"MOVEMENT is based on the idea that music is a way to discover and be an active part of the world. As many pieces of research show, it is a discipline that opens students’ mind beyond technical and creative aspects, by tapping into many different basic skills and learnings including: resiliency, socio-emotional skills, creativity, disruptive and divergent thinking, learn to learn, communication and more. The project brings together 8 full partners (2 schools, 4 music/cultural associations, 1 foundation + 1 scientific partner) and 9 associated/external partners (schools) distributed in 5 Local Hubs in Italy, France, Spain and Finland. It supports a true cross-sectoral cooperation in order to empower schools (and linked music associations) in designing and using an innovative multi-perspective non-traditional approach in music teaching, by drawing and building on different existing pedagogies and methods (e.g. Abreu – El Sistema, Reticular Teaching, methods Orff, Kodaly, Liberovici, Dalcroze,…), and by combining them with local experiences and an ad hoc designed impact evaluation.MOVEMENT will see the direct involvement in core activities of ca up to 55 teachers (music and other disciplines, e.g. STEM, Language etc) and up to 30 musicians (core project activities). During the 2 school years of the project (second term of 2021-2022; full-year 2022-2023) MOVEMENT will reach ca. overall 1600 students aged 6-12 enrolled in primary/middle schools of urban settings of Torino and Piacenza (Italy), Rouen (France), Helsinki (Finland) and Madrid (Spain), especially belonging to disadvantaged categories.The pillars at the basis of MOVEMENT approach can be summarized in: 1) Ensemble Music: group dimension as a key element to work with students; 2) Inclusiveness: all pupils (including those facing e.g. disability, learning or socio-economic disadvantages, cultural or linguistic differences, etc.) are welcomed in the group and a tailored approach is designed for each individual situation to foster integration and sense of community; 3) Peer to peer approach: music teaching and learning is not a prerogative of the ‘teacher’ in a top-down manner but, in a bottom-up approach, students can drive the learning process and help and mentor each other; 4) Learning process vs Performance: evaluation will be focused not on students technical ability but on the attitude and desire of the child to participate in the project and in the process, progress, and micro-changes of each student, acknowledging the variability of starting points of each student and of personal attitudes. To reach its main goals, the project will develop over the course of 24 months four Intellectual Outputs namely: 1) ""Framing Non Traditional Music Teaching as empowering discipline""- a Framework Study that will allow partners to: a) better understand and share the value of the different music teaching methodologies and practices available and in use; and b) define the main features of MOVEMENT multi-perspective approach. The study will combine practical experience of the Educational Staff from partner countries with and rigorous scientific approach.2) ""Curriculum: Music for the future"" – a Curriculum to design, transfer and test MOVEMENT multi-perspective approach in 11 schools (full, associated and external partners), to allow for its assessment and fine-tuning in real class scenarios, combining general features with specific local settings. Once finalized, the curriculum will be available to the broader possible international community. 3) ""MOVEMENT Impact Kit"" – a toolkit to provide Educational Staff involved in non-traditional music teaching (also beyond MOVEMENT approach) with tools and methodologies to assess and evaluate the impact of the approach on pupils’ progress and general wellbeing. 4) ""From a Digital Music Campus to your classroom"" – an 8-10 hours MOOC (Massive Open Online Course) that will offer a step-by-by step guide for the implementation of non-traditional music teaching in different, multifaceted, school settings, by at the same time offering space for in-depth analysis and further elements linked to sustainability and community approach.MOVEMENT project aims at granting a strong legacy to its results and activities. Therefore, it plans on structuring a varied Dissemination strategy including an Advocacy Approach to promote MOVEMENT project as well as the concept of music as a strategic tool for learning and development. Dissemination will target broad and diversified audiences including policymakers, cultural and educational organizations working with other target groups (e.g. adults, younger students, ..), and/or in other artistic fields (e.g. dance, theatre, ..) and will also include a Transferability Plan to support the scaling up of MOVEMENT approach to such other contexts."

<< Objectives >>SONAIRGRAPH aims to strengthen the cooperation between higher education institutions and third sector organisations to analyse, test and apply the potential of sonification processes in the representation of function graphs to improve the accessibility of mathematical content to students with visual impairments, developing a scientific protocol to test the digital application Audiofunctions (SO1&2), improve it, and make it available on-line (SO3).<< Implementation >>The project structures in 4 WPs:WP1 – ManagementWP2 – Methodological phase: state of the art and development of a methodological protocol to test Audiofunctions.WP3 – Testing and developing phase: the application is tested and the results of the analysis are used to develop an improved version of the application.WP4 – Delivery phase: dissemination of Audiofunctions via an online platform.<< Results >>The main project outcomes are an improved knowledge of the potential of sonification processes for improving the access of visually impaired students to mathematical content and an accessible and tested version of the application Audiofunctions, enabling visually impaired students to access function graphs.

"<< Objectives >>Making training pathways more secure by looking after the most vulnerable is a key concern of the project. To this end, the action deployed concerns the transition between primary and secondary school.The cooperative engineering used in this project is a transnational framework for the professional development of teachers in initial and in-service training. In particular, this system makes it possible to move away from the paradigm of ""the teacher alone facing the complexity of the profession"".<< Implementation >>The activities will prepare for the implementation of transnational cooperative engineerings brought together to design and implement locally inclusive learning situations in science, vernacular or lingua franca. These sessions will question the notions of gender equality and the construction of critical thinking. The production of resources will enable the design and sharing of a MOOC to support all educational actors wishing to engage in this process.<< Results >>The DISCO+ project will produce a MOOC ""Training through and in transnational cooperative engineering for the inclusion of vulnerable pupils in STEM subjects"" as an integral part of the partner institutions' training courses and made available on dedicated platforms. It will be linked to the productions of the different WPs accessible on a specific space of the DICO+ platform. These dissemination tools are thus permanent and go beyond the framework of the consortium's institutions."

"CONTEXTCross-border territories are unique platforms for exchange and laboratories for genuine learning. They provide the possibility opening up to others, and discovering new languages and cultures. Universities play a key role in terms of enhancing the value of skills acquired through formal or informal learning.THE PROJECT’S HISTORY At the end of a seminar between cross-border academic actors at the UPPA in 2015, some questions emerged. How can students or university staff working in a cross-border context enhance their skills? Which programmes can be used to prove these skills’ worth? These issues are the basis of the ECBS project, which brings together four cross-border partner universities (Université de Pau et des Pays de l’Adour, Universidad de Zaragoza, Universidad del País Vasco-Euskal Herriko Unibertsitatea, Université Savoie Mont-Blanc, Università della Valle d’Aosta, EUCOR, UniGR, Universität des Saarlandes) and one non-academic partner (VMPS Corporation) specialised in educational engineering and development of AI-based teaching solutions.OBJECTIVES ECBS partners have the goal of setting up a common framework for ""cross-border skills"" materialised through a certificate and/or Open Badges. These certifications are open to the entire academic community (students, PhD students, and staff) and seek to highlight the skills acquired in the context of a cross-border experience. This has been developed through the following steps: identification of programmes set up in each cross-border area; definition of useful skills in a cross-border environment and development of a framework; establishment of the platform to promote these devices and to issue certifications; deployment of certifications to the entire academic community.ACTIVITY DESCRIPTIONMost of the project activities concern intellectual work, resulting in several outputs. The first output consists of a catalogue of programmes which enable users to acquire skills. This catalogue was proposed by the partners in their cross-border cooperation. The second output is a cross-border skill framework. This framework is common to all academic partners of the project, and is made up of fifteen skills. The last output is a platform designed to meet several goals: for users, to explore the catalogue of programmes developed in a cross-border area, to relate to the skills acquired during a cross-border experience and to apply for a certification; for partners, to highlight cross-border programmes and to have a tool for managing certification applications.RESULTS The ECBS Catalogue lists the programmes set up in the context of cross-border cooperation. Its aim is to promote these devices and to offer an opportunity to share these experiences with other universities located in cross-border areas. This catalogue will result in the deployment of new programmes in cross-border institutions, whether they are linked or not to the ECBS project. The ECBS framework is the key element for the recognition of skills acquired after a cross-border experience. Based on this framework and use-cases, the user can have a self feedback on his/her own experience. The development of a platform is an essential tool in order to facilitate the recognition of the acquired skills, both for the user and for evaluator.LONG-TERM BENEFITSThe recognition of these skills makes a major contribution to boosting cross-border exchanges, thus opening up new professional prospects for the holders of the certifications. Project partners will ensure that it becomes, as far as possible, the reference tool in terms of cross-border skill enhancement. It will be integrated as a supplement to the academic diploma and will serve as a certificate for future employers located in a cross-border area. Partners aim to obtain support and recognition for this certification, not only from the users of the platform, but also from socio-economic actors in cross-border territories and from European institutions."