<< Objectives >>To foster emotional literacy and resilience, develop concrete methodologies with materials and a platform to be piloted with specific trainers and pedagogical staff in the three countries involved – Portugal, Italy and Denmark.The project teams will design innovative resources for professionals who work in social inclusion and education and training facilitating their quality of work, activities and practices, giving them new tools, methodologies and pathways to promote resilience and empathy.<< Implementation >>we will organize a bootcamp in Denmark with all partners and with some stakeholders to make concrete plans for rolling out the training and prepare an application with a wider partnership.Implement a highly usable platform, based on the open source Moodle platform, with contents and methodologies for the capacity building of professionals and for integrating adults in distress. Dissemination/ Sustainability events in order to envolve the target groups and create impact at European level.<< Results >>Develop and extend the skills of professional trainers and educational staff, working with the final beneficiaries, i.e. adult people in distress from the age of 18.Create a user-friendly simplified virtual learning platform that can be used by professionals and help them to face the challenges of working in crises contexts. The partners will pilot the training with their target groups in online and hybrid forms, approximately with 20 professional and pedagogical staff from each country.

not applicable

The aim of the “Video in Education Process” project is to broaden the scope of activities for adult education by introducing activities that use various forms of video-making, both in terms of methodology and ICT. Educators who master our techniques will be able to reach out to larger and more varied groups of people, as this type of activities work against digital exclusion and can be practiced even by unskilled and inexperienced individuals. We want to create a partnership of institutions that deal with adult education and those who work with audiovisual forms, and in this way establish methods that would answer the educational needs of the future. In the course of the project, we will prepare overview reports of various methods and techniques, design practical guidebooks based on pilot educational activities, and create on line tools with supplementary description for possible uses. There will be fifty direct participants of the project, but we also intend to reach out to educators, coaches, social workers, therapists and learners affiliated with institutions not involved in it in any direct way. The project activities will include workshops on methods and techniques, research & analysis work, followed by handbook publication. We intend to share our results and promote our educational concepts with as many individuals and adult education institutions as possible.

"Mass migration and the exodus of refugees has a great impact on receiving countries, leading to difficult integration and unwanted side effects such as xenophobia of the local population. Xenophobia, social exclusion, discrimination and discontent with the sudden awakening of the ""European dream"" can cause the marginalization and radicalization of migrants and their families with unwanted side effects, such as terrorist attacks. The Paris Declaration, promoted cooperation at the EU level and promoting citizenship and the common values ​​of freedom, tolerance and non-discrimination through education is one of the EU's priorities today in the ET2020.The New start project ""EUROPEAN CULTURE AND VALUES TRAINING FOR A SMOOTH INTEGRATION OF MIGRANTS AND REFUGEES"" emerged to respond to the training needs of refugees and migrants in the field of integration in their host countries. Numerous actions were being carried out in a dispersed manner in terms of citizenship education for migrants in various European countries, but there were no guidelines and examples of training materials for migrants and refugees working on more psychological aspects of attitude, expectations, pre-conceptions , prejudices and discrimination and that in addition ARE agglutinated in a single publication oriented to the professionals.The New Start project has developed a handbook for the trainer of migrants and adults refugees with orientations, modules and training units with examples of exercises to be carried out in the context of a class in order to acquire values ​​of freedom, tolerance and non-discrimination based on the European Union Charter of Fundamental Rights. The training materials are structured around five thematic areas: rights and duties, integration, European culture, gender equality and employment. The proposed training techniques include methodologies used in group dynamics of psychology or case studies used by business schools and transferred in an innovative way to the field of adult migrant and refugee training. They are intended to change the perceptions and attitudes of migrants and refugees for a better acceptance of inter-culturality, a better alignment of expectations, the dissolution of the concept of ""European Dream"" in a gradual manner and a better adaptation to the culture, habits and values ​​of the recipient European countries as prevention of conflicts, to achieve a better coexistence and integration to the host countries.The New Start project has also developed training materials for migrants and refugees that address aspects of habits, regulations, rights and duties, the procedure for obtaining legal residence or refugee status, and preparation for cultural shock on issues such as gender equality, homosexuality, to improve their socialization and integration as advice and Welcome Guide.The training materials ""Adult educator handbook for European training of migrants and refugees"", ""Tips to learn a new start in a new country"" and the ""Welcome guide for migrants and refugees"" are published in five languages: English, German , Italian, Spanish and Catalan and are published and ready for download by means of free licenses on the project website: http://www.acitassoc.org/new-start/ (ES), http://www.acitassoc.org/new-start/new-start-english/ (EN), http: //www.acitassoc. org / new-start / new-start-deutsch / (DE), http://www.acitassoc.org/new-start/new-start-italiano/ (IT), http://www.acitassoc.org/ new-start / new-start-català / (CAT).The project has been developed between November 2016 and February 2019, through 4 transnational face-to-face meetings and 7 Skype conferences where the partners have worked together to develop the training materials and manage the project.It has been achieved that 129 adult trainers and professionals providing guidance to migrants and refugees attended 4 multiplier events and were trained in the use of the products developed in this project.14,736 dissemination impacts have been achieved in social networks, web pages, emailing, face-to-face meetings through activities carried out by the consortium in the participating countries. Various publications have also been made in Epale platform to share the results of the project with a potential impact of 50,000 subscribers across Europe.The project partners are already using these training materials in their training courses and in the orientation of migrants and the majority of those attending the multiplier events NGOs social services of town halls, adult training centers, and other organizations for the integration of emigrants, have expressed their satisfaction and intention of use it in their job."

"<< Background >>90% of the brain’s capacity develops before the age of 5, yet the workforce who serves young children is too often undervalued, underpaid and inadequately prepared. Recognition of the importance of Early Childhood Development (ECD) services is increasing in many parts of the world. Still, little attention is placed on one of the most critical factors in influencing children’s learning development – the early years workforce. The Early Childhood Workforce Initiative strives to place more attention on these professionals and para-professionals.While teachers are a crucial part of ECD services, they make up just a fraction of the early years workforce. Decades of research have shown that home visitors can increase parental wellbeing and efficacy, decrease child maltreatment and improve child outcomes. Across sectors, too little is known about those working with families and very young children as well as those who mentor them. By providing a clear picture of the early years workforce, the Early Childhood Workforce Initiative aims to help policymakers in specific countries support the development of a quality workforce.Taking into account the diverse backgrounds and experiences of individuals delivering ECD services, training and professional development programs offer an opportunity to impart a core set of knowledge and skills to members of the early childhood workforce, which is particularly important as programs look to scale and reach a greater number of young children and families. In addition, there is evidence to suggest that supporting individuals with such opportunities can influence child development outcomes. For example, a recent metaanalysis of global studies of center-based early childhood education and care programs found that higher teacher qualifications are related to improvements in supporting children’s development, including those related to supervision and the scheduling of activities, organization and arrangement of the room, providing varied social experiences for children, and creating a warm and friendly environment for interactions. Beyond qualifications, other research has suggested that the quality of the education program – i.e. how well it prepares new teachers by, for example, grounding them in knowledge of child development and academic subject areas – may be a more critical factor in a teacher’s ability to influence children’s development and learning in a positive way. Although there is growing evidence that a well-trained and supported early childhood workforce is key to providing high-quality services to young children and families, there have been limited efforts to systematize the various approaches taken across the entire workforce.Supporting families of young children before birth and during the child’s first years is of great importance. It can result in life long benefits for children, communities, societies and nations. Home-visiting programs in particular have been found to increase parental wellbeing and parenting efficacy, as well as child outcomes. Home visitors can help deliver personalized care and assistance directly to families and communities in need. However, in many countries in Europe and Central Asia home visits that are provided through the health sector are often narrowly focused on physical health and medical content, do not reach the most vulnerable and are not tailored to the specific needs and circumstances of individual families.<< Objectives >>The main aim of the project is to support the partnership initiative aimed at promoting innovation in the education of children in an early age, their parents and teachers from kindergartens and the exchange of experiences between participating partners.The overall goal of the project is to strengthen a support the continuous professional development of the ECD Workforce working with young children from socially disadvantaged environments and their parents by providing them with the pilot training on a new teaching methodology that can be used in their everyday work in formal and non-formal educational settings accross Europe.Project will be targeting to increase access to multi-sectoral services for parents and children (including prenatal care) and to enhance and improve earlylearning and parent-child interaction.A subsidiary goal is the engagement of the local municipal and national authorities in each country in the implementation of the project, in order toguarantee the effectiveness of the delivery in the short term and the long-term sustainability.<< Implementation >>Learning/Teaching/Training Activities:C1 - C4 Trainings of Trainers in Slovakia, Serbia, Hungary and ItalyC5 - C8 Training of ECD Workforce in Slovakia, Serbia, Hungary and Italy. Main training topics:- Parenting with Confidence methodology- Home visiting methodology- Persona Doll methodology- Embracing diversity methodology.Multiplier events:Advocacy roundtables E1 - E4 in Slovakia, Serbia, Italy and Hungary.<< Results >>Expected results - Participants of project activities will be able to:- Strengthen the functioning of families within communities through the support of parents (mothers and fathers) in their efforts to raise their children in a safe and caring environment.- Provide parents with the opportunity to acquire the necessary information, develop their social skills and knowledge on early childhood care, importance of their parental role, diverse models and approaches to parental care, especially in terms of their communication with their children and their mutual understanding, their opportunities to support their children's learning and help them build a positive relationship to learning.- Explain to parents the importance and meaning of participation of their children in pre-primary education in kindergartens.- Strengthen the level of tolerance between non-Roma and Roma parents.- Reduce the level of undesirable and inappropriate parental attitudes and practices regarding the education of children from marginalized communities.- Fmpower participants to discuss with children ""sensitive topics"", such as poverty, disability, exclusion, rejection, fear, violence, etc.- Empower children to critically think and openly talk about their feelings and to resist biasis, stigmatization and discrimination.- Enhance the psychosocial life of young children and build community in the classroon.- Get theoretical overview and knowledge about most relevant concepts related to diversity, interculturalism, equity and social justice.- Build the critical consciousness trough naming reality, giving voice to those who are usually silenced and by building alliances.In order to achieve these results we will prepare innovative intellectual outputs:- Working with young children from socially disadvantaged environments and their parents.- Respecting Diversity.20 new trainers of trainers and 80 ECD professionals and para-professionals will be trained during Learning/Teaching and Training activities from at least 20 pilot formal or non-formal ECEC settings.We will advocate for the higher quality of Early Childhood Education and Care through newly developed advocacy tools:- Report on National ECD Policies in Partner Countries.- ECD Policy Recommendations for EU and National Stakeholders."