The Learning to Disagree project was initiated to address the needs of those teachers whose students are exposed to extremist ideologies, populism and ‘alternative’ facts on the internet, and whose classrooms (and national contexts) are becoming increasingly diverse and are teeming with opposing and diverging views on controversial and sensitive topics. In response to these societal developments, the Learning to Disagree project was designed to provide educators with the tools to help enable students acquire social and civic competences through debates, dialogue and discussion on contested issues as part of their formal education. The project consortium was composed of: (1) EuroClio (NL), an International NGO which has 30 years of experience in project leadership and management, as well as a large network that includes relevant stakeholder and members of the target group of the project; (2) Georg Eckert Institute (DE) an internationally renowned textbook research institute, who authored the needs assessment (O1) and policy recommendations (O5); (3) Maynooth National University Ireland (IR), who developed the Teachers Guide on Assessing Social and Civic Competences (O4); (4) Mount School York (UK), who tested teaching strategies developed for this project (O3) in practice and oversaw the developing and editing the educational material (O2); (5) Education for the 21st Century (RS), an organisation experienced in developing educational resources, especially with regard to dialogue, debate and discussion. Additionally, a core team of 17 volunteer educators was formed to create 13 “variety of viewpoints” and 15 lesson plans as part of the Exemplar content for dialogue, debate, and discussion (O2). During the reporting period there have been 5 transnational partner meetings. The first meeting (M1) served as an introduction to the project, and helped partners develop a common vision on all Intellectual Outputs, including the roles and responsibilities and the time path, and a common understanding of the specific terms and language used in the project. The purpose of the second meeting (M2) was to prepare future joint sessions, and in particular the programme for the first short term staff training (C1) . The third partner meeting (M3) focused on the analysis of the Exemplar Content developed by team members, in particular of the Lesson Plans developed to show how the content can be used in an educational context. The fourth partner meeting (M4) focused on preparing the Exemplar Content (referred to as “variety of viewpoints”) for finalisation. The fifth meeting (M5) was used to discuss how to proceed with the project during the COVID-19 pandemic. There also have been 6 short term staff trainings (STST). Serbia in March of 2018 (C1) ; Germany in August of 2018 (C2); Ireland in January of 2019 (C3); The Netherlands in August of 2019 (C4); Germany in December of 2019 (C5); and lastly in November of 2020 (C6). The last meeting was held online to facilitate participation during the COVID-19 pandemic. Additional one-on-one meetings between partners and team members were held throughout the project. Finally, despite the COVID-19 pandemic, which hit the project at the moment when national multiplier events (E1-E12) were set to begin, some of the core team members were able to host “Learning to Disagree” Professional Training and Development Courses in Bulgaria (E3), Italy (E7), Hungary (E5), and Slovakia (E9). These trainings were designed to support history educators to use the Exemplar Content (O2), Needs Assessment (O1), Teacher's guide on dialogue, debate and discussion (O3), Training package on how to use the educational resources (O5), and Teachers guide on assessing social and civic competences (O4). The project produced a variety of intellectual outputs: a Needs Assessment (O1), a Teachers’ Guide on Dialogue, Debate and Discussion (O3), a Teachers’ Guide on Assessing Social and Civic Competences (O4), Policy Recommendations (O6). Lastly, it produced Educational Resources (O2); 15 Lesson Plans, 13 Variety of Viewpoints, 3 Source Collections, all revolving around the 4 main topics (people on the move, borders, and surviving under pressure)that enable students and educators to dialogue, debate and discuss contested issues.

The main goal of the Developing Strategic Cooperation in History and Human Rights Education and Youth Work in Estonia (HHRE-YW-EST) project is to improve history and human rights knowledge, skills and attitudes in the field of youth work. The project will build connections between national and international formal and non-formal history, human rights and youth work education providers, as well as provide youth leaders and trainers in Estonia the history and human rights educational tools, knowledge and skills relevant to their work.The main activities in the project are developing integrated history, human rights and youth work educational programmes and innovative learning tools, methods and materials; organizing thematic conferences, discussions, seminars and training courses; and carrying out awareness raising activities. The main target groups of these activities are present and future youth workers, trainers, educators and youth leaders in Estonia. The project will include around 1400 actively involved participants. The project activities are carried out on international, national and local levels, the bulk of the activities focus on involving target groups at the local level. A trans-national approach is necessary for the exchange of feedback, knowledge, experience and best practises, for building stronger relationships and for a stronger multiplying effect.The project partners are the Unitas Foundation (EST), a foundation dedicated to raising awareness of Europe’s totalitarian history and human rights; Tallinn University (EST), as the primary higher education provider in Estonia that provides pedagogical education in youth work and history, as well as media and communications education; Georg Eckert Institute (GER) as an internationally renown text book and educational media research institute; Education Development Centre (LAT) as the leading non-profit nongovernmental organization in Latvia in the field of teachers’ professional development; and EUROCLIO (European Association of History Educators, NL) as a far-reaching network of 44 member Associations and 15 associated members from 52 countries.As a result of the project, an interdisciplinary student programme and online platform are developed, which combine history and human rights education methods and materials. The online platform as the key interface between various educational activities and tools can be used in different educational settings (formal, non-formal and informal; general and higher education). A textbook on human rights in youth work will be developed, to serve as a high quality resource for practising and training youth workers in Estonia, providing necessary information, methods and tools for implementing and understanding human rights in the context of youth work and of Estonian history and society. As a result of the project, existing partnerships are stengthened and new connections are made across different sectors, contributing to the development of high quality youth work. The project will influence youth and educational policy makers, who will take into account the implications of local and regional socio-cultural and historical factors and the paradigm of human rights in the shaping of Estonian youth and educational policy. The resources and tools that are developed during the project are translated into multiple languages, reaching outside the Estonian national borders and engaging wider communities across the globe through various online and offline channels. The project activities engage a wider audience and raise awareness of history and human rights issues through international dissemination.

“Innovating History Education for All” aims to promote high-quality history, heritage, and citizenship education in Europe by enabling educators to create their own online learning activities and tools specifically designed to promote historical thinking and transversal competences. Web developers and history educators will form a partnership to design e-learning tools and co-create exemplar online learning activities that make effective use of these tools. These resources will be piloted, peer-reviewed, and disseminated via the existing and continuously expanding online education collaborative platform on European history and heritage “Historiana” (www.historiana.eu) and at numerous face-to-face training activities. This project addresses a key area of necessary innovation within history education: the vast potential for Open Educational Resources and Digital Learning. While ‘traditional’ history education in many countries continues to rely on the teacher and the textbook as the two focal points of every lesson, digital learning can put the student in an active role. It enables them to not only use but interact with all digitalized original sources (such as documentaries, music, interviews, paintings, political cartoons) or tailor-made learning activities prepared by the teacher with the specific curricula and desired learning outcomes in mind. Using ICT in the classroom makes it possible to strengthen collaborative learning, virtual inter-regional and cross-border exchange, and many other learner-centered and competence-based activities. It can make a most relevant and innovative contribution to school education and at the same time immerse students in a digital learning environment, vastly increasing their related key competences and skills with positive implications for their further educational careers, employability, and role as active citizens in an increasingly interconnected digital world.The project targets several hundred history, heritage, and citizenship educators who want to use innovative approaches in their daily work, particularly through the utilization of ICT and OER. Educators in this sense can be curriculum developers, textbook authors and developers of other teaching materials and tools, teacher pre-service and in-service trainers, teachers in primary and secondary schools and in higher education, trainee teachers, and also assessment experts, educational advisors and inspectors, educational staff in museums and institutes, and board members of professional associations. The Consortium also invites academics, representatives of educational authorities, school and university students, parents, and the wider public interested in history to join its activities.The activities will give these educators access to a wide selection of high-quality materials and will support them to share teaching ideas and co-create content with their peers from around Europe. The exemplar learning activities envisaged will foster competence-based approaches to the subject based on critical thinking and the ability to analyse content in a balanced way, question and compare interpretations, assess evidence and make independent judgments. By providing easy-to-use services and hands-on training the project will support a large group of educators to become more digitally confident, to act as multipliers with their colleagues, and to transmit their skills to their students.The Project Consortium will be composed of an international NGO, a web design company, a school, and two research institutes. Its areas of cooperation will include content sourcing, developing tools and applications, testing and piloting, peer- and expert-reviewing, and dissemination including training and awareness-raising of educators specifically in the field of digital learning and how to integrate ICT and OER in the daily work with their students. By way of bringing together practitioners and experts from a variety of backgrounds and countries, the project will further develop and improve the online educational platform Historiana by further enriching the content, strengthening the users’ community, and stimulating the usage of the website. The project will further support the establishment of a pan-European community of education practitioners and experts who promote the use of ICT and OER and the role of digital competences in history, heritage, and citizenship education.To ensure the project’s lasting impact, it includes a strong focus on professionalization and capacity building of history, heritage, and citizenship educators in different countries and geographic settings. The materials, tools and activities developed will provide the community of practitioners involved in the project with practical tools which will continue to develop over time.

The acceleration of globalization has numerous effects and reaches all the way into people’s lives as well as into European classrooms. Increased migration and the diffusion of cultures lead to new ways of acting and thinking and go hand in hand with changing of local ways of living while technological advances are changing our communication. The failure to adequately contemplate these changes in the light of one’s own life leads to fear, exclusion, and passivity. Specific educational strategies build on the ideas of cosmopolitanism and are aimed at fostering intercultural dialog and the construction of new identities that emerge from the possibilities presented by our engagement with the Other, are needed. Such educational strategies can offer cognitive, affective and social tools through which to address prejudices and stereotypes and which prepare students for active citizenship in a diverse and complex society.The multilingual platform EduSkills+ (https://eduskills.plus) is dedicated to cosmopolitan educational strategies and their growing importance in the European and international context. It offers diverse, engaging and motivating materials for teachers to help children and youth understand the challenges of our diverse society and to help them refuse radical world-views. The platform and all materials are available in English, German, Italian, Polish, Slovak and Slovene. It includes three main elements:- Ready-to-use modules tackling diversity and global issues as well as for implementing philosophical inquiry in classrooms;- Multilingual media library with a collection of resources, materials and model projects from different countries;- Online video tutorials for teachers on how to use and implement the materials.Teachers can access a wealth of materials for a total of 77 school hours, based on the results of previous successful projects and initiatives of several renowned European educational institutions. The modules are designed as downloadable ready-to-use pdf files, which include lesson plans, work sheets, reading and multimedia material. A great variety of exercises was designed in order to provide the students with the tools aimed at developing their cognitive abilities, helping them to make judgements, to be more precise in their definitions and create concepts. They focus on the following topics: - Thinking- Language and diversity- Human rights- Democracy- Diversity in football- Escape from war and persecution- The workings of anti-Semitism- Antigypsyism- Islamophobia: what is it and why does it occur?- Sustainable consumption- Our products’ journey- GlobalisationThe aim of the project is to extend the offer of the EduSkills+ platform and develop at least 8 new modules in the field of civic and global education, some of which apply the Philosophy for Children methodology.The partnership is composed of 8 organisations from 6 countries, from the West and the East, from the South and the North of Europe. The aim of the partnership is to develop modules for tacking current societal issues from a European perspective, which can be used all over the EU.

The central aim of this project is setting up a gender balanced, international, interdisciplinary and inter-sectoral network of organisations to produce new knowledge, both theoretical and applied, in the field of historical culture and education studies. This, in order to improve the role of historical representations in present democratic and reflective societies. Enveloping both formal and informal contexts, in which views on the past are disseminated, this field invites a closer collaboration of academics and practitioners working in historical museums, heritage environments, historical reenactments, memorial sites and schools. A total of 23 institutions in Europe, Africa, Australia, Canada, Israel and Latin America will be participating in MAKINGHISTORIES. Special attention will be paid to the presence of gender history in formal and informal educational environments and to how they could further develop in this respect. Also, the importance of understanding the challenges of globalisation and global history will be considered. In both cases, introducing these two rather new and innovative historiographical approaches has the purpose of contributing to the renovation of historical culture environments and the present uses of history representations. Furthermore, the project aims to study how innovative dialogical and multi-perspectivist practices might affect historical representations. This project will produce research articles, books and digital media (short videos, podcasts, audio-guides and multimedia history textbooks chapters) for disseminating and communicating these efforts, expanding a dialogical view of formal and informal contexts of history education. These digital media will be produced in the context of a CPD to improve skills of practitioners and that will continue to be on-line after the project is over, essentially contributing to the project’s self-sustainability.