Europe was built on foot. During the Middle Ages, the pilgrimage routes to Compostela were the first element to unite a fragmented Europe. Similarly, the current European Union emerged after the Second World War from a broken and confronted Europe in search of values that would allow it to restore its sense of unity.The choice of the theme of the Way to Santiago (Camino de Santiago) goes hand in hand with the need to find common elements and values that reinforce ties with Europe along with the sense of belonging in a context in which European values are questioned. Heritage education based on the cultural assets of the Way initiates an intercultural dialogue concerning what we have in common and allows us to rediscover heritage, not as something static or from the past, but as a legacy that evolves through our commitment to it. Therefore, to interact with heritage is to interact with our identity. To convey the idea of the importance of its conservation is to contribute to the construction of an integrating, cosmopolitan and universal future. Thus, the CompostEVA project hopes to disseminate the learning opportunity represented by the Way and use it for the benefit of the objective pursued: Heritage Education in Virtual Learning Environments (VLE) to promote the acquisition of basic skills, especially social and digital skills as well as self-regulation among the adult public.With this premise, we have created a strategic partnership in which the participants aim to bring together their complementary knowledge in the fields of pedagogy, ICTs associated with education and the rich cultural heritage of the Way to Santiago in an attempt to respond to the main challenges of the WP2025: to increase the participation of the adult public - especially low-skilled learners - in lifelong learning, to improve the ability of learning to learn to adapt to the rapid social and occupational changes of today's world and to promote media literacy to all citizens. The participants and their corresponding organisations, a total of X advisors, teachers and researchers who belong to the different sectors of formal and non-formal education (teacher training, adult education centres, universities and associations) will specify the objectives established in the creation of a virtual platform of educational resources around the core theme of the Way to Santiago and a toolkit for teachers. The materials will be organised in learning itineraries conceived with an inclusive and interdisciplinary approach and differentiated by levels of competence. These will range from those oriented towards the acquisition of basic skills, such as reading and writing or digital literacy, to other more complex ones that require a greater concept and competence mastery, aimed at an adult public that, although they have access to an intensive and creative use of ICTs in informal contexts, are unaware of and fail to take advantage of their educational use. Adopting a task, problem or challenge-based approach as well as including innovative tools such as Mobile Learning, Immersive Virtual Reality or Gamification, aim to promote learner motivation in order to commit to the progression of their own learning and improve their competences while reflecting on the processes of building culture and the relationship between society and the objects it builds.The sequence of activities leading to the development of the final product will involve actions such as a needs analysis among the target groups (trainers and learners), content identification at local and European level, the designing of the virtual platform, the selection of ICTs tools, the making of methodological decisions, the piloting of materials, the dissemination plan and the development of Teaching Guides and Best Practices conceived to favour the usability and transmission of the materials to other contexts and topics. The entire process of training and material creation will be subject to continuous evaluation established by a model based on ADDIE (Analysis, Design, Development, Implementation and Evaluation), ASSURE and KEMP, to guarantee the rigour and quality of the training processes.The dissemination of the results of the consortium will ultimately contribute to the international implementation of new pedagogical approaches and innovative digital tools, promote networking and broaden the perspectives of the target audience of the project (immigrants, refugees, seniors, disadvantaged and, in general, adults seeking a second chance in education) in order to continue learning throughout their lives in innovative environments, thus enabling them to be an active part of society to avoid exclusion and promote mobility and social cohesion.

"The project was born in the Centro Autonómico de Formación e Innovación (CAFI), a member of the teacher training network. We are responsible for training around 30,000 teachers of all levels (pre university levels). Besides the CAFI, the network is made up of other 6 Centros de Formación y Recursos (teacher training centres). CAFI is in charge of organizing online teacher training activities, designing and assessing innovative instructional programmes.Within this context and following the recommendations of the Council of Europe, the department of training and innovation at CAFI developed a framework of teacher competences in 2015. Several universities have similar proposals, but they often lack an essential component: the context (the school). Lifelong teacher training should go beyond transmission of specific knowledge. It is essential to reflect all their functions in a holistic training that takes into account all the needed competences for their job, as well as the context and the team.Bearing this in mind, the CAFI set out to generate a Framework of Teacher Competences. This was a ""common"" framework inasmuch as it would be useful to agents of initial teacher training (universities) and agents of state and public teacher training. The term also intended to be global and validated for different European contexts, allowing us to export our proposals at the same time as we imported cross-border solutions.To attain this global aim we allied with the following international partners:Universities:PHW - Pädagogische Hochschule Wien, Viena, AustriaIPL - Instituo Politécnico Leiria, Leiria, PortugalTeacher training centres:LFEE - Le Francais en Ecosse, private teacher training centre in Edinburgh, Scotland UPC - Ugdymo Pletotes Centras, public lifelong centre in several areas of expertise in Vilnius, LituaniaLegislative agent in education at a regional level: Consejería de Educación, Junta de Castilla y León.With all these partners, we designed the following objectives for the project:1. We developed a Common European Framework of Teacher Competences (hereforth MCCPD) made up of 9 competences and 31 subcompetences articulated around 3 levels of performance, defined in descriptors of competence level.2. We created a system to assess initial training needs according to this framework, which takes into account both real and sensed needs. This system was implemented with self-assessment forms and self-reflection questions linked to descriptors of a specific competence level.3. The framework was translated into a set of rubrics to assess teaching practice, which can be used for self-evaluation and hetero-evaluation by many different agents. These products were developed in the 6 official languages of the strategic association: English, German, Spanish, Galician, Portuguese and Lithuanian.Later, as outlined in the initial project, a practical turn was taken, and we generated:4. Two online courses, one for new teachers and one for mentor teachers. These courses were tested in the CAFI during 2017/2018.5. A good practice in teaching guide, with multimedia, multilingual examples which illustrate each and every one of the competences and subcompetences defined in the MCCPD.The results reached in the lifetime of the project have been highly satisfactory. The Framework has been presented to university students in the two contexts of further education level of the association, and teachers have assimilated it as a framework to develop their syllabi. In the Pädagogische Hochschule Wien, they succeeded in proposing and integrating the framework within the context of their KA3, PREPARE to elaborate audiovisual teacher portfolios. The project has also left its trace in institutional programmes in the context of educational regional policies: from the CAFI and in collaboration with the Junta de Castilla y León the framework was implemented in the context of Observa-acción, a job-shadowing programme within and among schools. 12 Galician and 12 Castillian schools participated in this programme. Likewise, and following the spirit of the porject, the teacher training network in Galicia reached and agreement to work with universities and try to find a common thread related to competences that articulates study plans both in initial and lifelong teacher training. Both through these actions and thanks to dissemination through the website, university teachers and their students, and teachers in primary and secondary will be able to use the resources, modifying and adapting them to best suit their needs and understanding their training and tasks in a global, holistic way to reach excellence in education."

ELAPSE aimed to develop primary and secondary language teachers' awareness of CLIL/soft CLIL methodology transnationally and to build teachers' confidence and expertise to adopt a cross-curricular approach to the planning and delivery of language lessons.The ELAPSE project partners had collectively identified that knowledge of CLIL/soft CLIL in the primary sector of their respective countries was limited and had not been embedded within curriculum planning and delivery. Project partners were aware of small-scale pockets of interest in CLIL/soft CLIL methodology in their respective countries. Furthermore there was a lack of tried and tested materials available to primary languages teachers across Europe to enable them to use a CLIL/soft CLIL approach. By creating 21 sets of resources catering for teachers of English, French, German and Spanish as additional languages, ELAPSE was able to plug an immediate gap in available resources. The resources for teachers focus on Literacy, Numeracy, STEM subjects and Health and Wellbeing. The focus of ELAPSE is on the upper primary phase and on bridging resources which can be used as pupils transition between the primary and the secondary sector. The resulting practical resources and good practice guide are now available across the European Union on a dedicated open-access project website as well as an online course. These will act as a self-access bank of CLIL/soft CLIL resources, including an outline of CLIL/soft CLIL methodology, teacher support materials, advisory videos from experienced CLIL teachers, evaluation materials and a good practice guide. Teachers and teacher training and support organisations are at the core of the ELAPSE project and we were committed to ensuring that ELAPSE’s resources and the online course were piloted by practising teachers. This has ensured that our resources are fit for purpose and that classroom teachers around Europe and globally can be confident about using our self-access resources, which include step-by-step learning opportunities to build awareness of CLIL and to build confidence to embark on using CLIL/soft CLIL methodology in their own country/sector. ELAPSE project partners anticipate that there will be around 80,000 teachers involved in various ways in the project. This includes teacher-contributors who acted as critical friends throughout the project to critique the work of the project partners such as the agreed direction of the online course and the suggested content of the 21 sets of CLIL/soft CLIL resources. The more experienced practitioners feature in videos expressing their views on CLIL and soft CLIL methodology and offering their personal tips on what the methodology has brought to them as practitioners and to their school and pupils. Teachers who were new to CLIL/soft CLIL piloted our resources and online course and assisted the partners in the development of a best practice guide to support other teachers. There will now be teacher-participants new to the approach piloting resources in each of the partner countries. We aim to disseminate our projet further both across participating partner countries (at local, regional and national level) and across Europe. This will involve conducting ‘awareness raising activities’ both in relation to the theme (soft CLIL/CLIL) and specific to the project (outputs etc). Relevant completed outputs to be disseminated include: an online course, a bank of resources, evaluation tools and finally a good practice guide. We believe that this final output will be especially important as it has the potential to have a significant impact on pedagogy and the way languages are taught across Europe. Therefore, we firstly aim to target teachers and teaching communities (both physically and virtually/via social media etc.): teacher trainers, institutions, school/educational networks and stakeholders across the partner countries (UK, ES, FR, AUS) and associate partners across Europe. Following this first phase of dissemination and a period of evaluation (of resources, tools etc), a second phase of dissemination will take place where we will target national agencies and organisations responsible for language teaching and development in both partner countries and associate partners across Europe including; training providers, educational leaders and advisors, networks, subject associations etc. We envisage as a result of the ELAPSE project that there will be a core body of schools in each partner country practising CLIL/soft CLIL at primary/early secondary level; that teachers will have the capacity to upskill themselves in CLIL methodology through the online course, best practice guide & use of our lesson plans and resources, thus creating a lasting and transformative ongoing legacy in European schools. All support materials and resources are entirely free for teachers to use and will be housed for a minimum of three years on our dedicated ELAPSE project website.

"Europe looking for innovative strategies and means to foster an increase in skilled personnel in STEM and secondary education institutions are holding a key to unlock STEM potential. This calls for a joint action on national and international level in order to contribute to resolution of European level challenges by targeting teachers from STEM focused schools the vehicles of change and multipliers in STEM education in their countries, working with future generations and prospective employees in STEM fields. Project “STEM capacity building” intended to build a critical mass of teachers capable to implement a cohesive approach in STEM (science, technology, engineering and mathematics) teaching, which is based on ideas of values promotion, more complex integration in STEM education and learner-focused approach, and contribute to the development of responsible individual, who uses science to contribute to the progress and well-being of society. Project objectives: To identify new and explore effective forms and methods in STEM teaching, learning and assessment; To share experience of good practice on:- increasing students' interest in STEM and creative STEM application through engaging, integrated STEM learning activities tailored to learner needs and capabilities;- developing students’ skills of creativity and critical thinking, STMD competences (STMD = mathematical competence, basic competencies in science and technology, digital competence) social and civic competences; To guide teachers, how to organize STEM teaching based on values promotion, more complex integration in STEM education and learner-focused approach; To develop teachers’ skills and competences necessary for cohesive STEM education implementation.The project brings together 6 partners from 5 countries with experience in STEM education and teacher professional development. During the lifetime of the project (24 month) partners from Greece, Lithuania, Netherlands, Portugal and Spain identified new and explored effective forms and methods in STEM teaching, learning and assessment, shared experience of good practice in STEM education, developed teachers’ skills and competences necessary for cohesive STEM education implementation. Project partners, taking into account Sustainable Development Goals, a clear demand for innovations, especially those from STEM (Science, technologies, engineering and mathematics) fields, the importance of science in understanding the world, guiding technological development, recent very important insights of analysis on good practices in STEM education from 7 EU countries (good practices target mainly 14-18 age group, STEM good practices tend to develop few intellect types, the participating individuals in society through creative application of STEM implies the need for more complex level of integration in STEM education and even incorporation of other disciplines) developed STEM focused 40 h 5 modules online course “STEAM capacity building” and 40 h. 4 modules Long-Term Professional Development (in-service training) face to face program ""STEAM capacity building"" for teachers and educators for dissemination in local, national and international (Erasmus + KA1) levels. To reach those goals 4 transnational partnership meetings (total 150 participants), 5 national dissemination events (total 150 participants) and 1 international Roundtable discussion (28 local and 12 foreign participants) was organized.Number of teachers, educators and students indirectly involved in project – 2000 (each partner involved 2-10 schools).Project contributed to improved basic, didactic and subject competences of STEM teachers. Partners believe that Outputs intellectual base enhanced innovative learning in the classroom. In the long term the Project expects STEM education know-how multiplication to other schools/teachers and involvement of other schools in Output exploitation. Partners expect that Project results and cooperation for STEM education advancement built a support on STEM PD initiatives among PD centres and policy makers and cooperation in the Project built fundamentals for future cooperation in STEM PD."

The World Economic Forum's research reveals that 5 million worldwide people will transfer their business to robots, and start-ups will focus on artificial intelligence and cloud projects up to 2020. In addition, approximately 50 or even 100 billion devices are expected to communicate with each other. In the near future, it is among the responsibilities of the Ministry of National Education to give direction to the innovative studies in this field by taking some fundamental steps from now on.In Europe, some EU countries develop strategies to reflect their national policies about innovative learning spaces, while some countries consider innovative learning spaces as a priority in education. At this point, although there are different practices in this field both in our country and in Europe, there is no standard for creating innovative learning environments.Within the scope of this project, samples of good practices on flexible learning areas in developed countries at European level will be examined. By this means, it is aimed to provide EU level standardized trainings for innovative learning spaces that will be designed as design and skill labs in Turkey.Therefore, the teachers who will develop innovative applications of innovative learning spaces will attend the trainings on 3 main topics: ICT, pedagogy, and space design. European Schoolnet will develop a methodological framework for the purpose of designing the trainings at EU level. University of Lisboa will be responsible for guidelines for teachers, Pedagogische Hochshule will design scenario-based learning activities, YEĞİTEK will develop evaluation scale and design online platform. Also, designing an online training platform for teacher trainings in order to support scenario-based learning in a multi-disciplinary way is one of the main innovative outputs.11 Pan-European teachers will be trained on multidisciplinary approach of technology, pedagogy and design in the scope of the project. These trainers will provide scenario-based distance teacher- trainings in their own countries on “Designing Future Innovative Learning Spaces” through the platform to be developed. The three main topics of the framework program will be technology, space design and multi-disciplinary pedagogy. Following face-to-face trainings, online trainings will be delivered to 55 Pan-European teachers in Spain, Turkey, and Czech Republic. Those trainers will deliver scenario-based learning on innovative learning spaces to teachers at Pan-European level, reaching minimum 1,750 teachers. For this purpose, it is aimed to receive trainer trainings from the European Schoolnet which has developed a prototype model in order to investigate the good practices in the innovative learning spaces implemented in Europe; and carry out the study visits. Following the trainings, a methodological framework will be developed in order to improve the innovative learning spaces that can be implemented throughout the country. Therefore, sample scenarios for the scenario-based learning studies in the innovative learning spaces and the teacher guidelines for creating scenarios will be prepared by all partners. Moreover a distance learning platform will be developed on EU standards in order to enable these trainings reach a greater audience in both national and European level. This project will supply the need of schools that the innovative learning environments which will be created under the name of design and skill labs will be set up at EU level. Thus, this is an innovative project that associates and accomplishes the implementations in both our country and other partner countries.