There is an ever increasing inflow of foreign populations in Europe, and nations, cities and local communities are diversifying day by day. People of migrant backgrounds as well as other cultural minorities such as indigenous peoples are living side by side with members of the dominant population, all of which are often unaware of the cultural customs of the others. Consequently, many people are living in a community in which they, for not feeling it inherently their own or other reasons, cannot identify with the surrounding cultural environment. This increasing sense of detachment is not fertile ground for social cohesion.There are certain essential building blocks in the creation of cohesive communities. Ensuring every member of the population has an equal opportunity to participate and have an influence in their living environment, as well as providing accessible and relatable cultural products within local communities, are some of the cornerstones. Cultural organisations as designers of these products, and as providers of informal learning opportunities, have a significant role in promoting this kind of development.Lessons from Less Heard is a strategic partnership consisting of four partners: Green Cultural and Educational Centre Visio (Finland), Norrbotten Museum (Sweden), Art27 (Belgium) and Consorzio Comunità Brianza (Italy). The project commits to 1) improve the competence of cultural organisations to promote social inclusion of ethnic minorities and social cohesion within communities, and 2) create relatable cultural products as well as concrete experiences of inclusion for ethnic minorities. This project strongly relies on participatory methods: rather than minorities learning about the dominant culture, they will share knowledge and skills, or produce events on their own culture and heritage. This is a straightforward way to engender relatable products and phenomena to the cultural field for those excluded from the dominant culture, and therefore create fertile ground for developing a sense of belonging and social inclusion. Furthermore, the practice of bringing the cultural minorities to the front of design of cultural and educational products and services, facilitates intercultural dialogue and, consequently, supports the incurrence of the positive curiosity and interest towards one another.The focus is on improving or regenerating, conceptualizing and sharing the existing participatory approaches to informal learning on culture, developed and applied by the partner organisations. All approaches address or have the potential to address ethnic and cultural diversity through culture and cultural products (art, heritage and cultural environment). Within the project, the methods will be conceptualised and repacked into a form of a video series – recipes for inclusive culture. With the encouragement of these videos, any community or organisation in Europe would be able to carry out the activities within their own communities.

Nowadays, cities are struggling to deal with challenges posed by migration flows. Services and policies activated by cities in the field of migration and integration are often prompted by a sense of emergency and they are not the result of a careful analysis of the situation and the state of the art.The city workforce is heavily overburdened by new challenges posed by migration: lack of cultural sensitivity, language gaps, scarce knowledge of national and international regulations, are only some of the problems faced by civil servants.In this context, ECCIPA aims to get out of an emergency logic to upgrade quality of existing pro-migrants’ inclusion local strategies. In fact, the main aim is to contribute to implement more responsive services for the integration of third-country nationals in the cities, through the codesign and delivery of an innovative and comprehensive VET programme empowering civil servants involved in the delivery of services for migrant people in three European territories: County of Offenbach (Germany), City of Ravenna (Italy), City of Cartagena (Spain).The VET programme will be focused on improving the intercultural sensitivity and awareness of staff, meaning that ideally, trainees will be able to detect, and respond to, the presence of cultural differences, and modulate their approach accordingly, rather than seeking to impose one mode of behaviour upon all situations. But also, the training will deal with more technical aspects, related to local, national and international regulations and practices having a concrete impact on the daily life of migrants, in fields like housing, labour market, social services, health.Primary target groups of the training programme will be up to 60 civil servants (20 per partner country) who are involved with the planning and delivery of welcome and support services to third country nationals.ECCIPA project lasts 30 months and it foresees a comprehensive analysis and review of needs and skills of civil servants involved in the integration of migrants and refugees at different levels. On the basis of the Reviews’ results, partners will co-design the training programme, with the support of local stakeholders, including representatives of migrants’ communities. Then, the programme will be currently delivered to the selected civil servants who will be involved in about 120 hours of training (face-to-face and webinar). A selection of them will participate to two transnational learning events where they will exchange their experience and they will deepen specific topics.Finally, the last months will be dedicated to the development of local integration strategies focused on the upskilling of civil servants, including European policy recommendations for those local authorities interested to develop a similar learning path for their employees.As main result of the project, partner cities will be better equipped to deal with challenges posed by weak integration and uncontrolled migration flows, thanks to the upgrading of skills of their staff in welcoming and integrating third-country nationals in their communities.Specific results of the project include:-3 Reviews in three involved European territories-1 Training Toolkit targeting local authorities’ staff-Recruitment of up to 60 trainees working in the local authorities engaged by the project-120 hours of training at local and international level-10 days of transnational learning events-3 Local Integration Strategies and EU policy recommendations for cities and local authorities-Involvement of up to 100 local public and private stakeholders in the elaboration of the different project activitiesThrough the actions implemented by the project, local public workforce is expected to enhance their understanding of actors from different backgrounds, institutions, policy areas and contexts on the links between migration and sectoral policies, and to promote an understanding of the mechanisms, opportunities and challenges related to the engagement of migrants in city policy and planning.Furthermore, public organizations will rely on a more equipped staff in order to better implement local integration strategies for their cities.At a wider scale, the project will strengthen the network between EU private and public entities working for the integration of migrant people, improving their collaboration so that each party can benefit from the expertise and competence of the other. The desired impact of the project is that this model can be upscaled at European level. It will achieve this impact through the sharing of the ECCIPA Manifesto, a practical guide for European cities to upgrade the competences of their staff in order to advocate respect for diversity and ensuring equal opportunities for all by adapting their governance structures, institutions and services to the needs of a diverse population, without compromising the principles of human rights, democracy and the rule of law.

<< Objectives >>. create educational resources in order to support adult educators and adult educational centers in their work of training, guiding and counseling adult learners in employment matters;. equip adult educators with the needed knowledge regarding the current changes of the labour market and the competences and tools to help adult learners to increase their employability;. upskill adult learners, in order to foster their professional reconversion and insertion in the labour market<< Implementation >>. project management & communication (administrative tasks and regular communication inside the consortium through email and monthly online meetings). quality monitoring. risk handling. dissemination of the results (through online and offline activities). creation of the online course. creation of the booklet of 8 hands-on learning activities and materials. 2 pilot phases (educators taking up the online course and then implementing the activities with their adult learners). 3 TPMs. 6 MEs<< Results >>. WP1: Online course – “How to develop skills for professional conversion” . WP2: Hands-on learning activities booklet . 60 adult educators better prepared in terms of knowledge, skills and resources to provide trainings on the topic of profesional reconversión, focusing on the required transversal skills in the labour market;. 180 adult learners who developed their transversal skills needed for the professional conversión or integration in the current labour market;

<< Background >>EArTH stands for Embrace Uncertainty while fighting for sustainable development. The project born from the necessity to support schools in Europe to face the Green Transition while promoting a STEM subject and active pedagogies. In particular, the project partners have identified the following needs: 1.GREEN TRANSITION. Environmental change is an increasingly important driver of labour demand and skills supply across all sectors. Therefore, the positive impacts of the transition to a greener economy can be maximised by simultaneously developing the skills, knowledge and competences required by resource-efficient processes and technologies; and integrating these into businesses and communities (CEDEFOP, Skills for the green economy).According to the COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS (2020), There is only one planet Earth, yet by 2050, the world will be consuming as if there were three. Global consumption of materials such as biomass, fossil fuels, metals and minerals is expected to double in the next forty years , while annual waste generation is projected to increase by 70% by 2050 . As half of total greenhouse gas emissions and more than 90% of biodiversity loss and water stress come from resource extraction and processing, the European Green Deal launched a concerted strategy for a climate-neutral, resource-efficient and competitive economy. Scaling up the circular economy from front-runners to the mainstream economic players will make a decisive contribution to achieving climate neutrality by 2050 and decoupling economic growth from resource use, while ensuring the longterm competitiveness of the EU and leaving no one behind. To fulfil this ambition, the EU needs to accelerate the transition towards a regenerative growth model that gives back to the planet more than it takes, advance towards keeping its resource consumption within planetary boundaries, and therefore strive to reduce its consumption footprint and double its circular material use rate in the coming decade. 2. KEY COMPETENCES The project partners aim at reinforcing the Key competences as there is THERE IS THE NEED TO SUPPORT AND REINFORCE the development of key competences and basic skills for all, from school education. As reported by EC (Key competences and basic skills), “Everyone has the right to quality and inclusive education, training and lifelong learning that develops key competences and basic skills. Key competences and basic skills are needed by all for personal fulfilment and development, employability, social inclusion and active citizenship. Yet, the 2018 Programme for International Student Assessment (PISA) results show that more than one in five pupils in the EU has insufficient proficiency in reading, mathematics or science. In 2018, the underachievement rate stood at 21.7% in reading, 22.4% in mathematics and 21.6% in science. Over the 2009-2018 period, performance in science and reading deteriorated at the EU level, while remaining stable in mathematics”.Furthermore, as reported by CoDeS, “Many scholars agree that it is essential in our rapidly changing world for young people to develop ‘uncertainty competences’ comprising specific sets of skills, knowledge, attitudes and capabilities needed to deal with uncertainty, ambiguity and complexity in diverse contexts” especially after the COVID-19 pandemic. “Learning to handle knowledge uncertainty requires learning environments tolerating, even inviting, uncertainty into the learning process. Education for Sustainability (EfS) features subject areas such as ‘climate change’ hallmarked by complexity and uncertainty. Such topics can be difficult to deal with in the subject delineated world of formal education” (A Pedagogy for Uncertain Times, RESEARCH AND INNOVATION IN EDUCATION FOR SUSTAINABLE DEVELOPMENT).<< Objectives >>EArTH project is a cooperation partnership that gather together 6 partners from 6 European Countries. The EArTH partnership aims at: 1.Provide an innovative methodology and “ready to use” learning material to support secondary schools in Europe to face the challenges set by Climate Change and Education to Sustainability with new and innovative resources. 2.Make the best use of active pedagogies such as inquiry-based learning and project-based learning to promote science and circular economy while working on individual school subject (ex. Chemistry, Biology, Ecology, Economy, and ICT) and interconnected ways of learning. The interconnection will allow to combine individual subjects to move beyond content knowledge and use instructional approaches to teach collaboration, problem solving and cope with uncertainty competences while engaging students in circular economy challenges and real life. 3.Integrate in school curriculum challenges related to circular economy to make engage the students and to make them understand the importance that STEM subjects play in saving the planet. EArTH partners aims at follow the Council Recommendation on Key Competences for Lifelong Learning (European Council) as their focus is to promote the development of key competences and skills by:•providing high-quality education, training and lifelong learning for all•supporting educational staff in implementing competence-based teaching and learning approaches•promoting a variety of learning approaches and contexts from the perspective of lifelong learning•exploring approaches to assessment and the validation of key competences<< Implementation >>EArTH project has been designed according to the ADDIE Instructional Design (ID) methods. ADDIE stands for “Analyze, Design, Develop, Implement and Evaluate”. The overall project methodology is indeed structured according to this sequence as this approach is very useful as it clearly facilitates the implementation of effective educational programs. ANALYSE. During the project application (2021), partners have already started to analyze the overall school approach to circular economy and interdisciplinarity to education to sustainability to investigate about the necessities to apply for funding. DESIGN. The phase of design will set the instructional design of the EArTH program by defining and programming the teaching and learning environment, from the design of the curriculum to the one of the online learning environments. DEVELOP. This phase instead is programmed between M8 and M16 and it will be represented by the development of the learning material, online learning environment and upload of the learning program for distant learning. IMPLEMENT. The implementation phase includes both the pilot testing at local level at Project Result 1 - Activity 4 and the Project Result 2 - Activity 3 - Capacity Building and Project Result 2 - Activity 4- International contests where instead the program will be tested internationally and simultaneously among different class in Europe. EVALUATE. At the end of both implementation phase, both at local and EU level, the project partners will evaluate the project results and, if necessary, will implement the necessary changes. Indeed, after the pilot testing an evaluation will be asked to the participants of the program that they will provide their feedback in terms of completeness, clearness and usefulness of the learning material.<< Results >>EArTH is a Cooperation partnership program that is planned to last over 24 months, starting from the 1st December 2021. The project will develop TANGIBLE AND INTANGIBLE results. TANGIBLE RESULTS are represented by the EArTH learning environment which comprises a set of challenge and problem-based learning challenges adapted to distant learning for Secondary Schools in Europe. The challenges will be developed by teachers in different field (ex. Mathematics, Chemistry, Biology, Economy) and NGOs dealing with circular economy and entrepreneurial learning. The learning material will be necessary not only to support schools to implement innovative learning solutions but also to increase their internationalization capacity as the EArTH project aims to design and implement the first EU EArTH Circular Economy Learning Challenge for schools. The contest aims to be a point of reference in Europe for all those schools that wants to integrate into their daily curriculum circular economy and active pedagogies. INTANGIBLE: The intangible project results that are expected during the project development are: -Increase awareness for students about the challenges related to circular economy and how they can experiment their idea to provide sustainable solutions to promote CO2 savings, circular design of products and biodiversity -Increase awareness for students on how they can use school subject to actually work for sustainability and though data driven research (P1) also understand how they behaviours as citizens and consumers can actually change their environmental footprint -Increased educational offer for the schools involved into the program -Increased capacity for professors to develop inter-connected initiative and make the best use of OER – Open Educational Resources for promoting education for sustainability and STEM

"<< Background >>During the interviews with parents of the “STOP Child Abuse through effective training and augmented reality” Strategic Partnership for Innovation in the field of Youth became evident the needs this proposal will address. Some of the same partners participating in this proposal from Croatia, Cyprus, Greece, Italy and Spain reported a strong necessity to talk more about past taboos: all the 5 national reports showed parents of children and youngsters, among 8 and 19 years old, lacking information about child violence and other key concepts for their children's growth; what is more, 4 out of 5 reports stated that the schools do not provide enough information on topics that could lead to violence. The reports were oriented to sexual abuse level of awareness, but it seemed that the disinformation is wider: all national reports, in fact, stated that some kind of training for parents would be very well accepted from them, especially if that would mean to be empowered digitally and get to know how to talk to their children and adolescent sons and daughters, while their attention is focused on ICTs.Despite the different national contexts, those interviews, in a comparative, showed a clear tendency of this specific learner - the parent - with no clear vision on the risks their children are running whether they are at school or they are online. The leader of this proposal P1 - PASBS, being a regional training center for Child assault prevention program (CAP) for more than 20 years, is registering a great success every year in terms of number of children, young people, parents and educational workers that are included in the program. The participation to this proposal would provide the organization a training framework to be included to its educational centre, a digital tool to be used by their users, and a guide for their parents to get better involved in their children lives.There is the same need from P3 - FF, P4 - KMOP, P5 - Emphasys and P6 - EDF to integrate the project results into their training work with adults since the majority of their users are the targeted public of this project, and schools, whose educators are part of the indirect targeted audience. As for P7 - ATERMON, this company would have the chance to enlarge its wallet of Open Education Resource through the usage of augmented reality.In general, the partnership, their very close users, the associated partners, the field-related networks they are members and local stakeholders will be beneficiated by every and each of the three Project Results, and their integration in the partners' training centres workshops and daily activities dedicated to parent-adult-learner.<< Objectives >>The parent-son conflict can be due to the lack of knowledge of the first one about some harmful offline practices among school peers and new online criminal trends (cyberbullying, grooming, sexting), on their turn linked to some past taboo topics of which they have poorly heard, and the scholar system limits in educating where they cannot successfully do. Just to make an example of diversity expression leading to bullying in schools, the Council of Europe Commissioner for Human Rights 10 years ago reported the homosexuality criminalization as part of the past, but arise other discrimination factors as being transgender.It is certainly possible for a father or a mother born between the 60’ and the 90’ to have the education needed to know about, for instance, the difference between an asexual and a bisexual, or transgender and non-binary. If the parent in question is not a transgender him/herself, it could be difficult for a father or a mother lacking higher education to fill the children's gaps and possibly help out in his/her children crying for help. Maybe for the curiosity or the need for explanations about topics directly concerning them, parents have to settle a good disposition to communication and tools to support their sons' and daughters’ questions when the school cannot do it.""Like father, like son"" project will operate and propose innovative approaches in Adult Education, by fulfilling the following objectives:- designing and educational framework based on the parents' learning needs, so as for parents' associations, adult training centres, parents' schools to be able to shape training paths on bullying and cyberbullying;- providing partner organizations with skills and educational offers that allow them to contribute to the training of parents and the reduction of bulling and cyberbullying;- designing training materials for parents following the non-formal education approach, that better suits their need for lifelong learning;- promoting a right digital literacy among parents and their children, that includes the application of the AR game and the acknowledgement of diversity-related concepts for both targets.<< Implementation >>""Like father, like son"" Erasmus+ project in adult education will endure 24 months, during which 3 Project Results will be shaped, developed, tested, improved and released to parents from all the European participating countries to fulfill their educational lacks regarding diversity, and know how to transmit that information to their children, as relevant data for their growth. As a long-term project, made of participative-based activities for specific PRs, this proposal can outline different phases of different features and responsibilities for the involved partners.First, as a continuation of the pre-submission stage of the proposal, partners will investigate the reasons for bullying among children, their parents learning needs, and the country framework during the time going from M1 to M9. The result of this phase will be the selection of syllabus for its target-tailored training. During 9 months-time, the project partners will have to address their very first activities as part of a consortium to the direct recipients of the project itself, take their attention towards the designing work of the learning material, and get contacts of educators, stakeholders and associated partners to ask for as many informal opinions as possible with regard to the project planned results.Every activity implemented from the start of the project until M18, will be examined with external agents of the project team during the C1 training and learning mobility for parents. After the above-mentioned investigation and participative phase, the following one will be dedicated to a first assessment of the project results among a small group of target group representatives from different countries, backgrounds and education. From M18 to M21 a pilot test will involve on a larger scale the verification of the effectuated work. The first phase of the investigation will be so hopefully proved right during this designing phase that would lead to a third, closing the circle of a backward work model.With the third phase, it comes the time for evaluation of the project results, their final improvements and validation. From M21 to M24, and afterward through a sustainability plan, the results will be made circulate through every means possible that might be owned by the project, its consortium of partners, or informal partners. It is part of this phase the organization and implementation of the multiplier events in M22 and M23, the reception of feedback on the ultimate PR3 and all the relevant adjustments (including the last translations of deliverables), that will make the enhancement and the evaluation stage more accessible for target groups. It is also part of this phase the publication of the project results on adult education networks and platforms, such as EPALE, eTwinning and the Erasmus+ Project Results Platform.Finally, it has to be mentioned a phase that has to be intended as project-lasting, instead of temporary as the previous ones. In fact, the sharing and promotion activities, as well as those related to exploitation and sustainability of the project results, will always accompany the partners' work. As it is understandable, the project promotion gets reinforced in the last phase of the project, but, as for the quality controls, is made of several monthly actions that get the impact on the target group alive and ready to be re-oriented on finished outcomes when needed. These activities comprehend several actions, such as the Facebook posts, the short-video updates for the target group, the informal conversations with the participating NGO's or associated partners' users.As it can be identified during the form, the project has been designed with respect to the environment. This eco-friendly way of working will allow project participants to contribute to sustainable development. For example it is planned only tree meetings, to reduce the printed materials for dissemination bu using online activities, to set the transnational meetings consid<< Results >>“Like father, like son” project activities - 4 transnational meetings of partners, 5 multiplier events and 1 training activity – together with months of on-distance work, will allow the implementation of the following results and outcomes:LIKE FATHER, LIKE SON OVERVIEW ON BULLYING will be the first project result to be developed as strictly preparatory to the other two. Several activities, involving the partners' representatives (desk researches) and parents as the main target group (interviews) will be aimed at tracing a recent sight on the arising problem of bullying and cyberbullying, the parents’ level of awareness of it and the abusive context where children bully or are bullied the most: school. THE FATHER LEARNING MATERIAL AND THE SON AR GAME is a result in two parts, that will be worked in parallel, so as to support the adult learner education – children's parents and guardians – on crucial topics (emotional intelligence, respect, LGBTQAI, racism, etc.), while providing it with a digital tool through which its children can assume the same concepts developed in the learning materials, but in an age-oriented attractive augmented reality game. TIPS FOR LIKE FATHER, LIKE SON GOOD APPLICATION will be the third result to guide the parent through the tools provided with the two previous outcomes. Parents will not only learn new concepts, but also know how to make those more approachable to their children through non-formal practices and gameful father-to-son chat. LIKE FATHER, LIKE SON LEARNING DESIGN TRAINING will be the training activity exclusively thought for parents to take part in a meeting where they will get the chance to realize how wide is the issue of intolerance and how common the solution could be. The consortium thought that an experience of such features, – parents taking part in an Erasmus+ project that let them approach a transnational setting where the theme of parenthood and its failures is deepened through non-formal education – could add a positive achievement for the whole project. Quality Management Plan will be delivered, with a risk contingency section, and a schedule over controls to be applied periodically to every project activity. It will include peer-review methodology descriptions, voting measures, and the steering committee institution.Sharing and Promotion activities Plan will be edited to organize all those tasks related to information about the project results and it will be target-oriented. It will foresee an extension of the same for the exploitation strategy and sustainability planning during the second year of the project. Under the framework of these activities will go the realization of the Multiplier Events, thought to maximize the impact around the project results delivery to its target group."