"Social entrepreneurship in schools refers to teach students through learning-by-doing. The teachers guide students through the process of building their own social enterprise ideas that address a local community or school issue. Social enterprise, which is very popular today requires entrepreneurial skills and a community mindset, so it can be competitive at the market. The goal of the project is building the qualities, empowering students who will see themselves as young innovators and change-makers who can make a difference in creative ways and launch their own initiatives. In the realization of this goal the teachers will give their contribution through mutual work with the students, giving directions for work, by using the skills, competences and knowledge gained in the project. The teachers' guide, the curricula and handbook for social entrepreneurship, which are outputs of the project will be used as part of regular school activities on continues base, in every school year in the future. The activities in the project should encourage students to develop realistic social enterprise ideas that could launch by themselves and connect students with opportunities to take their ideas further. By engaging the students with social entrepreneurship, the school will not only give them critical enterprising skills for future employment, but also position them as thought leaders in this growing space. The main idea in the project is through different training's and workshops students to become capable to select an issue to address analyze its root causes, design a social enterprise solution and pitch this to their peers and school staff.The activities in the project should provide lots of training, collaboration and exchange for teachers from a great variety of countries. The teachers should gain skills and knowledge for finding out methods and tools that should implement in classroom to focus on the creativity of the students, so they will become more entrepreneurial and creative themselves.The project should involve eight meetings between participants (students and staff or only staff) in different partner 's countries. On each meeting there will be specific goals, activities, results and outputs. Dissemination and evaluation will be made after each meeting. Between meetings, partners will have individual activities and mutual activities that will be done on line. Objectives of the project are:- involving social entrepreneurship in educational process- training of staff for realization of teaching for social entrepreneurship - creating Teachers' guide, Curricula and Handbook by which VET educational process will produce social responsible and creative persons with entrepreneurial spirit for solving social problems. The Project will have a major impact on those directly and indirectly related to it.The project will increase the competences of direct participants in supporting and initiating projects and programs using the various aspects of social entrepreneurship education. Students are expected to discover a new forms of being creative and finding entrepreneurial solutions for solving social problems and improve their international communication skills. The teachers involved in the project are expected to enrich their pedagogical knowledge, skills and knowledge for teaching social entrepreneurship on their classes, will become more dynamic and open-minded. Schools and organisations involved in the project will be enriched by innovative ways of working with students – including active learning/teaching methods for social entrepreneurship. Exchange of experience in the field of social entrepreneurship education at large, developing a common methodology and tools to apply new methods who will have a positive impact on the partner organizations. Strengthened cooperation will further encourage communities to implement other national and international projects in this area.Local school and education communities will benefit from professionally implemented social entrepreneurship activities and initiate sustainable change in the area of social entrepreneurship education. Organizations such as municipalities, social enterprises, local community, students, parents, business sector will have benefit from implementation of social entrepreneurship in education.The project have three final outputs: Teachers guide for teaching social entrepreneurship, Curricula for social entrepreneurship in high school and Handbook ""Think global, entrepreneur local"". The outputs will be presented in two events - forum event in Italy and conference in The Republic of North Macedonia. They will be translated to each partner’s language. This outputs will be used in everyday educational process after finishing the project, because it is planned to be verified by official educational institutions in each partner’s country."

"The project “MADE in EU”, which was prepared by five NGOs from four EU countries (Lithuania, Italy, Poland, Greece) aimed to contribute to the goals of the ""Europe 2020"", promoting inclusive growth and cohesive society, through the exchange of best practices, experiences, methodologies and strategies in adult education in order to propose necessary skills and constant knowledge updates for vulnerable groups. The duration for the project was 2 years. The result of rapid change in XXI century is that some particularly vulnerable or disadvantaged groups (long-term unemployed, immigrants, minorities, adults drop out from the labor market, unskilled, digital illiterates, people with psychological distress, etc) are excluded from the market. Many studies conducted at European level show that it is necessary to increase the number of adults involved in lifelong learning, in order to reduce unemployment, social exclusion, lack of confidence in themselves and in the institutions. In order to increase the number of adults involved in lifelong learning, as well as the quality of the training provided, the partners of “MADE in EU” project aimed to deepen and experience in their local contexts, methods and approaches, able to create interconnection between formal, non-formal and informal learning and share best practices, concerning adult education. The partners worked locally to identify small ""vulnerable"" groups of adults excluded or de-motivated to take part in lifelong learning (target groups). Training needs of target groups were identified in terms of key and soft skills: communication skills, digital competence; learning to learn, social and civic competences, sense of initiative and entrepreneurship, cultural awareness and expression. Obstacles and reasons for which the target groups are excluded or not motivated to take part in lifelong learning were analyzed; best practices and innovative methods in the field of adult education were exchanged and studied (in particular peer to peer approaches; learning by doing and the andragogical model), also presented shortly in the project website, Facebook page, Booklet and the APP that can be downloaded and publicly used by education community."

Our project Sustainability throught Cross Border Circular Economy (SCRCE) made it possible for the partners from Germany, Greece, Italy and Sweden to work together to develop content about the topic circular economy including its various intercultural aspects expressed by the term „cross-border“ by transfering best practices and creating several approaches to educate people about the topic. We saw the need to contribute to achieve a Circular Economy in order to support the Sustainable Development Goal 12 of the United Nations (Responsible Consumption and Production) by finding approaches to educate people in a productive way. Instead of exploting the planet with the danger to destroy peoples habitat circular economy is seen as a mean to provide reiteratively the resources within our economies. A circular economy is not easy to set in force as it needs a lot of know how and cooperation of economic actors. Implementing it is not just a matter for businesses and industry but for all citizens of all ages in their capacity as consumers. Therefore we intended to find content and approaches how to teach adults about ways how to live a circular economical lifestyle. Until the start of the project mainly the waste management sector in the EU was confronted with legislation to deal with circular economical aspects like recycling and provision of secondary raw materials to industry. Therefore starting point of the project was a questionaire to learn about the activities of waste management companies concerning the topic developed in 2016 by the coordinator of SCRCE Dr. Ludwig. We started with the Transnational Project Meeting (TPM) in Berlin in October 2018 learning about the cultures of the partners toward the topic circular economy and we started to develop an imagination how a cross border circular economy might function and what kind of measures might be applicable for it. The questionnaire raised awareness about the topic and we started a learning process in order to pose the right questions to get to the right solutions. After the TPM in Berlin all partners started to develop ideas and created updated questionnaires in English, Swedish, Italian and Greek and used them to collect reactions from stakeholders. Many questions did occur concerning circular economy, how it should look like and what should be teached to people about it. We discussed these questions a lot via e-mail and clarified a lot of questions during our TPM in April 2019 in Italy. In each TPM we visited or invited people from local best practice examples of circular economy. We did set up more than 15 record cards of best practice examples and defined their benefits for society. We used best practices and specialist literature to better our theoretical and practical knowledge in the field of circular economy. Then at the TPM in September 2019 in Sweden we distributed task amoung us to write „input papers“. We agreed to develop a manual jointly in the TPM in Athens. Between the TPM in Sweden and in Athens all partners wrote the input papers containing adult education and social aspects of a circular economy. At the TPM in Athens all partners presented their input papers, backed-up by one or more best practices that fit best to the discussed aspect. This allowed us to identify jointly several principles of circular economy and to use these principles to create the manual. In Athens in February 2020 we used the time to form smaller working groups of 4 people to look at various principles and find subitems to give hints how to indentify circular economy aspects in daily life and consumption patterns. In the plenum with all participants of the TPM we did develop the manual as an pedagogical tool containing 14 principles including 47 subitems. After the TPM we started with our blog on EPALE and did publish there 9 articles and 1 landing page. The manual was set up as a PDF containing also a QR-Code leading to our landing page. In October 2020 we organized an online workshop about the use of the manual. The workshop contained presentations by staff members of the partners and active participation of the learners using the chat function and online queries. More than 60 people from 24 countries applied to the workshop. In November we organized an international online conference with more than 70 participants where we presented the results of our project and did gain a lot of new input from important national and international stakeholders from NGOs, politics, administration and industry.During the project we reached many people by providing informations via a facebook page, the blog on Epale, visiting best practice examples and by providing the manual to learners and stakeholders. We will continue the blog on EPALE. The results of the project are already used by some partners for their education programmes. We agreed to apply for a follow-up project in order to digitalize the manual to become a better tool for teaching a circular economical lifestyle.

"Migration is a reality in today’s European Union (EU). Today, approximately 37 million persons born outside the EU reside in the EU, making around 7% of its total population , and further flows of migration will likely remain a feature of the 21st century. It is therefore imperative that effective policies for the integration of third-country immigrants are developed in the EU (Integration of immigrants in the European Union , 2017). Additionally this study is showing that Over half (57%) of respondents say that they would feel comfortable having any type of social relations with immigrants (manager, work colleague, neighbour, doctor, family member (including partner), friend), and 38% of Europeans think that immigration from outside the EU is more of a problem than an opportunity. A clear majority (69%) of respondents agree that fostering integration of immigrants is a necessary investment for their country in the long run, which means that new ways, solutions, and practices need to be introduced and implemented. On the other note, Just over half (51%) of respondents agree that the government of their country is doing enough to foster the integration of immigrants. It is evident that even though the migration flows in the European Union are decreased the challenges for the European Governments are to ensure proper and smooth inclusion of the migrants and refugees in the societies, and acceptance by the general population. The necessity to implemented measures and practices for social inclusion is more than needed and wider European cooperation and exchange of good practices can improve this situation. ""Everywhere is home"" is confident that the key for improving the social inclusion and acceptance of migrants/ refugees in the European societies is by identification and mapping of existing good practices by NGOs and public institutions, and offer new sets of measures, tools, and services that can be applied in the local contexts by NGOs and public institutions, thus improve the acceptance of migrants/refugees and improve the awareness of the general population towards this vulnerable group.The project will realize 1) focus groups to understand better the problems from the point of views of the refugees/migrants and from the point of view of NGOs working with them2) different Joint Staff Training Events to give competences and skill to the partners' staff working with the target groups3) creation of local networks of stakeholders that could cooperate together to offer better integration4) organization of multicultural festivals s in the project countries to spread the ""other"" cultures5) a guide containing good practices of integration (searched at international level)6) many dissemination tools (newsletters, leaflet, web site, social networks, etc)7) various project meetings to permit the partners to develop each project step and to exchange ideas/opinions during their realization.The project outcomes will be:- Conducted 50 interviews with refugees & migrants - Conducted 50 interviews with NGOs and other stakeholders working with/for refugees and migrants - 4 multicultural festivals for exploration of the culture, tradition, and food from migrants - 1 Guide of good practices for inclusion of migrants and refugees from 4 countries ( France, Germany, Luxembourg, Italy)4 Transnational project meetings - 3 joint staff training to increase the capacities of staff of the consortium organizations"

<< Objectives >>The project objective to increase youth employment in Europe in long term. The short-term objectives of the project are as follows:-To understand the needs of unemployed youth and related industries in context of Virtual Reality (VR) and Rapid Prototyping (RP)-To promote/teach innovative applications to youth on an international scale for increasing their employability,-To promote the integration of outputs of Industry 4.0 into the skills and competencies of young people<< Implementation >>The main activities in the project are gathered under 4 different work packages. WP1 includes activities related to project management, evaluation and methodology. In WP2, there are surveys, analyzes and workshops on the preparation of research reports in the field of VR-RP. WP3 includes the development of training modules, the establishment of the platform and pilot applications (online and physical). In WP4, there are dissemination activities such as closing/stakeholder meeting, website.<< Results >>Results to be obtained during the project are as follows:-A research report on the needs of youth and skill mismatches regarding VR and RP affecting their employment in related industries-Active participation of youth into learning processes of VR and RP.-Increased level of competencies and skills of the youth by overcoming the skills/competency mismatch. Youth will design their own products, develop and produce the prototypes.-Interactive digital training modules in VR and RP.