"ProSocial Values project has been written to bring about a change in society through the promotion of values such as solidarity, inclusion, cooperation, empathy, multiculturalism, respect for the environment, etc. This project has addressed the social challenge of inclusion by helping children from 5 to 15 years old to learn prosocial values and develop positive interpersonal relationships. This social change has been pursued through the creation of an international community of educational institutions and schools cooperating in the promotion of activities at the national and international level. This prosocial community network has been called ""Nobody Less"" to express the ideal of inclusion and highlight the openness of the community. The promotion of prosocial values in the classroom is facilitated by a non-formal educational approach and the use of game-based teaching strategies. Thus, the project partners have collected online digital games that can be used by the teachers to promote prosocial values. Free from charges games have been analysed and described considering the way they can be used in a lesson plan. To increase the skills of the teachers, the partners have created a curriculum for teachers’ training, developing 8 modules on innovative and engaging methods to promote prosociality through game-based teaching or other non-formal activities. Furthermore, the partnership has set an online training platform, including an informal assessing tool for learning, based on gamification methodology. The online training platform has been accessed by about 11.000 users.In the final part of the project, the partners have implemented a piloting phase to assess the impact of experimental educational activities on the student’s prosocial attitude. An evaluation tool based on self-reflection questionnaire has been developed to this scope. The piloting activities have involved a total of 620 students aged from 8 to 15 years old. The analysis of the data collected using the evaluation tool has demonstrated a positive increase in the average value of the students’ prosocial attitude.ProSocial Values has aimed at having an important impact at the social level, to reach that goal several public events have been organized. 2 main multiplier events took place during the project involving a total of 985 participants: the first one in Skopje on May 2019, the second one online (due to COVID19 emergency) on September 2020. The partnership has also organized other public events at the national and regional level to involve institutions and schools in the ""Nobody Less"" community network. The most important public events organized in the framework of the project have been the “Prosocial Weeks”: moments in which teachers and children have implemented activities and events to promote the prosocial values in their schools and to the local community with the support of the project’s partners. More than 14.000 students have taken part in these events. The main target groups of the project have been Teachers, school directors, children, parents, decision and policy-makers, researchers and university professors, professionals in the field of education and project managers. Thanks to the commitment of the project partners, the community network ""Nobody Less"" includes members from 16 European and extra-European countries and new institutions are in the process of becoming members. The close collaboration that has been created between “Nobody Less” members has led to the writing of new projects inspired to the prosocial values."

Migrant students (or synonymously students or pupils/children of migration background or minority students) are disadvantaged in terms of enrolment in type of school, duration of attending school, indicators of achievement, drop-out rates and types of school diploma reached. The topic of education and migration is relevant in the context of European economic development, social cohesion and the stabilization of democratic cultures. The project offered explanations for the given situation and elaborated policies, programmes and measures to improve the situation. The teacher-student relationship is central in any school and any system of education. Low teachers’ expectations towards migrant students generally have a negative effect on their performance. There is substantial evidence that teachers in Europe have been ill prepared so far in teacher training for the new student population. different pupils have different prospects. These had to be permanently taken into account, when finding solutions for certain academic problems. The followings were identified as fundamental challenges for teachers: the learning of the respective national language as an additional language for children with a migration background; the assessment of prior experience and knowledge, the pedagogical differentiation regarding the content of teaching and learning material, the communication between teachers and parents, the co-operation between majority and minority students, and the initiation of changes in the systematic level of the So, the objectives of the project were shaped as;*to clarify the needs of primary, secondary and high school teachers and the administrators in the area of cross-cultural education. *to overcome disparity in education. *to overcome daily challenges the teachers, administrators and the authorities face educating non-native pupils, and to clearly map out what supportive measures are needed by the related stakeholders.*to raise awareness in the community about the needs of non-native pupils.*to offer solutions to meet the issues related to the education of non-natives.*to raise awareness both the parents of non-natives and the natives.*to remove the barriers regarding the inclusion of non-natives into the target comunity.*to improve the professional skils of teachers and the administrators.*to train the academicians considering the needs of regional authorities.Number and profile of the participants.In the project, 52 educational staff participated in Learning/Teaching/Training activities. These staff were academicians, school teachers, school administrators and the representatives of regional education authorities. During the project time in 3 countries totally 150 teachers attenden training courses for teachers. Totaly 60 non-native pupils were taken into the pre-teaching course before joining their formal education. 250 people,the contact persons of regional authorities of the partnership, the head of the education of 80 provinces and the representatives of Ministry of Education joined the final conference that is going to be held in Turkey.During the project three modules were prepared. the first one was for the training the trainers course. The second one was for the use of in-service trainings of teachers and the last one for non-native pupils' pre-teaching courses. after having prepared the modules, they were implemented to pilot institutions and groups. Then, the impact of the process was measured and evaluated.The waterfall methodology was used in conducting the project. A detailed need analysis was done gathering with the partners in the first transnational meeting. The scheme of the modules was designed in Learning/Teaching/Training Activities. How to integrate the modules into the education system was discussed with representatives of regional educational authoroties. The modules were tested via pilot uses. Final evaluation was with the collection of all outputs at the end of the process.As a result, The teachers' point of view to the non-natives was tried to be changed as they learned how to teach them. the non-native pupils academic success was tried to be raised as they joined pre-teaching courses and learned the target language and culture. The educational authoritieswere equipped both with experienced staff and modules to overcome future issues of heterogeneous education.

The digital world is increasingly the natural habitat of children, adolescents and young adults. This challenges professional pedagogical work to address the associated opportunities and risks in a professional manner. The YOWOMO2.0-Train partnership - a European consortium of nine organisations from the fields of youth work, vocational education and training and research and development - has developed training courses for both youth work professionals and their trainers in order to acquire the necessary competences for youth work in the ager of smartphones and social media. These trainings are developed in a version for classroom teaching (e.g. continuing education courses, in-house trainings) and for online learning (Massive Open Online Courses). To develop these training courses, the consortium (1) carried out field analyses in the form of stakeholder interviews and focus groups, (2) analysed and integrated existing competence descriptions (YOWOMO2.0; Developing Digital Youth Work), (3) developed extensive material for the practical implementation of training for both professionals and their trainers (curricula, module descriptions, lesson plans, assignments, assessments), (4) tested the developed material in pilot trainings, and (5) presented the results for discussion in various regional, national, European and international meetings. This showed that the results of the partnership were both practically feasible and linked to the expert discussion on digital youth work.All trainings are based on the following four interlocking didactic approaches: (1) Situated learning, (2) Problem-oriented learning, (3) Self-directed learning, and (4) Discovery Learning. The offline version of the training for professionlas consists of seven modules: (1) Digital relationship, (2) Online attitude, (3) Ethics and practice, (4) Legal framework, (5) Social Media and Public Relations, (6) Professional network, and (7) Qualitymanagement. The training for future trainers consists of two parts: (1) a one-day kick-off training to introduce the trainees to the training of skilled workers and (2) flexible informal support for trainees during the implementation of the first training course for professionals (including final assessment). Both the materials for the training of professionals and the trainer training are freely available in the seven languages of the partnership (English, Dutch, German, Polish, Romanian, Italian, Turkish) on the Internet at the address https://yowomo.euThe English language online courses for both professionals and trainers are implemented on the Online Learning Platform Eliademy (https://eliademy.com). The MOOC for professionals comprises modules which are based on the contents of the offline training, but which focus more clearly on the contents of the modules which have proven to be of particular practical relevance for professionals. Therefore, the MOOC comprises the following three modules: (1) Digital relationship (To whom you are talking to - Identifying your target group; Good rapport - How to build professional relationship online; Media richness -The ladder of opportunities), (2) Online attitude (Online identity; Online influence and manipulation - Dysfunctional behaviours; The new normal; Are you also a professional when you are online?), (3) Ethics and practice (Moral compass - Ethics in your work; New acting - protocol). The MOOC for trainers includes modules based on the content of the offline training. Instead of flexible informal support, however, it offers information on the further development of one's own trainer skills. The MOOC comprises the following modules: (1) Introduction to the YOWOMO project and training, (2) Didactical approaches, (3) Training material, (4) Tips and tricks, and (5) How to become a better YOWOMO trainer. Both MOOCs are freely accessible.