People willing to become active European citizens need knowledge, skills and the right attitudes concerning democratic structures and active participation. For all these reasons we created a partnership from different schools and countries and we joined our forces in order to learn the human values. A Lifelong Learning Programme supposes intercultural dialogue, as partners from different countries and cultures were involved. Any discrimination national or religious was excluded. This program offered the occasion of a better acquaintance between countries, their residents, as well as, the way of promotion of intercultural education against the racism and xenophobia.Intercultural dialogue is the basis for real and lasting understanding and respect, which can only be built up through the acquisition of knowledge about other cultures. In our intercultural dialogue we tried to combat ignorance, prejudice, racism and xenophobia.The main concepts of the project was the sensitization to the idea of “other people” and reflection on one's own intercultural identity. The concepts were expressed through the topics of migration, cultural diversity, stereotypes, prejudice,tolerance, traditions, human and children rights, respect and self awareness. The final products MY CULTURAL IMPRESSIONS notebook and short films are living witnesses of progress achieved by the project. The students involved in the project did use languages, ICT, theatre, cinema, music, photo, arts, culture, local dances, traditions and local customs, as vehicles for research and to communicate the results of their work.The schools involved created the portfolios which include photos, paintings, video, theatre , etc. and shared them in project website and digital newspaper. A new learning environment which is attractive to teachers, students and the whole school was gradually created, favoring innovation and creativity in the field of teaching. At the meetings we worked together, become more aware of our own national identity and at the same time we learned about and appreciating to other cultures. At a more global level, this project offered a new perspective of culture and values. Our project represented a necessary approach to address the question, how cultural diversity and values can contribute to dialogue in Europe. How European citizens of different religious, cultural and political backgrounds can live together and enter into dialogue of mutual respect and understanding. The project examined their belonging to Europe while discussing their outward cultural identity, thus opening the debate to include issue of migration, racism, integration, mutual understanding, tolerance and acceptance of everyone in Europe. We are currently witnessing a new generation of young people who are redefining their cultural identity in a changing Europe. Many children of migrants were born in/out Europe, went to school in Europe and tired to work and create a family in Europe.Nine European meetings took place during the development of the project and allowed the European dimension of activities to be reinforced. Teachers and students were able to benefit from these exchanges and meetings, thus creating a true opportunity for intercultural exchanges and dialogue. The project aimed to raise awareness amongst EUROPEAN citizens and particularly among young people on the importance of using intercultural dialogue as a tool for promoting an active European citizenship. The target group included students and teachers. The foreseen activities were discussion, survey, case study,workshops, promotion of ICH/TCH,seminar, digital newspaper, international folk dance and song team.The objectives were:To raise awareness of the importance of intercultural dialogue, especially among young people, which aims to contribute to foster an active European citizenship – cosmopolitan and with respect for cultural diversity.To enhance interest and respect for the originality and variety of other cultural, national and religious groups.To confront younger generations with differences in culture, opinions and behavior and to look for ways to cope with these issues in an open manner without judging each other.The motto of our project was: Nice to meet you!Subjects: Migration,Early Leaving School, Racism, Stereotypes, Tolerance, Acceptance of differences.The project method was an educational enterprise in which children solved a practical problem. The students first chose the project, and then they discussed what they need to know for solving the problem and learned the required techniques and concepts. Finally they executed the chosen project by themselves.Time for reflection was provided during all phases of project learning, gave students the opportunity to evaluate their progress.The phases of approach: Discussion and sensitization, organization and realization of activities, collecting information, synthesis and process of information, evaluation.

ASSET - Strengthen interactions throughout the apprenticeship path between schools, enterprises and their partners on the territories There is a broad consensus in Europe about the benefits of apprenticeship in fostering youth employment and addressing imbalances in the labour market. However, in a number of countries, especially in France, Sweden and Italy, it is still a challenge to deploy secured and successful apprenticeship - i.e. to attract apprentices, to prevent youngsters from dropping out of training and to ensure their further integration in work or in higher education schemes. The analysis, in the frame of diverse European programmes and exchanges, of the difficulties and the conditions of success of these three countries’ apprenticeship systems, shows that they face a common issue: To make the actors involved in the process of constructing and accompanying the apprenticeship paths, to work in a more integrated way – as well at the individual as at the organisational level. On this basis and further considering the complementary experiences and competences they developed to handle this issue in very different national systems, 6 organisations from France, Sweden and Italy came together in order to: Develop and formalize a methodology of constructing and accompanying the apprenticeship paths, based on a strengthened collaboration and interaction of the involved actors, throughout the path. The target groups of this initiative are thus the actors (individuals and organisations) in the VET, business, professional guidance and employment areas, involved in developing apprenticeship on different territories. To attain its objective, the project relies on a solid partnership between VET–centres/schools/bodies which each have a benchmark position in their respective region, regarding the deployment of apprenticeship devices and the enhancement of training quality. It is enforced by two organisations that, in France, have a recognized and complementary expertise regarding the project related issues and a solid experience of project management and methodological development. The partners can further rely on their established experience in European cooperation to successfully develop their common proposition. The project will make the regional partners to work on their own processes of constructing and accompanying the apprenticeship paths (shortcut called CAAP-process in the application). Associating their local stakeholders in the project work, they will construct and appropriate the delivered methodology by steps, as following. O1 – A mapping and analysis of the partners’ respective CAAP-processes > to work out a model of an integrated CAAP-process O2 – A need and diagnostic analysis among regional users and actors of the apprenticeship paths (by seminars, survey, interviews) and a list of improvement needs of the CAAP-processes > to work out a categorising grid to support the need analysis of a CAAP process O3 – An inventory and proposition of different means to meet the identified needs > to work out a common set of proposals for re-engineering the CAAP-processes O4 – A sketch of a collaborative tool, > to draft key specifications and guidelines in developing and using tools supporting integrated CAAP-processes O5 – Simulations of challenging CAAP-processes, building on the developed supports and set of proposals > to work out methodological cases of re-engineering CAAP-processes based on strengthened collaboration and interaction between the actors to be involved. O6 – The formalisation of the methodology, including: > support grids, schemes and guidelines related to the steps of an integrated CAAP-process > the sketch of a collaborative e-tool with key specifications > three case studies illustrating how this methodology can be implemented in different contexts Having all a benchmark position, having reflected about the appropriate levers to use in driving the project in their respective countries, and planning to construct national specific strategies for the dissemination of the results, the partners intend to make a large group of target organisations appropriate the delivered methodology and thus to have real impacts on the deployment of quality apprenticeships paths in each country. Appropriating the methodology delivered will give the target groups (individuals/organisations) insights on how they can improve their way of better working together in acting in/supporting CAAP processes, within the constrains of their national contexts. It will have decisive impacts on their capacity of: - attracting students into apprenticeship - mobilizing competent companies to host them - securing the quality of learning at the work place - ensuring positive outputs of the apprentice curricula In this sense, the project will contribute at the long term to enforce the professionnal qualification and employabiliy of youth and better meet imbalances in each country