National Centre for Education (VISC) is a public administration body under the auspices of the Minister of Education and Science responsible for the implementation of vocational and general education policy on a national level. VISC main functions are the following: development of general and vocational education curricula; development and implementation of national examinations in general and vocational education; coordination of: textbook development; state language proficiency testing; support systems for children with special needs and gifted and talented students, teacher continuing professional development; non-formal career oriented education system; implementation of projects.

At present VISC is implementing vocational and general education curriculum reforms which will be finalized by 2023. Both curricula are developed to meet the students’ needs by equipping them with necessary competencies and emphasizing the role of transversal competences such as critical thinking, entrepreneurship, participation, learning to learn and others. VISC employs about 100 people.

Masaryk University (MU) is the second largest university in Czech Republic (app. 400 study programs, approx. 30 thousand students, and 7000 graduates a year). The Department of Educational Sciences (DES) is a part of the Faculty of Arts of Masaryk University, the largest faculty of MU. The Faculty of Arts has more than 100 years of tradition, more than 6500 students, and more than 650 employees. DES has approximately 600 students annually in study programs with the Bachelor, Master and Doctoral Degrees, both in part-time and full-time forms.

Among others, DES offers the following study programs: Educational Science, Social Pedagogy and Counselling, and Adult Education. DES also offers the study program Teacher Education and guarantees Teacher Education for many study programs at the Faculty of Arts and Faculty of Science of Masaryk University. It also offers accredited courses of further professional education for school counsellors. DES has more than 20 core employees and many external co-operators, who, in addition to education, also conduct (national and international) research and development activities (more at https://pedagogika.phil.muni.cz/en).

Latvia University of Life Sciences and Technologies (LLU) was established in 1863 and acts as public higher education and research establishment and nowadays specializing in the sustainable use of natural resources aimed at the enhancement of quality of life for society.

Lifelong Learning Centre (LLC) is an integral part of LLU which collaborates with all faculties of LLU, schools and business organisations. LLC implements continuing education programs at LLU. It aims to promote the availability, supply and development of lifelong learning at the university, ensuring the quality of continuing education for all who study, work, look for work or plan further education and careers to promote personal development in line with labor market requirements and needs and interests. LLC offers continuing education courses in the fields to be studied at LLU, professional development courses and activities for the school staff, especially for teachers, career counsellors, preparation courses for secondary school students for the admission competition at the university, and the opportunity to listen to individual study program courses as a study listener.

CARDET is an independent, non-profit, non-governmental, research and development organisation based in Cyprus. It is one of the leading research and development centres in the Euro-Mediterranean region, with global expertise in project design and implementation, capacity building, and e-learning. CARDET is independently affiliated with universities and institutions from around the world, such as Yale University, the University of Nicosia, and the International Council of Educational Media. CARDET has completed numerous projects relating to the development of capacity building and planning in education and VET, youth support, adult learning, literacies, digital tools, e-learning, educational technology, and social integration of marginalised groups.

Spectrum Research Centre (SRC) was established in 2017 to support young academics to bring their research into action.

SRC was founded specifically at the request of local social and academic researchers and post-graduate students, who identified a local need to develop a space where research hypotheses and findings can be validated through local actions.

At the outset, SRC aimed to support academics throughout their research activities; however, as the company has grown, the aim is now also to provide academics with opportunities to give their research a European perspective. The research focus of the organisation is the field of innovation in education in response to needs identified in rural communities in Ireland.

CESIE is a non-profit and non-governmental organisation based in Palermo (Italy) and established in 2001. CESIE is committed to promote the cultural, social, educational and economic development at local, national, European and international levels. CESIE contributes to growth and development through the active participation of people, civil society and institutions, always valuing diversity. Inspired by the work and life of Danilo Dolci, we focus our actions on the research of social needs and challenges and the use of innovative learning approaches.

National Centre for Teacher Professional Development (TPDC) has been established in 2007 as a legal entity of public law under the Ministry of Education, Science, Culture and Sports of Georgia, with the mandate of semi-independent agency supported mainly by the state budget. TPDC aims to improve teaching quality at schools and set high standards of teaching and learning; attract qualified teachers and create positive environment for beginning teachers and promote teacher training process, thus assisting them become professionals.

TPDC plays a major role in the field of teacher professional development throughout the country and implements relevant policy decisions regarding teaching/learning and professional development of teachers. In order to support and underpin a high quality teaching process, TPDC implements a number educational programs, encourages modern, innovative teaching and learning approaches and ensures their piloting, assessment and respective dissemination.

TPDC offers variety of professional development opportunities for teachers, school principals and other staff, provides trainings, national conferences, and designs and maintains educational resources. Approximate number of TPDC paid staff is 1381.