"Psychological Resilience for Parents is the tool all the parents need in their difficult parenthood role.Today, young people need a broader set of competences to find fulfilling jobs and become independent, engaged citizens who contribute to society. Educated, coscient, well equipped and supported parents - being the role models and capable educators - have a crucial role in enabling their children - young people to develop these competences, giving them the best possible start in life. Psychologically resilient parents tend to raise psychologically resilient children.""The Psychological Resilience for Parents"" project recognises the need for building the competencies of parents to be more resilient and efficient on their parental role. The project aims to provide access to learning offers adapted to individual learning needs of parents. In context of the priority referring to the development of innovative learning tools and methods for the support of individuals in acquiring and developing basic skills and key competences to foster socio-educational and personal development; the project proposes the development of an innovative tools for parents to build capacities to improve psychological resilience into child-upbringing, thus their own and their children well-being. The project’s digital and interactive resources will also ensure the quality of access and infrastructure to diverse groups of parents (e.g. low qualified adults), in order to enhance key competences through non-formal learning and the effective use of digital technologies and open pedagogies in adult education and training.Project outputs will meet the parents needs and expectations in terms of tools for psychological and emotional balance, flexibility and variety of methods and applications. 1. ""Resilience manual for parents"" - manual with resilience program, tools, methodologies to work parents and children resilience skills, inspirational stories, case studies, FAQ and experts tips2. “Activities and tools for parents” - tools and activities for parents to work on themselves and with kids3. ""Resilient parents"" Multimedia platform with all the project materials, videos, webinars, inspirational stories, etc. are going to be design in an accessible way, easy to apply and manoeuvre through project digital resources for parents. 4. ""Resilience Best Practice Report"" - report from piloting and research showing the change in parents and their children, piloting results, best practices case studies and practical examples.Great need of accessible tools for parents helping them to deal with everyday stress, fast time progression and technological changes, new needs of children in changing times need new complex tools, not just one narrow methodology, but a complex and flexible set of methodologies and tools to apply in the best way for every individual need.In the web at the moment there are no other similar programmes available for this target group for free."

<< Background >>Europe thrives on people meeting and understanding each other. Language is the key competence for this. We want to enable young Europeans to study in other European countries. In doing so, we focus on countries that are less in demand and languages that are less widely spoken. Learning these languages in a relatively short time requires sophisticated didactics and methodology.The process of getting to the foreign country for studies can be tricky. One barrier mabe language skills. Comprehensive methodology and didactics for teaching languages as a second language for newcomers rapidly has not been developed yet. Insufficient or no support (both didactic and formal) has been found in any of the partner countries. In the process of looking for solutions for the above described challenges, the partnership of TeachMEproject decided to create neuro didactic based online tools not only for international students but also for teachers, educators and facilitators of such intensive language courses.The project is based on a partnership located in Romania (Transilvania University of Brașov), Poland (FRAME), Czech Republic (Language School PELICAN), Germany (JGU), and Italy (PRISM). Project partnership offers a balanced mix of university expertise, language teaching proficiency, music and art-based methods experience and technical expertise. We start from the premise that teaching languages as a foreign language has become an important and constantly developing field, whose importance in a contemporary multicultural society is increasing due to the increasing number of foreigners in many European countries. The number of international students has been on a rise globally in the last years. In 2016, there were nearly 5.1 million international students in the EU (i.e. 2.3% of all tertiary students), up from 2.1 million in 2000. (UNESCO Institute of Statistics, 2018). However, reports of UNESCO (2018) and EVP of Global Engagement and Research (2019, see Studyportals) show the economic benefits of the increasing international higher-education enrollment in European and other countries. Beside the visible financial impact, plenty of intangible positive impacts can be associated with the international students.One of the key conditions for the success of international students is, however, their ability to command the host-country language or the language they will use for their studies. Usually, international students have a clear idea of what field of study they plan to attend and they are ready to work very hard to achieve their goals. Prospective foreign students are usually required to sit for language tests or to take entrance exams in the host country language. A research report commissioned by NAFSA (Association of International Educators) investigated the scope of third-party providers offering intensive English preparation programs with academic credit for international students in the United States (NAFSA research on the landscape of third-party pathway partnerships in the US, 2017). However, in less usually studied languages, these preparation lessons are missing entirely and the students are limited with their language development to standard courses of general Czech, Polish, Italian, German, Romanian and other languages they want to convey their university studies in.<< Objectives >>The project will bring significant learning outcomes to students who want to study in the host-country language since it will offer innovative blending of synchronous and asynchronous learning. International students get authentic information about language structures, they learn vocabulary, culture and civilization, grammatical structures specific to each host-country language and the mechanisms of their usage. They will integrate appropriate grammatical structures in the oral and written discourse, in real-life communicative contexts. In contrast to students that spend their time in countries with minor languages and study English programmes, we want international students not only to choose countries less in demand but also to immerse into the host country language and culture. In this way, students are more connected to their learning and integrate knowledge and skills with other areas of their lives. Based on the innovative approach to learning, we expect that partner organizations will attract more foreign students to study at universities in partner countries with minor languages.The objectives of the TeachME project are:- To increase the number of young adults who want to learn minor european languages- To establish a European role model: a set of intensive language programs tailored to the needs of youth interested in the study at a foreign university in any of the partner countries.- To promote transnational cooperation and mutual learning between the partners who represent different sectors of education in order to improve education systems, structures and processes.- To support exchanges and make visible good practices, dialogue, mutual learning and cooperation among policymakers, practitioners and stakeholders from partner countries.<< Implementation >>During the realisation of the project, 5 Project Results will be prepared with all partners cooperating on their development: University Roadmap for Foreigners - Mapping of necessary steps in partner countriesA neuro didactic concept for intensive teaching of a host-country language as a foreign language through multimodal and blended learning approachesMethods and tools for teaching a host-country language in blended learning and online coursesGuide for facilitators of intensive language coursesTeachMe platform with Interactive library Their final version will be the result of mutual cooperation of the whole consortium, inputs from expert interviews, testing and piloting and finally feedback from multiplier events. Expert interviews will be organized by the coordinator in months 7-8 to collect the best input for the project results 2, 3 and 4. Piloting of all outputs will be realised in months 22-23. There will be 4 partner meetings held in months 2, 9, 16 and 24 in different partner countries. Multiplier events will be organized in all partner countries after piloting during month 23 when all project outputs are finalized. 40 participants are expected to attend each multiplier event.Final Conference will be held in month 24 in Mainz, Germany, along with the final partner meeting. The international conference is expected to host 60 participants. Besides the Project Results development and related activities, a number of other activities will be realised in project management and dissemination field:- Setting up Project Steering Committee- Creation of Project Management Manual- Development of Logo & Website- Creation of Dissemination Plan- Social Network campaign - establishment and running of project profiles- Project Leaflet development and distribution- Cross-Linking – exchanging of project website links with other similar projects, - Co-Operation And Networking Activities - Creation of Publications- Preparation of Exploitation Plan - Reporting - there will be 4 Financial and Activity Reports prepared during the project cycle in months 7, 13, 19 and at the end of the project.<< Results >>On a policy level this project contributes to a better understanding of less known European countries, their language and culture. On an educational policy level this project wants to overcome systemic segregation between different education sectors, e.g. between the HE sector and the VET sector, language centres at universities and private or NGO language schools. On the level of knowledge and theory of teaching and learning this project wants to develop a totally new concept which answers all challenges of digital learning which at the latest came through with the Pandemic. There are 5 tangible products of the project. Their main aim is to prepare future students through all the stages necessary for the university in the partner countries and enable teachers, educators and facilitators to do so.Tangible project results:1. A UNIVERSITY ROADMAP FOR FOREIGNERS: MAPPING OF NECESSARY STEPS IN PARTNER COUNTRIES. It is a practical click-on map of links, infographics, videos and other materials useful for preparing for studies in a foreign country. The roadmap will be a complete guide providing information needed to begin to live and study in a specific country. All the information will be translated into partner languages and languages of the main migrant group of students in respective countries.2. A NEURO DIDACTIC CONCEPT FOR INTENSIVE TEACHING OF A HOST-COUNTRY LANGUAGE AS A FOREIGN LANGUAGE THROUGH MULTIMODAL AND BLENDED LEARNING APPROACHES. It is an innovative, neurodidactic-based concept for intensive language education of host-country language whose main goal is to provide an overview of the principles of language teaching in digital and blended-learning courses, most innovative, up-to-date approaches and proven and successful methodology suitable for intensive teaching in the field of host- country language.3. METHODS AND TOOLS FOR TEACHING A HOST-COUNTRY LANGUAGE IN BLENDED LEARNING AND ONLINE COURSES is based on the principles presented in PR2. A methodical tool will equip teachers/educators with the knowledge and skills on how to teach effectively in online digital classes, how to be flexible and adapt their learning methods to circumstances and how to transfer knowledge from teacher to student in a digital environment, including the concept of “online digital class” as the modern medium for the transition of knowledge.4. GUIDE FOR FACILITATORS OF INTENSIVE LANGUAGE COURSES. The main idea is to gather in one virtual place all project outcomes. Besides that, it will be used by the partners to create an interactive library section that will be a good and useful pool of interactive resources, materials and tools that the language teacher can use during the learning process.5. TEACHME PLATFORM WITH INTERACTIVE LIBRARY will be a virtual place to upload all project outcomes, host the TeachMe methods and tools, provide interactivity and serve as a databank of resources and self-preparatory tests for language teachers and foreigners/students.Intangible results for teachers:- Acquisition of multimedia teaching tools experiences and competences as well as multicultural and language skills for their professional and personal profile- Broadening their teaching repertoire through innovative tools and methods- Experience of European dimension especially for those who will join the piloting and join staff training. Connection and exchange of feedback among them- Communication and collaborative learning at global levelIR for learners:- One-year intensive courses in minor languages aim to increase students’ awareness for Europe, empower them and educate them to be productive global citizens- Increasing students’ functional knowledge of a foreign country and a minor language- Increased motivation to learnIR for project partners are numerous - improved expertise in language didactics and teaching, cross-sectoral transfer of knowledge, expansion of field-related networks, contact and visibility with stakeholder

The project Lingua+ goes straight into the heart of the urgent matter of immigrant integration in Europe. A basic knowledge of the host -country language is a crucial factor in determining integration success across Europe, including Iceland as a relatively new destination for immigrants. Our experience tells us that existing methodologies and learning scenarios designed for adult immigrant learners lack a holistic approach. To support this view please see as en exemple the latest research curried out in Iceland regarding host language teaching for adult migrants: https://www.unak.is/english/news/60-of-immigrants-dissatisfied-with-quality-of-icelandic-instruction Lingua+ brings innovation into the linguistic integration of immigrants by offering tools to language teachers through state of the art methodologies and practices embedded into socio-cultural interplay. The acquisition of means to express the learner’s own diverse identity through the process of adaption to a new cultural environment are essential components of the Lingua+ approach. Lingua+ addresses target groups on two levels: •Adult educators (teachers, trainers, volunteers) as a primary group needing innovative teaching/training tools and pedagogic resources to facilitate integration of migrants through effective, holistic language teaching; and •Migrants themselves as main target and reference group for testing out and valuating project outcomes.During the project, the following outputs were delivered:• Repository of innovations in teaching host country language to migrants and refugees http://linguaplusproject.eu/repository.html#O1 • Study on existing practices for social inclusion of migrants and refugees and empathy enhancement in adult interactions http://linguaplusproject.eu/practices-on-social-inclusion.html • Lingua+ Handbook for language teachers, trainers, volunteers available in 5 languages: English, Czech, Greek, Icelandic and Italian http://linguaplusproject.eu/handbook-.html • Lingua+ Learning Paths Multimedia presentation available in 5 languages: English, Czech, Greek, Icelandic and Italian http://linguaplusproject.eu/learning-paths.html • Lingua+ Teacher Training Course Guide and MOOC http://linguaplusproject.eu/ttcg-and-mooc.html available also on EPALE https://epale.ec.europa.eu/en/blog/lingua-coming-final-stage-implementation • Platform http://linguaplusproject.eu/index.html#home• Lingua+ Mobile App http://linguaplusproject.eu/mob-app.html A series of workshops in partner countries were held in the second half of 2018 with the aim to test Lingua+ tools for host-country language teaching. More than 10 language teachers and adult educators were directly involved in designing and piloting 15 Innovative Lingua+ Learning Paths. In total 134 migrant learners participated in piloting workshops of Lingua Learning Path. Feedback from teachers and short videos from piloting sessions are available on YouToub Lingua+ channel. Working versions of the main tools were handed to the educators and trainers for further practical testing. Feedback, advices, recommendations and other insight is a priceless added value and it was taken into account for adjusting the outputs according to the migrants' needs. Lingua+ objectives were:•Developing and implementing innovative, language learning programs for adult migrants, refugees, asylum seekers in line with their needs of cross–cultural adaptation and orientation particularly addressing illiterate learners; learner- cantered; based on plurilingual education and linguistic diversity and using participatory approach and ICT.•Enhancing the professional competence of language trainers, educators and volunteers by supplying didactic tools and hands-on experiences in holistic migrant language teaching.•Increasing capacity and professionalism of participating institutions to work at international level by increasing quality in the preparation, implementation, monitoring and follow- up of international projects.Project training activities started with the short stuff – training in Florence 2018 and brought together 10 participants including adult educators and practitioners as well as group of three experts within the field of immigrant education offering valuable input to the success of Lingua+ development of innovative tools. Series of multiplier events took place in Cyprus, Italy, Czech Republic and UK. Participants in the workshops came from different types of organizations, including migrant organizations, community volunteering initiatives, Councils integration offices, colleges and universities. They were volunteers, social workers, language teachers, and private individuals with an interest in languages and welcoming society. In total 193 participants shearing a valuable feedback after each event by use of on-line self-evaluation questionnaires. Throughout the duration of the project over 4,000 individuals were approached by the project partners via various tools of comuncation (Facebook, YouToub, MailChimp, emails, conferencies, meetings). As regards to conferences partnership presented Lingua+ to the Association of Teachers of Czech as a Foreign Language and published article in proceedings (Prague, 02/2018, at the ATTEE Winter Conference (Utrecht, 02/2018) and publishing three articles in EPALE (05/2018, 05/2020). More than that, project involved EPALE unit at Erasmus National Agency in Italy to launch a call for paper on the issue of Language Learning with a Socially inclusive approach. Articles will be published on a special number of the EPALE Journal on Adult Learning and Continous Education (http://www.erasmusplus.it/adulti/epale-journal/). Lingua+ Facebook page during the lifetime of the project was followed by over 350 individuals from more than 30 countries. Three Lingua Newsletters reached over 500 mailboxes in total.Facilitating development of growth mind-set for adult educators by developing and implementing innovative education tools is seen as longer-term benefit. Moreover, project outputs will increase quality of educational programs tailored for adult migrants to facilitate social-cultural adaption and wellbeing of this particular group in situations of higher risk of social exclusion and lower civic engagement. Benefits for migrant learners in long will bring more enjoyment of intercultural dialogue, creativity and, increased participation in the community as well as increased personal network at local and European level.Education authorities acquired example of practices to mention for advocacy and reforms, and obtained a set of didactic tools to support teachers working with migrant/refuge. Lingua promoted linguistic diversity and its value as enhancer of more effective, responsive and diverse education and societies. Overall, successful dissemination activities increased openness toward social inclusion, intercultural understanding, communication, creativity and empathy.

The project reacts directly to the new security situation that emerged in Europe and other parts of the world due to a rapid spread of COVID-19 disease. As a necessary tool to fight its further uncontrolled spreading, severe limitations of free movement and contact of people have been set in most countries affected. As for March 2019, no medicine has been invented and put to regular use yet. Meanwhile, the disease has spread among all European countries and led to a closing of all education institutions in these countries for a regular use. One of the main implications of this development is a severe limitation of education processes, where regular courses and lessons had to be stopped for an indefinite period due to the fact that a teacher and students cannot meet each other and continue in the educational process. Some of the procedures can however be transformed to an online or distance learning mode, which enables the learning process to continue. Among the courses and lessons currently hit severely with a health crisis, language courses possess a special position. These courses are limited not only by the lack of direct contact with the teacher, but also with the lack of options to practice and train their language skills, get instant feedback in direct communication (dialogue, group conversation, etc.). So, the sole transfer of knowledge the students are expected to gather is not sufficient in these courses. The goal of the project is to develop a conceptual framework for transformation of various types of courses into sufficient online/distance form. The concept is based on two premises:●teacher will be developing distant support materials continuously during the standard run of courses●students will use these tools to enhance their involvement in the course, repeat and deepen their knowledge and also to get familiar with distance educational tools their teacher is using●in case of unpredictable absence of a student, distance/online learning tools can be used at least partially to get in touch with content of the lessons the student has missed●in case of unpredictable absence of the teacher, students will be given links to online/distant supportive materials to keep the tempo of lessons (if they decide to use it; otherwise they can obviously ask for a standard lesson with another teacher or to combine both)●in an extraordinary situation when the standard teaching/learning process is impossible to maintain, distance/online tools will be used by both teacher and students to keep up with the original schedule and get ready to achieve original goals of the course.Within the project led by a consortium 6 partners from Germany, Czech Republic, Italy, Poland and Bulgaria, six intellectual outputs will be prepared:●A comprehensive roadmap of types of language courses and its transfer needs to online/distant form●Teacher guide to available tools and methods of transfer●Step-by-step guide for transferring courses●Self-assessment and assessment distant tools for students, teachers and facilitators●Platform for distance/online education●Course Guide for TeachersThe project is thus not simply a guide to use an online tool or to transfer a course with an online tool. Rather, it offers a matrix to find out the best possible combination of tools from a variety available for a particular course, enabling the teachers and facilitators to overcome the time burden and react●quickly enough to not miss the students and time●effectively, so with the selected combination of online/distance tools, the class can keep up with the original schedule●with selecting relevant tools and methods that fit both teacher and students of a particular course For times of standard language learning courses, the methodology will equip teachers and students with scenarios to develop distant and online support materials for language learning, which widens options to overcome absences or delays and be prepared for unexpected complications in the learning schedule.

Highlighting the Potential of English Language Learning for Global Education PurposesOct 2019 – Mar 2022Coordinator organisation: Bahcesehir University Foundation (Turkey)Partners: Pelican Language School (Czech Republic), Promozione Internazionale Sicilia-Mondo(Italy), FRAME (Poland), European Center for Quality (Bulgaria), Promimpresa (Italy)In 2019 we have to admit, that we are living in turbulent times. Poverty, inequality, social-political conflicts and climate change are among the most important challenges that we are facing nowadays as members of the European society and as global citizens. In the 2030 Agenda for Sustainable Development 17 SDGs and 169 targets have been identified to be reached by the end of 2030, and it calls for all public, for-profit and non-profit, private and civil organisations to unite and contribute with its resources for the successful management of these global challenges.In the process of looking for solutions for the challenges identified as SDGs, the partnership found that there is a huge potential in language learning to support the education for sustainable development.Global education (GE) has been defined as an approach that enables people to develop the knowledge, skills, values and attitudes needed for securing a just, sustainable world in which everyone has the right to fulfil his/her potential. GE encompasses Development Education, Human Rights Education, Education for Sustainability, Education for Peace and Conflict Prevention, Intercultural Education, being the global dimension for Education for Citizenship (Global Education Guidelines, 2008).The objective of the HI-GLOBE project is:To enhance the potential of English-language learning for Global Educational purposes.In reaching this objective, the primary target group addressed will be:- Adult English-language learners- English language teachers, instructors, educators and tutorsEnvisaged results of the HI-GLOBE project:- Analysis on the approach of English teachers in the adult sector on Global Educational methodologies in language teaching- HI-GLOBE modules developed on 2 level (A1-2 and B1-2), each one including a 40 hour blended learning course serving Global Educational purposes and based on CLIL, TBL and interactive digital technology.HIGLOBE modules- 3 pilot HI-GLOBE course realized in A1-A2 level and 3 on B1-B2 level in the partners' countries- 60 adult learners of English language participated in the pilot modules of the HI-GLOBEmethodology in the partners' countries- 1 HI-GLOBE learning platform (OER) developed containing the 2 learning modules and a Guide for educators- 5 Promotional events organized for the exploitation of the HI-GLOBE methodology in November 2021 during the Global Education Week- 220 stakeholders participated in the multiplier events in the partners' countriesThe project intend to have a positive impact and contribution to the SDG target 4.7, namely: To ensure that by 2030 ALL learners acquire knowledge and skills needed to promote sustainable development including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, globalcitizenship and appreciation of cultural diversity and of culture's contribution to sustainable development.