Net-Works – D 4.2.1 Guidebook on External Communication

The “Guidebook on external communication for work-based adult education providers” (Deliverable 4.2.1) main goal is to provide enterprises of the social sector (WISEs, NGOs, social enterprises, associations, foundations, networks) useful suggestions and guidelines that may help them to develop a new communication strategy or improve their current one.

PROGRAM: ERASMUS+ PROGRAMME | KA3: Support for policy reforms

CODE: 621524-EPP-1-2020-1-BE-EPPKA3-IPI-SOC-IN

BUDGET: 513.000 €

ART & INCLUSION – I.O.3 FINAL REPORT

The main purpose of the ART & INCLUSION Final Report is to summarize, compile and describe the appropriation of the exchanges and the impact of the learning process in each partner’s organization and participants.

PROGRAMME: Erasmus+ Strategic Partnerships for adult education

CODE: 2020-1-PT01-KA204-078809

BUDGET: 186.752 €

Net-Works MOOC

To the MOOC Net-Works Project partners are glad to announce that MOOC is out! The main objective of the free MOOC “Networks of work-based adult education providers capacity building” is to build up and sustain new local/regional networks of work-based adult education providers among developed and less developed networks, focusing on network building: networking principles, […]

ART& INCLUSION – I.O.2 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.