Background: In 2015 began a large migration process in large parts of the EU. Many countries and education systems were challenged, and had different ways of creating intercultural competence. The need for this became a most important educational perspective and was emphasized in international agreements by the UN, UNESCO and the Council. Two of the EU’s eight key competences is about this. All educational programs within the EU tells us that respect for the individual, diversity, openness and tolerance towards other cultures must be stated as major objectives and an ambition to live together with in our global, multicultural complex world. The need to exchange and share experiences is crucial on issues regarding the mapping of the student’s previous school experiences, learning processes based om previous school experience, the methodology of work and the guidance to inclusion. The project aimed to increase the knowledge of the participating countries, England, Belgium and Sweden.Objectives: ORGANIZATIONS WITH COMPETENCE TO EFFECTIVELY SUPPORT YOUNG NEWCOMERS TO BE INCLUDED IN EDUCATION OR TRAININGFour development objectives: To share our experience around the Mapping /screening process, Initial learning processes, Methodology/tools used and the Guidance provided. Participating organisations: The Local School Authority of Helsingborg with about 4000 employees and offers preschool, primary school, lower and upper secondary school and free-time arrangements to about 20 000 young children and students. The educational center is a supportive department of this Authority. In 2014 the Department got a mission to develop the mapping of newly arrived children and young people's previous school experiences. Kent County Council is a large local authority in the South East corner of England. It has responsibility for a number of public services such as education, transport, strategic planning, social services, public safety and waste disposal. With a staff workforce of nearly 20 000 people it is also one of the largest employers in the county.AGSO, Antwerp is the general service organizing the Community Education in the city of Antwerp.It consists of 5 big divisions and in total the AGSO has about 55 000 students and 6545 teachers and other employees. Antwerp is a city of 510 000 inhabitants and about 165 nationalities entailing all the complexities and challenges of diversity. GO! Brussels is responsible for providing community education in Dutch speaking Belgium on behalf of the Flemish community. GO! is one of the three main educational networks in Flanders. GO! provides education from nursery school, through compulsory school age through to adult education and including schools and provides curriculum development and teacher training for staff in its 773 schools for 27 000 members of staff serving 200 000 students.Description of activities: The project processed four themes as part of the action of bringing the newcomer into the school system of the receiving country. Starting with a transnational training event of one week, on to a project meeting, finally four local training and dissemination events, the themes were explored to find good practice in the ongoing work. During each training event each partner organized a mix of shadowing, discussion, filming of good practice, SWOT analysis, GLL reflection and report writing in the group. This report was brought back to the steering group to be used in the next project meeting and to be presented by one of the group members. The project meetings were built around theoretical input by researchers, reports from the transnational training event, input from the hosting partner on the current theme and lead to dialogue on what will be wise start doing or keep on doing in the ongoing work. The local training and dissemination events disseminated findings from the project meeting to a wider group of staff and stakeholders. Results and impact:1:Encourage the use of trans language and provide support in mother-tongue/strongest language in all learning and guidance processes. 2:Encourage the creation of multi-disciplinary teams around schools to support newcomers. 3:Encourage the exchange and the adaptation of existing methods and approaches on an EU-level via open licenses and networks.4:Encourage comprehensive and long-term guidance in order to improve learning pathways, integration and wellbeing of the newcomer.5:A methodological result. The concise planning of the different work phases presented in the description of activities was a factor of success for the project. Out of this the “Policy recommendations” brochure is created by the steering group. Long term benefits: When stakeholders and policymakers agree on the results presented in the “Policy recommendations”, and start organising work according to this, it will give young newcomers more opportunity to participate in inclusive education. It also will strengthen the teaching profession.

"The name of this project - “ALL ABOARD - Innovative actions and products to strengthen the competence of national expertise centers supporting inclusive education for pupils and students with special educational needs"" - describes also the aim of the project. The incidence and modes of implementing inclusive education practices vary in each European country. There is an increasing need to share the multiprofessional information on good practices and special knowledge on how to support inclusive education. It is also important to find flexible models to develop the training of the staff of expertise centers and mainstream schools. The main objective in this project was to exchange good practices and to create innovative actions and products, which would have input on the competence on each expertise center and in the end the results would effect to inclusive education practices in mainstream schools all over Europe. There were altogether 4 participating organisations in this project. The coordinating organisation was Valteri Centre for Learning and Consulting (Finland) who initially brought these interested partners together for the purposes of developing the original funding application.The participating organisations were Stadped (Norway), National Star (UK) and GO! (Belgium). All these participants share the role of being a support/resource center and thus share the main challenges, needs and aims: How to support the local authorities, schools, teachers and parents to implement inclusive education? The main idea of the project was inspired due to the partner organisations experience and capacity when finding new ways to support inclusive education.The target group in this project covered directly the staff of the participant expertise centers and indirectly all those interested in utilizing the results of the project for implementing inclusive education. This 32-months-project started in September 2016. The intellectual outputs of this project were ""Box of Best Practices"", ""Module of Thematic Webinars of Inclusive Practices"" and a ""Training Module for Supporting Inclusive Education"". The contents for these were gathered by on-line and face-to-face meetings, job-shadowings, training activities and the input of the multiprofessional staff of each participating center. The first phase was mainly to build up the ""Box of Best Practices"" to support the implementation of inclusive education and to create and produce the project webpages. This first phase also included three Job Shadowings for gathering the materials and ideas for the Box of Best Practices. Now the product is ready and available on the project webpages http://all-aboard-erasmus.eu/. During the second phase we created the ""Thematic Webinars on Inclusive Practices"". Each participating country chose the themes for their Thematic Webinars on Inclusive Practices.The Webinars were recorded and made available on the project website for future reference. Partners also promoted the webinars and their recordings amongst their stakeholders so that they could be of benefit to as large a group as possible. We also created ""The Guidelines"" for creating a webinar to support the philosophy of distribution. The main idea was to offer very practical support for those interested in sharing their expertise and experiences through webinars. The Guidelines are published on the project website.During the second phase in this project we also produced our third intellectual output ""Training Module for Inclusive Practices"". The main idea was to build up a five-day-Training Module on inclusive education. The Training Module was piloted in Belgium October 2018. This training module can now be offered as a new KA1 training programme. Sharing of the experiences and products happened throughout all project phases but especially during our last phase when we shared the products through multiplier events. The project process and results were presented to relevant organisations and participants during the National Seminars and the International Seminar. Participant organisations in Norway, Belgium and UK implemented a one-day National Seminar. The two-day International Seminar took place in Tampere, Finland at the end of April, 2019. The project was implemented as described in the application. The staff participating in the project have benefited from cooperating with and learning from the other participating organisations. We have also spread the knowledge of the project to our networks and got positive and interested feedback. Our Training Module piloting got very good feedback and so did the National and International Seminars. The products of this project will be disseminated by the participating organisations in many future occasions. The project webpage will be updated and we are hoping to be able to provide our Training Module as a KA1 course, which would enable distributing our results even more on European level."

Showcasing Self-regulated Learning Implemented through Data-driven Education (SLIDEshow) Self-regulated learning (SRL) skills involve all kinds of strategies students can use to uplift or maintain their motivation and positive emotions towards learning, as well as strategies that allow students to effectively plan, monitor and evaluate their work. Research evidence indicates overwhelmingly the importance of SRL during learning with a positive impact on students’ cognitive and social competence, academic achievement, motivation, well-being and engagement in lifelong learning. Moreover, it is believed that developing SRL skills in the early years of education may equip students with the necessary skills to guard them against early school leaving in secondary education. However, different barriers at policy, teacher education, and teacher level still impede accurate translation of policies into practice. Therefore, this strategic partnership aspires to support the introduction of SRL in primary education across Europe. The partnership will therefore adopt a holistic, multi-stakeholder approach to enable effective systemic impact in primary and lower secondary education. In addition, the partnership will exploit the opportunities offered by the emergent field of learning analytics to allow teachers and teacher educators to personalize their instructional practices to the actual needs of pupils and teachers respectively. Our unique holistic and personalized approach should facilitate more effective integration of SRL in education across Europe (and ultimately beyond). The project’s main aim therefore is to: 1) Support the introduction of self-regulated learning in primary education by (1) adopting a multi stakeholder approach and (2) by using the affordances of data-evidenced learning and teaching 2) Build the professional capacity of teachers and teacher educators to use learner information for enhancing and personalising student learning and teacher professional development respectively Building upon the innovative experience and expertise of the project partners this project will produce the following outputs: An SRL teacher assessment toolkit Objectively identifying and monitoring students’ individual SRL level is crucial in order to offer effective and personalised support in the classroom. The project will translate existing validated research instruments into practical high-quality assessment instruments for teachers. Implementing SRL teacher training course across Europe The assessment instruments will be integrated in a teacher training course developed in the tMAIL project (www.tmailproject.eu). SLIDEshow will extend the mobile SRL training with the crucial SRL assessment instruments, and support its wider implementation. The training can be followed by teachers individually or in group. Individual teachers can follow the training on their mobile device and connect to other teachers through eTwinning. Teachers in group can be guided by a teacher educator and come together physically. Personalised data-driven SRL practice frameworks The project will more clearly define the competences necessary: 1) to support student SRL 2) to use learner data and learning analytics, and 3) to personalise instruction to students’ individual (SRL) levels The frameworks will be closely linked to the European Qualifications Framework and the DigComp Framework. A training for teacher educators The project will develop a training for teacher educators to: 1) train (student) teachers’ competences necessary to support SRL, use learner data, and personalise instruction; and 2) develop themselves the necessary competences to support (student) teacher SRL, use learner data, and personalise instruction Good practices and evidence-based reports The project will study the implementation of the mobile SRL training in schools and teacher education practice, as well as the integration of SRL in primary education. This will result in a list of good practices that should help future organisations to implement the mobile SRL training and/or successfully support students’ SRL. Moreover, the collection and analysis of good implementation practices will result in recommendations for policy makers at micro, meso, and macro level to create policies that support the development of students’ SRL and associated teacher instructional competences. SRL online community of practice The project will develop an online platform for establishing and supporting a European multi-stakeholder network on SRL. The mobile app containing the teacher SRL training and SRL assessment toolkit will be available in Dutch, English, German, Finnish, Greek, Spanish, Italian, and Macedonian.

<< Objectives >>The One Stop CLIL Europe project aims at high-quality CLIL education. It offers a whole school approach which supports school leaders, language and internal quality coordinators and teachers of CLIL, language teachers and other teachers as well as inititial teacher trainers. To reach this goal a harmonised set of texts and tools are developed with regard to e.g. curriculum realisation, didactics and pedagogy and quality assurance. CLIL support as it currently exists, lacks this holistic approach<< Implementation >>During the project we will communicate through our website and organise five multiplier events in total in Belgium, Estonia, the Netherlands and Spain to multiply, discuss and further optimise our texts and tools. The digital and online blended in-service training for school teams will already start in 2024 and be the basis for continued in-service One Stop CLIL Europe training to be offered for at least five years after the project ends. This will take place alternately in the partner countries<< Results >>A position paper, a classroom guide for school teams, a framework of quality assurance and guidelines and questionnaires for pupils, teachers and parents, in-service training for school teams and case studies. Developing and aligning these texts and instruments and offering them as a comprehensive digital and online package will definitely make it easier for schools looking to optimise the realisation of their curriculum in a foreign language, trying to achieve high-quality CLIL-education.

lternative Ways to Learn a Second Language Strategic partnership between: Storytelling Centre (NL), Arbeit und Leben (D), GO! (B), Elan Interculturel (FR) and De Talentenschool (NL) Timeframe: September 2018 - August 2020 Main objective: Developing new, alternative and innovative methodologies to learn a second language using storytelling and other non-formal learning tools for students that have difficulties acquiring language skills through the existing formal learning methods. Main tangible outputs - a toolkit with guidelines for languange teachers and educators who are active in the field of language teaching to refugees (and other migrants) who have difficulties learning a language using the formal methods. Since many language teachers/coaches work as volunteers, we want to design a toolkit that is accesible and easy to use by people that are not professionally involved in this work as well; - a portal (IO8) via which information gathered during the project (like the Foundation Bricks, reports on the case studies and relevant literature and reseach results) and the final results (toolkit and guidelines) will be available. Besides we train 40 language teachers/coaches/educators in using the toolkit in the course of the project. Rationale: Many mainly Northern European countries are busy taking care of creating the possibilities for language learning and many organisations, both non-profit and commercial, discovered the market and offer courses. Of course, there are also companies developing these courses, working with experts on language and culture. Many new-comers benefit from this and learn the language and the culture more or less easy. They reach a reasonable level within a year (B2 or even B1), which serves as a base for further development. However, for a certain group this is no solution. They are not able to study using the methods that are offered to them. The reasons are various, but often we are dealing with people who did not learn to learn, mostly because they only finished primary school (or not even that), who are illiterate of who are used to read and write in a different script (Somalian, Arabic or even Chinese). For this group the existing, often formal learning methods are not beneficial at all and they keep on failing for their exams with the result that they are lagging behind in their integration process. The partners in this project have the experience in working with this group. Based on that we can state that it is often not the intelligence of the students that blocks them. It is a mismatch between their learning skills and the existing learning methods. Although different partners already developed some alternative learning methods, we notice a need of high quality, structured language learning methods for this group with fewer opportunities. That is why we decided to join forces and start a project in which we share knowledge and design a new method together. Non-formal learning is the starting point. We involve tools coming from our experience, like storytelling tools, games and dialogue tools. In order to assure high quality output, we collaborate with an experienced organisation in developing methods to acquire language skills (mainly focusing on people dealing with a second language), de Talentenschool. In order to start this development at the right level, we made a need analysis, in which we looked at our own experience and at the needs of the group we would like to serve. This need analysis is attached. One of the outcomes of this need analysis is that the use of the method should not be limited to 'new' refugees. Many people living in the partner countries for a longer time, can benefit from this method as well. They often did not learn the language properly (also because 20/30 years ago it was not obligatory to learn the language in some countries) and still have difficulties in reading and writing. Though our focus is on refugees, we do not solely focus on this target group and explore which other groups can benefit from it as well. Target groups Primary target group: language teachers and educators. (It is important to note that many people within this target group will work as volunteers and we will keep that in mind in the final design of the outputs) Secondary target group: People who want to/have to learn a new, second language but who lack the learning skills to acquire the language through existing formal learning methods. The main focus is on refugees, but the methods can be used for the language acquisition of other migrants as well.