ETHOS seeks to provide building blocks for the development of the an empirically informed European theory of justice by (a) refining and deepening the knowledge on the European foundations of justice - both historically based and contemporary envisaged; (b) enhancing the awareness of the mechanism that impede the realisation of the justice ideals that live in contemporary Europe; (c) advancing the understanding of the process of drawing and re-drawing of the boundaries of justice (fault lines); and (d) providing guidance to politicians, policy makers, advocacies and other stakeholders on how to design and implement policies to reserve inequalities and prevent injustice. In ETHOS approach, justice is not merely an abstracted moral ideal of universal reach that is worth striving for. It is predominantly a continuously re-enacted and re-constructed, "lived" experience, embedded in firm legal, political, moral, social, economic and cultural institutions that are geared to giving members of society what is their due. In ETHOS project, justice will be studied in its interdependence between the ideal and the real, the normative and the practical, the formal and the informal - all set in the highly complex institutions of modern European societies. To enhance the formulation of an empirically based theory of justice, ETHOS will explore the normative underpinnings of justice and its practical realisation in four heuristically defined domains of justice (social justice, economic justice, political justice, and civil and symbolic justice), as revealed in: (a) philosophical and political tradition, (b) legal framework, (c) daily (bureaucratic) practice, (d) current public debates, and (e) the accounts of the vulnerable populations in six European countries (the Netherlands, the UK, Hungary, Austria, Portugal and Turkey). The question of boundary drawing and re¬drawing and the fault lines of justice will permeate the whole investigation.

According to EU educational policy studies and reports, there is an urgent need to support teachers in addressing and building upon the linguistic diversity found in today’s classrooms across Europe. In this respect, special emphasis is placed on the role of Continuous Professional Development (CPD) in empowering teachers to integrate languages of international communication in multilingual classrooms, so as to help their learners, including learners from migrant backgrounds, develop skills which are crucial for social inclusion and employability in the current globalised and highly demanding world. As is highlighted, English language teachers (ELTs), in particular, should acknowledge the role of English as a lingua franca (ELF), i.e. as the most frequently employed means of international and intercultural communication in Europe and beyond. Integrating ELF in multilingual classrooms necessarily requires the development of a new set of competences for ELTs, who, as research shows, have not yet incorporated in their teaching an awareness of this role of English, let alone an awareness of the relevance of ELF to multilingualism or to social inclusion and employability. A key reason for this is that ELF-related issues are not sufficiently covered in Initial Teacher Education (ITE) or CPD programmes across Europe.Consisting of a network of experts from five increasingly multilingual European countries (Greece, Turkey, Italy, Portugal, Norway) who specialize in teacher education and ELF, the ‘English as a Lingua Franca Practices for Inclusive Multilingual Classrooms (ENRICH)’ project aims at developing an innovative, effective, efficient and sustainable CPD infrastructure which will equip in-service ELTs with the necessary competences for integrating ELF in multilingual classrooms. These include: a) up-to-date knowledge and awareness of the nature and role of ELF (E of ENRICH); b) collaboration and critical thinking skills through networking (N) focusing on multilingualism and ELF; c) skills for planning, managing and coordinating teaching which integrates ELF in multilingual classrooms involving especially learners from migrant backgrounds, such as refugees (R); skills for using innovative (I) language teaching practices (translanguaging, CLIL, TBL, ICT) and appropriate cultural content (C) related to the European Cultural Heritage, so as to develop the learners’ ELF-related communicative (e.g. mediation, negotiation) and other transversal skills (e.g. cultural awareness) necessary for employability and social inclusion in today’s world. To this end, ENRICH aims at employing a high-quality (H) CPD methodology by integrating competence-oriented tasks, mentoring, collaborative, reflective and ICT-based learning, and, when appropriate, by linking CPD to ITE, as regards ELF-related issues not sufficiently covered therein, to ensure the provision of more localised, relevant and effective professional development for teachers.The ENRICH CPD endeavour will be carried out within a time period of 36 months as follows. At first, a Needs Analysis survey will be carried out to identify: a) the training needs of in-service ELTs with respect to multilingualism, ELF and teaching young and adolescent learners in multilingual classrooms, including migrants, and b) the needs and wants of these learners, as regards learning and using English. Based on the findings, as well as on a comprehensive literature review on relevant issues, a CPD course will be developed, piloted and implemented across the partner countries. This course will adopt a blended learning (face-to-face and online) approach and will focus on the teacher competences mentioned above. During its implementation phase, the ENRICH partners will act as mentors of the participating ELTs (approx. 15-30 from each partner country), who, as part of the course, will also be engaged in designing, teaching and evaluating original lessons in their own classrooms. Finally, a Handbook will be created, containing, among others, the CPD materials, good practices from the ELTs’ classrooms, and key information aiming at fostering the transferability and multiplication prospects of the project and informing educational policy and research.Other equally important aspects include: a) the development of the project’s website, b) evaluation and quality assurance and c) dissemination, exploitation and sustainability. The main deliverables (Needs Analysis, CPD course, Handbook) will be disseminated through multiplier events in the partner countries, as well as through a final conference, addressing the main target groups of ENRICH: a) ELTs, b) teacher educators, c) educational policymakers, d) experts and researchers in the areas of multilingualism and ELF. Due to the innovative nature of ENRICH and its high potential in breaking new ground in teacher education focusing on multilingualism and ELF, the impact on all of these groups is expected to be more than significant.

The Higher Education sector in South Africa is going through a fundamental transformation process, addressing several challenges such as inequality of representation amongst existing staff, high student : staff ratios, low throughput rates, limited qualifications of existing staff and an inadequate postgraduate pipeline. Therefore, the government aims to identify and nurture academic talent, support newly recruited academics to acquire Doctoral and Master’s degrees, and develop their research skills. Also, the roles of professionals in Higher Education operating in the ‘third space’ are increasingly important as universities seek to differentiate themselves in how they create a valuable student experience; ensure student outcomes; and positively impact their local, regional, and global communities and economies through research and engagement. The project will address these aspects with a focus on strengthening postgraduate environments, reinforcing academic cultures at public universities in South Africa. This will contribute to transforming public universities, creating more conducive environments for postgraduate studies and sustainable supervisory capacity. The project intends to support universities to develop supervision capacity, nurture academic talent, assist them in training newly recruited academics to acquire Doctoral and Master’s degrees and develop research skills of academic staff.At individual level, participants will be coached to design a tailor-made programme to develop postgraduate supervision, while taking into account the historical background, nature of the concerned institute, its ethos, its vision and mission and available resources. At institutional level, the extended tailor-made programme designed by the participants will be presented to their research office, faculty and university leadership, anticipating approval and implementation of (essential elements of) the proposed programme to enhance their postgraduate environment.