This is a crucial moment in history for Europe. The unexpected arrival of hundreds of thousands of children in the European shores during the 2015-16 migration crisis wracked education systems, which found themselves ill-equipped to enroll and support large number of new students arriving throughout the school year. European schools unused to large-scale diversity were forced to adapt quickly to the complex needs of children with different linguistic backgrounds and, often, very limited schooling. Even localities accustomed to diversity faced severe capacity challenges, finding it necessary to rapidly accommodate large numbers of migrant students without the necessary available infrastructure.Migrant Children in the Schools of EuropeMigrant children face multiple challenges in European education systems. These challenges are complex and intersectional. They may include a lack of proficiency in the host country language, limited or interrupted prior formal education, patchy institutional knowledge about how schools and systems work in the host country. As a result, children of migrant background show significant gaps in academic performance. They tend to have lower levels of academic performance, higher early-school leaving rates, over/underrepresentation in certain school types and difficulties in gaining a foothold in labour markets. This legacy of poor educational outcomes has, also, ripple effects into the next generation and is linked to stagnant social mobility. Ultimately, these effects can feed into a vicious cycle of intergenerational poverty and social exclusion. In other words, cracking the immigrant education puzzle is at the heart of Europe’s integration challenge.Although this challenge is not new, it has taken on greater urgency in recent years. Improving education for migrant children has long been a priority in many European countries [and at the EU level]. But while policymakers at all levels have signed up, at least on paper, to the principle of “mainstreaming” migrant integration the implementation of this approach remains a work in progress. Few countries have made the structural reforms necessary at district, school and classroom levels to ensure that all learners have a chance to thrive.The Role of Schools in the Education of Migrant ChildrenEducation, particularly inclusive education, is the most powerful tool to integration (Fundamental Rights Agency, 2018). Inclusive education may help improve social cohesion, improve language skills, prevent child poverty and foster participation in the host society. (UNESCO, 2018). Mainstream schools in Europe have the potential to become the main drivers of migrant integration (Migration Policy Institute, 2018).To this end, the “Schools 4 Inclusion” project proposes the elaboration of an effective strategy for the evolvement of the school into an inclusive environment, conductive to the successful integration of children of migrant background. This methodology draws upon two (2) broad areas of educational discourse:[a]. the principles of inclusive education - as the process of responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion from education.[b]. the whole-school approach - as the approach of improving the quality of the education that migrant children enjoy by involving all those dimensions of school life which may have an impact on educational achievement.The project proposes the development and the implementation of the “Inclusive Education Whole-School Approach” which is comprised of the following two (2) distinct components:- the Inclusive Schools Methodology and Guidelines- the Inclusive Education Toolbox and Languages Learning Tool which are incorporated into a Mobile App.A total of twenty (20) schools throughout Europe will pilot the Inclusive Education Methodology;

"Due to the political instability that many countries face around the world, thousands of people leave their country of origin unwillingly and sometimes to unknown destinations. As statistics on immigration at the European level reveal men, women and children cross seas, walk long distances and sometimes live in disastrous conditions before arriving in a country that will welcome them. Therefore, European countries have become a ""second home"" to an increasingly number of immigrants and refugees with a very diverse linguistic, cultural, educational and professional backgrounds. Although this diversity is certainly an asset because it enriches the linguistic and cultural diversity of Europe, it also challenges political decision-makers on the adequate means to assume henceforth their responsibilities, that is to say work to the overall development and well-being of the people they have accepted to welcome to their territory.To this end, numerous initiatives have been taken to facilitate the integration of migrants into European societies. However, despite the efforts made, there is a need to constantly develop innovate supporting services for these individuals who are visibly vulnerable in the new environment because of the linguistic, cultural, economic and educational disparities. They are confronted to many difficulties such as the need for guidance, appropriate training, extra-accompanying measures and quality jobs.Their presence on the European territory opens up a new challenge for the European labor market, calling for new measures to ensure the rapid and efficient integration of disadvantaged groups (28% of the EU population) who are an integral part of societies. And it is at this level that this transnational project comes into play to tackle from a multidisciplinary approach the issues immigration, integration, training, personal development and employment of the disadvantaged . The idea for carrying out the project originates from the numerous working experiences that partners have gathered through both national and Europeans projects involving low-skilled people and disadvantaged groups and which have strengthened their abilities to develop new educative solutions to better answer both the immediate and long-term needs of migrants. Therefore, one of the objectives of this project is to constructing innovative training programs based on the identified needs of adult migrants in the participating countries and by doing so, contributing to the quality of adult learning at the European level. This project targets more than 200 male and female adult migrants who have been living for at least two years in one of the participating countries( France, Luxembourg, Greece, Portugal and Italy)who have a regular stay permit, who have undergone at least one language or professional training and who are unemployed. On the basis of the transnational research on integration policies, professional training and good practices for the insertion of migrants in the labor market, partners will construct innovative training modules around the eight competencies of European Framework of Key Competences for upskilling educators working with adult migrants. These modules will be tested in all partners' countries . In order to achieve this, 50 mentors for mentoring migrants will be trained, 25 success stories will be recorded and published, 2 staff training will be held, 5 intellectual outputs will be delivered and 10 Multiplier events will take place to disseminate the results of the project.Through the various activities of the project and the training modules that will be made available to training providers at the European level, we hope to promote the transfer of intergenerational skills thanks to mentoring activities , develop the potential of adult learners, improve the linguistic, digital, intercultural , socio-professional and entrepreneurship skills, facilitate the social and professional integration of migrants. All this will in return impacts financial situation, strongly contribute to their quality of life, give them necessary keys to support their children's educational and improve their self- image and their overall well-being.The expected impact level that the results of this project expand the quality training for adult migrants. The results of this project are transferable to other contexts and their scope is beneficial for both the learners and the staff because it is the fruit of cooperation between 7 experts from different areas of expertise, but complementary namely: SIDEC - LXAproximar - PTAmadora Inova - PTAthens LifeLearning - GRSAN GIUSEPPE ONLUS- ITLIL'LANGUES - FROffice House Capellen - OHC - LX"

This project involves rural regions of Europe countries, territories with a lower level of productivity and employment but rich in landscapes and heritage. Unfortunately, this potential is not fully exploited due to the current economic situation of the rural and mountain areas of the European countries which remain, in many cases, basically marginalized. No elaborated thematic product exists, especially in the less visited areas of the south and east of Europe, so far excluded by the market. ESCAPE2 project addresses specific needs detected in these areas: relatively scarce or non-existent experiences of rural tourism with integrated strategies and integrated development policy/territorial focused on tourism as a key element for economic growth; -low level of awareness about the economic potentiality of rural areas and added value tourism chains; -Lack of quality facility or service for tourists; -need of a high level of engagement and stronger communication by all stakeholders at all level (within the whole tourism chain) and lack of cooperation among local actors/stakeholders/policy-makers;-lack of clear definition of the market segment to be attracted (kinds of visitor);-lack of efficient marketing activities and integrated communication plan targeting potential tourists/beneficiaries, lovers of fitness activities and outdoor sports for the health, physical shape and to escape from the daily routine. This said, the main objective of the project is to develop a common STRATEGY that integrates all participating countries and allows for an effective impact on local communities and economy. Project activities are set to reach the objectives and the main results and expected outcomes and will involve actors that often have no access to knowledge and information and lack the capacity to ensure the viability of their natural and cultural heritage and need to be strongly informed, trained and supported to plan and adopted an innovative tourism strategy where they can play an important role. They are: country houses, holidays farms with or without restaurants (local gastronomy and typical products), restaurants, cellars, stores of local and biological products and farm holidays with local products for sale (km 0 products), chefs, farming and other primary producers, handcrafts shops and artisan businesses, tourism services and shops, operators organising open local tours, etc. At a national level, the project will facilitate the creation of actors/stakeholders/policy-makers networks through the participation in ESCAPE2 local events (dissemination events/local seminars), and it will transfer to these networks all relevant knowledge about rural tourism marketing strategies in synergy with national/local tourism strategies. At cross-border level, we will adopt a common transferable methodology-innovative/integrated strategy for sustainable exploitation of cultural/natural/historical resources as economic assets, to create a Cross-Border Network on High Quality Tourism Rural Development. This Strategy will be created confronting local situations, sharing best practices and finding common needs: the network will be actually built amongst similar destinations to develop the benchmark values necessary for quality comparison. This result will be reach by implementing the IO1. In one year, we want to map the main stakeholders, to realize an updated market research and share all the best practices referred to the rural tourism. All the documents of the output will be included in an OVERVIEW REPORT which will serve as the basis of the IO2, namely to set up the training course. The second and third output will result on tools specifically produced to reach the overall Strategy. The project will develop contents and curricula based on the results of mapping and matching and will test and pilot the training for 3 months by organizing online courses delivered through the project platform.

"When a child’s own family is unable, even with support, to provide adequate care for the child, the State is responsible for ensuring appropriate alternative care. After official intervention, by their “State” parent children are placed into out-of-home care. An estimated 1,8 million children in the Europe live in some form of alternative care, while 1 million lives in “orphanages” or childrens’ homes. More than 80% are not orphans. They are separated from their families because they are poor, disabled or from an ethnic minority, victims of abuse or victims of neglect. The effect of institutionalization on the physical, emotional and cognitive development of children and youth is detrimental, long-lasting and well-documented. Most of these children in the EU Member States child welfare systems will simply “age out” of the system when they turn 18, without a family and without the skills to make it on their own. As young adults they are likely to have no support network, struggle to find employment and become dependent on the state for their basic welfare. Young adults leaving institutional care are more likely to fall victims of trafficking, exploitation, unemployment, homelessness and depression. With no experience of family life, many struggle when they become parents themselves, putting their children at risk of institutionalisation and transmitting the problem from one generation to the next. Leaving home and starting life as an independent adult can be one of the most challenging steps in any young person’s life; becoming independent after leaving care can be especially daunting. Young care leavers are expected to become independent at a very early age, considerably younger than peers who grow up in their families. These young people face challenges without the usual safety nets on which to fall back. For young persons leaving the highly structured institutional care settings, becoming an independent and socially integrated adult is especially challenging and raises the risk of social exclusion. The current provisions for care leavers, throughout Europe, is unclear, insufficient and all too often overlooked. It is no exaggeration to argue that care leavers are left behind and forgotten by those charged with the responsibility of ensuring their wellbeing; highlighting, thus, the systematic failures of the “Corporate” or “State” parents to safeguard the rights and wellbeing of its children. The “Now What?” project aspires the provision of a cohesive and consistent package of support, information, advice and guidance to those young people leaving care aged 16-19 years old, so as to achieve a seamless transition into adulthood. The ""Now What?"" project aims at the development and delivery of an integrated approach in dealing with the preparedeness of care leavers to face the challenges of living an independent life, in compliance with the UN Recommendation in the Guidelines for the Alternative Care of Children, which underscores the need to “prepare children to assume self-reliance and to integrate fully in the community, notably through the acquisition of social and life skills”. The “Now What?” project is premised on the idea that investing in, and adequately resourcing, the acquisition of basic life skills for prospective care leavers is the single most important component for after care success and independence. The “Now What?” project will develop and undertake a comprehensive strategy to better enable care-experienced children in the following four (4) European countries: • Romania, • Portugal, • Greece and • Albania to achieve their potential and deliver improvements in their educational, social and economic outcomes. The “Now What?” project is comprised of the following two (2) distinct components: -- Life Skills Workshops -- After Care Plans and is expected to contribute to the capacity building of: -- one hundred fifty (150) care leavers -- fifteen (15) care professionals -- one hundred fifty (150) mentors who will assist care leavers develop their After Care Plans."

GreenHeritage aims at developing a holistic, innovative and inclusive approach toward direct and indirect climate change (CC) impact on intangible cultural heritage (ICH), a topic which has received little or no attention at all. The project seeks innovative tools and methodologies able to promote adaptive and systemic approaches to better manage CC. The GreenHeritage proposal aspires to function as an urgent reminder that climate change is present, affecting both directly and indirectly all aspects of Europe’s cultural heritage. It is also an urgent call to stir up collective action. The project will be implemented in 5 European countries (Belgium, Greece, Italy, Latvia and Spain) and it will produce the following key results:•A methodology for the management, preservation and protection of ICH in the face of CC based on a needs analysis in partner countries but also across EU.•An interactive map showing examples of the most endangered areas and regions in Europe where CC has started to impact negatively different types of ICH.•A blended learning program on ICH and CC consisting of 4 online modules and 4 transnational physical workshops, targeting cross-sectoral PhD candidates, researchers, and policymakers & practitioners.•A micro-credentials programme on ICH and CC consisting of 4 online modules targeting a broader audience.•5 policy roundtables and a final conference bringing together scientists, researchers, community leaders and policy makers.•5 policy briefs, and a handbook on the state of play of ICH and CC impact at EU and national levels including key project results and final recommendations for policy change.•A long-term action plan ensuring transferability of project results.Throughout the implementation at least 500 direct and indirect stakeholders at all levels will be informed on project results, at least 150 learners will have subscribed to the e-learning platform and at least 150 participants will have attended the final conference.