"The project ""Inclusion and Integration in Europe for experts in the pre-school education, youth and social work"" is a strategical partnership of 5 institutions from Germany, Ireland, France and Greece, which are active among others in the adult education. The idea is to jointly work out structures and necessary prerequisites that enable inclusion and integration. Structures and necessary prerequisites that enable inclusion were investigated and identified. Important was the mutual exchange of previous findings and the development of a handbook which summarises our 2-year cooperation and inclusion ideas. One change to our grant application was, that we concentrated on the topic of inclusion, integration was only to look at in comparison to inclusion.The handbook was drawn up in our common working language, English. Contents were provided by each institution, the summary and publication production was done by the coordinating institution. Colleagues from the Irish organisation were responsible for proofreading and stylistic touch up.Each institution makes the handbook freely available electronically on their website. It is recommended to prepare a translation in each organisation's native language and to provide both (English and native language) also in print formats, so that a wider audience can inform themselves about the project, its results and the topic inclusion and integration.The project has led professionals working with children, adolescents, adults and families to adopt a prejudice-conscious pedagogical attitude. With the help of good examples from other European countries, the experts gained new ideas and insights on the subject of inclusion, one's own obstacles and scruples were dismantled and intercultural competences strengthened. The participating institutions created inclusive offers and modified with the help of self-reflection already existing offers so that they are inclusive.The project activities were divided into the preparation and follow-up of transnational meetings, the transnational meetings with the project partners and the meetings with the participants for developing and implementing methods and instruments for inclusion and integration and for carrying out self-evaluation based on the index for inclusion. In the project's preparatory phase, all project partners used this material to illuminate the stand of inclusion and integration in their institution.Within the project 5 transnational meetings took place: the kickoff (with a public event) in December 2017 and the final meeting in September 2019 in Leipzig, the 2nd meeting in February 2018 in Kilkenny/Callan, Ireland, the 3rd meeting in September 2018 in Rethymno, Greece and the 4th meeting in April 2019 in Bordeaux, France. During these meetings, discussion rounds, visits to institutions and observation of effective inclusion methods in practice, video work, lectures and presentations on instruments of inclusion and informal collegial exchange were used as methods. At the end of the 2-year project we consider a strong partnership with the other institutions with whom we would like to cooperate in the future as well, e.g. 15 social workers of the FAIRbund e.V. will visit the KCAT institution in March 2020 as part of a further training course and with the partner Odyssée a further training trip on the topic ""Intercultural work with refugees and migrants"" will be organised for 8 kindergarten teachers from Leipzig day-care centres. The Greek partner organised a 2weeks internship placement for vocational students of the Johanniter Academy this October who worked in kindergartens, schools and institutions for disabled or disadvanteged children.In our partnership, all employees were given the opportunity to participate in the project and to contribute to the development of a common concept about incluson. We would like to share our findings and results with other institutions and open our facilities for consultations, for example."

<< Objectives >>Dys in education, professional life and work focus on the inclusion challenges of young people with learning disorders or Dys job seekers and workers, in their transition from the VET sector to the labour market. By targeting relevant stakeholders we aim to raise awareness about the barriers faced by neurodivergent people in the workplace and encourage reasonable accommodations and adaptation of the recruitment process to support young people with Dys disorders advance in their careers.<< Implementation >>The project consists of 4 working packages and contributions of 5 partners including guidance services, VET providers and researchers specialised in supporting people with learning disorders. An initial desk research of EU-policies and interviews with target groups will inform the development of an eLearning platform for Dys workers and job seekers they will test, with relevant modules, adding a neurodiversity support guide for employers and recruiters consulted, including tools and resources.<< Results >>We will produce a guide adapted to key actors in VET and the labour market to show the benefits of neurodiversity in the workplace and how reasonable accommodations can help productivity, inclusivity and overall well-being. We will create an EU-policy analysis, online tools to measure inclusivity in the workplace and a tool for recruitment specialists to support neurodivergent workers in career advancement and the long-term expected outcome of better employment of neurodivergent people.

<< Objectives >>The goal of the EMPROVE project is to support the quality of assistance for elderly by creating an innovative curriculum for the people who would like to train to become a Professional Relative. Professional Relative is a profession of a profession of a geriatric care manager: someone who is with the family, who plans and supervises care. He/she has the appropriate preparation, experience and does not struggle with emotional baggage.<< Implementation >>The activities will be carried within 4 WPs:1. Project Management2. Development of the EMPROVE Training Course and Manual3. Development of the EMPROVE e-Learning Platform4. Dissemination and Sustainability<< Results >>1. A training course aimed at the acquisition of the skills and competencies of a Professional Relative of the elderly with various symptoms of old age or mental or physical illness who need assistance with everyday activities. The training materials will be developed as an e-learning content.2. A Manual addressed to the participants of the Course describing the general knowledge about the profession of a Professional Relative3. An e-Learning Platform giving access to the training materials.

<< Objectives >>In response to the needs risen after the Covid-19 crisis and perceiving the opportunities available in Gastronomy tourism, the ProEnGaT project aims to create a network in partner countries and raise awareness on the importance of nutrition, gastronomy and local food cultures among key stakeholders; develop training materials on culinary skills, the principles of the Mediterranean diet and Food & Beverage regulations, and on Entrepreneurial skills; give training opportunities to young people.<< Implementation >>We will implement the following activities during the project:Research and collection of good practices from companies/people promoting Nutrition and Gastronomy Tourism and following the principles of the Mediterranean diet in participating countries.A Curriculum and Syllabus on Cullinary skills and a Curriculum and Syllabus on Entrepreneurial skills.A handbook for educatorsAn online platform with all materialsTwo training courses: One on Cullinary skills and one on Enterpreneurial skills.<< Results >>This project aims to create educational material that will be used by a new generation of young chefs and hospitality professionals, on the principal of the Mediterranean diet and on entrepreneurial skills, so that they can apply their culinary skills and knowledge in their own work and business. Young trainees will gain valuable experience and network opportunities through structured professional visits abroad that will boost their career prospects, whilst promoting European cooperation.

There are some emerging trends worldwide, among which this Strategic Partnership spots the so-called global citizenship education and education for sustainable development, whose synergy and interactions can attempt some responses to existing global challenges, in a world increasingly interconnected, aiming at empowering learners of all ages to understand interconnection between local and global issues, letting them become active promoters of more peaceful, tolerant, inclusive, secure and sustainable societies. Global citizenship is defined by UNESCO as a “sense of belonging to a broader community and common humanity”. As such, global citizenship education concerns learning to recognize and respect multiple levels of identity, overcoming cultural, religious, ethnic and other differences, assuming a long-term, root cause approach to the issues related to sustainability in current societies. On the other hand, the overall objective of education for sustainable development is to equip people with knowledge of and skills in sustainable development, making them more competent and confident while at the same time increasing their opportunities for leading healthy and productive lifestyles in harmony with nature and with concern for social values, gender equity and cultural diversity. There’s a growing conviction among scientists, practitioners, policy makers, and relevant stakeholders how deeply the three areas of sustainability, namely economic growth, social inclusion and environmental protection, rely on the contribution of educated and informed citizens, which requires a lifelong learning perspective, beginning in early childhood and continuing through all levels of education into adulthood, including both formal and informal approaches. While some important steps have been made to promote global citizenship education and education for sustainable development in schools and formal education, with progress being made, the Partner Organizations are aware of the importance of promoting them in lifelong learning, focusing on adult learning, with further efforts to be made.The new 2030 Agenda for Sustainable Development clearly reflects this vision of the importance of an appropriate educational response, explicitly formulating education as a stand-alone goal (SDG 4), due to global issues, such as for instance climate change, urgently requiring a shift in lifestyles and a transformation in the ways citizens think and act, to be achieved through the acquisition and development of new skills, values and attitudes. In fact, the Sustainable Development Goal 4, devoted to education, call on Member States to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. In this perspective, education is considered both a goal in itself and a means for attaining all the other Goals, being not merely an integral part of sustainable development, but also a key enabler for it.By the same token, we’re witnessing a growing interest of policy makers, both at EU and Member States levels, towards lifelong learning in general and adult education in particular, culminating in the adoption by the Council of the European Union, of a renewed European Agenda on Adult Learning (EAAL) as part of the strategic framework for European cooperation in education and training, which has determined the uptake of initiatives in support of the implementation of the Agenda by EU member States.The Partner Organizations intend to frame this Strategic Partnership’s scope and activity within some major initiatives undertaken at world level in recent years such as, for instance, the “2030 Agenda for Sustainable Development”, which includes a set of 17 Sustainable Development Goals or the Council of Europe “Charter on Education for Democratic Citizenship and Human Rights Education”, underlining a growing awareness of education’s essential role in a sustainable future, an important reference point for all those dealing with citizenship and human rights education, providing a catalyst for action.By the same token, the Partner Organizations are persuaded there’s an obvious link between adulteducation and achievement of the Sustainable Development Goals. In the light of adult education’s purposes of providing skills, knowledge and competences, promotion of social inclusion, active citizenship, health and personal well-being, its role towards the Sustainable Development Goals is twofold: on one hand it is transversal and a precondition for the achievement of the goals, while on the other hand it is a goal in itself: SDG 4 ensuring inclusive and equitable quality education and lifelong learning opportunities for all.Adult learning contributes to the achievement of all SDGs by building the foundations of change in thesocial, political, economic, ecological and cultural spheres.