<< Objectives >>With 10 – 12 million members, Roma are the biggest ethnic minority in Europe. The key to their inclusion is both education and an unlimited access to professional orientation and job preparation. “pROceed goes practise” aims at raising the flexibility of opportunities in VET, at reducing prejudices and stereotypes, at counteracting the discrimination of Roma in education and employment and at promoting their socio-economic inclusion.<< Implementation >>Apart from the activities for the elaboration and dissemination of the project products, the partners from Germany, Bulgaria, Greece, Hungary, North Macedonia, Romania, Serbia and Slovakia implement project meetings, two Pilot Trainings for the education of trainers, information and sensitisation events for teachers and social workers in schools, multiplier trainings, workshops for employers, the testing of the project products and a European Conference.<< Results >>Project results are among others:1. Guideline for the professional orientation of young Roma2. Online Self Assessment Tool for Roma for identifying appropriate jobs3. Accredited Curricula for the implementation of training courses for the preparation of adult Roma for selected jobs4. Successful finalisation of the training courses by 140 Roma5. Manual for employers6. Dissemination and exploitation of the project results

"<< Background >>„…They steal like ravens, are not willing to work and a people of restless nomads…“ – if it comes to Roma we are quick with prejudices. However, much heavier is the fact that they can be mobilised at any time what is not only reflected in regular riots but also in their actual living conditions in a sad way. They are still the poorest, the most unemployed, the least educated and the shortest living Europeans.With estimated 10 – 12 million members, Roma are the biggest ethnic minority in Europe. Almost 5 million live in the partner countries of the project. A relevant reason for the permanent discrimination of Roma is their low education level. Therefore, the disadvantages in the education sector that is a central field for the social integration and rise particularly of such a young population are the most obvious. A real segregation exists. In the new strategic frameworks of the EU for the integration of Roma, a row of objectives is fixed. Until 2030, the actual equality, the socio-economic inclusion and the reasonable participation of the Roma shall be achieved (Factsheet of the European Commission, October 2020).<< Objectives >>RESUME would like to contribute to those ambitions objectives in the partner countries concretely by achieving - an improvement of the access of Roma to education and lifelong learning; - an avoidance of drop-outs from education measures;- a promotion of the equal quality of education offers for all learners; - an improvement of the learning success of Roma; - the visualisation of the damages done by discrimination and segregation in education.<< Implementation >>Activities of the project are:- the joint elaboration of the project results by the project partners in the frame of transnational thematic work groups- Workshops ""RESUME"" for stakeholders from all fields of education- Intercultural trainings for education staff belonging to the majority- Education of 48 Roma Inclusion Mediators- Implementation of a 12 months Test Phase in the partner countries with a scientifically attended evaluation- European Conference for experts and stakeholders from other European countries.<< Results >>Results of the project are:1. Curriculum and training material for the education of Roma Inclusion Mediators.2. Online-Toolkit for Roma Inclusion Mediators supporting their practical work.3. Illustrated Romanes primer for children and adults.4. Training material for the training of trainers who will educate the Roma Inclusion Mediators.5. Training material for the intercultural training of education staff belonging to the majority.6. Training of 16 staff members of the partner organisations (partly Roma themselves) as trainers for the education of Roma Inclusion Mediators.7. Education of 48 Roma Inclusion Mediators in the partner countries. 8. Intercultural trainings for 80 kindergarten and school teachers, adult educators and vocational trainers.9. Use of the newly acquired knowledge and skills by the Roma Inclusion Mediators in the frame of need-based and appropriate mediation activities.10. Dissemination and exploitation of the project results."

"""Whe nyo ur eadt hi ste xty ouk no whow itfe elsi fyo uc ann otr eadp rop er ly.""(source of the German text: ""Grundbildung in Europa: Projekte und Perspektiven"", NA BIBB).According to UNESCO, an estimated number of 73 million adult Europeans are considered as functional illiterates. This is equal to 1/5 of the employable population aged 18 to 64 years. Taking reliable figures on the extension of functional illiteracy into consideration (e.g. leo – Level One Study in Germany), this concerns 6.2 Mio. adults in Germany, 2 Mio. in Greece, 1.2 Mio. in Hungary, 0.2 Mio. in North Macedonia, 3.8 Mio. in Romania, 0.8 Mio. in Serbia and 0.5 Mio. in Slovakia. Unfortunately, there are no valid figures concerning the literacy rate of Roma. Experts say that the share of functional illiterates among adult in urban regions of the partner countries is about 60 per cent, in rural areas partly up to 80 per cent. Women are particularly concerned. Unfortunately, the low education level is still a relevant reason for the permanent discrimination of Roma. Disadvantages in the education sector which is a central field for the social integration and raising of such a young generation, are particularly visible. A real segregation exists. Many times, functional illiteracy is the reason for the difficult access of Roma to education and employment as basis for their social integration. For this reason, a Curriculum for alphabetisation courses for the improvement of the literacy of Roma in the fields reading, writing, numeracy and IT that is in line with their specific needs was developed in the Strategic Partnerships „RomABC goes Europe!“ and „RomABC – the next dimension“. During the testing of this Curriculum in the frame of according courses, it got obvious that an insufficient health literacy and a lack of basic civic knowledge is also limiting the every-day-life of Roma relevantly. Therefore, the further development of the Curriculum for raising the literacy grade of adult Roma by those emphasis is the centre of our follow-up project.The comparable high share of functional illiterates among Roma does not only require a possibly nation-wide offer of tailored alphabetisation courses, accordingly trained adult educators but also innovative training offers and adequate training material. Those needs shall be covered in the project by:- the further development of the Handbook for trainers including the vocabularies- the education of trainers in a Pilot Training- the utilisation of the training material for webinars and - the development of a blended learning course for the alphabetisation of Roma from level 3.In the frame of a study the partners will implement in their countries, additional disadvantaged target groups shall be identified for which tailor-made alphabetisation courses would also be necessary. The resulting needs for the modification of the Curriculum and the Handbook shall be found out as well. „RomABC moves forward“ will be implemented by partner organisations from Germany, Greece, Hungary, North Macedonia, Romania, Serbia and Slovakia and aims particularly on a reduction of the number of functional illiterates among adult Roma, the raising of their employability and the increasing of their share in adult education measures. Thus, the project contributes concretely to the implementation of the post-2020-EU-Framework for national Roma integration strategies and the according national strategies of the partner countries."

Covid-19 is having a devastating effect on the Cultural and Creative Sectors (CCS) across Europe. Thus, there is a strong need to enhance the development of entrepreneurial and creative skills of the young generation to stimulate innovation and make the CCS more resilient. However, the creative curriculum has been marginalised in European schools. From UK and Belgium to Greece and Serbia -even before the covid-19 crisis- secondary schools were under enormous pressure to focus on core subjects which resulted in schools being forced to reduce, and even cut, creative and cultural subjects from their curriculum. Hence the CCS and education system need to quickly innovate to provide students, educators and CPs with the understanding, skills and opportunities to support the sector. In parallel, youth unemployment in Europe is high and people who want to work in the CCS need to develop entrepreneurial skills to contribute to the post-covid recovery of the sector. A PEC study found that creative graduates are three times ‘more likely to be self-employed, freelance or running their own business than non-creative graduates’. Moreover, schools across Europe have reported that creativity is one of the most important factors when attempting the new normal. Thus, we need to harness the knowledge and skills of current professionals in the CCS to inspire and educate the students of today and empower them with innovation and entrepreneurial skills, so that they can become the creative, innovative and resilient professionals of the future. The objectives of Creatives Academy project are to: Empower secondary school students to become the creative professionals of the future and contribute to resilient recovery in the CCS by sharpening their creative and entrepreneurial skills; provide students with high quality encounters with creative professionals to provide information and mentoring on both industry knowledge and transversal entrepreneurial thinking and skills; help schools and educators develop the knowledge and confidence for embedding these practices in their educational setting.CA will provide a comprehensive creative, entrepreneurial, careers and competence development based curriculum that harnesses the knowledge and skills of current CPs to inspire and educate secondary school students and empower them to become the creatives of the future. The expected results of the project are: CA framework: creating the project framework which will set out the rationale, contexts, practices and processes for the Creatives Academy (CA) model; CA Student curriculum: the project will provide a comprehensive handbook and resources for educators to implement the CA framework and foster the creative futures of young people; CA Toolkit for Teachers, will provide thoughtful, comprehensive resources, to increase teachers’ confidence and skills in applying the CA curriculum in different settings; CA Audio-visual Guide for CPs will equip CPs with the skills and confidence; a training activity is also planned for the intense training of teachers and CPs. The project aims, through training, pilot applications of project’s outputs, dissemination and multiplier events, at engaging at least 150 secondary school students, more than 200 teachers and CPs and reach out to more than 2000 school staff, arts and education stakeholders, community members and policy makers.A participatory approach and process throughout the project will ensure that each IO is co-created by the whole team and thus benefits from the field- and location-based knowledge of each partner. SEi will be supervising, coordinating and managing the project while the rest of the partners will contribute accordingly and leading their respective IOs. All IOs will follow the phases of ‘Preparation’, ‘Design and Implementation’, ‘Pilot testing at School’, ’Evaluation and Fine-tuning’.The project anticipates a considerable impact on: teachers who will be trained on how to work with CPs within the school environment and curricula, in a cross-sectoral way and enhance their project based thinking leading to their personal and professional development; students who through engagement with CPs professional encounters will enhance innovative thinking, their motivation for the CCS, gain quality knowledge in the field of creativity and entrepreneurship to become more resilient; CPs will increase their professional capacity of working in a schools and develop new audience. The project will also have considerable impact on schools’ profiles which will pluralise their curricula. CA aims at eventually opening the dialogue with policy makers on the importance of the creativity and entrepreneurship education and the support to the CCS as such. Main Exploitation Goal: to ensure that CA outputs will be utilised after the project completion by secondary education schools in the 4 partnering countries and beyond to foster the next generation of creative thinkers and changemakers in Europe.

Covid-19 has initiated a new era to the way we live, learn and interact. Schools are invited to change the way they function, shifting their methods to digitalisation, sending children at home and interacting with them online in an attempt to retain the school main schedule whilst losing touch with more social and creative activities when arts subjects in schools in several countries have been eliminated from the curricula. At the same time the Culture and Creative Sector (CCS), a sector with a major socio-economic contribution, has been hit hard by the pandemic while being already in a difficult position with little recovery plan since. In this respect, creativity scholars are advocating for years towards incorporating teaching for creativity at all levels of education. Our needs analysis indicates that teachers are in need of professional development that will enable them to apply creativity in lessons and establish learning environments that encourage creative growth. Therefore, responding directly to their needs, Social &Cultural Innovation Labs (SCIL) will attempt to bring the CCS back to schools but on a new basis of a cross-sectoral, purpose and community driven partnership, building capacities for teachers and creativity and innovation for students. To accomplish this mission, the project is setting the following objectives: Reinforce the development of creativity at school by creating a framework and a curriculum for establishing cross-sectoral partnerships among schools and CCS; train teachers of secondary education on applying arts-based educational tools, such as digital art and augmented reality, on a new collaborative, learner-centered, challenge based and purpose driven approach; equip students with the necessary arts-based tools and competences to collaborate with multidisciplinary teams and develop creative and innovative solutions around societal challenges.Therefore, teachers and students of Secondary Education are within our primary target groups as well as CCS professionals and local communities who will be actively involved in SCIL in the 4 partner countries. Intellectual Outputs foreseen for the SCIL project are:1. SCIL Student arts-based Curriculum for introducing and applying digital art and campaigning tools with real hands-on case studies2. SCIL Teachers’ Training programme for the development of teachers’ competences and the methodological integration of new forms of art and advocacy tools in curricula, leading to social innovation3. SCIL Audiovisual Hub with tutorials, ready-to-use materials, step-by-step methodology and testimonies of SCIL participants4. SCIL Interactive Platform, with dialogue forum and the creation of an online community of students, teachers and artistsA joint staff training is foreseen for teachers and artists as well as multiplier events in al countries. The project implementation is structured around the 4 IOs and their implementation is planned for 24 months. All activities carried out serve the production of the IOs that will unfold in the following phases: – preparation – design and development– testing-evaluation and fine-tuning.The production of the above results will ultimately lead to the following long-term expected impact:Support students in acquiring and developing new age necessary skills that will transform them into up-to-date, creative and active citizens; enhance teachers’ professional development by supporting them to apply innovative interdisciplinary teaching practices related to creative citizenship education; engage students, teachers, schools, artistic groups and associations, parents, community stakeholders and policy makers to build an ecosystem that exposes and encourages children evolve more creative competences using tools from the CCS to solve problems, change perspective and gain confidence; building long-standing partnerships between schools and the community; advocating for updated arts education in schools.The main exploitation goal for the future is to ensure that SCIL outputs will be utilised after the project completion by secondary education schools in the 4 partnering countries and also beyond so as to foster the next generation of creative changemakers in Europe.