"“LIGHTHOUSES AND STATIONS. TRIP TO ITHACA” was a project promoted by IES Campo de San Alberto (Spain) in which the following countries participated: Croatia, Greece Portugal and Slovenia. The Project tried to combine the artistic-historical dimension of emigration (with all its human, economic, historical and labour aspects) with the key competences that students were intended to achieve once the project had finished in order to improve their employability.Its main objective was to attract students to adult education: Either young students with a history of school failure or older students with scarce qualifications and to prepare them in a better way for the labour market, providing them with the necessary skills.Migration was be the main point of interest and gathered all the actions of the project.This partnership generally aimed to:a.- Innovative approaches to address their target groups, by providing more attractive education and training programmes, ;use of participatory approaches and ICT-based methodologies; greater effectiveness of activities for the benefit of local communities ;new or improved practices to cater for the needs of disadvantaged groups and to deal with social, linguistic and cultural diversity; the opportunity to be awarded the European Language Label for excellence in language learning or teaching.b.- To achieve a more modern, dynamic, committed and professional environment inside the organisation: ready to integrate good practices and new methods into daily activities; open to synergies with educational organizations and to create OPEN RESOURCES TRANSFERIBLE TO SIMILAR INSTITUTIONS.c.- To increase capacity and professionalism to work at EU/level: improved management competences and internationalisation strategies; reinforced cooperation with partners from other countries, other fields of education, training ; to organise EU projects in the field of education, training and youth; increased quality in the preparation, implementation, monitoring and follow-up of EU projects.To achieve this, all the actions were guided by the methodological principles of activity, functionality, and socialization with the aim of attaining a motivational uplift in our students as well as an improvement in their significant learning. We were also based on the principle of learning by doing.The use of these innovative methodologies helped to improve the chance of employabilitiy for young students, providing them with the neccesary tools to cope with the requirements of the European labour market, whereas for the older learners, they allowed them to adapt themselves to exigencies of modern society. Both target groups l benefited from each other´s knowledge : young students helped older ones in the correct use of ICTs and English language, and older students provided the younger ones with stragegies and clues that might help them in their migratory experience. That was the reason why we considered intergeneracional learning a millstone in this project.The activities were very closely related to the key competences and were divided in two blocks:a-Those which encouraged loving cinema ,thinking, writing and speaking in adult education through the films chosen(debates,brainstormings,searches… )b-Activities connected with the use of ICTs as tools for searching and sharing information at a European level (the use of internet, video cameras and programs, platforms…)By means of the cooperative work at a European level and with the 5 intellectual outputs and the planning and implementation of the campaign to attract students, at the end of the project we intended the participant students to improve their communicative skills in languages, in ICT, and in practical questions in order to survive in a country where they may go. Through these activities we expected to achieve these results:1.- A Campaign to attract students to Adult Education. learning English and ICT and visiting each other's country.2.- Intellectual Outputs: the Guide of Pedagogical Education Resources (""Cinema and Migration"" (O1), the documentaries about employment and migration, the Cultural and Didactic guide, the Dictionary and Lessons for Survival and the web page.3.- The Multiplier event: “ Emigration and Culture in Europe Nowadays” and The Seminar and final conference: ""Cinema and Migration in Europe. Results of the Project"". Zagreb, June 2016The title “LIGHTHOUSES AND STATIONS. TRIP TO ITHACA” is a metaphor of migration due to labour reasons and, at the same time, an invitation to lifelong learning, an invitation to a travel to the past, to ITC and languages and to the future…"

Handbook for reluctant, struggling and poor readers project addresses its efforts to a coherent group of readers aged 12-18. when, as commonly known, this population loses interest for reading. The project offers an approach centred on the individual and essential for successfully tackling reading problems, or better, avoiding them altogether in order to prevent growing gaps in secondary school. Addressing the needs of reluctant, struggling and poor readers this project aims to improve their reading skills by helping them to overcome their lack of confidence in their own capabilities and a lack of motivation. The RSP's reading is hindered by obstacles they cannot overcome by themselves; they need the help of competent others, especially the help of professional teachers. Having identified the need for explicit instruction and educational support on reading strategies, together with psychological support to build up motivation and self-confidence, the project offers a mix of instructional strategies adapted to the level of students’ competence so that they can benefit from it. Through the methodology of the metacognitive approach which gives students tools for the comprehension and study of written texts, built-in motivational activities, best practices and methods are implemented. Built on guidelines set by the EU HGHGL, 2012, the project developed rounded, innovative and comprehensive approach to the problem of RSP readers through its final outcomes: Case study, Handbook for reluctant, struggling and poor readers containing: motivational texts, guidelines and activities for reading promotion, innovative Curriculum and LMS Digital classroom for teachers, students and all relevant stakeholders. The activities within this project allowe students to interact, be creative and ultimately grasp key concepts from the motivational texts. In order to achieve its objectives the project is proposing compilation of 51 appealing text materials meeting RSP readers’ interests. Successful strategies and practices for tackling reading difficulties are rarely addressed in the Curriculum. New and innovative Curricula are produced as part of this extensive packadge, proposing the model of gradual transition from canonical and academic literacy across various subject areas, in all kinds of media, so that actual needs of RSP readers can be met. Special emphasis are put on the aspect of reading for pleasure as the unavoidable factor of motivation for potentially disengaged pupils. In order to define efficient ways to successfully promote reading, the project initiative helps secondary school teachers by developing the skills they need to support struggling readers. The project offers instruction training materials intended for those who work with such readers. Among others, it addresses one of the most recent literacy achievement gaps that Europe struggles with, reflecting on students with migrant origins in order to fight one of common misconceptions that low literacy is a problem imported by migrants, not for those born and bred in European countries. Six participating organisations within the project created a Knowledge Alliance for the reason of their long and outstanding experience and involvement in literacy issues, adolescent readers and new technologies. They represent 4 European countries: Slovakia, Czech Republic, Italy and Croatia. RSP readers population, who acquired control over their reading during this project life time started to spread the project accomplishments among their peers by showing increased motivation for reading and by encouraging and supporting reading and writing for pleasure. They are cultivating a culture of reading in long term by creating a reader's motivated environment among their population and further, through their active grown-up lifes. By helping cultivate the culture of reading in recognition that reading for pleasure is a standard for all, children and adults, they became the best dissemminators of project results. People who love to read, will read more. Since they read more, they read better, but because they read better, they read more - a closed circle that benefits individuals, families and society as a whole. Culture of reading consequently works in direction of paradigma change. It does not only encourage more and better reading, it encourages the very poor who read to seek and receive support when and where needed. By collective effort of all partners, including governments, teachers, community members, parents and all relevant stakeholders involved, effective literacy strategies were succesfully inplemented into practice. By sending a strong message to the public ear this project reached the attention of those who create educational policies in partner countries, and wider on EU level.

Although for many years there has been a growing awareness around the world of the necessary essential changes in education systems, there is no consensus on what or how to do it. However, the belief, which stems from cognitive and constructivist theories of learning, that the student needs to be placed at the center of the learning process dominates. Nevertheless, active learning is still a rarity in practice.COVIDOM-19-induced teaching constraints have accelerated the application of ICT, the Internet, video lessons, and video transmission of lectures.Nevertheless, lectures remain the dominant way of teaching either in live teaching or at a distance.At the same time, one-way transmission of information is still predominant.It is necessary to change passive lectures into interactive ones, which will start a more active role of students in the educational process.Frequent and appropriate asking questions to students and encouraging them to seek solutions to problems raised by the teacher, as well as encouraging them to ask spontaneous questions during lectures can significantly raise the quality of acquired knowledge and understanding.The obstacle to this is the personal inexperience of teachers in active learning and the unaccustomedness of students to asking questions and actively seeking answers.The project proposes the development of an innovative tool to encourage interactivity in the AudIT lecture that will have properties not found in the currently available tools for testing knowledge and interaction. It will combine known properties and adapt them to the needs of students and teachers. Innovative features such as scoring unique answers, the ability for students to respond simultaneously both anonymously and under their own name, the ability to direct answers to any application such as mind maps and games will significantly raise students' motivation to actively participate in the lecture.A series of innovative solutions will facilitate the application of tools to teachers regardless of the educational situation, environment and technological equipment in which they find themselves.The innovativeness of the tool is that its use will not require maintenance or expansion of server resources when used by a very large number of users.The primary target group of project beneficiaries are subject teachers in primary and secondary schools.The partner schools in the project will create a core of 50 experienced practitioners who will create methodological guidelines for potential beneficiaries to give them concrete examples of knowledge and ideas on how to apply interactivity in their own teaching.To make it easier for teachers to use AudIT, the consortium partners will also develop an LMS (Learning Management System) with methodological instructions and examples. The LMS system will be designed as self-study material and will provide teachers with additional education and ideas on how to improve interactivity in the classroom with the use of AudIT.AudIT will also monitor interactive expert systems for use (text, recordings, video - designed as a decision tree that will easily and easily lead teachers to answers) and an interactive expert installation system (if teachers want to have a copy of AudIT on their own server - for reliability, adding functionality or privacy to student answers and questions).The project's website will contain text and video instructions, an expert system, and a database of good practice, as well as a directory of more experienced practitioners ready to help new interested teachers.The results of the project will be disseminated through education authorities, professional associations and the media to all EU countries and candidates.It is expected that the long-term results of the project will enable any interested teacher to increase the interactivity of their lectures and other educational activities. Thus, students will begin to take an active role in the process of acquiring knowledge, which leads to the achievement of higher educational outcomes.