INNO4DIV 3 3 Report case studies Mapping

ADDRESSI NG EDUCATI ONAL NEEDS OF TEACHERS I N THE EU FOR I NCLUSI V E EDUCATI ON I N A CONTEXT OF DI V ERSI TY I NNO4 DI V PRO J ECT V OLUME 3 Pa r t 2 : Ov er v iew of 2 1 innov a t iv e ca ses f or t he dev el opm ent of int er cul t ur a l a nd dem ocr a t ic com pet ences in t ea cher educa t ion A U TH O RS ED I TO RS T. Shuali, C. Carm ona, V. Tenreiro, A. Casino, M. Sim ó, A. Aneas, M. Jabbaz, A. Neubauer, M. Jim énez T. Shuali, C. Cent eno This publication is a Technical evidence-based scientif ic support to the European policymaking process. The scient if ic output expressed does not imply a policy posit ion of the European Commission. Neit her the European Commission nor any person acting on behalf of the Commission is responsible f or the use that might be made of this publication. For inf ormation on t he methodology and quality underlying the data used in this publication f or which the source is neit her Eurostat nor other Commission services, users should cont act the ref erenced source. The designations employed and the presentation of material on the maps do not imply the expression of any opinion whatsoever on t he part of the European Union concerning the legal status of any count ry, territory, cit y or area or of its authorities, or concerning the delimit ation of its f rontiers or boundaries. Cont act inf ormation Name: Clara Centeno Em ail: clara.cent eno@ec.europa.eu EU Science Hub https://ec.europa.eu/jrc JRC129468 PDF ISBN 978-92-76-52901-9 doi:10.2760/857350 Luxembourg: Publications Of f ice of the European Union, 2022 © European Union, 2022 The reuse policy of the European Commission is implemented by the Commission Decision 2011/833/EU of 12 December 2011 on the reuse of Commission document s (OJ L 330, 14.12.2011, p. 39). Except otherwise noted, the reuse of this document is authorised under the Creative Commons Attribution 4.0 Int ernational (CC BY 4.0) licence (https://creativecommons.org/licenses/by/4.0/). This means that reuse is allowed provided appropriate credit is given and any changes are indicated. For any use or reproduction of photos or other material t hat is not owned by the EU, permission m ust be sought directly f rom the copyright holders. All content © European Union, 2022 (unless otherwise specif ied) How to cite this report : Shuali, T., Carmona, C., Tenreiro, V., Casino, A., Simó, M., Aneas, A., Jabbaz, M. Neubauer, A. Jimenez, M., Addressing educational needs of Teachers in the EU f or inclusive education in a context of diversity - Volume 3 Part 2: Overview of 21 innovative cases for the development of intercultural and democratic competences in teacher education , Shuali, T., and Centeno C. (Eds), Publications Of f ice of the European Union, Luxembourg, 2022, ISBN 97892-76-52901-9, doi:10.2760/857350, JRC129468. Cont ent s Foreword .................................................................................................................................................................................................................................................... 1 Acknowledgm ents ............................................................................................................................................................................................................................. 2 Abst ract ....................................................................................................................................................................................................................................................... 3 1 Introduction .................................................................................................................................................................................................................................... 4 2 Identif ication and selection of 21 innovative cases in IDC teacher education ............................................................. 5 3 2.1 Cases selection process........................................................................................................................................................................................ 5 2.2 Methodological considerations of case research ......................................................................................................................... 6 2.3 ...................................................................................... 7 2.4 The 21 selected innovative cases f or the developm ent of IDC in teacher education .............................. 8 Overview of t he 21 cases f or IDC developm ent in teacher education .............................................................................. 1 1 3.1 Countries covered by t he sam ple of cases ..................................................................................................................................... 1 1 3.2 Geographical scope of im plem entation ............................................................................................................................................. 1 2 3.3 Sources of f inancial support ......................................................................................................................................................................... 1 3 3.4 Stakeholders involved ......................................................................................................................................................................................... 1 4 3.5 Target groups .............................................................................................................................................................................................................. 1 5 3.6 Cases m at urity ........................................................................................................................................................................................................... 1 5 3.7 ................................................................................................................. 1 7 3.8 Educational setting f or the developm ent of IDC in teacher education ................................................................ 1 8 3.9 Num ber of participants ...................................................................................................................................................................................... 1 8 4 Description of t he 21 innovative cases f or intercultural and dem ocratic com petence developm ent in teacher education .......................................................................................................................................................................................................................... 1 9 4.1 ..................................................................................................... 2 0 4.2 Case 2: Pestalozzi Program m e, Strengt hening Education f or Dem ocracy (STED) .................................... 2 2 4.3 Case 3: Com petences f or Dem ocratic Culture Project in Andorra (CDCA) ........................................................ 2 4 4.4 Case 4: Rom anian Social Education Policy (RSEP) ................................................................................................................... 2 6 4.5 Case 5: Intercultural Teacher Education degree in Finland (ITED) ........................................................................... 2 8 4.6 Case 6: Diversity Internship in Belgium (DIB) ............................................................................................................................... 3 0 4.7 Case 7: Master in Intercultural Learning and Leadership in Ireland (IEL) ......................................................... 3 2 4.8 Case 8: Shared Mem ories and Dialogue (SHARMED) ............................................................................................................ 3 4 4.9 Case 9: Stories that Move CPD Course and Toolbox (STM) ............................................................................................. 3 6 4.10 Case 10: Start t he Change Project (STCH) ....................................................................................................................................... 3 8 4.11 Case 11: Intercultural Mediators Program in Croatia (IMP) ............................................................................................ 4 0 4.12 Case 12: Supporting Mathem atics and Science Teachers Project (MASDIV) .................................................. 4 2 4.13 Case 13: Mem ory Walk Methodology (MW) ................................................................................................................................... 4 4 4.14 Case 14: Philosophy f or Children Pedagogical Model (P4C) ........................................................................................... 4 6 i 4.15 Case 15: Historija, Istorija, Povijest: Lessons f or Today (HIP) ....................................................................................... 4 8 4.16 Case 16: Facing History and Ourselves (FHAO) .......................................................................................................................... 5 0 4.17 Case 17: Service-Learning Program f or Diversity in ITE in Canada (SLPD) ..................................................... 5 2 4.18 Case 18: Intercultura Assessm ent Protocol in Italy (IAP) .................................................................................................. 5 4 4.19 Case 19: Guidelines f or Intercultural Education in Rom ania (RGIE) ........................................................................ 5 6 4.20 ......................................... 5 8 4.21 Case 21: Learning to Live Together Arigatou International Program me (LTLT) ......................................... 6 0 5 Final considerations ............................................................................................................................................................................................................ 6 2 Ref erences ............................................................................................................................................................................................................................................ 6 3 Bibliography ......................................................................................................................................................................................................................................... 6 4 List of abbreviations ................................................................................................................................................................................................................... 6 5 List of f igures ..................................................................................................................................................................................................................................... 6 6 ii Foreword In a context of increasing populism , xenophobia and radicalisation, shared values and social cohesion in our diverse societies are questioned. The JRC transversal project "Values and identity in a m ulticult ural society" aim s at im proving our understanding of t he European values and identities in order to reinf orce t hem t hrough the better design and im plem entation of all EU policies. Based on its experience, t he JRC.B.4 Hum an Capital and Em ploym ent Unit is contributing to t he advancem ent of t he knowledge needed to design policies and support action in the prom otion of EU values in the f ield of Education. In particular, in the f ield of teachers´ intercultural com petence, in spite of policy im pet us, research shows that teachers struggle to address the increasing diversity in classroom s. This is due, am ong ot hers, to t he lack of com petences to deal the ability to m obilise and deploy relevant attitudes, skills, knowledge and values in order to interact ef f ectively and appropriately in dif f erent intercultural situations In this context, in 2019 the JRC launched t he project Educational needs of Teachers in t he EU f or inclusive education in a context of diversity (INNO4DIV), with the aim to support polices in the f ield of IC of teachers, through the analysis of literature and innovative good practices which have successf ully addressed t he existing barriers f or teacher´ s IC developm ent . The execution of t he project has been contracted to Universidad Católica de Valencia San Vicente Mártir, under contract num ber 938137-2019ES, and includes the f ollowing activities that will produce related reports: 1. Working def inition of teachers´ IC, and im plications f or teacher´ s educators 2. 3. Selection and analysis of 20 - 30 innovative good practices of 4. Cross-case analysis, identif ication of innovation m odels and policy recom mendations. The present report is t he Second Part resulting f rom the project activity 3. It provides an overview of the 21 selected innovative cases f or the developm ent of intercultural and dem ocratic com petences in teacher education, which analysis has been the basis to extract lessons learnt in support of evidence based educational policy developm ent . This research responds to t he "Council recom mendation of 22 May 2018 on prom oting com m on values, inclusive education, and t he European dim ension of teaching (2018/C 195/01)", which invites Mem ber States to prom ote active citizenship to f oster tolerant and dem ocratic attitudes and social, citizenship and intercultural com petences, and enable educational staf f to prom ote com mon values t hrough initial and continued education. It also responds to t he European or policym akers and practitioners and support research and st akeholder engagem ent to m eet knowledge needs. The research outcom es will thus aim at advancing research in the f ield of teachers´ IC and at supporting t he im plem entation of this Council recom mendation across EU Mem ber States. Finally, given the EU policy developm ents at the tim e of the publication of t his report, the research will also support t he Prom oting the European way of lif e, Protecting our European Com m ission policy priorities (2019 citizens and our values im plem entation of the com m unication A union of equality: EU anti-racism Action Plan 2020 - 2025, COM (2020) 565 f inal m ust be t rained to work with all children and be sensitive t o the needs of pupils f rom dif f erent backgrounds, including EU legislation - d Yves Punie Acting Head of JRC B.4. Hum an Capital and Em ploym ent Unit 1 Acknowledgment s This report is t he result of and extensive and exhaustive research work t hat was carried out between October 201 9 and May 2021. It involved intensive research f ield work as well as consultation with a small group of international leading experts in the f ield of intercultural education, civic and peace education, teacher educators and european policy m aking. All researchers were asked to provide t heir observations and input in order to reach a com prehensive and usef ul report. The core research work was done by the UCV INNO4DIV research team (coordinated by t he Catholic University of Valencia - European Inst itute of Education f or Dem ocratic Culture). It has also benef ited f rom t he collaboration with the International Association f or Intercult ural Education, the Intercult ural Instit ute of Tim isoara-Rom ania, the University of Andorra- Principality of Andorra, t he Hebrew University of Jerusalem - Israel and f rom the f ollwing Spanish Universities : University of Jaén, t he Autonom ous University of Madrid, the University of Barcelona, the University of Valencia and the University of Alicante, together with t he Joint Research Centre of t he European Com m ission. In particular, authors highlight t he valuable cont ribution of the f ollowing individual case study researchers (in alphabetical order): Adrian Neubauer, Alexandra Saz, Asum pta Aneas, Barry Van Driel, Calin Rus, Carmen Carm ona, Celia Baró, Em par Guerrero, Iris Serrat, Javier Valle, Joana Alm eida, Kerim Som un, Leslie Bash, Maja Nenadovic, Manuela Oprea-Tom a, Marcela Jabaz, Maria Jim énez, Marta Sim ó, Miriam Prieto, Nadia Azzous, Oana Nestian-Sandu, Pascale Mom point -Gaillard, Rosa Currás, Sonia Gilí, Tam ar Shuali, Victoria Tenreiro, Virginia Larraz and Zvi Bekerm an. The INNO4DIV principal researcher Dr. Tam ar Shuali Trachtenberg wishes to express her gratitude:  to Ana María Casino, Rosa Currás, María Jim énez, Miriam Prieto, Victoria Tenreiro, Carm en Carmona, Assum pta Aneas, Marta Sim ó and Zvi Bekerman, f or their extensive hours of dedication and contribution to t he case studies;  to Marcela Jabbaz f or t he case study protocol design;  To Dr. Antonio Bar, Dr. Zvi Bekerman, Dr. Martyn Barrett , Christine Sleeter and Asum pta Aneas f or t he expert review of cases selection; and,  To Zvi Bekerman, Antonio Bar, Darla Deardorf f , Marcelino Cabrera and Clara Centeno f or the f inal review and inputs. Finally, she also wishes to t hank the JRC team and specially to Clara Centeno at t he Joint Research Centre of t he European Com mission, f or her im plication, support and f or an excellent editorial work. 2 Abst ract In spite of policy im petus, research shows t hat teachers struggle to address the increasing diversity in classroom s, am ong others, due to the lack of com petences to deal with it. The acquisition of Intercultural Com petence (IC), which the ability to m obilise and deploy relevant attitudes, skills, knowledge and values in order to interact ef f ectively and appropriately in dif f erent intercultural situations to be successf ul in their teaching. In t his context, in 2019 t he JRC launched the INNO4DIV project with t he aim to support polices in the f ield of IC of teachers, through the analysis of literature and innovative good practices which have successf ully addressed t he existing barriers f or teacher´ s IC developm ent. The initial project reports provide t he conceptual f ram ework of t he project , Com petence: Working def inition and im plications f or teacher education (Shuali et al., 2020), and t he results of t he literature review, Volum e 2. Literature review on com petence developm ent and their associated barriers (Sim ó et al., 2020). The m ethodology f or t he selection and intercultural and dem ocratic assessm ent of innovative practices overcom ing barriers in the developm ent of com petences was developed in t he t hird report, Volum e 3. Part 1: Assessm ent guidelines f or teacher education and training practices on intercultural and dem ocratic com petence developm ent . This report provides an overview of the 21 selected innovative cases f or t he developm ent of intercult ural and dem ocratic com petences in teacher education, which analysis has been the basis to extract lessons learnt in support of evidence based educational policy developm ent . The result s of t his analysis and the recom mendations provided will be published in INNO4DIV Volum e 4 , t he f inal project report. This overview includes: t he geographical scope of im plem entation, the sources of f inancial support, the diversity of stakeholders involved, t he target groups addressed, the m aturity of the cases in term s of duration, m et hodological alignm ent of the case with the Council of Europe Ref erence Fram ework f or t he Com petence of Dem ocratic Culture (CoE, 2016), t he educational setting in which they take place (f ormal, non-f ormal education) and t he num ber of participants (learners). Following the overview, t he report provides a short description of each case including: t he participating actors and countries, the project start/end dates and its im plem entation status, t he geographical scope, t he target audience, the dif f erent stakeholders involved, t he background context, t he case sum m ary and t he m ajor f indings wit h regards to t he innovation carried out, the overcom e barriers and the m ajor case out com es. 3 1 Int roduct ion Research in the context of t he INNO4DIV project f ocuses on t he identif ication of innovative practices f or t he developm ent of intercultural and dem ocrat ic com petences (IDC) in teacher education. Its f inal aim is to provide policy-m akers and teacher educators, as well as researchers and ot her interested stakeholders, with recom m endations f or the developm ent ed by the analysis of 21 innovative cases. are capable of acting appropriately 1 , establishing intercultural dialogue and understanding in m ulticultural settings. They are also a source of inspiration f or t heir students in resolving societal conf licts in a peacef ul and dialogical m anner (INNO4DIV Volum e 1, Shuali et al. 2020; Barrett, 2020). Despite policy im pet us, research shows that teachers struggle to address t he increasing diversity in classroom s due, am ong ot her f actors, to the lack of appropriate com petences to deal with it (OECD, 2018; EC, 2017). A st udy carried out by t he JRC in 2019 identif ied 8 key enabling com ponents (KEC, see in Section 2.4 t he list of t hese) and related the INNO4DIV team conducted a system atic literature review , which covered a total of 225 scientif ic research articles, books and reports published between 1998 and 2020 f orming part of t he data sources of t his study. This system atic literature review (INNO4DIV Volum e 2, Sim o et al., 2020) conf irmed the key enabling com ponent s and their barriers and also revealed new insight s. The outcom es of t he literature review include t he f ollowing: 1 1. They conf irmed t he relevance of initial 8 KECs, and related barriers identif ied in t he f ield of teacher education and IDC developm ent; 2. They provided researchers with evidence-based knowledge f or t he establishm ent of inclusion and exclusion criteria f or t he selection of inspiring and innovative practices in teacher education and IDC developm ent to be carried out in t he next step of the project ; 3. They identif ied a new KEC: teacher educators with experiential knowledge about interculturality and diversity. Pursuant to the CoE, t he developm ent of IC is f ocused on t he individual. Dem ocratic and interculturally com petent behaviour i s viewed by t he f ram ework as arising f rom a dynam ic and adaptive process in which an individual responds appropriately and ef f ectively to the constantly shif ting dem ands, challenges and opportunities that are presented by dem ocratic and intercultur al situations. 4 2 Ident if icat ion and select ion of 21 innovat ive cases in IDC t eacher educat ion 2.1 Cases select ion process Following the outcom es of t he system atic literature review (INNO4DIV Vol. 2, Sim ó et al., 2020 ) and t he elaboration of the assessm ent guidelines f or IDC (INNO4DIV Volum e 3, Part 1, Tenreiro et al., 2020 ), a set of 21 innovative practices f or the developm ent of IDC in teacher education have been identif ied through a com prehensive selection process and using several sources. The case selection process took place according to the f ollowing steps: 1. A Call f or cases was launched in Novem ber 2019 , which generated a subm ission of 100 cases by experts and researchers. All cases went through an initial screening process, which entailed the review by expert s f rom t he International Association f or Intercultural Education (IAIE) and the UCV project team . This led to t he selection of 44 cases, considered good candidates f or f urther investigation. Som e of t hese were clearly solid and innovative, but f or slightly m ore t han half , there were lingering question m arks. 2. The 44 cases were assessed by 12 expert s. Then, a sm aller assessm ent com m ittee (5 m em bers) paid special attention to the assessment scores and com m ents that t he larger group of experts had given to each case. Issues of innovation and case evaluation were considered in particular (since it provides a less biased view of how ef f ective a practice m ight be). The innovative character of the cases prevailed over ot her criteria, such as im pact or t ransf erability. In addition, given t he f act t hat m any cases were still under im plem entation, lim ited sources of evidence and assessm ent publications were available f or som e of them . This elem ent lim ited the triangulation of t he f indings. 3. A f inal selection of 21 innovative practices was established f ollowing a strict and rigorous selection process. Each of t he 21 selected cases corresponds to a single education or training initiative (i.e. intervention, project or program m e) t hat encom passes innovative practices f or the developm ent of IDC in teacher education and t raining. All cases illustrate policy-m akers and teachers with approaches, tools and resources how to engage st udents in respectf ul, appropriate and ef f ective dem ocratic and intercultural behaviour in real-world situations that they encounter in everyday lif e (CoE, 2018). The 21 cases are listed under section 2.4 in Figure 2, and are described m ore in detail in Chapter 4 . Each description contains inf ormation on the participating actors and countries, the project start /end dates and its im plem entation status, the geographical scope, t he target audience, t he dif f erent stakeholders involved, t he background context, t he case sum mary and t he m ajor f indings with regards to t he innovation carried out , t he overcom e barriers and t he m ajor case outcom es. All selected cases present t he f ollowing characteristics, which depict the INNO4DIV project rationale (INNO4DIV Vol 1, Shuali et al., 2020): ● cultural diversity is understood in terms of hum an diversity and not as a representation of m igrant s, ethnic m inorities or other m inority groups; ● interculturality and intercultural com petence are understood as part of a wider set of com petences required to live peacef ully in dem ocratic societies; ● interculturality and intercultural education are addressed f rom a m ainstream approach which m eans departing f rom t he need to enhance t he notion of hum an dignity deconstructing discourses on otherness. (RFCDC) is the selected ref erence f ram ework by the INNO4DIV project to carry out the research (INNO4DIV Volum e 1, Shuali et al., 2020). Som e of the cases are explicitly based on the RFCDC as a conceptual ref erence and used it as a tool f or im plem entation and achievem ent of IDC in education. The rest of the cases, t hat do not explicitly ref er to the RFCDC f ram ework, apply, however, sim ilar strategies and resources, aligned with its rationale and im plem entation, as is illust rated in section 3.7. 5 2.2 Met hodological considerat ions of case research A qualitative case st udy prot ocol (INNO4DIV Vol 3, Part 1, Tenreiro et al., 2020), based on qualitative analysis, was developed and distributed t o the research team to be used f or individual case studies. The prim ary aim f or t he establishm ent of a com mon protocol was to ensure t hat t he inf ormation obtained by researchers allowed responding to the f ollowing research questions: teacher training can be f ound in the EU Mem ber States? 2. Which innovative practices within cult urally diverse contexts have overcom e known obstacles and barriers to teacher training in IDC? 3. Which innovative elem ents can be identif ied? The case st udy protocol also ensured that researchers collected inf ormation related to the general and specif ic selection criteria that were established in t he assessment guidelines. General criteria included innovativeness, ef f ectiveness, positive im pact, relevance, transf erability, replicability, sustainability, scalability together with the requirem ents f or geographical scope - including EU MS - and ensuring a diversity of cultural contexts. Specif ic selection criteria were established f or each KEC, to ensure each case, linked to a single prim ary KEC, overcam e the barriers associated with the specif ic KEC. The protocol required that each individual case study provided inf orm ation regarding case specif icity, f ocusing on the specif ic KEC dim ension assigned to the case, but at t he sam e tim e, inf ormation ref erring to innovation, transf erability and sustainability, inf ormation about t he context ual conditions in which t he case took/takes place, t he t heoretical background on which it is based and about its im plem entation. To avoid research bias and ensure the coherence of judgem ent am ong researchers, a data extraction tem plate was developed, and researchers received training f or its im plem entation in order to ensure all had a shared understanding of the objectives of t he analysis. Furt herm ore, each case was analysed by several researchers who debated and addressed t he discrepancies between the individual f indings and ensured alignm ent with INNO4DIV conceptual approach. Due to the COVID- 19 pandemia , there were lim itations to the data collection process f or the case analysis, particularly as regards the availability of interviewees and t he use of participant observation m ethods. Consequently, researchers have been lim ited to research techniques usable through online m eans such as interviews, f ocus groups, desk research and expert consultation. The detailed individual analysis of t hese cases, com plem ented by a cross- case analysis, aim ed at designing recom mendations f or policy actors, educational actors and researchers f or ef f ective teacher IDC developm ent . These recom mendations will be included in t he INNO4DIV Volum e 4 Final Report . 6 2.3 The key enabling component s f or IDC development , together with the outcom es of t he system atic literature review (INNO4DIV Vol. 2, Sim ó et al., 2020 ) identif ied nine key enabling com ponen and t heir associated barriers. Figure 1 lists these key enabling com ponents. The INN4ODIV project established (in its Vol. 1, Shuali et al., 2020 ) t he concept ual f ram ework of t he project, shif ting f rom Intercultural Com petence to Intercult ural and Dem ocratic Com petence. The identif ied KECs have been f ound to be in total alignm ent with bot h concepts. Figure 1. Key enabling component s f or t eacher IDC development in t eacher educat ion 1 Common understanding of knowledge, skills, and attitudes related to Intercultural and Democratic Competence (IDC). 2 Supporting educational policies. 3 Effective initial teacher education curricula, including mandatory IDC and related assessment methods, naming specific learning objectives and competences and how to foster them with appropriate tools, methods and teaching approaches and extracurricular activities. 4 Availability of high-quality IDC courses for teachers’ continuing professional development. 5 Integrated IDC across the school curriculum (in addition to national and state regulations). 6 Application of effective teaching methodologies based on adapted pedagogical approaches such as peer-learning, IDC networks, IDC working groups in school, working groups, experiential learning, collaboration, challenging assumptions, and learning communities. 7 Availability of supporting tools. 8 Whole School Approach to intercultural learning, framing, accompanying, and supporting teachers’ IDC learning and teaching activities, which needs to be promoted by policy-makers and has to be put into practice by the respective educators and school administrators. 9 Teacher educators with experiential knowledge about interculturality and diversity. All nine key enabling com ponents (KECs) have t hus guided the identif ication, assessm ent and selection of t he innovative cases, as t he project design required to address each of the KECs through at least t wo cases. All of the analysed cases em body innovative elem ents in IDC teacher education and/or training. As def ined in INNO4DIV Volum e 3, Part 1 (Tenreiro et al., 2020), a case can be innovative in m any ways, nam ely by representing a new approach towards policies, pedagogical concepts, m et hodologies or tools. In this regard, t he case can be innovative as an im proved process, product or com bination thereof (OECD, 2019), dif f ering considerably f rom (or inducing changes in) previous processes or product s on how to address t he challenges of teaching and/or f acilitating IDC am ong teachers or other education prof essionals and practitioners. They also can represent a new approach, eit her in com parison to previous education and training practices, in general term s or with regard to t he specif ic context where the case t akes place termine the extent to which the practices under exam ination are innovative. 7 2.4 The 21 select ed innovat ive cases f or t he development of IDC in t eacher educat ion The f ollowing Figure 2 presents the 21 selected cases f or analysis, organised according to the prim ary KEC against which t hey were analysed. Chapter 4 provides a m ore detailed and struct ured description f or each of t he cases. Figure 2. Summary of select ed cases 8 9 10 3 Overview of t he 21 cases f or IDC development in t eacher educat ion 3.1 Count ries covered by t he sample of cases The project design established a m inim um coverage of 12 EU Mem ber States f or t he cases selected. In this Section we provide an aggregated inf orm ation f or the 21 cases about the set of countries where these have been im plem ented. In all but one of t he 21 cases, organisations f rom EU countries are either leading or participating in the project , in partnership with organisations in other EU Mem ber States, in t he Council of Europe (CoE) non-EU Mem ber States or other countries. The f ollowing country categories have been established f or the analysis: 1. EU Mem ber States, which includes all 27 EU Mem ber States and the UK2 ; 2. CoE non-EU Mem ber States, which includes all CoE Count ry Mem bers which are not m em bers of t he EU; 3. Other count ries, which includes Canada and t he USA. The f ollowing Figure 3, illustrates countries covered by t he 21 cases in Europe, under t he f irst two categories. The tables include t he num ber of cases analysed in each country. Figure 3. Geographical coverage Out of t he 21 cases, 9 are included in the category 1), i.e., are im plem ented in EU-28 MS only, wit h participation f rom the f ollowing 9 count ries: Belgium , Croatia, Finland, Germ any, Ireland, Italy, Rom ania, Spain and UK. 2 UK is considered by the INNO4DIV project as EU MS as case studies were held during 2019-2020 bef ore the BREXIT. 11 In category 2), 10 additional cases include t he participat ion of EU MS, together with CoE non- EU MS, such as Andorra, Bosnia and Herzegovina, Nort h Macedonia, Norway, Serbia, Turkey and Ukraine. The Case 2 (Pestalozzi Program me, Strengthening Educat ion f or Dem ocracy) includes the participation of all 47 CoE Mem ber States, as it consists of teacher training initiatives led by the CoE. For clarity reasons, not all CoE count ries have been depicted in Figure 3 above, nor has this case been counted in t he num ber of cases corresponding to each country in the f igure. Finally, cases under category 3) include organisations f rom Canada, Japan and USA. For two of these cases, t he im plem entation includes several EU MS, and, f or the INNO4DIV purpose, t hey have been analysed in one or m ore EU MS. Notably, Case 21 (Learning to Live Together) originated in Japan and the project has studied its im plem entation in Croatia, Greece, Rom ania and Nort h Macedonia, and Case 14 (Philosophy f or Children) which originated in the USA, has been studied in Spain. have been analysed in EU- 28 Member St at es, We conclude t hat 1 9 of t he 2 1 select ed cases including part icipat ion f rom 2 3 EU MS. Am ong EU countries, the m ost represented are Croatia, with organisations f rom t his country participating in 5 cases. In the second place, we f ind Italy, Rom ania and Spain, with organisations f rom these countries participating in 4 cases. 3.2 Geographical scope of implement at ion The geographical scope of im plem entation ref ers to the geographical area addressed by each case. Cases have been classif ied into t he f ollowing categories, according to the geographical area covered: local, regional, nat ional, and cross- border, with participating organisations f rom m ore t han one country. The lat ter includes a group of cases involving EU Member St at es, a second group involving EU and CoE non- EU Member St at es, and, a t hird one including ot her count ries. The analysis of the cases, illustrated in Figure 4 below, shows a higher representation of cross-border cases prim arily within Europe. Figure 4 . Geographical scope of implement at ion Other (3) Local (3) Regional (1) National (5) EU & CoE (8) EU (1) whereby, in a num ber of cases, teachers develop their IDC through peer exchange with teachers f rom ot her cultural contexts and experiences in their respective educational local com m unities. This partly explains t he signif icant proportion of cases includin g m ore t han one country. role of the CoE and the European Wergeland Centre f cases with cross- border scope. National cases are led by national m inistries of education, higher education institutions or ot her national organisations. 12 3.3 Sources of f inancial support The sources of f inancial support , which exclude the allocation of hum an resources to t he project by dif f erent organisations) are presented in the below Figure 5, classif ied according to the f ollowing categories:  EU - including the f inancial support provided by the Erasm us+ program m e, t he Europe f or Citizens program me, and t he support of t he European Agency f or Fundam ental Rights (FRA).  CoE  National, regional and local public organisations  Universities, in Initial Teacher Education  Private Foundations  User Fees Figure 5 . Sources of f inancial support 2 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Case # EU (7 cases) CoE (2 cases) National, Regional and local public organisations (4 cases) Universities for Pre-service Teachers (5 cases) Private Foundations (2 cases) User Fee based (6 cases) A m ore detailed analysis which relates the sources of f inancing with the public / private / user f ee-based nature of f unding, and with t he structural or project -based type of f unding, provides us wit h t he f ollowing f indings: - The m ajority of t he cases has a single source of f inancing; - Public f inancing vs. private or user f ee-based plays a m ajor role f inancing 16 out of the 21 cases;  Half of t he cases analysed are f inanced by t he EU or the CoE.  Four out of t he 21 cases are f inanced by national, regional and local public organisations (Case 3 CDC Andorra; Case 4 Rom anian Social Education Policy; Case 10 Start the Change; and Case 19 Guidelines f or IC Education in Rom ania); - The analysis of st ruct ural f unding (in 12 of t he cases) com pared to project - based f unding (in 9 of t hem ) shows t hat t he f orm er are equally supported by public and f ee- based f inancial sources; - Most project - based f unded projects (7 out of 9) are f unded by t he EU; - Universit ies f inance 5 of t he cases analysed (Case 5 Intercult ural Teacher Education in Finland; Case 6 Diversity Internship in Belgium ; Case 7 Master in IC learning and Leadership in Ireland; Case 17 Service-Learning program f or Diversity in Canada; and Case 18 Intercultura Assessment Protocol in Italy) - None of t he cases has been f unded by NGOs, which are, in the cases analysed, benef iciaries of t he projects. 13 An exam ple of public f unding is the case of Andorra (Case 3), f rom t he national Ministry of Education, which is, in addition, accom panied by policy support . The initial project, which was m onitored by and im plem ented with t he CoE, has f inished, but t he project continues to this day. Meanwhile, IDC has been consolidated in the Initial Teacher Education and f orm s part of t he curriculum , and is also integrated int o other educational settings in Andorra. Another exam ple of public f unding is the case of Intercultural Teacher Education in Finland (Case 5), which started in 1994 and is continuing at present. As in t he case of Andorra, there is an educational policy coupled wit h f inancial support that sustains t he initiat ive. It is im portant to note, t hat, as will be illustrated in Section 3.6 Cases m aturity , project - based f unding does not necessarily im ply a lack of project sustainability at the end of the project . However, som e project - based f inanced cases ended af ter the project ended. This is t he case of t he Pestalozzi Program m e, Strengthening Education f or Dem ocracy program me (Case 2, STED), which was f unded by the CoE, and, despite it s success and high positive im pact on participants, it stopped. 3.4 St akeholders involved Stakeholders ref er here to t he actors who have a decisive role in t he existence of t he project , playing dif f erent roles beyond t he f inancial support, as education and training and policy support . Stakeholders are classif ied in t he f ollowing categories:  CoE Education Department  Universities  Non-f ormal education providers  Com munity based civil society organisations.  National, regional, local adm inistration  Schools As illust rated in Figure 6 below, in alm ost all cases, stakeholders are collectively engaged and f orm partnerships f or im plem enting the case, yet t he partnership type dif f ers. This characteristic has been identif ied as a success f actor contributing to t he ef f ectiveness of the case. Figure 6 . St akeholders involved per case 14 3.5 Target groups All cases target either in-service teachers and/or pre-service teachers, as illustrated in Figure 7 below (in light blue). This is in line with the project design. However, t he f act that m any m ore cases (18) target in-service teachers conf irm s t he need expressed by teachers f or the developm ent of com petences to m anage diversity in the classroom . Thirteen cases target , in addition, other school staf f including school leaders, councillors and/or social educators (in Figure 7 in green). This illust rates that developing intercultural and dem ocratic com petence is not a m atter of addressing teachers only, but requires a whole school approach, involving all school personnel . Two cases involve other organisations beyond the schools, including social and yout h workers (in Figure 7 in pink), part lives, of the com m unity where st udents live. This participation contributes to m aking learning relevant to linking education to the real problem s they f ace. of Finally, teacher educators were addressed in t hree of t he cases (in Figure 7 in dark blue), as IDC developm ent. Figure 7. Main t arget groups Target group Case # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Total In- service teachers 18 Pre-service teachers 5 School leaders 4 School councillors 1 School social educators 11 Social workers 2 Youth workers 1 Teacher educators 3 colour code: 3.6 teachers teacher educators school staff social non-school actors, connected to the school's life Cases mat urit y The aim of t he project was to f ind cases with a certain degree of m aturity (in relation to the t he selection criteria), i.e., which could dem onstrate a positive im pact and sustainability. In f act, the selected case studies, which vary in terms of duration and m aturity, have been classif ied as f ollows:  Under implement at ion: The case has started but has not com pleted all planned im plem entation stages.  Finished: The case terminated due to ending of f inancial support .  Operat ional: The case has com pleted t he im plem entation stages, rem ains operational, consolidated and sustainable. Out of the 21 cases, 18 are operational, 1 is under im plem entation (Case 1 Childr n Spaces) and 2 have f inished (Case 2 Pest alozzi Program m e, Strengt hening Education f or Dem ocracy; and Case 12 Supporting Mathem atics and Science Teachers project (MASDIV)). The latter three projects, in spite of their on - going or f inished status, were included in the set of cases f or analysis due to their high relevance f or t he project wit h regards to t he general and specif ic selection criteria. In particular, the one under im plem entation (Case 1), was considered "very prom ising" by experts and relevant to t he analysis of how KECs are being im plem ented and barriers addressed. The Figure 8 below illustrates t he num ber of years of operation of t he project af ter t he im plem entation stage has com pleted, as an indication of the m at urity of the cases. I also indicated the type of f unding of each case as project based f unding or struct 15 The f igure shows t he general high m aturity of t he sam ple, with projects operational up t o 30 and 40 years. These cases have shown sustainability, ef f ectiveness and, in som e cases, transf erability. In m ature cases, sustainability is possible thanks to either struct ural f unding (either f ee based or f rom public f unding) or project based f unding. Figure 8. Years of operat ion per t ype of f unding 16 3.7 Alignment t o t he RFCDC and it s dimensions The project , in its initial conceptual work, selected, am ong a set of international f ram eworks, t he ef erence Framework of Compet ences f or Democrat ic Cult ure ( RFCDC) as t he m ost concept ually aligned to t he purpose and policy context of the project (INN4DIV Vol 1, Shuali et al., 2020 ). This choice has conditioned the selection of cases, t o those concept ually aligned to the RFCDC as illust rated in t he below Figure 9. In t he f igure we observe, in particular, a signif icant alignm ent to the dif f erent dim ensions of t he RFCDC - Values, Attitudes, Skills and Knowledge and Critical understanding - in all cases. This alignm ent is either explicit (in seven of t he cases, as illustrated in the below blue row) or im plicit , to either all the f ram ework or to parts of it. In t he cases in which teacher t raining institutions the RFCDC is explicitly the ref erence chosen, we observe that CoE experts or (European Wergeland Centre) have been involved in t heir im plem entation. The rem aining 14 cases (which are concept ually aligned but do not m ake explicit ref erence to the RFCDC) could indicate a lack of awareness am ong education prof essionals about the potential of the RFCDC f or IDC developm ent in teacher education. From t he perspective of t he KECs addressed by t he cases, we can observe f rom the f igure that , in cases addressing the f ollowing KECs, t here is a clear endorsem ent of the RFCDC conceptual f ram ework:  KEC 1 Com m on understanding of knowledge, skills and attitudes related to IDC,  KEC 2 Supporting education policies,  KEC 5 Integrated IDC across t he school curriculum ,  KEC 7 Availability of supporting tools, and  KEC 9 Teacher educators with experiential knowledge about intercult urality and diversity. On the contrary, t he cases addressing t he f ollowing KECs, express no explicit alignm ent with t he RFCDC:  KEC 3 Ef f ective ITE,  KEC 4 Availability of high-  KEC 6 Application of ef f ective teaching m et hodologies based on adapted pedagogical approaches. CPD, and A possible explanation of t his f act is t hat m any of t he latter cases were initiated prior to t he conception and endorsem ent of the RFCDC by the CoE MS in 2018. If we consider t he f unding sources, we can observe t hat only one (Case 1 ces f or Hum an Spaces) out of the 7 EU f unded cases m akes explicit ref erence to the RFCDC. The rest (Cases 8, 9, 10, 12 13 and 15) are concept ually aligned to it but do not ref erence it. Sim ilarly, only one (Case 18 Italy Intercultura Assessm ent Protocol) out of t he 5 cases f unded by Universities is explicitly aligned to the RFCFC. The rest (Cases 5, 6, 7 and 17) do not m ake explicit ref erence to t he RFCDC, while being conceptually aligned. Figure 9. RFCDC RFCDC dimensions Values Attitudes Skills Knowl. & critical underst Explicit alignment to RFCDC Case # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 8 17 3.8 Educat ional set t ing f or t he development of IDC in t eacher educat ion Figure 10 below shows t hat t he distribution of t he cases between Initial Teacher Education f or pre-service teachers and Continued Prof essional Developm ent f or in-service teachers, shows a m arked dif f erence with t he m ajority of cases (17 out of 21) being addressed t o in-service teachers. These cases are responding to t he needs of in-service teachers to acquire IDC to m anage t he increasing diversity in the classroom , who normally do not acquire it during t heir ITE. Only f ive of t he cases take place in f ormal Initial Teacher Education settings, addressed to pre-service teachers. These cases are unusual in ITE settings. Looking at t he in-service teacher education, m ost of the innovative cases (17) are im plem ented by non-f orm al education providers, which is a sign of a growing recognition of t he value of non-f ormal education in t his f ield. In addition, t he cases also show an increasing collaboration bet ween f orm al and non-f orm al education providers, which takes place in 10 out of these 17 cases. In an EU educational context where com petence based education is growing within tertiary education of pre-service teachers, f ormal actors are incorporating non-f ormal education actors and approaches in their settings, which has been identif ied in 3 of the 5 cases analysed. Figure 10 . Cases educat ional set t ing Pre-service teachers (ITE) In-service teachers (CPD) Formal education 5 4 8 Non-formal 0 13 13 5 17 Total 3.9 Total Number of part icipant s The num ber of (benef iciary) participants in each case depends on t he duration, the num ber of countries involved, and the available f unding in the case. As illustrated in t he Figure 11 below, t he m ajority of cases (17 out of 21) span between 100 and 1 000 participants, while Case 21 (Learning to Live Toget her) and Case 16 (Facing History and Ourselves), which are long-standing projects and wit h a global reach, have over 40 000 participants each. Figure 1 1 . Number of benef iciary part icipant s per case 18 4 Descript ion of t he 21 innovat ive cases f or int ercult ural and democrat ic compet ence development in t eacher educat ion The 21 enclosed Case Sum m aries provide t he m ost relevant f indings of t he individual case st udies, including t he f ollowing inf ormation f or each case: Case Summary inf ormat ion Key dat a Title Leading organisation Start / End date (if f inished) Status: - Under im plem entation: The case has started but has not com pleted all planned im plem entation stages - Finished: The case term inated due to ending of f inancial support - Operational : The case has completed the im plem entation stages, rem ains operational , consolidated and sustainable Geographical scope, i.e., countries covered Partners, i.e., responsible body and partners f or the initiative Target audience: - In- service teachers - Pre-service teachers - School leaders - School councillors - School social educators - Social workers - Youth workers - Teacher educators Stakeholders involved, i.e., the actors who have a decisive role in the existence of the project playing dif f erent roles beyond the f inancial support, as education and training and policy support . Key Enabling Com ponent(s) addressed by the Case Each case addresses a specif ic KEC, which is considered the principal KEC aim of analysis; nevertheless, it provides valuable inf ormation with regard to general dim ensions such as sustainability, transf erability, positive im pact and the replicability of t he case, which were system atically identif ied throughout the 21 cases. Analysis Background context , key challenges addressed and f inancial support. Case Sum m ary Main case f indings under the assigned KEC: - Innovation elements - Barriers successf ully overcome - Outcom es f or teacher - Alignm ent with INNO4DIV objectives IDC developm ent 19 4.1 20 21 4.2 Case 2: Pest alozzi Programme, St rengt hening Educat ion f or Democracy (STED) 22 23 4.3 Case 3: Compet ences f or Democrat ic Cult ure Project in Andorra (CDCA) 24 25 4.4 Case 4: Romanian Social Educat ion Policy (RSEP) 26 27 4.5 Case 5: Int ercult ural Teacher Educat ion degree in Finland (ITED) 28 29 4.6 Case 6: Diversit y Int ernship in Belgium (DIB) 30 31 4.7 Case 7: Mast er in Int ercult ural Learning and Leadership in Ireland (IEL) 32 33 4.8 Case 8: Shared Memories and Dialogue (SHARMED) 34 35 4.9 Case 9: St ories t hat Move CPD Course and Toolbox (STM) 36 37 4.10 Case 10: St art t he Change Project (STCH) 38 39 4.11 Case 11: Int ercult ural Mediat ors Program in Croat ia (IMP) 40 41 4.12 Case 12: Support ing Mat hemat ics and Science Teachers Project (MASDIV) 42 43 4.13 Case 13: Memory Walk Met hodology (MW) 44 45 4.14 Case 14: Philosophy f or Children Pedagogical Model (P4C) 46 47 4.15 Case 15: Hist orija, Ist orija, Povijest : Lessons f or Today (HIP) 48 49 4.16 Case 16: Facing Hist ory and Ourselves (FHAO) 50 51 4.17 Case 17: Service- Learning Program f or Diversit y in ITE in Canada (SLPD) 52 53 4.18 Case 18: Int ercult ura Assessment Prot ocol in It aly (IAP) 54 55 4.19 Case 19: Guidelines f or Int ercult ural Educat ion in Romania (RGIE) 56 57 4.20 Case 20: 58 59 4.21 Case 21: Learning t o Live Toget her Arigat ou Int ernat ional Programme (LTLT) 60 61 5 Final considerat ions The 21 cases com piled in this report are of ext raordinary value to developing intercultural and dem ocratic com petences standing of policies, pedagogical approaches, teaching resources, educational t heories, organisational and f inancial aspect s that are carried out in a way which is vital f or successf ul developm ent of int ercult ural and dem ocratic com petences in teacher education. The cases are especially valuable as they illustrate how to overcom e the barriers, which condition the developm ent of these com petences in teachers. All cases are inspiring exam ples of intercultural and dem ocratic teacher education approaches. The report conf irms t he f act that t here is a gap between t he academ ic literature published in t he f ield of teacher education f or IDC and the on-going innovative practices, which are not rare but lim ited to their own context and, in general, not assessed. Another interesting f inding in line with t he literature, and characteristic of all cases, is t he f act that several Key Enabling Com ponents (KEC) are present at the sam e tim e in each single case, very f requent ly due to synergies between stakeholders, which lead to Whole School Approaches (WSA). The m ajor revealing f indings, which are highly relevant to policy-m akers, are: ● the decisive role t hat f unding, either project based or struct ural (f ee based of public), plays in the sustainability and quality of t he projects; ● the cont ribution of non-f orm al education providers to IDC developm ent in both ITE and CPD contexts; ● the contribution of the engaging pedagogical approaches im plem ented in all cases with the intention of the developm ent of experiential intercult ural knowledge; ● the contribution of the collaboration with the com m unity civil society and the service- learning approach to t he developm ent of experiential intercult ural knowledge; ● the crucial role of cross-sect oral collaboration, of a consolidat ed partnership, and of t he engagem ent of all actors during all phases of the project ; ● the key contribution of a Whole School Approach ● the im portance of a cross or transversal curricular approach and of teacher training on curriculum developm ent ; ● the cruci IDC; and, ● the assignm ent of specif ic roles and tasks in t he im plem entation process f ollowing (pedagogical input, design, training, assessm ent) in order t o ensure quality education. IDC developm ent ; 62 expertise Ref erences Barrett, M. (2020). content and im pact , London Review of Education , 18(1), 1- 17. htt ps://doi.org/10.18546/LRE.18.1.01 Council Recom m endation of 22 May 2018 on key com petences f or lif elong learning (2018/C 189/01), OJ C 189 , 4.6.2018, 2018, pp. 1 13. Council of Europe (2016), Com petences f or Dem ocratic Culture dem ocratic societies, Council of Europe Publishing. Living together as equals in culturally diverse Council of Europe (2018). Ref erence Fram ework of Com pet ence f or Dem ocratic Culture, Volum e 1. , Council of Europe Publishing European Com m ission, Directorate-General f or Education, Yout h, Sport and Culture, (2017). Preparing teachers f or diversity: t he role of initial teacher education: f inal report, Publications Of f ice. https://data.europa.eu/doi/10.2766/637002 OECD (2018). Preparing our Youth f or an Inclusive and Sustainable World. The OECD PISA Global Com petence Fram ework. https://www.oecd.org/education/Global-com pet ency-f or-an-inclusive-world.pdf OECD (2019). TALIS 2018 Results (Volum e I): Teachers and School Leaders as Lif elong Learners , TALIS, OECD Publishing, Paris. Shuali, T., Bekerm an, Z., Bar, A., Priet o, M., Tenreiro, V., Serrat, I. and Centeno, C. (2020). Addressing educational needs of Intercultural Com petence: teachers in the EU f or inclusive education in a context of Working def inition an s educators, Publications Of f ice of t he European Union, Luxem bourg, 2020, https://doi.org/10.2760/533558 Sim ó, M., Shuali, T., Carm ona, C., Prieto, M., Tenreiro, V. and Jim énez, M. (2020). Addressing educational needs of teachers in the EU f or inclusive education in a context of diversity - Volum e 2. Literature review on key enabling com ponents of teachers' intercultural and dem ocratic com petence developm ent and their associated barriers, (C. Centeno, Ed.), Publications Of f ice of t he European Union, Luxem bourg, 2020, htt ps://doi.org/10.2760/003789 Tenreiro, V., Jabbaz, M., Carm ona, C., Aneas, A., Shuali, T., Sim ó. M. and van Driel, B. (2020) Addressing educational needs of teachers in the EU f or inclusive education in a context of diversity - Volum e 3. Part 1: Assessm ent guidelines f or teacher education and training practices on intercultural and dem ocratic com petence developm ent (C. Centeno, Ed.), Publications Of f ice of t he European Union, Luxem bourg, 2020, htt ps://doi.org/10.2760/811156 63 Bibliography Baiutti, M., & Paolone, A. R. (2018). The Intercultural Educat ional Value of t he Logbook During the Individual Experience 72. https://doi.org/10.6092/issn.1825 -8670/8698. Barrett, M. (2013). Intercultural com petence: A distinctive hallm ark of interculturalism? in M. Barrett (Ed.), Interculturalism and Multiculturalism: Sim ilarities and Dif f erences (pp.147- 168). 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Innovating Prof essional Developm ent in Com pulsory Education - An analysis of practices aim ed at im proving teaching and learning, EUR 29622 EN, Publications Of f ice of t he European Union, Luxem bourg, ISBN 978-92-79-98876-9, https://doi.org/10.2760/948518, JRC115292. 64 List of abbreviat ions CoE Council of Europe CPD Continuous prof essional developm ent EU European Union IAIE International Association f or Intercultural Education IC Intercultural Competence IDC Intercultural and Dem ocratic Competence INNO4DIV Project on Educational needs of Teachers in the EU f or inclusive education in a context of diversity ITE Initial teacher education JRC Joint Research Centre KEC Key Enabling Component OECD Organisation f or Econom ic Co-operation and Developm ent RFCDC Ref erence Fram ework of Com petences f or Dem ocratic Culture UCV Universidad Católica de Valencia WSA Whole School Approach 65 List of f igures Figure 1. 7 Figure 2. Sum mary of selected cases 8 Figure 3. Geographical coverage 11 Figure 4. Geographical scope of im plem entation 12 Figure 5. Sources of f inancial support 13 Figure 6. Stakeholders involved per case 14 Figure 7. Main target groups 15 Figure 8. Years of operation per type of f unding 16 17 Figure 10. Cases educational setting 18 Figure 11. Num ber of benef iciary participants per case 18 66 GETTING IN TOUCH WITH THE EU In person All over the European Union t here are hundreds of Europe Direct inf ormation centres. You can f ind the address of the centre nearest you at: https://europa.eu/european-union/contact_en On t he phone or by email Europe Direct is a service that answers your questions about the European Union. 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