"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"

EU remains among the most popular destinations for migrants, asylum seekers & refugees (EU Commission, 2017) and Teachers’ are not prepared for the new paradigm of a Europe that is becoming increasingly diverse. By one hand, European classrooms are becoming more and more diverse, but by the other, teacher profession remains largely homogenous and teachers lack experience in diverse schooling environments. Teachers have difficulties managing classrooms and this is a fact. These difficulties have not only direct impact on their level of satisfaction (and consequently affects negatively the quality of the education offered) but also impacts on pupils educational achievement (that, at long-term, results in ESL, school-prison pipeline and society alienation). INN2DIVERSITY project focus on 1) preparing teachers for diversity and strengthening healthy relationships by providing to teachers a new non-formal process that stimulate their active engagement in career-long competence development; 2) diminish the application of measures/policies as suspension because suspension rates themselves are predictive of drop-out rates.Concerning the needs of the targeted group - teachers and pupils - INTO2DIVERSITY proposes a new methodology – mentoring – as a system level approach to empower teachers with managing diversity in classroom strategies & tools to better engage students & transforming teaching in a healthy profession.INN2DIVERSITY project has 2 main goals: 1) to reinforce competencies of the teachers to deal with complex classroom realities to better manage diversity and keeping students with disruptive behavior and disruptive academic engagement engaged during classroom time, by empowering them with the necessary competencies (based on the Framework of teacher competences for engaging with diversity promoted by the European Commission in 2017) to improve positive relationships between them and this students2) to create a mentoring model to support schools to transfer and replicate the good practices managing diversity and complex classrooms, and doing so offering them an additional tool to improve teacher’s levels of satisfaction in the classroom; reduce disparities in learning The project foresees the following objectives: 1)to develop, transfer & implement through transnational cooperation an innovative training curricula on diversity and disruptive classroom behaviors management2)to identify the suitable profile & personal skills to manage students with disruptive behaviour3)increase teachers motivation & satisfaction of students’ daily work in school thus contributing to increasing their teaching quality & introducing a virtuous cycle between students’ school achievement & teachers job satisfaction4)design a mentoring model to empower teachers and schools with the suitable methods, knowledge & skills to deal with daily difficulties at work & to manage students with disruptive behaviours5) evaluate peer-mentoring effectiveness as an in-service only focused on professional development to promote positive relationships between teachers & disruptive studentsDuring 3 years, INN2DIVERSITY partners will build a set of Intellectual Outputs, namely: O1 - Report on programmes and measures to support the development of diversity and disruptive classroom behaviors management competences in teacher’s continuous professional enhancement IO2.Training curricula on diversity and disruptive classroom behaviors management IO3.Mentors’ Coordinators and Mentors profile IO4. Courses Curricula for Mentor’s Coordinators and MentorsIO5. Mentoring programme for effective inclusionINN2DIVERSITY will try to target all interested parties that have personal, professional, civic, or financial interest or concern. It includes town council networks, education ministry decision makers, school administrators, school board members, teachers, students, parents, families, community members, local business leaders, non-profit association and NGO’s, advocacy groups. These stakeholders will be personally involved in activities related with validation workshops, open seminars and multiplier events After the project completion is expected _increased awareness of schools on the needed to put efforts to invest on the qualification of their teachers and to adapt the profession to a continuously changing educational environment;_teachers more motivated and satisfied due the investment on their needs of deal with diversity in the classroom_new and tailor-made tool that will allow teachers to self-evaluate themselves and generate awareness on needs of self-development, flexibility and adaptation to new realities _a mentoring process that can be individually fine-tuning to mentors and mentees_pupils with the sense of being valued by their diversity

<< Background >>It is known and understood that economy is changing, new concepts are emerging (concepts such as knowledge economy, 4.0 economy, circular economy), and all these new concepts impact the challenges to increase transversal skills. Networking is one of the most important elements of job search. Professional networking has been shown to be the best way to find a new job. Nevertheless, nowadays networking continues to be seen as a high-performance professional career development skill. In what concerns networking, is commonly understood that 85% of employment opportunities are related to networking outcomes (says a recent survey conducted to more than 300 thousand persons in conjoint research in which the Adler group and LinkedIn participated (www.linkedin.com/pulse/new-survey-reveals-85-all-jobsfilled- via-networking-lou-adler/ - 2016). The research concluded that “(… active candidates represent around 5-20% of the total talent market, Tiptoers about 15-20% and passive candidates about 65-75%. reflecting fewer candidates for a high position.” This confirms that networking is a key and fundamental skill to labor market integration and job retention, or in an extended approach to generate opportunities that benefit people inclusion – having in consideration that a workplace is a key to social inclusion and personal wellbeing. Target groups: disadvantaged groups - NEETs, migrants, immigrants, and others According to the Skills for jobs database by the Organisation for Economic Co-operation and Development (OECD), at least 80 million workers in Europe are mismatched in terms of qualifications. This means workers lack the proper qualification for the job they have been hired to do, either because they are under-qualified or overqualified. According to the OECD, this is the case for 42% of workers in Greece, 41% in Portugal, or 37% in Germany. The so-called ‘skills shortage’ has an economic impact both on workers and businesses. At the partnership level, it has been observed in each country that ‘skills shortage’ is a real problem and especially for NEETs and migrants, who are facing a pool of challenges in being socially included. The expertise of the team members and the experience in working with disadvantaged groups constitutes an asset for the development of this project concept – foreseen activities. The general objective of this project is to help disadvantaged groups (NEETs, migrants) to become successful participants in the community by developing their networking skills and by using the links they have created for better inclusion. We believe they will be better prepared if their networking and soft skills are empowered and oriented to invest in their social capital increase. SHAREN(E)ET was designed to develop innovative results but also to intertwine innovative practices with existing activities considered as good practices adaptable to young adults, namely the creation of opportunities for self-development and empowerment towards the labor market. Some innovative resources: 1) Networking Self-assessment for disadvantaged persons 2) Learning paths or programs around the learner - Learning paths tailoring tool 3) Learning resources catalog To develop these resources, partners will invest knowledge they have consolidated during their lifetime of fieldwork & implement other key projects.<< Objectives >>The overall objective of this project is to help disadvantaged persons to become successful participants in the economy. We believe they will be better prepared if their networking and related skills are empowered and oriented to invest in the social capital increase. Thus, the project goals are to: Enhance networking and related skills, identified as critical in the 21st-century economy in disadvantaged young adults (especially NEET) and adults. Identify existent open-source networking self-assessment tools and design one suitable to disadvantaged persons. Develop a tool that analyses and issues learning paths proposals for networking and related skills enhancement in disadvantaged persons and practitioners. Generate a set of learning paths to train the trainers (practitioners) in providing the most effective support to trainees (disadvantaged persons) Create a networking and related skills development guide, providing to practitioners a set of guidelines, resources, and tools to apply when working with disadvantaged persons Pilot the PRs’ in each country targeting 12 practitioners and 24 disadvantaged persons (in PR3 pilots) from which will result in a Catalogue of Successful Case Studies in “Building Human capital to sustain social inclusion and employment” Target groups: practitioners: psychologists, social workers, trainers, educators, and other related professions. This group will be mostly engaged in core project activities, integrating the first direct beneficiaries of what the project aims to develop and deliver. These participants are asked to provide their experts' points of view and influence the development of the results. Furthermore, they are to be engaged in the activities that provide critical input to PRs’ validation and improvement - validation workshop. They will also be invited and enrolled in the piloting activities in which they benefit from the learning experience but also have the duty to provide informed feedback to the developers. They can be integrated into the groups for transnational activities - STJSTE - and in the communication and dissemination actions.<< Implementation >>SHAREN(E)ET is a 30-months project which aim is to support inclusion and employment pathways, by creating a series of learning pathways (self-assessment and training offer). The self-assessment instrument will allow creating disadvantaged people’ self-awareness regarding their current levels of proficiency in key soft skills, and the training will cover the gaps and train disadvantaged groups on how to develop and value their soft skills. To the project purpose, it is required to design a participatory approach and to be as close to the beneficiaries as possible. Therefore, SHAREN(E)ET methodology will be based on delivering pilots simultaneously to a single group in each country. The development of the PR’s will also be almost in parallel, making sure the resources are working and taking advantage of synergies.The project will start with the planning of all the necessary PR’s, they will be detailed at the same time with a conjoint effort from all partners. The PR’s are interconnected. PR1, PR2 and PR3 will be developed at the same time and cannot be implemented independently in a sequential manner, but they are all to be applied to the same beneficiary in an integrated process, so the prototypes need to be ready at the same time. The PR1 will be focused on setting the right framework of skills and providing the beneficiaries with the possibility to measure their levels in terms of networking and related skills. PR1 will pack with PR2 since this one provides the personalization or the paths to develop the skills according to the self-assessment. So in the pilots, the participants, supported by practitioners, first perform the self-assessment and then receive guidance and counselling to go through a pre-defined learning-tailored path. The partnership will go through the development of a set of learning paths that can ultimately fit and be tailored to self-assessment results. The accumulation of these learning paths (or in smaller unit learning objects) will constitute the PR3 - Learning resources catalogue. This PR3 is an open catalogue in the online format being to accommodate new learning paths and resources as the PR1 is used. The final PR (4) is a guide to support the practitioners in using the previous PR’s but also with resources and activities for guidance and related supporting methodologies.<< Results >>PR1: Networking Self-assessment tool for disadvantaged person skillsThe project proposes to add innovation to existing tools by creating a networking online self-assessment for disadvantaged persons. The self-assessment tool will be a user-friendly tool to appraise the level of networking skills of one person with basic level skills. By evaluating the level of networking competence, we will be able to prepare a customised training to improve this ‘must have’ competence and to promote social inclusion, fostering disadvantaged people to enter the labour market and the capacity to retain their job (career progression). People will feel more capable to overcome their difficulties to communicate. Communication is very important to enter the labour market and retain the job: developing and maintaining relationships with others for the purpose of mutual benefit can help individuals search for and secure employment opportunities, gain access to needed information or resources, obtain guidance and social support. PR2. Personal inclusion and employability paths tailoring toolThe learning paths tailoring tool is about tagging and matching the self-assessment results from PR1 and the suitable learning recommendation to develop the participant talent and potential in terms of social capital and network. The PR1 delivers an appraisal and help to better understand what that person must do to be empowered. The learning paths tailoring tool is composed of a document / online platform (in which beneficiaries can visualize the tailored path) and a board game (customized for digital use). PR3. Learning resources catalogThe catalog will combine resources self-awareness/ self-development and networking development skills that will be developed or selected and presented in the catalogue. The resources, materials and activities in the catalogue must be aligned with what was developed in PR2, that is, the beneficiaries create their tailored learning path and find the necessary resources, materials and activities to perform it in the catalogue. The catalog will be organized in a process of design thinking and it will comprise an instruction guide to facilitate transferability and a guide to provide more robust information on replicability procedures. This result also comprises the functional specifications document for the web-based development and coding, allowing the transferability to many other stakeholders and context.PR4. Guide for Social Capital and Employment Opportunities Development This guide will be focused on how to support the generation of opportunities to develop social capital and employment. The enhancement of disadvantaged persons (DP) networking and related skills can’t be only about finding a job, must also prepare the person to invest in self-development, social capital investment and professional development. This guide is all about supporting the generation and development of opportunities. This PR intends to provide guidelines, that practitioners can use, to increase the human capital of the DP. It will also emphasize the integration of guidance and insertion schemes, activities, tools, and techniques (PR3) and their potential to generate opportunities, e.g case studies. One of the resources at the disposal of the practitioner will be the PR3 with a wide variety of learning objects and paths that can be evaluated to fit the beneficiary needs.Project outcomes1) the empowerment of disadvantaged people with key skills – focused on networking - and new tools, to overcome labour market alienation (applying for a customized training course); 2) the upscaling of Job Placement Professional’s tools for the integration of disadvantaged groups on the labour market, ensuring their retention; 3) a strong engagement both from disadvantaged groups and JPP with continuous learning and with new learning technologies.

In Europe, every year, child maltreatment leads to the premature death of 852 children under 15 years (figure that can be underestimated). The European report on preventing child maltreatment (2013) suggests that in Europe “18 million children suffer from sexual abuse, 44 million from physical abuse and 55 million from mental abuse.” Moreover, “analyses of community surveys from Europe and around the world have confirmed the extent of abuse in the community. Child maltreatment is also a leading cause of health inequality, it worsens inequality and perpetuates social injustice (WHO, 2013). Although child maltreatment responses are a priority in most European countries, the responses are failing and cases of child maltreatment in Europe are increasing, requiring greater focus on prevention (Ibid. 2013). Some of the risk factors for child maltreatment are: having parents or caregivers experiencing financial difficulties; and community & societal factors like inadequate housing or services/institutions to support families and institutions; high levels of unemployment/poverty; inadequate policies and programmes to prevent child maltreatment; social and cultural norms that promote/glorify violence towards others; among others (WHO). Co-Happiness project aims to be a multidisciplinary project to prevent child abuse and maltreatment, by: Developing of a multidisciplinary prevention project to meet the challenge of child abuse and maltreatment, involving different stakeholders such as schools, justice, local authorities, local municipalities, practitioners and non governmental organisations. Reducing child abuse, maltreatment, and neglect by developing new steps to empower community (mainly problematic neighbourhoods) to better recognise the first signs of child abuse and maltreatment so that they can report the cases, and the cases can be taken more quickly by the child protection agencies. Setting in a research to report on social capital and collective efficacy approaches to prevent child abuse and maltreatment. Adopting education, training and gamification approaches to activate key community actors and children to prevent, signalise and report child abuse and maltreatment situations, by awareness-raising about early signs, consequences and how to act on it preventing situations of abuse or negligence of children and young people. Designing a Training Curricula on Child Abuse and maltreatment Prevention & Awareness and pilot with key community actors. Developing a b-learning game to Child Abuse and maltreatment Prevention & Awareness and pilot it with children. In order to achieve these goals, the project expects to deliver and make available to the stakeholders: 1 overview report on social capital and collective efficacy approaches to prevent child abuse and maltreatment - translated to the national language of each partner country. 1 Co-Happiness training curricula on community prevention and awareness on child abuse and maltreatment - translated to the national language of each partner country. 1 Program to prevent child abuse and maltreatment, aiming to train educators, teachers, trainers, community mentors, etc. - translated to the national language of each partner country. 1 Co-Happiness game to promote prevention and awareness on child abuse and maltreatment for children from 6-9 years old - translated to the national language of each partner country. 1 Resource Guide to community and children prevention and awareness on child abuse and maltreatment - the resource guide will enable the transferability and scalability of the Co-Happiness training and Game. In order to validate and disseminate the products partners will also deliver: 6 pilots trainings targeting 96 community key actors in order to test the training curricula developed and improve it. 24 validation workshops, involving involving 144 experts. 6 multiplier events, that will also have the goal to disseminate the project. In total, these events will engage 72 local participants. 3 short term joint staff trainings, that will also have the goal to disseminate the project. In total these trainings will count on 54 participants. 6 open workshops during the project meetings, involving all partners organisations, in total involving 72 participants. Is therefore expected that practitioners from based community NGO’s, governmental multi agencies, other public bodies and a wide set of stakeholders somehow connected to children’s healthy development improve their intervention effectiveness in terms of collective efficacy, and child abuse prevention and signalling.

The journey of 2SMILE started 3 years ago, in London, and spread trough Europe within a partnership composed by 8 partners from 7 countries. By then, all of us were far from imagining the huge transformations that would come about through the project life cycle and the unimaginable obstacles that the road ahead would pose. No one would ever expect to build and develop a project amidst a pandemic - almost 2 of the project years were spent on it, and none would dare to imagine the difficulties and challenges imposed by it to the education systems, or that, in a certain way, this would make our proposals more meaningful given our focus in a student-centred approach. Trough its deployment, we’ve worked with teachers and educators, and through them, their schools, the organizations within our partnership and the local communities, we have reached through 508 participants, being these, other teachers and educators, stakeholders and learners within the ages from 11 to 16, many with a migrant background, some with SEBD and a great part with disadvantaged socio economic backgrounds. At the start, and at the core of our proposal, the perception that education dropout is a multifactorial phenomenon, a complex process that requires a strong cooperation between different stakeholders across the school, the family, and the community, stood at the centre of our idea on how a proposal like 2SMILE should go about to tackle some of the issues raised by the aforementioned. The still high dropout rates mean that all the interventions, programmes and policies have failed during the years. The 2SMILE project proposes a change in the way of thinking of the learning process and the role of each actor in that process. A decrease in education dropouts implies a whole-school approach where all stakeholders are involved in the education process in a holistic way of thinking and where the learner is the heart of the learning process. To achieve this, we’ve set out to exploit, within the project development, a set of ideas and concepts, and to validate them through a piloting process.The pilot implementation of our student-centred learning approach was, therefore, an important step towards the reaffirmation that group work is necessary, to reach a holistic understanding of the student and the school. Students, parents, teachers, communities - especially among more vulnerable groups, as students with mental disorders, migrants, or communities as the Roma students – should be listening to each other's needs, to find more ideal solutions. As a result, we have delivered the IO4 Framework Implementation Guide where the reports, activities and the results reached in outputs 1, 2 and 3 were compiled with the aim of disseminate and advocate for a change in educational national systems; whilst the issue of dropping out of school may never be solved, it could be contrasted with a student-centred learning approach. Students could then feel that their needs, their interests, their voices are considered and listened to, thus increasing their motivation and attainment. The student-centred learning approach emphasises the importance and the meaning of relationships among students, teachers and parents and, as referred, on our proposal within 2SMILE, if we consider this last year and the challenges that emerged from Covid-19, cleary shows its meaningfulness as an approach to overcome situations where standard approaches to the learning process are unsatisfactory.With the involvement of all parts towards shared goals, the possibilities for success in the Educational Systems are enhanced: for schools, teachers and families but, above all, for learners. The commitment from teachers, Learners and parents (or legal guardians) and other community members with the learning process allows them to develop a sense of ownership, a sense of belonging and a sense of identification with all the processes and with the outcomes established. In this way, a strong motivational justification grows from all the parties and this will positively impact students’ behaviours, scholarly achievements and well-being. The positive engagement of students is still related to a reduction of risky behaviours, early school leaving and low attainment, which has a direct positive impact on the school environment and in the school experience as a healthy experience for each learner.The “whole school approach” is not only about school. It is about the relationships, the confidence, the motivation and the engagement and commitment of students, teachers, families, communities and policy makers in the learning process.We aimed 2SMILE and we did it, and now, that the travel ended, we deeply believe that all those who took part in it, as the project outcomes spread and take root, will surely continue 2SMILE ensuring that we all, together, persist in the search for more inclusive and successful educational practices within the European education systems. With all and for all 2SMILE!