Migration is a phenomenon that is part of the actuality of Europe. The European Commission has adopted an Action Plan on 2016 that includes actions about education, language training, teacher training, civic education, employment, vocational training and also actions to promote early integration into the labour market and migrants entrepreneurship. There is still a lack of policy focus when it comes to the integration of migrant women. Although adult schools play an important role to acquire basic and professional skills, the rate of participation in the courses is limited for immigrant women as the current education structure does not specifically focus on needs of immigrants.Integrate2EU project aims to improve the social inclusion of immigrant women through the development and improvement of their competences (social, cultural, values, organizational, educational, etc.). To increase the social integration of immigrant women, Integrate2EU aims to strengthen the participation of women immigrants in language and vocational courses within adult schools, on the other hand, to create a migrant centered approach in these schools that takes into account the needs, sensitivities and sociocultural characteristics of immigrant women. In addition, employers are important actors in increasing the visibility of women migrants in the professional and so social field. Determining the needs of employers, informing employers about immigrant workforce and creating a link between employers and immigrants will provide a holistic approach to strengthening women's employment and social visibility. Integrate2EU project intends to reinforce: participatory attitude of migrant women to adult schools, communication between adult school staff and immigrant women, entrepreneurial capacities of migrant women and cooperation between the migrant workforce and professional domain.There will be four main groups of participants: 1) Adults immigrant women: They will be selected from both those who are students in adult schools and those who are not. 2) Adult school staff: They will be selected between the adults’ schools and organization which are full partners in the project. 3) Employers (small and medium sized enterprise): It is necessary to reveal the needs of employers and to establish a bridge between immigrants and employers by evaluating the potential for the immigrant workforce. 4) The institutions who have the political responsibility for adult education and immigration: They are important actors on the dissemination activities and on the validation of the final product and also to reach out to immigrants and schools.Two intellectual outputs (IO) will be produced. Intellectual Output (IO1) “Digital Tools for Social and Occupational Integration of Female Migrants” will be produce in the context of immigrant women' needs. We will develop a digital application for immigrant women and also employers will also be able to use these tool. This tool accelerate the integration social of the immigrant women and their digital competences. The digital tool will create workforce communication opportunities between immigrant women and employers. Intellectual Output (IO2) “Alternate Intercultural Communication Guidebook for Trainers who Teach Migrants” aims to create a guidebook for trainers who teach migrants. This will include the use of emotional intelligence, migrant integration, cooperation, empathy technique, prevention of discrimination and intercultural communication. This will be also delivered to policy makers to disseminate these from local to national level to increase integration of migrants.At the same time, these outcomes will be supported by seminars and workshops according to the needs of each group.The expected impact of Integrate2EU on migrant women is to improve the professional and basic skills, to expand the use of digital tools, to reinforce their autonomy and sociability. The expected impact on adult school staff is to gain intercultural communication skills. The expected impact on employers is to learn more about immigrant labour qualifications and contributions. The expected impact on political responsible is to contribute to social inclusion policy practices. These practices can be extended to other adult schools.Methodology steps to be used in carrying out the project are; In-depth needs analysis for both immigrant women and employers, Development of digital tools (IO1), Creating an intercultural guide (IO2), Pilot implementation of digital tools and guide, identifying deficiencies and re-creating the tools, Simultaneous application of both outputs to target audiences, Seminars and workshops for each group (migrant women, school staff and employers) simultaneously, Dissemination of activities.The tools obtained will be given to the use of the institutions after the project is completed and the institutions will be able to use it while making their training application planning.

The SUSTAIN VET project proposal has been designed to strengthen the provision of work-based learning as the established Consortium acknowledges that quality apprenticeship schemes are a vital requirement for IVET to keep pace with the rapid technological, economic and social developments. Work-based learning has gained increased attention at EU and national levels as one of the remedies for boosting employment and growth in Europe and reducing skills gaps and mismatch. It has been widely accepted that the key to an effective apprenticeship is the role of the company mentor to create a supportive work environment, where there are good learning opportunities. To create an inclusive and supportive work-based learning environment we aim to provide company mentors with initial and continuous support to ensure the apprentice and the company mentor share a common understanding of the roles, responsibilities and rights within a work-based learning setting and to establish feedback mechanisms to monitor the progress of the apprentice and identify whether he/she is facing difficulties in а work-based learning environment. The Consortium strongly believes that company mentors competence development benefits from a systematic approach. This is the reason why we put emphasis on defining what company mentors need, providing relevant training opportunities and finally equipping them with practical instruments for their daily work with apprentices. In line with the above, the objective of the SUSTAIN VET project is to support company mentors in the planning, design, delivery and assessment of IVET apprenticeship schemes. In order to provide initial support to company mentors we will identify minimum 20 trainers of company mentors who will be responsible for the formulation of right knowledge, skills and competences in order for the mentors to deliver quality WBL experiences. Trainers of company mentors have been identified as a target group considering they are the logical providers of specific know-how and initial professional development to company mentors. To address the needs of the first identified target group, we intend to develop an intellectual output which aims to facilitate the work of trainers of company mentors in delivering trainings. The Proficiency Train-the-Trainer Programme for trainers of company mentors will consist of two main thematic modules: 1. Training Programme Syllabus and Learning Outcomes and 2. Methodological Guidelines. With the first intellectual output we aim to ensure impactful initial support to company mentors, which has been defined as one of the core priorities of the current proposal. In order to provide continuous support to company mentors we plan to develop the second intellectual output, the Ultimate Company Mentor Survival Toolkit, aimed directly at the second identified target group, the company mentors. The output will be designed to offer practical resources and instruments to facilitate the day-to-day work of the target group with apprentices in a work-based learning environment. Both intellectual outputs are aimed at supporting high quality work-based learning in initial VET.The proposed partnership consists of 5 partners from four different European countries. The partnership, coordinated by the Modern Education Foundation, a newcomer to the Programme, comprises of experienced organisations with complementary expertise in VET, WBL and training delivery. The choice of partner organisations is based on experience, expertise of responsible staff but also dissemination potential with relevance to the targeted sector. In order to achieve its objectives and deliver quality outputs, the project has been designed according to the following framework: Proposed project duration is 24 months. Project activities are structured in five logically designed project management phases. These include both project management activities as well as the ones dedicated to the elaboration of the two foreseen intellectual outputs. The activities are:1. Project Management and Coordination - an ongoing process2. Elaboration of Output 1 Proficiency Train-the-Trainer Programme for trainers of company mentors (M1-M11)3. Elaboration of Output 2 The Ultimate Company Mentor Survival Toolkit (M13-M21) 4. Quality Management - ongoing process5. Dissemination and Exploitation – ongoing processWe expect project impact on several levels. First of all we envisage impact on the target groups and organisations directly participating in the delivery of the project as partners will enrich their portfolio of services with the Train-the-Trainer Programme. We also expect impact on the participants. It is related mainly to the skills, knowledge and competences they will acquire by exploiting the project products. Lastly, we expect the project to have an indirect positive benefit on apprentices by establishing the right skills and social competences to facilitate their entry in the labour market.

United Nations Convention on the Rights of the Child (UNCRC) defines a child as ‘every human being below the age of eighteen years unless under the law applicable to the child, majority is attained earlier’(https://www.unicef.org/crc/files/Rights_overview.pdf).Children are human beings with their rights and all people should protect children’s rights around the world.With child abuse and neglect these rights have been restricting.Child abuse and neglect is overwhelming problem in the world.According to many studies conducted even in developed countries,the problem is still going on in contrast with all the preventation precautions.For this reason,Prevention of Child Abuse and Maltreatment has become a priority in Europe and European commission has started to give importance to children’s rights.Under the control of Council of Europe several steps have been taken so far and right now “Council of Europe Strategy for the Rights of the Child” is in process (https://www.coe.int/en/web/children/).In this context, many committees and organizations have come together to protect children’s rights in each platform.Moreover,47 European member states and some non-member states have signed “Lanzarote Convention” by which all forms of sexual offenses against children are criminalized.In addition to this with Lisbon Treaty, European Commission aimed to protect children’s rights.For preventive actions the roles of parents is huge since the child's first interaction with world starts with the family.Children can not protect themselves from any kind of abuse and neglect:This is the duty of parents to teach them.As the first step of educational background of a child, the pedagogical sufficiency and awareness of family is crucial for the prevention and intervention of child abuse.Knowing the importance of family for child, we aim to increase the awareness of the families against violence towards children and in this context, families are the target group of the project directly and indirectly.Throughout the project; special, innovative and modern techniques will be used to form a bridge of communication for families with separate traditional values for each partner country.Knowing the importance of family as the core structure for a child,the education of families is aimed in this project.In realizing this with the best proper pedagogic background, five intellectual outputs and one training activity (LTT Act.) is planned with six partners.To analyse the situation on child abuse and neglect, the researches and data will be collected and analysed in each partner.In addition to these,each partner will make qualitative analysis with 12 parents to reveal need analysis and to see the current situation and road map within IO1.After metasynthesis of these analyses, education packages will be prepared accordingly in the format of both context and short pedagogic educational videos as the product of IO2 which will also include the legislation parts too. In the third IO,digital tools, e-platform and mobile application will be developed in which training videos will take place.This digital tools will include any individual into lifelong learning process.As the fourth IO, academic papers will be prepared for each IO and LTT Activity.This will create awareness in the academic world and contribute to the prevention of child abuse and neglect.As fifth IO,guide book will be prepared which will be used by individuals or stakeholders to create their own road map.As one of the most effective teaching method, emotional/intrapersonal intelligence will be taught to trainers who will train adults about children.This will enable them to teach in a more effective way subconsciously.In total 20 trainers (4 staff per partner) will join this training activity and these trainers will train the trainers in their countries.Throughout the project we aim to reach directly at least 120 trainers who will train adults and 1000 parents directly by the use of project products.And with cooperation with stakeholders we aim to make this number at least 2500 individuals who are trained on protection and prevention of child abuse and neglect.With this project, we aim to enhance the competencies of trainers and to ensure open access trainings to protect children against abuse and neglect,since children are the future of today.The awareness of the family will absolutely contribute to decrease in number of child abuse, and as a necessity of society 5.0 digital era, we'll make trainings easy to reach for individuals which will also contribute the use of technology within adult education as one of the aim of European Commission.The main aim of the project is to save even one child from any abuse kind and neglect.With this project we will throw a stone to a lake where the abuse and neglect cases do not get the deserved attention.Its wave will spread out to stakeholders and individuals who would like to make a contribution to the prevention of child abuse and neglect.

According to the European Commission, in the second quarter of 2014 over 5 million young people (under 25) were unemployed in the EU-28. This represents an unemployment rate of 21.7% (23.2% in the euro area), which is more than twice as high as the adult unemployment rate (9.0%). Unemployment among youths has been a top priority for EU countries. One of the reasons for the unemployment is the lack of entrepreneurial spirit and skills amongst young people. The elaborated innovative method under the current project idea will create and develop in youth people transversal skills that are crucial in dealing with unemployment and lack of working skills. Willing to reduce and smooth this problem and contribute to the reduction of the unemployment the Partnership plans to create completely new and innovative method called ForProve theatre. It will be based on the combination of two kinds of theatrical models: Improv Theater and Forum theatre. The ForProve theatre method is addressed to the business world: support young people in gaining transversal skills that will help them find a job and improve and sharpen their work skills.The main aim of the project is to equip young people with entrepreneurship skills by innovative method ForProve theatre. For the achievement of this aim the partnership plans to accomplish the following objectives:• To use the attractiveness of the theatre art for creating and strengthening the skills of youth people which they needed in order to be successful in the business world • To combine the strengths and good practices used in Forum theatre and Improv theatre techniques reducing and mitigating their weaknesses• To produce innovative non-formal educational method called ForProve theatre, as a method for stimulation of the entrepreneurship, leadership and transversal skills• To equip youth workers with tools for implementation of the ForProve theatre method• To raise the awareness regarding the newly developed innovative ForProve theatre method and in this way to foster the entrepreneurial and leadership spirit of young people. For the fulfillment of these objectives the partnership is planning to undertake the following activities:-Mapping the strengths and weaknesses of the Forum theatre method and Improv theatre technique in order to have a firm base for development of new methods- Developing of completely new and innovative method for entrepreneurship stimulation called ForProve theatre, avoiding the weaknesses of the methods mentioned above and combining their strengths-Elaborating a Guide on ForProve theatre method in electronic format and on paper to be used for entrepreneurship stimulation by the youth workers in their work with young people-Elaboration of a Visual Guide on ForProve theatre, representing the new method in action- Training of youth workers of 6 EU countries how to implement the ForProve theatre method and the products created- Raising the awareness of the stakeholders and society regarding the new method ForProve by organising national multiplier event in each partner countryThe direct target group is youth workers who work with youth at the treshold of work, newly employed and NEETS.The indirect target group: people between 16 and 30 years who are umemployed; are actively seeking employment; have been recently employed; new and soon to be graduates.At least 144 youth workers will be involved in the project activities and as a result will be aware of the new ForProve theatre method and the Project results. 24 of them (4 youth workers per county) will be trained during an international learning event in Bulgaria and will conduct the testing of the Guide on ForProve theatre. Other 120 youth workers and other stakeholders will be involved in the national multiplier events (at least 20 people in 6 EU countries). By equipping youth workers from 6 EU countries (Bulgaria, Spain, Italy, Poland, Croatia and Lituania) with new methods and tools for entrepreneurship stimulation, the project will have positive impact on the young people in this countries. The youth entrepreneurship stimulation will lead to the reduction of the youth unemployment in a long-term. As all the products will have also an English language version the new ForProve theatre method could be used in other countries as well. The attractiveness and efficiency of the method will help to ensure the sustainability of the project results.

Covid-19 pandemic has stuck the regular education and training since December 2019 all over the World. The need analysis made in the partner countries shows that they are in need of getting advanced training on the technical, social and emotional development of skills along with digital teaching techniques. Teachers with high literacy of social and emotional skills and equipped with digital components are more likely to be able to raise the students both socially, emotionally and digitally. Those findings require a transformation in learning & teaching processes in online classes. As the development of soft and digital skills interrelate with social and emotional learning, it's pretty crucial to upskill sets of cognitive, affective, and behavioral competencies as well as digital ones so that they can adapt to the rapid transformations which are essential in the 21st century. In this project, it is aimed to improve the competences of primary school teachers within social and emotional development within digitalization via developing such courses as Improving students' learning capabilities in educational attainment in primary schools, effective classroom management and inter-personal communication processes, developing empathy and behaviour among students, how to use online methods, techniques and tools in primary schools and digitalization of those courses. Academicians who teach preservice primary school teachers will be trained via training of trainers. Face-to-face teaching and distance learning methods will be used in the development of the courses and also in the implementation process. With the partnership of the University of Salerno, WSB University in Poznan, University of Lumsa, M&M Profuture S.L.,Kütahya Provincial Directorate ofMinistry of Education and University of Zadar as an associated partner it is aimed to equip primary school teachers with soft skills and develop teaching materials.The partners are the ones with experience in Erasmus+ projects and education.By choosing the WSB and Kütahya Provincial Directorate of Ministry of Education aren’t experienced in Erasmus+KA201 Projects,so it will help other partners to have a supportive approach to them in tackling the issues regarding that scope.During the project,certain partners will be responsible for particular outputs:The first one which is on Improving students' learning capabilities in educational attainment in primary schools will be prepared by UNISA.The output is intended to include what differences are observed between generations, how those differences affect teaching&learning, what kind of skills the era requires contemporary students to develop. The second one which is on effective classroom management and inter-personal communication processes will be developed by DPU. The output is intended to include approaches to classroom management, interpersonal communication (between teacher and student, between student and student)&group processes in classroom communication including the skills assertiveness, negotiation and leadership. The third one which in on developing empathy and behavior among students will be created by M&M.The output is intended to include how to understand and develop the empathy skill of students,how to teach students to deal with the barriers to empathy,,how to help them develop better communication skills with peers and more positive relationships.The fourth one which is on developing creative thinking and problem-solving skills will be improved bu LUMSA.The output is intended to include how teachers can foster students’ skills required for problem-solving including analytical thinking,creativity,responsible decision-making and innovation in teaching & learning from the early years on. The fifth one which is on how to use online methods, techniques and tools in primary school education will be developed by WSB. The output is intended to include how to support teachers in transferring&transforming their pedagogical knowledge,skills and competencies into digital teaching & learning platforms while making use of social-emotional learning. The sixth one which is on developing innovative digital versions of the courses will be created by UNISA.All courses created in the outputs (1-6) are going to be digitalized with their content and exercises, and are going to be shared on a platform (like moodle) for open access.And the final one is to produce academic papers which will be led by DPU.At the end of the project,transnational awareness will be gained through certain activities to foster and mainstream soft skills development into education. Digital courses to be developed during the Project will be proposed as internal trainings for primary school teachers in each Project partner country. Digitalization of the courses will have a ripple effect to reach the participants more than considered. Primary school teachers will have contributed their Professional development and met the needs of the new generation students.