Many European Union member states have accepted newcomers in their societies for decades. However, no one was prepared for the mixed, increased migration flows that Europe has faced since 2015. Not only were individual member states not prepared, but they struggled to define an effective, common response to the arrival of asylum seekers and migrants.While the media and public debate have focused on the initial reception of migrants, recent increases in new arrivals have exposed the underlying governance weaknesses for both the short and long-term responses for integration. According to a 2018 OECD report, refugee and migration integration needs to happen where people are, in their workplaces, in their neighbourhoods and the schools to which they send their children, in the local supermarkets where they shop, and in the public spaces where they will spend their free time. Successfully managing increasingly diverse local areas in terms of origins, cultural and religious backgrounds requires effective co-ordination between central/federal and subnational administrations, active local communities and local authorities capable to design what successful integration should look like and communicate their vision to citizens. Ensuring access of migrants and refugees to mainstream services is an important aspect. In this framework, the project seeks to support migrants and new comers as well as organisations (either state or non governmental) that deal with such populations, by developing an easy to use tool that will enhance their ability to interact, facilitate their access to services and places of interest and familiarise them with their new environment. The main goal of “EUFAST” project is to reach out migrants and refugees, train them in oral communication skills (listening, body language, friendliness, clarity, empathy, respect) aiming at their fast integration, culture awareness and active participation in the society. The training material, offered through role – playing, multilingual, social stories scenarios enacted through the use of mobile devices, will cover skills ranging from basic interaction with people in the neighborhood, to using public services and interacting with local people. The project aims through oral communication training to prevent and tackle exclusion and discrimination, foster mutual understanding, fast integration and respect among people from different cultures and lay the foundations for active citizenship. EUFAST will help newcomers to develop skills so as to faster understand and adjust in their new country.The acquisition of social and civic competences is one of the major objectives of Europe for the near future; however, there are several shortcomings in education and training setting that EUFAST project aims to tackle with. The challenge of harmonious co-existence in a heterogeneous society and migration-related diversity asks for educational policies that are able to respond to the needs of the entire population. Knowledge of the language and familiarisation with the habits of the reception country is fundamental for migrants and refugees in order to avoid first and foremost social exclusion, and consequently exclusion from the job market or other opportunities for professional and personal development. EUFAST project is offering a methodology for faster acquisition of oral skills and civic competences in a simple and engaging way. EUFAST project will involve role model migrants and/or refugees in all participating countries that have been successfully integrated in their new societies. The objectives of EUFAST project are:-Developing and implementing innovative methods and practices to foster inclusive education.-Enhancing the acquisition of social and civic competence-Supporting the inclusion of newly arrived migrants in good quality education-Involving role models for greater impact among target groupsThe project consortium is capable to mobilise the necessary resources for achieving the project goals. A healthy mix of researchers, trainers, business people, technicians and developers from all partners are ready to collaborate towards defining the learning materials, developing the ICT tools, contacting target groups, testing, evaluating and disseminating the project results, as well as ensuring sustainability of results beyond the project’s conclusion.The transnational approach will help the project to co-design and evaluate the tools in different cultures and with refugees and migrants from different origin countries. The consortium is composed from 8 partners from 5 European Countries (Greece, Cyprus, Germany, Italy and Spain) collecting all the required expertise in the design and development of the project outputs. The duration of the project is 24 months. The project outputs will be offered for free through the project website, Erasmus+ results platform, while the apps will be offered for free from the relevant stores.

DAY PLOT project starts from the Recommendation of the EU Parliament and Council 2006/962/CE which stresses the 8 key competencies for lifelong learning that are skills and competencies of which “each one need to allow personal development, active citizenship, social inclusion and employment”. It aims to elucidate this framework to help disadvantaged young people not working and not studying, also thanks to ICT for learning. DAY PLOT is linked to at least three priorities of the Programme (inclusion, key competencies for VET, digital era).The target of the project is the group of professionals working with these disadvantaged young people such as: the Practitioners of School, University and/or Labour guidance; the Practitioners of Working market Agencies and of the Employment Centres; trainers and teachers of the VET sector. The final beneficiaries are the young people with disadvantage condition; in particularly NEETs and migrants looking for a VET opportunity or for employment. The main stakeholders are all the organisations involved in the inclusion area (VET schools and institutes; Public Administrations dealing directly with the young and with education, labour and reception policies; trade unions; enterprises, etc.)The concrete aim of the project, articulated in 6 innovative IOs, is to build with and to offer to the direct target a set of useful tools to help the young people with disadvantage condition ageing from 18 to 29 years with specific training, education, in order to facilitate their entrance in the more appropriate VET channel to strengthen their competencies and/or in the labour market.Throughout the project’s life the target group will test innovative e.learning modules (ECVET version) on a MOOC platform used for the competence assessment and development, in order to enhance the training/employment chances for the disadvantaged young.At the beginning of the project a Report on the needs and best practices on the topic of the key competences development at EU level will be performed in order to support the following assessment and training activity.An original diagnosis tool kit based on innovative frameworks, including gamification and survey will allow practitioners and teachers to map the key and professional skills of the young Neets/migrants and to assess their level, allowing also the practitioners to support the young people in writing a personal Europass CV.DAY PLOT has also other innovative IOs; a feasibility study for the platform which will be able to automatically match client-enterprise using a specific database with original solutions (high interactivity and competence tag); the Guide Line report which will help for a correct performance of all the new tools and a Report aimed to insert the DAY PLOT tools in the framework of VET and inclusion policies.The partners are all expert of EU project in this area (except P1) and have been already engaged in one or more project topics. The Management of the activities and the coordination of the partnership will be done by Antares; all the partners will contribute to the management of DAY PLOT. In particular Eulab Consulting will coordinate the Quality system; GEMS will coordinate the dissemination activities; HIOA-AFI will suggest the Sustainability Guide Lines for the project; Hafelekar will coordinate the partnership internal and external communication and CRIA will coordinate the internal evaluation of all the produced IOs. A specific care will be devoted to support the communication and the experience exchange among the partners (5 partnership meetings will be held), in this way a team focused on the DAY PLOT success will be realised.An important part of the process will be the dissemination and sustainability of the results; the involvement of 1500 interested people, coming from the 3 groups above, is foreseen. Several communication tools will be used in order to amplify the impact not only inside the partners and their territory, but also at national and European level. The goal will be to get new products (translated in 5 languages) interesting for a large number of the target group members; they will be innovative, free of charge, with an EU dimension and ready to be implemented.

"The “SAVE - Social Added Value of Employability” project was designed to fully achieve the goals of the horizontal objective ""common values, civic commitment and participation"", through innovative training interventions for adults with low schooling, in order to trigger a virtuous circle between formal and informal education on the issues of global citizenship and social inclusion.Low schooling is one of the main socio-demographic negative variables linked to inclusion behaviors and global citizenship. In particular, adults with a low schooling level are a target at risk of radicalization, given that the crossing of those two data (age and school level) can easily lead to hate and xenophobia phenomena, especially in the present digital age where a basic literacy is fundamental to be able to recognize fake-news and participate positively in the community.Most initiatives to promote common values and intercultural skills, carried out by the project partners and more generally in Europe, have so far focused on a target of young people mostly with reference to the formal education system, while very little has been done for a target of adults. Therefore, another project’s objective is to improve the training offer’s quality provided by Training agencies for adults with low skills/qualification. Such improvement will be achieved adding to the training courses a transversal dimension of inclusion values and active citizenship, represented by the subject of global citizenship.The SAVE project refers to 2 main priorities of the Erasmus Plus Program: 1) HORIZONTAL - Common values, civic engagement and participation; 2) ADULT EDUCATION - Improving and extending the supply of high-quality learning opportunities tailored to the needs of individual low-skilled or low-qualified adults.Hitherward, the project will provide teachers (and other professionals involved in the planning and delivery of training activities), with a User Manual of the SAVE educational model (IO3) and an assessment toolkit (IO2), in order to convey teaching methods in line with the new needs. Third Sector Bodies will be involved together with training agencies, to structure educational paths not only based on skills and knowledge, but also aimed at raising awareness towards universally shared needs and values, with a view to corporate responsibility.The project partnership boasts an extensive experience in European projects’ design/management and in planning professional training courses and initiatives based on global citizenship and social inclusion. The partners of SAVE project are: Solco Srl (IT) Head of Management/Administration and IO1’s leading partner; CEMEA del Mezzogiorno (IT) responsible for Impact and Dissemination, supporting partner to IO1; Association Odyssée (FR) responsible for Communication, supporting partner to IO3; Akademie Klausenhof (DE) responsible for Sustainability and leading partner for IO3; University of Celije (SL) responsible for Internal Product Evaluation and leading partner for IO2; CRIA (ES) responsible for the project’s Quality and supporting partner to IO1.The outcomes produced by the partnership, within 3 IOs, will offer: a Methodology Vademecum (IO1) which will contain the guidelines of potential activities and contents related to global citizenship, to be integrated into the training courses offered by the training agencies working with adults; a Qualitative-Quantitative Assessment Toolkit (IO2) which will help teachers/trainers to analyze the skills developed in the offered training courses and the relevance of those skills in the training courses enhanced with the global citizenship/social inclusion topics; a User Manual for the SAVE education model (IO3), drawn after testing a training module containing the project’s results, aimed at being shared and integrated with the training offers and methodologies applied by the training agencies at local, national and European levels, able to guarantee added value to the target group (teachers) and a positive effects for the final and potential beneficiaries.Finally, an important operational segment of the process will be the dissemination and sustainability of the results. In order to involve the largest possible number of potential users of the User Manual for the SAVE education model, many and diverse forms of external communication will be used to increase the impact both in the partner countries and throughout all Europe. The goal is to create products (to be translated in the 5 languages of the partnership) that can be interesting for a large number of people for their innovation, free use, European dimension and immediate usability."

"The project ""MELoDY - MEthods for Learning Disorders in Youth"", was born as a new melody to listen, interpret, share and promote based on the most innovative methods at European level and on the best practices at school level in the treatment of disorders related to learning of boys and girls of school age and at real risk of ESL, starting from an comparative analysis on the condition of Learning Disorders within the school curriculum. There are laws that protect the right to study, but students with Learning Disorders need more time and compensatory and dispensatory means and also a greater preparation, as well as attention, from the teaching staff. The MELoDY project refers to 3 main priorities of the Programme: 1) SCHOOL EDUCATION: Supporting schools to tackle early school leaving (ESL) and disadvantage; 2) SCHOOL EDUCATION: Strengthening the profile (s) of the teaching profession; 3) HORIZONTAL: Social inclusion and with this in mind the project aims to transfer to the teachers, the target group of the MELoDY project, a new method of approach with the boys and girls with LD and provide them with a toolkit, a distance training module consultable and available at the end of the training in the presence and the MELoDY Charter for all the contributions, which can then be used in the classroom and which can, on the one hand, facilitate them in the relationship and management of young people with LD and, on the other, face the risk factors that make these young people more vulnerable and at risk of ESL school dropout, to be considered as final beneficiaries. The partners are all experts in European projects in the sector (except P5, which however specializes in teaching and assisting young adults with special needs in completing an education and / or finding and keeping a job) and has already worked on a or more topic of the project. In this partnership of 7 partners, Antares (P1) will coordinate the project and all the other partners will contribute to MELoDY's management, in particular: CRIA (P3) will coordinate the Quality system, GEMS-NI (P2) will coordinate the activities of Dissemination and Impact; SPIR OSLO (P5) will propose the guidelines for the sustainability of the project; DESINCOOP (P4) will develop and coordinate the communication plan, while the IC SPOLTORE school (P6) will coordinate the internal evaluation of all the IOs produced by MELoDY in collaboration with the (P7) AEFH-Agruption de Escolas ""Francisco de Holanda"". Particular attention will be focused to foster communication and exchange of experiences between the partners (5 project meetings will be organized) in order to create a close-knit team focused on the full success of MELoDY. The tools produced by the partnership, within the 6 IO, will offer recipients and beneficiaries an integrated package of innovative tools such as the Toolkit for teachers specialized in DSA that arises from the results of the comparative analysis; the E-learning module for teachers that aims to provide the teachers involved with a valid context and training tool directly addressed to the target groups (self-training) with the aim of providing all the necessary information on the good practices already in place, on the results obtained, on the need to identify and contrast prejudices in order to favour a collaborative and inclusive approach between those who will then deal with the final beneficiaries and finally the MELoDY Charter which systematizes all the work done, enhancing the philosophy and products, underlining how the methodology used is able to guarantee added value to the target group-teachers and significant positive effects for the final beneficiaries - young people with LD and potential ESL. Finally, an important operating segment of the process will be the dissemination and sustainability of the results; with the explicit intention of involving the widest possible number of potential users of MELoDY tools and methods, to obtain an appropriate impact at local, national and European level, numerous forms of external communication will be used to increase the impact not only at the level internal to partners and territorial, but also at national and European level. The goal is to create products in the 5 languages of the partnership that can be interesting by a large number of people being innovative, free, of European dimension and immediately usable."

POPULART project, using ART as a vehicle offered unique pathways to adult education for active citizenship, personal development and fulfillment. POPULART promotes human development by self-motivation for learning and therefore enhances individual skills development and the ability of each trainee to take responsibility for his own life. POPULART also strengthens the development of civil society and the society as a whole, as well as the development of democratic values. Additionally, through the Community Psychology course that POPULART offers, serves as a mean to promote the wellbeing, crisis management, multiculturalism, internationalization and global justice. POPULART delivered a methodological framework for using arts in Popular University, and 11 interactive and multimedia courses on Community psychology through Arts. Community Psychology employs various perspectives within and outside of psychology to address issues of communities, the relationships within them, and related people's attitudes and behaviour. Using ART as the trigger, POPULART combines disciplines which have been isolated from one another under traditional educational models. The objectives of the project were: -To change attitudes and stereotypes regarding adult education. -To create a training methodology, adequate for Popular University, promoting art-based experiential learning for adult education. -To develop ICT tools (arts database and interactive e-books authoring tool) that will help trainers to apply art-based training in the framework of POPULART and for future courses. -To develop training material on Community Psychology in the form of e-books(using ICT), engaging adult learners through art. -Offer lifelong learning that is accessible to all, regardless of age, vulnerability, religion and educational, cultural and economic backgrounds. The adult participants that were involved in the training courses were: -66 from the city of Nea Smyrni, -43 from the city of Sant Boi, and -27 from the city of Limassol. The majority of the participants were low skilled and low qualified, while many of them were adults with fewer opportunities(Economic obstacles, Cultural Differences and Disability). The total number of the participant was 136(from the 130 originally planned) but there were some slight differentiations in the numbers per country. From the 96 applied for certification and 91 received a certification. The activities of the project included: A0: Project Management A1: Pedagogical framework for art based adult education A2: Development of the ICT tools A3: Development of the Community Psychology course in the form of e-books A4: Training And Certification A5: Exploitation A6: Dissemination TheIntellectual Outputs are: O1: POPULART methodology O2: Arts online database O3: ICT Platform O4: Art based training course on Community Psychology(11 ebooks) O5: Certification Scheme for the Certification of Assessment O6: Sustainability, exploitation and replication guide During the project 2 workshops, 2 focus groups and 3 multiplier events took place for the dissemination of the project. The particpating countries were Greece, Spain, Cyprus and UK. These include municipalities active in adult training, a University that is involved with Arts, a Software company with expertise in educational applications, a specialized company on Psychology and training, a Certification company, a company active in the training field and the Hellenic National Commission UNESCO.