The current project, coordinated by CIPFP La Costera and originated in a previous KA 2 project, has as its ultimate goal the promotion of the Erasmobility platform. Our main purpose is to help vocational training centers develop mobilities in the field of KA1 projects together with other European counterpart centers.The expected results at the end of the project are:1. At the computer level:- Adapt the platform to the different sensitivities of the member countries.- Adapt the platform to mobility consortia.- Include in the mobility students who are in danger of social exclusion.- Make improvements on the page so that it is accessible from mobile phones and tablets.2. Development of a user guide that helps centres face the initial challenges posed by exchanges.3. A comparative study of the different systems of professional training of the partners involved in the project.The need to reapply for a new project is justified by:1. Helping to increase the number of non-Spanish centres registered on the Platform. At the time of writing these lines, the project has 692 centers, of which 400 are Spanish. This means the platform is not understood outside Spain.2. 94.4% of the registered centers consider it basic to have someone to guide them in the search process since many of them are involved in the KA102 projects for the first time. It is therefore necessary to prepare a guide that serves as an orientation to the centers that start taking part in the exchange.3. And, finally, this project is a perfect tool to be able to deal with one of the problems that all the KA1 mobilities face, i.e. to be able to offer accommodation in families, which entails a true cultural integration.We have based the selection of project partners on the objectives to be met.Vocational training centers: The former partners of the KA202 project . Barthélémy Thimonnier High School, CollegesWales.and new Osterholz-Scharmbeck BBS centersScholengroep Brussel from Belgium, Colegiul Alexe Marin from Romania, IEK-AXIA from Greece.Companies: LINGOO is our support in the management of families.The project has a duration of 27 months and is structured in three phases:Phase A: December 2019 to November 2020: New sections and improvement of the Erasmobility Platform.Phase B: December 2020 to September 2021: Material and teaching resources to improve, enrich and facilitate mobility.Phase C: October 2021 to January 2022: Dissemination processAs for the modality of cooperation between the partners, the following way of work has been planned:Each partner must prepare a draft in which it will propose to the transnational meetings a series of personal ideas in a number of issues: improvements that the platform may need, creation of their own monitoring tools to assess the quality of the project, development of the planned teaching activities, support for the sustainability of the Erasmobility platformBased on these drafts, the partners, throughout the various transnational meetings, will develop a consensus document for the subsequent execution of each subject in the scheduled time.All the meetings and transnational activities have been distributed among all the members that make up the project.To be able to control that the planned activities have been fulfilled, a self-evaluation and follow-up plan has been arranged. This plan is structured on the basis of objectives, deadlines and people responsible for coordination and assessment.The main means of communication with the partners, apart from the six planned transnational meetings, will be:Through the Dropbox folder that has already been enabled.With a group of whats'app that we use for emergency situations.We do not rule out bilateral meetings between the coordinating partner and the other partners to discuss issues of cooperation in the field of dissemination and other key aspects.Before transnational meetings, telematic meetings will take place in order to ensure the coordination of all partnersThe main beneficiaries of this project are not only the participating institutions, but also the vocational training centers in the countries of the participating partners at a local, regional and national level.

European countries have fulfilled the right to education, reaffirmed in many declarations, making education available, accessible, acceptable and adaptable. But it is not enough. Education plays a key role in determining how we spend our adult life and it has been proved that an individual’s level of education directly correlates to future quality of life. Consequently, there is a need for schools and education systems to focus on equity, as a measure of achievement, fairness and opportunity to ensure that personal characteristics are compensated and everyone can attain the same type of healthy lifestyle. School stakeholders have a key role to enhance equity in education and school autonomy is a drive for school quality. By enabling schools to combine equity and quality, all children are given opportunities for a good quality education. These reasons let us set the aim of this project: To empower schools to enhance and assess equity, and the following specific objectives: -To develop school practices that enhance equity in education -To create a framework to assess equity in schools -To empower school heads to lead school changes that increase equity in their schools -To promote awareness and collaboration in school communities to enhance school equity In a European project, it is important to generate and share new knowledge collaboratively; this is why we have created a partnership with different stakeholders: schools, universities and educational authorities, from five different countries with different schools systems and different school autonomy traditions. The partnership is formed by nine institutions from Belgium, Italy, Romania, Spain and the United Kingdom. The coordinator of the project is the General Inspectorate of Education in Catalonia, a regional educational authority, which supervises and evaluates equity in schools. In terms of educational authorities with similar competencies, we have as partners, the Evaluation Council of the Education System in Catalonia, the Ufficio Scolastico Regionale per la Lombardia, the Inspectorate of Education in Sibiu and Scholengroep Brussel, a school group with administrative power. With also count with Istituto Casati and Institut El Calamot, two secondary schools that along with some schools from Scholengroep Brussel have successfully tackled equity with good practices. Finally, the Welsh Centre for Equity in Education and the Lucian Blaga University of Sibiu have expert knowledge on equity in education and are essential to set theoretical frameworks and publish good quality materials. The target participants of the project are students, school leaders, university researches and educational stakeholders. They all have participated in different activities. We have applied action research and reflective practice methodologies and we have used teamwork as an organizational strategy. which have brought the following results: The project has had the following results:-103 staff mobilities in four transnational meetings-34 staff participants in one international training activity-More than 500 school heads and educational stakeholders in multiplier events-5 papers on school equity published in academic journals and international conferences on education-35 recordings and descriptions of school equity best practices-More than 200 school engaged in assessing school equity-More than 50 school heads trained in school equity-6 newsletters in 6 languages sent to more than 5000 educational stakeholdersApart from these results, we have produced 4 intellectual outputs: -Framework and methodological guide on equity-Digital tools to evaluate school equity (interactive rubric and indicators software package)-Training course for school heads on equity in education-Academic portal on equity in education with academic papers (written by project staff), best practices recordings and bibliography.Some intangible results are: -School heads have been empowered to deal with equity in their schools due to professional development course and the availability of tools to evaluate equity -All stakeholders have become more aware of the importance of equity in education due to the availability of the project’s intellectual outputs and the planned dissemination activities: school leaders meetings and multiplier events -All the staff in the project institutions have increased their knowledge and expertise on school equity thanks to their participation in the project We also expect a very important long-term outcome, which is an increase of the number of schools that evaluate equity and implement good school equity practices within the project's area of influence, thanks to the availability of all the products developed in the project in different open platforms, which will also ensure the longer term benefits of it.

The project is a strategic partnership involving exchange of good practices. It aims to mitigate educational losses caused by the pandemic by supporting preschools teachers and parents who are the main providers of education for young children. It will realize this aim by focusing on digital tools and teacher-parents relationships. It will initiate cooperation between different stakeholders-universities, local authorities, preschools and a counseling centre and facilitate sharing expertise and exchanging good practices.During the lockdowns throughout Europe, many children had to stay home and were deprived of stimuli which is instrumental for their academic, psychological and social well-being. Teachers and parents had major difficulties finding appropriate online resources for using at home. The project addresses crucial needs of preschool institutions with professional help from universities and commits to providing hands-on experience for the educators. In this regard, the project aims to* support teachers of pupils aged 3-6 years by developing their ICT skills at least by 25% and providing resources* improve preschool teachers’ capacity to supplement education at home by increasing the number (at least %30) and quality of pedagogical activities involving parents * increase the variety of practices for preschools by %35 through promoting exchange of good practices The project aims to achieve following tangible results:* interactive eBook of good practices in preschool education. The contents will be collected from partner organizations and associated partners. This free and open online educational resource will enable preschool teachers to share online resources and to incorporate them into their own teaching. * a massive open online course (MOOC) to train preschool teachers to develop their digital competencies and soft digital skills. The content will be specifically designed for preschool education and include modules such as technology supported pedagogies, online content creation tools, and game-based/gamified instructional designs. The course will be piloted in partner preschools.*a project website, social media accounts, a logo and an eTwinning project.For the proper management of the project, there will be 3 transnational project meetings held in Turkey, N.Macedonia and Belgium. Within the project, a total of 27 teachers of pupils aged 3-6 will attend 3 short-term training events in universities and counseling centre. At local level, all preschools will carry out various school-based and local activities. LTT 1 is organized around the concept of exchanging good practicesLTT 2 is on pedagogical issues focusing on parent-school interactions and how we can develop them. LTT 3 the final selection and evaluation of good practices.With the interactive eBook of good practices and MOOC, more than 800 teachers will be reached in partner and associated organizations. Teachers of pupils aged 3-6 will incorporate digital online technology into their teaching practice better.They will use newly developed interactive eBook and implement activities at home in collaboration with parents. They will better address the needs of their pupils with innovative approaches.The project will also benefit pupils of target preschools, their parents and the whole communities of partner preschools. All partners will be able to connect with their stakeholders to promote the quality of preschool education. They will have the opportunity to learn from other cultures and other societies as well as to establish long-lasting professional relationships,broaden horizons and promote multicultural values.Through this project, long-term, open access and state-of-the-art digital outputs will be developed and opened for access for everyone.The eBook will be freely and easily available for everybody interested to download, to write comments, to give reviews and to add new content.In addition, the MOOC produced within the scope of the project will be a permanent course on a virtual platform (Anadolu University’s Akadema).In the long term, we expect the main outputs of the project to be disseminated and be part of curricula in European countries. It is also expected that they are part of the teachertraining course at universities.

<< Background >>The project starts from the consideration that traditional educational models are scarcely adapted to equip students with 21st century skills. EU reports indicate the necessity of “innovative pedagogical experiences with transversal and subject-based approaches to be envisaged, so that we understand better how to teach LifeComp competences” (JRC, 2020). At the same time, statistics show that schools are generally not suited to help students to be satisfied in their life (OECD, 2017) to be satisfied in their job (Gallup 2013;2017) and to develop a strong sense of belonging in their school community (PISA and the EU report, 2018).In the preparation phase of the project, these considerations have been shared by public schools’ staff interviewed, who expressed the following needs:Having a teaching training in innovative, learner-centred approachesEnhancing motivation in learnersIncrease students’ sense of belonging and responsibility in the school and towards the local communityTo address these needs, DESC aims at promoting the integration of democratic education methodology into the European education systems as a way of fostering life competences and citizenship competences in schools. To do so, DESC proposes a methodology, inspired by democratic education, based on 3 evolutive axes, matching 3 levels of student’s life:1.Learner level: promotion of student-centered learning2.School level: students’ participation in school management 3.Community level: school as an open systemDemocratic education implies that students become active actors in all these three different levels. On a personal level, by participating in the choice of their curriculum and in the individualization of their talents. On a school level, by participating in the management of the school, stressing the centrality of students’ voices as described in the UN Convention on the Rights of the Child and the importance of fostering citizenship competences (Council Recommendation of 22 May 2018). On a community level, putting learners in contact with different territorial actors and real-life challenges as exhorted by the European Commission Report, Science Education For Responsible Citizenship (2015).DESC brings forward a comprehensive and systemic approach (Whole School Approach) aimed at creating active and responsible citizens able to take up their responsibilities and social commitments, and to fulfil their talents.Democratic schools’ experiences have existed since a century in Europe, and dozens of new democratic schools are blossoming every year in the EU. Most of these schools often host students facing barriers in accessing mainstream school systems. However, the phenomenon relies mostly on private and small-scale organizations. More and more, public schools are starting to be interested in this methodology, though until now there has not been a systematic exposure of public schools to this approach. The partnership wants to connect these two realities: democratic schools as the primary source of know- how and public schools that will transfer democratic school methodology into the mainstream education system. This will be done with the support of a partner university and an Advisory Board of academics and world-renowned experts in democratic education.<< Objectives >>DESC's general objective (GO) is to promote the integration of democratic education methodology into the European education systems as a way of fostering life competences and citizenship competences in schools.DESC general objective is supported by the following specific objectives (SOs):SO1: Promotion of the professionalization of teachers in the field of democratic education, by an innovative cross-country Research Report that will divulge democratic school methodology in EuropeSO2: Empowerment of teachers in promoting students’ talents, motivation to learn, Life comp & citizenship competencies through the participation in a Teacher Training on democratic education, and the use of the DESC OER Platform in which they can find resources in a Knowledge Center, and exchange competences in an Agora forum.SO3: Open up the school to local communities through cooperation with external stakeholders that will be identified through a Community Mapping tool, invited to use the OER Platform and connected to the school through a National Transferability Action Plan.S04: Foster changes in education policy development, through Policy Recommendations that will generate awareness, scale up and disseminate the use of democratic education methodology at European and National level.<< Implementation >>The activities are grouped into four major Project Results (PR), combined with project meetings, learning, teaching and training activity and multiplier events. PR1: Research ReportDESC will develop an innovative cross-country research on democratic education in Europe. Partners will analyse the main drivers and barriers for implementation of this approach in respective national contexts and map local stakeholders interested in developing cross-sectoral collaboration. The research will also identify the training needs for teachers in the field of democratic education. An online Multiplier Event will be organised to share the main research findings..PR2: TEACHER TRAININGBased on the Research Report elaborated in PR1, all partners will contribute to develop DESC Teacher Training and an impact assessment framework to evaluate training effectiveness on participating schools. The teacher training will be tested and validated during C1.PR3: DESC OER PlatformDESC OER Platform will be created, to host:- The validated and translated teacher training- A Knowledge Center with educational resources uploaded by partners- An Agora where educational practitioners and external stakeholder can communicate- A DESC interactive map that will identify all the schools and practitioner's following the DESC methodologyAt least 5 teachers from each school will follow the online training course and will practice what they learned in their respective school environment. This pilot phase will be evaluated against the impact assessment framework produced in PR2. Finally, the OER Platform will be opened to external actors. 3 National Multiplier Events will be organised to present and disseminate the Platform. PR4. TRANSFERABILITY AND POLICY RECOMMENDATIONS:DESC will produce transferability guidelines to support project partners in scaling up the democratic education approach by engaging all relevant stakeholders.Partners will develop national transferability action plans with concrete actions to adapt the transferability guidelines into their context.Policy recommendations will be produced to raise awareness on democratic education at local, regional, national and European contexts. The final ME will be organised in Brussels to share project results at European level.<< Results >>DESC classifies the project results in intangible outcomes, tangible deliverables and process results.In line with project’s Specific Objectives, the expected INTANGIBLE OUTCOMES will be:- Promotion of professionalization of teachers in the field of democratic education - Promotion of students’ motivation and talent- Promotion of students’ active citizenship- Establishment of cooperation between schools, local community, parents, and local authorities- Establishment of an online community of stakeholders interested in democratic education- Production of changes in education policy development TANGIBLE DELIVERABLES or outputs, are mainly represented by Project Results (PR):PR1. Research Report on Democratic Education in Europe PR2. Teacher Training on democratic educationPR3. DESC OER Platform PR4 Transferability Guidelines And Policy Recommendations DESC will also achieve a series of PROCESS RESULTS, fundamental for the full accomplishment of the expected objectives:. Creation of links at European level at all educational levels. Strengthening the relationship among democratic schools in Europe. Better inclusion levels in schools. Promoting the spirit of initiative among students. Decreased isolation of Remote Rural Areas involved· Greater internationalization of partners organisations. Increasing teaching staff mobility· Better understanding of each project partners’ cultures. Improvement in communication in English

The escalating levels of social and economic complexity present challenges for education policy-making in today’s globalized world. To tackle with this, learners have to be globally competent; this means that they have to be able to examine local, global and intercultural issues, to understand the perspectives and world views of others, to engage in open and effective interactions with people from different cultures, and to act for collective well-being and sustainable development. This is how PISA 2018 defined GLOBAL COMPETENCE and this is why Global Citizenship Education is needed because it empowers learners of all ages to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies.Fostering Global Competence in Schools implies supporting individuals in acquiring and developing basic skills and key competences, and strengthening the profiles of the teaching professions. These reasons let us set two general objectives of this project and several specific objectives.1.To support the deployment of Global Competence in different European education Systems1.1.To set a framework to guide the education systems in accordance with the national curriculums1.2.To embed global competence in the professional development plans of teaching professions and other stakeholders2.To foster learners’ achievement of 21st century skills and topics for a deeper learning, a stronger European citizenship and a better integration in global society2.1.To identify school good practices on global competence2.2.To enable and empower teaching staff on global competence2.3.To develop cross-curricular projects that enhance learners’ global competenceIn a European project, it is important to generate and share new knowledge collaboratively; this is why we have created a partnership with different stakeholders: schools, universities and educational authorities, from 3 different countries with different schools systems and different school traditions. The partnership is formed by 7 institutions from Belgium, Spain and the UK. The coordinator is the Barcelona Inspectorate of Education, a local educational authority, which supervises and evaluates equity in schools. In terms of educational authorities with similar competencies, we have as partners, GO! Scholengroep Brussel. We also count with 3 schools who have successfully tackled with cross-curricular global projects. Finally, the University of Wales Trinity Saint David and the Institute of Education Science at University of Barcelona (IPD-ICE) have expert knowledge on professional development, curriculum and key competences and are essential to set theoretical frameworks and publish good quality materials. The target participants of the project are:- Students. They will improve their global competence through cross-curricular projects and they will participate in a short-term exchange. They will also participate in awareness activities (logo and audiovisual competitions).-Teachers and school leaders are the key to spread good school practices in schools, to implement global competence and to supply a bottom-up perspective.-University researchers will provide the theoretical knowledge of the topic and advice on professional development.-Educatiol authorities staff will enhance policies on global competence in the schools within their area of influence.To achieve the objectives of the project, we will produce:-General activities: project website, logo and audiovisual competition, erasmus+ corners, term newsletters.-Intellectual outputs: global competence toolkit for teachers, teacher training course on global competence and an academic global competence portal with theoretical framework, bibliography and recorded good practices.We expect the following results:-Students will improve their communication skills, their knowledge on 21st century issues and on social, European and global citizenship.-School teachers will be empowered to deal with global competence in their schools due to professional development course and the availability of tools to implement classroom projects.-Educational stakeholders will become more aware of the importance of global competence due to the availability of the project’s intellectual outputs and the dissemination activities: meetings, newsletters and multiplier events.-All the staff in the project institutions will increase their knowledge and expertise on global competence thanks to their participation in the projectWe also expect a very important outcome, which is an increase of the number of schools that implement classroom practices on global competence through cross-curricular projects within the project's area of influence. We have set a dashboard of output and outcome indicators to measure the results and the impact. The availability of all the products developed in the project in different open platforms will ensure the sustainability and the longer term benefits of it