"The focus of this project is students who require some level of support or consideration to be fully included in HE. While HE organisations have a stated mission to be inclusive and accessible places, anecdotal evidence from both students and teachers suggests that this is not always the case. Furthermore, awareness of accessibility and support strategies can tend to be in ""silos"" of knowledge such as equality and diversity units, student support centres, student enabling centres, faculty representatives for diversity and inclusion. HE lecturers , already under pressure to transfer their teaching materials and methodologies from classroom-based to online within a short timescale, have often had to focus on online teaching which suits the majority of their students. They may not consider or take into account additional accessibility options unless they are formally asked to do so by an organisational policy or a student's specific request for accommodation. It is accepted that when students have to request accommodations in advance, they are already being penalised or excluded to an extent, since students who do not require those same accommodations can simply turn up to any lecture without notice and be able to participate fully. To build a really inclusive higher education system, therefore, lecturers would need to incorporate as many accessibility features as possible, *without* waiting for student requests. InclUDE therefore has three objectives:•Provide an easy way to search and access free and open tools for online accessibility. •Create a practical, step-by-step resource that guides lecturers through setting up online teaching sessions that are accessible to a wide range of students. •Create guidelines of considerations that can help lecturers to make their teaching scheduling and practice more inclusive. These objectives will be reached through the production of 3 intellectual outputs: •IO1: Web repository of existing digital access tools (e.g. online transcription tools, website visibility checks for users with sight loss…);•IO2: Guidelines for accessible online teaching – how to make teaching via e.g. Zoom or Teams accessible to specific groups, for example:D/deaf students; students with sight loss; autistic students; students with mental health issues; economically disadvantaged students with limited access to technology/wifi (including Roma);•IO3: Guidelines for inclusive online teaching – looking at considerations for teaching practice that don't fall under the category of legally mandated accommodations, but can facilitate attendance and participation for students with a range of challenges. The outputs respond directly to this call in that they focus on activities to support learners, teachers and trainers in adapting to online/ distance learning, while facilitating quality and inclusive education. The direct target groups addressed by this project are:•HE lecturers - the main beneficiaries of the objectives and outputs mentioned above; •students - who will benefit from lecturers using best practice in online teaching. Indirect target groups include:•HE managers and administrators;•teachers from other fields (e.g. schools, adult education, VET);•learners from other fields;•local councils and ministries of education; •other policyholders in the field of education; •disability support and service organisations.The project will be managed using the Waterfall methodology, which works well with strategic partnerships that have the budget and outputs agreed from the very beginning. This project addresses the need to gather the best practice discovered under stress during the spring 2020 lockdown, as well as through ongoing online teaching. It further addresses the need for lecturers to have quick, practical and clear resources that they can use at their convenience, and without taking a lot of time away from everything else they are involved in. It aims to ensure that students in a range of circumstances do not get left behind as online and blended learning becomes more prevalent."

An increasing number of teaching environments are becoming multicultural, requiring new sets of skills on the part of teachers. Furthermore, both the professional world and the associative field are looking for a new profile of employees with teaching skills, capable of opening up to the challenges of multi-cultural and discrimination-free environments. The Joint Master program the TELME project aims to sept up will recruit high quality students in Teaching foreign languages in a multicultural environment, organized in two academic years among four universities for the time being: the University of Rennes 2 (France), The University of Limerick (Ireland), Åbo Akademi (Finland), Univerzita Mateja Bela (Slovakia). The Universities of Alcara and Computense (Spain) are also interested in joining the future JMD consortium. TELME will also allow the consortium to look for constant collaboration with institutions and the business world, which will guarantee a focused training process: European and non European networks, Educational institutions, Regional Associations; Companies; Libraries, Cultural Institutes – both regional and national institutions should collaborate with the universities to offer theoretical training, conferences and internships.TELME will set up a) a joint program with learning validation (120 ECTS); b) mandatory trans-national mobility, with validation of all activities and a multiple diploma, offered by the consortium universities; c) top quality education in language teaching, linguistics, ICT, multi-cultural environments; d) the knowledge of at least two European languages (among French, English, German and perhaps Spanish)..

Distress Flare (FDD) is a European cooperation project operating in Portugal, Spain, Italy, Belgium, Turkey and France. Its aim is to unite, compare and contrast the various skills and experiences had by citizens, researchers, artists and local public decision-makers working to counter migrants’ social exclusion.Europe has recently experienced one of its sharpest ever rises of its history in migrant people numbers. The issue of welcoming these migrant people is gaining greater traction in both EU-wide and local debates going so far as to severely divide populations. Populist ideologies often capitalise on a fear of foreigners, and their rise runs counter to ambitions to consolidate Europe as a space for peace, while also driving a wedge between citizens and institutions.Given the urgent need to rebuild a culture of solidarity that can overcome nationalist narratives, eleven organisations from six countries are banding together their skills, their capacity for innovation and their networks to honour the contribution and role of migrants in Europe today. Our objectives:- To contribute to migrants’ social inclusion and help them actively participate in democratic life. We will do this by strengthening migrants’ ability to express themselves publically as they acquire new interpersonal and intercultural skills.- To empower migrants and non-migrants to work towards a more creative Europe with a greater sense of solidarity. - To support the design, implementation and dissemination of innovative teaching methods through a combination of the eleven partners’ pedagogical, social, artistic and academic skills.- To promote and apply the idea of cultural rights as set out in the Universal Declaration of Human Rights and the Fribourg Declaration.Over a three-year period, the project multidisciplinary consortium will work to create several multilingual resources, including handbooks for all participants, a reference material kit, a website, a scientific and educational publication, a manifesto and a documentary film series.To do this, in each countries of the project, from 2019 to 2021, we will organise six training sessions, each one due to run over seven consecutive days comprised of :- an educational artistic workshop in which adults and young migrants and non-migrants, ultimately will display their work in public;- a communications kit workshop, in which a group of students from a university or specialist college will roll out our communications in public spaces;- an action-research organised by humanities researchers, with a focus on the methodological innovations designed over the course of the project;- a plenary seminar for all stakeholders.The project’s third year will be spent finalising intellectual outputs and spreading the word about them locally and internationally. A training day for public decision-makers will bring the project to a close in June 2022 and lend it a global impact.We expect the project’s medium-term impacts to be the following:- A revitalised sense of citizenship from a local level upwards, as people are encouraged to take part in democratic life and engage with EU-wide social issues such as the challenges of immigration.- Greater legitimacy will be given to innovative learning promoting multidisciplinary skills.- Greater learning opportunities in Europe to support the education and training sector. These opportunities will emerge out of newly created and promoted multilingual open educational resources coproduced with project stakeholders. These attractive, high-quality OERs will be available online.- Sustainable transnational cooperative networks will be set up between universities and people from outside academia. - Partners will have more scope for working internationally and trialling new methodologies.- Participants, public decision-makers and partner organisations will become more conscious of their ties to our European community’s shared future.- New educational synergies will be developed between cities: training for public decision-makers is designed to be replicable, and its aim is to formulate public policy in which intercultural dialogue and citizen participation are encouraged.The FDD project’s primary audience is adults and young migrants and non-migrants who will take part in educational artistic workshops. FDD also aims to train professionals from all different backgrounds—including teachers, academics and public decision-makers—so that we can pass on the OERs to a wider student audience and facilitate better awareness and understanding of how migration has historically shaped modern-day Europe. The project has the capacity to get 3,600 people directly involved, and its outcomes will be communicated to more than 60,000 people.

<< Objectives >>The Project aims to:1) developing a model of increasing language competences2) promoting new innovative educational practices, including in particular the use of the latesttechnological advances3) developing and making available an attractive, intuitive, multilingual and engaging tool, which will be accessible without restrictions free of charge due to, among others, age, place of residence, wealth, mode of education, etc.<< Implementation >>The project will consist of the following activities:- Development of the game prototype- Testing the prototype- Development of additional game scenarios by partners- Translation of the game into the languages of the partners- Testing of the game scenarios in the wider circle of potential users<< Results >>The main result of the project is to create a tool which will combine knowledge from many areas, supporting multidimensional education of the participants. Knowledge of experts from various fields will be used, while the tool itself will include provenmechanisms for building e-learning engagement.Results are:- Development of different game scenarios covering intercultural issues- Providing the game in partner languages- Strengthening the intl. collaboration between Partners

« THE ENCYCLOPEDIA OF MIGRANTS - A great collective and educational enterprise of experiences and knowledge sharing on the theme of migrations in Europe » (EMEU) is a European transnational cooperation project between Portugal, Spain, France and the British Overseas Territory of Gibraltar which has gathered and confronted the intertwined expertise and experiences of citizens, researchers, pedagogues, artists and local public stakeholders to fight against the social exclusion of migrants.In facing the major crisis we are going through, a source of tension and withdrawal, the EMEU project has invested in collective intelligence and knowledge transmission with the aim of synegizing our multicultural and globalized society - one shaped by migratory movements - into a factor of growth and human development. Thus this project has then attempted to answer to the emergency of operating a change of point of view about migrants and to promote intercultural dialogue in Europe by favouring a better knowledge and understanding of the history of migrations that have shaped contemporary Europe.Its aims:- To reinforce social inclusion of migrants and to favour their active participation in democratic life by empowering them through public expression via the acquisition of interpersonal and intercultural expertise- To develop the concept of exchange and implementation of innovative educational methods involving the participation of adult learners and young people from diverse backgrounds and combining the pedagogical, artistic and scientific expertise of the 10 co-organizers at the European level- To produce and to favour the circulation of multilingual open educational resources (OER) in Europe thereby promoting the linguistic, cultural and social diversity through the mobilisation of public stakeholders and by using the lever of new technologies- To develop local networks of strategic actors to target the migrants with fewer opportunities and educators for the transfer of the multilingual OER produced.Between 2015 and 2017, we have mainly worked with adult learners from diverse backgrounds and education, as well as training staff from different professional fields to realise a web site, a series of pedagogical guides, a reference kit, a collective multilingual publication, a user manual and a documentary movie about the theme of migrations in Europe. To achieve that, we have organized in the territories of action of the project:-3 transnational meetings of practices exchange and collective evaluation-local learning activities (pedagogical workshops with migrant learners, graphic design workshops and film-shooting workshops with students) contributing to the realization of the outputs-a series of intermediary restitutions and then public presentation events of our 6 outputs (exhibitions, reading-debates, meetings, projections), towards 2 535 organizations (schools, universities, libraries, art centres, civic centres, NGOs, municipalities, etc.)To achieve the implementation of these actions, favour a productive dialogue on the European scale and create the conditions for a sustainable exploitation of the results, the 10 co-organizers of the project have depended on a structured network of 8 cities along the Atlantic coast (Brest, Rennes, Nantes, Gijon, Cadix, Porto, Lisbon, Gibraltar) and on the animation of local networks of strategic actors across the project, that represent some 50 partner organizations.The EMEU project has targeted 14 390 persons in total in France, Spain, Portugal and Gibraltar, in the 8 associated cities and beyond: migrant and non migrant adult learners, education and training staff (artists, researchers, coordinators, teachers, animators), public stakeholders, migrant and non migrant young people, pupils and students.In the end, the EMEU project made it possible to:-enlarging the offer of attractive and high quality learning possibilities accessible to everyone -favouring the acquisition and transfer of new linguistic, digital, interpersonal and intercultural expertise and reduce the gap of skill acquisition by adult learners-training pedagogues from different fields to the development of innovative educational methods based on the learner by using transversal expertise-developing new local and transnational synergies and sustainable cooperations between practice, research and politics to favour an active European citizenship-transferring the end results into new projects in the artistic, scientific, educational, social and political fields, and into new territories in order to promote the integration of migrant populations.