"<< Objectives >>This project aims to promote the ""Evidence-based education"" approach in the educational community at all levels of the educational system, from the political or administrative level, to the classroom level through the level of the management of the centers, showing the need that the decisions (political, pedagogical, didactic) that are adopted seek support in the quality evidence that educational research has provided for decades.<< Implementation >>2 Transnational Meetings in Murcia2 Transnational Meetings in Braga3 Training courses in blended mode and with presentations transmitted via streaming.1 Multiplier Event in Braga: Evidence-based Education Conference1 Multiplier Event in Murcia: Efficacy, efficiency and equity in education systems Conference<< Results >>This project tries to create a certain awareness in the educational community at all levels, including the educational administration. This change in mentality must be the effect of the training activities that will be open and the knowledge of good practices. In the long term, participating organizations should improve their educational outcomes through improved effectiveness of school leadership and teaching practice. The training implemented will be formalized in the regional systems"

The DVCI project aims increase the skills and expertise of professionals, including statutory commissioners and policy makers, who are responsible for leading and coordinating responses to domestic violence (DV) and other forms of violence against women and girls (VAWG). The DVCI project will develop, test and implement innovative, work-based CVET to support the crucial role of DV Strategic Coordination.The Council of Europe Convention on preventing and combating violence against women and domestic violence (the ‘Istanbul Convention’) recognises that an integrated approach is essential to enabling effective interventions to support and protect victims of VAWG, and that training should support multi-agency cooperation. There is currently no standard training focusing on strengthening competencies and skills to support the role of DV Strategic Coordination across partner counties (UK, Romania, Spain or Greece). The DVCI project addresses this gap. Our objectives are:1) To share good practice and develop an EU core curriculum and competencies for the DV Strategic Coordination role, involving relevant agencies with responsibility for dealing with DV and VAWG2) To develop nationally-adapted curricula for developing and delivering a coordinated community response to DV in the UK, Greece, Romania and Spain3) To pilot and accredit innovative work-based VET to 160 professionals with responsibility for leading or coordinating DV interventions in four national contexts (45 in the UK, Romania and Greece, 25 in Spain)4) To raise awareness of the need to improve skills of DV coordinators at a local, national and EU level national and assist member states to improve services for victims of DV and VAWG through training Target groups: 1. DV strategic and operational leads, including policy/decision makers, commissioners and managers of DV interventions, including from local authorities, judicial and police, health and education sector and housing associations. 2. DV Practitioners responsible for managing and coordinating DV interventions e.g. social workers, police, health workers, teachers, counselors and staff from NGOs The DVCI partnership brings together local and regional authorities, VET providers, and NGOs, enabling the development of high quality, innovative CVET relevant to national and EU labour market needs, promoting and supporting responses against DV and VAWG. Each partner will undertake training needs analysis, informed by Stakeholder Reference groups established in each country. We will promote cooperation and exchange of practice, knowledge and ideas via a transnational event programme, and jointly develop a core European Curriculum for DV Coordination and nationally adapted curriculums. The project will develop, pilot and evaluate national training courses, reaching 160 target learners. National training programmes will seek accreditation by nationally-recognised quality assurance bodies.Dissemination will be supported by project website, project publicity leaflets and targeted on-line PR strategy reaching over 2500 target individuals. Four multiplier events will promote the EU core curriculum and training (190 representatives including MEPs, politicians, DV VET providers, national/EU stakeholders). The DVCI project will add value at a European level as there is a common need to improve the coordinated response to DV across the EU, and this can be effectively supported by developing work-based VET in this area. Impact of the project: Partners will have increased capacity to support a coordinated, multi-agency response to DV and VAWG in their countries. Training participants will have improved skills competencies resulting in positive impact on local and national responses to DV; open access to the EU core curricula and training manuals will support adaptation of training across other member states, supporting an improved strategic response to VAWG across member states, ultimately ensuring victims receive better, more consistent and effective support.

Digital technologies have an amazing potential in education and huge efforts and interest are being put into empowering teachers for better learning outcomes. The European Commission is accordingly strongly supporting, through policies and funding, digital learning in the European Education System. Furthermore, the COVID-19 pandemic has dramatically exemplified the necessity of broadly accessible online educational resources.Unfortunately, disabled students are often left apart from this mainstream of research and innovation in Educational Technologies because the platforms and tools are not designed taking this group of users into account. As a result, students with disabilities suffer from a double disadvantage: not only cannot they benefit from the new teaching methodologies, but they cannot even access more traditional textbook-style digital learning material to support their self-studying. The overall goal of this project’s proposal is to significantly contribute to increase the number of online open educational resources accessible for disabled students, with an emphasis on visually impaired. It therefore stands up for a more inclusive e-learning.By developing further the results of the Erasmus Plus KA201 project INDIe, 2018-1-ES01-KA201-050924, http://indieproject.eu, an authoring tool will be delivered which implements a layer of generation of accessible content. It will therefore allow teachers and educators to easily produce rich online learning units which are accessible to students with visual impairment and possibly additional disabilities.Moreover, a number of accessible learning units on a range of topics and educational levels will be produced and published to the INDIeOpen repository of Open Educational Resources. These will be open to use, share, modify by any person interested. An online course on inclusive education for the professional development of teachers, staff or any person interested in the education of students with disabilities, will also be made available on INDIeOpen. Finally, the authoring tool INDIeAuthor itself will be adapted for a seamless experience for authors with visual impairment, who will be empowered to create their own online digital content.To achieve these goals, a consortium was built in a complementary perspective with partners with different profiles: a higher education institution with a strong technological know-how; organisations - a charity and specialised schools - with expertise and decades of experience in the education of students with visual impairment and additional disabilities; mainstream high schools with visually impaired students; a regional authority for education which in charge of attending students with educational needs in the Region of Murcia, and finally, a Greek association of teachers who share the passion to promote STEM subjects in education.The project aims to make a difference to the education of learners with disabilities allowing them to fully participate into digital learning, and helping them overcome some of the difficulties they have in education. This will be primarily achieved within the partnership but also on a regional, national and international level, taking advantage of multiplier events and of the networks our partners belong to. Likewise, we desire to improve awareness and training regarding inclusive education in the mainstream partner schools, and more generally in all schools we have contact with, on a regional, national and international level.All generated units along the project are published in INDIeOpen under a Creative Commons License, which means that any student in the world can use the units for his or her self-study, and any teacher in the world can link it from their Learning Management System as an Open Educational Resource. Our desire is to achieve a level of dissemination which would allow many students and teachers to be aware of these OER, contributing to a global education community.Finally, all the code of the intellectual outputs will be available in GitHub. It is our ambition that, as the community of authors and users grow, more programmers join the community and contribute to the code by sending pull requests and programming new modules and functionalities.Regarding the methodology, because of its strong technological component, the workflow will basically follow the Agile paradigm, so that functionalities are progressively delivered and tested, and the feedback of users and beta-testers are incorporated in the development process. The testing activities will therefore be organised by the partners in a systematic manner, and the users’ feedback be collected to guide further development.

The ERA4SE project is a 24months initiative fostering synergies in 4 countries (Portugal, Spain, Italy and Greece), aiming to boost schools motivation and capacity to successfully generate, participate, implement and valorize Erasmus+. In this endeavor, school partners have strategically entered in regional collaborations with official Authorities for Teachers Continuous Professional Development (TCPDAs) and experienced Consultancy companies, with the goal to pilot test a supportive methodology establishing within the schools, teams of teachers/superheroes that can cope with the Erasmus+ program, navigate the opportunities, translate their needs and the surrounding ecosystem´s needs into projects and participate in international initiatives generating meaningful impact for the school and the local community. For this, it will develop resources, tools and courses that guide step-by-step the school to become an exemplary role model that unleashes the transformative power of international collaborative initiatives under the Erasmus+. The project is founded on the direct needs of the school community update the profile of education staff into “superheroes” - professionals who operate in the compendium of EDUCATIONAL SCIENCE and PROJECT MANAGEMENT to initiate, lead and valorize meaningful initiatives (locally and internationally). To achieve the above, ERA4SE will act supportive for the capacitation of a progenic team of educators -teaching staff and managers- from the four countries (Portugal, Spain, Italy, Greece) and supply them with the missing skills (in all countries, project management and Erasmus+ opportunities is not part of the ITE curricula), also following up close the piloting of the resources. Going one step further, it will implement the capacitation as Continuous Professional Development course and multiply in national level through the official collaboration of regional teacher training authorities. A focus point is also the intention to facilitate the recognition of the learning outcomes that occur during students mobilities, in line with the national curricula, and accelerate the motivation of the educational community to access these opportunities and provide them for their students (as they won´t be seen anymore as extracurricular actions).Following the above, the project intervention focuses around the goal to develop educational resources to capacitate, courses to teach and support material to guide the day-to-day operation for the practicioner dedicated to a bifold role of Educator and Project manager active in glocal level.Working towards this, a set of IOs will be deployed:O1 - Founding the Erasmus+ Superteams, that will develop and test innovative resources that deeply capacitate and guide step-by-step the schools to become exemplary role models that unleash the transformative power of international collaborative initiatives (Erasmus+).O2 - Preparing for the project challenges that will deliver detailed materials, guides and training to develop even further the ERA4SE school teams’ superpowers according to the most updated methodologies for Project Management&Coordination/ Project Implementation/ Project Valorization, merging theory with the reality of the school environment.O3 - Framing the mobility knowledge that will deliver a detailed framework for the recognition of the learning experiences during the mobilities and guidelines for the educators that want to organize and assess the knowledge gained for the students.Furthermore, the IOs above described will be reinforced by two additional project activities: Two partners training activities (C1&C2), and an international summerschool (C3) as part of the capacity building programmes; and a set of multiplier events that will spark the interest of key target groups, bring them onboard on the ERA4SE proposed intervention and gather the support of leaders in Key positions that will allow the multiplication in other schools/regions/nations.

This comparative research project will focus upon all through schools in three different countries, in order to explore the ways in which all through schools contribute to enhanced student learning and improved student well-being. All through schools combine at least two stages of a child’s education (typically primary and secondary) in one institution. Hence, children from 3-18 years may be catered for in one institution. In this way they avoid the well-researched difficulties encountered at the ‘transition phase’ between primary and secondary education. Most of the research on the transition phase shows a negative impact on student learning and well-being. In contrast, all through schools provide a seamless transition between primary and secondary school (Benner & Graham, 2009; Lester & Cross, 2015; Pellegrini & Long, 2002; Temkin et al. 2018; West, Sweeting & Young, 2010). This research project will explore firstly, how students in all-age schools, particularly at the transition phase, cope with learning demands placed upon them and secondly, how far an all-age school environment supports students’ mental health and wellbeing. In many countries, all-age schools are simply viewed as a more efficient means of schooling with greater economies of scale. The issue of greater efficiency along with any differences in curriculum, assessment and general learning experiences will be captured through an in-depth, comparative analysis of all-age schools in four very different contexts.The countries selected for comparison, have a variety of all-age provision, therefore they offer a rich basis on which to collect empirical data and to compare the outcomes from this form of schooling. The international empirical literature on all-age schools is not extensive so this research would contribute significantly to this knowledge base and would enable conclusions to be drawn about the contribution of this form of schooling to students’ learning and their well-being.This research project aims to explore three inter-related themes in relation to all through schools. 1.The effective leadership of all-age schools including the most effective leadership structures and practices;2.The impact of all-age settings on students’ mental health and well-being (particularly but not exclusively) at the transition phase;3.Innovations in pedagogy and the learning experience of students across different all-age schools and settings.The project will collect evidence that will offer insights and empirical evidence relating to these three themes.