The college vision on internationalism states that a college graduate is an educator that is highly qualified to be a leader that shapes the face of education and society according to local as well as global values. The college aims to promote resources for educators to embed intercultural understanding and international awareness within the curriculum. LCE fosters educators who are sensitive, contemplative and critical thinkers, creative, research-oriented leaders, innovators and activists in their community and work environments and beyond, exhibiting a global set of literacies required in the digital era. LCE promotes graduates’ cultural understanding and compassion, their inclusion of minorities and vulnerable populations and their belief in their students’ academic, social and affective abilities and strengths. LCE welcomes preservice and in-service educators who strive to further develop their professional capabilities and broaden their professional opportunities within school boundaries and beyond, in local and global contexts and locations, and in different cultural and religious contexts. In sharing knowledge, skills, and innovation with international partners, we can also generate opportunities to raise education standards both nationally and internationally. As our approach to international engagement is based on partnership, our objective is to foster motivation and engagement within students and staff, to further our international partnerships.
LCE tackles its international agenda in multiple levels:
focusing on several topics (e.g., teacher education, music education, mathematics, science, literature, English). The growth of internationalization over the past 3 years is exhibited in growing staff awareness of the need for internationalization.
Year 2018-2019: focus on broadening connections with HE institutes of interest, as well as searching for student mobility opportunities; searching for at least one CBHE project opportunities; beyond ERASMUS+ hosting at least 1 delegation as well as at least 1 individual who chose LCE as a model for teacher training.
Year 2019-2020: preserving bilateral connections with existing institutes in the mobility framework –adding more students in the existing mobility and adding another HE institute for student mobility exchange; participating in 2 CBHE projects – including funding (matching); beyond ERASMUS+ hosting at least 2 delegations as well as individuals/researchers who chose LCE as a model for teacher training. We aim to provide a welcoming environment for international exchange students and staff. We work according to formal international relationships, that have traditionally focused more on student and faculty exchange. Our aim is to further enlarge the scope of our international development to include collaborative research.
Year 2020-2021: promoting internationalization as a culture in the college, in terms of personnel, physical settings, multiculturalism and multi-religiosity; possible MOUs’ exploration of opportunities for joint degrees or double degrees. These years will focus on developing the exchange of knowledge and expertise with other countries.
Year 2021-2022: preserving internationalization as a culture in the college, in terms of personnel, physical settings, multiculturalism and multi-religiosity; possible MOUs’ exploration of opportunities for joint degrees or double degrees, and various international grants. These years will focus on expanding the exchange of knowledge and expertise with other countries. Expanding the number of students in various mobility opportunities.
Project background
Everyone should have the lifelong right to access highquality, inclusive training and opportunities to participate in, and contribute to everyday education and competence-building. The lifelong learning approach
recognizes that competencies needed by children and adolescents today are not only technical but encompass learning to learn as a competence in its own right, and other ‘life skills’ which support individuals’ resilience and participation in wider society. Facilitating migrant children’s inclusion in, educational systems is one of the most significant societal challenges to reduce the
performance discrepancy and to foster social cohesion.
Project contents | objectives
Testing a ‘buddy collaboration’ (guided/intentional pairing of learners) scheme with the lifelong and lifewide
dimension of learning in formal, informal and non-formal educational contexts.
Children involved in the project will work on learning contents related to 8 LLL competences through theoretical understanding, applied contents and
interactive co-creation activities, where they will develop authorship and agency and enhance their intercultural, linguistic and socio-emotional skills.
Meet our team
Grant-holding institution: UniTo, Italy
Prof. Roberta Ricucci (PI)
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BELGIUM
SIRIUS Policy Network
BULGARIA
Foundation for Access to Rights
GERMANY
University of Jena
GREECE
University of Peloponnese
HUNGARY
Tarki Social Research Institute
ISRAEL
Levinsky College of Education
ITALY
University of Turin
University of Padua
INDIRE
Ars Media srl
MALTA
Institute for Education
NORWAY
Oslo Metropolitan University
SPAIN
University of Barcelona
University of Girona
TURKEY
Koç University
Key data
Call: H2020-SC6-MIGRATION-2020
Topic ID: MIGRATION-05-2018-2020
Mapping and overcoming integration challenges for migrant children
Start date: 01/04/2021 (36 months)
EU financial contribution: € 3,039,903.63
LCE Team:
Dolly Eliyahu-Levi(PI), Michal Meishar, Alona Forkosh-Baruch
