Innovation and promotion of quality offer the opportunity to reach those parents who are not easily reached, in order to keep up with the ever changing needs and challenges of parents. Distance learning during the Coronavirus-crisis made parents more responsible than ever before. Socio-economically disadvantaged families from educationally disadvantaged classes are experiencing great difficulties, which means that they are often excluded from society and their children often drop out of school without any qualifications. These families are often difficult to reach.The family is the core of European society, the starting point for building democracy, participation and social change, and therefore social support and assistance for special needs is very important. When working with young people, especially young families, families who are educationally and socio-economically disadvantaged, we know that they often need help on the same issues.The main priority of our project is to offer effective and innovative ways / possibilities / services based on the knowledge gained in this partnership. Best practices collected and exchanged during implementation are based on high value and quality principles.We want to examine the question of what it is like in the European Community, whether Greek and Austrian children, young people, parents and their families have the same problems. And what are the solutions to these problems with our partners. What suggestions can we get from other organisations working with parents and children, how can they improve our work?In order to find out, we would like to enter into a partnership with an Austrian coordinator, an Italian, Lithuanian, Portuguese, German and Greek partner and professionalise it.Experience has shown that many parents and their families are relieved when they realize that they are not alone with their problems. For this reason, we will disseminate the results of the project through an online article, guidelines and a set of methods that describe the treatment of family problems in a European comparison and show different approaches to solve them. This completes the main goal of achieving additional professionalisation of our organisations. The direct target group are therefore the employees of the organisations, who through their work will further disseminate the results to other organisations and toindirect target group of young parents and their families. Not only the individual organisations benefit from the European exchange, but also the families can get the feeling that other people in Europe are similar to themselves. In this way they get a feeling for the European Community and this leads to mutual understanding and sympathy across national borders. The partnership plans to use the similarities and solutions that have been found in a follow-up project.

"<< Objectives >>From the exchange of good practices through this small-scale partnership we expect to motivate VET providers in the catering sector to collaborate with their European colleagues by exchanging ideas and training experiences also planning future projects to minimize the waste produced in this sector.Our practical guide to reducing kitchen waste will be created according to the principles of flexible training so that it can be carried on formal, non-formal, or informal VET settings.<< Implementation >>Activities' implementation includes All training materials production: desktop researches, texts creation, graphic tools design. Cooperation: virtual project meetings, one international workshop for trainers, and share results activities; Local project activities' organization, training sessions, field research to develop guidelines. Mentoring of embedded learning/training activities; Local working sessions to create a guide Zero Waste in the kitchen-<< Results >>From the exchange of good practices through this small-scale partnership we expect to motivate VET providers in the catering sector to collaborate with their European colleagues by exchanging ideas and training experiences also planning future projects to minimize the waste produced in this sector. Our practical guide ""Zero waste in the kitchen guide, basic rules, and advice"" will be created according to flexible training approach so that it can be carried on in different training contexts."

"The family is the smallest system in European society, the starting point for democracy-building and social change, and therefore deserves special support. From our counselling and educational work we know that families repeatedly seek help with similar issues, that almost everyone is ""stuck"" in the same areas. We have asked ourselves whether this is the case everywhere in the European Community, whether, for example, Greek and Austrian parents have the same problems. And what the solutions to these problems look like with our partners. Which ways of good communication, of handling money, of (media) education, of balancing family and career have parents found in other European countries? What suggestions can we get from other organisations working with parents and children, how can they improve our work? In order to find out, we would like to exchange experiences in a consortium of DE, AT, BG, ES and GR and thus further professionalize our work. Experience has shown that many parents are already relieved when they realise that they are not alone with their problems. Therefore, we will disseminate the results of the project via an online article describing how family issues are dealt with in a European comparison and pointing out various solutions. This complements the main objective, an additional professionalisation of our organisations. The direct target group are thus the employees of the organisations, who through their work will carry the results further into other organisations and into the indirect target group of parents and families. Thus not only the individual organisations benefit from the European exchange, also the families can get a sense that other people in Europe feel the same way as themselves, the feeling for the European community. In previous projects in which the individual organisations have worked, everyone had the impression that ""Europe works best on a small scale"" - direct human contact, and where this is not possible, the knowledge that families are similar across Europe, leads to mutual understanding and sympathy across national borders, which today threaten to re-strengthen. In a follow-up project, the consortium is planning to further exploit the similarities and solutions that have been found."

"The ""DNA OF THE TOLERANCE"" project aims to facilitate the integration of young people (especially those belonging to ethnic minorities, but also young people coming from disadvantaged situations in general) in local communities expressing themselves through different forms of art to tell their own history.The project stems from the need identified among the partners to recognize and support the different ""artistic"" communications of their young people who, through expressive communication, unite the varieties of the groups of origin, spreading their culture and contextually enriching the local cultural heritage and European.Italy, Austria, Bulgaria, Spain and Great Britain have worked focusing on the needs of young people, reaffirming the value of artistic narrative or expressive communication, to establish a more effective dialogue with local communities.The purpose of this project is to break down the barriers between nations that limit interaction between different cultures caused by variables such as religious, linguistic, racial and cultural differences. THE DNA OF THE TOLERANCE creates cultural support for young people, youth educators and the local community, to help them overcome the barriers that are imposed by concepts such as race, language and different cultural values ​​using a common language: art.The idea common to all partners is that the inclusion of youth minorities can be improved by using the different types of artistic communication, as a means for youth educators to reach out to marginalized young people and to include them in local communities.Project activity:1. Exchange of methodologies and tools for the recognition of the different ""artistic"" communications of young people;2. Provide youth educators with specific tools to recognize the most effective expressive communications to encourage inclusion in local contexts;3. Describe and test the tools with which young people tell the community.4. Training of educators and staff in the construction of future activity plans aimed at improving the inclusion of young people.5. Training of educators and staff in the use of a training kit that contains the realization of an event to present the young person through his / her artistic / expressive communication skills.Expected results:1. Support the work of youth educators in defining and recognizing the artistic communication of their young people;2. Break the barriers of intolerance;3. Increase youth placement in local communities by 30%.4. Improve the work of all the staff in collaboration with educators, families and communities.5. Improve the capacity of involvement and effectiveness of the activities proposed by the partner organizations.Our project target is primarily the youth educator who works with young people from disadvantaged situations (economic, social, etc.) aged between 16 and 25 years. Below the staff of youth organizations that interact with educators, families and the community. And as final beneficiaries, the young people who meet the participating educators on a daily basis.The project includes three national activities and two training events that aim to prepare the participating target to use the tools collected during the planned activities.The three national activities will be translated into field research to define:- How to recognize artistic or expressive communication skills;- How to use and channel these skills, making the young people involved view different points of view;- Establish the contents of the training kit for educators involved in the inclusion of youth minorities.LTTA training events1st training event for the educator: short non-formal training course and online activity, entitled ""Overcoming barriers"".2nd training event for the youth educator: short non-formal training course and online activity, entitled ""How to use the training kit"" and carry out social inclusion events.We expect a professional growth of the youth educators participating in the project, through:- a development in the use of different types of communication (verbal, non-verbal and para-verbal);- greater security in recognizing the expressive communication of young people;- the practical ability to see young people in local communities inserted, accepted, supported and involved."

Peace and respect to diversity are core values of the European Union and fundamental to the development of the individual and to ensuring social cohesion and societal welfare. In the context of a rapidly changing world and increasingly diverse societies, specific cultural skills and competences become more and more important for young adults to participate successfully and effectively in increasingly pluralistic and complex environments. Globalization and technology have brought many challenges to our societies, marked by their potential to deepen inequalities and thus lead to increase in social conflict, community and cultural identity-based tensions and unrest. Schools find themselves in the frontline of these challenges, as more and more classrooms are composed of students with increasingly diverse social, cultural, ethnic and religious backgrounds. The majority of researchers agree that creating a culture of peace in schools requires a holistic, multidisciplinary and multi-level approach, involving the entire school, all the learning environments and stakeholders. The project’s main focus is on developing a “whole school” approach to fostering the development of the necessary social, civic and intercultural competences through:-proposing an innovative and efficient methodology to assist schools in their effort in mainstreaming peace education through peace-responsive school policies and practices, i- Integrating peace education and respect for diversity through the curriculum and through teaching and learning activities, through the development of interactive and intuitive digital learning tools for schools that promote the acquisition of positive skills, values and attitudes in pupils. - develop the capacity of teachers in promoting peace and respect for cultural diversity among students. Supporting teachers and educators is one of the primary objectives of the current proposal as they need to create an athmosphere of trust and mutual respect in the classroom, and support all members of the learning community regardless of their cultural, social, ethnic or religious background.The most important results to be achieved in the end of the project are: 1. The Mainstreaming Peace Education Training Course for School Leaders and Administrators, aiming at providing them with the necessary step-by step guidelines for the development and implementation of peace promoting school policies and practices. 2. The Mainstreaming Peace Education Toolkit for Teachers and Educators aiming at developing their capacity towards promoting peace and respect for cultural diversity among students.3. The Mainstreaming Peace Education Guide for Parents and Families4. The Mainstreaming Peace Education Online Learning platformIn order for a whole school approach to peace and respect for cultural diversity education to be successfully implemented, all stakeholders participating in the learning community must be involved. For this reason the main target groups of the projects are:-School-headmasters and administrators, as they are responsible for the development and implementation of administrative, instructional and curricular policies and practices;-School teachers and educators who need to effectively translate their knowledge about peace and respect for cultural diversity into concrete learning approaches and activities, that can guide pupils to pursue peace as individuals and as part of the community.-School children and pupils who need to acquire the competencies and skills leading to cultural sensitivity and awareness, much necessary for them to be able to adapt to new cultures, new situations and new technological demands.- Parents and families, as apart from school, children acquire most of their knowledge, values, and attitudes at home, thus the necessity of the involvement of the wider community in the coordinated effort of creating and maintaining a culture of peace and tolerance.The tools and approaches that will be developed and used during the project will provide school leaders and teachers with a coherent but multifaceted methodology of raising awareness on important issues, and promote values, attitudes and skills conductive to peace and respect for cultural diversity.