"<< Objectives >>The ""FUTURE4REFUGEES"" project develops knowledge and skills of young Ukrainian refugees aged 15-18 to use modern digital technologies for personal, study and professional growth. It connects young people residing in the Czech Republic and Poland with the local school and university environment contributing to their academic and employment potential. The activities combine formal and non-formal learning, taking into account practical aspects and the specifics of migrant education.<< Implementation >>The partner institutions will develop and pilot test the methodology of the hybrid training course based on the ""Digital Knowledge Guide for Young Refugees"" and an online course with the participation of 30 young refugees from Ukraine and 10 educators from Poland and Czech Republic. Based on a verified methodology and an online course, another 20 educators will be trained for multiplication. A total of 230 young Ukrainian migrants will strengthen their practical digital competencies.<< Results >>The result of the project is a set of teaching materials shaped into a Guide and MOOCs (courses for young migrants and their educators) in 4 language versions: English, Ukrainian, Polish and Czech. It is based on a verified methodology combining formal and non-formal educational approaches. Other outputs include: 260 digital badges and certificates for trained young migrants and educators; a website; dissemination materials and a conference."

<< Objectives >>This project is committed to contribute to the knowledge and professionalisation in inclusive activities. The main target groups are young people migrating from Ukraine and those living long time in the Czech Rep. and Slovakia. Through tailor-made activities and a practically oriented approach the applicants want to address the challenges and struggles they face and provide solutions and innovative results in this field while also taking our local and cultural contexts into consideration.<< Implementation >>Activities to be implemented:- inclusive activities, inclusion of marginalised young people- adaptation activities- development of key competencies- non-discrimination and destigmatizing activities- mental health prevention and counselling- education- consideration for social and cultural values<< Results >>The expected impact of the project strengthens the awareness of issues of migration, inclusive education, mental health, etc. The results of our project will be available to anyone interested in inclusive activities. From the project will benefit both professionals (teachers, counsellors, NGO employees etc.) and laymen.Specific outputs will be:- adaptation activities for young people- education for counsellors and university students- preventive activities and counselling

COLOSSE connects Czech and Slovak research facilities in the area of plasma-enabled surface engineering at Masaryk University, Comenius University, and University of West Bohemia. The three research centres of COLOSSE have been supported by ERDF investment in several periods since 2010. They have been shaping and supporting their regional ecosystems over a decade, creating networks of interactions that facilitate knowledge transfer and exploitation of surface engineering technologies. They have also developed international connections – which, however, have led only to isolated cases of involvement in international R&I projects. The goal of COLOSSE is to increase the participation of Czech and Slovak plasma-enabled surface engineering R&I centres in Horizon Europe and future EU Framework Programmes for R&I. Thus, we will achieve upstream synergy of ERDF funding with the Horizon Europe. The goal will be achieved through 4 specific objectives: 1. Strengthen the connections of COLOSSE centres to world-leading R&I centres. 2. Build conditions that will enable internationalization of human resources. 3. Develop skill-set that enables interdisciplinary and intersectoral collaboration and facilitates creativity. 4. Enable sustainability of the COLOSSE partnership through synergic use ERDF and HE/FP resources. The COLOSSE project will significantly boost the impact of ERDF investments into plasma technologies in the academic sector of Czechia and Slovakia. With joint forces, we will be able to capitalize on our scientific and technological synergies and increase the complexity and added value of our research outputs. With COLOSSE, we will reach out beyond our established collaborative networks in the local, regional, and national R&I ecosystems. We believe that the talent, creativity, skills, and technologies that we harbour in the COLOSSE centres can be a significant aid to increasing competitiveness of European industry and academia.

"Do we all have to eat vegan? Should (short-distance) flights be banned? Is a world without single-use plastic possible? Due to climate change our society is confronted with complex and controversial questions. In the discussion about climate change and its consequences, the generation that knows that the climate crisis will affect them in the future and have a decisive impact on their lives is also actively involved. Young people such as Greta Thunberg from Sweden, Vanessa Nakate from Uganda, Luisa Neubauer from Germany or Ridhima Pandey from India demonstrate that participation in democratic processes does not require a minimum age, but argumentation competence. In order to be able to stimulate action for climate protection at the United Nations Climate Change Summit, at the World Economic Forum in Davos, in your own community or simply among your relatives and acquaintances, you have to be able to argue well.To participate in the debate about climate change and its consequences, arguing is a central competence. However, it is not only crucial for the participation in societal discourses, but also plays an important role in education. With its manifold requirements, written argumentation in particular is often a demanding task for students. It is therefore not surprising that elaborate argumentative texts can only be written at the end of secondary school, while even adults sometimes still have problems to refute counterarguments in their texts.The project ""DiaLog"" aims to develop two innovative approaches for the evidence-based promotion of written argumentation competence for German-language instruction in different European teaching and learning contexts. In addition, this project aims to test the practicability and effectiveness of the developed approaches. In both approaches oral argumentation is used to build a bridge to the written argumentation. Consequently, the interaction partner missing in writing becomes tangible (Shi et al. 2019, Graff 2003). The effectiveness of this principle of dialogical argumentation has already been confirmed by Anglo-American studies for English as a first and second language (e.g. Kuhn & Crowell 2011; Kuhn et al. 2016; Shi et al. 2019), but findings for teaching German as a first, second and foreign language are still missing.- Monoperspectival dialogical argumentation (MonoDiaLog): With this approach, students only express and argue for their own point of view in preceding oral discussions.- Multiperspectival dialogical argumentation (MultiDiaLog): With this approach, learners have to argue not only for their own opinion but also for a contrary opinion (contraposition) in the course of preceding oral argumentation activities. Consequently, the view of the interaction partner becomes even more comprehensible, if the learners are also aware of and represent an opinion other than their own. This could help to increase their ability to change their perspective (Becker-Mrotzek et al. 2014). For this approach, role-playing can be used as a didactic framework.In this project, teaching approaches and modules as well as reflection and assessment tools for teachers of German as a first, second and foreign language are developed and applied in practice. In addition, resources for professionalisation in the form of training modules, radio papers and a handbook will be created. Furthermore, the practicability and effectiveness of both monoperspectival dialogical argumentation and multiperspectival dialogical argumentation will be evaluated.The project is carried out by the Didactics Centre for German as a Second Language & Language Education at the University of Graz (Austria), the University of Western Bohemia (Czech Republic) and the NHL Stenden Hogeschool (The Netherlands) with a total of about 400 students aged 16 years (10th grade)."