<< Background >>In an era, which is characterized by a climate crisis, rapid loss of biodiversity, depletion of natural resources and continuation of global inequalities, it is pertinent to empower especially young people not only to change their thinking but also to change their actions in a progressive and sustainable way. While there is relative global consent, that transformative learning, which focusses on the idea that learners can adjust their thinking and acting based on new information, is necessary for sustainable development, the path towards it is often less clear. Schools need to react to the changing conditions, acting and educating for environmental protection and against climate change. This is not only a challenge for pedagogy but is often combined with processes of redesigning school buildings and yards. As Malinin and Parnell (2012) describe, schools communicate a “hidden curriculum” (p. 12) to teachers, students and the community, which unveils how learning is viewed and which role children and youths play in society. Accordingly it is important not only to work on pedagogy, but to simultaneously pay attention to the design, layout and day-to-day practices of schools. In line with a whole institution approach aspects such as energy consumption, mobility or food choices should be addressed by educational institutions. Accordingly it is important not only to work on pedagogy, but to simultaneously pay attention to the design and layout of schools as well as infrastructure, mobility and food choices.In order to deal with all these challenges, we need schools and educators, that lead by example and try out new, innovative pedagogical approaches in their schools and are willing to make changes to school policy beyond its pedagogy. In this respect, especially All-Day schools show a great potential. The extended time pupils spend at school means more equality between children from high and low income families. Secondly, they offer more extracurricular activities than half day schools, which is important in education for sustainable development (ESD) / transformative education. Furthermore, as children spend more time in this type of school social learning plays a more important role as well. The curricula of many All-Day schools contain numerous topics and educational principles, which are analogous to goals and principles of ESD or just need little adaptation in order to meet these goals. In addition, as students also eat at the school, food choices can be another aspect of a change towards sustainability and climate neutrality. Thus All-Day schools seem well suited to holistically incorporate ESD and transformative learning into their educational programme and to adapt their practice both in the mornings and in the afternoons as well as to the infrastructure and other aspects of school life. Thus, having All-Day schools as a starting point, sustainability education and practices can gradually spread to other social spheres such as families and the general public.<< Objectives >>The aim of our project is to support All-day schools in developing a curriculum as well as day-to-day practices, which foster sustainability education and make an impact toward climate stability. Thus, a major priority in the long term are environmental and climate goals in the sense that pupils are learning about sustainability in order to become active citizens, who are conscious about the environment and our climate and act accordingly. In order to reach this goal, key competences have to be acquired by teachers and pupils alike. Additionally value education, civic engagement and participation lie at the core of sustainability and environmental education and thus are vital ingredients to this project. The project endorses the whole-school approach, integrating ESD / transformative education in a holistic manner. Accordingly, teaching and learning for sustainability is extended to aspects such as community involvement and integrated governance. The whole-school approach further advocates for active, participatory learning (Hargreaves, 2008). In order to do so, this project will learn from existing good-practice examples. Based on these examples, which will be researched through case studies, the project aims at fostering the transformation towards sustainability education and practices by developing in-service training modules for All-Day schools wishing to adapt their programme towards ESD and transformative learning and to change their school policy in accordance with the whole-institution approach.<< Implementation >>Two case studies in All-Day schools will be conducted in each project country. Following the individual analysis of each case,, the next step is a comparative analysis of all cases, focusing on similarities and differences between the project countries and school types. The results will then be used to create teacher-training modules and materials. The development of these will follow an Educational-Design research approach based on researcher-practitioner-design hubs. Based on the idea of involving creative people with different professional backgrounds - partly from the case study institutions and partly from the project partners institutions - as an intellectual core within a design process, this methodology will be adapted to thedevelopment of the teacher training course and materials. Its core, the teacher-practitioner (TP) design hub, will be constituted by representatives of the project partners and collaborates remotely.The TP design hub is involved in every iteration of the design process. Following the development of the course, each partner will conduct one pilot course in their own country, inviting 20 teachers to take part. Through this course, we are supporting educators and head teachers in implementing sustainability measures in their institutions using a whole-school approach. The course will be evaluated by the participating teachers and revised accordingly. The revised course as well as the other project results will be presented at a final conference.<< Results >>The project will produce the following results:• Extensive case study reports from four different countries• Cross case analysis report• Guidelines for the selection and development of training materials• Training material as online documents (text, images) and audiovisual artefacts (eg. podcast, video)• Online course based on MOODLE or a similar online platform, involving synchronous (eg. webinars) and asynchronous communication.Furthermore the project will result in several (scientific) publications and all results will be presented at the final conference. All results will be shared through the project website to reach a broad audience. Through developing and holding a teacher training course, which will also be available as an online training module after the project, we are supporting educators and head teachers in implementing sustainability measures in their institutions using a whole-school approach even beyond the project duration. Additionally, teacher educators as well as educational authorities will profit from the developed course and materials for pre-service as well as in-service training beyond the project.

"There is no doubt that literacy is regarded as a fundamental competence, without this participation in society hardly seems possible. It is precisely for this reason that studies such as those of the OECD point to the key role that reading literacy plays in later educational and career opportunities. Križan (2014) complains that there is a lack of reliable knowledge, especially in German-speaking countries, which funding measures are successful. The ELiS project - Evidence-based reading promotion in schools - attempts to counteract this criticism by implementing two reading promotion measures in primary schools and by examining their effectiveness in comparison with conventional reading instruction. In terms of content, the project follows on from the Erasmus+ mobility project ""In the footsteps of Archduke Johann - Innovative practices of general and subject-specific reading in a European comparison"". The first project objective, an improvement of basic reading skills through innovative methods, was achieved through the development and effectiveness testing of subject-integrated reading training. The project thus ties in with the ""Education and Training 2020"" of the European Commission, which calls for the investigation of existing reading promotion measures. The second project objective was to strengthen the teaching profession, which, according to the European document ""Rethinking Education"", is the key to improving pupils' learning outcomes. In order to enable teachers to deepen their knowledge, the project created high quality offers for knowledge enhancement. The third project objective was to minimise poor reading performance through sustainable and efficient education and training. Through European cooperation between colleges of education, universities and school authorities, it was possible to guarantee further training courses which focus on equal opportunities for all. A total of six educational institutions from four European countries participated in the project. It was headed by KPH Graz, which offers innovative and value-oriented training and further education for teachers and whose profile is characterised by a discourse between pedagogy, theology and other sciences. The second project partner was PH Steiermark, a renowned institution in teacher education. The Styrian Department of Education was also a project partner, which is responsible for the administration of the state schools and attaches great importance to autonomous freedom of action. The fourth project partner was the department of the German Directorate of Education of the Autonomous Province of Bolzano, which is responsible for the administration, advice and coordination of schools. The Lucian Blaga University in Sibiu is the fifth project partner to offer a course of study for primary school teachers with a focus on inclusion, and is endeavouring to establish international cooperation. The sixth project partner was the University of Regensburg, whose Chair for Didactics of the German Language and Literature deals with the optimisation of competence-oriented teaching and learning processes. Its profile is characterised by the review of existing teaching methods with regard to specific German didactic competences. There were four main activities in the project, the first being an analysis of current reading promotion measures in primary schools and an analysis of needs of teachers. The second activity was the development of a subject-integrated reading training and an evalutation of its effectiveness. The existing reading course ""Lesen. Das Training"" was also implemented and evaluated. After carrying out the reading competence measurements, the third activity was the analysis of the implemented innovations. Statistical calculations were used to find out which training improves the reading competence of the children to a greater extent. The last activity was the compilation of a compendium on current reading promotion in the participating European countries. The project results show that children with reading difficulties in reading fluency benefit most from the „Filius/Filia“ intervention. Children with good reading abilities also benefit most from the „Filius/Filia“ intervention, both in terms of reading fluency development and meaning-enhancing reading. Students of third grade with a strong reading ability, on the other hand, are not as well supported by the intervention ""Lesen. Das Training"" in their development. Instead, this training contributes to reading comprehension in children with reading difficulties. The innovative nature of the material has already made the project sustainable. In South Tyrol, for example, „Filius/Filia“ will be available to each child free of charge. Throughout Bavaria, „Filius/Filia“ has already been developed into „Filby“ and tested by over 50,000 children."

With the project ETHIKA: Ethics and values education in schools and kindergartens we have developed and provides a comprehensive support to school and kindergarten teachers in relation to ethics and values education. Among the main aims of ethics and values education are to stimulate ethical reflection, awareness, autonomy, responsibility, and compassion in children, to provide children with insight into important ethical principles and values, equip them with intellectual and moral capacities for responsible moral judgment, to build a school environment as an ethical community, and to reflectively situate an individual into local and global communities. 9 partner organizations from 6 EU countries have worked together on the project that had complementary skills and represented diverse types of organizations (universities, schools/kindergartens, research institutes, NGOs). The partnership was based on previous projects, bilateral cooperation, expertise and commitment to the strategic partnership with development strategies, aims, and visions related to ethics education.In order to address the challenge of teachers often not being equipped and prepared to address ethics and values education, we have structured project activities around 4 main outputs. After a comprehensive user needs analysis that included in-depth focus groups we developed a Manual for teachers and educators presenting 13 methodological approaches to ethics and values education including practical examples and useful tips. The manual also contains a description of basic approaches in ethics education and key insights into the moral development of children. It represents a useful tool to be used in classrooms as well as for teacher/educator training. The second outputs are Educational materials and tools for ethics and values education. These are prepared according to the age levels of students (3-5, 5-7, 7-9, 9-11 and 11-14 years) and six key themes identified as the most relevant (justice, respect, responsibility, self-esteem, conflict resolution, ethical actions). They can be adapted given the specific aims of a teacher and the context. The third output is a Curriculum proposal for ethics and values education for teachers and educators. It is aimed both to developers and implementers of ethics and values education training as well as a self-study guide. It includes descriptions of various approaches to ethics and values education and an overview of the existing models. The 3 curriculum pillars that we have identified as key are Philosophy with children and critical thinking, Ethics and values education: methods and tools, and Ethical aspects and challenges of the contemporary world (and how to address them in the classroom). The fourth output is the Policy paper on ethics and values education in EU that provides comprehensive support to policy- and decision-makers for the domain of education (both at the EU level as well as on the level of member states) regarding various dimensions of ethics education. The paper addresses the importance and aims of ethics education, the state of the art, main challenges, and puts forward effective, needs-based and sustainable cluster of policy recommendations. In addition to the outputs, we carried out 3 comprehensive training activities. Within the project, we have reached more than 250 teachers with our training/learning activities, while the number of teachers reached with our educational materials exceeded 1700. The number of schools, institutions, and networks of organizations of teachers and educators that was be involved within the project lifetime was 591 and out of these 33 are now members of a network for ethics and values education. The number of general public reached by the media as part of raising the awareness was over 3 million. We contacted 3323 policy-/decision-makers. We have also produced 18 expert articles. We have provided teachers and educators with new opportunities for learning about ethics education and also made a push towards more systemic change to include these topics and approaches into their initial education. As part of the impact and sustainability activities, we have managed to secure follow-up projects. One of these (Little - Learn Together to Live Together) will use the outputs developed and transform them into online courses for teachers in 4 languages and will encompass a wide network of schools. The other will address the ethics educations as part of sports education. In future, we aim to build further synergy, reinforce cooperation, and exchange good practices between different players in the field of ethical education and peer-to-peer and experts support. That is why we have established a European network for ethics and value educations that will be led by the University of Ljubljana. With this, we will enhance innovation and internationalization in the school sector and strengthen cooperation and capacity building in the field of ethics and values education.

"<< Objectives >>The “Int.. Classification of Functionning, Disability and Health“ (ICF) enabled a bio-psycho-social, ability based and non-stigmatizing approach, focusing on „participation“. ICF is included in regulations of additional support needs in most EU27; implementation in schools is still pending. Only assessing bodies (SPF-Gutachter, DMs) learnt about ICF in HLGs (Styria and NÖ) and pilot regions. For Inclusive and mainstream teachers (planning and performing support) a knowledge/skill gap is bridged<< Implementation >>1 After the tool-development pilots are performed in AT (pre-/inservice teacher training and Praxisschulen), in MK (School administration) and TR. 2 Together with BDs (Stmk, NÖ, W) and PHs, 5 ICF-assessment centers in MK, expert networks in TR outcomes are dissminated.3 Mainstreaming: 15-20% of inclusive teachers in AT are reached, in NÖ existing electronic Förderplan is amended. MK School Administration ensures mainstream in the Central region. RAM (TR) reaches 4000 teachers within trainings.<< Results >>1) ICF-support-plan: (anonymous) online tool for inclusive and mainstream teachers to plan and perform additional educational support (based on ICF-categories and participation goals). This ""plan"" is linked to1a: training modules previous Erasmus+ projects in AT, DE, MK, UNICEF (BG, TR)1b: ICF Best practice-expert-plans from previous projects1c: FAQ to provide target specific answers for teachers1d: Link to indepth-tools from recent Erasmus+ (www.icfcy-meduse.eu, www.icf-school.eu, ""I am”)"

EQui-T aims to enhance high quality teaching in an inclusive European context by enabling teacher trainers and pre- and in-service teachers to identify, create and share high-quality inclusive teaching materials in the form of open inclusive educational resources (OIER) and by promoting transnational collaboration and exchange of good practices.As the major activities to achieve these objectives, we will●develop a comprehensive, multi-perspective criteria catalogue for assessing the quality of O(I)ER for inclusive teaching,●establish training courses for pre- and in-service teachers to develop and test innovative teaching materials in the form of OIER for (technology-enhanced) inclusive teaching,●identify good practices for disseminating OIER and establish and implement sustainable dissemination processes,●establish a sustainable network of teachers and other actors in the field of inclusive education on a national and international level to promote transnational collaboration and exchange of good practices regarding identifying and exploiting existing (high-)quality digital tools and materials (e.g. OIER),●conduct mobility activities during the training courses and within the network (using Erasmus+ infrastructure, e.g., eTwinning).Approximately 300 teacher trainers and teachers from different school types in the five partner countries will be directly benefiting from the training courses and the network; through these teachers, we assume to indirectly reach around 6000 students.Expected result: The EQui-T project provides teachers with guidelines for OIER. It enables them to critically assess and to implement OIER in their daily teaching, to reflect upon their instruction as well as to evaluate and improve it in a transnational network of teachers.Type and number of outputs: quality criteria catalogue, curriculum for teacher training course, OIER, guidelines for successful dissemination practices, transnational network, MOOC for teacher trainers.