Projects

Project number : CIF/ERSTE_2/2025
2025-2026

Money Matters: Empowering Financial Literacy Through Game-Based Learning

Money Matters is an innovative project financed by CIF to create an educational card game that transforms financial literacy training into engaging, interactive gameplay. The game features challenge cards with real-world financial scenarios, tool cards offering strategic solutions, and event cards introducing unexpected life situations. Players navigate practical financial decisions while developing critical thinking, collaboration, and democratic skills like dialogue and teamwork. Designed for youth, adults, and educators, the project emphasizes inclusivity through multilingual content and culturally relevant scenarios that ensure accessibility across diverse European communities.

The project extends beyond the physical card game to include comprehensive digital resources: printable PDF versions, an interactive online flipbook, and video tutorials accessible through QR codes. Money Matters integrates into existing educational frameworks while maintaining sustainability through its free, printable format that removes economic barriers. The initiative aims to build more financially literate and democratically engaged communities by empowering players to apply their financial skills within their local contexts, with potential future development into a mobile app based on the card game’s success.

The project “Money Matters” was funded by the Civic Innovation Fund (CIF), a unique European pooled fund of THE CIVICS Innovation Hub. CIF is supported by the ERSTE Foundation.

The DigComp project, an Erasmus+ funded initiative, is strategically designed to elevate the digital literacy of adult educators across Europe. It addresses the critical need for enhanced digital competencies in modern education by providing educators with essential tools for self-assessment and targeted training. The project’s comprehensive approach includes the development of an E-Skills Self-Assessment Tool, virtual training platforms, and peer support networks, all aimed at fostering a collaborative learning environment where educators can share best practices and resources.

A key component of the DigComp project is the emphasis on recognizing and validating educators’ achievements in digital literacy.

Furthermore, the project promotes inclusivity and equal access to digital education, with a focus on bridging gaps in digital access for educators, particularly those from marginalized groups such as low-qualified minority youth.

In addition to enhancing technical skills, the DigComp project also prioritizes the development of soft skills among educators. It aims to support educators in managing motivation, stress, and social isolation, which are increasingly important in the context of remote work and digital interaction.

Project number: 2024-1-ES01-KA220-ADU-000250995

The Science App project aims to boost parents’ confidence in teaching science, enhance their knowledge through educational tools, and promote healthy science-related parenting habits. This will be achieved through a comprehensive strategy that includes developing digital learning resources, designing user-friendly tools, and fostering an online support community for parents.

The project focuses on stay-at-home parents, unemployed adults, individuals with limited science backgrounds, diverse demographics, and those seeking peer support, ensuring inclusivity and accessibility.

Implementation will involve various activities, content creation for Science App, and the development of both a website and a mobile app. Collaboration among project partners will be key, leveraging diverse expertise and resources to produce high-quality digital tools and educational materials. The expected outcomes include increased parental confidence, expanded scientific knowledge, and a strong, supportive community for sharing resources and experiences.

Project number: 2024-2-RO01-KA210-ADU-000274030

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Project duration 2025-2026

The “Svenska Steg” project will organize Swedish language workshops for young migrants in the capital area of Finland, primarily Arabic-speaking migrants, to learn Swedish and Swedish-Finnish culture.

The project will have 20 workshops scheduled once week, with around 20 participants each time. The workshops will be held in Helsinki with native Swedish and English-speaking tutors and an Arabic tutor present.

The materials will be trilingual (Swedish, English, and Arabic) and will be created using digital tools.
The project aims to increase the Swedish skills of migrants, especially Arabic-speaking ones, improve oral communication skills, and help them integrate better into Finnish society and improve their employment capacities.

The short-term effects include improving migrants’ Swedish language skills, motivation to attend regular courses, and opportunities to study in Swedish-speaking vocational or adult education schools. The long-term effects include strengthening the Swedish language and Finno-Swedish culture in Finland, enriching Swedish-speaking culture with new perspectives, and enabling cooperation with other Nordic countries.

A website in Swedish, English, and Arabic will be created, aimed toward young migrants in the capital area, primarily Arabic speakers.

The materials will be promoted on social media and via networking. The project will promote social sustainability through teaching Finno-Swedish culture and helping migrants integrate to Finland.

The DigMar Project aims to enhance the digital marketing skills of professionals in the tourism and hospitality sectors. Its primary objectives include:

• Developing a comprehensive training program that equips participants with the latest digital marketing strategies and tools.
• Facilitating knowledge exchange among industry experts, educators, and practitioners to foster innovation and best practices.
• Promoting the adoption of digital technologies to improve competitiveness and customer engagement within the tourism and hospitality industries.

By focusing on these goals, the project seeks to empower professionals to effectively navigate the evolving digital landscape.

Project Number: 2024-1-DE02-KA210ADU-000253719

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The main concept of the project titled “Green Pathway to Tomorrow” is to promote sustainability and green practices among pupils in secondary schools. So, the project aims to address environmental and climate change issues by supporting innovators at school, developing key competences and green skills, promoting green transport, and fostering an understanding of the importance of sustainability. The objectives, outcomes/results and their linkage with the priorities can be listed as follows:

Objectives:

a) to increase awareness of environmental and climate change issues among pupils
b) to develop pupils’ key competences and green skills such as problem-solving, leadership, critical thinking and teamwork
c) to enable pupils to become active agents of change for sustainability
d) to promote sustainable practices in schools such as reducing waste and carbon footprint, conserving energy, using green transport and mobility options
e) to encourage and support innovators in schools on practical solutions and initiatives that contribute to sustainability
f) to develop green skills among pupils, teachers and other project participants
g) to do workshops that are in line with the EU’s green policies (European Green Deal)

Outcomes/ Results:

a) Increased knowledge and, understanding of environmental and climate change issues
b) Improved key competences and green skills of the participants
c) Increased involvement and leadership of pupils in sustainable projects and initiatives
d) Improved environmental performance of school facilities
e) Improved ability to apply green skills to real-world problems and challenges
f) Improvements in using less energy and greener transportation options
g) Enhanced alignment and contribution to the EU’s green policy objectives by project participants

The objectives with the project’s priorities:

a) Environmental and Fight Against Climate Change: The objectives and outcomes of the project are directly linked to this priority as the project seeks to increase awareness and understanding of environmental and climate change issues and promote sustainable practices to reduce their impact. It promotes the use of green transport and mobility options in schools and communities as a practical solution to reduce the environmental impact of transportation.

b) Supporting Innovators at School: The project aims to support green innovators at school to develop practical solutions and initiatives for sustainability. So, it aims to develop the green skills of the participants to enable them to become active agents of change for sustainability.

c) Development of Key Competences: The project aims to develop the pupils’ key competences such as problem-solving, critical thinking, leadership and teamwork. It aims to promote sustainability by raising awareness of environmental and climate change issues among pupils.

The project is financed by Erasmus+ KA2: 2023-2-DE03-KA210-SCH-000170139

Recycling

The project 'Recycling' aims to increase sensitivity to climate change and environmental pollution, which are the primary problems of not only the environment we live in but also the whole world.

TARGETS:

1. Strategies to minimize waste:
   To raise awareness among consumers about choosing healthy and sustainable diets and reducing food waste, as stated in the farm-to-table strategy of the 1st European Green Agreement.According to the 2018 report of the 2. Turkish Chamber of Environmental Engineers, 30% of the was

   te collected in municipalities is plastic. Of the 8 million 612,000 tons of plastic released annually, only 384000 tons can be recycled.With this project, we aim to reduce the use of plastic to a minimum, to use glass, to use plastic products that can be recycled, and to gain awareness of the separate collection of packaging plastics.

2. Evaluation of Existing Waste
   1. Paper: As stated in the European Union Paper Recycling Declaration, with recycling, reducing air and water pollution by reducing tree cutting, and thus creating job opportunities for the recycling sector, employment will increase, the need for raw materials will be met and the European economy will be contributed
   2.Textile: to make use of textile wastes and used clothes in our recycling courses and turn them into products suitable for daily life.

The applicant country is Turkey. Partners are Finland, Spain and Greece.

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The project is financed by Erasmus+ KA2: 2022-1-TR01-KA210-ADU-000084308

Start-Up Simulator

Entrepreneurship empowers refugees.
It allows them to take direct control over their lives and overcome barriers they face in the labour market.

The project Start-Up Simulator supports Refugee entrepreneurs by developing an online, interactive role playing game that simulates a startup business where participants can develop their business plan, set up business infrastructure and run their operation before starting in real life.
Start-Up Simulator is reducing challenges (e.g. legislative, technical, financial, managerly) experienced by refugee entrepreneurs – by accompanying this simulator with step by step course material educating the participant on legislation and financial support mechanisms. The project aims to smooth the way for refugee startups to manage expectations better and launch their endeavour with solid research and virtual experience background.

The concrete results will be
1. Interactive Online Startup simulator Web app
2. MOOC for business startup and entrepreneurship

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The project is financed by Erasmus+ KA2: 2022-1-NL01-KA220-ADU-000087558

Development of guidelines for the inclusion of preschool children with behavioural and learning disabilities

The aim of the project “Development of guidelines for the inclusion of preschool children with behavioural and learning disabilities” is to ensure an inclusive preschool education for children with behavioural and learning disabilities.

In their daily work with children, teachers noticed that some children have permanent difficulties to adapt, perceive new knowledge and skills or to behave appropriately to their age. Often teachers don’t know how to react in situations if a child regularly screams, punches others or, vice versa, is apathetic, non-communicative.

The project partners will develop a new product: practical guidelines for preschool teachers, which will help to include these children.

Most guidelines that regulate how teachers should work with these children are academic, difficult to comprehend and are usually included in texts of legislation. These rules are not

an efficient tool for teachers to use in their daily work, as it takes a long time to read and understand them. That is why our project seeks to create one-of-a-kind guidelines that will

be practical and easy to apply. They will be in the form of visual reminders, so that they

are efficient to use in daily problem situations. The guidelines will facilitate the daily work

of preschool teachers, will ensure inclusive environment in preschools and will develop the social and emotional skills of children who have disabilities, including the ability to understand one’s emotions and build positive relationships with others. The project will promote the comprehensive development of children, taking into account their individual needs and abilities.

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The project is financed by NordPlus: NPJR-2022/10096

RE-THINK / RE-ACT

This project, called RE-THINK / RE-ACT, focuses on the INCLUSION of Secondary Education students with adaptation difficulties and / or behavior in classrooms due to poor training of SOFT SKILLS, which, currently, supposes a real challenge for education systems, since they tend to focus their training on HARD SKILLS as a priority. These students often do not receive the appropriate educational response they need, either because they do not have the necessary resources for it or because of ignorance of their personal situation, which can lead to their being excluded from their classroom-group and from their schools, and may even lead to early school leaving.This situation can cause a break in the educational, emotional and social development of the students.

That is why, thanks to the GLOBAL MODEL proposed in our RT / RA project, we will seek to respond to the horizontal priority of INCLUSION AND DIVERSITY IN ALL AREAS OF EDUCATION, TRAINING, YOUTH AND SPORT, as well as the priority sectorial of ADDRESSING DISADVANTAGES IN TERMS OF LEARNING, EARLY SCHOOL DROPOUT AND INSUFFICIENT MASTER OF BASIC SKILLS.In this way, the needs of the students will be attended to to promote their personal development and, with it, a true inclusion, being able to accompany them in the search for their own TALENT and training them to adapt satisfactorily to their schoolcenter, their community and the demands of society, including the acquisition of skills that allow them to know and integrate the so-called SOFT SKILLS.

Objectives:

• Favor systems for detecting weaknesses in educational centers in their attention to students in need of upskilling.-Develop effective materials that facilitate positive attitudes and behaviors that promote student inclusion.
• Train teachers and educational agents involved in effective care, support and mentoring for these students.
• Create valid teaching coordination tools to evaluate and improve the individualized treatment of students with these needs.
• Provide an inclusive vision to European education systems through good practices carried out at national and international level for the development of talents in their students.

Outputs:

• “RE-THINKING FOR SCHOOLS” (RFS), a tool that will allow educational teams and managers to assess whether theircenters are truly prepared for the inclusion of students and their support in the development of the necessary SOFTSKILLS, as well as to obtain answers, guidelines and routes for improvement in their daily educational work.
• “RE-ACT WEBSPACE” (RAW), an educational platform or space for promotion, motivation and RESKILLING for teachers and families, where they can find methodologies and resources to carry out with these students in the different areas in which they are as well as pills or educational tips that will undoubtedly help you in your role as educators. ROLE MODELS and success stories will be included, that is, testimonies from boys, girls, professionals or families who have faced this problem on some occasion and have successfully overcome it.
• “TOGETHER” (2Gapp), application for adequate teacher coordination that facilitates the transition between educational stages and work with the MENTOR or specialist of the RT / RA classroom, as well as with the different teachers of the ordinary classroom and the families or external specialists who They collaborate in the development of the students. This Will have an impact on an improvement in communication and a greater monitoring of the acquisition of competencies and skills of the students in the different contexts in which they find themselves every day.
• “YOUDO”, interactive digital tool to encourage student motivation and make their participation in the activities that the RT /RA project proposes to facilitate their development more attractive. It will be oriented to the realization of games, challenges,interactive and self-diagnosis cards, etc., that can be used both in the RT / RA classroom with the MENTOR or specialist as well as outside of it, favoring autonomy and responsibility in the realization of tasks for their own personal development and the improvement of their behavior and adaptation.

The project is financed by Erasmus+ KA2: 2021-1-ES01-KA220-SCH-000032542

DIMPE – Digitalisation of multilingual programs in the EHEA

The development of linguistic competence is one of the eight key competencies promoted by the EC. Despite MemberStates commitment to the promotion of foreign languages through enacting initiatives for the promotion of bilingualism, i.e., through YUFE and through the improvement of the effectiveness of language teaching in educational settings(Council on Multilingual and Language Skills Development, 2017), more actions in this area are imperative to promote further multilingualism and expand cultural understanding, acceptance and values. 

For instance, Europe has not yet implemented a language flagship program similar to the USA. However, multilingualism is entrenched in Europe’s Foundation and cultural diversity. Consequently, it should be promoted at all levels. Evidence-based policymaking could contribute to this end so that more extensive and effective initiatives and actions are undertaken to prepare students for international mobility and guide them in becoming more competitive in a constantly demanding and evolving international labor market. A multilingual European society will facilitate cohesion, inclusion, intercultural understanding, and acceptance. 

Higher Education Institutions (HEIs) can set the cornerstone to achieving this goal by adopting practices and undertaking novel endeavors to promote multilingualism. Currently, there is not a consensus for quality practice, andmany European HEIs, such as the ones involved in this project, need support for developing more potent pedagogical practices to promote multilingualism. Further, in most academic institutions approaches in foreign language teaching are driven by approaches used in first language teaching, without any significant adaptation of the teaching material, speech,or content in order to immerse students in constructive learning experiences. 

Moreover, many incoming exchange students complete their mobility exchange programs without becoming immersed in the target culture or using the target language, except English. In many cases, linguistic and cultural experience is undermined. Such experiences do not help to accomplish the language objectives of the EU: to speak the native tongue in addition to two foreign languages.Consequently, program coordinators, directors, teachers, administrative staff, and students are in dire need of support and guidance to adopt practices that promote multilingual education. COVID-19 pandemic means more obstacles, which can be sorted out by digitalizing those multilingual programs.

Objectives:

• support of multilingual program coordinators and directors in designing, developing, implementing, managing, and evaluating multilingual programs
• guide and support of lecturers and students participating in multilingual programs in order to increase their intercultural and linguistic competences
• promotion of the learning of the home language and culture to incoming exchange students participating in multilingual programs by providing decision-makers with internationalization strategies and actions
• dissemination of previous results in order to reach multiple target groups within the educational community and through diverse strategies and channels

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The project is financed by Erasmus+ KA2: 2021-1-ES01-KA220-HED-000022963

Skills4Mums – Job skills for unemployed mothers

Project duration: 2022-2023

Project’s aim is to increase social and economic mobility among stay-at-home mothers with no job and low income by providing the tools they need to thrive in their life, thereby strengthening generations of families and children to flourish and succeed both in work and life. Skills4Mums offers skills training for unemployed mothers in Greece and unemployed immigrant mothers in Finland and Sweden, supporting them to find employment and return to the workforce. The partnership between Learnmera,  Rise Club and Be-Creative will have a trans-national European dimension, and a focus on exchange of good practices and experiences. 

Unemployed mothers in Greece are a particularly vulnerable group struggling in
a socio-economic context additionally impacted by the consequences of the Covid-19 pandemic. This project aims to support the inclusion of unemployed mothers with few opportunities with an emphasis on their integration to the labor market identified in Greece, Finland and Sweden through local networks and the municipalities. 

Pooling of resources at European level through a partnership between organizations supports the exchange of know-how and sharing of challenges such as unemployment, gender equality as well as economic vulnerability and integration/employability of migrants at European level. 

Objectives:

• To develop teaching and learning approaches that are relevant to the needs of the labour market in the aftermath of the pandemic, focusing on the specific needs of unemployed mothers.
• To create the Rise Club Academy offering skills training to unemployed mothers in Greece as well as unemployed mothers from immigrant communities in Finland and Sweden, supporting them to find employment and return to the workforce.
• To develop specialized learning content for a series of courses/seminars on: digital skills, language skills  job search training and career guidance.
• To create work-based learning opportunities for unemployed mothers in Greece, Finland and Sweden through placements, training in companies.

The project is financed by Erasmus+ KA2: 2021-2-E101-KA210-ADU-000049774

Pro-Digita – Promoting Learning in Adult Education by the Digital Tools

Project Duration: 2022-2023

Pro-Digita supports the purposeful use of digital technologies in education & training.
This Includes the development of digital pedagogy and expertise in the use of digital tools for adult trainers, including accessible and assistive technologies and the creation & innovative use of digital education content.

The projects objectives are to increase the digital transformation of trainers and trainees through the development of the digital capacity, to improve the competencies of trainers and trainees in online education and to improve accessibility on online education for adult education.

Results:
– a network to increase the interaction between adult organizations to get the benefit for common works and projects
– a handbook to guide the trainers and trainees in adult education for online education
– an online platform for trainers and trainees to use in online education

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The project is financed by Erasmus+ KA2: 2021-2-PT01-KA210-ADU-000049637

Multi-I – Multimodal Interaction and Information

Multimodal Interaction and Information (Multi-I) is a 24-month strategic adult innovation partnership aimed at empowering trainers of adults and educators by equipping them with powerful instruments and methodologies aimed at integrating adult refugees through the creation of multimodal pedagogical literacy tools.

As a critical component of lifelong learning, multimodal literacy encourages adult people to engage civically, to overcome disadvantages, and to represent viewpoints that are oppressed and lacking. Adult people need to be able to communicate effectively in an increasingly multimodal world. This requires teaching them how to comprehend and compose meaning across diverse, rich, and potentially complex, forms of multimodal text, and to do so using a range of different meaning modes.

The solution is to provide the target group with multimodal literacy skills. It is a prerequisite for educators to increase their experience in this field for the acquisition of these skills. The Multi-I project has determined educators and trainers, who will play an important role in the acquisition of these skills to adults, as the target group and planned the project outputs in a way that will enable them to gain competence in the field.

Objectives:

1. Phase of research and analysis: This step will be composed of
a) researching on effective national and international models of Creative Drama and Media Literacy and Digital Storytelling methodologies in the light of Multimodal Literacy
b) Sessions of the national focus group with the target group and stakeholders; The Research Report ‘Challenges in multimodal literacy and effective models to ensure the integration of adult refugees’ will be the outcome of this process, providing the basis for the structuring of the training format ‘Adult work ensuring social integration of the target group’ to be tested during the Joint Staff Mobility period.

2. During the Joint Staff, the development of the Multimodal Literacy Toolkit to ensure the integration of adult refugees and its draft will be produced. The Toolkit will be one of the Web Platform’s Open Tools, organized in a PDF format, augmented by video tutorials of the Joint Staff’s activities.

3. To develop integration by Multimodal Literacy Web Portal, which serves as both an educational center for storing information materials and educational tools, such as the digitalized version of the Training Format in e-learning modules, the PDF version of the Toolkit and video tutorials, as well as a networking channel for trainers and members of adult organizations and NGOs to share good practice.

Results:
The products we will obtain at the end of the project are as follows:
Training Format for Trainers of Adult, Multimodal Literacy Toolkit, and One Web Platform.
The Multi-I project aims to strengthen educators and institutions actively working in adult education with innovative pedagogical products for the integration of refugees, which is an important issue at the European level. At the same time, as Multimodal literacy is a skill that every age group should acquire, we aim to encourage cooperation between sectors and different education levels in the project.

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The project is financed by Erasmus+ KA2: 2021-1-NL01-KA220-ADU-000026000

Digit & Learn – Empowering teachers for a more interactive, efficient and appealing digital learning experience

The KA2 “Digit & Learn” partner consortium will support teachers and professors in a digital upskilling journey that enables them to exploit the potential of digital means and technologies.

They will create educational tools that complement their teaching thanks to innovative approaches such as virtual reality environments (VRE) and game-based learning (GBL).

Project outcomes

1: Promotion of the use of digital and virtual means in school education.

2: Adoption of project results by different educational entities that will integrate them in the curricular activities.

3: Consolidation of a cooperation framework allowing partner organisations to be active on the topic exchanging information and proposing follow-up initiatives, also with the involvement of interested stakeholders.

Project Results

1: Blended learning-based Training Format targeted at teachers aimed at providing them with digital and new technologies content creation competencies.

2: Digital & Virtual Toolbox issued from the co-creation process between partners and trained teachers containing the new developed digital tools to be employed during lessons for a selected sample of school subjects.

3: Assessment system aimed at measuring the impact of the Digital Toolbox on student learning achievements.

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The project is financed by Erasmus+ KA2: 2021-1-LT01-KA220-SCH-000027737

Empowering Disadvantaged Women via Distance Education for a Sustainable Development Project

In the global agenda, women are regarded as the key driver for economic empowerment and employment. Gender equality (GE) is at the centre of EU values and is supported within the legal and political framework.

Recent research and statistics show that the integration of women, with fewer opportunities, in the Covid-19 process has slowed down in most European countries. This fact needs to be addressed and gives an opportunity to rethink strategy, be successful and find new ways.

The project aims to provide special learning opportunities to low-skilled adults and women, to encourage women to education by removing the space and time limits, and by increasing women’s economic empowerment/basic skills and competencies through distance education. In particular, our project focuses on housewives, immigrant or refugee women with multiple disabilities who want to be educated but can’t. They are responsible for housework, sick and elderly care and at the same time out of the education system and cannot work.

Through this innovative method, and continuously renewed open access online courses, we will increase the employability of the target group. This will provide important results for individuals, families, communities, and society.

Objectives
· To create an e-learning platform that can be integrated into the systems of institutions, that will reduce women’s poverty and are based on lifelong learning.
· To certify the compulsory domestic work done by women, to turn this disadvantaged situation into an advantage for them.
· To contribute to increasing the employment of disadvantaged groups through education.
· To provide easy access to education services with distance education modules for women who cannot attend face-to-face courses and create certified programs.
· To empower women in careers, entrepreneurship, digital skills, and financial literacy through education and ensure their participation in social and economic life.
· To create a strong social education network for women.
· To encourage women to develop themselves by providing professional and personal development trainings.

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The project is financed by Erasmus+ KA2: 2021-1-NO01-KA220-ADU-000033467

Digital Health Literacy (Digital Health Literacy to Increase the Resilience of the Disadvantaged Group)

This project aims to increase digital health literacy to increase the resilience of the disadvantaged group (elderly, disabled, stay-at-home mothers) who cannot get out easily in accessing digital skills applied in the health sector. This project develops tools for letting users better manage their health and make their health literate.

Digital health literacy ‘is the ability to seek, find, understand, and appraise health information from electronic sources and apply the knowledge gained to preventing, addressing or solving a health problem’. Digital communication technologies are playing an important role in the health communication strategies of governments and public health authorities during the COVID-19 pandemic. The internet and social media have become important sources of health-related information on COVID-19 and on protective behaviours. In addition, the COVID-19 infodemic is spreading faster than the coronavirus itself, which interferes with governmental health-related communication efforts. This jeopardizes national public health containment strategies. Therefore, digital health literacy is a key competence to navigate web-based COVID-19–related information and service environments.

The overall objectives are to increase digital health literacy to increase the resilience of the disadvantaged group and to get to know the digital health tools used across Europe.

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The project is financed by Erasmus+ KA2: 2021-1-NL01-KA210-ADU-000034096

Re-Start: Entrepreneurship Support for Refugees

Integrating people through work is vital to welcoming them into broader society and will benefit all of us and our whole economies in the future.

Project Re-Start is designed to answer essential questions of refugees wanting to embark upon opening their own business.
A comprehensive Manual and Website based on extensive research is being developed in the course of the project to give information and guidance to migrants, refugees and asylum seekers and support for operators who work with them.

The Entrepreneurship Guide for Immigrants and Refugees is thought of as an instrument to support and guide people with a migrant background, especially refugees, to understand their competencies and the chances to initiate their own business in the host country.
The Website is acting as the multilingual dissemination site for the project.
Site pages are devoted to information references and links to relevant organisations and associations regarding national legislation and business startup.

The expected impacts of the activities are:
– the strengthening of competencies of operators in charge to orientate the migrants, refugees and asylum seekers in the labour market and business start-up;
– the improvement of job searching by immigrants;
– the improvement of entrepreneurial competencies;
– the deep knowledge by migrant people concerning the business start-up;
– raising awareness of refugees about the importance of vocational training.

The project is financed by Erasmus+ KA2: 2021-1-BE01-KA210-ADU-000034932

STEM COIL

Project Duration: 2021-2024

STEM (Science, Technology, Engineering, Mathematics) is the driver for making Europe climate-neutral for our greener future and protecting our natural habitat. Greener sustainable ecosystems aimed at the people well-being as proposed by the European Green Deal will be good for people, planet and economy. No one will be left behind. Due to this, STEM attracts more attention at all the educational levels. However, the COVID-19 pandemic suddenly changed STEM teaching from the
„normal“ (traditional) to the „new normal“ (on-line only). This brought teachers to an unprecedented lack of STEM on-line educational materails as well as STEM teachers‘ fully on-line teaching skills.
As STEM skills are important for everyone, the global STEM community in higher education has been developing STEM COIL (Collaborative On-line International Learning) in and between the USA, Brazil, Mexico and South Africa, thereby being implemented in global classrooms.

This project proposes the two-level innovation:
– on the one hand, to incorporate STEM COIL into the Nordplus countries, thereby connecting the Nordplus classrooms to the global classrooms,
– on the other hand, to interlink STEM COIL in different educarion sectors (school, vocational, higher and adult) in the Nordplus countries.

This will be a disruptive project that will change the education practices towards the XXI century.
The project purpose is to develop the Handbook on STEM COIL for teachers and teacher trainers in different educational sectors (on the one hand, school, vocational, higher and adult; and, on the other hand, formal, non-formal and informal) and support them with on-line teaching materials in their work with learners including disadvantaged ones for their skills‘ improvement in green sustainable ecosystems and increasing educational and social inclusion.

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The project is financed by NordPlus: NPHZ-2021/10050

Skills4Integration of Migrants, Refugees and Asylum Seekers

Skills4Integration of Migrants, Refugees and Asylum Seekers is a project that addresses the integration of adult refugees, asylum seekers and migrants who have notable disadvantages in literacy, numeracy and digital skills.

Literacy, numeracy and digital skills are fundamental to master typical situations in everyday working life. Competence deficits in these areas can prove to be an obstacle to permanent and successful integration into the labour market.
This project researches the skills gap between new arrivals and their basic educational, linguistic, numeric and digital needs to reach a level of civic engagement and employability in the host country.
A Training Manual for volunteers working with refugees and migrants is being developed to support their Literacy Numeracy, digital skills and eventually their integration into the labour market. The training manual offers a teaching model to volunteer trainers, which aims to promote the social, educational and professional integration of low-skilled adult migrants and refugees in their host countries, developing their literacy, numeracy and digital skills.
These skills become necessary for the learners’ empowerment so that they can participate constructively in the social and economic life of their hosting country and improve their autonomy. The training manual will offer a comprehensive, volunteer-based tutoring model for volunteer trainers through the professional and user-friendly WebApp being developed as another result.

The material is provided in 7 languages: English, Dutch, French, Greek, Turkish,
Portuguese and Finnish.
Volunteers and professionals act as tutors to the low-skilled adult migrants/refugees for building their literacy, numeracy and digital skills.

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Use your time creatively

The ‘Use your time creatively!’ project is based purely on the exchange of good practices, a cultural initiative with an educational dimension. Each participating organisation developed an innovative learning method for adult learners that will be transferred to the rest of partners. The project aims to extend the competences of educators in the field of new methodologies for adult learners, as well as preparing an innovative set of educational materials dedicated to a group of young parents.

The participating organisations from Poland, Finland, Portugal, Greece, Georgia and Egypt, will gain a wider, more attractive educational offer that will be better suited to the needs and interests of the target group.

Each organisation specialises in different field which ensures a wide exchange of good practices.

There will be free access to the materials created, which will extend the exchange of good practices at national and international level. The project will strengthen competences of educators and introduce new, innovative solutions for adult learners in a long-term perspective.

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The project is financed by Erasmus+ KA2: 2020-1-PL01-KA227-ADU-095421

AR4EFL: Transforming Primary School Students’ English as a Foreign Language Learning (EFL) with Augmented Reality (AR)

For teachers, the COVID-19 Pandemic has become a great challenge for which there is no preconfigured playbook that can guide appropriate responses. The crisis has, among other things, demonstrated the complexity of keeping young primary school students attentive to the online explanations of teachers.

The learning process that we typically find in the classroom, either that is based on traditional translation-based methods or more interactive everyday dialogues and material, still cannot be compared to the real experience that the students can have nowadays with the use of technology. Augmented Reality (AR) can be defined as “a real-time direct or indirect view of a physical real-world environment that has been enhanced/augmented by adding virtual computer generated information to it”.

With this project we aim to train school teachers to use AR when teaching English as a foreign language to young students, who are also the final beneficiaries of the project.

OBJECTIVES

• To create a realistic learning environment for learners of a second language so as to motivate them to learn.
• Design, test and publish an innovative educational package based on AR technology for primary school teachers that will guide and support their English (or any other) as second language teaching.
• To provide quality training to primary school teachers on how to utilise the innovative educational package in traditional or virtual/online classroom.

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The project is financed by Erasmus+ KA2: 2020-1-UK01-KA226-SCH-094466

InclusionApp: Enhancing social inclusion of Refugees, Immigrants and Asylum Seekers through a mobile App

Project Duration: 2020 – 2023

The main goal of the project InclusionApp is to help RI&AS (refugees, immigrants and asylum seekers) learn the language and the culture of the host country through a mobile serious game and ood practices against social exclusion through a a collaborative e-learning platform.

Specifically the aims of the project are twofold:
(a) The Design, Implementation and Evaluation of a Mobile Serious Game for learning the language & the culture of the host country (InclusionApp mobile game) for RI&AS.
(b) The creation of a Collaborative e-learning portal with good practices against social exclusion of RI&AS.

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The project is financed by Erasmus+ KA2: 2020-1-PL01-KA204-082190

Digital competence includes the safe and critical use of Information Society Technology for business, entertainment and communication. This is supported by basic skills.

Aims of the Project:
1. To raise 21st century competencies
2. To increase the digital information and data literacy competencies
3. To improve digital communication and collaboration competencies
4. To increase the competencies of digital content production
5. To upgrade digital security competencies
6. To increase digital problem solving competencies

Activities for the Purpose of the Project:
1. With this 21st Century Competencies activity, in this competence field, the participants will be able to understand the place of digital skills in the 21st century.
2. Analysis, comparison and critical evaluation of the information and digital literacy activities and the reliability of information and digital content sources in this competence field will be made.
3. With the Digital Communication and Cooperation activity, data, resources and information in this competence field will be used together with digital tools and technology in a collaborative process.
4. With the activity of Digital Content Production, students will be able to organize digital content in different formats and express themselves in digital ways.
5. With the Digital Security activity, practices will be carried out to prevent students from protecting the privacy of personal data in digital environments in this competence field.
6. With this Digital Problem Solving activity, applications will be made for the participants in the following subjects in this competence field.

Methodology:
Within the scope of the two-year project activities, three international meetings and six LTT activities will be held. All partners will send two participants to international project activities. All partners will send three participants to the second, third, fourth and sixth project activities. An eTwinning project page will be actively used for the implementation and dissemination stages of LTT activities.

With the Digital Practice Guide, it will enable to analyze problem areas in a timely manner, to determine the strategy to meet the need, to make arrangements in learning environments to achieve the goal and to determine the rate of achievement of the goals. The Digital Application Guide will be updated as needed and will achieve a long-term, sustainable cycle.

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The project is financed by Erasmus+ KA2: 2020-1-CZ01-KA201-078315

 AWARDS (autonomy and well-aging reinforcement for the adult people with down syndrome)

The specific objective of the project will be achieved by reaching two different project results with a series of activities to be implemented and outputs from them. These results and the activities to reach these results are planned as the following.

RESULT A- Improving the competence of families and professionals with the adults with DS to gain their skills of autonomy in order to reinforce active and well-aging of the adults with DS.

Activity A1- Creating “Skills and Interests Test for Adults With DS” for accurate professional and social orientation of the adults with DS.

Activity A2- Developing “Multimedia Training Tool for Healthy Nutrition” for the adults with DS.

Activity A3- Developing “Multimedia Training Tool for Physical Exercises and Sports Training” for the adults with DS.

Activity A4- Creating “Vocational Education, Employment and Social Participation Training Module” for the families and professionals of the adults with DS.

RESULT B- Improving the competences of families and professionals of the adults with Down Syndrome to increase their life quality in order to reinforce active and well-aging of the adults with DS.

Activity B1- Creating “Sexual Health and Sexual Education Module for Adults With DS” for the families and professionals of the people with DS.

Activity B2- Creating “Health Protection Training Module for Adults With DS” for the families and professionals of the people with DS.

Activity B3- Creating an e-learning platform to reinforce the education materials and skills and interest tests.

Activity B4- Organizing adult trainers’ training activities of AWARDS project training modules.

Activity B5- Pilot training activities of AWARDS project training modules in partner countries.

Activity B6- Organizing “Active and Well-Aging in People With Down Syndrome Conference and Concert Program”.

The competences of the families and professionals of the adults with DS will be achieved in order to equip the adults with Down Syndrome with knowledge and skills in professional, technical, social or cultural fields, to bring them to life and to support them to become productive individuals. With the project products and results obtained within the scope of the project, the active and well-aging will be reinforced by increasing the social inclusion of the adults with Down syndrome.

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The project is financed by Erasmus+ KA2: 2020-1-TR01-KA204-094615

STEM – Labyrinth (STEM Labyrinth as a method for increasing the level of knowledge through problem solving)

The world has been changing rapidly, and the knowledge and skills acquired today are not foreseen to be sufficient while preparing our students for life. It is emphasized that the 21st century skills, such as digital skills, critical thinking, cooperation, problem solving, innovative and analytical thinking, are more than required.

In accordance with the priorities set by the European Commission, the STEM Labyrinth project is aimed to develop the so called “STEM skills” in students (Science, Technology, Engineering and Math), which can be considered basic skills and are, for this, the main focus of our project.

With the project we would introduce a new and innovative approach in STEM education addressing Innovative practices in a digital era as priority. Project intends to develop an innovative STEM Labyrinth Method and design Mobile App, to create a transformative educational experience for high school students. The real-world problem scenarios will empower students for higher-order thinking and problem solving, preparing them to be competent and ready for their careers in the fast moving digital world.

The Consortium consisting of seven partner countries will develop four intellectual outputs:

1. Toolkit promoting STEM Education

2. Mobile Application STEM Labyrinth

3. Guidelines for STEM Educators

4. Training course for STEM Labyrinth method

The main output Mobile App would represent a virtual simulator of real-life problems asking learners to tackle a real-world problem and by doing that to gain knowledge through problem solving. Thus App STEM Labyrinth will put the students in the centre of a labyrinth and it will challenge them to begin solving problems and eventually reaching the solution. Through providing help at several stages, the app intends to increase the motivation and the students’ understanding of the problem. Apps will provide clues and paths towards solving the defined problems and a step-to-step approach that will grab the attention of students and inspire them to get excited about STEM.

The project will contribute to the process of teaching STEM by giving useful tools for the teachers to implement new teaching methods and materials that will encourage STEM teaching and empower youth and students to be problem solvers. It will also develop course plans and teacher training courses for STEM, targeting teachers at primary, lower secondary and upper secondary level within the area of STEM in schools’ European dimension by promoting closer relationships between teachers, schools and relevant stakeholders and policymakers.

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The project is financed by Erasmus+ KA2: 2020-1-PT01-KA201-078645

EnForSe – English for seniors, practicing English with the Montessori Method

A large portion of the population is over 65, still healthy and life expectancy has lengthened and the quality of life has improved. These Seniors are still very active in supporting their children, help raising their grandchildren and would still like to learn. An important pillar of society, how effective they are, and some need to feel involved in the education path again, learning processes and social events.

Our challenge is:
Is it possible to teach the elderly?
Can the elderly actually learn? And learn a second language?

Our long term aim is to build bridges through aged persons in different European countries. The crucial point is to experiment with English, using it for communication and not just teach in the traditional theoretical way. Using the Montessori method to teach the elderly by creating places where you learn English, experiment with English, and participate socially in European culture and at the same time: the EnForSe Corners!

During the activities, these EnForSe Corners will give opportunities for meetings between Seniors who live in different countries and who use English to communicate.

Through this project, we will introduce to the Montessori Method a sort number of teachers and adult trainers in the field of language learning for adults.

Some of the target groups are retired workers in general, unemployed seniors that have never been able to graduate but wish to learn and restart their studies or simply seniors that need company.

Target:
10/15 seniors from each partner country will be involved in English lessons and EnForSe activities, the target of the total amount; 90 seniors, over 65.
18 English teacher trained in Montessori inspired methods for seniors.
EnForSe practical guidelines to teach English to seniors.

Outputs:
1 EnForSe special room created for sustainability and dissemination
6 EnForSe Corners created
6 EnForSe Multiplier Day Events implemented

Partners: Poland, Italy, Spain, Turkey, Germany & Finland.

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The project is financed by Erasmus+ KA2: 2020-1-IT02-KA204-079745

Our project, IndyLan, will develop an educational tool designed specifically for users to learn not only some of Europe’s endangered languages but also more about the cultures of the people who speak these languages. The tool constitutes a gamified language-learning solution in the form of a mobile application. Smartphones have become a popular educational tool and the number of the smartphone and tablet users of all ages is constantly growing in the EU. The IndyLan application will help speakers of English, Spanish, Norwegian, Swedish and Finnish to learn Gaelic (designated as ‘definitely endangered’), Scots (‘severely endangered’), Cornish (‘critically endangered’), Basque (‘severely endangered’), Galician (a minority language) and Saami (‘severely endangered’).

The application is building on a previous project, Moving Languages, with the key difference that IndyLan will produce one application for all languages, and not multiple language-specific applications as Moving Languages did. IndyLan will contain around 4,000 vocabulary items (both terms and expressions) in about 100 categories. The modes that will be available in the application are: Vocabulary; Phrases; Dialogues; Grammar; Culture; Test.

The vocabulary can be practised in several study modes, such as (the list below is indicative):

1. Flashcards for image+text practice
2. Choose the image according to the word
3. Select translation
4. Multiple choice with images
5. Multiple choice with words
6. Matching
7. Choose the letters
8. Write the missing word
9. Listening comprehension (with audio files)

Most of the items will be illustrated for easy concept recognition. There will be audio for all vocabulary, phrases, dialogues etc. The app will also include a dedicated Culture tab with texts, music and images, where users will be able to learn more about the heritage and culture of the people speaking the selected endangered languages.

The IndyLan application will be available for download globally for free in both iOS and Android. Like all language-learning apps, IndyLan is complementary to other language- and culture courses and can be considered to be part of self-study material. Our vision is for the IndyLan app to contribute to endangered language learning and revitalisation so that these languages remain alive and relevant in contemporary societies and economies.

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The project is financed by Erasmus+ KA2: 2019-1-UK01-KA204-061875

MH+ will develop governance and benchmarking tools for use by VET professionals in order to understand and improve their current approach to mental health issues.

Consequently, MH+ aims to develop a complementary ‘top down’ approach which allows VET institutions to fully understand how mental health and well-being fit into their services, and so develop responses that are inclusive of a range of learners. This will be achieved by developing a series of governance and benchmarking resources that underpin a structured and supported approach to quality service design. Partners will first develop an MH+ Charter which will set out the minimum requirements an organization needs to conform to in order to consider its provisions inclusive of learners with mental health issues. This will be achieved through desk and field research into current best practices and emergent trends across Europe.

The Charter will then be used as the basis for an interactive digital benchmarking tool that VET practitioners will be able to use to assess their current services and then track their improvement. Each organisation’s score against the Charter will form a ‘Mental Health Footprint’, with those organizations scoring highly awarded an MH+ quality mark. The final project output has been designed with sustainability and long-term impact in mind, as partners will produce a skills profile and resources for the development of a Mental Health Champion role. This will help MH+ achieve a wide impact on the governance structures found across VET institutions, helping these organizations to become more welcoming and inclusive for a range of young people with mental health issues.

This will see an improvement in the numbers of students from these groups engaging with VET services, helping to address the current retention and drop out rates in VET.

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The project is financed by Erasmus+ KA2: 2019-1-UK01-KA202-062036

The project ASSESS aims to define innovative methods and tools for the assessment of EFL learners. Its main goal is to bring new approaches to assessment and contribute to the development of evaluation consciousness. It also wants to support the restoration of the assessment system and share good practices among European countries. By creating an international network, schools and teachers can learn from one another, share valuable knowledge and insights and are better equipped. This strategic partnership offers a bridging innovative activity with concrete outcomes in Europe. These aspects contribute to many key objectives of The Europe 2020 strategy such as “promoting entrepreneurship, creativity, and innovativeness at all levels of education”, “Promoting the acquisition of skills and competences “ and “adopting a holistic approach to language teaching and learning.”

The Project will be implemented with a total of 6 partners from 6 countries: Portugal, Turkey, Finland, Greece, Germany, and Spain. Some of the chosen partner countries are known well with their language education in the schools. The partnership will create an online exam creator where EFL teachers can share the best methods and techniques in the assessment of young learners.

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The project is financed by Erasmus+ KA2: 2019-1-PT01-KA201-061275

 
“IntegrAction – Action for socio-economic integration of refugees and asylum seekers” project is elaborated in order to promote the social and economic inclusion of the refugees and asylum seekers in the local context of reception. The general objective of the IntegrAction project is to contribute to the social and economic inclusion of migrants, refugees and asylum seekers in the local context of reception.

The Specific Objectives are:

• To improve the linguistic competences of refugees and asylum seekers in order to promote the process of socio-economic integration.
• To increase the employability of immigrants through the strengthening of socio-professional and entrepreneurship competencies aimed at job placement, active job search and self-employment.
• To develop social and intercultural competences in immigrants stimulating their active participation in the local communities through mutual understanding initiatives.

The intellectual Outputs within the project are connected with the main barriers faced by refugees and asylum seekers: host country language, access to the job market, social acceptation by local communities of the host country.

• The IO1 – “Tool4aLLs – Toolkit on digital tools for Literacy and Language proficiency”;
• The IO2 “Immigrants in the Labour Market: a manual to facilitate entrepreneurship and business start-up”;
• The IO3 “Webdoc – Migrant Diaries”

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The project is financed by Erasmus+ 2019-1-IT02-KA204-063302

Technology is playing a critical role in how curricula are being developed and implemented. This is reflected in a huge movement in many countries to create STEM (science, technology, engineering, and mathematics) curricula to prepare students for lifelong learning and the demands of the future.

Through this project, the children who have difficulties to learn many abstract concepts will become familiar with the contents of new technologies thanks to the coding and robotics. The children will have a better understanding and will have the ability to think in three dimensions. Reading books or just studying is not enough for us to reach information. Because even in a second, a new invention emerges and we have countless new automatic vehicles. The world of science brings technology to today’s inventions and brings the products we use with coding and robotics to the points we cannot imagine. All of them come from the perfect harmony of coding and robotics. Therefore, starting from the early ages, coding and solving the robotic language, they will continue their lives without confusion as they will understand the content of the new inventions which they will encounter during their lives. Primary school students will be introduced to coding through Block-Based Coding through robotics, which involves dragging and matching different “blocks” of instructions. Secondary school students will learn Python programming and utilize Makeblock robots and construct advanced projects. Professional Development is the key to success, thus teachers will be equipped with key competencies and skills which will assist them to succeed in their professional or academic careers.

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The project is financed by Erasmus+ 2019-1-UK01-KA201-062030

Project LANGO is the development of a mobile phone app and web portal working in tandem. The project aims to provide European language education for refugees and new-comers, making Europe their new home.

LANGO is an ERASMUS+ funded project and involves five partner organizations: The Netherlands, Belgium, Turkey, Greece, and Finland. The languages of these countries (except Finland) represent the target languages on the app. This project is a continuation of the previous project Moving Languages. There will be many refugee languages common to those of the arrivals in each of the partnered countries. These will include common mother tongues such as Arabic and Farsi, as well as some minority dialects such as the three dialects of Kurdish, Sorani, Bardini, and Kurmanji.

Therefore, all the menu items and audio files contained on the app in the target language can be translated into the mother tongue of the learner. This feature will enable learners from a zero foreign language background to begin educating themselves on a free, easy, and fun to use mobile app.

The web-portal will contain printable PDF study material and will play host to the animated Daily Life series involving 10 x two-minute episodes in each of the partnering languages. These episodes will also include follow up exercises to support a better understanding of the content and at the same time, teach critical cultural differences.

Project LANGO is an innovative and creative way to engage refugees and new-comers in their integration process in a less formal way. After all, learning should be fun.

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The project is financed by Erasmus+ 2019-1-NL01-KA204-060376

The main aim of the City Quiz&Walk project is to enhance integration and cultural education of migrants, immigrants, expats, and students using an innovative city quiz mobile application.

According to the research conducted at the preparatory part of this project application, the mobile app created for this project will be a unique digital solution both for the foreigners residing in partner countries as well as the professionals working with immigrants and refugees.

In this project, we will deliver 5 versions of the mobile application for city quizzes with the main focus on the partner’s cultures in their capital cities. The partner countries are Finland, France, Greece, Portugal and Lithuania. This thematic app will contain illustrated and text questions that will help the user get a better understanding of the culture, traditions and key figures in the partner cultures. In our mobile app we will be offering a possibility to explore the culture and history both by solving the online quizzes in the mobile app and (when the app user is present at the quiz location) by following the map of the area to be able to solve the quizzes and familiarize themselves with the places on which the questions are based.

Each version of the mobile application will be available in 2 languages English as well as the partner language. After the project completion, similar mobile apps can be created for other cities.

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The project is financed by Erasmus+ KA2: 2019-1-FI01-KA204-060734

 
This project intends to use this approach to target VET professionals and learners education, as well as language schools, as English is one of the most important professional skills in Europe. VET organisations do not necessarily have important resources to train their English teachers or to acquire innovative tools. Also, learners in VET education do not necessarily have a lot of time to spend on reviewing their lessons and might not feel confident in studying on their own: an English tutor chatbot could help them be consistent in their studies. This is why we think it is useful to develop a ready-to-use mobile learning solution with supporting lessons for English language learning for VET and language school learners.

It is important for this project to be carried out transnationally in order (a) develop a solution to build up an essential professional skill in Europe and (b) be adaptive to the different situation with regards to the variety of English proficiency in different European countries. According to the latest European Survey on Language Competencies, in 2012, English was a mandatory language in 14 countries or regions within countries of the EU. It is by far the most taught foreign language in nearly all European countries at all educational levels. The trends identified in this survey show an increase in the percentage of pupils learning English at all educational levels since 2004/05, and particularly at primary level. In 2009/10, on average, in lower secondary and general upper secondary education, the percentage of pupils learning English was higher than 90 %. In upper secondary pre-vocational and vocational education, it reached 74.9 %. Furthermore, it is a key skill for employability: the European Commission Study on Foreign Language Proficiency and Employability (2015) revealed that over four in five employers interviewed and three quarters of advertised online vacancies stated that English was the most useful language for the jobs discussed in all sectors and in almost all non- English speaking countries. Therefore, it is important that learners have an engaging English learning experience that will not only help develop one of the most important professional skills in Europe, but also help them develop their language studying skills so they can learn additional languages in the future.

This is why the objective of this project is to create together an English tutor chatbot to support the students in their learning process and the teachers in their teaching activity.

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The project is financed by Erasmus+ KA2: 2018-1-BE01-KA202- 038594

Adults in Europe have difficulties in the three areas identified as core competences by the European Commission: literacy, mathematical competence and digital competence. For example, in Europe, one in five 15 year-olds and one in five 16-65 year-olds have poor reading skills; and around 55 million adults between 15 and 65 years of age have literacy difficulties (ELINET, 2015). Regarding mathematical competences, the 2013 OECD Survey on Adult Competencies (PIAAC) found that 24% of European adults scored at (or below) level one in a scale of five. The data are not better if we focus on digital skills. According to the data of the Digital Indicators Table, 80 million Europeans have never used the Internet, and according to the most recent data published by the European Commission on the Digital Economy and Society Index (2017),44% of Europeans do not have basic digital skills.

The need to promote innovation in the development of adult education, adapting the teaching-learning process to the changes in society, mainly through the use of active and cooperative methodologies, diversified evaluation instruments and integrated Information and Communications. Technologies (ICT), brings us to propose this project, which will design and develop a web application.

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The project is financed by Erasmus+ KA2: 2017-1-ES01-KA204-038478

As the growing number of migrants in Europe struggle with limited financial resources, this project aims to improve and facilitate their access to second language studies through participation in Language Voices language cafés, which are informal meetings based on volunteering but also systematically organised. The migrants gain access to social, informal environments of the resident country while integrating into a community of learners and tutors, which is often a key success factor in establishing a quality life in a new country. The project will provide: 1) a preparatory training and handbook so that the multilingual Language Voices concept can easily and successfully be replicated throughout the EU or anywhere else in the world;  2) A comprehensive material bank with language learning and cultural material and resources and a possibility for online communication and language exchange; 3) A mobile application to find language exchange events available in the partner countries; 6) A Language Voices association registered in Finland to carry on the activities.

The project objectives are: 1) to mitigate some initial barriers to language studies (regarding opportunity, access and cost); 2) to facilitate the proliferation of easily accessible, informal, low-cost but well-structured language training opportunities and material; 3) to provide all-encompassing multicultural, multilingual environment and meeting places in cooperation with local small businesses.

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The project is financed by Erasmus+ 2017-1-FI01-KA204-034714

Youth Online project originates from the necessity of adaption to continuous technological and educational changes in the world and also for fighting against widespread educational problems of schools. The aim of this project is to draw attention to the drop out for the students between 15-18 and to set examples of preventive measures.

The purpose of the project is to determine the current situation of the schools for this problem by situations, needs and risk analysis regarding the students and their reasons for dropping out and poor attendance, and to develop prevention measures for the students in risk group in the form of an online tool; an application which the students can use to both develop their skills and make career plans.

The project aims to develop a conscious and resilient follow-up strategy by raising awareness about ESL with analyses and creating an online tool application to appeal to the interests of students. We believe that ESL is closely connected to the deficiency of skills and competences among youth and if we support their social improvements they can be more motivated about their future and about finding a job.

We aim to find solutions for the following: What are the reasons for drop out and poor attendance? Which students in the school are under risk? How can we make our schools a better place for the students in this technological era? How can we help them improve? How can we create an environment to help them discover their abilities and socialise?

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The project is financed by Erasmus+ KA2: 2017-1- TR01-KA201- 046747

The project is focused on reducing dropout rates, and the objective is to offer a second chance to the disadvantaged students in particular, who have dropped out of school for various reasons, allowing their return to the education system to complete their studies and improve conditions for finding a job.

We develop activities via peer learning and collaborative work that answer to improving the acquisition and integration of basic competencies into the curriculum, development of new approaches to strengthen the educators’ training, digital integration of languages in the learning, promotion of unified qualifications on a European level and innovative projects directed to reducing the differences in the results of learning that concern the students in disadvantaged environments.

The results developed in the project are:

1) Management manuals;

2) A study of premature abandonment within the school system;

3) Institutional programs that are applied in every participant country;

4) Examples of good practices: a) Prevention of school dropout, b) The access to

other levels of the educational system, c) Promotion of active citizenship;

5) Reduction and improvement of the programme of school failure in our institutions,

a) Formal and non-formal learning;

6) Collaborating with city halls, institutes, teacher training colleges and other organisations in the participant regions;

7) Examples of good practices related to innovative experiences in education;

8) Strategies of intervention for disadvantaged groups.

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The project is financed by Erasmus+ KA2: 2017-1- ES01-KA204- 038438

From teachers to andragogues: how to improve the quality of adult education

The  goal of the project is to improve the quality and efficiency of non-formal adult education services as higher quality leads to higher motivation of adult learners. This way adult learners will not only take more active part in various non-formal education activities but at the same time developing their sense of common sociality and citizenship.

The basis to guarantee high quality of non-formal education services is the development of educators` skills, competencies as some of educators have no or scant experience and no education in the andragogical field and in the current situation they are obliged to adapt their attitude towards changing working environment, target group and educational context.

The aims of the project are not only to gain theoretical knowlegde but also to experience and test the andragogical methods and strategies on themselves.

The plan for cooperation and international meetings consist of theoretical and practical parts. Courses or seminars would be carried out by experienced psychologists, andragogues and management professionals in different environments: museum, public library, university, gymnasium, facilities of sport and creativity center, etc.

The project is financed by NordPlus NPAD-2017-10097-1

DIALoguE project will develop a new tool that can be used in all subjects at school. In the frames of the project, the tool will be developed for the history lessons only. This project will attract students to the history classes by leveraging technology, provide permanent learning for students, help students to develop an empathetic approach to historical events, facilitate the professional development of teachers, improve students' intercultural communication and peer relationships, and increase students' ability to think creatively. We will design a digital tool and a teaching method that will integrate cinema films and short films shot by students into the history curricula.

The partnership within “DIALoguE” therefore intends to:

• produce a new tool for education technologies with international cooperation
• generate an innovative approach in the education
• establish permanent learning in lessons
• raise the awareness of teachers in the subject of outstanding methods in history lessons.

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The project is financed by Erasmus+ 2016-1-TR01-KA201-034762

Swedish for foreigners in Finland / Svenska för invandrare i Finland-SFI

This project aims at creating a smartphone application for learning Swedish in Finland. The application will have features like vocabulary study cards and quizzes, grammar exercises phrases/dialogues and audio files for comprehension and pronunciation. The application will have three support languages, English, Russian and Arabic.

Themes like healthcare,shopping, food, banking, telephoning, socializing, immigration, directions, traditions will be created with phrases and dialogues.

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Swedish resources LiveBinder 

Finland resources LiveBinder

Download the app in IOS

Download the app in Android

The project is financed by the Swedish Cultural Foundation in Finland.

Language learning is one of the key priorities of successful integration, and applications for smart phones or tablets e.g. are an effective educational source for those migrant groups, as a large percent of them are digitally literate and are looking for new learning opportunities in their new countries online.

The project provides a gamified language-learning solution – available in English, Spanish, Italian, German, Swedish and Finnish and three languages most widely spoken by the immigrants in the partner countries -  that shall help refugees/immigrants learn the local language and familiarize themselves with new concepts in their new countries.

These applications will also be useful for any other immigrants who have already been living and working in their new home country for some time.

The Moving Languages content of the mobile applications covers the topics that are essential during the first steps of living in the new country and contains 2000-2500 vocabulary items illustrated for easy concept recognition. Free download available from 2017 on at major app stores.

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The project is financed by Erasmus+ 2016-1-FI01-KA204-022678

Technological Empowerment for VET trainers. An Open Educational Resource (OER) to train VET trainers in the design and use of m-learning methodologies

M-learning is the addition of learning (in any modality), mobile devices (Mobile, tablets, etc.) and wireless network (Pacheco and Robles, 2006). This learning modality has some unique attributes that can enhance education beyond the ‘anywhere, anytime’ learning (Shuler, 2009). Moreover, it allows individual or collaborative learning, trains problem solving skills, allows access to information in the moment of need, etc. Nevertheless most of VET trainers are not aware about the potential of mobile devices as a tool for learning or do not have the necessary competences/knowledge to use mobile devices for learning. The aim of MOBILE-TECH project is to make mobile learning a reality in VET centers by supporting teachers, trainers, educational staff and youth workers in acquiring or improving the use of mobile learning and related digital competences in an Open Collaborative Learning Platform. To achieve these objectives, we will develop three open resources: 

- A Trainers´ guide for mobile resources to be used in the classroom. The guide will include National and European good practices about m-learning; 

- A Trainers´ course: How to develop new training resources and teach mobile learning; 

- An Open Collaborative Learning Platform for trainers´ learning multimedia resources, including a section to enable interaction among users. 

With MOBILE-TECH project we will contribute to the adaptation and empowerment of the VET trainers to the demands and needs of their students by providing them with the necessary competences in mobile learning.

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Project funded by  the Erasmus+ - Cooperation for innovation and the exchange of good practices

2015-1-ES01-KA202-015903

Corporate Volunteering as a Tool for Connecting Business and Education Worlds

CV PLUS project seeks to contribute to improve and make sustainable the connection between the education and business world through Corporate Volunteering initiatives, linked to Corporate Social Responsibility strategies. CV PLUS project will develop: 

1. An online platform for open educational resources on Corporate Volunteering (including a database of good practices of CV linking companies and educational centres). 

2. A Methodological Guide for companies: handbook for managers, business representatives and organisations with methods and tools to support them in the design of specific programmes and activities of Corporate Volunteering in cooperation with schools, universities and/or professional training organisations. 

3. A Methodological Guide for schools: handbook for managers, teachers and trainers from schools, universities and professional training providers to support them in the design of specific programmes and activities of Corporate Volunteering in cooperation with companies.

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Project funded by  the Erasmus+ - Cooperation for innovation and the exchange of good practices

2015-1-ES01-KA202-015961

Partners: Germany, Lithuania, Bulgaria, Hungary, Finland

SupEFL - Supplemental Self-Help in English as a Foreign Language for Learners with Specific Learning Differences / Difficulties. This project is directed at learners of English as a Foreign Language (EFL) who are experiencing difficulties with one or more of the four language systems (reading, writing, listening and speaking). Where previous projects were top-down being targeted at teachers, this project is bottom-up focusing on learners. At present, there is no portal available to dyslexic learners of English. Even though various institutions are compiling their own materials and resources to provide help and support to those individuals they consider having SpLDs, there is very little information on the internet presented in a clear and systematic way for adult dyslexic learners. This project will follow the guidelines established for dyslexia-friendly content by several previous projects, and adapt activities that have been developed toward our ends. Links to different resources will also be provided. 

LiveBinder

Project funded by  the Erasmus+ KA2: 2014-1-DE02-KA200-001093

Negative is an EU GRUNDTVIG Learning Partnership project with a focus on the psychological health of young people with particular emphasis on negative body image, running from September 2013 to December 2015. The partnership intends to explore the relationship between psychological problems & negative body image and completion rates in adolescents education.

The concrete objectives of this project are to connect the world leading researchers in the field of negative body image/psychological problems of adolescents directly with the European adult education institutions who deal with the students on a day to day basis to enhance their competence and share good practice.To enhance school leaders’ competence of how to deal with these adults and how to plan for integrating these successfully into ordinary classes and avoid drop out.
To develop a common strategy on how to enhance completion rates in our regions, by being more capable of understanding adults with psychological problems.

LiveBinder

Project funded by  European Grundtvig Learning Partnership

2013-1-NO1-GRU06-06252 9

The main aim of the ‘Info for Migrants’ project is to meet this European objective of effective integration by transferring the innovative Careers Europe Eisodus migrant information database to vocational education providers and guidance centres across Europe. At present, this database is available to libraries, colleges, universities and careers guidance centres in the UK, and offers practical information about British culture and work in 23 different languages. The Eisodus database will be used by all the participating partners as a model for compiling all relevant and disparate information that a migrant to their society may need, ensuring that the information and advice is consistent and beneficial to a guidance adviser or tutor. ‘Info4Migrants’ will be transferred by a consortium led by Careers Europe (UK) which will bring together partners with the required expertise, understanding, experience and commitment to ensure the project’s success:-Inveslan a specialist research organisation in Bilbao, BEST an independent vocational training and guidance organisation in Austria, Business Foundation for Education, a guidance organisation in Bulgaria, Learnmera Oy, an adult education provider and online educational resource developer in Finland, and Folkuniversitetet a vocational education and guidance centre in Sweden. The partnership reflects a good cross section of expertise in the fields of language, guidance, vocational training and research. All partners work directly with migrants and all are well placed in their national contexts to disseminate to a full range of national partners. The tangible impact of ‘Info for migrants’ will be to provide an innovative database, bringing together all the relevant information that migrants will need in each national context for use in guidance, vocational education and training settings by guidance practitioners or tutors with migrants. It will support better integration of migrants in Europe and facilitate the understanding of migrant experience and background. ‘Info for Migrants’ will contribute to the overall success of mobility within the EU, as well as migration from outside the EU, to overcome future problems caused by an ageing population.

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Project funded by  LLP - LDV Leonardo Da Vinci TOI

UK/13/LLP-LdV/TOI-615

Partners: Finland , Belgium, Portugal, Italy

Investigating teachers' practices in using technology for Adult Language Learning (TECH4ALL) aims at meeting one of the main challenges of adult immigrant population in Europe which is to improve their knowledge and competence in linguistic and digital skills. The aim of the project is to support vulnerable social groups and people at risk, especially migrants whose integration in a new social, economical, educational and cultural environment depends highly on their ability to learn the language of the host country. Within this framework, this partnership aims at giving adult language learners the opportunity to exchange experiences and share ideas in using new technologies, as a means to improve the second/foreign language learning. All participating countries (Cyprus, United Kingdom, Finland, Greece, Italy, Portugal, Belgium and Turkey) are countries which have experienced the need for supporting vulnerable social groups and learners at risk of social marginalisation. Thus, the current partnership is expected to be of high importance for the European community in general.

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Project funded by LLP - LDV - European Grundtvig Learning Partnership 

2012-1-CY1-GRU06-02397 3

Partners: Portugal, Spain, Turkey, Romania, Bulgaria, Romania, Finland, UK

“ Everybody can do it”. The goal of this Partnership Project is: To promote gender equality in the roles played by men and women in public and private life by emphasizing the importance of autonomy, not being dependable because of the traditional gender division of tasks in private everyday life.

To promote social integration and self-esteem by reinforcing learners’ awareness of their own skills and potential to be an active part of society.
The project partners will conduct research on "Women and men–realities of the European present" and the final product will be the booklet "We are equal! Guide of good practices on gender equality". Impact on learners, staff, institutions and local community is expected.

Project funded by LLP - LDV - European Grundtvig Learning Partnership  

2012-1-ES1-GRU06-53391-6

Partners: Sweden, Austria, Finland, United Kingdom, Bulgaria, Greece

" Enjoy Language within Tourism: How to Attract Participation and Increase Motivation of Young Male Language Learners Working in the Tourist Sector" The overall objective of the project is to enable young males working in the tourist sector with particular “foreign language learning resistance” to establish their “enjoying language” by increasing their interest and uptake of foreign languages and to increase their participation in the lifelong learning society.

The project aims to make a useful addition to the training of tourism workers by adapting, testing, disseminating and mainstreaming language learning materials using informal learning still regarded as innovative or little known in many areas. The content of the languages taught will be related to work in tourism and will be made available in the form of a Handbook and a Toolbox of material for teachers.

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Project funded by LLP - LDV - Leonardo Da Vinci TOI 

LLP-Ldv/TOI/SE/11/1383

Partner: Finland

"Vårdsvenska - Swedish for Russian health care personnel "The Swedish Culture Foundation studied over some time how they could offer internet-based courses for foreign health care personnel. A possible target group for the development project has turned out to be the Russian-speaking health care personnel who are interested in working in the health care for the elderly in Finland. 

The Vårdsvenska website is free of charge, and contains healthcare-related material that the nurses can use to study Swedish independently. In addition to Swedish courses, the website contains information on how to apply for work in Finland, links to official pages, information about the Finnish-Swedish community and the elderly care services in Finland. 

With the help of a CV-tool, you can send applications directly to hospitals, nursing homes, and other care facilities. Registered users may create an applicant profile through which the employers may contact the individual, and there will be a list of job openings on the website. There is material and language exercises available in Swedish, Russian, Finnish, and in English. 

A free mobile application; Health Lingo, (for iPhone, iPad and Android) was also created within the project. The quiz application contains Health Care vocabulary in 4 languages.

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Project funded by the Swedish Cultural Foundation in Finland

Partners: Finland, Italy, Germany, Bulgaria

The project business_mail addresses the needs of marketing/sales personnel of small enterprises (SE) having or wishing to establish business contacts with foreign partners. Staff in charge of business communication in SEs do not usually have adequate skills in terms of practical knowledge of a foreign language or intercultural competence needed to establish and maintain business contacts. Very few of these firms can afford to employ professional import/export staff, in most cases these tasks are taken by personnel not properly trained. Language schools offer mostly general foreign language courses; tailor-made courses for businesses are few, expensive and usually inaccessible to personnel of SEs: the courses organised at work place are usually run for larger enterprises. A busy schedule of work in SEs usually excludes their staff from participation in on-site courses at language schools, which require regular attendance over a long period of time. 

The final product of the project will be a validated on-line course in English business correspondence covering the actual communication problems encountered in import/ export practice of SEs. The business_mail project received the "Star Project" award in 2013!

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Project funded by LLP - LDV - European Grundtvig Learning Partnership

LLP-LdV-PA-10-IT-290

Partners: Lithuania, Denmark, Sweden, Estonia

The main purpose of the project was to reach people who use public transport (PT) to travel to Baltic and Nordic countries to work, to study or for other purposes and help them to realise the importance of learning the language of a destination country and to accept norms of courtesies and behaviour they should follow while in a country. 

The final product was DVD -survival phrases in a role play in Lithuanian, Swedish, Estonian, Finnish and Danish and a phrasebook disseminated among travel agencies and adult education centres for self-learning.

The idea of the project was born from the realization how important it is for people travelling to neighbouring countries to know at least several words or phrases of the country’s language. It can help make your trip much more pleasant and meaningful and feel more self-confident. Moreover, your efforts to address people in their native language will be most rewarding and people will become more open and friendly because of the respect you have exhibited for their country and culture. They will be pleased to learn that their language is important for a newcomer who has come not just for work, studies, but on a visit as well.

The project was selected as a good practice example and presented during Baltic EXPRO 2010.

Project funded by NordPlus Horizontal 2008-2010