<< Objectives >>We want to empower educators, teachers and faculty members with digital skills through personal mentorship and practical upskilling to keep them employable and relevant in the workforce of the future. As almost every job is transforming through technical innovation, more than 1 billion people by 2030 need to be reskilled and by 2022, 42% of core skills required to perform existing jobs are expected to change (Source: World Economic Forum).<< Implementation >>We will produce Online Masterclasses by industry experts explaining the changing world of jobs through digitalisation and technology. Afterwards, a 1:1 mentorship will continue to identify personal skill gaps and define a learning path. Lastly, educators, teachers and faculty members will apply their knowledge in practical projects based on real-world scenarios<< Results >>We will quip educators, teachers and faculty members with applied skills and digital capabilities for their changing job roles. They will stay employable, relevant and be ready for the digitised workforce in the education industry

The GRIT-project is an innovation project with a focus on school education that aims at reducing early school leaving. It is situated in the following 5 European countries: Belgium (Karel de Grote University College), France (IRIV Conseil), the Netherlands (University of applied sciences Rotterdam, WDKA), Portugal (ISCTE- Insituto Universitario de Lisboa), Poland (University of Warsaw)). The concept of ‘growth mindset’ is central in the project. A growth mindset is a conviction that intelligence – and more broadly talent – is not a fixed personal characteristic, but that intelligence and talent are malleable. Repeated empirical educational research has demonstrated how important students beliefs´ are in order to be successful at school. Students are often threathened by low self esteem or do not feel prompted to envision success at school for themselves. In particular the role of a growth mindset seems to be beneficial for target groups of students who are at risk of academic failure. In this project we focus at students in sensitive urban areas. Urban areas are particularly sensitive to problems which lead to academic failure. Through developing the growh mindset of students at risk we aim at fostering their success at school. Moreover, we aim to enable teachers to develop students´ growth mindsets. Even though the importance of 'growth mindset' is academically widely recognized, the practice of developing students' growth mindset is relatively new in Europe. In particular the role of teachers in developing students' growth mindset needs carefully designed programs. To do so the GRIT-project aims at designing five intellectual output. Each of them developed by another participating partners. The Netherlands IO1: A toolkit for teachers to practice growth mindset in order to develop their students' growth. Belgium IO2: A guideline (protocol) for teachers to increase students’ resilience based on a testing of the toolkit (IO1) using the ‘growth mindset approach’. Poland IO3: A hands-on training for educators to learn this pedagogical & innovative approach to enrich their professional practice. Portugal IO4: A guideline (protocol) - based on tests of the training - to teach teams of educational professionals how to implement the 'growth mindset approach'. France IO5: An e-book for different stakeholders involved in the struggle against early school leaving (ESL)– in order to explain the GRIT approach to educational professionals (micro-, meso- and macro-level) and to reflect on its potential to fight ESL. The GRIT-project started in September 2018 and ended in June 2021. The Belgium team coordinated the project, assisted by IRIV (France). The project was written and will be developed in a collaborative spirit in which the partners each represent a mutual added value for each other. The team exists of partners which all have important previous experiences upon which we want to build to successfully accomplish the project. These previous experiences consist (among others) of: growth mindset interventions, individualized learning trajectories, work in sensitive urban areas, talent development in non-academic topics, intensive in-service teacher training programs, non-formal and informal learning, structural educational reform planning,… Each intellectual output has been developed by one of the project partners. Then the outputs were tested and subsequently further amended by all project partners. Three transnational project meetings and two international training actvitites were organised to foster this collaborative process. Moreover a collaborative platform Dropbox was used to share documents, and Zoom video conferences were used to discuss among all partners in between these project meetings and training activities. This methodology aims at validating the developed approach in order to be applicable in all participating countries and abroad. The results of the GRIT-project will be disseminated in multiple ways. In each country multipliers events will take place in order to disseminate the results of the project to all targets groups (individual educational professionals, school management and teacher educators, educational policy makers and relevant stakeholders).

"The rapid technological development and digitalization is a trend of transformation both for economic and social life at globe. The pandemics started at the beginning of 2020 also accelarated this process. The future which we are going through is also a changing one comes with the problems. The changing tools (technological trends) and the global problems (grand societal challenges) can be seen as a threat for current generations but on the other hand they create further business, social and economic opportunities for the younger ones. During the preparation of the project before submission, the project partners with this approach aimed to develop teaching modules that enable students to look to the future (apply foresight) and to develop innovations based on those futures that are not only commercial sound, but also are socially right and are sustainable. In addition, the partners also planned to develop an instrument by which it is possible to monitor the ‘future consciousness’ or ‘future orientation’ of the students during the period that they follow the courses developed within the project.In the previous three years, the project partners worked on creating the methods, content and materials for ""Foresight"" courses, developed the teachers' manual for these materials to be used efficiently, started classes at the home universities with students to apply to course in pilot level, organized three intensive programmes (one for teachers and two for students) to test the effectiveness of the materials in international level and developed a monitoring content to measure the success of the tools. The course materials are started as presentations but for the MOOC and the last online intensive programme (because of the pandemics) the materials also created as videos by partners. There were two multiplier events organized (midway conference and final conference - both online) and also dissemination and management activities were followed as mentioned in the application form.During these events 20 teachers from 5 partner universities participated to the IP1-Teach the Teacher. 99 students participated to the IP2-Pilot Programme in Antwerpen and 45 students participated to the IP3-Online. The midway conference in June 2020 and final conference in May 2021 were both organized online and broadcasted via youtube and zoom. There were 165 registrations in midway conference and 83 of them from Hungary were budgeted. But in the youtube there were 316 followers in the time. For the final conference there were 15 local participants in the zoom and the rest were the students. The project partners organized 6 management meetings including the kickofff. One of them was organized online due to pandemics but the rest of the meetings were face-to-face. Apart from these general meetings the project partners organized meetings to manage the pandemics crisis over the project every month from April 2020 to July 2020 and from September 2020 to January 2020. The pandemics and its impact on physical meetings had a negative impact for the coordination in the beginning but by the September 2020 the project partners used all online tools to cowork on the project. The methodology and content was applied 2 semesters (Fall 2019 and Fall 2020) on students. In fall 2021 even the project ended still 3 partner universities are applying the courses as electives at their universities. The project helped students to develop projects, business ideas and social entrepreneurship ideas that may be applicable in the near future. In Netherlands and in Turkey we have seen that 4 applications by the participating students about the global problems started to be applied in the field of healthlife and wellbeing and climate action. The developed methodology and course materials are still in use in partner universities and disseminated in academic platforms with the conferences that the project partners attended. The partners also working on a new project to apply Erasmus Capacity Building in the field of Higher Education program to use the results of the project outside Europe. The project was disseminated with the social media, academic conferences, local media at partner universities and with publications disseminated in country-level."

EiTTT was a 30-month Erasmus+ project that focused on the development of mainstream schools as inclusive learning environments for all learners. The project partnership featured three Initial Teacher Education institutes and three schools. Each partner hosted a 5-day learning activity in their institute/school with all of the partners attending to witness best practice in the host setting.In total there were six activities:•Co-Teaching in Teacher Education (UCLL – Belgium)•Co-Teaching for Inclusive Classroom Practice (Lukkarin Koulo Primary School – Finland)•Video Interaction Guidance in Teacher Education (KdG – Belgium)•Student-teacher Placement in a Special Education School Context – Developing Knowledge, Skills and Attitudes for Inclusive Practice (MIE – Ireland)•Inclusion Through Education – Students from Refugee/Migrant/Socio-economically Disadvantaged Backgrounds (Anthoupolis Primary School – Cyprus)•Cross-Disciplinary Support for Inclusive Education (Riga Secondary School No. 45 – Latvia)These learning activities formed the basis of the project resources that are available at www.mie.ie/eittt. These resources comprise six overall case studies based on the practices being observed in the above activities, 30 case studies in context (country-specific interpretation of the practices), and six learning activity summaries.

"Early school leaving (ESL) is an obstacle to economic growth and employment. In 2012, nearly 5.5 million young people between 18 and 24 years had not finished upper secondary education and were not in education and training. On average, the unemployment rate of these early school leavers is 40.1%, compared to 23.2% overall youth unemployment in Europe. Tackling early school leaving is a stepping stone towards improving the opportunities of young people and for supporting smart, sustainable and inclusive growth. (EC, 2013). The struggle against early school leaving (ESL) has become a main priority of EU countries especially in the “Strategy Europe 2000”. It combines prevention and mediation focusing on a main goal: each youngster should be able to have all chances to build a future and therefore to succeed in life. Involving all the members of the Educative community, together with public authorities, should allow to offer alternative solutions to each youngster facing difficulty at school.In order to struggle against ESL, extra-curricular activities have been offered outside school, mainly in sensitive urban areas (suburbs, areas characterized by high level of unemployment, single parents, high level of drop outs). Children and youngsters are proposed different kinds of activities allowing them to learn a language, mathematics or any other discipline through games or social activities. The idea , in complement to school, is to give self -confidence and hope to youngsters who feel lost and abandoned by school. These activities combine different profiles of ""educators""- teachers (at chool) work in close relation with volunteers and paid professionals. Diverse pedagogical approaches, different but complementary, have been implemented. This alternative approach may re-engage youngsters who might be faced to difficulties at school to find their way back to school by testing other pedagogical methods with adults (professionals in associations or local authorities) who are not supposed to assess their work but to support them in improving the assessment they will receive at school. This ""detour strategy"" has been enhanced in educative activities offered outside school (through games, sport, cultural activities...) to bridge the gap between informal and non formal learning (outside school) and formal learning (at school). A pionner project, initiated on a European level - the SAS project , 2012-2014- focussed on Volunteering as an alternative pedagogy to re-engage youngsters who might be faced to ESL.The Schola project aims at designing :1. a tool and method for professionals -teachers at school and educators outside school- in order to support them to be able to identify and assess the skills and competences acquired and/or to be developed by youngsters through a volunteering and therefore to support their work among youngsters facing difficulties at school or already early school leavers. Inspired by the Key competences for lifelong Learning (EU, 2006), basic and transversal skills will be identified and assessed on the basis of the experience acquired by youngsters facing difficulties at school through a voluntary experience with a link with skills & competences required at school2. a mentoring for professionals will combine theoretical and practical content- a knowledge on Early school leaving (ESL) and the strategies offered to struggle against it ; an explanation of the roles played by the different educators ; a reminding of the different types of learning (formal, non-formal, informal) ; making work together on the ground different profiles of educators (teachers inside school and professionals outside school) ; a transfer of the experience acquired the first year among professionals 3. a final ebook will be published as pedagogical support for the Schola strategy to be spread among the networks built in the 5 countries gathering the feedback of the participantsThe Schola project addresses educators in the broad sense - professionals and volunteers working with youngsters facing difficulties at school or already drop outs. The project will be carried out transnationaly as the outputs of the PISA study have proved the useful impact of transnational comparison to promote and implement educative policies. The Schola gathers countries with different educative backgrounds where non formal and informal learning is differently taken into account such as France and Belgium where some efforts have been made to enhance non formal and informal learning (at least amoing adults) and Poland, Italy or Slovenia where formal learning is still the main reference for assessing learning outcomes of pupils/students."