"The European Union stresses the need of promoting key competences for lifelong learning on its Europe 2020 Strategy and on the Recommendations of the European Parliament and the European Council of 2006 (2006/962/EC). However, as the Euridyce´s 2012 report “Developing Key Competences at School in Europe” reveals, there is a lack of more strategic approach in supporting the key competences integration at school. Introducing new and innovative models or improving the applied ones requires dedication and time, which constitutes an obstacle for the KC integration.In this context, KEYCOLAB is a project which, based on the exchange of experiences of different models developing KCs at primary school (strategies, materials, tools, training programmes…), will enable partners to exchange, improve and test models and resources with the objective of improving the applied ones and provide the knowledge to develop new ones. This project is a space for exchange, for cooperation and testing, based on the applied good and innovative practices in different EU regions and countries. Moreover, the project aims at raising awareness on the importance of integrating KC at school curricula and involving the different stakeholder groups in its practical implementation.For doing so, KEYCOLAB will produce these intellectual outputs:• KEYCOLAB Case Study Report: It will compile the strategies, methodologies, materials, tools, training contents, improvement recommendations… applied internally by partners. It will be developed after individual cases analysis, a face-to-face exchange workshop and Individual Action Plans based on the lessons learnt.• KEYCOLAB Training Programme: Joint Training Programme on key competences at primary school composed by three modules addressing the different target groups of the school community (school management teams, teachers and families). It will be developed after a training modules exchange workshop, the elaboration of a report on the aspects to be improved by partners regarding their training programmes and the different groups´ needs identification. The Programme will be adapted to the partners´ regions and countries´ specificities. • KEYCOLAB Laboratory: Set of activities and resources for the testing of projects developing key competences at primary school (materials, methodologies, tools, evaluation systems…), as well as training modules. It includes the development of the KEYCOLAB Platform: Online platform which will contain all project outputs. Access will be open to all stakeholders free of charges (at least during the project lifetime). It will be a cooperation and exchange tool which will give the possibility to upload and share materials, methodologies, tools, training programmes… through the working groups that will be created, to participate in a community forum, to be updated on KC field though the news section…The KEYCOLAB project will be carried out by 6 partners from 5 different EU countries. Four of them are school or teachers associations active on KC integration at primary school curricula (from Spain, Romania, Belgium and UK), grouping a high number of school centers and teachers. Additionally, P4 will offer to the partnership the perspective of a University expert in primary school education and teachers training in Finland. Finally, P2 will complement this technical knowledge with its experience in Erasmus+, Lifelong Learning and other EU programmes. KEYCOLAB directly responds to the Erasmus+ priorities “Developing basic and transversal skills using innovative methods”, ""Effective strategies for enhancing basic skills"" and “Addressing low achievement in basic skills through more effective teaching methods”. All project activities promote these aims.KEYCOLAB will have the following impact:• Increased number of school community members trained and involved on KC integration at primary school curricula. • Increased case study analysis, materials, tools, methodologies… already tested at the disposal of the school community for the practical integration of the key competences at primary school.• Increased cooperation and exchange between EU stakeholders of the school education sector.• Increased awareness of the general public on the benefits, context and situation of the key competences at primary school.KEYCOLAB will have long term impact. The materials, methodologies, resources, training modules, testing models, knowledge… exchanged and shared, the Case Study report, the KEYCOLAB Training Programme, the projects tested under the KEYCOLAB Laboratory and all resources and information exchanged at the KEYCOLAB Platform will last after the end of the project. Moreover, the KEYCOLAB Platform compiling all project outcomes is expected to be running long time after the end of the project. With this aim, in the framework of the Exploitation Strategy, a Platform Legacy Report will be developed and agreed by all partners."

Erasmus+ PUSE (Poly-Universe in School Education) project www.poly-universe.comThe Poly-Universe geometric skill development tool was invented by visual artist SAXON. The novelty of the game lies in the scale shift symmetry of the basic shapes, and in the colour combination system attached to it. Although the tool consists of truly simple elements and attributes (basic shapes, basic colours, proportions), it is at the same time also extremely complex, because by shifting proportions and changing colour combinations and their relationships, the number of possible solutions becomes virtually endless. That is why the Poly-Universe is more than play, more than art, more than maths, it includes all: synergy in education… The Erasmus+ PUSE project was the main step taken to map how Poly-Universe's artistic-scientific approach could enter the gates of mathematics education. Its necessity was proven by workshops held in dozens of countries, by the participation in math-art conferences and also by the research project of the Hungarian Academy of Sciences in 2015. The goal of the project was to develop a geometric-combinatorial educational method, primarily for mathematics education, based on a visual system. The outcome of the project is an educational methodology book and students' worksheets (EN, HU).PUSE METHODOLOGYVisual Experience Based Mathematics Education 2019ISBN 978-615-81267-0-0The original goal of the size of the methodology book was between 100-200 pages. Finally the printed PUSE teacher book & PUSE exercise book was put together to make the PUSE Methodology Book on 600 coloured pages with 500 graphic illustrations. The student worksheets target three different age groups: primary school early years, upper years, and high school students. The methodological part is divided into five chapters. Each chapter is made up of methodology sheets meant for teachers, paired with student worksheets:1 Geometry & Measurement2 Combinatorics & Probability3 Sets & Logic4 Graphs & Algorithms5 ComplexThe final output of our educational methodology is an interactive PUSE online system, where we can use the advantages of ICT based teaching, and how we can maintain it for a long time, however this is an interactive platform, with an expandable online source of exercises. The main goal was to develop an PUSE interactive surface for teachers, who use the methodology in their classes. Therefore to use the program with internet we published the online PUSE Teacher’s book and Exercise tasks (EN-HU). In the future, when the methodology book is translated into several languages in EU education systems we would like to constantly expand the editions...The PUSE Methodology was created by a group consisting of teachers, students, artists, an inventor, psychologists, a sociologist and external experts. The four partner school organizations (Finnish, Hungarian, Slovak, Spanish) come from different regions of Europe and operate in different educational systems. Thanks to the international partnership, we learned how students and teachers approach the passages between arts and maths, problem solving based on Poly-Universe's visual system in a Scandinavian-type educational system; in a Western-European environment based on the PISA method; in a strongly mathematically centred Central-European educational system and in the specific circumstances of minority schools. All participating schools gave valuable contributions to the development of the methodology and the exercises. Going beyond educational aspects, the need arose to map connections between the tool and psychology, so we included a game research expert in the project as well. The PUSE methodology facilitates the learning process and develops creativity, cognitive abilities, student motivation and attitude and it also provides equal opportunities for disadvantaged students. It can also improve the quality of teachers’ work.The PUSE Methodology doesn't claim completeness, i.e. it is not a closed collection of exercises. This couldn't have been its purpose. The Poly-Universe in fact is not simply a tangible tool or a closed-system puzzle, but an open math-art system which models the Universe, allowing a glimpse into its internal laws. The Poly-Universe, rooted in a special artistic vision, does not only inspire mathematics, but also triggers interdisciplinarity. The PUSE Methodology opens up the way for teachers and students, artists and scientists. We can all enter into Poly-Universe's spacious world, explore its complex realm and further discover its laws and regulations. While Poly-Universe offers scale shift, the methodology based on the tool offers a change of attitude for today's educational system – not in order to achieve small, medium or large bits of knowledge, but endless knowledge...(The project coordinator, Poly-Universe Ltd offers the license of the PUSE Methodology free of charge to the state and private school systems of EU countries)

"There are several elements consisting the education at school and one of the most of them is""school management"".Because all the decisions taken and activities carried out by school management teams not only effects students but also all components(teacher,personal,parents)at a school.The duty of school management is to keep alive the school according its objectives.The expected basic function from school headmaster is to reconcile expectations of people(staff and students)and groups out of school and to make real the school's objectives while directing the school.However,school management teams can face some problems while they are doing their duties.Some of the problems are related to students,teachers,school building and office stock,social,cultural,politic and economic situation of the school’s region,school’s culture and climate,even to the management skills that school management teams have.Therefore,Karaman Provincial National Education of Directorate and the other participant organisations studied on effective school management practices and shared their experiences within the partnership.ObjectivesThrough the project we tried to find out general and common problems at schools,especially originated from school management teams and tried to find out solutions to the problems.We also tried to minimize the problems at schools which are located in the regions of partner countries.Addition to these all the partners cooperated and shared their experiences about education,especially on the topic of""Effective School Managenment"".Participating OrganisationsThe project carried out by 4 partners from Turkey,Romania,Spain and Italy.Karaman Provincial National Education of Directorate;is a state institution in charge with the planning and coordination of all kinds of educational and training activities in pre-school,primary,secondary and adult education in Karaman.The instituiton is responsible all of the activities related to schools,students teachers and other stakeholders.The institution gives in service training services to teachers to develop themselves on different topics.Also seminars and courses are held for people in disadvantaged area in order to help them to develop themselves and to find jobs.The instutition also applies and implements both EU and local projects to improve its organisational capacity.Inspectoratul Scolar Judetean Teleorman;offers training courses on a wide range of topics(school management methodology for all school subjects,interculturality,parent education,human rights,democracy,promoting European values and integration)these courses are either proposed by Teleorman House of Teachers or have been provided as a result of collaboration with various training institutions from other parts of Romania.Being aware of the need to comply with the educational practices from other European institutions,the instution has provided training courses to teachers and other participants to educational process in order develop their knowledge and abilities related to the competencies identified in the European framework.Nafarroako Ikastolen Elkarte;is to promote in an associative manner the ikastola’s model and the Basque language and culture.It aims to provide comprehensive,quality education,in Basque,offering some services(economic,administrative,educational) legal advice and representation.Among its objectives the Association also seeks and organizes any other educational activity in any branch of knowledge or technical training,artistic,sports or other.Regione Molise;is a public body and the organisational chart shows that the structure is divided into:Presidency,Regional Council and 6 General Directorate with specific activities and purposes.The system enables an efficient governance providing development of social welfare,economy,infrastructures and employment,protection of historical,cultural heritage,supporting local investments,research and external trade.With its employees and consultants,works for political,legal,economic and social integration in the EU,giving information about European Funding Programmes and supporting for the exploitation of International Relations.It has an'ad hoc'structures with experts and staff with a long experience in the management and implementation of international and European projects.Undertaken Activitiesto produce“Different Aspects of Effective School Management”(intellectual output)to produce booklet and leafletto establish websiteto organize a multiplier event for the Intellectual OutputResults and Impact AttainedAt the end of the project all the partners had chance to share knowledge with each other and to transfer good practices.There was an effective atmosphere of cooperation.All the activities carried out by the partners had a postive effect on partners and awareness was achieved on the educators about how to manage a school effectively.The intellectual output of the project will make contibution to the school management on the readers."

Our Project main target is, improving teachers’ competencies between partner Countries. For this aim, we have organised 4 Transnational Meetings. First meeting was in Romania, second one was in Lithuania, third one was in Spain ve final closing meeting was in Turkey. And we have organised LTT activity in Lithuania with 24 participants. For transnational meetings, there was 80 participants. ( In application form, it was 66 participants, for extra participants we have used Management budgets and we haven’t need demand for extra payment for them) . In these meetings, we worked as groups to complete activities written in application form. In these meetings, participants visited some schools and have change to see different teaching methods. And also there was some cultural activities for participants. All visibility materials, used Project process, were prepared during these meetings. Materials prepared at the end of Project;1-Questioanries for teachers. Results of Questionaries have been put in e- book, prepared at the end of Project. For these Questionaries, all participants were selected from different level of education2-We have prepared articles and used these articles during LTT activity and dissemination process.3-Within the scope of Project, we have prepared rol lup banner, brochures, posters, press bulletins and used for dissemination of our Project. And also we have prepared pencil, notebooks, file with Logo and Flag of EU commission. These materials were used during dissemination activities and seminars. 4-Within the scope of Project, we have published “Guidance Book” ( can be seen as attached this report). The contents of the book; Project activities, articles for improving teachers’ competencies. It has been prepared in English. This book has shared with their local relevant stakeholders as e-book by EU partners. It has published 100 item as colored version by Karaman Provincial Directorate for National Education and disseminated to 80 Province. It has been also sent to the local partners as e-book via their official e mails. 5-Within the scope of Project, we have prepared a book including information for partners. It ws published 10 items and shared with partners. 6-At the end of the Project, we have prepared a photo albüm including photos during Project meetings and LTT activities. This albüm can be seen as attached file.7-Within the scope of Project, we have organised 4 seminars in Karaman. For these seminars there has been 700 teachers. The topics were “ Teachers’ Competencies, Actual Subjects for Education, Effective Comminication and Good Examples for Education”. For these seminars, we have used our Project Management Budget. In these seminars, we have used all visibility materials prepared by partners. Project partners have also organised 4 seminars. Sign sheets and photos for these seminars can bee seen as attached file. 8-We have prepared PPTs for using TPM and LTT activities. 9-We have created facebook group (https://www.facebook.com/TeachcomErasmus/)10-We have prepared Project film.Learning Outcomes; -Participants have good cooperation with their collegues and shared good examples -They have seen that, they had similar problems for education and they had the change sharing experiences. -They have improved their foreign language skills. -They have built new cooperations with partner countries. -They have had new skills on ITC while they were preparing Project materials-They have had the change observing and comparing with different education systems. -They have had the change sharing experiences with their collegues in partner countries. -Participants have had information for social life and traffic rules in partner countries and they have shared all these good applications in their schools.