"The Teachers AHEAD project is part of Key Action 2 and is part of the Strategic Partnership for innovation and foresees the development and sharing of innovative products and methods. The aspect of the dissemination of innovative results, through the planned multiplier events, is aimed at stimulating the growth of professional skills and innovating educational methodologies. According to this perspective, 5 educational institutions, 2 universities, 2 training agencies, 1 youth organization, provided with the expertise necessary to achieve the project objectives, have been involved in the implementation of the project. The objectives of the project are based on the offer and assessment of key competences and transversal skills, such as digital and citizenship, as well as civic and social skills, but are mainly set out in terms of social inclusion, as envisaged by principles of the European Pillar of Social Rights. The project aims to support long-lasting positive effects, both on the participating organizations and on the networks and individuals involved, with the aim of modernizing and strengthening education and training systems. The actions are oriented to implement and transfer innovative practices in other educational contexts, once tested and validated by the action research group of teachers and trainers involved in the project itself. The actions covered by the project include analysis and educational research, as a personalization of the disciplinary paths and as collaborative learning, and are at the same time unavoidable by an educational strategy based on the ""European Pillar of Social Rights"" in Chapter 1, points 1 - Education, training and lifelong learning and 3 - Equal opportunities, and in Chapter 3, in points 11 - Child care and support for minors and 17 - Inclusion of persons with disabilities. The strategic use of information and communication technologies (ICT), open educational resources (OER), personalized and inclusive pedagogy according to the needs of individuals, virtual and physical mobility represent the resources around which we act, also in terms of action research and as a community of speech. Particular attention is given to active citizenship and legality: being an European citizen implies the awareness of choosing and self-training as a person aware of their rights and as many duties; implies the need to confront and interact positively with the diversity and complexity of different contexts (family, educational, social), as personal growth and elective groups. The project aims to promote comparison and sharing in order to provide young students with growth models based on democracy and the coexistence of peoples, through social inclusion as a model of growth and affirmation; on the themes that the project places as priorities, it is necessary to define in the school and on the paths outside the school, opportunities for interdisciplinary training oriented to the growth and development of a European people able of self-affirming in its diversity. The project intends to promote interdisciplinary and inter-departmental collaboration methodologies aimed at improving the professional development of those who work or are active in the fields of education, training and youth, innovating and increasing the quality and range of initial and on-going training, with the prospect of experimenting innovative teaching practices based on social inclusion and on digital skills and declined in order to facilitate the recognition and validation of knowledge, skills and competences acquired through formal, informal and non-formal learning. Teachers AHEAD aims to train a group of teacher trainers experts in the use of ICT applied to inclusive education, and provided the necessary skills to identify and articulate educational paths including special interest that can be included in the school curricula, according to the following steps: 1- Use the European E-Twinning Platform and the training platform in the Moodle e-learning environment - realized as the Intellectual Output of the previous project, to prepare trainers for the exchange in professional mobility and to collect experiences in terms of inclusive digital education; 2 - To train teachers and actors involved in the mobility of innovative learning practices, such as cooperative learning, the Flipped Classroom and the EAS Technique - Learning Episodes 3-Send teachers in professional mobility in working groups with destination EU countries; 4- Organize series of training meetings to disseminate and support the educational pathways."

A daring association that combines festive, culinary and heritage arrangements in a logic of European openness.The following dimensions are highlighted: - Context and objectivesHeritage and art of living are widely available and are at the crossroads of the cultural, the emotional and the social.It is also a European project intended to create tools making it possible to carry out educational work with the teenagers on a European dimension which touches the culture, the inheritance, the history and the daily life.In and with the activities carried out we want to: * Develop self-respect and autonomy * Promote respect for others and solidarity * Raise awareness of respect, protection of the environment and heritage * Know one's history and culture and share them in a logic of conviviality * Become an informed and responsible European citizen * Promote culture as a factor of balance * Highlight the French language and culture - Number and profile of participantsAbout 50 students per school, about half of which will participate in mobility, i.e. for the 5 schools, 250 students impacted by the project.We will involve students with a heterogeneous and complementary profile with particular attention paid to at least twenty young people with either the least opportunities (4 to 5 per school).We also intend to promote the inclusion process. About 10 teachers per school will participate in the project.In addition to these 260-270 participants, between 200 and 400 other indirect beneficiaries may participate in certain activities.Other partners linked to the project (management, accounting agents, administrators, etc.) or outside will be mobilized according to the actions and needs of the activities.- Description of activitiesWith the exception of coordination and financial management, all activities involve and mobilize students.The results will be expressed in French (a brief summary may be in English).The activities selected are essentially: * Debates and conferences * Courses and knowledge contributions * Realizations of quizzes, logos, videos etc * Visits to sites and monuments * A theater and knowledge game activity * Culinary workshops with creation of European tables * Exhibition visits * Workshops involving professionalsThese elements will be supplemented by evaluation sessions as well as by activities intended to promote the dissemination of the project: ERASMUS + space, website, Europe Day, various events. - MethodologyThe French coordinator MFR AGENCOURT coordinates at his school and transnational level. Local coordinators and partners coordinate at their school level.Work tools, meetings, evaluation grids allow the progress of the project to be measured with the students and teachers involved and mobilized. - Impacts and resultsThe main expected impacts are educational and cultural. Our students, by becoming more informed citizens, benefit from real European cultural openness.Our schools, our teachers and our partners can open up more to other European cultures with all the activities proposed with the project. - Long-term benefitsThe activities carried out, the dissemination elements put in place can benefit all of the educational communities peripheral to the project.European culture is strengthened and partners between schools and between teachers can continue on other subjects.In a logic of dissemination, the ERASMUS space, the Europe day ... etc can also contribute to accentuate the long-term benefits.

How can we make our education systems more open, more innovative, more anchored in the digital age ? In such a context, how can we encourage the training and development of the professional skills of those involved (school heads, teachers, trainers, researchers, etc.) ?Such is the questioning of the ERASMUS+ ANGE project for Anchoring the Digital in the Governance of Institutions and the transformations it induces.ANGE has 3 priorities :oThe development of innovation in digitally-anchored institutionsoInitial and in-service training for all those involved in education, in particular headteachersoPreventing school drop-out through digital useANGE has 4 specific objectives : to create a network of classlabs (support laboratories) and training tools ; to create a research-action network; to promote effective school leadership ; to enable the development of the professional skills of all those involved in education.ANGE is the project of 9 partner institutions : AECG (Association enseignement catholique de Gironde), ICP (Institut Catholique de Paris), the University of Craïova (Romania), Paul Claudel d'Hulst high school (Paris), Rakovski of Bourgas high school (Bulgaria), University of Salamanca (Spain), Zawm St. Vith (Belgium), the University of Salamanca (Spain), Novida Loïmaa High School (Finland), CEGEP de la Pocatière (Quebec), recognised for its quality, excellence and sense of innovation. ANGE is to share the progress of the 9 partner institutions of the project : universities, high schools, training center, network of institutions that have experienced, implemented, piloted or accompanied transformations related to digital technology in 4 institutions in Finland, Belgium, France and Bulgaria, launched in pedagogical, organisational and managerial experiments, in which digital technology plays a central role. They all ask themselves the same questions about governance, steering, leadership and skills development !The reflection that we have been sharing for the last 3 years and the analysis of the projects implemented, are gathered around 3 questions :oDoes the deployment of innovative projects linked to digital technology have an impact on the governance of institutions by making it more participative ?oDoes the Classlab Ange approach promote the development and success of innovation projects ?oDoes the Classlab Ange approach allow all the actors involved to gain in skills and thus participate in their professional development ? ANGE is the accompaniment of the experimenters by a pan-European and international team where everyone was an actor alongside directors, teachers, researchers and trainers who allowed the analysis of the changes induced by digital technology and the implementation of recommendations in the governance of institutions.But ANGE is also about human encounters, exchanges, discoveries, shared work, training, meetings, to question each other, to learn together, from others to advance reflection and common productions.Classlab Ange's approach in this way has enabled everyone, managers, teachers, researchers, trainers and students to discover new work situations and new learning in an action-research approach. The creation, based on this project and its conclusions, of Classlabs has allowed a continuous training of the teams, teachers and headmasters, in an action-research approach and the acquisition of new competences now listed in a common repository of competences progressively co-built by the actors of the project.ANGE now offers a wide range of resources, based on research results, expert presentations at think tank seminars, analyses of pedagogical or managerial practices (outputs, study reports).The ANGE project, finally, is to share as widely as possible our experiences, our analyses, our resources, through the ANGE website http://classlab-ange.eu/ and the MOOC ANGE open on FUN since January 13th https://www.fun-mooc.fr/courses/course-v1:UVSQ+113002+self_paced/aboutBut ANGE is above all the will to learn from others and to grow together, in a multicultural and multilingual environment; it is the will to open up to a world without borders to enable everyone to find the path of educational transformation they wish to implement in their own environment.Although e-education is a strategic tool for our schools of tomorrow, it will only be able to respond to the educational challenges if it is anchored in the governance of the schools and accompanied by the indispensable training in the pedagogical uses of digital technology for school heads and teams.

"As teachers, engaged in this project, our goal was to prepare our students to face the challenges both in their studies and later in life. We have made efforts to make our students more motivated and interested in the topics we teach. After two years of work, we found that most of the students, involved in the activities and their friends, say that many of the subjects taught at school are already more relevant to them. Of course, there are still others with whom we will continue to work.Following the exchanges made between the school teams, many colleagues focused on up to day teaching. We changed the traditional approach and as a result we managed to achieve this new goals proposed in our application. This project allowed us not only to go into the chosen areas and share our experience; for teachers it was an opportunity to find teaching methods that helped this transition.At the same time, the goal of our project was to find topics and tasks that would be of interest to our students and help them play a more active role in their own learning process. We believe that working and being able to interact with European colleagues has given new ideas to everyone and has helped us to develop a learning process based on research and self-study. We hope to safeguard this valuable experience well beyond the active phase of the project and to improve it throughout life. Among the many challenges Europe faces today, migration and the integration of migrants have a special place. Unfortunately, we often face a Europe - and a world - where attitudes towards people from cultures differant from ours seem to be moving in a rather negative direction. As part of our activities, we have offered to help change these attitudes by increasing personal knowledge and contacts across cultural boundaries. Our efforts were rewarded because the issue was relatively easy for students to understand, as immigrant students and their families are part of their daily lives. The four partners all face a large number of migrants currently arriving in our countries. Everyone reacts in more or less different ways. The exchange of practices within the project has been interesting and meaningful for our learners, their families and our colleagues.Teachers from partner schools have worked on this subject in many subjects such as English, Social studies, Geography, History, ICT, etc. We have also engaged students from different levels and consider it a great asset, since a significant number of our students have been directly or indirectly involved in the activities carried out and the obtained results.A significant result, due to the work in the project, deserves attention - we have been able to increase student activity, engagement and motivation by helping them learn by doing. To achieve this goal, we used various activities such as interviews with other students, interviews with people who work with newly arrived immigrants, visits in migrant integration centers, etc. Students were encouraged to find their own answers to their own questions. In this process, contact with students from partner schools opened them up to different solutions and points of view and also offered them a motivating opportunity to practice foreign languages learned in school in a realistic setting. We consider that we have increased the learning outcomes of our students. In addition, they now better understand the challenges migrants face and are ready to help them integrate into a new reality. Thanks to the contacts made, we are all better aware of the enrichment that these ""foreigners"" bring to our societies.Our project and the innovative work on the subject of migration have helped our educational teams to create rewarding professional contacts and create ties between them. In our opinion, these results will continue to facilitate integration and prevent exclusion and xenophobia from taking over.The results of our work are published both on the project blog, a Facebook page and on Etwinning. We believe that they have resulted in a more active teaching of students.We wanted to keep our colleagues informed of our experience since the methods used can certainly be applied in other areas."

"<< Objectives >>The ""Cineduc"" project aims to use cinema as a vehicle for education and European citizenship. In a context of rampant nationalism and withdrawal in times of pandemic and geopolitical conflicts, it seems important to let our audience of young Europeans, aged 16 to 18, know the richness of cultural diversity, economic, social or political development of the various Member States of the Union in order to bring them into a spirit of inclusion and tolerance.<< Implementation >>Organization of virtual conferences on the trades and techniques of cinema, screenings and reviews of films in video capsules, sharing of pedagogical sequences using the 7th Art, digital portfolio on the critique of a work, juries during film festivals, production of a theoretical digital dictionary on cinema, creation of screenplay, trailer, collaborative poster for the production of a short film, writing of a digital and physical magazine on the project.<< Results >>Development of communication skills in French, sharing of teaching practices between European partners, improving knowledge of cultural, economic and political specificities, development of the digital tool, open-mindedness and tolerance for difference, learning film techniques, collaborative artistic creation, motivating young people to go to school, knowledge of European institutions, links to inclusion."