ART& INCLUSION – PEDAGOGICAL KIT FOR PRACTITIONERS

Pedagogical Kit for practitioners consists of a toolbox whose main objective is to help professionals to develop practical skills, through the provision of structured and innovative strategies and activities, seeking to help their skills gaps in intervention through art, as a non formal education strategy. We also intend to explore the methodology of building life projects, facilitating the transfer of skills developed by people with disabilities and people with mental illness in order to facilitate their social inclusion and in learning activities. The Pedagogical Kit for practitioners will consist of tools and activities from all partner countries, thus creating a toolbox with a European dimension, containing influence from various social and cultural contexts.

EU-SELF Project Book

EU-SELF

Social and emotional skills development in early childhood education and care in Europe

2019-1-BG01-KA201-062593

Project Book

EU-SELF Programs

EU-SELF

Social and emotional skills development in early childhood education and care in Europe

2019-1-BG01-KA201-062593

Programs for Social and Emotional Skills Development for Early and Preschool Children Applied in European Countries

COMPENDIUM

EU-SELF European Countries Overview

EU-SELF

Social and emotional skills development in early childhood education and care in Europe

2019-1-BG01-KA201-062593

European Countries Overview
Social and Emotional development for children aged 0 to 7 years old

COMPENDIUM

READ Final Publication

Fostering of literacy competences plays a key role in promoting social cohesion and reducing economic
and social disparities. Quality ECE lays the foundations for later success in life in terms of education, well-being, employability, and social integration, and is especially important for children from disadvantaged backgrounds. In 5 of the 7 partner countries the average percentage of early leavers is higher than the EU average. Only Belgium and the enlargement country Bosnia and Herzegovina have better scores. At least 4 of the 7 partner countries (no data from BiH) have scores below the OECD average in the Pisa2019 Reading test. This READ project fully meets the needs of the EU to modernize and improve the quality of early education, increase key competences, and professional development of teachers and educators, also thanks to international cooperation and exchange of good practices. The methodology of the project is based on mutual learning between partners and the exchange of good practices. This has been realised through short-term joint staff training activities organised in each partner country. The goal of the project was to compose an international collection of good practices that support the development of basic reading skills before the actual learning to read process begins. The training activities all focussed on the observation of development activities of literacy competences for pre-school children, and of the reading activities in primary school. For this purpose, a uniform observation scheme was developed to observe the good practices, services offered, and the quality of teaching and training materials. Additionally, the trainings created interesting opportunities to collect data and exchange about the social, cultural and educational contexts, strategies, policies, involved stakeholders (public and/or private). Each country also conducted a literacy competence survey for educators, teachers and parents. A summary of each survey, as well as the observation results are included in this publication.

READ Literacy Survey Report

READY TO READ –
READ project 2019

1 HU01 KA201 061099
KA2 Strategic
Partnerships for school education Exchange of Good Practices

Summarization of Questionnaires for literacy competences survey

FULL LIFE Final Publication

The FULL LIFE Project, co-financed by Erasmus+ Program, allowed the exchange of
good practices and mutual professional enrichment between organisations and experts working for
the development and inclusion of people with physical, mental, intellectual or sensory impairments.
The project fully corresponds and contributes to the achievement of the European Disability
Strategy 2010-2020, which paved the way to a barrier-free Europe and to empower persons with
disabilities so they can enjoy their rights and participate fully in society and economy, and of the
Strategy for the rights of persons with disabilities 2021-2030, aiming to ensure that all persons with
disabilities in Europe enjoy their human rights, have equal opportunities, equal access to participate
in society and economy, are able to decide where, how and with whom they live, move freely in the
EU regardless of their support needs and no longer experience discrimination.

STEAM+ 2021

The overall objective of the STEAM+ 2020 project is to improve children’s education by creating an innovative approach that integrates the academic knowledge in the field of STEAM skills with the ECEC practises in order to develop the creative and critical thinking skills of the future citizens of the EU.

PROGRAM: Erasmus+ Partnerships for Creativity

CODE: 2020-1-HU01-KA227-SCH-094051

BUDGET: 133.480,00 €

IT-ARGF 2022

The Innovative Training – Augmented Reality for Green Food (IT-ARGF) objective is to preserving biodiversity and promoting organic production in the agri-food sector.
Aims at increase the level of competences in the field of organic food production and to contribute to biodiversity enhancement through a technological framework for collective action, supporting innovative approaches and the use of digital technologies in education and learning.

PROGRAM: Erasmus+ Cooperation parterships in vocational education and training

CODE: 2021-1-MK01-KA220-VET-000025293

BUDGET:

NET-WORKS Country Report

This country report collects the information on work-based adult education providers in Hungary, Ireland, North Macedonia, Portugal, Romania, Serbia, Slovacchia. The document analyzes the consistency with EU and international policy, networking and funding, and challenge and recommendations.