The aim of the project is to contribute the modernization of higher education systems in Ukraine by introducing National Centre of Teaching Excellence for the promotion of European educational innovations.Specific project objectives are the following:1) to de-monopolize formal systems of university teachers’ professional development and certification in Ukraine by establishing of independent National Centre of Teaching Excellence and its 8 branches, as well as creating their network, focusing on enhancing the quality of university teaching;2) to introduce the professional university teachers’ certification programs based on European good practices and education innovations for ensuring teaching excellence;3) to develop and pilot a new teaching excellence curriculum, including courses syllabi, which are permeable with educational needs of Ukrainian academic community and resulting in professional certification of university teachers;4) to develop professional standards for university teachers and draft for regulating for teacher attestation.National Academic Council is to be formed. Benchmarking research on teaching excellence will be conducted, the report is published. Retraining of the academic and administrative staff (78) for NCTE will be conducted on special retraining program by the specialists from WrUT, UVSQ and TNU.8 NTCE branches will be established and well-equipped. Multilateral agreement will be signed.A curriculum will cover 4 modules on Innovative Teaching, Learning and Assessment, Academic Integrity for Excellent Teaching, Blended Learning Techniques for Teaching Excellence, Linking Research and Teaching in HE. Sample of courses syllabi and certification methodology will be piloted for 40 university teachers from Ukraine. MOOC in Teaching Excellence will be launched to improve dissemination effect.Proposals to legislation will be submitted to the Ministry of Education and Science of Ukraine to validate TE curriculum and certification.

"Situated in remote towns, local Ukrainian universities are often overlooked by European partners. BOOST supports five Ukrainian first-comers in their aspiration to join the European educational space and establish contacts with EU peers. The project expects a smooth exchange of ideas as the partners are of the same level and size.The EU partners will share their experience during the project's lifetime and help UA partners develop technical, digital, learning, community, and international capacity. The project’s progressive pace in different directions allows achieving high results within a short period. Representatives from UA partners with limited English skills will be offered learning opportunities in Russian and Ukrainian. Thus, BOOST will embrace underprivileged monolingual participants.The project encompasses 3 study trips to the EU universities for 54 people. Nine training courses for 411 participants will enhance UA partners' administrative and teaching skills. The project will promote student-centred blended learning, and it will facilitate the launch of 1 new compulsory course for 1240 students and an update of 62 courses for 1150 students. Consequently, these courses will improve students’ skills and employability.BOOST’s outputs include reports on university IT and tech development, update of internationalization strategy considering the first international experience, and the design of a Roadmap of support for remote universities.Our dissemination will outreach 370 people with webinars for university administration “University Digitalization Plan,” online conference “Digital Tools for Interactive Learning,” an international week “University International Cooperation and Grant Activity,"" and a new professional development course “Student-Centred Approaches for Blended Learning” for in-service teachers. The Ministry of Education as project partners will ensure the spread of the project results at the national level."

"Social inclusion has been a long-term key priority for the European Union to cater for diversity in Europe. As early as 2010, the European Commission launched the Europe 2020 Strategy to promote social cohesion and education played a paramount role since it was identified as an invaluable tool for social mobility within an equitable society. This project ""Writing for Inclusion"" (WIN) focuses on rising awareness, changing perceptions and providing resources to implement inclusion through the concept of ""Care in Education"". WIN was submitted last year and, after including the reviewers’ suggestions, we have shifted action to make it more school oriented.As for the project background, a needs analysis was carried out to examine the beliefs and perceptions of university teachers, pre-service and in-service teachers regarding inclusiveness and ""Care in Education"" (see Annex). The findings from the online survey suggested that diversity was seen as an asset, even if many educators expressed their willingness to be trained to use new technologies and new resources to implement the principles of ""Care in Education"".In order to mainstream inclusive practices, a four-country consortium has been created. It is composed of four universities: University of Vic-Central University of Catalonia (UVic-UCC) from Spain, Università di Firenze from Italy (UNIFI), Eötvös-Loránd University (ELTE) from Hungary, and Poltava V.G. Korolenko National Pedagogikal University (PNPU) from Ukraine; and four schools: Les Pinediques, from Spain, Istituto Comprensivo Le Cure, from Italy, Erzsébetvárosi Két Tanítási Nyelvű Általános Iskola és Szakgimnázium, from Hungary and Poltava Comprehensive school of I-III degree # 18, from Ukraine. The consortium has designed the WIN project to tackle the effective use of digital storytelling to foster Care in childhood education. The Project target groups are in-service teachers, young learners, and more marginally teacher trainees. The project will be implemented in four schools to more than one hundred pupils. Furthermore, multiplier events for teachers, student teachers and governments will be organized to spread the results across the educational community.In terms of subsidiary objectives, we should highlight the following:1. To elaborate materials and organize events that advocate for non-discriminatory attitudes2. To create animated resources for digital storytelling3. To train teachers to deal with ""Care in Education"" through technology4. To create a bond between European pupils using storytelling as an inclusive device5. To elaborate and implement a program that encourages and validates the concept of ""Care in Education"" at a European level6. To reinforce the bond between teacher training colleges and schoolsWith regards to the project results, WIN will create an open access learning platform to gather practices and transfer knowledge, skills and experiences among the project countries. In this sense, online materials will be created to provide theoretical knowledge and practical resources about ""Care in Education"" and to explore new creation processes in digital storytelling for diversity. Learning-focused animations will play a key part as instruments to connect what children do in the classroom to the rich media world that they live in. Additionally, a school toolkit will be developed to aid participants (teachers and students) through all the steps that are to be followed to develop a digital story. Finally, another outcome will be a Scientific Evaluation"" report to ascertain the quality of the intellectual outputs and to guarantee the publication of scientific articles in indexed journals.In relation to the positive impacts, participanting organisations, both schools and universities, will share knowledge and best practices; they will broaden their understanding of inclusive educational policies across Europe and they will acquire new international partners for future cooperation. In-service teachers will gain more insight into how inclusive practices can be implemented to mainstream students in their classes and they will have the opportunity to partake their best practices with other colleagues from participating partners. Children are undoubtedly at the core of our consortium because they will develop more inclusive attitudes towards diversity through creativity in digital storytelling and they will use technology as part of their emerging literacy process.As for the long-term benefits, we plan that the online resources and materials will be used openly by schools, administrators, researchers, teachers and students from participating and non-participating countries. We also intend to continue offering training to in-service teachers though life-learning programmes at some of the consortium’s universities since our ultimate goal is to help build a more inclusive education system in which students and teachers cherish the values of diversity."

The major reason behind MultiEd is the need for improving language skills of the population in Ukraine through reforming the curricula of the teachers of foreign languages, introducing new foreign language educational approaches and CLIL (content and language integrated learning) methodology, doing a survey and developing multilingual education strategies for universities and consequently developing National Recommendations on Multilingual Higher Education and internationalization in Ukraine. The results of MultiEd are the following:1) 8 new courses designed, 14 courses upgraded, reformed 8 BA and 8 MA curricula for teachers of foreign languages introduced, new teaching practices adopted, National Guidelines on TFL curricula produced;2) content-based instruction offered to BA, MA, PhD students to increase their employability and career opportunities; 3) multilingual education strategies and national recommendations on multilingual higher education and internationalization designed, internationalization level of universities improved;4) e-course “CLIL methodology” delivered; 5) the platform for the introduction of regular trainings for in-service teachers created, lifelong learning efficient practices promoted to the level when they provide sustainable professional development of teachers;6) policy makers made aware of EU strategies and approaches in HE, multilingual instruction and are provided with specific guidelines to support reform of education.The impact envisaged features the support of the educational reform “New Ukrainian School” initiating a long-term impact on UA HEIs due to the multiplication of the project practices on institutional, regional, national and international level.