"Social integration of refuees is a complex and gradual process with legal, economic, social and cultural dimensions. It imposes demands on the receiving society. Refugees are often presented as vulnerable, poor, benefit-dependent and a potential social and economic threat to the receiving society. This affect how local communities receive refugees and makes their social inclusion into the receiving country very difficult.At this point, the governments may take actions, implement policies or develop mentorship programmes but the real voice of refugees can only be heard in the streets, schools. In this gradual process, the young members of the society should definitely take roles to welcome newcomers to the community. Before they are exposed to the flood of news, biased remarks of the media and politicians, they should form their own opinion, have a deep insight to the refugees, and focus on the humanitarian side of refugees and how to make the community they live together better.In this Project, as the young members of the societies of hosting nations, firstly, we focused on listening the voice of refugees, developing an empaty, making a reflection of each nations attitudes to refugees and show a reaction by writing, illustrating and designing children stories about refugees as the first step. To reach this aim, we will integrate many disciplines to the Project process including foreign language competence, art/literature competence, writing competence in both mother tongue and in foreign language. The participant students will engage in many meaningful activities to reach the final outcome of the Project, such as making interviews with refugee peers to decide the topic of their books,joining a number of seminars by the experts such as a children’s book author, illustrator and bibliotherapist.As the 2nd step of the Project, the students will colloborate with a Turkish primary school to see if their story book will have an effect on the perceptions of the primary sch students. They will conduct a pre test to define the kids perceptions of the “concept of refugees”. After the reading sessions, a post test will be conducted and they will analyse tha data gathered from both tests. Thus, the participant schools will have produced an academic poster at the end of the Project.While carrying out this project, 5 partners will work together, involving Turkey, Italy,Romania, Denmark and Portugal.Italy worked on an etwinning project called ""Stories to be Told"" which can be seen as the first step of this project in 2017-2018 years. The project was awarded with 4 national and a European label and was among the first 200 projects in Turkey and also given""a special category award"" in Romania. Portugal and Denmark are added to enrich the activities and disseminate the books throughout Europe.Also, according to the statistics of UNCHR Turkey hosted the largest number of refugees worldwide, with 2.9 million people, while the rest of the European countries hosted 2.3 million refugees. So, healthy integration of refugees is a key issue in Turkey. With the implications of this e twinning project, the partners agree to take a step forward and enhance the number of stories and work in mixed groups rather than work in schools. Adding a primary school to the Project is a crucial when the evaluation of final outcome is considered. Improvement the perception of kids is one the main aim of this project. Short term exchange of pupils will be in Romania, Portugal and Italy and there will be 2 short term exchange of teachers, kick off meeting in Turkey and final meeting in Denmark.At 1st LTT of pupils, the students will write children's stories about the difficulties that the refugges experienced; 2nd LTT will be drawing session for pupils. They will put their art skills into practice and illustrate the stories and at the last pupils' LTT they will make the graphic design of the books. The results can be divided into two categories; CONCRETE RESULTS which includes high level use of e-twinning portal, Project logo, slogan, leaflets and blogpage, Project corners, story book, Efficacy questionnaires, seminars given by experts, and an action research article/ posters; ABSTRACT RESULTS are conscious members of society about the refugees, an awareness on the difficulties experienced by the refugees, increased cooperation and international experience, high tolerance towards diversity and deep understanding of the concept of being a refugee."

"When the European Trainer Teacher Tandem project (ETT Tandem) was set up in 2014, Europe was undergoing a deep financial crisis which had a devastating impact on youth unemployment, especially in Greece, Spain and Italy amongst other countries. Germany, on the other hand, managed the crisis quite well and did not suffer higher unemployment among the youth. As a consequence, the interest in the German dual training system massively increased in Europe. It was this situation that brought about the idea of a tandem for teachers and trainers of different European vocational education systems. Partners of the European InnMain Network developed the idea to learn from each other through allowing the opportunity to participate in typical learning environments of the relevant partner organisations in order to improve the teachers' and trainers' professional, pedagogical and personal knowledge and skills. From its early beginnings, the idea to ""think out of the box"" and gain experience from European partners has been a fundament of the European Union as well as the Erasmus+ programme whose validity remains unchanged until today's date. Some of the ETT Tandem partners, who had been organising exchange programmes for their students over a longer time, came up with the idea not only to exchange students, but give their professional staff equal opportunity to enjoy international teaching and learning experiences. Hence, the objective of the ETT Tandem project was to develop a guideline for such Trainer Teacher Tandems among European partners in vocational education, the so-called ""ETT Tandem Model"". The model allows collaborative learning, exchange and transfer of good practice experiences made by trainers and teachers in a real training environment such as vocational schools or training centres (or by e.g. companies, chambers, schools) with focus on the practical parts of the vocational education and training.Partners from six European countries were actively involved in the ETT Tandem project. These included: BFI OOE - BFI-Institute for Vocational Advancement, an Upper Austrian vocational training institution. BFI Upper Austria provides vocational education and training in a wide context of areas. Part of its educational activities focuses on training schemes aimed at the (re-)integration of unemployed persons or persons disadvantaged in the labour market. Those pertinent educational and occupational schemes are designed and organised in close co-operation with the Austrian Public Employment Service (AMS) and companies. The vocational school Istituto Tecnico “Attilio Deffenu” of Olbia in Italy which provides research and experimentation in education, aiming at innovative teaching and methodology. The Οργανισμού Απασχόλησης Εργατικού Δυναμικού (ΟΑΕΔ) or Organismou Apascholisis Ergatikou Dynamikou (OAED), also known as the Manpower Employment Organization of Greece, is a public authority that handles vocational training, job search assistance, labour and policy development, as well as unemployment and maternity benefits. Teknisk Erhvervsskole Center (TEC) is a large vocational college, situated on 5 campuses in Greater Copenhagen, attending 25,000 students during a year. TEC has a history of more than 135 years – the institution as it looks today is a dynamic merger of six institutions, the first merger starting out in 1999. TEC has a staff of 750 and offers around 25 different VET programmes and 3 Higher Technical Examination Programmes and several Adult Vocational Programmes. XABEC is a vocational training centre operating since 2008 and is promoted by the EIFOR Foundation of the Region of Valencia. The EIFOR Foundation of the Region of Valencia aims at promoting, fostering and supporting social, welfare, cultural, research and development initiatives. The Central Agency for Continuing Vocational Education and Training in the Skilled Crafts (ZWH e. V.) is a service provider for all educational institutions in the skilled crafts sector and operates nationwide. It is supported by the 53 chambers of skilled crafts, the regional associations and the German Confederation of Skilled Crafts (ZDH).In the course of the European Trainer Teacher Tandem pilot project, six transnational meetings took place in six different countries, five times with simultaneous tandem activities. The meetings took place at the partner organisations' places. The places chosen were very diverse ranging from vocational schools with only small practical workshops to public-private partnership training centres and work-based learning in companies. This variety had a deep impact on the development of the ETT Tandem Model. It proved that the Model has to be an open, flexible and inspiring model rather than a limiting one. It may provide recommendations, advice and ideas while simultaneously providing space for adjusting and widening the idea of European Trainer Teacher Tandems in relation to the local conditions and environment."