“2 Become 1” project was an exchange of good practices project which was organised by Gebze Halk Egitimi Merkezi. There were five institutions from Turkey, Austria, England, and Italy that work on adult education and with migrants. The project was born after a careful analysis of the changes in nowadays society due to the current humanitarian crisis and the displacement of millions of people fleeing from their countries in search of better life conditions. This partnership created an opportunity to collect good practices from partners from different EU countries because it included partners from Italy, Turkey as countries of first arrival for refugees and UK, Austria as countries that most of the refugees see as final destination. Our primary priority was to improve the partner organisations and to provide high quality learning opportunities for migrants in both partner organisations and other relevant stakeholders. Beside this, we aimed to develop our educators' competences in migrant education and to help the integration of the migrants into our societies. In order to achieve these, we organised LTT meetings at each partner organisation. The meetings had activities related with the topic of each meeting and the expertise of each partner. Our trainings were planned as five days and during them, training sessions were held. Our trainings taught the participants different methods of teaching to migrant groups, new ICT skills to use during the classes of migrants and effective ways to integrate migrants into our societies. To get the good examples of each partner country, we organised trips to other institutions/companies that work with migrants. During both our project activities and institutional visits, the participants had a chance to meet the migrant and refugees in the hosting countries and talk with them about their story and experiences they had starting from their own countries to the place they are now. Especially, the field trip to the refugee camp on the Syria border in Hatay was a unique experience for the participants. We reached the results and the impacts of the project as planned. Thanks to the project activities, both participants and partner organisations improved themselves about teaching migrants and their social inclusion. Beside the participants, other educators at partner institutions benefited from our project because each partner organised a meeting in their organisations to share the experiences they got from the meetings and the participants shared their experiences with their colleagues. Also, we organised meetings with other relevant institutions and local press. These meetings contributed a lot to our dissemination activities because we were able to reach more people. As dissemination activities, we shared our activities and experiences on our project website, social media and EPALE platform. Especially, EPALE helped us reach a lot of people and institutions that work with migrants in Europe. This project had an important effect on participating institutions, teachers and other institutions around us and created a great awareness about migrants, their education and their adaptation to society. It became a starting point for all of us to provide more effective education to migrants and help them be included to our societies.

"1)context/background of project This is a 24 month project that includes 5 partners from Italy, Greece, Spain, Turkey and UK.The pillars on which this project stands are 2. - First of all we were inspired by the motto that the European Union adopted in 2000 ""United in diversity"". As Europe in recent years has been at the centre of the so called “refugee crises” we would like to use this project and its outcomes to extend the motto to migrants (in this application we will use the term migrant in the wide sense including refugees, economic migrants, asylum seekers) and find ways to enable the latter as well as locals to learn from each other and consequentially become more united while respecting diversity. - secondly it will address Cultural Heritage. It is fundamental for migrants when arriving it the host country and once they have settled in to have a deep understanding of the cultural heritage of their new home. At the same time for the hosting community the best way to overcome fears and prejudices is to learn about the richness of the migrants culture heritage. By facilitating ways of exchange, this project will not only help the inclusion process but will give a chance to adults migrants to gain new skills about European culture and at the same time get tips and methods on how to transfer their own cultural heritage to others. Both skills learning and teaching are fundamentals to get more chances to get a job and/or building confidence to start a business. 2)objectives - Promote social inclusion and tackle discrimination and stereotypes,- Fighting poverty thought culture - Promote entrepreneurship and entrepreneurial skills within the field of cultural heritage;- Raise awareness on the key role of cultural heritage in defining a European identity both for citizens and migrants;- Combine learning with training and identity building;- Start a new way or understanding and using cultural heritage, beyond a mere touristic aspect;- Train key figures working with adult migrants for stimulate them to develop learning and teaching skills related to cultural heritage;- Use cultural heritage to initiate societal changes;- Build bridges between local communities and institutions in the field of cultural heritage, social inclusion and entrepreneurship - promote equality, including gender equality, and non-discrimination and social inclusion- new approaches to reducing disparities in access to and engagement with digital technologies in formal and non-formal education3) number and profile of participants;- 25 adults, 5 per partner, will be chosen and participate to the training; - each partner will select 1 trainer expert in non-formal adult education, 1 migrant (now involved in reception projects) willing to share knowledge about his cultural heritage, 1 person working in reception programmes (i.e. psychologist, cultural mediator, lawyer and so on), 1 person working in the cultural heritage sector, 1 project manager. - A minimum of 100 participants (migrants and professional in the sector of migration) will be involved in local activities and dissemination events, around 20 per partners, that will take place after the transnational training in each partner's country.4) Activities; - Creation of the web site and social media profile of the project- Creation of a toolkit - International training activity in Greece, to test the toolkit and evaluate its potential, putting also in practice some activities and share best practices.- Local and international dissemination activities of the toolkit to reach more stakeholders.- Review and publication of the toolkit based on the feedback received5) methodology-Acquiring new skills and establish an informal cooperation network that see different actors working together: local communities, migrants, educators and so on;-Learn how groups can work together to promote local, national and European changes;-Encourage exchange among partners individuating main topics and subjects through the partners’ expertise;-Increase knowledge of and insight into how contexts and group dynamics determines behaviours;-To provide practitioners with an portfolio of knowledge on: migration, inclusion, service provision, democratic practice and heritage valorization.6) resultstoolkit divided in 2 essential parts: “European Cultural Heritage” , “Migrants cultural Heritage”. The toolkit will include tips on new teaching learning methods including: digital storytelling and video making7) longer term benefitsTo build up a network of organisations working with the target group for:- sharing good practices on best methods on adult education, interaction between local and migrants, selfdevelo- develop new pathways in order to find tools to face the challenges posed by migration- promote social inclusion, tolerance, respect thanks to the new light with which the migrant culture will be seen- Building a stronger European identity through cultural heritage"

CONTEXT/BACKGROUNDThe project rotates around the concept and perception of good and bad use of “social media” and the impact they have in nowadays society in relation to the perception of migrants in local communities and the instrumentalisation of the so called “refugee crisis” by right wing groups to destabilize democracy and community cohesion. OBJECTIVES The main objectives of the project was to gather the experience of the participating organisations in topics related to migrants and refugee issues, and the use of social media, and create a toolkit directed at practitioners, educators, trainers, migrants who work as cultural mediators, translators and/or other roles in reception centres, local communities, community leaders and authorities. The aim of the toolkit is to give a detailed picture on the power of social media in defining who we are, who we like, what we fear and in destabilize and/or increase social cohesion depending on the use we do of them. The toolkit was fine tuned after the staff from the participating organisations took part in a training in Croatia on topics related to social media.PARTICIPANTSParticipants in the the transnational training were 25 adults, 5 for each partner of the project. The project involved many more participants through local activities (at least 2 per each partner country with minimum 10 participants per event) and dissemination events and will include educators, mentors, policy makers, community leaders, migrants and relevant actors or stakeholders involved in civil societies, reception programmes, adult education and so on , since they benefited from the training as well. Also, specific professional trainers were individuated and got involved particularly during the transnational training.ACTIVITIES the main activities in the project included the participation of staff from the participating organisations in an international training event in Croatia, which constituted the basis for the development of a toolkit, which were later applied at local level during workshops organised by each participating organisation.METHODOLOGYThe toolkit was developed with the contribution from all partners and will include the following topics:- influence of social media on the perception of migrants in society , including its political and social role on a global scale. - secondly, we will address digital identity and in specific we will look at how to set-up a correct digital identity with proper balance, selection of contents and the interlocutors, depending on the platform used. Digital identity and personal branding. Rights and duties on the Internet. Recognising fake profiles and protecting ourselves against fraudsters. Recognising trolls, provocateurs and exhibitionists- Digital Dangers. How to navigate online in order to avoid harming others as well as protect others and ourselves from deliberate online attacks. Other forms of danger online: cyberbullying, cyberstalking, sexting, sextortion, grooming, phishing, etc. Fake news and disinformation as a form of cyber warfare. How migrants have been used by extremists to pursue their political, social and economic goals- Discrimination on social media, and will propose ways in which to deal with online hate speech or trolls. We will also consider how politicians, celebrities, and employers should behave online in order to prevent discrimination. Finally, we will look at different ways in which vulnerable groups (with a special in-depth on migrants) can face discrimination online.- How to use social media in positive and constructive ways such us: social media, cultural heritage and inclusion: how they can work together to build up a better and more inclusive society. IMPACT AND LONG TERM BENEFITSThe project have an impact on the participants who acquired new knowledge and skills for improving their competencies in how to defend themselves once using social medias, how to recognize fake news and what actions to take to stop them. At the same time they learnt how to use social media to promote social inclusion and local cohesion; they also improved their competencies in supporting support the final target group (adult migrants and hosting local communities) in living together without fears and conflicts and understanding their needs while trying to settle in the new communities, and properly using different digital tools for successfully fighting stereotypes, fake news and discrimination including gender discrimination. The participating organisations are also better prepared to connect with the society’s and the community’s needs and responding to them by developing effective project ideas.

This project seeks to address the following problems today's society is facing:- Unemployment among young people- The need for EU businesses to become more competitive through talent and innovation - The need to address problems in society such as as pollution, waste management, recycling, overuse of single-use plastic products, etc. through sustainable entrepreneurial activities to the benefit of individuals as well as of the communities where they live. The main objective of the project is to equip youth workers from the participating organisations with the tools and knowledge to be able to train other youth workers and support young people in the development of new and innovative social entrepreneurial activities. This will be achieved through the following means:-International Training of youth workers form the participating organisations-Exchange of Good practices-Meetings with successful entrepreneurs-Local activities with youth workers who will learn about how to teach social entrepreneurship to young people. -Continuous mentoring and support given to young people through their endeavours.-Collection of best practices and training materials in a toolkit that will be a point of reference for the participating organisations as well as the wider community that will be informed about the project through targeted dissemination- Adaptation of the toolkit into an e-course which will be put online via a Moodle platformThe target group of the project will be:Direct target groups:Youth workers who are staff members of the participating organisations. They will benefit from the exchange of good practices and the acquisition of new skills and competencies during international training events. They need to be better prepared in supporting young people wishing to start their own social entrepreneurial activities. As we noticed in similar projects (Sharing Ideas for Social Innovation, of which Kairos Europe was a partner), young people have ideas and are willing to learn, but if they are not guided through the process by experts, the idea is soon abandoned. Indirect target group:Youths workers from local organisation who wish to learn about how to raise awareness on young people about social entrepreneurship and are willing to establish a conversation on the issues affecting everyday society and try to work together to find sustainable solutions through social entrepreneurial initiatives.Members of the wider community including training organisations, councils, community centres, etc. who are interested in learning about the project and its outcomes.

Despite the vigorous development of andragogy methodology, there is still a lack of research tools typical for this field. Andragogy uses tools from related fields, mainly from psychology. Such a solution is not satisfactory firstly because many tools have limited access, and secondly, they are not specific to andragogic issues. There are no tools that can be used to study the needs of adult education organisations and the educational needs of their employees. Such tools, on the other hand, would significantly improve the education process and indicate the directions of development of this type of organisation. The aim of the present project is firstly: to identify such needs and secondly: to develop tools that can be used by other researchers. What is important, the fact that the research will be conducted in different countries, not only in the consortium countries, guarantees the obtained results will be symptomatic for European AE sector. The analysis of the results will focus both on the identification of the needs of the organisation and staff and on the comparison of these needs in the different countries and in the different types of adult education institutions. In addition, correlations between the reported needs of institutions and the needs of staff will be analysed.