"The project prepared Pan European analysis of good practices of school-parent cooperation and then create one, amalgamate strategy for education and cooperation with children's parents, called Parents corner.Parental involvement in the form of ‘at-home good parenting’ has a significant positive effect on children’s achievement and adjustment even after all other factors shaping attainment have been taken out of the equation. In the primary age range, the impact caused by different levels of parental involvement is much bigger than differences associated with variations in the quality of schools. The scale of the impact is evident across all social classes and all ethnic groups. (Desforges 2003). There is still underdeveloped public awareness of the importance and the need to educate parents and only a small number of printed and published material is available to provide the parent with enough information. On the other hand, schools are not intensively involved in the parent's education because of lack of training for work with parents. European Union has set the policy called “Supporting Parenting and Assisting with Childcare” in which defines Involving Parents in the Education of their Children with the implementations strategies. This project directly supports the horizontal priorities of Erasmus +: a) Dealing with complex classroom realities and b) Developing new approaches to strengthen the education and training paths of prospective and practising educators/youth workers.What the parent's corner is? Parents Corner is the - the place and a- group of methods through which we strengthen our relationship with parents and build a new level of partnership. We do not want our parents only come to the informational and parent meetings with class teachers, but it is at full capacity involved in school life. Through the ""Corner for parents"" actively involve parents in the new forms of partnership with the school: parents educators, volunteers, trainers, advisers, teaching assistants, participants in workshops, panel discussions, lectures, authors and co-authors in making guides, brochures, etc., which encourages and directs parents to serious relation to the obligations imposed by the education of children, and ultimately affects the improvement of relations between family-school and graduating with a resulting level of cooperation on the level of partnership. Educate parents in Corner for parents is meant to offer greater support to parents of children discrimination based on gender, age, ethnicity, religion, sexual orientation and disability, as well as to all parents whose children attend the school. This corner becomes the place where parents meet and work together, a place where organize different activities, in order to improve parenting skills and opportunities.Results of the project- Manual of good practices found in the EU regarding the strengthening of Parents-School relationship- Analysis of the current situation of Parents-school cooperation in EU- Training for the teachersProject already results in better cooperation with partners from other countries; innovative approaches for addressing target groups, ensuring attractive education and training programs in accordance with the needs and expectations of individuals, the use of participatory approaches and methodologies based on ICT; greater efficiency activities for the benefit of local communities; more modern, more dynamic, more committed and more professional environment in schools through its willingness to incorporate best practices and new methods in daily activities; openness for synergies with organizations active in various fields or other socio-economic sectors, strategic planning professional development of staff in accordance with the needs of the individual and organizational goals of schools. Impact of the projectIt is expected that the project will encourage development, transfer and/or implementation of innovative practices, and implementation of joint initiatives to promote cooperation, collaborative learning and exchange of experience at European level and motivate other school and teachers to be more active, and create a Corner for parents that will enable a comprehensive approach and successful cooperation with the parents to raise the level of partnership.It is also expected that project will strengthen the profile of teachers, encourage teachers and school management to provide high quality education, solve complex situations and embrace new tools and methods, so that everyone had the necessary skills in partnership with parents, through acceptance of collaborative and innovative practices, with the aim of creating the necessary changes and improving partnerships between schools and parents."

Context: In the partner countries there are various good practices and successful results for refugee, immigrant and asylum seekers. In spite of all these good practices, most of the European countries have produced temporary policies and solutions to struggle with the problems of refugee, immigrant and asylum seekers, this projects is different from other projects because it produces permanent solutions and the project is sophisticated. It has been tested whether or not all the programs are effective on the refugee, immigrant and asylum seekers and it has been necessary to collect all these programs under one title. Based on this need the good practices in different countries are gathered a transnational project has been designed to establish a holistic program. Objectives; 1- Training for the language in order to provide the social integration of refugee, immigrant and asylum seeker children and their families. 2- Disseminating good practices towards the children among the regions. 3- Preparing a joint action plan that makes the social integration of the parents and children easier. 4- Increasing communication competence of the staff working in the partner institutions in regard to the psycho-social integration. 5- Leading the disabled refugee, immigrant and asylum seeker students to related special training schools. 6-Providing the participation of the refugee, immigrant and asylum seeker students studying in the partner schools and their families to the social activities. 7-Increasing refugee, immigrant and asylum seeker families’ competences of child education and development within the parenting education program. 8-Creating social integration center in order to provide the coordination among all refugee, immigrant and asylum seeker parents, students and staffs of the partner institutions that participate in the program. 9-Creating awareness among the locals about the problems and social integration of the refugee, immigrant and asylum seekers. 10-Providing the orientation of the students to the school.Number of partipants and profile:84 staff participated in mobilities. Project participants were educational staff, teachers, administrators, immigrant/asylum seeker families, and students. 52 staff participated in our joint staff training. Activities: - Our project regional partners and local partners have provided language education to school and asylum seekers and parents. - Workshop programs were organized in order to make good practices fit into the region. - Workshop programs were organized in order to make good practices fit into the region. - Trainings in each one day for partner institution staff- Conducting a questionnaire for the staff and evaluation of the questionnaire- Choosing of the disabled students- Leading the students to special education and vocational education and registration to related departments - Social and cultural activities for the refugee families -Trainings for the refugee families- Conducting questionnaire for the families and evaluation of the questionnaire - Performing of the procedures about opening of the social integration center -Pressing project hand book and sending them to the schools and institutions -Mentoring to the studentsMethodology: During the project, workshops, trainings, real-time observations and class practices, report preparation, research, mobility, work sharing activities were conducted to achieve the project objectives. All of these studies have been carried out by our regional partners with their local partners. The regional partners conducted quarterly project evaluation meetings.Results and impact:1- Students and parents participated in the language education program of the region where they live. The language training program continued throughout the project. Plans for language training as dissemination activities were carried out after the project.2- Good practices for children are explored and disseminated among regions3- A joint action plan was prepared based on good practices to facilitate the social integration of parents and students.4- Psycho-social integration capabilities of refugees and migrants have been increased. 5- Disabled students were directed to the relevant special education schools.6- The participation of students and their families in the social activities was provided.7- Parents' education and development skills in the parenting education program have been increased,8- A social integration center has been established to provide coordination between parents, students and staff of partner institutions.9- Communication skills of refugees and migrants working in mutual institutions or associations on psycho-social integration were increased.10- Awareness was raised about the problems and social integration of refugees and migrants among local people.11 – School teachers improved their skills in including and communicating with migrant students and their families.