The changes triggered by globalization and technology presents a series of important challenges to educational institutions, facing the necessity to introduce new learning processes in order to prepare future professionals and citizens. To respond to the challenge however, schools need to adopt new methods, approaches and organization structures in order to be able to improve the quality of education and give young people the specific technological, cognitive, interpersonal, and intra personal competencies to succeed in the 21st century. In this context, the main objectives of the project are: 1. Improve the skills and competences of teachers, learners and families through a complete 21st century skills training pack, encompassing digital, social, emotional, personal and cultural competences, thus increasing the quality of teaching approaches and methodologies. 2. promote opening of education through the creation and implementation of open source digital learning environments, thus promoting life-long learning, flexibility, innovation and creativity in educational approaches 3. Stimulate the acquisition of new, participatory school governance models through bringing together public administration, schools, professionals, families and enterprises, as well as through developing and implementing training approaches for school leaders and administrators in governance and change management. The direct target groups of the project are teachers, school leaders/administrators and families while the indirect target groups are students, local stakeholders, businesses, authorities and society as a whole. The most important results to be expected during the project and on its completion are the following:1. 21st Century Skills for Educators Training Kit, 2. 21st Century Skills for Parents and Families training Kit 3. 21st Century Skills for School Leadership and Management training Kit 4. 21st Century Schools e-learning platform 5. A training event for teachers and school leaders will be also implemented in order to directly train target group representatives from one side, and to allow us to test, evaluate and improve the methodology with regards to the results achieved during the trainings, and the participants feedback. 6. Six months long local Participatory School governance programmes will also be carried out, in order to ensure the implementation of the project outputs in school environment during the lifetime of the project. The project will involve over 500 schools and 4000 teachers, students, administators and family members through the project activities. The improvement of the digital, management and governance, social and cultural skills of the involved participants will lead to increase in quality, innovation, cooperation and openeness in both educational methodologies and governance and management approaches.

“2 Become 1” project was an exchange of good practices project which was organised by Gebze Halk Egitimi Merkezi. There were five institutions from Turkey, Austria, England, and Italy that work on adult education and with migrants. The project was born after a careful analysis of the changes in nowadays society due to the current humanitarian crisis and the displacement of millions of people fleeing from their countries in search of better life conditions. This partnership created an opportunity to collect good practices from partners from different EU countries because it included partners from Italy, Turkey as countries of first arrival for refugees and UK, Austria as countries that most of the refugees see as final destination. Our primary priority was to improve the partner organisations and to provide high quality learning opportunities for migrants in both partner organisations and other relevant stakeholders. Beside this, we aimed to develop our educators' competences in migrant education and to help the integration of the migrants into our societies. In order to achieve these, we organised LTT meetings at each partner organisation. The meetings had activities related with the topic of each meeting and the expertise of each partner. Our trainings were planned as five days and during them, training sessions were held. Our trainings taught the participants different methods of teaching to migrant groups, new ICT skills to use during the classes of migrants and effective ways to integrate migrants into our societies. To get the good examples of each partner country, we organised trips to other institutions/companies that work with migrants. During both our project activities and institutional visits, the participants had a chance to meet the migrant and refugees in the hosting countries and talk with them about their story and experiences they had starting from their own countries to the place they are now. Especially, the field trip to the refugee camp on the Syria border in Hatay was a unique experience for the participants. We reached the results and the impacts of the project as planned. Thanks to the project activities, both participants and partner organisations improved themselves about teaching migrants and their social inclusion. Beside the participants, other educators at partner institutions benefited from our project because each partner organised a meeting in their organisations to share the experiences they got from the meetings and the participants shared their experiences with their colleagues. Also, we organised meetings with other relevant institutions and local press. These meetings contributed a lot to our dissemination activities because we were able to reach more people. As dissemination activities, we shared our activities and experiences on our project website, social media and EPALE platform. Especially, EPALE helped us reach a lot of people and institutions that work with migrants in Europe. This project had an important effect on participating institutions, teachers and other institutions around us and created a great awareness about migrants, their education and their adaptation to society. It became a starting point for all of us to provide more effective education to migrants and help them be included to our societies.

Due to migration movements , the influence of globalization and diversification tendencies in society, there is a need to strengthen inclusion in Europe to avoid social disharmony. It is important to encourage intercultural awareness and to create social cohesion within our diverse societies helped via digital and thinking tools. Language learning through digital tools and critical thinking fosters social inclusion and integration of citizens with different cutural, religious and educational backgrounds. Also, it helps people to exchange and to converge as well as to broaden their way of thinking and to increase employability. This project helps to achieve digital literacy based on the information we get from technical devices, which are shaping how adults and youth interact with each other in school, at home, and at large. How youth use multiple forms of media and technology, in concert with their commitments to community dialogue and social justice, as they learn to be participants in civic and democratic practices. Students can become aware of how to process the immense load of information we are facing nowadays and how to deal it efficiently. Three Adult Education Institutions from Spain, Austria and Italy took part in the project and all 3 have a very diverse learner groups and many immigrants: 1.- EOI Ronda, an Official Language School , which offered the efectiveness of blending learning and generational gaps teaching approach. 2.- Institut für Interdisziplinäre Bildung: Offered THINK Innovativ,THINK Interdisciplinary, THINK outside the Box. They support schools in the development and implementation of an eEducation school concept for the school location. 3.- Euroform RFS: Offered its experience and contribution in innovative learning methods towards visually impaired people using IT aids, and specific devices meant to cope early leavers and also with adult learners with the aim of filling the gap between traditional training methods and the ones related to visually impaired people. They are specialized in training and career guidance a wide range of courses, as IT and languages, in several sectors. Each partner organized a schedule of LANCET meetings to work in three spheres: digital tools, critical thinking and blended learning. partners from Italy presented he digital tool KIALO, a Visit to “World International School of Torino”, International private school, promoter of critical thinking development, and the Management meeting @ Euroform RFS office was explained. Also, they presented the tool Animaker (https://www.animaker.com/). A platform for beginners, non-designers & professionals to create Animation and Live-Action videos (linked to visual thinking concept). It helps to team up our students into multiple workgroups, share projects and get instant feedback, and it instantly tracks our students’ progress with creative assignments. Austria presented a virtual lesson on BEEBOT'S, A SIMPLE TOOL TO LEARN NOT ONLY CODING where we got an insight into elementary robotics and programming with the help of codes. Learnig Coding encourages the analytical & foresighted thinking. Partners from Spain predented G-Suite & Moodle:• Google tools and services tailored for schools and homeschools; Manfred Spitzer´s reseach which shows that society changes due to the use of TV, Video, Computers and Mobiles, digital gadgetsin general, for instance, the more TV children watch the less (and lower) education they get, plus less attention by theirparents; blended learning, Technology approach: benefits and drawbacks. We increase our competence in the above areas, through learning from each other, from organizing and participating in workshops and from participating in the language classes of our partner institutions. We want to focus on learners as well as teachers and want to increase the intercultural and digital competences of adult educators and their qualifications in the area of social inclusion. Blended learning offers a new field to improve digital skills for adults with little time to attend formal learning. Comparative analysis given by each partner´s experience teaching in these fileds has enhanced the European dimension of our transnationality. And with critical thinking skills we can be trusted to make decisions independently, and will not need constant handholding. The participation in project implemention results in self-confidence, self-esteem , opportunities to gain enjoyment and satisfaction from joint work for the favour of the Educational Institutions. The project builds the use of digital media, thinking tools and blended learning to develope different types of intelligence as well as the individual identity and pride of success. By implementing the porject´s goals we acquire various skills necessary for the current job market and in interpersonal contacts and ongoing projects.

The management of refugee crisis is one of the most challenging problems of EU and some other countries due to its complex social, political and economic stages. This process requires rapid and effective steps to form necessary conditions for the integration of immigrants into society. In Turkey, more than 4 million refugees live in Turkey and five thousands of them accommodates in Düzce. One of the most fundamental measures to be taken for complete and durable integration is the inclusion of immigrants into labor market and ultimately economic welfare of these people. In order to learn, search, socialize, develop their abilities and knowledge for new job opportunities, get vocational educations and successfully carry out the job they find; the language barriers in front of a healthier and faster integration process have to destroyed. However, most of these people can’t get a working permission. Although a definite part can achieve a faster and easier inclusion into labor market after destroying language barriers, the other part that form the bigger part can't work due to not being able to get a work permission requiring a long process or mostly results in as negatively. Therefore, these people have to be a seasonal worker in agriculture and livestock sector or being an employer. At this point, there is a big need to develop the entrepreneurship skill of the immigrants. Within the project, we developed language modules that can carry the beneficiaries from A1 to A2 level, shared these modules via a platform, created a practical handbook for urgent help in daily situations with daily structures and dialogues and developed a comprehensive entrepreneurship training module. The outputs were designed with four related EU partner to get more innovative and international results that are suitable for the target group needs and profiles. All the good practices, experiences and innovations in partner countries was searched, the outputs were developed, then the project outputs were disseminated with local and international events. With better communication abilities, immigrants can integrate into the city they live, local people can communicate with these people more easily and all these outcomes provide a more peaceful society. With better language and entrepreneurship skills, they can now look for job opportunities, include in vocational courses and effectively work in worklife. With developed entrepreneurship skills they can be more active, equipped and create new job opportunities for themselves and maybe for other local people. These effects can be observed in all partner countries and with dissemination activities the project outputs and effects were shared at international and EU level. During dissemination and evaluation activities, it was obvious that the outputs will be effective and used by many related organizations and immigrants in order to develop their langauge and entrepreneurship skills.

Necessity to understand languages and culture has risen in accordance with possibility to change work place and to move from country to country. The political situation in the world has become more unstable and therefore amount of people arriving to EU countries has risen dramatically. To improve the person's development and employability in the labour market and integrate in the society, it is necessary for applicants for job and asylum to understand culture of the target country. Without knowing a language and interaction with local people it is impossible.To assure opportunities for those people our objectives in this project were to create a new student book with less l grammar structures, with vocabulary tailored to their needs but in the same time it should be a high quality. The material is with more visuals and symbols, similar in Estonian, Finnish, German Latvian and Spanish languages and with a mix of methods for teachers.All the material can be found on the project webpage www.mafle.eu. It can be uploaded and printed for teachers and students use.Meanwhile we have reached other goals of this project: increased qualification of managing and teaching staff, cultural experience and exchange, research about applicants for job and asylum in participating countries, improved IT skills for teachers.We are proud that by September this year, all partner organisations can offer their students new language learning materials the staff with improved qualification. We hope that results of our project will help make language learning for adult people coming from different cultural and social backgrounds more attractive and easier to understand and it allows to continue the project with adding other EU languages to the created matrix and create additional online exercises for already existing units.PROJECT PARTNERSLATVIJA - VALODU MAPE SIASIA VALODU MAPE is a language school with 15 years experience in language teaching for youth and adults including unemployed people, migrants and foreigners who have business in Latvia.ESTONIA- Pärnumaa Vocational Education CentrePärnumaa Vocational Education Centre School provides professional competence, knowledge and skills on the basis of a basic and on the basis of a secondary school education.CROATIA– Dante The Adult Education Institution Dante offers a variety of regional and international adult education workshops, courses, and programmes for foreign language learning, teacher training, transferable skills training, entrepreneurship and management training, as well as language and vocational courses for migrants.SPAIN - CENTRO SUPERIOR HOSTELERIA MEDITARRANEOEThe main activities undertaken in the centre are training and acquisition of skilled students in cooking matters. The centre offers a wide range of educational programs concerning intermediate and higher vocational training in gastronomy such as catering and pastry,FINLAND- LEARNING FOR INTEGRATION RYThe mission of Learning for Integration ry is to promote the learning of languages and cultural sensitivity of migrant, immigrant and refugee children and youth in Finland and other Nordic countries in order to facilitate their integration into the new culture and the development of a multicultural society. In addition, its purpose is to support Swedish learning in Finland.AUSTRIA – Institut für Interdisziplinäre BildungThe IIB, Institute for interdisciplinary education, sees itself as a pool of ideas and concept developers in education and training, in order to increase opportunities in the education and labour market.PROJECT ACCTIVITIES13.02.2018. - the first transnational project meeting in Riga, Latvia.23. - 25.07.2018. - teacher training in Rijeka, Croatia.25. - 27.10.2018. - teacher training in Linz, Austria.16. - 17.04.2019. - second transnational project meeting in Valencia, Spain.28.08.2019. - third transnational project meeting in Valmiera, Latvia.29.08.2019. - Multiplier Event in Valmiera, Latvia01.04.2018-30.09.2019 - Work on intelectual ouput/learning materials