<< Objectives >>The project aims to achieve the following objectives:1.To contribute to increased cooperation and innovation in promoting inclusion and diversity at organization level and policies in the field of education and training;2.To promote the exchange of practice on how foster refugees inclusion in the participating organizations and the local educational community levels in order to tackle learning disadvantage;3.International and local workshops to share the result.<< Implementation >>In order to achieve the above-mentioned objective, there will be organized several activities:1.Review the whole-school approach in order to focus on refugee needs;2.desk research on potential best practices already identified on refugees’ integration in general and with Ukrainian refugees in particular at Eu level;3.an international workshop and 4 local workshops to be held in Belgium, Italy, Greece and Czech Republic;4.the communication activities to disseminate the project.<< Results >>The project will have to main project results:1.pedagogical support tool (PST) that is based on the whole-school approach to foster refugee integration;2.best practices document (BPD) that has mapped some best practices on the refugee integration with particular attention to the recent Ukrainian one at Eu and local levels

"Summary Context :The increasing influx of asylum seekers to European countries, has made more important than ever to take action in increasing the possibility of their integration within the society. This is also one of the priorities of the European Commission, particularly with regards to the inclusion of young newly arrived immigrants. The main objective of this project is to facilitate integration of migrants and refugees through the participation in Erasmus+ programmes and establishing new strategies to enhance the communication between young people from different cultures and ethnic groups. Although multicultural cohabitation is one of ECEPAAs’ priorities certainly we cannot solve alone the problem of cultural differences, but together with our partners we can have an effect on some factors in order to limit these issues.ObjectivesThe purpose of SCYAP is to increase the communication through trust building between this two groups of young peoples, thanks to the introduction of the new working methodology, in order to raise the participation of young migrants and refugees in Erasmus+ exchange programmes. We have established a set of action points which will enable us to meet our goal and they are as follows:• Increase volunteers’ and youth workers’ skills;a. Communications skills;b. Training to tackle problems;c. Network with other youth associations to share best practices;d. Create tailored programmes to build trust with the help of other European partners.The methodology that will apply on this the project will be of various types. There consists in: • Analysis; • Development of innovative ideas; • Sharing best practises • Non-formal education.SCAYP main activities are:1° Research “Needs analysis of youth workers and young migrants/refugees"" 13/06/2016-17/06/2016. All consortium members countries . Methodology apply: research 2° First short term joint staff training : “New Needs New Solutions” Ioannina, Greece 03/10/2016-07/10/2016. Methodology apply: analysis and study. 3° Second short term joint staff training “New working methodology” Brussels, Belgium16/01/2017-20/01/2017. Methodology apply: non-formal education. 4°- Dissemination -multiplier events at local level. All consortium members countries 01/03/2017Methodology apply: sharing innovative ideas and best practices Consortium The project partners were selected based on two criteria. The first one being the current national migration problems (which ties in with geographical location) they are facing and the second being on the individual NGO activity who involve youth workers. The countries and NGOs selected are:1. Belgiuma. European Centre for Economic Policy Analysis and Affairs b. Collective Garcia Lorca2. France - Talk-France3. Greece - Youth Centre of Epirus (YCE)4. Italy – Solidarity Caritas onlus ""SOLCAR"" 5. Spain - Ecos do Sur6. Turkey – YounclusionParticipants:The group of participants SCAYP is composed by two categories:The first is composed by qualified members of the consortium which include:• Researchers,• Psychologists,• Experts in immigration and integration policies• Trainers • Sociologists • Youth workers from the participant organizations • Expert in communication • Project managersThe second that is the target group are youth workers and volunteers that are working in youth centres. Will be composed by young people from different nationalities and belonging to different youth centres.This in order to increase the impact of the project. Impact and dissemination The impact on participants and partner organizations is wide and complete through the active role in all the phases of SCAYP implementation in which they are directly involved.The dissemination will take place throughout the duration of the project, with the continuous diffusion of the SCAYP results, such as policy brief, manual of innovative working methods. The SCAYP result will be available on-line through different channels ( Partner organizations web channel, SALTO youth, social networks etc.) . Some of the promotional materials and scientific publications will be also translated in the partner organizations languages. As consequence the target reached will be larger and the impact widen at a broader national level."

"CONTEXT/BACKGROUND OF THE PROJECTThe effects and consequences of the COVID-19 pandemic highlighted in the last six months require immediate action, especially for the most disadvantaged people. The lockdown made compulsory by the government's indications has very different effects depending on the income, which poses huge problems in terms on how to ensure access, equity and inclusion in the learning environment. The OECD the 19th of October 2020 in its ""What is the impact of the COVID-19 pandemic on immigrants and their children?"" states that ""The school closures and distance learning measures put in place to slow the spread of COVID‑19 put children of immigrants at a disadvantage, in several ways. Their parents tend to have fewer resources than native-born parents to help them in their homework, and 40% of native-born children of immigrants do not speak the host-country language at home. Such children are also less likely than students with native-born parents to have access to a computer and an internet connection at home or to a quiet place for study.""The Eu ""Digital Education Action Plan, 2021-2027"", report says that from one side it is important ""to increase the digital impact of the Erasmus programme"" while on the other that ""One of the key results of the consultation process was that while there is some indication of the wider impact of COVID-19 on education and training, it is still too early to conclude on its long-term consequences. Gathering more experience and conducting research into the lasting effects over a longer time period is therefore necessary.""In light of what has been said, then, the project intends:1. contribute to the gathering more experience of what is happening on the ground, by carrying out a research, on the effects of the pandemic on the learning and teaching process as expressed in the European Commission document to, in particular, youth with migrant background, by also paying special attention to the use of digital tools;2. increase the skills of teachers, trainers, youth workers, associations dealing with youth with migrant background on how to deal with the effects that the pandemic has on learning and teaching to young people of migrant origin.As far as the target group is concerned, while the indirect beneficiaries are young people of foreign origin, the direct ones will be represented by members of the organizations participating in the project, i.e. teachers, trainers, researchers, youth workers and associations of migrants and their children.NUMBER-PROFILE OF PARTICIPATING ORGANISATIONSThe partnership consists of 5 organisations. It consists of school (2nd Vocational High School of Katerini, Greece), one foundation (Fundacion Red Incola, Spain) and an association/research centre (ECEPAA - Belgium), one youth organization (JOINT) and one migrant and youth with migrant background association (AMECE). Each of the organizations chosen contributes to forming a strategic consortium both because, it makes its own contribution in terms of expertise and because the different needs expressed.DESCRIPTION OF UNDERTAKEN MAIN ACTIVITIESThere will be 1 main activities beyond the traditional project management activity that will be the development of the DO-IT digital publication.METHODOLOGY USEDThe main methodology a part the traditional project cycle management activity, is the one dealing with social science action research methodology.RESULTS AND IMPACT ATTAINEDa 150/180 pages of a digital publication on how to better manage the effects of the Corona virus pandemic on the learning and teaching to young people of foreign origin, by also taking in consideration the use of digital tool.LONGER-TERM BENEFITS1. promoting the social inclusion of people coming from a migrant and low socio-economic background;2. contributing to increasing the skills of teachers and trainers in dealing with learning and teaching to young people of foreign origin, by also taking in consideration the use of digital tool;3. contributing to reducing early school leaving of youth with migrant background."

<< Background >>This project proposal starts from an essential need: the reduced capacity of the consortium to work transnationally and, especially, in a cross-sectoral approach to address youth with migrant background drop-out. Schools are often left to their fate and must deal with the problem of migrant youth dropping-out most of the times on their own. Youth organizations, chambers of commerce, associations of young people of foreign origin as well as training centers go their own way as well. They only become aware of the problem when it affects them directly.Many studies and research conducted over the past years have largely demonstrated how students who belong to disadvantaged groups, and among these those who come from a migrant background, have a higher risk of dropping out of school than natives. The Covid pandemic19 has already shown how this risk has further increased. The issue of early school leaving and that of social inclusion are a key points of the new Erasmus + programming. For a number of years now, we have advocated on the importance to take a holistic approach to the issue of education and to conceive education as a task entrusted to a broader community: that is why we applied to this project.<< Objectives >>The general objective of this proposal is to contribute in trigger modernization and to reinforce the response of education and training systems and youth policies to the main challenges provided by the migrant youth school drop-out and social exclusion, by building the capacity of the consortium to work transnationally and with a cross-sector approach. By implementing this project we want to achieve: 1. an opened synergies and reinforced cooperation with local organizations/partners active in different fields than education, training and youth or in other socio-economic sectors (strengthening collaboration among all actors within schools, as well as with families and other external stakeholders); 2. an increased allocation of financial resources (other than EU funds) to organize EU/international projects in the field of education, training and youth; 3. an increased quality in the preparation, implementation, monitoring and follow-up of EU/international projects and increased capacity and professionalism to work at EU/international level: improved management competences and internationalization strategies.<< Implementation >>YOUCAN project plans several activities.3 transnational meetings will provide the places and the time to monitor the activities carried out. There will also be 6 Organization to Organization (O2O) tailored trainings during which a participant will take part in a week of training at another organization that is part of the consortium with the aim of reinforcing the cooperation with local organizations/partner, increasing allocation of financial resources (other than EU funds) to organize EU/international projects in the field of education, training and youth and increasing quality in the preparation, implementation, monitoring and follow-up of EU/international projects and increased capacity and professionalism to work at EU/international level. 2 project results will be produced: YOUCAN best practices publication: will identify best practices coming from projects that have focused on the importance of cross-sectoral cooperation to address youth with migrant dropout from school.YOUCAN toolkit publication: the toolkit will have a very practical objective: training members of the participating organizations in increasing the quality in the preparation, implementation, monitoring and follow-up of EU/international projects and increased capacity and professionalism to work at EU/international level by better knowing the project cycle management. There will also be 1 learning, teaching, training during which participants will be trained to using the YOUCAN toolkit. There will be also 6 local multiplier events and 1 final multiplier event during which the project activities and results will be disseminate.<< Results >>Once the project is concluded, the partnership will have some increased competencies in working across borders and across sectors. Not only that. The organization of a O2O training, a kind of job shadowing, that will be carried out by a participant at another organization will allow to have direct and specific experience of the skills of the members of the host organization. In addition, at the end of the project and still in general terms, it will be possible to observe an increased synergy and cooperation among the organizations that are part of the consortium, which will allow to have increased the allocation of financial resources from sources other than the Eu funding. The last aspect to be considered that will remain once the project is concluded an increased skill in the preparation, implementation, monitoring and follow-up of EU/international projects. Besides, during the project several results will be acquired. To begin with, 6 types of training reports resulting from training that a partnership member will have done at another organization. At the end of the project, instead, the following results will be acquired. - 1 Memorandum of Understanding and cooperation among the consortium signed by each organization participating to the consortium; - 3 projects participation coming from 3 calls for proposals to other than Eu funds; - 1 best practice publication: of about 50/80 pages in the languages of the countries participating in the project (French, Spanish, Italian, Greek and Portuguese) to which English will be added; - 1 toolkit publication: of about 30/50 pages in the languages of the countries participating in the project (French, Spanish, Italian, Greek and Portuguese) to which, again, English will be added.

"CONTEX: The current numbers of early school leaving (ESL) are impressive as far the EU 27 countries and non-EU countries is concerned. According to the Final Report ""Reducing early school leaving: key messages and policy supports"" (Nov. 2013), in the first case we have a 22.8 % and for the second 26.7 % while the native born early school leaving data at 11.6%.In particular the percentages of ESL non-EU born students in the partners countries are : Belgium 26%; France 22,7%; Italy 40,5%; Portugal 19,4 %; Norway 15,3%. According to these data the consortium decided to develop the SHIP project. OBJECTIVES:The principal objective was to reducing the ESL percentage of the students with foreign origin. SHIP project wanted to ensure a parents involvement in the school activities by giving them the possibility to be aware about what is happening within the school attended by their children. In order to reach this aim, improving communication between parents and schools and establishing positive educational environment at home for pupils with migrant background was a precondition. PARTICIPANTS: SHIP targeted 56 parents with half of them in an experimental group and the other half in a control group. Parents were coming from a migrant background and they have been identified according to their origin and the school attainments of their pupils. On the first group it has been implemented the largest part of the activities while the second was just taken as a group control and for measuring the impact of the project. ACTIVITY ORGANIZED AND METHODOLOGY APPLIED After the project redesigning, the coordinator organized the project kick-off meeting on the 01/12/2016. Project managers of each organization have participated and we were ready to start with the IPA (Internal Partnership Agreement) preparation and signatures.A second online meeting was held at the end of June 2017 with the aim to organize the short-term joint staff training event in Oslo. The methodology applied during the project implementation is the traditional PCM (Project Cycle Management) methodology.Then, there has been the short-term joint staff training event held from the 18/09/2016 to the 22/09/2016 during which participants have been trained on MIR good practice by using mostly non-formal and informal learning methodology. The training helped also in better adjusting the methodology for carrying out the activities with the parents. In this case the methodology was non-formal and informal Afterwards, we have had also the activity with the parents: language class, school environment explanation, meeting with school teachers, etc. were some of the activities organized with the parents. 2 transnational project meetings were also put in place in order to focus on the state at the art of the project and the project next step. Finally, the consortium has also organized a dissemination activity in order to promote the result and the activity done by the project.LONG TERM BENEFITS: By parents understanding of the importance of a mutual collaboration with schools and by involving other migrants communities, parents involved in the project can have a positive long term effects. On the other side, teachers by sharing the best practice, have have acquired new and complementary tools, skills and methods to work with pupils with migrant background, developing appropriate pedagogical holistic approaches."