"The UPPER project (UPscalling Peace Education pRactices) was carried out by 5 partners to promote peace education practices. Under the leadership of the Forum of European Regions for Research, Education and Training (FREREF), the International Institute of Humanitarian Law (IIHL), the University of Modena Reggio Emilia (Unimore), the Ministry of Education of Malta (MEDE) and the European School Heads Association (ESHA) responded to the appeal of the European Education Ministers in 2015, following the attacks perpetrated against the Charlie Hedbo newspaper calling for the promotion of livingtogether and peace values ​​of peace within European education systems.The objective of the project was to bring together the actors to get out of a silo logic and adopt a systemic approach, because the initiatives in the field of peace education are already numerous but little coordinated.UPPER therefore worked initially to identify existing practices, without aiming to be exhaustive, in order to analyze them and make a potential reuse by other actors. This database available online (http://eiplab.eu/database) is always likely to be enriched by a project or initiative holder who would like to be included.The practices are considered relevant if they aim to produce a positive impact on the school in the field of peace, intercultural dialogue and civic education and must have more than one of the following characteristics:-to be deliberately ""transformers"";-have already produced observable results;-be planned and evaluated;-be potentially reappropriable in other contexts;-be considered as a good practice by the beneficiariesOn the basis of this analysis, UPPER members worked together to develop a competences model in peace education for education stakeholders. This model consists of three core competences (intercultural competences, pedagogical competences and personal competences) which are themselves divided into 14 specific competences. In order to better understand them, the partners have developed a self-positioning tool for the use of education stakeholders to help them measure their level of knowledge and use of these skills.In addition, the partners have developed a benchmarking tool for schools, which is dedicated to the teaching team to assess their own practices, and to find ways of improvement by having a point of comparison with other schools accross Europe. This process has been described in a Handbook, making it possible to support stakeholders in the use of the various tools developed.All of these elements were tested during pilot actions, in order to test their consistency and relevance with the target audiences of teachers and education personnel. In the end, more than 15 schools were involved in this piloting process, which made it possible to make improvements to the various tools developed by the project.In order to also address policy makers, a separate benchmarking tool has been proposed so that local authorities can also advance their practice by having elements of comparison with other organizations in Europe.All of these tools are still available online (http://eiplab.eu/get-involved), accessible according to the profile of the participants.The sustainability of the project was worked on by all the members of the consortium, but also by associating new partners with the establishment of the Education Inspiring Peace Laboratory (EIP Lab) to continue the work, provide a meeting place for education stakeholders involved in the issue and promote the development of new tools, projects and initiatives in favor of peace in the world of education. The EIP Lab will be set up in association with around ten founding members when the COVID 19 situation will allow members to meet in a notary office. Based in Sanremo, and run by a local organisation group, this laboratory will continue to collect practices, promote the use of UPPER tools and propose the development of new tools that will complement the already existing results. The EIP Lab will also serve as a meeting point for education stakeholders who are willing to engage in the development of peace education practices with the proposal of new European projects on related themes (citizenship education, peacegames, work on interculturality through the arts ...), some of which have already been selected under the Erasmus program."

Good teachers have the greatest influence on the outcomes for children. Therefore the overall outcome of TILL will be to produce the very best possible professional teachers to lead learning for the future. This will be achieved through the development of a transnational, quality assured, accreditation system of consistently recognising the qualities that underpin lifelong learning for the teaching profession. TILL contributes to the innovation of teacher education in Europe by developing a European level qualification for teachers, focused on developing learning competences in pupils through culturally relevant, motivating, sense-making and joyful learning. The TILL Qualification uses online formative and summative assessment and a portfolio-based system to recognise the broad range of skills and competences developed through formal, non-formal and informal learning. It will value and reward the experience of teachers in the classroom, their participation in broader networks, peer learning and their own learning initiatives. It will enhance quality of teachers training and encourage transnational mobility of teachers through a recognisable common qualification. The TILL project will: - Investigate the conditions for a successful teacher qualification - Develop the qualification and the process to obtain it (competences description, criteria for quality measurement, levels of attainment, process of evidence collection, assessment, levelling and quality assurance procedures, certification process) - Build consensus and stakeholders agreement on TILL to make the qualification acceptable at national, EU and international level; - Pilot the qualification in the participating countries and collect feedback in view of its review and consolidation; - Match the new qualification with existing institutional arrangements for teachers training at national level - Promote the TILL qualification and certificate among teachers and education stakeholders at national and European level, so to create a bottom-up demand around the qualification; - Monitor and assess the impact of TILL on teaching quality and teaching workforce mobility. The expected impact of the new qualification is very significant, since all the project outputs will be maintained after the end of EU funding; the Qualification itself will be updated and proposed to new cohorts of teachers in several countries according to the development plan, future implementation activities will continue to be monitored following a QA action paradigm. The financial commitment of the leading institution -subject to a positive uptake by teachers- goes well beyond the three years foreseen for EU funding, and the prospective of building a sustainable certification activity at EU and international level -essentially fed by the certification fees- is the leading idea for the sustainability of the TILL results.

<< Background >>The capability of teachers to generate a positive, creative, and exciting learning environment is strictly related to teachers' competences and their ability to stimulate learners' agency and motivation to learn. Research data at the European level show that high proportions of teachers express a moderate or high level of training needs in areas that would allow them to develop more appropriate, diversified, and innovative teaching practices; teachers claim for new skills, including for dealing with cultural and linguistic diversity in the classroom, teaching in a technology-rich environment, and adopting collaborative teaching practices (Eurydice 2015; EC 2019).The recent lockdown in 2020 and the emergency use of distance teaching has strengthened the need to recognize and address the “core competence area” of in-service and future teachers at a European level and to introduce some innovations (Council conclusions on European teachers and trainers for the future, 2020).<< Objectives >>The project aims at improving creativity, inclusiveness, and equity in European schools. Whilst the ultimate beneficiaries of this project are the school pupils/students who will benefit from more inspiring and inclusive learning environments, EXCIITE addresses this aim by focusing on teachers’ competencies: it proposes a conceptual framework, concrete requalification paths for in-service teachers, and a set of methodological and organisational resources suitable to support the “creative and meaningful transition” of school systems, substantiating and enriching the required “digital transition”.Its objectives are:1. To design a series of training modules that combine into flexible and personalized learning paths based on a self-assessment tool designed to help teachers recognize their own training needs.2. To build a Hub for teacher training, consisting of a web repository of multilingual learning resources for teachers (building on what is already available in national teacher training agencies and at EU network level), to help them develop and practice creativity skills, learning innovation, self-regulatory learning, appreciation of diversity and social inclusion.3. To create an alliance of teacher education institutions capable of collaborating transnationally and supporting the exchange of resources and good practices in the field of in-service teacher education.<< Implementation >>The project objectives are directly addressed by the set of activities leading to the project results:1. The first objective will be firstly addressed by the co-creation of a State-of-the-art report on current methodologies and practices for teacher training (PR1). The development of this framework will be concentrated in the first period of the project, through the European Design Workshop sessions starting from the Kick-off Meeting until the completion of the Analytical Report by FRC. Original research will then be conducted on the training needs of teachers in the four target competence areas. The collected data will be analysed and discussed in the Descriptive report (PR2) and the conclusions reached will contribute to the progress towards the objective: a set of module-based, flexible training curricula, allowing individual teachers to self-assess their training needs and choose on which competencies they want to focus more (PR3).2. The second objective will be addressed by PR4, which will offer a Multilingual Learning Resource Hub for self-managed CPD. 3. The third will be achieved not only by promoting the dissemination and use of the previous results (PR 1 to 4) in the largest possible number of Teacher Training Institutions, but also, and more specifically, by PR5, which will develop Recommendations for Policymakers and a Roadmap to innovate the way CPD of teachers is conceived and offered, proposing concrete ways through which existing Schools of Education may collaborate and provide recognisable certificates and differentiated qualifications for the teaching professions, while sharing a common reference framework at the European level, according to the Council Decision of May 2020.The Partnership is composed of the University of Modena & Reggio Emilia (IT) - Fondazione Reggio Children (IT) - Örebro University (SE) - Universitat Oberta de Catalunya (ES) - FREREF (BE) - Eötvös Loránd University (HU) - IC Manzoni (IT) form a Strategic Partnership comprising academic, educational, research and training expertise, oriented towards making recognition, validation, training and exchange opportunities a normal practice throughout Europe, thus giving a contribution to the internationalisation of qualifications in the teaching profession.<< Results >>EXCIITE is committed to producing the following results:- Analytical report of good practices and intervention models for teacher training, summarising existing knowledge and good practices in the field of teacher training and establishing a clear link between the macro-scenarios for innovation of school systems and the school practice to make schools more creative, inclusive, and inspiring learning environments.- Descriptive report on teacher training needs related to the four target competence areas, based on a transnational survey, further enriched and detailed by the use of qualitative approaches. The report will also examine the ideas and practices school managers have regarding in-service teacher training.- Guidance tool for teachers, based on the first two Project results, providing tools for self-assessment of competencies and a set of possible teachers learning pathways corresponding to differentiation of teaching professions as they are organised in the target countries and at the different educational levels and kinds.- Multilingual Learning and Testing Resources Hub, providing a multilingual collection of self-manageable resources accessible for the teachers who are interested in improving inclusive and creative competencies for inspiring lifelong learners.- Policy recommendations, feeding policy definition and implementation through an evaluation-rich bottom-up exercise to make the teaching professions stronger at the EU level with the aim to foster creativity, lifelong learning skills and inclusion - as among the main priorities for the European society. The “Roadmap” element in the output will precisely consist of the suggestions on how to change teacher CPD and make it a cross-country issue to accelerate the innovation policies regarding the school systems of Europe, as defined at the EU and National/Regional level.- Five international workshops to promote results, evaluate learning paths and resources, and dissemination.In the long-term, the EXCIITE project is expected to produce a qualitative and quantitative leap forward in the availability of a coherent set of teachers' training opportunities, locally and transnationally, directly addressing well-known criticalities in school system performance, namely unsatisfactory levels of inclusiveness, creativity, and inspirational value.It is expected to have the following impact and long term benefits:- Participant organisations will gain common experience in the field of innovative teacher training design, implementation, and evaluation.- All partners will enhance their ability to impact, locally and beyond, on in-service teacher training and competence recognition processes.- Teachers will be provided with continuous professional development (CPD) courses and learning programmes leading to the development of creative, inclusive, and inspiring learning strategies.- Schools will have the chance to enhance their professional assets, increasing the teachers’ competencies related to creativity, learning innovation, learning self-regulation, diversity appreciation, and social inclusiveness.- Pupils attending the participating classes are expected to experience increasingly creative, inclusive, and inspiring learning practices that will support their future as lifelong learners.- Policymakers participation will have the effect of reducing the gap between the definition of innovative policies and their effective implementation.

"The DAhoy project proposes a Decision Skills Framework for Higher and VET Education to face VUCA situations: Volatile, Uncertain, Complex, and Ambiguous. The world became VUCA early 2020 . Higher and VET educational institutions faced, and are still facing, the crisis. It’s now time to prepare for the future of educational systems and support new skills: ""good decisions at right times"".A. Bell, Scottish-born scientist who patented the first telephone, originally suggested ‘Ahoy’ as the standard greeting when answering a call. DAhoy project, to be understood as “DecisionShip Ahoy”, invites with methods, processes and tools, Higher Education (HE) and Vocational Education & Training (VET) stakeholders to integrate decision-making skills in their curricula. DAhoy organised 6 training weeks for teachers, staff and students in 2018 and 2019. During these mobilities, participants experienced about 30 different situations of learning decision-making. These training weeks were the source to define an educational framework and reflect on curricular integration at micro to macro levels, thanks to the qualitative and quantitative analysis conducted in with faculty, educators, teachers, industrial, and students all along the project. DAhoy members recommend more emphasis on transversal decision-making skills in educational pro-grammes, flexible curriculum structure, and career and employability concerns. For teachers and faculty or educational specialists, the DAhoy teaching & learning resources, learning kits and VUCA toolbox are trans-ferable to other institutions. The 3 DAhoy reports may guide university leaders and STEM programme mana-gers, so as accreditation and quality assurance bodies, in revising existing measures and processes to prepare for the VUCA future of higher and VET education. The 7 decsion making skills characterised as transversal in the project are:* D1 Recognise and qualify the VUCA-lity of a family of situations* D2 Analyse VUCA situations * D3 Make judgement in VUCA situations* D4 Face complexity of VUCA situations* D5 Organise and implement actions in VUCA situations* D6 Take responsibilities in the Decision process in VUCA situations* D7 Learn from his/her experience of VUCA situationsThese D-Skills provide a set of statements (in VUCA environments) that will help to create a common basis of skills that could potentially be linked to National Qualifications Frameworks (NQFs) and other European Tools. They promote reference to decision skills and/or VUCA-capabilities in programme outcomes or in graduate profiles. The DAhoy project actively encourages systemic integration of decision-making skills into existing programmes. To support continuous improvements in the HE and VET sectors for transversal decision-making skills, maturity models from quality assurance and quality enhancement processes were followed on their methodological foundations. Capacity and rubrics were formalised accordingly, with hierarchical scales of maturity. Rubrics with process maturity measure the program’s progression against the DAhoy reference models. All 6 DAhoy Reference Models (RM) form a constellation which permits enhancing systemically educational programmes: * RM1 VUCA D-Skills Programme Vision and Strategy: to fix the decision-making skills principles, foster an explicit agreement of faculty to transition to integrated transversal skills, and ensure support from program leaders to sustain reform initiatives;* RM2 VUCA D-Skills Learning Outcomes: to emphasise the importance of decision-making skills and/or VUCA capabilities inclusion in the learning outcomes and the alignment and/or inclusion in the relevant NQF for recognition of these skills;* RM3 VUCA D-Skills Learning experiences: to underline the importance of working at different levels of intensity the VUCA criteria from the identified D-Skills;* RM4 VUCA D-Skills Learning Assessment: to highlight the importance of fair and accessible assessments, to ensure that the learners have achieved the VUCA skills;* RM5 VUCA D-Skills Enriched Curriculum: to emphasise the importance and quality of decision learning in programmes and courses, an HE or VET institution must commit adequate methods and processes for decision skills curricular integration;* RM6 VUCA D-Skills Teacher competence: to reinforce the pertinence decision skills in HE and VET programmes and the quality of decision learning with accurate assessments in various pedagogical styles, HE and VET institutions are to commit adequate resources for faculty staff development."

"Why PLACES-3T?The economic, social, environmental structures, employment, training, insertion, guidance in a constantly an rapidly evolving universe, lead to imagine new routes so that every person may create their own place into the ecosystem. Working situations require a more and more complex mix of knowledge, know-hows, behaviours, emotions, cultural components and technical job skills (""fusion skills""). The current development of working modalities implies more and more to reflect upon, and be able to implement succesfully, the possibility of working in a hybrid way, partly on site and partly at distance. Out of Institutional systems, various experiments have evidenced the desire and the possibility to develop spaces and places that enable people to find themselves, create their own journey, though cooperation, co-creation, co-learning. The territorial context plays a key role in the idea of PLACES-3T Spaces. The ecosystem is firstly a proximal one, but could not be isolated; rather they would build a European network bringing a successful international span. PLACES-3T gather 7 partners from 5 Regions in 5 countries: Smart (Wallonie Bruxelles Belgium), FREREF (Wallonie Bruxelles Belgium and France) , PLS (Wallonie Bruxelles Belgium), AFPA (Rhone-Alpes, France), CEIS (Emilia-Romagna, Italy), FUEIB (Illes Balears, Spain), DFOIW2W (The Netherlands), together with associated partners. This consortium is well balanced between partners with a methodological background and partners with a field rooted activity. That enables them to produce not only method, tools, business models and recommendations to accompany the projects, but also to support real field implementations (Pilot Actions), to evaluate and validate them. What PLACES-3T produces, how and for whom:The PLACES-3T Spaces are special, anchored in their territorial, social, cultural context. They support people in developing new ways of learning, creating value, based on new success criteria: trust building – trust in yourself, in others, in the future; respect of the persons and of the planet; valorisation of abilities acquired previously, and developed in cooperation and collaboration; value of the creative thinking (""flip thinking""). By supporting the expression of desires, wishes, envies, they modify in a sustainable way the relation to the future, support visons that are more optimistic, more inclusive, more egalitarian, non-discriminating. They propose a process to start this journey. Innovation takes place, but not only, in the way the relations between the actors take place, the mixing of thinking and acting: no separations between work, learning, creation, individual and collective, content and method. They are evidently creating business value; not only self-employment, but more certainly new forms of organisations, collective and cooperative, structures of the social economy, or other forms to be invented. PLACES-3T produces: * a repository of successful innovative European practices;* a set of key success factors that may be re-appropriated in new contexts;* elements of sustainable business models that may also re-appropriated in new contexts;* elements to support the decision in and process of hybridizing the spaces (real, virtual hybrids);* a methodology to accompany actors in creating, developing, sustaining ""PLACES-3T Places"";* pilot actions to experiment real life field implementations; * recommendations towards the decision and policy makers, who have the levers to enable the creation, support the development and sustain the life of these spaces. The audiences as full actors of PLACES-3TThese activities gather an ensemble of various actors, either internal – the consortium – and/or external – the ""target"" audiences and stakeholders, whom we prefer considering as full actors: * people questioning their trajectories, young people with difficult contexts, adults looking or a reorientation of their career, or who are looking for different ways of working, in structures more valuable;* people whose job it is to accompany the former ones, and who would like to have a kind of action more participative, more innovative;* people concerned with inscribing their journey in a system of values that aims at more social justice, more sharing, less wasting of resources, more respect for the planet, a more reasonable consumption, more respect to the persons and their diversity;* people who desire to deploy their potential in creativity, imagination, entrepreneurial spirit, to create innovative business models and structures; * institutional actors and decision makers, in economy and politics, to help the PLACES-3T Spaces flourishing, to house them, to nurture them, to make them sustainable."