In August 2017 violence erupted again in Myanmar's Rakhine state between the Rakhine Buddhists and the Rohingya Muslims. As a consequence, more than half million Rohingya have fled to the neighboring Bangladesh. The once welcoming local population's attitude changed due to the large number of refugees. This phenomenon could be seen in Europe as well, since 2015. Societies were open and welcoming toward refugees at the beginning, but with time and their increasing number, people transformed their openness into resistance. The consortium includes EcoPro from Denmark, ADEPT from Romania and The Earth from Bangladesh. All of the partner countries face the difficulties of refugee integration and negative public opinion about refugees, causing tension and fragmented societies. The partners are concerned with social inclusion of marginalized young people and since the massive influx of refugees, they wish to address the needs of refugees and the local population. By improving their competences upon handling refugee crisis, the partners wish to foster the building of cohesive societies, where the refugees and the locals can live peacefully together. Therefore, the aim of this project is to build capacity of the partner organizations to contribute at handling refugee crisis by fostering the peaceful coexistence among refugees and the local community. In order to meet with the established aim, the following objectives had been identified:- To collect 33 practices nationally and internationally through the activities upon how different organizations work toward the sustainable integration of refugees into their local communities- To create a booklet, which contains at least 15 best practices collected during the project upon handling refugee crisis- To give 79 youth workers from Romania, Denmark and Bangladesh examples of best practices to strengthen the mutual understanding and acceptances between refugees and local populationActivities:The project includes a national and an international phase of collection of practices upon handling refugee crisis. The first activity is a Seminar in Bangladesh, where the partners create the framework of the collection. Afterwards, each partner starts to collect the practices nationally, then a Youth Exchange will be organized in Bangladesh as part of the international collection. Next there will be a national campaign in Denmark and Bangladesh to raise awareness upon the need of cooperation between refugees and the local population and collect further practices. Another part of the international collection is a Study Visit organized in Denmark. After the collection phases, a Best Practice Booklet will be produced including at least the best 15 collected practices. The results will be introduced and tested on a Training Course to youth workers in Romania, which will be followed by a 3-day local training organized by each partner in their countries.

“ClassLine. Online Classroom for Educationally Impaired Students ”is a Strategic Partnership that aims at to reduce school absenteeism in the partners’ countries amongst students in secondary and upper secondary levels who struggle with mental health issues or cannot attend the school due to chronic diseases (e.g. cancer) or temporary physical disabilities. To reach their aim, the partners will develop an Online Teaching Platform allowing learners with various challenges obstructing their physical participation in the classroom to continue their education. The Platform will be developed based on tools and best practices in online pedagogy as to keep the students active and engaged, additionally developing social competences by interaction with their classmates. To start with, the platform will contain the content of classes in Science and English for an entire academic year, based on the national curriculum for G level in Denmark and 7th grade (secondary schools) in Turkey. By the end of the project, the platform will have a content of 618 hours of teaching. The platform will be open to any school in Europe to adopt it in their teaching and upload their pre-made classes. A guide on effective online pedagogy will allow other schools to structure their online classes so to keep their learners engaged and create a sense of community. By the end of the project, at least 100 learners who are educationally impaired due to mental health challenges, chronic diseases or temporary physical disabilities will have continued their education through the Online Teaching Platform. Multiplier Events and Dissemination activities are foreseen within the project lifecycle as to promote the use of the Platform outside the partnership so that five years following the end of the project at least 100 schools across Europe offer online teaching through the platform to those students who from various reasons cannot attend the school.Although, the platform will be developed with learners with mental disorders in mind, it will be applicable to any learner who cannot attend school for a longer or shorter period of time, for example learners challenged with chronic diseases (e.g. cancer) or temporary physical disabilities. The platform will also be a means of providing remote education in case of such situation that require social distancing as for example COVID-19 pandemic that left out of school over 1.5 mln. learners.

<< Objectives >>To develop a waste management and donation system in partner countries. To create awareness about zero waste and donation. To build a waste management and donation centre. To create a system and documentation about waste sorting. To build up capacity in partner organizations To find needy people and to help them.To contribute to circular economy of Europe effective use of resources and donation.To involve at least 400 beneficiaries in the SCSF project and educate them waste-conscious.<< Implementation >>1-Administration Activities- Project Team- Preparing Documents- Monitor and Report2- Kick Off Meeting 3- Preparation: Organize Workshops for Training and Creating Waste Management and Donation Concept4-Implementation: LTT Activities 1-2 and Start Local Trainings; Found the Waste Management and Donation Centres5- Dissemination: Press Release, Prepare website, leaflets; Dissemination Seminar6- Interim Evaluation and Dissemination Meeting7- Final Evaluation and Sustainability Meeting<< Results >>The main result of SCSF project is the waste management and donation centre. A waste management system will be set up. A waste sorting document will be prepared to inform people. Donation and its effects on society will be shared. Result products are Introductory Guidelines; Self- evaluation forms; Online logging file system; Waste management and donation concept and guidelines.200 parents and 200 residents will be involved in the project and be trained about waste management and sorting.

"Project’s context and background: Contemporary education understanding, which aims to give individuals, productive and open qualities to development in the development of countries, gives importance to choosing the most suitable profession where the individual can reveal his potential to the maximum level. Services carried out in this field by the individual in the training process are covered by the ""Career Alignment"". The vocational school teachers who are supposed to support the students in this regard are not well informed. So the teachers and the directors at Vocational School should be well trained about the needs of labour market and they can guide the students effectively to their future career. By helping them they can also help to their countries' economy. In this context ECS (Early Career Support) is very important both for the educators and the students. They both need to be trained in the field of ""Career Alignment in VET"". Our projects’ initial target groups were Vet students then VET teachers, directors, guidance service teachers and of course the students’ parents. We had two LTT’s one in Denmark and one in Portugal. For the first LTT titled “Training of trainers” in Denmark; guidance teachers and VET teachers were chosen. From Denmark 5 participants, from Turkey 5 participants, from Romania and Macedonia 4 participants from each and from Portugal 3 participants attended the LTT. It was a 5 day training course who became the trainers of the teachers, students and parents. These participants gave trainings for VET teachers, VET students and their parents after they go back to their countries. Teachers were informed about the guidance systems in other countries and importance of guiding a student how to decide their job for future. Students were informed about the VET schools and job opportunities in their fields. Parents were informed about the departments at school and job opportunities those their children could have in the future. Till the pandemic situation training were held face to face and at the covid period we had online trainings. For the second LTT titled “Training of directors” in Portugal; directors, deputy directors and teachers from VET schools who are the decision makes in their schools were chosen. From Denmark 2 participants, from Turkey, Portugal, Romania and Macedonia 3 directors and two staff from Turkey attended the LTT. It was a 5 day training course about the guidance systems and job opportunities. During the LTTs the participants had chance to collaborate for other future projects. After these trainings the parent and student trainings were held in all partner countries.The LTT activities were really well organized by the host partner and they addressed to the aims and objectives of the project. Five Transnational meetings were organised in Turkey, Romania, Macedonia and Portugal. 39 staff from the partner institutions attended the meetings. Communication was really good enough not to have any mistakes. The partners formed PIC Desks-Professional Information and Counselling Desk at participating VET schools to guide the students while choosing their future careers. Vocational Education systems in partner countries according to Work Based Learning in VETriangle was presented from each partner. Different VET schools were visited during the TPMs and LTTs. It gave the teachers and directors the opportunity to observe the Vocational systems at different countries. ECS-Early Career Support was applied to VET students to know their interests and expectations from their future. With the help of CPD-Continuous Professional Development process, the students were informed about labour market.Career guidance teachers had meetings with students about CPS-Career Planning System which helped the VET students to plan their future careers. With the help of these activities there will be long term benefits for the VET students who took part in this project."

The EU 2020 strategy sets out a target to reach a 75% employment rate for 20 to 64 year olds across Europe, however the stark reality is that the EU continually faces youth unemployment challenges. Eurostat report, 2018 edition, shows that in 2017, 14.3% of 18 to 24-year olds were neither in employment nor in education, exposing themselves to the risk of labour market exclusion and dependence on social security. The same report goes on emphasising that people with low educational attainment form one of the most disadvantaged groups in the labour market, exhibiting low employment rates.These findings underline the importance of education for employability. Youth Organisations have been long identified as having a pivotal role in reversing unemployment trends and equipping young people with transversal skills and enhancing their personal development. However, reports show that if such organisations developed their core administrative activities, they would have the capacity to have a significantly higher impact.The partners identified that there is no specific course in Europe, offered either by Universities or other educational stakeholders, specifically upon the administration of Youth NGOs. Therefore, to respond to the needs of existing and prospective youth NGOs in enhancing their administrative procedures, NGO leaders shall have access to a course in ‘Youth Organisation administration’, that is specifically relevant, offers concrete learning outcomes, and is flexible to fit around an already busy schedule of many youth organisation members. Thus, aim of this project is to strengthen the managerial and administrative capacity of Youth Organisation Leaders, as a means to validify the capacity and recognition of Youth Organisations as non-formal educators of young people. The project will develop an online course for youth NGO leaders in “Youth NGO Administration”, comprising of four modules: 1) Non-Formal Education; 2) Organisational Management and Strategies;3) Project Management; 4) Financial Management & Organisational Administration. The online course will meet the learning needs of youth NGO leaders as it will be identified through a research phase, where inputs from at least 100 existing and prospective youth NGO leaders will be collected. Once completed and published, the course will be administered on-line through an e-learning platform. The course material will be an open access resource for anyone involved in or interested to be involved in the management and administration of Youth Organisations. Individuals that follow the full learning programme of each of the four modules, and successfully complete each of the on-line module tests will be issued a diploma certificate, approved by each of the participating organisations. Through this capacity development, Youth organisations will become a more visible and respected constituent of a European wide learning and development agenda for young people, fundamentally fostering the recognition and validation of non-formal learning.