This Toolkit is a collection of resources for administrative staff, academic staff and PhD students who fill the role of potential coordinators or partners of Erasmus Plus projects.

This Toolkit is a collection of resources for administrative staff, academic staff and PhD students who fill the role of potential coordinators or partners of Erasmus Plus projects.
The Network of Experts developed a proposal for a Framework to support the recognition of outcomes of learning periods, setting out general principles to then be adapted to the context of each Member State.
A country mapping and analysis exercise has identified policies and practices for recognition of outcomes of learning periods abroad in general secondary education in EU Member states.
A training programme model has been created with the aim of supporting school heads and teachers in assessing transversal competences developed by pupils taking part in individual mobility.
Find out more about the Relief project and its innovative approach to teaching bioeconomics in agriculture.
How to innovate engineering curricula and provide students with the skills they need to professionally tackle global challenges? This is Makeademy newsletter.
This module focuses on practical aspects of instructional design guidelines and digital tools that can help teachers to integrate Computational Thinking into everyday learning and teaching activities in any subject area.
The “Collaborative Research and Innovation Online Software” (CRIOS) is a platform that implements several functions, utilities and services to support the collaborative work between different stakeholders.
This module focuses on the use of societally relevant intellectual challenges to stimulate student motivation and engagement in learning CT concepts and skills.
This module is about how to create educational environments that support the integration of Computational Thinking (CT) with Science, Technology, Engineering, Arts and Mathematics (STEAM).
This module is about the “A” in STEAM. Hence, with this perspective, CT is viewed as a framework to develop students’ artistic, linguistic, social, humanity skills through developing prospective arts, languages, and humanities teachers’ conceptual, pedagogical, reflective competences in CT.
This module is aimed at prospective informatics teachers.
The aim of this module is to further build on STEM prospective teachers’ understanding of computational thinking (CT) and their knowledge of instruction and assessment of CT.
This module aims at integrating conceptual development with specific practical elements in education of prospective primary school teachers.
The aim of this module is to allow preschool prospective teachers’ in the initial teacher education to donate with the knowledge and skills necessary to teach CT.