TropicalAstral’s Erasmus+ expertise originates from the development of bespoke language training in Helsinki, Finland where the staff’s competence was learned over 20 years. The language training for corporations was tailored around the specific needs and objectives of each client and client organisation. This has lead to early adoption of, and an extensive in-house experience in, e-learning and m-learning content development and creating language learning material over a wide range of topics and business.
Due to participation in many projects in immigration and language teaching, TropicalAstral also has expertise in creating material and web resources specifically targeted for migrants.
Language training material created by TropicalAstral’s staff can be found online on scribd.com, teacherspayteachers.com and other online web portals for teachers and mobile applications can be found in both IOS & Android app-stores.
PROJECTS FUNDED BY ERASMUS+ KA2
Re-Start: Entrepreneurship Support for Refugees
Project Duration: 2021 – 2022
Integrating people through work is vital to welcoming them into broader society and will benefit all of us and our whole economies in the future. Project Re-Start is designed to answer essential questions of refugees wanting to embark upon opening their own business. A comprehensive Manual and Website based on extensive research will be developed in the course of the project to give information and guidance to migrants, refugees, and asylum seekers and support for operators who work with them.
Entrepreneurship Guide for Immigrants and Refugees is thought of as an instrument to support and guide people with a migrant background, especially refugees, to understand their competencies and the chances to initiate their own business in the host country. The Website will begin as the multilingual dissemination site for the project. Site pages will be devoted to information references and links to relevant organisations and associations regarding national legislation and business startup
The expected impacts of the activities are:
– the strengthening of competencies of operators in charge to orientate the migrants, refugees and asylum seekers in the labour market and business start-up;
– the improvement of job searching by immigrants;
– the improvement of entrepreneurial competencies;
– the deep knowledge by migrant people concerning the business start-up;
– raising awareness of refugees about the importance of vocational training.
The project is financed by Erasmus+ KA2: 2021-1-BE01-KA210-ADU-000034932
Project Duration: 2021 – 2023
Skills4Integration of Migrants, Refugees and Asylum Seekers is a project that addresses the integration of adult refugees, asylum seekers and migrants who have notable disadvantages in literacy, numeracy and digital skills. Literacy, numeracy and digital skills are fundamental to master typical situations in everyday working life. Competence deficits in these areas can prove to be an obstacle to permanent and successful integration into the labour market.
The project will research the skills gap between new arrivals and their basic educational, linguistic, numeric and digital needs to reach a level of civic engagement and employability in the host country.
The consortium will develop a Training Manual for volunteers working with refugees and migrants to support their Literacy Numeracy, digital skills and eventually their integration into the labour market. The training manual will offer a teaching model to volunteer trainers, which aims to promote the social, educational and professional integration of low-skilled adult migrants and refugees in their host countries, developing their literacy, numeracy and digital skills. These skills become necessary for the learners’ empowerment so that they can participate constructively in the social and economic life of their hosting country and improve their autonomy. The training manual will offer a comprehensive, volunteer-based tutoring model for volunteer trainers through the professional and user-friendly WebApp being developed as another result. The material will be provided in 7 languages: English, Dutch, French, Greek, (Turkish?), Portuguese and Finnish. Volunteers and professionals will act as tutors to the low-skilled adult migrants/refugees for building their literacy, numeracy and digital skills. The training manual will include:
1. General Overview of Migration to Europe 2020 The Module provides volunteers with background knowledge on the migration phenomenon and its impact at a European level.
2. EU/National Legislation on Migration The Module provides volunteers with background knowledge on the legislation and policy framework concerning migration, both at a European and national level.
3. Inclusion Care for Migrants The Module provides volunteers with the tools to promote individual integration and social cohesion at the local level.
4. Administration/Evaluation The Module provides an overview of the critical principles of evaluation and administration, how an educator’s competency is assessed, how learners’ needs are analysed, and the various teaching styles that could be used.
5.Numeracy Module, The critical aim of the Module is to provide volunteer trainers with skills and competencies that will help them train migrants in basic mathematics.
6. Digital Module The Module provides volunteer trainers with basic guidelines, tools, strategies, approaches, learning techniques and methodologies for further developing migrants’ digital skills in the following areas: Communicating, Handling information, Transacting, Problem-solving
7. Literacy Modules A guide for volunteers teaching migrant’s literacy skills in Turkish, Greek, Italian, Spanish and Swedish languages.
The project is financed by Erasmus+ KA2: 2021-1-NL01-KA220-ADU-000025953
Use your time creatively
Project Duration: 2021 – 2022
The ‘Use your time creatively!’ project is based purely on the exchange of good practices, a cultural initiative with an educational dimension. Each participating organisation developed an innovative learning method for adult learners that will be transferred to the rest of partners. The project aims to extend the competences of educators in the field of new methodologies for adult learners, as well as preparing an innovative set of educational materials dedicated to a group of young parents.
The participating organisations from Poland, Finland, Portugal, Greece, Georgia and Egypt, will gain a wider, more attractive educational offer that will be better suited to the needs and interests of the target group.
Each organisation specialises in different field which ensures a wide exchange of good practices.
There will be free access to the materials created, which will extend the exchange of good practices at national and international level. The project will strengthen competences of educators and introduce new, innovative solutions for adult learners in a long-term perspective.
The project is financed by Erasmus+ KA2: 2020-1-PL01-KA227-ADU-095421
Project Duration: 2021 – 2023
For teachers, the COVID-19 Pandemic has become a great challenge for which there is no preconfigured playbook that can guide appropriate responses. The crisis has, among other things, demonstrated the complexity of keeping young primary school students attentive to the online explanations of teachers.
The learning process that we typically find in the classroom, either that is based on traditional translation-based methods or more interactive everyday dialogues and material, still cannot be compared to the real experience that the students can have nowadays with the use of technology. Augmented Reality (AR) can be defined as “a real-time direct or indirect view of a physical real-world environment that has been enhanced/augmented by adding virtual computer generated information to it”.
With this project we aim to train school teachers to use AR when teaching English as a foreign language to young students, who are also the final beneficiaries of the project.
• To create a realistic learning environment for learners of a second language so as to motivate them to learn.
• Design, test and publish an innovative educational package based on AR technology for primary school teachers that will guide and support their English (or any other) as second language teaching.
• To provide quality training to primary school teachers on how to utilise the innovative educational package in traditional or virtual/online classroom.
The project is financed by Erasmus+ KA2: 2020-1-UK01-KA226-SCH-094466
According to Common Basic Principles/EU initiatives in the field of integration, “Basic knowledge of the host society’s language, history, and institutions is indispensable to integration; enabling immigrants to acquire this basic knowledge is essential to successful integration” and “Efforts in education are critical to preparing immigrants, and particularly their descendants, to be more successful and more active participants in society”.
The Erasmus+ program aims at promoting equity and inclusion by facilitating the access to learners with disadvantaged backgrounds and fewer opportunities compared to their peers.
The educational tracks of those who receive residence permits should be expedited by lowering the threshold for integration training and the training following it.
The main goal of the project InclusionApp is to help RI&AS (refugees, immigrants and asylum seekers) learn the language and the culture of the host country through a mobile serious game and ood practices against social exclusion through a a collaborative e-learning platform.
Specifically the aims of the project are twofold:
(a) The Design, Implementation and Evaluation of a Mobile Serious Game for learning the language & the culture of the host country (InclusionApp mobile game) for RI&AS.
(b) The creation of a Collaborative e-learning portal with good practices against social exclusion of RI&AS.
Once the software development is finished we will run a large scale trial in which we will involve at least 200 RI&AS (refugees, immigrants and asylum seekers) and observe their learning success and most important their inclusion in the host country with the help of our mobile serious game. We will then finilize our mobile game and share it on an EU-wide scale. Scientific publications will be published to renowned international scientific journals and conferences with the results of the evaluation.
The project is financed by Erasmus+ KA2: 2020-1-PL01-KA204-082190
Integrating Digital Learning (integrating digital learning competences into the education curriculum)
Project Duration: 2020 – 2022
Digital competence includes the safe and critical use of Information Society Technology for business, entertainment and communication. This is supported by basic skills.
Aims of the Project:
1. To raise 21st century competencies
2. To increase the digital information and data literacy competencies
3. To improve digital communication and collaboration competencies
4. To increase the competencies of digital content production
5. To upgrade digital security competencies
6. To increase digital problem solving competencies
Activities for the Purpose of the Project:
1. With this 21st Century Competencies activity, in this competence field, the participants will be able to understand the place of digital skills in the 21st century.
2. Analysis, comparison and critical evaluation of the information and digital literacy activities and the reliability of information and digital content sources in this competence field will be made.
3. With the Digital Communication and Cooperation activity, data, resources and information in this competence field will be used together with digital tools and technology in a collaborative process.
4. With the activity of Digital Content Production, students will be able to organize digital content in different formats and express themselves in digital ways.
5. With the Digital Security activity, practices will be carried out to prevent students from protecting the privacy of personal data in digital environments in this competence field.
6. With this Digital Problem Solving activity, applications will be made for the participants in the following subjects in this competence field.
Within the scope of the two-year project activities, three international meetings and six LTT activities will be held. All partners will send two participants to international project activities. All partners will send three participants to the second, third, fourth and sixth project activities.
An eTwinning project page will be actively used for the implementation and dissemination stages of LTT activities.
With the Digital Practice Guide, it will enable to analyze problem areas in a timely manner, to determine the strategy to meet the need, to make arrangements in learning environments to achieve the goal and to determine the rate of achievement of the goals. The Digital Application Guide will be updated as needed and will achieve a long-term, sustainable cycle.
The project is financed by Erasmus+ KA2: 2020-1-CZ01-KA201-078315
AWARDS (autonomy and well-aging reinforcement for the adult people with down syndrome)
Project Duration: 2020 – 2022
The specific objective of the project will be achieved by reaching two different project results with a series of activities to be implemented and outputs from them. These results and the activities to reach these results are planned as the following.
RESULT A- Improving the competence of families and professionals with the adults with DS to gain their skills of autonomy in order to reinforce active and well-aging of the adults with DS.
Activity A1- Creating “Skills and Interests Test for Adults With DS” for accurate professional and social orientation of the adults with DS.
Activity A2- Developing “Multimedia Training Tool for Healthy Nutrition” for the adults with DS.
Activity A3- Developing “Multimedia Training Tool for Physical Exercises and Sports Training” for the adults with DS.
Activity A4- Creating “Vocational Education, Employment and Social Participation Training Module” for the families and professionals of the adults with DS.
RESULT B- Improving the competences of families and professionals of the adults with Down Syndrome to increase their life quality in order to reinforce active and well-aging of the adults with DS.
Activity B1- Creating “Sexual Health and Sexual Education Module for Adults With DS” for the families and professionals of the people with DS .
Activity B2- Creating “Health Protection Training Module for Adults With DS” for the families and professionals of the people with DS.
Activity B3- Creating an e-learning platform to reinforce the education materials and skills and interest tests.
Activity B4- Organizing adult trainers’ training activities of AWARDS project training modules.
Activity B5- Pilot training activities of AWARDS project training modules in partner countries.
Activity B6- Organizing “Active and Well-Aging in People With Down Syndrome Conference and Concert Program”.
The competences of the families and professionals of the adults with DS will be achieved in order to equip the adults with Down Syndrome with knowledge and skills in professional, technical, social or cultural fields, to bring them to life and to support them to become productive individuals. With the project products and results obtained within the scope of the project, the active and well-aging will be reinforced by increasing the social inclusion of the adults with Down syndrome.
The project is financed by Erasmus+ KA2: 2020-1-TR01-KA204-094615
STEM – Labyrinth (STEM Labyrinth as a method for increasing the level of knowledge through problem solving)
Project Duration: 2020 – 2022
The world has been changing rapidly, and the knowledge and skills acquired today are not foreseen to be sufficient while preparing our students for life. It is emphasized that the 21st century skills, such as digital skills, critical thinking, cooperation, problem solving, innovative and analytical thinking, are more than required.
In accordance with the priorities set by the European Commission, the STEM Labyrinth project is aimed to develop the so called “STEM skills” in students (Science, Technology, Engineering and Math), which can be considered basic skills and are, for this, the main focus of our project.
With the project we would introduce a new and innovative approach in STEM education addressing Innovative practices in a digital era as priority. Project intends to develop an innovative STEM Labyrinth Method and design Mobile App, to create a transformative educational experience for high school students. The real-world problem scenarios will empower students for higher-order thinking and problem solving, preparing them to be competent and ready for their careers in the fast moving digital world.
The Consortium consisting of seven partner countries will develop four intellectual outputs:
1. Toolkit promoting STEM Education
2. Mobile Application STEM Labyrinth
3. Guidelines for STEM Educators
4. Training course for STEM Labyrinth method
The main output Mobile App would represent a virtual simulator of real-life problems asking learners to tackle a real-world problem and by doing that to gain knowledge through problem solving. Thus App STEM Labyrinth will put the students in the centre of a labyrinth and it will challenge them to begin solving problems and eventually reaching the solution. Through providing help at several stages, the app intends to increase the motivation and the students’ understanding of the problem. Apps will provide clues and paths towards solving the defined problems and a step-to-step approach that will grab the attention of students and inspire them to get excited about STEM.
The project will contribute to the process of teaching STEM by giving useful tools for the teachers to implement new teaching methods and materials that will encourage STEM teaching and empower youth and students to be problem solvers. It will also develop course plans and teacher training courses for STEM, targeting teachers at primary, lower secondary and upper secondary level within the area of STEM in schools’ European dimension by promoting closer relationships between teachers, schools and relevant stakeholders and policymakers.
The project is financed by Erasmus+ KA2: 2020-1-PT01-KA201-078645
EnForSe – English for seniors, practicing English with the Montessori Method
Project Duration: 2020 – 2022
A large portion of the population is over 65, still healthy and life expectancy has lengthened and the quality of life has improved. These Seniors are still very active in supporting their children, help raising their grandchildren and would still like to learn. An important pillar of society, how effective they are, and some need to feel involved in the education path again, learning processes and social events.
Our challenge is:
Is it possible to teach the elderly?
Can the elderly actually learn? And learn a second language?
Our long term aim is to build bridges through aged persons in different European countries. The crucial point is to experiment with English, using it for communication and not just teach in the traditional theoretical way. Using the Montessori method to teach the elderly by creating places where you learn English, experiment with English, and participate socially in European culture and at the same time: the EnForSe Corners!
During the activities, these EnForSe Corners will give opportunities for meetings between Seniors who live in different countries and who use English to communicate.
Through this project, we will introduce to the Montessori Method a sort number of teachers and adult trainers in the field of language learning for adults.
Some of the target groups are retired workers in general, unemployed seniors that have never been able to graduate but wish to learn and restart their studies or simply seniors that need company.
10/15 seniors from each partner country will be involved in English lessons and EnForSe activities, the target of the total amount; 90 seniors, over 65.
18 English teacher trained in Montessori inspired methods for seniors.
EnForSe practical guidelines to teach English to seniors.
1 EnForSe special room created for sustainability and dissemination
6 EnForSe Corners created
6 EnForSe Multiplier Day Events implemented
Partners: Poland, Italy, Spain, Turkey, Germany & Finland.
The project is financed by Erasmus+ KA2: 2020-1-IT02-KA204-079745
Project Duration: 2019 – 2021
Our project, IndyLan, will develop an educational tool designed specifically for users to learn not only some of Europe’s endangered languages but also more about the cultures of the people who speak these languages. The tool constitutes a gamified language-learning solution in the form of a mobile application. Smartphones have become a popular educational tool and the number of the smartphone and tablet users of all ages is constantly growing in the EU. The IndyLan application will help speakers of English, Spanish, Norwegian, Swedish and Finnish to learn Gaelic (designated as ‘definitely endangered’), Scots (‘severely endangered’), Cornish (‘critically endangered’), Basque (‘severely endangered’), Galician (a minority language) and Saami (‘severely endangered’).
The application is building on a previous project, Moving Languages, with the key difference that IndyLan will produce one application for all languages, and not multiple language-specific applications as Moving Languages did. IndyLan will contain around 4,000 vocabulary items (both terms and expressions) in about 100 categories. The modes that will be available in the application are: Vocabulary; Phrases; Dialogues; Grammar; Culture; Test.
The vocabulary can be practised in several study modes, such as (the list below is indicative):
1. Flashcards for image+text practice
2. Choose the image according to the word
3. Select translation
4. Multiple choice with images
5. Multiple choice with words
7. Choose the letters
8. Write the missing word
9. Listening comprehension (with audio files)
Most of the items will be illustrated for easy concept recognition. There will be audio for all vocabulary, phrases, dialogues etc. The app will also include a dedicated Culture tab with texts, music and images, where users will be able to learn more about the heritage and culture of the people speaking the selected endangered languages.
The IndyLan application will be available for download globally for free in both iOS and Android. Like all language-learning apps, IndyLan is complementary to other language- and culture courses and can be considered to be part of self-study material. Our vision is for the IndyLan app to contribute to endangered language learning and revitalisation so that these languages remain alive and relevant in contemporary societies and economies.
The project is financed by Erasmus+ KA2: 2019-1-UK01-KA204-061875
Project Duration: 2019 – 2021
MH+ will develop governance and benchmarking tools for use by VET professionals in order to understand and improve their current approach to mental health issues.
Consequently, MH+ aims to develop a complementary ‘top down’ approach which allows VET institutions to fully understand how mental health and well-being fit into their services, and so develop responses that are inclusive of a range of learners. This will be achieved by developing a series of governance and benchmarking resources that underpin a structured and supported approach to quality service design. Partners will first develop an MH+ Charter which will set out the minimum requirements an organization needs to conform to in order to consider its provisions inclusive of learners with mental health issues. This will be achieved through desk and field research into current best practices and emergent trends across Europe.
The Charter will then be used as the basis for an interactive digital benchmarking tool that VET practitioners will be able to use to assess their current services and then track their improvement. Each organisation’s score against the Charter will form a ‘Mental Health Footprint’, with those organizations scoring highly awarded an MH+ quality mark. The final project output has been designed with sustainability and long-term impact in mind, as partners will produce a skills profile and resources for the development of a Mental Health Champion role. This will help MH+ achieve a wide impact on the governance structures found across VET institutions, helping these organizations to become more welcoming and inclusive for a range of young people with mental health issues.
This will see an improvement in the numbers of students from these groups engaging with VET services, helping to address the current retention and drop out rates in VET.
The project is financed by Erasmus+ KA2: 2019-1-UK01-KA202-062036
Project Duration: 2019 – 2021
The project ASSESS aims to define innovative methods and tools for the assessment of EFL learners. Its main goal is to bring new approaches to assessment and contribute to the development of evaluation consciousness. It also wants to support the restoration of the assessment system and share good practices among European countries. By creating an international network, schools and teachers can learn from one another, share valuable knowledge and insights and are better equipped. This strategic partnership offers a bridging innovative activity with concrete outcomes in Europe. These aspects contribute to many key objectives of The Europe 2020 strategy such as “promoting entrepreneurship, creativity, and innovativeness at all levels of education”, “Promoting the acquisition of skills and competences “ and “adopting a holistic approach to language teaching and learning.”
The Project will be implemented with a total of 6 partners from 6 countries: Portugal, Turkey, Finland, Greece, Germany, and Spain. Some of the chosen partner countries are known well with their language education in the schools. The partnership will create an online exam creator where EFL teachers can share the best methods and techniques in the assessment of young learners.
The project is financed by Erasmus+ KA2: 2019-1-PT01-KA201-061275
Project duration: 2019 – 2021
“IntegrAction – Action for socio-economic integration of refugees and asylum seekers” project is elaborated in order to promote the social and economic inclusion of the refugees and asylum seekers in the local context of reception.
The general objective of the IntegrAction project is to contribute to the social and economic inclusion of migrants, refugees and asylum seekers in the local context of reception.
The Specific Objectives are:
- To improve the linguistic competences of refugees and asylum seekers in order to promote the process of socio-economic integration.
- To increase the employability of immigrants through the strengthening of socio-professional and entrepreneurship competencies aimed at job placement, active job search and self-employment.
- To develop social and intercultural competences in immigrants stimulating their active participation in the local communities through mutual understanding initiatives.
The intellectual Outputs within the project are connected with the main barriers faced by refugees and asylum seekers: host country language, access to the job market, social acceptation by local communities of the host country.
- The IO1 – “Tool4aLLs – Toolkit on digital tools for Literacy and Language proficiency”;
- The IO2 “Immigrants in the Labour Market: a manual to facilitate entrepreneurship and business start-up”;
- The IO3 “Webdoc – Migrant Diaries”
The project is financed by Erasmus+ 2019-1-IT02-KA204-063302
Project duration: 2019 – 2021
The GREAT project focuses on learning, teaching and using new technologies and being adequate about using the digital competences. It cannot be denied that it is compulsory to keep up with the technology. In order to be able to use it in a positive way, first teachers should include the usage of technology in their yearly plans and curriculum.
Technology is playing a critical role in how curricula are being developed and implemented. This is reflected in a huge movement in many countries to create STEM (science, technology, engineering, and mathematics) curricula to prepare students for lifelong learning and the demands of the future.
Through this project, the children who have difficulties to learn many abstract concepts will become familiar with the contents of new technologies thanks to the coding and robotics. The children will have a better understanding and will have the ability to think in three dimensions. Reading books or just studying is not enough for us to reach information. Because even in a second, a new invention emerges and we have countless new automatic vehicles. The world of science brings technology to today’s inventions and brings the products we use with coding and robotics to the points we cannot imagine. All of them come from the perfect harmony of coding and robotics. Therefore, starting from the early ages, coding and solving the robotic language, they will continue their lives without confusion as they will understand the content of the new inventions which they will encounter during their lives. Primary school students will be introduced to coding through Block-Based Coding through robotics, which involves dragging and matching different “blocks” of instructions. Secondary school students will learn Python programming and utilize Makeblock robots and construct advanced projects. Professional Development is the key to success, thus teachers will be equipped with key competencies and skills which will assist them to succeed in their professional or academic careers.
The project is financed by Erasmus+ 2019-1-UK01-KA201-062030
Project duration 2019-2021
LANGO – Language on the go
Project LANGO is the development of a mobile phone app and web portal working in tandem. The project aims to provide European language education for refugees and new-comers, making Europe their new home.
LANGO is an ERASMUS+ funded project and involves five partner organizations: The Netherlands, Belgium, Turkey, Greece, and Finland. The languages of these countries (except Finland) represent the target languages on the app. This project is a continuation of the previous project Moving Languages. There will be many refugee languages common to those of the arrivals in each of the partnered countries. These will include common mother tongues such as Arabic and Farsi, as well as some minority dialects such as the three dialects of Kurdish, Sorani, Bardini, and Kurmanji.
Therefore, all the menu items and audio files contained on the app in the target language can be translated into the mother tongue of the learner. This feature will enable learners from a zero foreign language background to begin educating themselves on a free, easy, and fun to use mobile app.
The web-portal will contain printable PDF study material and will play host to the animated Daily Life series involving 10 x two-minute episodes in each of the partnering languages. These episodes will also include follow up exercises to support a better understanding of the content and at the same time, teach critical cultural differences.
Project LANGO is an innovative and creative way to engage refugees and new-comers in their integration process in a less formal way. After all, learning should be fun.
The project is financed by Erasmus+ 2019-1-NL01-KA204-060376
Project duration: 2019 – 2021
The main aim of the City Quiz & Walk project is to enhance integration and cultural education of migrants, immigrants, expats, and students using an innovative city quiz mobile application.
According to the research conducted at the preparatory part of this project application, the mobile app created for this project will be a unique digital solution both for the foreigners residing in partner countries as well as the professionals working with immigrants and refugees.
In this project, we will deliver 5 versions of the mobile application for city quizzes with the main focus on the partner’s cultures in their capital cities. The partner countries are Finland, France, Greece, Portugal and Lithuania. This thematic app will contain illustrated and text questions that will help the user get a better understanding of the culture, traditions and key figures in the partner cultures. In our mobile app we will be offering a possibility to explore the culture and history both by solving the online quizzes in the mobile app and (when the app user is present at the quiz location) by following the map of the area to be able to solve the quizzes and familiarize themselves with the places on which the questions are based.
Each version of the mobile application will be available in 2 languages English as well as the partner language.
After the project completion, similar mobile apps can be created for other cities.
The project is financed by Erasmus+ KA2: 2019-1-FI01-KA204-060734
Project duration: 2018 – 2020
This project, Financial Education for Educators aims to build capacity in organisations providing financial education by empowering the organisations and their staff to deliver high quality training in financial and economic literacy. Within this broad aim, the main objectives are to:
- Provide a comparative analysis of the preparation of financial educators in Europe, North America and Australia to inform the future training and preparation of financial educators
- Review existing curriculum and competence frameworks in finance, and formulate a financial and economic competence framework for educators
- Improve the financial and economic competence of at least 14 adult educators to deliver financial education to adults
- Provide opportunities for adult educators to improve their competence to deliver financial training though an e-course in financial and economic literacy.
- Create a course that would confer “certified financial educator” status to that completing it successfully.
The project is aligned to:
- European 20-20 strategy and New Skills Agenda – within developing digital competence is a priority
- Erasmus + objectives of improving the level of key competences and skills, with regard to their relevance for the labour market and their contribution to a cohesive society through increased opportunities for learning mobility
- Fostering quality improvements, innovation excellence and enhancing transnational cooperation; and
It supports KA2 objectives by
- Extending and developing educators’ competences, particularly in the effective teaching of literacy, numeracy and digital skills to low-skilled or low-qualified adults, including through the effective use of ICT
- Improving the high quality learning opportunities through innovative means including non-formal education
- Improving the key competences of adult learners, especially those that are disadvantaged
The project is financed by Erasmus+ KA2: 2018-1-UK01-KA204-048179
Project duration: 2018 – 2020
Recent developments in gender issues – from an increased awareness of trans rights to female equality and ‘lad’ culture – have brought a range of gender identities into the mainstream. At the same time Generation Z has a far more fluid approach to gender than has previously been seen. The problem for VET schools is that they have found it difficult to keep up to date with these rapid developments. As a result, their provision, facilities and policies are not always set up to offer a welcoming environment for the range of gender identities that may now look to engage with their services. This is true of potential new staff as well as students – with a shift in the whole approach to VET provision – from course design and promotion, to HR policies and recruitment needed.
It is certainly true that there are already some excellent examples around gender diversity training found across Europe. However, the most common approach within VET to tackling gender identity is to take a bottom up approach, which sees training and resources being focussed on individual groups or issues (e.g. just women or just trans issues etc.). The problem for VET professionals is that their provisions need to address the nuanced needs and demands of all of these groups, something which this more targeted training does not prepare them for. Therefore, the project looks to address this imbalance by providing tools which allow VET practitioners to develop a top-down view. In practice this will mean helping them to develop institutional frameworks and policy which enables them to highlight deficiencies and so focus on areas where the training already available on gender issues can have a real impact. Ultimately this will allow VET institutions to create inclusive learning environments which move beyond gender stereotypes to create a gender positive approach to learning (something which will allow staff and young people to better develop and thrive as individuals).
To achieve this, the Gender+ project will take a pluralistic approach to gender identities, in order to explore the diversity that exists within the contemporary population. Examples of the types of gender issues to be addressed include moving beyond a view that female students should be limited to choosing traditionally ‘female’ courses, helping trans, non-binary etc. people feel able to take part in activities and tackling engrained ‘lad’ culture, which places pressures on young men to conform to outdated stereotypes.
The project is financed by Erasmus+ KA2: 2018-1-UK01-KA202-048039
Project duration: 2018 – 2020
Online learning environments are widely used by training institutions but those tend to be used as content delivery, therefore a huge capability of those environments and teaching method is missed. Also, a lot of practitioners are engaged with training activities not being educators (tutors, facilitators, coach, mentors, team leaders, human resources departments…). The necessary background of pedagogies and techniques is missed and theoretical manuals are not the best way to make that kind of people acquire the necessary skills. They need some effective and practical way to learn. They have a lot of experience and expertise teaching face-to-face, but when having to do online training, they miss the digital skills and affordance of the technological capabilities.
We do not aim to create a manual for trainers, as there are a lot of already existing ones. We want to create an online course, together with a student’s workbook to directly teach future online trainers. We will reduce the theories to a minimum while focus on exercises and practise so they will feel the online environment as a learner.
The title of the project “online training: the treasure within” makes reference of our target activity, that is “training”, and the treasure makes reference to all the benefits that can be obtained from online learning: (1) learning the subject course, (2), new learning methods based on net-society (3) applied ICT competences, including soft-skills and transversal digital competences.
Partners applying for [onTrain] project have already identified the needs and potentialities of an adequate online training in papers such as “Senior students in virtual spaces; the treasure within” (P.Escuder et al. in ICERI 2015 Seville), “Virtual online learning; the evolution and grow of Senior Citizens” (P.Escuder et al. INTED 2017 Valencia), In these researches we do not only show the capacities of online teaching environments that usually are missed, but also the competences, soft skills, attitudes and values that adult and senior learners acquire. The validation here becomes also crucial and we want to facilitate this process as stated in the research “Technology-enhanced transversal skills for lifelong learning: method, competences, validation” (A.Beltran, R.Esteller et Al.l. in ICERI 2016 Seville). P3-ULE has also demonstrated a need of the project as the new trainers lack the expertise necessary to use a virtual platform for teaching (focus groups research), currently, senior trainers, are the ones involved in this exchange of knowledge.
Besides the need and solution identified and published in previous conferences, there is also a European need. It can be observed from current policies: Action 68 of the “Digital Economy & Society” with the title “Member states to mainstream eLearning in national policies”, saying “Today eLearning is not sufficiently present in Member States’ education”, naming the benefits and supporting the effective use of ICT for learning.
The CEDEFOP survey “How do teachers, trainers and learners rate e-learning training?” states the need of a motivational environment, being this the main factor of success (p. 25) also states that the future of the e-learning is Collaborative (p.41) and embedded in the Lifelong learning and competence development process (p. 33).
On the “Key competences for lifelong learning” recommendation (Recommendation 2006/962/EC) considers 7 competences that are needed for citizens. Those competences describe some skills and attitudes, which the [onTrain] project targets: learning individually or in groups, organise one’s own learning, initiative, communicative skills and the confident and critical use of information society technology.
We aim to create a learners’ coursebook and an online course for trainers with low ICT skills and technological pedagogies so they can learn by themselves the application of technology enhanced education methods, techniques and tools, thus they acquire the necessary skills and competences to become successful online trainers (1st aim). We want to support them and facilitate the transferability of the skills and competences learnt to their own subject (2nd aim). Those skills include the use of technology for collaboration, creativity, problem solving, teamwork, etc. A tool will be made available (as online service), so they can use the lessons learnt in their own teaching activities (3rd aim) Main target of this project are the trainers and educators (tutors, facilitators, coach, mentors, team leaders, human resources departments…) that want to start offering their training using online platforms.
This project has to be carried out transnationally because it is necessary to take into consideration different kind of institutions and cultures; virtual education is an activity without frontiers and should be designed avoiding local restrictions or characteristics that would make methods and services we propose too much specific.
The project is financed by Erasmus+ KA2: 2018-1-ES01-KA204-050702
Project duration: 2018 – 2020
This project intends to use this approach to target VET professionals and learners education, as well as language schools, as English is one of the most important professional skills in Europe. VET organisations do not necessarily have important resources to train their English teachers or to acquire innovative tools. Also, learners in VET education do not necessarily have a lot of time to spend on reviewing their lessons and might not feel confident in studying on their own: an English tutor chatbot could help them be consistent in their studies. This is why we think it is useful to develop a ready-to-use mobile learning solution with supporting lessons for English language learning for VET and language school learners.
It is important for this project to be carried out transnationally in order (a) develop a solution to build up an essential professional skill in Europe and (b) be adaptive to the different situation with regards to the variety of English proficiency in different European countries. According to the latest European Survey on Language Competencies, in 2012, English was a mandatory language in 14 countries or regions within countries of the EU. It is by far the most taught foreign language in nearly all European countries at all educational levels. The trends identified in this survey show an increase in the percentage of pupils learning English at all educational levels since 2004/05, and particularly at primary level. In 2009/10, on average, in lower secondary and general upper secondary education, the percentage of pupils learning English was higher than 90 %. In upper secondary pre-vocational and vocational education, it reached 74.9 %. Furthermore, it is a key skill for employability: the European Commission Study on Foreign Language Proficiency and Employability (2015) revealed that over four in five employers interviewed and three quarters of advertised online vacancies stated that English was the most useful language for the jobs discussed in all sectors and in almost all non- English speaking countries. Therefore, it is important that learners have an engaging English learning experience that will not only help develop one of the most important professional skills in Europe, but also help them develop their language studying skills so they can learn additional languages in the future.
This is why the objective of this project is to create together an English tutor chatbot to support the students in their learning process and the teachers in their teaching activity.
The project is financed by Erasmus+ KA2: 2018-1-BE01-KA202- 038594
Project duration: 2017 – 2019
Adults in Europe have difficulties in the three areas identified as core competences by the European Commission: literacy, mathematical competence and digital competence. For example, in Europe, one in five 15 year-olds and one in five 16-65 year-olds have poor reading skills; and around 55 million adults between 15 and 65 years of age have literacy difficulties (ELINET, 2015). Regarding mathematical competences, the 2013 OECD Survey on Adult Competencies (PIAAC) found that 24% of European adults scored at (or below) level one in a scale of five. The data are not better if we focus on digital skills. According to the data of the Digital Indicators Table, 80 million Europeans have never used the Internet, and according to the most recent data published by the
European Commission on the Digital Economy and Society Index (2017),
44% of Europeans do not have basic digital skills.
The need to promote innovation in the development of adult education, adapting the teaching-learning process to the changes in society, mainly through the use of active and cooperative methodologies, diversified evaluation instruments and integrated Information and Communications. Technologies (ICT), brings us to propose this project, which will design and develop a web application.
The project is financed by Erasmus+ KA2: 2017-1-ES01-KA204-03847
Project duration: 2017 – 2019
As the growing number of migrants in Europe struggle with limited financial resources, this project aims to improve and facilitate their access to second language studies through participation in Language Voices language cafés, which are informal meetings based on volunteering but also systematically organised. The migrants gain access to social, informal environments of the resident country while integrating into a community of learners and tutors, which is often a key success factor in establishing a quality life in a new country. The project will provide: 1) a preparatory training and handbook so that the multilingual Language Voices concept can easily and successfully be replicated throughout the EU or anywhere else in the world; 2) A comprehensive material bank with language learning and cultural material and resources and a possibility for online communication and language exchange; 3) A mobile application to find language exchange events available in the partner countries; 6) A Language Voices association registered in Finland to carry on the activities.
The project objectives are: 1) to mitigate some initial barriers to language studies (regarding opportunity, access and cost); 2) to facilitate the proliferation of easily accessible, informal, low-cost but well-structured language training opportunities and material; 3) to provide all-encompassing multicultural, multilingual environment and meeting places in cooperation with local small businesses.
The project is financed by Erasmus+ KA2: 2017-1-FI01-KA204-034714
Project duration: 2017 – 2019
Our project is focused on reducing dropout rates, and the objective is to offer a second chance to the disadvantaged students in particular, who have dropped out of school for various reasons, allowing their return to the education system to complete their studies and improve conditions for finding a job.
We develop activities via peer learning and collaborative work that answer to improving the acquisition and integration of basic competences into the curriculum, development of new approaches to strengthen the educators’ training, digital integration of languages in the learning, promotion of unified qualifications on a European level and innovative projects directed to reducing the differences in the results of learning that concern the students in disadvantaged environments.
The results developed in the project are:
1) Management manuals;
2) A study of premature abandonment within the school system;
3) Institutional programs that are applied in every participant country;
4) Examples of good practices: a) Prevention of school dropout, b) The access to other levels of the educational system, c) Promotion of active citizenship;
5) Reduction and improvement of the programme of school failure in our institutions, a) Formal and non-formal learning;
6) Collaborating with city halls, institutes, teacher training colleges and other organisations in the participant regions;
7) Examples of good practices related to innovative experiences in education;
8) Strategies of intervention for disadvantaged groups.
The project is financed by Erasmus+ KA2: 2017-1-ES01-KA204-038438
Project duration: 2017 – 2019
Youth Online project originates from the necessity of adaption to continuous technological and educational changes in the world and also for fighting against widespread educational problems of schools. The aim of this project is to draw attention to the drop out for the students between 15-18 and to set examples of preventive measures.
The purpose of the project is to determine the current situation of the schools for this problem by situations, needs and risk analysis regarding the students and their reasons for dropping out and poor attendance, and to develop prevention measures for the students in risk group in the form of an online tool; an application which the students can use to both develop their skills and make career plans.
The project aims to develop a conscious and resilient follow-up strategy by raising awareness about ESL with analyses and creating an online tool application to appeal to the interests of students. We believe that ESL is closely connected to the deficiency of skills and competences among youth and if we support their social improvements they can be more motivated about their future and about finding a job.
We aim to find solutions for the following: What are the reasons for drop out and poor attendance? Which students in the school are under risk? How can we make our schools a better place for the students in this technological era? How can we help them improve? How can we create an environment to help them discover their abilities and socialise?
The project is financed by Erasmus+ KA2: 2017-1-TR01-KA201-046747
Project duration: 2016 – 2018
DIALoguE project will develop a new tool that can be used in all subjects at school. In the frames of the project, the tool will be developed for the history lessons only. This project will attract students to the history classes by leveraging technology, provide permanent learning for students, help students to develop an empathetic approach to historical events, facilitate the professional development of teachers, improve students’ intercultural communication and peer relationships, and increase students’ ability to think creatively. We will design a digital tool and a teaching method that will integrate cinema films and short films shot by students into the history curricula.
The partnership within “DIALoguE” therefore intends to:
• produce a new tool for education technologies with international cooperation
• generate an innovative approach in the education
• establish permanent learning in lessons
• raise the awareness of teachers in the subject of outstanding methods in history lessons.
The project is financed by Erasmus+ 2016-1-TR01-KA201-034762
Project duration: 2016-2018
Language learning is one of the key priorities of successful integration, and applications for smart phones or tablets e.g. are an effective educational source for those migrant groups, as a large percent of them are digitally literate and are looking for new learning opportunities in their new countries online.
The project provides a gamified language-learning solution – available in English, Spanish, Italian, German, Swedish and Finnish and three languages most widely spoken by the immigrants in the partner countries – that shall help refugees/immigrants learn the local language and familiarize themselves with new concepts in their new countries.
These applications will also be useful for any other immigrants who have already been living and working in their new home country for some time.
The Moving Languages content of the mobile applications covers the topics that are essential during the first steps of living in the new country and contains 2000-2500 vocabulary items illustrated for easy concept recognition. Free download available from 2017 on at major app stores.
The project is financed by Erasmus+ 2016-1-FI01-KA204-022678
Project duration: 2015-2017
Technological Empowerment for VET trainers. An Open Educational Resource (OER) to train VET trainers in the design and use of m-learning methodologies.
M-learning is the addition of learning (in any modality), mobile devices (Mobile, tablets, etc.) and wireless network (Pacheco and Robles, 2006). This learning modality has some unique attributes that can enhance education beyond the ‘anywhere, anytime’ learning (Shuler, 2009). Moreover, it allows individual or collaborative learning, trains problem solving skills, allows access to information in the moment of need, etc. Nevertheless most of VET trainers are not aware about the potential of mobile devices as a tool for learning or do not have the necessary competences/knowledge to use mobile devices for learning. The aim of MOBILE-TECH project is to make mobile learning a reality in VET centers by supporting teachers, trainers, educational staff and youth workers in acquiring or improving the use of mobile learning and related digital competences in an Open Collaborative Learning Platform. To achieve these objectives, we will develop three open resources:
- A Trainers´ guide for mobile resources to be used in the classroom. The guide will include National and European good practices about m-learning;
- A Trainers´ course: How to develop new training resources and teach mobile learning;
- An Open Collaborative Learning Platform for trainers´ learning multimedia resources, including a section to enable interaction among users.
With MOBILE-TECH project we will contribute to the adaptation and empowerment of the VET trainers to the demands and needs of their students by providing them with the necessary competences in mobile learning.
Project funded by the Erasmus+ : Cooperation for innovation and the exchange of good practices: 2015-1-ES01-KA202-015903
Project duration: 2015-2017
Corporate Volunteering as a Tool for Connecting Business and Education Worlds
CV PLUS project seeks to contribute to improve and make sustainable the connection between the education and business world through Corporate Volunteering initiatives, linked to Corporate Social Responsibility strategies. CV PLUS project will develop:
- An online platform for open educational resources on Corporate Volunteering (including a database of good practices of CV linking companies and educational centres).
- A Methodological Guide for companies: handbook for managers, business representatives and organisations with methods and tools to support them in the design of specific programmes and activities of Corporate Volunteering in cooperation with schools, universities and/or professional training organisations.
- A Methodological Guide for schools: handbook for managers, teachers and trainers from schools, universities and professional training providers to support them in the design of specific programmes and activities of Corporate Volunteering in cooperation with companies.
Project funded by the Erasmus+ – Cooperation for innovation and the exchange of good practices: 2015-1-ES01-KA202-01596
Project duration: 2014-2017
Partners: Germany, Lithuania, Bulgaria, Hungary, Finland
SupEFL – Supplemental Self-Help in English as a Foreign Language for Learners with Specific Learning Differences / Difficulties. This project is directed at learners of English as a Foreign Language (EFL) who are experiencing difficulties with one or more of the four language systems (reading, writing, listening and speaking). Where previous projects were top-down being targeted at teachers, this project is bottom-up focusing on learners. At present, there is no portal available to dyslexic learners of English. Even though various institutions are compiling their own materials and resources to provide help and support to those individuals they consider having SpLDs, there is very little information on the internet presented in a clear and systematic way for adult dyslexic learners. This project will follow the guidelines established for dyslexia-friendly content by several previous projects, and adapt activities that have been developed toward our ends. Links to different resources will also be provided.
Project funded by the Erasmus+ KA2: 2014-1-DE02-KA200-001093
PROJECTS FUNDED BY LLP-LDV LEONARDO DA VINCI TOI
Project duration: 2013-2015
The main aim of the ‘Info for Migrants’ project is to meet this European objective of effective integration by transferring the innovative Careers Europe Eisodus migrant information database to vocational education providers and guidance centres across Europe. At present, this database is available to libraries, colleges, universities and careers guidance centres in the UK, and offers practical information about British culture and work in 23 different languages. The Eisodus database will be used by all the participating partners as a model for compiling all relevant and disparate information that a migrant to their society may need, ensuring that the information and advice is consistent and beneficial to a guidance adviser or tutor. ‘Info4Migrants’ will be transferred by a consortium led by Careers Europe (UK) which will bring together partners with the required expertise, understanding, experience and commitment to ensure the project’s success:-Inveslan a specialist research organisation in Bilbao, BEST an independent vocational training and guidance organisation in Austria, Business Foundation for Education, a guidance organisation in Bulgaria, Learnmera Oy, an adult education provider and online educational resource developer in Finland, and Folkuniversitetet a vocational education and guidance centre in Sweden. The partnership reflects a good cross section of expertise in the fields of language, guidance, vocational training and research. All partners work directly with migrants and all are well placed in their national contexts to disseminate to a full range of national partners. The tangible impact of ‘Info for migrants’ will be to provide an innovative database, bringing together all the relevant information that migrants will need in each national context for use in guidance, vocational education and training settings by guidance practitioners or tutors with migrants. It will support better integration of migrants in Europe and facilitate the understanding of migrant experience and background. ‘Info for Migrants’ will contribute to the overall success of mobility within the EU, as well as migration from outside the EU, to overcome future problems caused by an ageing population.
Project funded by LLP – LDV Leonardo Da Vinci TOI: UK/13/LLP-LdV/TOI-61
Project duration: 2011-2013
Partners: Sweden, Austria, Finland, United Kingdom, Bulgaria, Greece
” Enjoy Language within Tourism: How to Attract Participation and Increase Motivation of Young Male Language Learners Working in the Tourist Sector” The overall objective of the project is to enable young males working in the tourist sector with particular “foreign language learning resistance” to establish their “enjoying language” by increasing their interest and uptake of foreign languages and to increase their participation in the lifelong learning society.
The project aims to make a useful addition to the training of tourism workers by adapting, testing, disseminating and mainstreaming language learning materials using informal learning still regarded as innovative or little known in many areas. The content of the languages taught will be related to work in tourism and will be made available in the form of a Handbook and a Toolbox of material for teachers.
Project funded by LLP – LDV – Leonardo Da Vinci TOI: LLP-Ldv/TOI/SE/11/1383
PROJECTS FUNDED BY GRUNDTVIG
Project duration: 2012-2014
Partners: Portugal, Spain, Turkey, Romania, Bulgaria, Romania, Finland, UK
“ Everybody can do it”. The goal of this Partnership Project is: To promote gender equality in the roles played by men and women in public and private life by emphasizing the importance of autonomy, not being dependable because of the traditional gender division of tasks in private everyday life.
To promote social integration and self-esteem by reinforcing learners’ awareness of their own skills and potential to be an active part of society.
The project partners will conduct research on “Women and men–realities of the European present” and the final product will be the booklet “We are equal! Guide of good practices on gender equality”. Impact on learners, staff, institutions and local community is expected.
Project funded by LLP – LDV – European Grundtvig Learning Partnership: 2012-1-ES1-GRU06-53391-6
Project duration: 2012-2014
Partners: Italy, Estonia, Finland
“Language learning and teaching in Estonia, Finland and Italy: how to make use of cultural similarities and differences in classroom and in learning through culture”
The aim of the project is to exchange experience with other Finnish and Italian institutions offering language courses for adults. Through the work in meetings, seminars and lessons and the work in virtual classrooms, the partners will work out new methodologies that will develop the learners’ communication skills and business language.
Project funded by LLP – LDV – European Grundtvig Learning Partnership: 2012-1-EE1-GRU06-03623-2
Project duration: 2012-2014
Partners: Latvia, Turkey, Finland, Poland, Italy
” Learning through teaching”.The aim of the project is for the partners to provide good practices, experiences, methods and seminars on adult education for implementing European Key competencies for lifelong learning and multicultural learning in their organizations and communities The target group of the project are adult learners and trainers for adults of any age. Participants in the project will share their experience and improve their pedagogical skills in organizing learning for adults both through theoretical sessions and practical delivery of their experience to others. One key competence will be discussed during each seminar and during the workshops organized in each of the partner countries. The result of the project will be an e- book containing a list of recommendations and approaches in adult education on how to teach key competencies for adults in the context of European diversity.
Project funded by European Grundtvig Learning Partnership: 2012-1-LV1-GRU06-03598-3
Project duration: 2012-2014
Partners: Finland , Belgium, Portugal, Italy
Investigating teachers’ practices in using technology for Adult Language Learning (TECH4ALL) aims at meeting one of the main challenges of adult immigrant population in Europe which is to improve their knowledge and competence in linguistic and digital skills. The aim of the project is to support vulnerable social groups and people at risk, especially migrants whose integration in a new social, economical, educational and cultural environment depends highly on their ability to learn the language of the host country. Within this framework, this partnership aims at giving adult language learners the opportunity to exchange experiences and share ideas in using new technologies, as a means to improve the second/foreign language learning. All participating countries (Cyprus, United Kingdom, Finland, Greece, Italy, Portugal, Belgium and Turkey) are countries which have experienced the need for supporting vulnerable social groups and learners at risk of social marginalisation. Thus, the current partnership is expected to be of high importance for the European community in general.
Project funded by LLP – LDV – European Grundtvig Learning Partnership: 2012-1-CY1-GRU06-02397 3
Project duration: 2011-2013
Partners: Finland, Italy, Spain, Romania, Latvia
Segundas Lenguas y Nuevas Tecnologías (SLNT) is an international project in the educational sphere involving partners from Spain, Italy, Romania, Latvia and Finland. The project focuses on second language teaching; its main objective is creating an adaptation of the European Language Portfolio to the environment of second language teaching in formal settings.
The project tries to integrate three important concepts in society and current education: New Technologies (Tics), Second Language Learning and Culture. Second Language Learning has seen that the Tics have helped to develop a new communicative methodology in the last years. Our intention is to use, to learn and to take advantage of these modern informatics items for the language teaching‐learning process and to prepare some new material.
The SLNT project addresses intercultural problems and intends to give adult immigrants the full assurance that learning a second language is entirely possible and prevent them from social isolation by creating a virtual learning community, promoting integration, social advancement and employment.
Project funded by LLP – LDV – European Grundtvig Learning Partnership: 2011-1-ES1-GRU06-35075 2