groups will harness prisoners’ family ties more effectively so as to build a rehabilitation route for every prisoner upon release. ———————————————————————————————————————————————————• POLICY RECOMMENDATION ACTIVITIES: Project partners will develop a comprehensive approach for the successful future transfer of the project experience to other prison institutions throughout Europe in an effort to institutionalise permanently and to ordinarily introduce the proposed family learning and family support methodologies in the European penitentiary system. The Prison Family Learning Guide will be the ultimate project result to be widely disseminated to all relevant policy makers and penitentiary authorities, in order to mainstream the project’s approach in the participating countries and hopefully across Europe.<< Results >>The Golden Thread project envisions the introduction of a family learning and family support programme in the penitentiary system in a way to support prisoners – and their families – maintain meaningful relationships with each other, so as to have a supportive family to return to on resettlement, as protective factors not only in reducing reoffending but also in preventing the intergenerational transmission of offending. The Golden Thread project will develop a comprehensive methodology for the systematic strengthening of prisoners’ familial bonds. The Golden Thread approach is comprised of the following two (2) distinct components: • a learning component for prisoners – the Family Learning Workshops • a peer support methodology for prisoners’ families – the Prisoners Families Support Groups. The main project results are:[A]. THE DEVELOPMENT OF THE FAMILY LEARNING CURRICULUM Based on the project’s assessment (R1) of the needs of prisoners in social and emotional skills related to their ability to bond successfully with their families and on the analysis of the ways in which prisoners can (re)gain an active involvement in their family life, the Curriculum will be developed. The aim of the Family Learning Curriculum is to help prisoners maintain these meaningful relationships with their families while serving their sentences. The Curriculum will consist of 10 learning modules and it will be supplemented by a Students’ Handbook and extra Teaching and Learning materials. The Curriculum will be used for the delivery of the Family Learning Workshops. A total of eight (8) Family Learning Workshops will take place in penitentiary institutes of the partner countries. More analytically, two (2) Family Learning Workshops will take place in each of Poland, Portugal, Greece, and Cyprus. A total of eighty (80) prisoners will participate and benefit from the Family Learning Workshops – otherwise, each workshop will be addressed to a total of ten (10) inmates. Each Family Learning Workshop is comprised of ten (10) 2-hour modules, which amounts to a total of twenty (20) hours per workshop.[B]. THE PRISONERS' FAMILIES SUPPORT GROUP METHODOLOGY The aim of the Prisoners’ Families Support Group Methodology is to support prisoners’ families maintain and repair relationships, and where appropriate, to further contribute in offenders’ rehabilitation process. The Methodology is comprised of two important elements: ‘The Methodological and Operational Framework' and the 'The Manual for Practitioners'. These two documents will constitute part of the main training material for the JSTE (C1) in Nicosia, Cyprus for the preparation of the Prisoners’ Family Support Groups facilitators. The methodology will be applied for the delivery of the Prisoners’ Family Support Groups. Support Groups for the Prisoners Families are planned to be set up in the four participating countries. Project partners will set up in each national setting one (1) group with a maximum of ten (10) participants that relate to a prisoner, guided by the trained facilitators. In total 40 people, belonging to the families and close circles of the prisoners, will participate in the project’s support groups.[C]. THE PRISON FAMILY LEARNING GUIDE The Prison Family Learning Guide is the ultimate project output. Its aim is the development of a comprehensive approach for the successful future transfer of the project experience to other prison institutions throughout Europe. The elaboration of this guide will be an effort to institutionalise permanently and to ordinarily introduce the proposed family learning and family support methodologies in the European penitentiary system. The Prison Family Learning Guide is a comprehensive step-by-step strategy that incorporates all the elements that are required for the successful implementation of a family learning support program in a prison context, such as: - methodology, - action plan, - capacity building activities.

<< Background >>Around the world and especially in Europe, the last decade, cultural diversity in the classroom from children from national or ethnic, religious and linguistic minorities is on the rise.In our increasingly diverse and multicultural society, it’s more important than ever for teachers to incorporate inclusive teaching in the classroom - whether the level of education they are teaching. However it proves to be more crucial at the early stages of education, at pre primary and primary education because at this stage students need to have an active part of the school community. For this reason the intercultural competence and readiness of the teachers is a challenge for the institutions responsible for their education.SMILE project aims to provide teachers with a practical framework and examples of best practice to assist them in meeting the challenges of inclusion and diversity in education.The main goal of this project is to provide teachers of pre primary/ primary schools new knowledge, key competences and ready to use educational material to effectively use music as a didactic and pedagogical tool for inclusive education. Further, teachers will develop social skills and digital skills by using the repository and the online training.Although, SMILE project is proposed for the teachers, its real beneficiaries will be students, who’s well-being and performance in schools is expected to be improved.<< Objectives >>SMILE introduces music as an effective tool to inclusive teaching methods.Specifically the objectives of this project are divided at two parts:a. Firstly, the main goal of this project is to provide teachers of pre primary/ primary schools with educational material to effectively use music as a didactic and pedagogical tool for inclusive education. Teachers will:-Acquire a new knowledge delivered from SMILEs Teacher’s Guide-Provided with education material and ready to use tools, from SMILEs Repository, in order to incorporate them in their teaching-Acquire skill and key competencies and develop digital skills by attending SMILEs Training and SMILEs MOOC-Increasing awareness on effective integration of music in inclusive education among EU citizens-Personal development on a European levelb. Secondary, the final beneficiaries of this project will be students from diverse cultural needs. SMILE project will contribute to:-Raise achievement of all learners at the exposure to typical classroom structure and curriculum-Incorporate inclusive tools into learning processes so as to make these practices sustainable in the longer term-Preventing early school leaving-Promote learner voice by the improved social skills of learners-Celebrate and respect diversity and multiculturalism<< Implementation >>-PR1 Need analysis Survey: A transnational research concerning teachers’ attitude towards the use of music as a tool for inclusive education and the classification of the needs for the material developed during the project.-PR2 Digital Repository: A digital repository of songs, activities, methods and examples that can be used as an educational tool for inclusive education. The repository will also list activities, instructions, lesson plans and music techniques that will help teachers integrate music effectively in their daily teaching. -PR3 Teachers’ Guide: A guide that will include research for the relevance and importance of music in intercultural learning and inclusive education. It will include information about inclusive education and methods of integrating music in formal and non formal education. The results of the PR1 Need analysis will be applied and the material from the PR2 Digital repository will be exploited. -ACTIVITY 1 Teacher’s Training: Teachers from all parner’s countries of primary and preprimary schools will participate in the face to face training. The training will focus on ways to use music in their daily teaching as a pedagogical tool for social inclusion. -Piloting Phase: The teachers will give feedback of the challenges they faced in their classes during the implementation of the activities and the consortium will then proceed to improvements. At least 3 activities that will be implemented in their classroom will be recorded, and presented as good practices in the PRs. In addition, for dissemination purposes these teachers will be asked to share their experience during the multiplier events. -PR4 SMILE MOOC: The development of an online training designed as MOOC will be developed as the final Project Result, giving the chance to more teachers, among Europe and beyond, to be trained on how to use music in their multicultural classes, in terms of inclusive education. -Dissemination: The aim of the dissemination activities is to maximize publicity, transparency and proliferation of project results in order to ensure maximum impact and wide-spreading public outputs and outcomes towards our target users and wide public.<< Results >>-PR1 Need analysis Survey-PR2 Digital Repository-PR3 Teachers’ Guide-PR4 SMILE MOOCDuring SMILE’s implementation teachers will come familiar with an innovative pedagogical tool, the power of Music, for achieving inclusive education and acquiring the knowledge and the competencies on how to use music in their classes. SMILE aims to have an impact on the educational field both during and after the project lifetime:-Encouraging and supporting teachers to implement new teaching techniques in their classrooms that will contribute to the increase of students’ engagement in learningprocedures, enhancement of positive clima in the classroom and improvement of academic results.-Using inclusive pedagogy to enhance teaching and learning for all -Providing opportunities to acknowledge the benefits of European cooperation regarding experience and practices on education-Supporting improvements at ministries of education, decision makers on methodologies and pedagogical approaches that can enhance inclusive education -Improving the professional development and support the attempts for providing quality education-Teachers will provide inclusive tools and procedures to students in order to help them to become more active learnersAlthough, SMILE project is proposed for the teachers, its real beneficiaries will be students, who’s well-being and performance in schools is expected to be improved.

The project reacts directly to the new security situation that emerged in Europe and other parts of the world due to a rapid spread of COVID-19 disease. As a necessary tool to fight its further uncontrolled spreading, severe limitations of free movement and contact of people have been set in most countries affected. As for March 2019, no medicine has been invented and put to regular use yet. Meanwhile, the disease has spread among all European countries and led to a closing of all education institutions in these countries for a regular use. One of the main implications of this development is a severe limitation of education processes, where regular courses and lessons had to be stopped for an indefinite period due to the fact that a teacher and students cannot meet each other and continue in the educational process. Some of the procedures can however be transformed to an online or distance learning mode, which enables the learning process to continue. Among the courses and lessons currently hit severely with a health crisis, language courses possess a special position. These courses are limited not only by the lack of direct contact with the teacher, but also with the lack of options to practice and train their language skills, get instant feedback in direct communication (dialogue, group conversation, etc.). So, the sole transfer of knowledge the students are expected to gather is not sufficient in these courses. The goal of the project is to develop a conceptual framework for transformation of various types of courses into sufficient online/distance form. The concept is based on two premises:●teacher will be developing distant support materials continuously during the standard run of courses●students will use these tools to enhance their involvement in the course, repeat and deepen their knowledge and also to get familiar with distance educational tools their teacher is using●in case of unpredictable absence of a student, distance/online learning tools can be used at least partially to get in touch with content of the lessons the student has missed●in case of unpredictable absence of the teacher, students will be given links to online/distant supportive materials to keep the tempo of lessons (if they decide to use it; otherwise they can obviously ask for a standard lesson with another teacher or to combine both)●in an extraordinary situation when the standard teaching/learning process is impossible to maintain, distance/online tools will be used by both teacher and students to keep up with the original schedule and get ready to achieve original goals of the course.Within the project led by a consortium 6 partners from Germany, Czech Republic, Italy, Poland and Bulgaria, six intellectual outputs will be prepared:●A comprehensive roadmap of types of language courses and its transfer needs to online/distant form●Teacher guide to available tools and methods of transfer●Step-by-step guide for transferring courses●Self-assessment and assessment distant tools for students, teachers and facilitators●Platform for distance/online education●Course Guide for TeachersThe project is thus not simply a guide to use an online tool or to transfer a course with an online tool. Rather, it offers a matrix to find out the best possible combination of tools from a variety available for a particular course, enabling the teachers and facilitators to overcome the time burden and react●quickly enough to not miss the students and time●effectively, so with the selected combination of online/distance tools, the class can keep up with the original schedule●with selecting relevant tools and methods that fit both teacher and students of a particular course For times of standard language learning courses, the methodology will equip teachers and students with scenarios to develop distant and online support materials for language learning, which widens options to overcome absences or delays and be prepared for unexpected complications in the learning schedule.