This is a follow-on project from the ECML project PlurCur (2012-2015, www.ecml.at/plurcur). The project’s aims are to develop further the plurilingual, inclusive and intercultural whole school policy by means of both new and existing partner schools in secondary education in an international context. The innovation of this project will be that it is based on version 2 of the plurilingual whole school curricula (see Allgäuer-Hackl/Brogan/Henning/Hufeisen/Schlabach 2015) and that in Plur>E, we will focus on involving school administration and educational politics.Plurilingual whole school policies are designed in such a way that languages taught as subjects are not treated in isolation and language and content-matter subject instruction overlap so that content-matter teaching is also language teaching. This consistent implementation of content and language integrated learning will be transferable to all non-language content lessons. The languages to be used will include languages already present at a given institution, i.e. family/heritage/migrant languages, modern languages taught at the school and the language of schooling.The multilingual approach to language teaching and learning also means that learners get insights into the structure of languages, study possibilities of positive transfer and interferences between the languages they use, train productive and receptive skills, develop metalinguistic and crosslinguistic awareness as well as language learning strategies and strategies of language use. In this way, we aim at developing competencies that go beyond individual languages, and plurilingual proficiency, a concept that will have to be defined, described and assessed into more detail in the course of the present project.Given that classrooms all over Europe are becoming more and more intercultural and multilingual, teachers are facing the challenge to provide learning opportunities which use those competencies and skills which learners bring with them to their learning environment, and this includes different levels of skills in a large variety of languages. The main target group will be students and teachers in secondary education. Decision makers (school management, educational politics) will also be targeted.The main outputs will be:1) Results in form of reports and best practice examples by the partner schools about the implementation of version 2 of the prototypical plurilingual whole school policy at their schools; to be used by other schools in aid of their own plurilingual projects and by decision makers in aid of including plurilingual approaches in school policy. The work towards these outputs will also entail a change in the individual partner schools’ structure, i.e. new plurilingual courses will be established, teachers will train in plurilingual teaching, teachers’ meetings across languages will be established etc.2) Results from evaluating version 2 of the plurilingual whole school policy, including new approaches containing objectives, content and assessment tools of plurilingual language teaching in order to present models for best practice in plurilingual education, will be made available to teachers and school management, as well as to educational politics and multilingualism researchers. This will help spread the idea of the policy and facilitate its implementation in other schools and educational institutions.3) Research results on students’ language attitudes and their experiences in plurilingual classes – specifically in a multilingual theatre group and in classes on Germanic intercomprehension – will be produced and published, to be used in multilingualism research as well as for decision-making in school management, school policy and educational politics.4) Recommendations on school development and to decision makers in secondary school education about best practice in the implementation of the plurilingual whole school policy will be produced based on the experiences in this project.5) Plur>E Online Modules for networking, expanding the number of future partners and the types of schools, sharing best practice examples with teachers across Europe.

Beyond teaching history, science or languages, teachers guide our children… shaping the attitudes, skills, & values they will use in the world beyond the classroom (Her Majesty Queen Rania Al Abdullah)Early Childhood Education is considered an important base for life-long learning & whole person development & the most important & most vital of all stages in the proper development of a child whether is in the emotional, behavioral or cognitive domain. Early years of child life are crucial as it is of the utmost importance in the child's physical, emotional & intellectual development.In line with the current digital era, teachers are required to integrate ICT in their daily teaching &replace their traditional methods with modern tools &facilities. (ICT4EDU) proposal addresses the need in Jo-HEIs for newly graduated student teachers to be able to teach using ICT, & for improving teachers & students digital competence, especially when dealing with children with special educational needs or disabilities, ICT plays a key role to facilitate their education process. Carrying out (ICT4EDU) project trans-nationally is essential for under-setting practices, & impacting policies & curricula in school of educational sciences & the integration of ICT teacher education to meet the requirements for digitally competent youth & children. The Main objective of (ICT4EDU) project in to enhance the quality of ICT competencies of early childhood teacher’s educators in the (8) higher education institutions in Jordan, Palestine and Egypt in line with advance EU practices, thereby enhancing the quality of the education in pre-schools in Jordan, Palestine and Egypt.

"School education is the most important educational period, when students create learning mechanisms, construct knowledge and develop basic skills and acquisition methods. The quality and the effectiveness of school education is of strategic importance in all countries and a top priority in the EU agenda. Efficient school education is of strategic importance for development, the economy and the society and is considered necessary more than ever before for schools to offer students innovative and efficient learning procedures based on Information and communication technologies (ICT) that attract their interest. Advanced and innovative ICT technologies, web 2.0 tools, social media and 3D virtual reality are emerging technologies and several studies point out the important role they can play to assist both teachers in teaching but also students in learning more efficiently in entertaining and cooperative way. However, studies on European level point out that a big percentage of teachers and school educators may lack the necessary digital skills. Indeed, the findings of many EU studies indicate that teachers have a strong desire to integrate ICT into education but they encounter many barriers. The major barriers are the lack of confidence, lack of opportunities, lack of competence and lack of access to resources. In these studies, teacher skills, competence and accessibility to quality resources are the critical components of technology integration in school education. Teacher skills on new digital, social and ICT technologies are reported to be mediocre and their lifelong learning training on new technologies, in most cases is missing. It is considered necessary more than ever before to assist teachers and enhance their digital skills on the use of new ICT technologies and the utilization in their learning procedures and in their courses for the best benefit of students learning.In this context, the VRACE proposal has been designed specially in order to contribute to one of the most important strategies promoted by the EU Commission for increasing the educational outcomes of school education. The VRACE proposal has been designed specially in order to give a correct response to one of the most important strategies promoted by EU Commission for increasing the educational outcomes of school education. In this spirit, VRACE project aims to assist teachers in learning how to efficiently utilize innovative digital, ICT technologies like virtual reality and Web 2.0 tools and social technologies in their school courses in order to assist students' learning and their knowledge construction and cooperation. The project will initially develop a concrete training framework and e-courses targeted to school teachers, to train them on how to successfully integrate various necessary and efficient digital technologies in their school education. In this line, a virtual learning environment will be formulated and a wide spectrum of courses, roadmaps and good practices that will offer advanced training procedures to teachers on European level. In addition, the environment will also be offered to school teachers participating in the pilot activities to prepare and include their own courses as well as interested teachers after the end of the project. The platform will also be offered to school teachers participating in the pilot activities to prepare and include their own courses as well as interested teachers after the end of the project. Students will be involved in various piloting activities to collect feedback and improve the Methodology and e-courses.The partnership includes five participants from five countries. Coventry University is the coordinator of the project and the main technological partners of the project are the Computer Technology Institute (Greece) and the University of Turku (Finland) both having experience with using Virtual Reality in education. CTI will have an active role in the development of the Virtual World and provide valuable content for Courses. The National Research Council (CNR) of Italy, with it's ""Istituto de Tecnologie Didattiche"" has extensive experience in the area of applying ICT in education and will have a major role in the pedagogical methods applied. The CCOV (CZ) has expertise in applying ICT in education as well as the formulation of innovative courses at all levels of education and will be an important content provider for the e-courses.The results of the project will include i) Studies/reports/roadmaps on ICT in school education in European level, ii) Courses and guidelines for teachers on integrating ICT in School Education, iii) 3D game-based virtual reality platform.Teachers using project's results will improve their ICT skills and offer more efficient and attractive learning procedures to students. The project will have a great impact on National and European level, it will bring great added value to the school education and enhance its efficiency."

Reflect Approach is defined as a structured, collaborative and participative learning process which facilitates people to critical analyze their environment, construct a personal understanding of local and global reality and challenge dominant development paradigms. In the core of this process rests the need for people’s empowerment as well as reflect and action for social change. Our project aims at designing, developing, implementing and evaluating of a high quality Massive Open Online Course (MOOC) under the title e-Reflect, which (a) introduces school educators in a rich technological environment for the implementation of the Reflect Approach in contemporary school settings, and (b) encourages inter-European teacher collaboration in active citizenship projects. MOOC’s instructional design process is placed in the context of the Reflect training methodological background and incorporates up to date e-learning principles. MOOC develops around 6 lessons which employ a variety of teaching strategies and involve learners in interactive and collaborative activities through the use of web2.0 tools. Our project is especially timely. It addresses the need for continuing, in service education in active citizenship, since Eurydice points to improving teachers’ knowledge and skills for teaching citizenship throughout Europe. Eurydice notices that while several countries have reformed their citizenship education curricula over the last years, these reforms have rarely been introduced in continuing professional development programmes (CDPs) (Citizenship Education in Europe report 2010/11).The project is Initiated by the 1st Primary School of Rafina - Greece, a public sub-urban school, through the agency of the following teacher education and research institutions:- Bath Spa University, UK- Centre for Advancement of Research and Development in Educational Technology LTD (CARDET), Cyprus- University of the Aegean (UAEGEAN), Department of Primary Education, Greece- University of Turku, Faculty of Education, FinlandProject activities evolved in two cycles: In the first cycle, e-Reflect MOOC is designed and developed. An on-line training of teacher trainers follows, and the cycle completes with the actual implementation of the on-line course, attended by school educators.In the second cycle, trained educators, in collaborative settings, implement e-Reflect activities in classroom communities settings. Pupils use web2.0 tools to articulate their thinking, to communicate and collaborate with their fellow pupils, to discuss issues and common school/community problem areas and take reflective action. It is expected that they get empowered to fully participate in society change initiatives. The cycle completes with the evaluation of the school/community based intervention on the grounds of improving the quality of school-based learning provision in fostering reflective thinking and action.On teacher professional level our project was expected to contribute to:1) the strengthening of educator's professional profile through providing quality continuing training on key competencies and skills (digital skills in active citizenship education);2) the internationalization at the level of education and training institutions (cooperation between schools, HEIs, and NGO's around Europe);3) the enhancement of Information and Communication Technologies (ICT) uptake in teaching and learning and support of (a) ICT-based teaching and assessment practices, (b) access to open educational resources (OER) and (c) open and flexible learning.The outputs of the project reached the target group members and the stakeholders through the training phase, the implementation phase, and all the dissemination activities. More specifically, the teachers received professional development by completing the e-Reflect course and through being exposed to the e-Reflect approach. The impact on them was the development of their competences when it came to the objectives and values of the project and their ability to apply the e-Reflect approach in their teaching and expanding it to address problems of the local community. The impact on the schools participating in the project was the improvement of the quality of school-based learning provision in fostering reflective thinking and action.

<< Objectives >>SCIBIOEU will:identify communication gaps between the general public and science; support citizens to better understand the aims of science and usefulness in their lives; support students and young scientists to be well-equipped in using effective science outreach strategies and to enrich their communication skills; develop an e-learning platform including the course that can be easily integrated in HEIs’ platforms;support teaching methods of HEIs and other institutions by offering a new course<< Implementation >>SCIBIOEU consist of five WPs. WP1. Project Management; WP2. Development of the course and the e-learning platform; WP3.Design and development of the Serious Game (SG); WP4. SCIBIOEU Training in practice; WP5. Dissemination Activities. The main activities of these WPs are: literature on existing courses; co-designed focus groups with final-users to determine their need for the course and the SG; development and translation of all the materials; testing the materials with final users in 4 pilots<< Results >>The main results of SCIBIOEU: 1. A new innovative course, adapted to the need of target groups, on Science Outreach of biobanking; 2. A SG as an attractive tool of awareness of general public in biobanking issues; 3. A digital Guideline Handbook called “Best Practise Guidelines for Science Outreach”. These results can be easily adapted to other scientific fields and thus they will be “prototypes” for professors of HEIs and scientists of research institutions who wish to organise science outreach