Local governments must take responsibility to mitigate, counter, and overcome the impact of the economic crisis COVID-19 is generating, in order to soften the wide destructive effects on social cohesion and risks exacerbating societal tensions for coming. There is a widespread recognition of the need for improvements in governance and in the management of public expenditure, for increasing efficiency across the whole public sector, and for greater collaboration between all stakeholders, central government, and local and regional authorities as well as their associations.Today’s pandemic and its aftermath is demanding a more effective public governance and highlighting the importance of the local public governance schemes. Local governments are responsible for the delivery of essential public services and they represent two-thirds of public investment on average across the OECD area.Given the great diversity of situations and frameworks both across countries and within them, there is no one-size-fits-all solution and policy responses must be tailormade to reflect the fact that, even within countries, different regions face very different challenges and have different assets. Policies to be designed to address the crisis and its consequences have to mobilise local actors, first in support of stimulus and in the consolidation phase. Engaging local authorities will remain a priority. In a context of increasingly volatile and uncertain economic conditions, effective responses by local governments, in harmony with the policies of central governments, are crucial to sustainable growth. Policy co-ordination between the central and local governments is of profound importance to the effectiveness of both.This project based on giving responses to the upcoming new crisis and its consequences paints a picture of today’s situation, which clearly shows that the state of affairs has worsened even further since the previous year.Neverhteless, this situation can be a chance to define a new model of growth based on an endogenous development of territories. We are convinced that it is the municipalities that are best suited to envision their development as they can best use the resources at their disposal, whether they be financial, human or material in nature, thus ensuring the future of our citizens and the wellfare State.The project aims to improve the awareness and training of local elected people from rural communities to become local leaders for social Innovation in rural areas, involving local corporations, civil society organizations, labor market players and service providers in critical times and following the ODS framework. The development and promotion of the implementation of local leadership plans based on local communities will be focused on promoting new emerging services and economies to set population in rural areas and fight against the impact of the economic crisis that COVID-19 pandemic will spread.It is intended to carry out 4 pilot experiences (capacity programs), one in each partner country of the project, to create a toolkit to set local policies for crisis, recovery and sustainable future.General Objective: To develop strategic actions in favor of promoting local rural authorities to lead solutions in order to provide good quality public and private services and set population within the ODS framework throughout:-stabilizing local revenue bases, -improving efficiency and accountability, -combating social deprivation, -“partnershiping” in public services, -promoting economic recovery, -being better resilient communities.Partnership will also focus on service management experiences, so that their partner municipalities be able to continue to provide services despite pressures due to the economic situation. Municipal and regional post-crisis management plans will be drawn up by the municipalities, with the help and expertise of willing local civil society to esure they continue functioning. In this framework, developing such a project which reinforce local institutions gives more weight to local elected officials with their constituents, which means that they are considered the authorities to turn to for crisis management.

"Influence YOUth (I-YOUth) is a 24-month strategic partnership for innovation in the field of Youth aimed at empowering youth and social workers/operators who work with young people at risk of radicalisation, equipping them with efficient instruments and methodologies aimed at fostering critical thinking as well as preventing radicalisation phenomenon.“Youth radicalisation and the associated use of violence have become a growing issue of concern in Europe and its neighbouring regions. There has been a notable increase in hate speech, incidence of hate crimes and attacks on migrants and refugees, propaganda and violent xenophobia, as well as a rise in religious and political extremism and in terrorist attacks in Europe and its neighbouring regions. All of these emerging concerns have highlighted the need to work with young people in order to identify and address the root causes of extremism and prevent their radicalisation, as well as strengthen young people’s resilience, prevent marginalisation, promote equality, emphasize alternatives and reinforce the cohesion of communities in which they live.” (Youth Work Against Violent Radicalisation, 2017 – Partnership between the European Commission and the Council of Europe in the field of youth). The publication underlined the limited impact of youth work within the wider social, political and economic context, the lack of in-depth understanding of the phenomena of violent radicalisation, and the need for further training and networking as well as the necessity of devising new approaches to working on the topic.I-YOUth will explore the potential of Non Formal Education combined with Forum Theatre and Critical Thinking Methodology as a new pedagogical instrument aimed at preventing radicalisation among youth.The target groups involved in the project will be:Youth workers aged 25+ who work with young people at risk of radicalisation for the Joint Staff; Young people aged 18-25 years old (both locals and migrants) for the Blended Mobility of Young People; Young people aged 13-20 years old (both locals and migrants) for the Local Activities. Youth workers/operators and Trainers for the Local Seminar.Expected results:- Research Report “Educational challenges and best practices to prevent radicalisation among youth” which will be constituted by a) national and international existent best practices regarding Forum Theatre and Media Literacy and Digital Storytelling methodologies b) data gathered from national focus group sessions with target group and stakeholders. The Report will be made widely visible on project Web Platform and partners' Websites as well as promoted on multiple levels through offline and online means.- ''Youth Work Preventing Radicalization Among Young People'' Training Course Format based on a brand new joint educational approach of Forum Theatre, Media Literacy and Digital Storytelling methodologies conceived as a term of reference for stakeholder institutions and NGOs to put in place a specific educational offer aimed at training youth workers and operators working with the youth target. The partners will create a draft methodology of training using the results of the Report “Educational challenges and best practices to prevent radicalisation among youth” and their previous experience and expertise with the above mentioned methodologies.- One International Piloting Joint Staff successfully implemented with the involvement of youth workers/Trainers from partner organizations.The Joint Staff will serve as a testing of the Training Format. Participants to the training will be invited to submit their feedback for further improvement and finalisation of the Format. The outcome of the Joint staff will be the draft of the Toolkit ''Educational Pathway to Prevent Youth Radicalization''. The finalised version of the Toolkit will be available in the Web Platform.- One International Piloting Blended Mobility of Young People successfully implemented with the involvement of young people from partner countries. The BMYP will serve as a testing of the Toolkit “Educational Pathway to Prevent Youth Radicalisation” which will be finalised by the consortium after receiving participants' feedback. The outcome of the BMYP will be the educational series ""New GenerAction!"" which will be one of the contents of the Web Platform.- Local Activities implemented in each partner country with the involvement of local and migrant youths. During the local activities young people who participated in the BMYP will replicate the learnt workshops acting as New GenerAction Ambassadors.- Local Seminars implemented in each partner country (1 per partner country) with the involvement of 10 youth workers/trainer from other youth associations, NGOs and institutions that will be trained on how to successfully exploit project outputs in their activities targeted at young people."

<< Objectives >>With this project, it is aimed to develop environmental and waste awareness from an early age, to learn and apply the concept of recycling, to reset the carbon footprint,to learn permaculture and to protect the ecological balance by creating permaculture gardens.Environmental problems are the common problem of every country in the world.For this problem,a solution should be sought from the youngest age. In our project, an advanced environmental education is planned with secondary school students<< Implementation >>In this project, the partners will receive a detailed environmental training from the educational institution in Turkey for threedays. The application examples shared in these trainings will be applied in the schools of the participating countries. Inaddition, each country will create a permaculture garden that will contribute to the ecological balance cycle. A book titled'Environmental Awareness and Management' describing the process will be prepared by the partners.<< Results >>At the end of the project, the expected results of the project are to consolidate the knowledge of the participating teachersand students on environmental education, to raise awareness of recycling, to work in a solution-oriented and cooperativemanner for environmental pollution, to prepare and implement a common work plan by combining different strategies fromdifferent countries. A booklet on environmental education will be prepared at the end of the project.

"<< Background >>Disabled individuals are at the forefront of disadvantaged groups facing many difficulties in social, business, educational life. However, sexual education is one of the most important problems that are overlooked from the most basic problems of disabled people. The concept of sexuality that individuals who are in the process of healthy development due to external factors such as various prejudices and socio-cultural values, learn outside the educational environment in an unofficial way becomes a much more difficult subject when it comes to disabled individuals. However, there is a need for sexuality education that includes specific learning/teaching methods and techniques appropriate to their learning competence so that disabled people can positively behave in the social integration process, protect themselves from possible sexual violence and health risks, and find the sexual identity of disabled people. Therefore, Persons who will play a key role in education should adopt the complementary role of each other, rather than seeing the responsibilities of parents, and school partnerships on sexuality education, and be creating alternatives to each other. According to the UNFPA World Population 2014 report, every year 91 thousand daughters giving birth and 1 in 3 of marriages are composed of girls under 18 years of age and in this ratio ""Around 68% of girls with developmental and intellectual disabilities are at risk of exposure to sexual violence before the age of 18"". In the other mean, Children with disabilities are 3.4 times more likely to be sexually abused than their non-disabled peers. P4I is designed to develop a sexual education model/methodology for mentally disabled individuals. Each activity that constitutes the project content will provide coordinated work of educators/guidance specialists and disabled families, which are the main actors in sexuality education.All the partners in the project have common problems and needs. All of them work with the adults aged 30-80, especially disabled adults, migrants, women facing social and economic problems. In terms of economic status, most adults have low standard of living, low income, dependence on social welfare system. Some of them are in a precarious or unsatisfactory and frustrating private, educational and professional situation. In addition, some of them have physical or sensory disabilities and a chronical health problem. They are mostly disadvantageous adults living in a remote, rural and disadvantaged area. Therefore, this project will contribute to our organisations and our adult members a lot in terms of many aspects. It will;* contribute in personal development of adults to ensure their active participation to civil society life, * inform adults about local, national and international opportunities in adult trainings, * introduce different cultures to adults in order them to achieve an understanding, * provide a space for adults to develop projects for civil society area, * encourage adults to take part in youth related decision-making mechanisms in Europe, * contribute in personal and physical development of disadvantageous adult learners, * provide leisure time activities using sports as a tool,* ensure adults to blend in with different cultures on local, national and international platforms by using sports as a bonding tool which comes from its universal nature.The expected impacts of the project on the participants, the organization and the target groups are enhancing equal access for disadvantageous adults to high quality education and training, developing adult work and other non-formal learning opportunities, providing better links between formal education and non-formal learning, improving the transition between education and training and the labour market and reducing violence on women, migrants and disabled adults.<< Objectives >>When the educational systems of partner countries in the project are examined, it has been found that sexuality education for mentally handicapped people is ignored due to external factors such as socio-cultural factors, community structure or prejudices, and there are no training programs applied in the official educational environment. In fact, families have a key role in providing sexuality education to their disabled children in the study that named the families attitudes to sexual education for mentally disabled individuals. Another finding in the study is that parents who have a key role have insufficient knowledge about sexual education and that the majority of the families (62.4%) have carried sexuality education function to teachers.In Germany, the country report on sexual education in individuals with learning disabilities it stated there are no education programs for mentally disabled persons and but only informing activities for disabled families are done. Romania, Turkey, Spain and Italy also don’t provide sexual education for people with mentally disabled individuals, also stated that it is not the responsibility of any institution or organization for this duty only workshops and informational activities are carried out in these countries. In Romania country report, similar findings have been found. However, it has been stated that sexual education programs for disabled persons should be implemented in official educational settings in the context of the World Health Organization Sexuality Program Development Action and that disabled families should be included in the educational process during the implementation of education programs (Family Assisted Education Programs). It is necessary to develop the professional, guidance and knowledge levels of these educating teachers and their learning abilities of mentally disabled individuals and socio-cultural pressures are taken into account. Therefore, innovative features that distinguish P4I project from other projects;*To ensure the coordinated work of the actor who played a key role in sexuality education of the mentally disabled individuals,*Supporting to develop Professional competencies of educators and education of families of disabled individuals through ICT-based innovative learning tools,*Supporting mentally disabled individuals with visual learning tools in accordance with their learning competencies,*Including the collaborative sexual education modüler programs into the official education system as an educational model.Therefore, P4I Project has an innovative approach while in the broader framework across Europe from the side of general purpose, specific objectives, the scope of the target mass, the support of national and international social inclusion policies, the protection of health in the disabled, the support of lifelong learning, the provision of equal conditions for everyone with access to education, the implementation of innovative and ICT based education. The other innovative aspect of P4I is supporting the Sustainable Development Goal (SDG) 4 on education calls for inclusive and equitable quality education and lifelong learning opportunities for all by 2030. It emphasizes inclusion and equity as laying foundations for quality education and learning. SDG 4 also calls for building and upgrading education facilities that are child-, disability-, and gender-sensitive and for providing safe, non-violent, inclusive and effective learning environments for all.<< Implementation >>The consortium established with 5 countries under the coordination of ARSU Academy (DE). P4I project consists of 3 intellectual outputs and several sub-outputs that will meet the determined needs.IO-1-Needs analysis and Benchmark report; The needs analysis studies and the Benchmark report will form the basis of the sexual education model for the mentally disabled individuals and will be the compass that determines the route map of the project. Determining best practices across partners will help to identify the socio-cultural point of view of the sexuality education model and to determine the most appropriate methodology to be used within the education model.IO-2- Sexual Education Model Learning/Teaching Toolkit; The toolkit consists of 3 different modules for the main actors of sexual education. A) For special education teachers/Guidance teachers/Sub-Teachers, B) For parents of mentally disabled individuals, C) Visual training tool for mentally disabled individuals. IO-3-E-Learning Platform and mobile app; E-Learning Platform and mobile app user audience will be special education teachers/Guidance teachers/ Sub-teachers and parents of mentally disabled individuals. In order; -to develop the professional skills and teaching methods related to sexuality education of the trainers through web based distance education method, -to improve the competence of the parents for the development of effective communication skills between the family and the child,-to ensure that the information about the sexual education which was learned in the official learning environment by mentally disabled individuals and has been supported by knowledge by the family in the home environment.By effective dissemination of sexual education model across Europe and through raising awareness prejudices about sexuality education will be removed. The level of sexual health will improve, and the level of abuse against disabled people will decrease by increasing the level of education and awareness through sexual education. Will contribute to the achievement of the objectives related to the development of professional competences, social inclusion, the right to access education/training stated in EC, WHO, Erasmus +, UnCRpD, European Agenda for Adult Learning, Education 2030, UN SDG and the European Disability strategies'.Each activity of the project to address the problems mentioned, P4I Project activities, intellectual outputs and sub-outputs will eventually ensure the establishing sexual education model for people with disabilities to provide gap closure within the education systems of the partner countries, will enable the key actors to move in coordination to complement each other. In the general framework of P4I project will support the realization of international organizations’ goals such as; EC, WHO, Erasmus+, UNCRPD, European Agenda for Adult Learning, Education 2030, UN SDG (Healthy Individuals, 4. Qualified Education, 5. Gender Equality, Partnerships for Objectives) and other international organizations. With collaborative-based methodology, qualified outputs will be obtained by the contributions of all partners and effective dissemination activities and collaboration with stakeholders on the different level will create awareness at the grassroots level and ensure that preliminary judgments are broken.By effective dissemination of sexual education model across Europe and through raising awareness prejudices about sexuality education will be removed. The level of sexual health will improve, and the level of abuse against disabled people will decrease by increasing the level of education and awareness through sexual education.Will contribute to the achievement of the objectives related to the development of Professional competences, social inclusion, the right to access education/training stated in EC, WHO, Erasmus +, UnCRpD, European Agenda for Adult Learning, Education 2030, UN SDG and the European Disability strategies'.<< Results >>The expected results in the P4I project implementation process are the achievements of the outputs and the target acquired as a result of the activities carried out under each intellectual output.IO-1 Needs assessment and Benchmarking report will encourage cooperation among countries, and provide opportunities for innovative and good practice in the field of special education between countries. IO-1 has 2 different sub-outputs. 2 different attitude scales and Benchmarking report for trainees and parents.IO-1.1. The results obtained from the attitude scales will provide the determination of the attitudes and values of educators and parents regarding sexuality education for the disabled, the examination of the family and general environmental factors and will create the database for the diagnosing of the educational needs of the disabled.IO-1.2. The results obtained of the attitude scales (the results of 5 countries) and the identification of the best practices will be collected in Benchmarking report to determine the structure, content, socio-cultural differences, and the starting point of the training model building process for the model of sexuality education for mentally disabled individuals.IO-2 Teaching/Learning toolkits (For teachers, parents and disabled people): Teacher training module will support the teachers' professional development on teaching methodology and professional background about sexual education for mentally disabled individuals.The training module for parents will be prepared for supporting the parents to give information about their children needs, to answer their questions on sexuality to support effective communication between parents and their children). The visual training tool for mentally disabled individuals will support the self-learning activities from the safe source, which will ensure that the official education environment and will support lessons learned about sexuality from the formal learning environment and in the family. The modules of sexuality education prepared for the training of special education teachers, guidance teachers and for families of mentally disabled individuals will be transferred to E-Learning platform. The e-learning platform will provide individual, independent learning and mass education that will reduce the expenditure on education of the trainers and the education of the families that are not in the education system and will provide equal opportunities for re-inclusion and education. It will support the professional development of educator/guidance specialists working with individuals with mental disabilities by creating multiplier effects and the use of ICT-based innovative methods and tools in education. It will provide an opportunity to communicate effectively among educators of partner countries. Mobile application optimization of the e-learning platform will play a leading role in project sustainability will enable moved out of formal learning environment accessibility of education without time, space, resource limitation.The expected impacts in the medium term; Parents, teachers, and actors who play a key role in education will adopt the complementary role of each other, rather than seeing their responsibilities as sexual education and creating alternatives to each other. The Professional qualifications and the ability to use ICT tools of key target groups will develop. The sexual education model will be used in formal learning environments and will ensure that mentally disabled individuals are protected from possible sexual violence and health risks and will support the disabled individual to find their sexual identity. Long-term expected effects; With qualified project outcomes and effective dissemination activities, it will ensure the identification of teachers and family oriented sexual education and policies for the disabled and sexual education model for people with disabilities will be transferred to the formal educational environment."

"Erasmus+ KA2 strategic partnership project „Reflection tools for supporting individual learning paths of adults“ (2015-2017) was initiated with the main aim to collect, test and develop reflection tools for supporting individual learning paths of adults. In our ""age of information,"" rapid shifts in careers, advancing technologies, increasing diversity within our population, and dramatic fluctuations in the personal contexts of our lives set up the need for life-long and life-wide learning. There is an increasing necessity to develop new skills and competences: sense-making, self-awareness, self-reliance, initiative, novel and adaptive thinking, critical thinking, self-directed competence, cross-cultural competence etc. It seems hardly achievable for every individual in short-term perspective. Developing these skills and competencies demand a long and continuous practice, as well as reflection over the practice which involves linking a current experience to what has been previously learned. To reflect, we must act upon and process the information, synthesizing and evaluating the data. In the end, reflecting also means applying what we've learned to contexts beyond the original situations in which we learned something fostering our ability to change and act independently.The main objectives of the project are: -Improvement of adult educators' competences in the partner institutions (developing learner-centred programmes, supporting reflection and self-directed learning, facilitating adult learning, improved fluency in English, skills of intercultural cooperation)-More learner-centred programmes in adult education.The adult educators who took part in the project learned how to accompany, support, guide and encourage adult learner through reflective practice and self-directed learning. The collaborative project work has also promoted development of more learner-centred programmes in the partner organisations and beyond.The project team consisted of professionals who work with various groups of adults: adult educators, educational managers, teachers of compulsory and vocational schools, decision-makers, adult learners with immigrant background, long-term unemployed, housewives, entrepreneurs, etc. Transnational cooperation allowed testing the tools with various groups and seeing how they work and what needs to be adjusted taking into consideration peculiarities of different cultures and backgrounds. The project brings together the collective expertise of six European organisations.OÜ Vestifex (Adult Learning Centre) – Estonia, the applicant and coordinating organisationhttp://www.vestifex.com/ITC Professional Development (Professional training and coaching services) - EstoniaKonsulent Ivan Häuser (Consultancy company) – Denmarkhttp://www.ivan-hauser.dk/dk/Sintagmi srl - Italy http://sintagmi.weebly.com/Centrum för flexibelt lärande (CFL), Söderhamns kommun (Centre for flexible learning) – Swedenhttp://hufb.se/vuxenutbildning/cflsoderhamnKapadokya Eğitim Akademisi Derneği (Cappadocia Education Academy Association CAPADEMY) - Turkeyhttp://www.cappademy.org/The project work was based on the principles of andragogy and life-long learning, strategies of European education, forecasts of future education and labour market."