"Our project entitled ""Inclusion and Integration - Enrichment through Diversity"" aims to bring German and Portuguese young people aged 15-17 years (15 in each group) into contact with other members of the society, so that they develop more tolerance, openness, empathy and social commitment through subsequent reflection. These members of society are members of the community of both schools and are therefore of particular relevance to the wider school community into which the results are subsequently brought:In Lisbon, these are young people of African descent who, due to Portugal's colonial past, belong to the Lisbon population - but not to the school clientele there. In Rotenburg, the Rotenburger Werke is a social institution in the region, offering a wide range of services for people with mental disabilities (housing, work, education, support), who characterise the population of the small town.Our aim is to bring the participants of the project together with the respective minority in manual-oriented workshops through the Bildnerische Werkstatt in Rotenburg or various cultural institutions in Lisbon. In doing so, the respective (artistic) activity must result in a form of communication that goes beyond verbal communication. Through practical work, the young people experience their new, different counterpart - but in the musical-artistic field also themselves. In the guided process of reflection and exchange that follows - also over distance via eTwinning - these socio-cultural experiences are deepened and lead to a new, different view of the minorities involved with their very special, sometimes certainly unexpected strengths and their history.These insights prepare the final phase of our project: Against the background of the sensitisation to the particularities of other groups of people, the project participants will deal with the European Human Rights Treaties. The visit of the International Court of Justice in The Hague in this final phase of the project will first be prepared through eTwinning in binational groups. As this is the only UN body outside New York, our work on minority rights will also be taken to a global level. In addition, this final activity is an opportunity, not only in view of the final report, to evaluate the personal experiences of the previous months. The results will be compiled, documented in several languages and also recorded on film. These documentations, in the form of a school yearbook or moving pictures, serve as a basis for further work on inclusion and integration by the entire student body in both schools.The decision to place the young people in host families during the two activities in Rotenburg and Lisbon guarantees further intensive intercultural experiences: The immersion in the everyday life of a family in the host country requires openness, adaptability and willingness to communicate. These qualities are criteria for the selection of our project participants (15 each), who all have knowledge of at least two foreign languages. Therefore, the required authentic, binational communication will certainly lead to an overall improvement in communication behaviour, which will have a positive effect on foreign language learning apparently.Although our project "" Inclusion and Integration - Enrichment through Diversity"" has its focus on socio-cultural contents, it certainly contributes to the personal development of our young people, who through their open-mindedness and curiosity learn to appreciate and preserve values that make them valuable members of the European community."

"In a society where technology is progressing at a dizzying speed and because of it, from an early age, children are assailed by real avalanches of information, the sciences of education are increasingly oriented towards the return to nature. Children who spend more and more time in the house in front of monitors, know nature only from ""pictures"" and movies. It's time to dump her and move on. A child's potential cannot be developed separately from his emotional, social and physical potential, and this can only be done in a positive educational climate in which children collaborate and help each other, trust each other and their teachers. In order for this outdoor education to achieve its goal, we must try and succeed in extending it to all children, regardless of differences. And we can do this by combining outdoor education with inclusive education. In fact, inclusion refers to the education of all children, according to the concept of ""school for all"". Each child is unique and different, has distinct abilities, learns in his own rhythm and style, and we, as teachers of these children, are meant to adapt and capitalize on these particularities. Inclusive education is one in which all children benefit from a quality education, in an inclusive environment. From our point of view, the best inclusive duchy is done outdoors, in nature and ""with nature"".Teachers must acquire knowledge and skills designed to facilitate the optimal integration of these children. In this sense, we propose an exchange of good practices with partner countries that aims to improve working methods in outdoor activity with all children. Thus, we propose a quality training of teachers in order to apply the techniques and methods learned in working directly with children. Through this project, our kindergarden aims to develop the ability of preschoolers to adapt to the challenges of society by mastering creative strategies for problem solving, relationships and communication, which will facilitate the inclusion of children from vulnerable groups.The specific objectives of our project are:• Carrying out by the 12 staff directly involved in the project an inclusive outdoor education activity per week until the end of the project;• The use by the 12 teachers directly involved in the project of at least three innovative techniques within the activities specific to inclusive outdoor education carried out weekly;• Development of the creative capacity of preschoolers by creating 3 exhibitions with artistic-plastic products, made with materials from nature, to capture the inclusion (with the theme of inclusion) until the end of the project;• Developing the creative capacity of all children by carrying out a thinkering action per month;• Solving five team work tasks within an activity aimed at the cooperation of all team members, during the 4 activities carried out per year, of project in the outdoor environmentEach final activity aims at teamwork with the inclusion of all children, regardless of the vulnerable group to which it belongs; the means of achievement is the team work and the finality is the respective work task fulfilled.Three countries are involved in the project (Romania, Turkey, Portugal). The project will have an impact on all teachers in the units involved in the project, over 100 teachers, but also on the final beneficiaries, at least 1000 children, different or not. The possibility of the project to generate multiplier effects lies, in particular, in the remarkable dissemination capacity of the partners involved in the project. By assimilating the most effective outdoor learning techniques for all children and presented through round tables, visual workshops, the final conference, these actions can acquire an institutional dimension, thus generating lasting multiplier effects.The results of the activities carried out within the project will provide the community with information that will contribute to the improvement and modernization of the Romanian outdoor education system. The importance of spending time in nature will be highlighted, long-term learning.New opportunities will be created to expand the project and its results or to develop new partnerships for the future. Exploiting the results can lead to external recognition of inclusive outdoor activities carried out by us, and sharing the results will allow other people to benefit from the activities and experiences gained during the project, the project results serving as examples and inspiration for others.This project will result in the development of high-performance human resources for preschool education with an emphasis on inclusive outdoor education, which will later be translated into increasing the level of education. Depending on the duration of the effects, we can talk about a prepared and efficient human resource and the exchange of experience that will affect the institutions in the consortium by taking over international know-how."

We may say that in our project we met the main aim – showing our students that the history was and is changing and sometimes there are positive and sometimes negative events. Drawings always reflects events in this period. So, for this reason students really visited the local or national gallery and started to learn how to understand a picture. Only one thing there was bad – we could not visit everything what we wanted because of virus Covid. So sometimes we offer a virtual visiting of some exhibition. In the power point presentation, there are sometimes events from the date when the drawing was made. So, pupils realized changes in our history not only in own country but in Europe too. At the beginning communication was via Skype but at the end we used Teams. Preparing the virtual meeting was easy at the end, but students were unhappy – they wanted to meet in The Czech Republic. We were able to finish our e book about all themes and published into Erasmus+ platform results and in our web pages too. Students exchanges private messages using WhatsApp – at the beginning it was not mentioned but for them was much mor comfortable then E Twinning. Making a questionnaire with their grandparents was very good. Some of them learned new facts about their relatives, seeing old photos, visiting graves for the first time (some of them). We would like to say, that students learn more outside of school in informal way, they proved what they learned at school – the foreign language, communication skills and using the different attitude for creating new opinion.

One of Europe's largest and most complex challenges in modern history is the migration of people. Whether the catalyst is war last the last one in the Ukraine, climate or economic causes, the short and long term impacts of migration on Europe's youth can be life changing mental illness or social isolation. In January 2017 the number of people residing in an EU state with citizenship of a non-member country was 21.6 million. In addition, there were 16.9 million persons living in one of the EU states being born elsewhere in the EU. Social inclusion of all young people, including those from a migrant background, is a key aim of the 2018 EU Youth Strategy. This proposed Partnership therefore reflects a significant need for the successful social inclusion of youth migrants/refugees. Mindfulness is the practice of focusing one's awareness on the present moment, while calmly acknowledging and accepting one's feelings, thoughts and bodily sensations. This encompasses the use of art, yoga and meditation. Youth groups have the potential to embrace these low-cost techniques to engage migrants/refugees into expressing their feelings and it gives an ability to manage one’s mental health long term post-migration. Objectives of the Partnership were to: - share knowledge of outreach to promote inclusion of young refugees and migrants into youth groups, - develop knowledge and understanding of mindfulness techniques by youth workers for the informal, holistic development of young refugees and migrants, - collaborate to create a hub of resources for youth workers for outreach and teaching mindfulness techniques. As described by the UK's National Youth Agency, youth work is an educational process that engages young people in a curriculum that deepens a young person’s understanding of themselves, their community and the world in which they live. This partnership aimed to work with four partners to share best practice in order to create a hub of resources to equip youth workers with enabling safe environments and trusting relationships with youth migrants and refugees across Europe.This is one of the focus areas for experts under the European Union Work Plan for Youth; creating diverse and tolerant societies to prevent marginalisation and radicalisation. The Partnership consisted of: the UK, Italy and Portugal. Enso Group, is an experienced non-governmental group that seeks to enhance the Erasmus +'s aims of sharing best practice internationally in order to create better youth participation opportunities and therefore greater social inclusion across Europe.HRYO is a non-profit, non-governmental organisation founded in Palermo in 2009 with the aim to strengthen human rights at a local and global level. They have a wealth of experience of organising youth groups for migrants and refugees and use art as a medium for expression.Agrupamento de Escolas Trigal de Santa Maria is a school in Portugal and has students from the Ukraine, Cabo Verde, France and also Roma students. The school challenged with educating staff and Portuguese learners in how best to understand the issues these groups face and how mindfulness can help to cope with mental health post-migration.The first TPM at HRYO was attended by:3 participants from Portugal (teachers of Arts, PE teacher and yoga teacher)4 participants in the UK (Enso Group employees, Migrant, Mindfulness practitioner)2 participants from Italy (Youth workers) and several volunteers, Buddhist and yoga teacherIn addition, a few volunteers and immigrants from Ikenga, about 5 people.The second TPM was attended by:7 participants from Portugal (as above)4 participants in the UK ( as above)2 participants from Italy (Youth workers)The C1 was attended by:2 participants from Portugal were unable to participate due to Covid quarantine4 participants in the UK (Enso Group employees, Mindulness experts and a couch,Migrants, youth workers, volunteers)3 participants from Italy (1 Youth worker and 2 volunteers)The partnership promoted outreach material and the use and value of mindfulness in youth work. The preliminary meetings in each participating country provided the group with the context of the partners' organisations and current outreach and youth group tools in order to inform the detailed learning event in the UK. The main learning event included comprehensive mindfulness workshops, collaboration meetings and first hand experiences of outreach and mindfulness in UK based youth groups. We reached our goal of making a positive, sustainable impact through open-licensed outreach and mindfulness materials on the Enso Academy website and other EU platforms such as Salto, EPALE and Project Results Platform. Therefore, this partnership increased the social inclusion of young migrants/refugees, empowered them and increased the skills of youth workers and also the perceived value of youth groups across Europe.

The problem that we will target in our project is the lack of skills and competences of pupils on how to integrate in society. These are pupils who have been exposed to various situations which hinder their learning process. In view of this, the target group of this project will be young people who lack basic skills and competences on how to integrate in society and who come from difficult backgrounds. In fact both the German and Portuguese schools cater for such pupils (among others) whereas the Maltese school targets solely pupils with such problems. The causes for our problem is a direct result of a number of factors such as low social class environments and broken families. On the other hand, the main effect of the mentioned problem is a challenging behaviour which these pupils develop by time. It is evident that there is a vicious cycle between the causes - the problem - and the effects. In order to tackle the mentioned problem, this project will involve 3 short-term exchanges of groups of pupils. This project will involve pupils from 3 different schools. Three groups of pupils will each participate in a short-term exchange which will be held in one of the countries of the participating schools. Each group will consist of different pupils. Hence each pupil will participate in only 1 exchange. Groups 1 will be made up of 16 pupils (4 from Malta, 6 from Portugal and 6 from Germany) whereas groups 2 and 3 will be made up of 18 participants (6 from each involved school). The objectives of this project will be the following: 1) To provide 52 pupils with the opportunity to meet with other young people who have a different culture; 2) To assist 52 pupils to acquire knowledge that will help them improve their life skills; 3) To help 52 pupil to better understand the value of respect; and 4) To develop a strong relationship between 3 European schools. Since the pupils for each exchange will be different individuals, the content of the 3 exchanges will be relatively the same. For each mobility, we will implement the below activities: Day 1 - Introductory talk by the teachers; - Ice-breaking games; - Discussion about the term 'community'; - Cultural visit. Day 2 - Interactive session with a social worker about the topic of respect to self, others (including authorities and the law); - Treasure hunt; - Workshops whereby participants will be presented with different situations and possible reactions to them and the consequence of each reaction. The pupils will have to identify the reactions that are socially acceptable and provide reasons for their answers; - Evaluation session. Day 3 - Workshops (and then group discussion) in which the participants will discuss the cultural differences of their countries; - Cultural visit to a historical site; - Discussion about minorities in society and how these should be treated as human beings; - Evaluation session. Day 4 - Interactive session with career adviser on good employability skills; - Practical session whereby the participants will be divided into smaller groups and they will join 1 of the workshops provided by the hosting school that focus on a particular trade - such as wood works. - Final evaluation session. Methodology: - Introductory talk; - Ice-breaking activities; - Discussions; - Cultural visits; - Outdoor activity (treasure hunt); - Interactive sessions; - Workshops; - Practical session; - Evaluation sessions. The results of this project are the below: - 52 pupils will (a) meet with students from 2 other countries; (b) improve their life skills; and (c) better understand the value of respect; - 52 pupils will be more equipped to integrate in society and this will result in less dependency on same society. Also, the long term result of this will be less social problems as the participants will be encouraged to be law abiding citizens; and - 3 schools will establish a strong relationship. Participation in this activity will benefit the involved participants because: 1) They will broaden their minds as they will meet people from different countries who have a different culture; 2) They will realise that there is a bigger world out there which is full of opportunities; 3) They continue to develop their knowledge about how they should behave in society; 4) They will improve their employability skills; and 5) They will improve their language skills. The potential long-term benefits for the involved schools may be the below: - They will be able to better structure the programmes which they develop for their pupils; and - They will have a good experience as to what is involved in the preparation and implementation phase of a project. The potential long-term benefits for the involved pupils may be the below: - They will become more interested in education and this can have a very positive impact on their future; and - They will be able to better control their behaviour and thus better integrate in society.