The project “Preventing illiteracy through pedagogical innovation and cooperation with families” led by the GIP FORINVAL Amiens (France) in association with the DSDEN de l'Oise (France) brings together the University of BASILICATA (Italy) around the problem of illiteracy, the USR of Piedmont (Italy) and the School Inspections of KONYA in Turkey and BRAILA in Romania to provide innovative and transferable responses in the countries involved.The objectives were to question the teaching of understanding, to pool effective tools and to reflect on actions that would strengthen collaboration with parents.After a diagnosis of the situation of illiteracy in Europe, the learning activities enabled the work teams to share intellectual outputs: the ROLL (tool based on differentiated instruction) for the DSDEN de l'Oise, a training course for students and teacher trainees on the didactics of understanding for the University of Basilicata, the JIGSAW (tool based on cooperative work) for Turkey, the DICOVOC (based on lexical anticipation) for Romania and an e-book that integrates all these productions for the USR Piedmont. The collaborative work of the partners has enabled the adaptation of these tools to broad audiences ranging from kindergarten to adult education.Indeed, the expertise of the Turin partner in adult education has encouraged the French, Turkish and Italian partners from the south to initiate new actions for this target. In addition, these outputs intended initially for the teaching of the native language have been adapted to the teaching of modern languages, to other disciplines and to allophone audiences. The formation of teams (inter-degrees, multi-categories) was a major asset as it enabled the creation of new local working networks by boosting cooperation between schools and institutions. At the transnational meetings, regulations were made to adjust the actions carried out and organize the calendar so that each return of mobility, training paths were created by each partner and allowed the deployment of intellectual outputs in the territories of the partners. Questionnaires were used to assess the level of satisfaction of trained staff and the effectiveness of the tools deployed; scientific evaluations conducted in France and Italy on control and pilot classes show real progress among students. In terms of impact, the partners observed:-increased abilities in mastering key skills for both students and adults in illiteracy situations-strengthening links within educational communities: teachers, trainers, school heads, inspectors, academic directors-continued collaboration with parents, their representatives and associations-an answer to the training needs of teachers who welcome intellectual outputs in which each student engages and which differ from lecture courses-creation of training pathways that are now integrated into curricula-a positive effect on the class atmosphere-a willingness of partners to continue to collaborate on new projectsThe pandemic has significantly changed the way institutions operate, but the project has been able to meet its commitments thanks to the adaptation of partners: two mobilities have been carried out remotely, as well as three of the multiplier events out of the five. This did not prevent the dissemination of project results at local, regional and international level. The on-line training and tutorial capsules were part of the dissemination activities; they will also ensure the sustainability of the outputs. The website of the project www.erasmus-illettrisme.fr will maintain the link with the school communities of the 5 delegations but above all, offer access to intellectual productions, news, training, articles, and renewed resources. The quality of the collaborative work and the results obtained confirm the determination and willingness of the partners to continue to carry out European projects in order to seek solutions to the decisive challenges of tomorrow.

MORE 4 Europe (new name of RECOGMOB 4) objective is to implement recognized mobility for level 4 EQF, using hospitality and catering experimentation. Recognized mobility must be distinguished from traditional mobility: - by its objective of preparing unit of learning outcomes abroad; linguistic and / or cultural objective is not the first even if it remains. - by using the principles of ECVET, i.e. transfer, recognition and accumulation of learning outcomes. - through the use of ECVET tools for recognized mobility, memorandum of understanding, learning agreement and the personal transcript of record. The project involves joint work between two groups of partners, competent bodies for certification and vocational schools. The former has to set up the regulatory framework to make possible recognition and accumulation of units prepared abroad. The latter is in charge of experimentation with the development of learning agreements between school partners within the memorandum of understanding (MoU); schools will have to support learners during mobility with pedagogical axe and assess learners' learning outcomes, reporting and transferring personal transcript of learners’ record.The project methodology has 3 key points along 2 years: - Preparation of mobility with setting up a memorandum of understanding, drafting learning agreements, selection of learners who will benefit from mobility, preparing the departure of learners. This will be the first year of the project. - Mobility itself by learners with varied modalities and timing tested during the project: academic mobility (at the school), internship (in company) or associating the two; Mobility of 6 to 8 continuous weeks or shorter or discontinuous, mobility. - Improvement of mobility for level 4 EQF based on the lessons learned. The aim is to set up a strong and clear methodology for schools wishing to implement recognized mobility with operational tools, advice and alerts, in order to develop keys to the success of such mobility. There are right now seven partners from France, Spain, Italy and Portugal. They belong to territories with various sizes and skills in terms of training and certification: Académie d’Aix-Marseille for France, Catalonia for Spain, Piemont for Italy and Portugal. Each partner is either a certification authority (Rectorat d'Aix-Marseille, Generalitat de Catalunya, USR Piemont and Turismo de Portugal) or a hotel school (Marseille, Barcelona, Mondovi, Setubal).A peculiarity is to be noted for Portugal: Turismo de Portugal is the only partner, the hotel school of Setubal acting under its tutelage. These partners all have strong experience of partnerships and / or collaborations in transnational projects. The whole project is carried by the GIP (educational interest group) of Marseille which deposits and coordinates it. The experimentation concerns level 4 of the European qualification framework. If level 5, corresponding to older learners most of whom are majors, has already been the subject of European mobility projects, Level 4 still suffers from a lack of experimentation, particularly related to the constraints specific to a range of learners who are mostly minors, in the phase of personal construction, and of a rather limited level of autonomy. Experimentation is taking place in the hotel and catering sector very mobility friendly, this facilitates the involvement of actors.The result of the project, the guidelines for recognised mobility, have been available to the target public by numerical and paper way of communication and was disseminated in several seminars.The expected impacts first affect the project partners who will develop new skills in the field of driving and accompanying the mobility of learners. But beyond the partners, the objective is to convince vocational schools and colleges to move from classical mobility to recognized mobility by showing the benefits for all stakeholders.The long-term benefit is clearly to make European professionalism a reality making learners able to fit into any type of company in their sector in Europe. The development of a European citizenship is also a powerful benefit of mobility paths.

"The C.A.S.T.L.E. project: a Chess Curriculum to Advance Students' Thinking and Learning Skills in Primary Education was born from the idea of using chess as a pedagogic tool in primary school.During the three years of the project, we have dynamically addressed the teachers, under the thrust of three partners all with great chess and school experience: Alfiere Bianco in Italy, the Deutsche Schulschachstiftung in Germany and the Club Ajedrez 64 Villalba in Spain. There were three partner schools: the I.C. ""Muzzone"" in Racconigi (CN), the CEIP San Miguel Arcangel of Villalba (Madrid) and the Grundschule Gartnerplatz in Munich. The shared starting point was the belief that school chess nourishes the growth of individuals by involving and improving some of the particular abilities of human nature: problem solving, metacognitive and psychomotor skills as well as social and relational skills. The partners involved in evaluating the outcome of the chess activities on the aforementioned areas were the University of Turin (Prof. Trinchero) and two partners from Ministries of Education: the Regional School for Piedmont and the Dirección General de Innovación, Becas y Ayudas a la Educación of the Madrid region.45 teachers and their respective classes were involved in the three countries, and together with chess experts they created a chess curriculum for the five grades of primary school: psychomotor activity on giant chessboard, use of chess in classrooms ""on desk"" and chess activity on the web (Victorís Chess House).The results of the intervention were very positive: in the giant chessboard activity, the children of the experimental group improved their psychomotor skills more than the control group on all the items detected with an external observer, while in the logical-mathematical and metacognitive areas results have been undoubtedly positive, though with the gap between experimental and control classes not always so obvious. As regards the questionnaires submitted to the teachers relating to the project's impact on their professionalization, they were fully satisfied with the activities of the CASTLE Project, and confirmed (in 88% of cases) the practicality of transferring the skills they had gained on to their colleagues and, above all, the perception of a ""benefit"" for students, in respect of the following dimensions: classroom climate; peer collaboration; participation and involvement of all students; cross-competency development.Participating in the CASTLE project as a stakeholder from the beginning, FIDE (the World Chess Federation) has greatly increased the interest in CASTLE at international level. FIDE has also officially incorporated our psychomotor activities in their training program for teachers (Early Years Skills Program - eys.fide.com). The European Chess Union (ECU) included the CASTLE project in the conference held at the European Parliament in Brussels on 24 February 2016, and also officially approves our CASTLE curriculum in its School Chess Teacher Certificate. In Italy, the Italian Chess Federation has included the entire CASTLE curriculum in its teacher training program, and probably some part of CASTLE will be included in a list of nationally recognised training methods for teachers in Spain.To date, the main way of launching ""Chess in Schools"" projects in Europe has been by using chess instructors, external chess experts, with a significant cost to school administrations. With the CASTLE project we have been able to suggest a valid alternative to affirm the pedagogical use of chess in schools by having the schools' own teachers carry out the various class activities, in their classes in a completely autonomous way, during school hours. We also have the idea that those teachers may, in the future, become trainers of their colleagues in the school. Finally CASTLE wants to be a help in changing the education policies of the states, in full compliance with the European Parliament Declaration of 15/03/2012, which calls for the introduction of ""Chess in Schools"" in the education systems of the Member States, suggesting an easy-to-use template, specially created and tested with precision (over 5,000 measurement tools compiled and analyzed in three years) without any external experts and which can be disseminated independently by the schools, not only internally but also to other schools."

"Context/background of the project.The Project idea of PEAK was born in 2013; it was based on the experience of GIFT, Growing Innovations For Teaching, granted by EU. The Partnership, after setting up the first project group, developed some proposal focuses, around which building up an additional network of European partners with specific areas of expertise. Partners set up a project proposal targeting to meet the strategic objectives that the member countries of the European Union aim to pursue through the priorities set out in the Europe 2020 strategy and the four planned objectives:•to ensure that lifelong learning and mobility become a reality•improve the quality and effectiveness of education and training•promoting fairness, social cohesion and active citizenship•encourage creativity and innovation, including entrepreneurship, at all levels of education and training.Objectives.The project has identified the development of teaching profession at the centre of its action as a strong point for the improvement of educational systems and the consequent strengthening of students’ key competences. The project aimed to promote confrontation and sharing among all those working in the educational system and consider it necessary to provide young students with growth models based on democracy and the coexistence of peoples, through cooperation, networking and peer learning. In terms of expected results, the objectives of the project and, in particular, the development of competences identified as central issues of training expected to be achieved:1.digital skills and, in this case, the use of methodologies and technological tools to improve teaching discipline;2.the language skills as a communication tool and with particular attention to the increase of teachers able to support the CLIL methodology in the Italian classes;3.awareness of European citizenship, so that participating schools take the commitment to include specific modules or targeted learning pathways, both within the curriculum and in the study plans of the teachers involved in disciplinary specificities.Number and profile of participating organisations.The IPS ""Albe Steiner"" of Turin, Applicant Partner, took care of the administrative activities, of the official relations with the Italian agency INDIRE; dealing with quality protocols and mobility certifications- EuroPass.ANFIS, a teachers’ training professional Association, certified by MIUR, has been the coordinator of training courses for pre-mobility. ACMOS - youth association, skilled on active citizenship, within the LIBERA Piemonte network, with a leading role in the educational proposal on the issues of legality.ALCANTARA Group, based in Cordoba, oversaw the communication aspects through social media; developing workshops and seminars on the theme of cyber bullying. BURGAS FREE UNIVERSITY (BFU), is a Bulgarian private University, specialized in teaching languages and ICT – based teaching. The technical institute ""L. EINAUDI ""of Verona has established a network of schools in the area, contributing to the spreading and dissemination of innovative practices promoted by the project.The Rakovski High School in Burgas has dynamically participated at the mobilites, encouraging the dissemination of the objectives and results of the project through dissemination activities in the Bulgarian territory. Leeds BECKETT University, new Partner, specialised in Language Teaching, expert on the Flipped class methodology. The SALESIAN COLLEGE, in Limerick, Ireland, a new partner of the second project-life year, active in project dissemination.EUFOR, a network of secondary schools in Sardinia, a new partner of the second project-life year, active in dissemination of results.Description of undertaken main activities.The project activities have been carried out through the comparison and sharing among teachers coming from different countries on the topics of Ciber Bullying, teaching / learning through ICT, research on distance learning approaches, on innovative methodologies such as the Flipped Class.Results and impact attained.For teachers, beneficiaries of training and mobility:1. Development of professional skills with particular regard to digital and sharing planning;2. Increase of the ability to realize an active teaching based on the use of ICT.3. Increasing awareness of the importance of enhancing good teaching practices, based on a real competence approach in a European wide network;Longer-term benefits.Promoting European citizenship in younger generations is a fundamental aspect of the historical and social context today, especially in the light of the triggering of some processes on the political and economic level within the European Union.The expansion of Erasmus enables individuals and groups of different ages to participate in exchanges, and through mutual understanding, to feel they are European citizens."

We advise you to consult, alongside the reading of this report, the collaborative platform that has been put in place by the project leader to share the work done in common. You will be able to read all the documents related to learning activities, joint training events, dissemination activities, intellectual productions, project management and administration. (https://gipal.fr/owncloud/index.php/s/XlK8yWav43Jkugd?path=%2F).The long-term benefits are to ; ensure that the notion of skills become a shared and common language in the field of the EDD-SI between the various actors (teachers, health workers) on one hand but also the other associative actors of the educational system ; build more effective trainings by connecting training activities and the aimed skills ; create cooperative work between trainers of the associative environment and teachers and/or trainers of the Educational system ; allow an evaluation with indicators and shared signs.Education for Global Citizenship gives keys to understanding environmental, economic, social and cultural interdependencies all over the world, and contributes to the education of citizens. It strengthens social cohesion and capacity to act of the people. Carried out in many European countries by motivated teachers, informal education organizations and local authorities, it was still fragmented, scattered and poorly organized. As a consequence it needed to be recognized as part of an interdisciplinary and systemic approach, the ACTECIM project provided that new and innovating approach. It has brought together partners from European territories to build a collaborative and transdisciplinary approach to establish and develop training for sustainable development and solidarity. It was aimed at improving the quality and the relevance of educational tools and structuring the acquisition of transversal skills. Our partnerships was inspired by the outputs of the “Des Alpes au Sahel” project and REDDSO which initiated exchanges between community and local actors in formal and non-formal education. Their goal was sustainable development and international solidarity. These last three years our new partnership has been enriched by the participation of a Romanian region, the Judet of Dolj (South-West Oltenia region) and 18 other partners in France, Romania and Italy. The partners were three local governments: Piedmont Region (Italy), Rhône Alpes (France), South-West Oltenia Regional development Agency Judet of Dolj (Romania), three universities: University of Craiova, Faculty of Education Turin, Lyon ESPE, three “Rectorats”: Lyon, Grenoble, Inspectorate Dolj, schools of the three “académie” but also international solidarity networks such as RESACOOP and COP associations.Our objectives were clear and easily measurable. We wanted to improve the quality of educational programs by developing an innovative approach and new teaching practices in order to develop the skills of young people in that field and the quality of public education policies as well. We also wanted to enrich the educational offer for teachers through the implementation co-develop training contents of Education for Sustainable Development and International Solidarity, especially through distance trainings aimed at educators. This project has also enabled the mobility of young people, and that of multipliers to promote the spirit of mobility and develop methods and training systems, to regionalize the issues the project has tackled especially with EGD-IS. The activities planned were the production of knowledge and know-hows, the definition of the EGC-IS impacts and its added value on the targeted audiences; integration of skills in the youth’s and the trainers’ curriculums, integrating international solidarity in education training for sustainable development; diversification of university training curriculums; to boost the practices of informal education, organize the methods and content of EGC-IS approaches. Dissemination of the productions: three national and international workshop have been organized in order to share approaches and knowledge of EGC-IS. Trainers, teachers, facilitators and students have been invited to these events to share and the impacts and outputs. The beneficiaries are now able, in the framework of an intercultural approach, to question the vision of their partners on common issues (water, environment, food, health, human rights, good governance ...). They have acquired citizens’ skills and habits to live together. Therefore transferable skills have been strengthened. Then teachers and trainers have been able develop a transversal approach to teaching. The professionals of formal and non-formal education have exchanged their practices and have become a real task force.