Youth work plays an important role in enhancing social inclusion. The aim of the project was to facilitate the exchange of competences and experience between 2 organisations from Romania and Spain to improve their youth work quality, through the professional development of 12 youth workers, to be active agents of inclusion, to fight against discrimination and to foster the development of social, civic, intercultural competences among youths. Target group/ direct beneficiary: - 12 youth workers, no age limit 6 from Romania and 6 from Spain -20 youths with fewer opportunities experimenting marginalisation, 15-30 years old, 22 local organisations with experience in social inclusion, through 26 representatives and youth workers, 2 local decision makers representing the Youth sector, 6 representatives of the Education system from a University, 11 freelancer trainers with experience in youth work and social inclusion, from Romania and Spain- 240 youth, 120 from Romania from which 60 with economical obstacles and 120 from Spain from which 60 with economical obstacles, aged 15-30 years old. Using non-formal education principles, the organisations implemented: -Consultative meetings with expert, where we identified measures, methods and good practice used by organisation to reach marginalised young people and in preventing discrimination and intolerance -Non-formal activities to teach the 12 youth workers how to use the produced intellectual outputs and develop non-formal activities -Non-formal activities for 240 youths, implemented by the 12 youth workers where they developed the youths personal, interpersonal, civic, social and intercultural competences and ensured the social inclusion. Through the activities, we have ensured the context where the 240 youths developed their active participation plan and ensured the premises for the them to participate fully in an effective and constructive way in civic, social and working life. The young people participated socially and civically in the community through concrete actions/ measures/ activities.During the project the experts from the two organisations developed 4 intellectual outputs, a research, an OER, 21 new non-formal education methods and a boardgame, for experts that helped them:- Reach marginalised young people- Fight against discrimination and ensure social inclusion- Raise the tolerance and understanding between young people with and without fewer opportunities-Develop the social, civic and intercultural competences at the young people with and without fewer opportunities- Create, plan, implement, evaluate and monitor non-formal education activities with young people with and without fewer opportunities jointlyThe resources are addressed to youth workers and organisations who works with young people with fewer opportunities (or wants to work with them), but it can be used by any other expert or organisation from the Youth, Education, Adult education and VET field.The project developed new measures and methods that raised the quality of youth work in the organisation to identify marginalised youth with economical obstacles and understand the facing challenges, to fight against discrimination and raise the understanding between youth with and without fewer opportunities. The used methodology created a clear and common framework used by the 2 organisations to reach the marginalised youth, to raise tolerance and acceptance between the youths with and without fewer opportunities and develop their social, civic and intercultural competences.The project developed the necessary methodology to plan, monitor, implement and evaluate the non-formal education workshops using new innovative instruments.

To combat youth unemployment, youth entrepreneurship and social exclusion on the EU political agenda:Youth work and non-formal learning play an important role in developing the creative and innovative potential of youths including entrepreneurial skills. The project aim was to facilitate the exchange of competences and experience and to make a network between 3 organisations from Romania, Macedonia and Spain to support entrepreneurship among youth.The general objective was to develop a programme for entrepreneurship, who will work at European level, which will facilitate the personal and professional development for entrepreneurship competences of 60 youth from Romania, Macedonia and Spain.The partnership was composed by 3 organisations: -Sprijin si Dezvoltare organisation, with experience and expertise in youth work and non-formal education-CEFE Macedonia organisation, with experience and expertise in entrepreneurship -Inercia Digital organisation, with experience in VET and technology The project created non-formal activities for 60 youths, 20 from Macedonia, 20 from Romania and 20 from Spain were the young people were equipped with transversal competences, entrepreneurship competences. The 60 youth identified a common vision and understanding of what was meant by entrepreneurial education, build profiles of successful entrepreneurs from their own countries and found solution to community problems through a social enterprise. These workshops equipped the 60 youth the needed knowledge in order to become an entrepreneur. The non-formal activities created a space for the youth to develop their own business plan with the help of professionals from the business sector and give them the opportunity to experience and to gain experience on what entrepreneur means.The 3 organisations developed new program based on the results, feedback, new needs and new ideas identified during the implementation the 2 partners, program that aims to create a new way to distribute the information regarding the entrepreneurship education among young people.The 3 organisations developed 3 intellectual outputs:-One open online course, that teaches the youths the most important aspects regarding the entrepreneurship-An entrepreneurship Magazines with 4 numbers that offers practical perspective of the entrepreneurship and social entrepreneurship, trends and examples, tips and tricks-An entrepreneurship computer program that helped the youths to put ideas into practice, helped them to create a business plan, to create different scenarios and to start the enterprise.

"<< Background >>The key motivation for applying is the determination to contribute to the improvement of informal and formal education, development of active citizenship and entrepreneurial skills among school population and educational institutions within the thematic focus on environmental activism and entrepreneurship, digital education and capacity building. The second driving force is the need for international networking and collaboration between associates (primary and secondary schools from Macedonia, Romania, Cyprus and Italy), while at the same time strengthening and diversifying the skills and expertise of the partners.The two key beneficiaries of the actions, the partners and the associates, are also the guiding principles of the project's architecture designed to successfully address their core needs. In particular, the needs of youth and educators for international cooperation, strong entrepreneurial and digital skills, active involvement in local and regional change and active contribution to educational process, in particular the need for more attractive, involving and digitally framed education that transgresses national borders and national curricula. All partners, regardless of their field of experience and expertise will equally benefit from an opportunity to foster and strengthen international collaboration, expand the scope of experience and activities and successfully continue their commitment to the support of initiatives and projects that aim to produce visible individual and social changes in the key areas of modern day concern - education, environment, and entrepreneurship.<< Objectives >>The general aim of the GREEEN project is to build capacities that successfully address local and regional environmental, social and educational issues/challenges, though socially inclusive activities that raise environmental awareness and level of information, create opportunities for direct involvement and entrepreneurial action in solving local and national challenges, and support the collaboration between school children, educators, representatives of educational institutions towards the development of cross national educational resources. The key activities (creating of the web platform and its contents, the series of entrepreneurial projects and the development of open educational resources/didactic resources) are designed to establish an intensive collaboration between beneficiaries (school children, educators, educational institutions), enable them to act trans nationally and across sectors, create opportunities for beneficiaries to acquire skills and experience in the areas of social innovation, environmental care, entrepreneurship, community involvement and digital education, create opportunities for practical demonstration of the acquired skills, and thus actively contribute to individual, institutional and social transformation and change. In particular, with the creation of the web platform, the project aims to develop and strengthen digital learning and teaching, and digital literacy skills, engage educators and pupils in the process of informal and online education and thus contribute to the process of digital transformation of youth activism and schooling. More specifically, the creation of online journal aims to develop digital journalist skills, inform, raise awareness about, and internationalize the local and national environmental challenges. With the online education contents ""The Green Classroom"", the project tends to create a collaborative, transnational digital learning and teaching environment that fosters international collaboration and inclusion and offers opportunity to develop digital pedagogic skills, with the focus on Social Sciences, Natural Sciences, Arts, Technologies, English language and writing skills. The competitions and the board game designed will offer an opportunity to school pupils for an interactive and entertaining involvement in activities designed to produce visible environmental changes. While part of the competitions will only raise the awareness and motivate long lasting involvement of the beneficiaries in actions aimed to cope with local environmental challenges, the entrepreneurial projects undertaken by teams of teachers and pupils are designed to enable the participants develop entrepreneurial and project design skills to be applied within the projects of their own design. By so doing, the project aims to foster spirit of entrepreneurialism, project design skills, civil engagement, and international collaboration. In the long run it intends to create the necessary capacities within the associating partners (schools) to produce and partake in similar initiatives and projects in future.Finally, the third goal of the project is to support a collective and collaborative creation of educational resources undertaken by international groups of pupils, educators and curricula experts. In this respect, the project tends to fortify the educators skills in developing extracurricular didactic sources, enable a creation of international curricula relevant to all national curricula in the subject of social and natural sciences, and for the first time to create an opportunity for pupils to be part of the process of curricula development and didactic resources design. Thus, it will contribute to the process of informal/extracurricular education in the areas of environmentalism and entrepreneurship, will address the need of practical skills and experiences based curricula, the lack of education resources in some of the key areas such as environmental issues, social inclusion.<< Implementation >>The Project Activities are conveniently organized into 5 Work PackagesWP 1. Management and coordination. Within this packages, the focus will be on setting up the project structure and network, establish procedures for its management, and bodies in charge of the management, monitoring and reporting procedures. (The managerial board, the monitoring and evaluation team, the national coordinators and field teams and the communication team).WP 2. The ""Green Web"" package. In this package, the project will design a web platform for the purposes of information, education, mutual support, competition and gaming. The objective is to build/enhance capacities in the areas of digital collaborative learning and teaching, collaboration, competition, community involvement. Subject (content) areas: environment, society, activism, social inclusion, international cooperation, entrepreneurship, digital skills and digitalization, language use and practice. The Web platform will have three subsections: 2.1) “The Green journal”, an online youth magazine that will offer informational and instructional online contents created by school teachers and pupils acting as editors, content writers, and contributors (the gre-international journal team), , 2.2) ""The Green classroom"", an online education platform that offers: a) online modules (classes and activities) in four school subject areas (Social sciences, Natural Sciences, It and Arts) designed and delivered by international group of teachers and learners, and b) ""How to write Green"", a module dedicated to the development of (digital) written literacy among school pupils. 2.3 The Green games and competitions. The project will organize series of online competitions (Eco-tournament, A comic book series, ) and will create a board game, all with the purpose to and to involve participants (pupils) into a series of environmentally aware interventions. To enable the successful accomplishment of the activities and their ends, the project will organize: trainings in digital journalism and digital pedagogy, trainings in digital story writing and visual editing to aid the competition participants. The ""Green projects"" package (WP3). The project team will create teams of pupils and teachers that will undertake trainings in entrepreneurship, project design and community involvement in order to design and undertake environmental, socially inclusive projects aimed to solve a particular challenge in their environment .WP4. ""The Green Factory"" Package. The participants (teachers and pupils) in the activities form this package will have the task of creating open educational resources. Three types of educational resources will be created: 4.1) fun, extracurricular, socially inclusive activities within the content areas of Social and Natural sciences, Arts and Technology, functioning in support of national curricula 4.2) A school curricula in ‘Environmental Entrepreneurship’. The activities created will feed into the Green web, available and accessible to project participants and wider audience. Trainings and workshops in didactic sources development will be organized in support.WP 5. Communication, dissemination and exploitation of project results. The partners will assign a communication team to design a communication and dissemination strategy, organize and coordinate the promotion and dissemination of the project results to national and international audience, promote the work of the project and its activities and organize events in support (media coverage, events etc.) with the help of the national coordinators (teams made of partners and associates representatives).<< Results >>WP 1: Management and coordination work package: book of rules, monitoring and evaluation plan, field action plan, memorandum for collaboration. WP 2. The Green Web work package results: 1.The Green online journal: 80-120 Instructional and informational online contents, ""how green is my house/neighbourhood/city reports"", report on project activities and results, an online training in digital journalism (16 teachers and 40-80 pupils trained)2. The Green classroom. 2.1) 8 modules of ten lessons in Social, Natural sciences, Technology and Arts. 2.2) 15 online English language classes and a resource hub consisting of 40 online activities. 12.3) 16 ""How to write Green"" classes. Trainings in online pedagogy. 48 teachers trained in online pedagogy. 3.An eco-tournament with 20 environmental interventions (eco-actions), more than 500 participants involved (pupils, teachers and community members)4.Four online “The Green Monster Story Series” comic books. 32 primary and secondary pupils trained in digital story writing. 5.An online exhibition with 200 photo-shopped images. A training in photography and visual editing for 40 children. 6.A board game ""Ecopoly""WP3 . The Green projects package will result in 8 local green (environmental entrepreneurship) projects undertaken by the green action mixed teams consisting of teachers and pupils from each country. A training in entrepreneurship, eco-innovation, community project design, digital skills, etc.), 64 trainees. WP4. The Green FActory will result in: 1. A set of twenty extracurricular activities with focus on environment and entrepreneurship, and related to the curricula in social and natural sciences, technology and arts.2. Three handbooks and manuals: ""What is Green -The Green dictionary"", ""Live Green - the Green Book of eco and environmentally healthy rules and practices"", and ""Act Greener - the Green-prenurial book of change”. 3. An international school curricula in ‘Environmental Entrepreneurship’ designed by the Green-Factory4. Training in didactic resource development, 64 trainees.WP 5. Communication and results sharing strategy specifying the tactics, procedures, tasks and objectives."

Our project started in 2017 by receiving grant support within the scope of European Union Erasmus + Adult Education Projects under the coordination of Gaziantep University. Locally, Gaziantep Governorship Family Labor Social Services Provincial Directorate, Kayra Consultancy and Training, transnationally ACD LA HOYA from Spain, AKETH from Greece, ECESI from Bulgaria have partnered in our project. Also institutions such as the Gaziantep Governorship, Gaziantep Metropolitan Municipality, Gaziantep Provincial Directorate of National Education and Red Crescent Community Center have provided support as stakeholders. Due to the war that started in Syria in 2011, approximately 500,000 refugees came to Syria in the border city of Gaziantep. In this process, refugees began to face problems such as social adaptation and conformity where they came from after their basic needs such as shelter and nutrition were met.At this point, they faced many problems in the field of education.At this point, our project aims to ensure that refugee parents with school-age children are a part of the solution to the problems they faced in their children’s education life, their children,children's schools and teachers, to ensure that their children understand the importance of communication with other parents in their class enabling them to see the truth by taking them from the emotional situation, take them from the point they are to move to the target point.At the same time, our project aims to ensure that local parents acquire empathic approaches towards refugee parents and contribute to the social adaptation and conformity process. In accordance with the objectives of our project, we first prepared a needs analysis report in order to better understand the needs and requirements of refugee parents during their children's education and their thoughts and emotional situation about the society they are trying to adapt and to provide resources for our Training Module. Firstly surveys prepared together with the partners in Arabic, English and Turkish and implemented in Turkey, Spain, Greece and Bulgaria. By this way 693 refugees parents 156 indigenous parents in Turkey, 600 refugees parents 120 indigenous parents transnationally, totally 1293 refugee parents 276 indigenous parents were reached.The results of these questionnaires were carefully examined and reported separately by each country and then a needs analysis report containing general results was propounded. (IO1) is a guide resource for the training module prepared for parents as well as an important analysis report for policy-making for local and national decision-makers. As a matter of fact, since refugee, the social integration of families, social adaptation and conformity processes came across as universal problems; this report has contributed to the whole world in terms of revealing universal problems. Secondly a web platform serving as a public and dissemination office for the project (IO2) was achieved. Thanks to this platform, all documents and information needed were shared and the project process was monitored. Lastly, one of the most important works of our project is the Training Module (IO3), which we created under the guidance of our needs analysis report.The main objective in the development of our training module is to mobilize refugee parents in the lifelong learning model, to move them from the point they are located to the targeted point and to gain new learning skills by restructuring them and to ensure that they become self-improving individuals, to raise awareness, improving both development of parents and the quality of education of their children by making them active parents.The module, which includes important topics such as Expectations, Awareness, Values Education, Life Standard Study, consists of 16 courses totally. After implementing Module’s focus group studies primarily in Turkey, in May 2019, instructor training was provided on the module in our LTT activity then the focus group activities of the module were also reported by our transnational partners. This training module is used in the continuous training centers of Gaziantep Provincial Directorate of Family Labor Social Services, one of our local partners. Kayra Consultancy and Training provides this service to the requesting parents. At the same time, the training module is being used by our transnational partners and dissemination activities are continuing. The Training Module has been shared in pdf format over our web platform and made ready for the use of the trainer candidates by making printed booklet. In addition, the entire training module is available at refugeeparentseducation.com. Since the module's English document is also prepared, it is suitable for usage all countries facing refugee problems. The module is also an application guide for the ease of use of expert trainers and psychologists of all institutions and organizations providing services in adult education.