The aim of CONCRIT is to work towards a socially cohesive Europe, which requires self-confident, fully informed and educated citizens. In Europe many small solutions exist isolated - or are created over and over again- without being connected. CONCRIT aspires to connect those needs.In the initial assessment, the partners identified needs, which can be answered by a general learning path that should address challenges as lacking insight of how participation works, the general disenchantment of marginalised communities from politics and digital exclusion. The educators seek learner driven tools, way to build a community and to de-construct discriminatory stereotypes. The learners need digital learning tools/ methods which engage and work with different communities and developing storytelling and group narratives as a method for civic education.The partners are:Comparative Research Network, Germany (coordinator);Berliner Senatsverwaltung für Bildung, Jugend und Familie, Germany;Miejski Osrodek Pomocy Spolecznej w Gdyni, Poland;Cartias der Erzdiozese Wien, Austria;Peoples‘ Voice Media, UKLaboratorio per le Politiche Sociali, Italy. TThe direct target groups of CONCRIT are adult educators, volunteers and community worker focused on civic education. The indirect are learners, members of the marginalised communities and on a deeper level all European citizen.Community Narration utilizes personal stories and community narratives as an entry into the evaluation process. The process attempts to reduce hierarchies between the “consultant” (e.g. facilitators, educators, social workers) and the community involved. The community narratives consist out of personal stories, however stories and narratives are intimately tied with one another. Each community has a unique set of narratives that are a source of growth, and a way for a community to creatively find its narratives. Telling stories is an enjoyable and enriching experience and community members feel like becoming understood from the outside. Understanding personal and community narratives helps all stakeholders to better understand the community. This community narration could be easily used to teach and understand critical thinking.The project will be combined out of 5 phases and will produce 3 intellectual outputs. The input phase is a desktop-research on smart practices in teaching digital narration principles and media literacy. The results will be presented at Transnational Meetings and facilitators will be invited to test them in a peer-review lab.During the Creation phase, the intellectual output will be created. The collected practices, methods and experiences are reviewed and used to co-design two learning paths.During the adaption phase the partners will work with the general learning path and create the locally working adaptions. At the end of the phase all paths (1 general and 6 local) will be ready to be tested.In the Testing and reflection phase 2 impact trainings will be organised, where the developed paths will be applied to local stakeholder. In the sharing phase, the paths will be presented to the public in multiplier events. The reviewed smart practices will be published in a digital repository and in a series of multiplier events. CONCRIT will create:1.A training plan (learning path) on how to include digital storytelling and media literacy in broadly general civic education, which is flexible for various target groups and communities, which their specific challenges and perspectives2.A training plan (learning path) on how to adapt the previous path to the different situation. The path will contain 6 sample plans developed and tailored for the needs of the 6 partners plus instructions on how the paths might be altered and adapted.3.A Digital repository/Map which will collect methods and tools of teaching digital literacy – available for any interested citizen in Europe.Next to these we plan to deliver the following results:1. Development of a sustainable strategic partnership for ongoing collaboration and sharing of smart practices2. A website to support community narrators, organisations and facilitators.3. A report on civic education methods to involve disadvantaged communities through media literacyWe expect that adult facilitators will gain a new tool to train and teach and empower the communities. The general learning path will provide easy hands-on tools, providing innovative methods, which will motivate the learners to stay involved and feel empowered. In the adapted learning paths, the learners will learn how to get involved, strengthen their awareness on social and political processes and make them aware of their rights as citizens. Teaching approaches as critical thinking or the construction and de-construction of narratives strengthen the self-confidence of the learners. They will have a stronger personality and a strengthen sense for local, helping to fight back radicalization and exclusion.

<< Background >>The New Pact on Migration and Asylum (2020), and the Action Plan on integration and inclusion for 2021-2024 highlight needs for policy making and integrative actions in the following fields: 1) reconsidering the diversity of migrants’ groups by extending the target group to “migrants and citizens with immigrant backgrounds”, and by expressing their strong added value to local societies; 2) identifying 4 fields of intervention for integration policies (education, housing, services and employment) 3) adapting policies in light of the most recent challenges, such as the COVID-19 pandemia and its direct effects on the target groups, 4) acknowledging the diversity of the localities, in which migrant inclusion policies need to become a priority of local policiesIn the face of increasing diversity of European societies the European Commission, transnational, national and local actors throughout Europe have formulated the need for an approach of inclusion that actively involves migrants and citizens with migrant backgrounds in policy making and integrative actions. To gain equal access and opportunities as active participants in the co-creation of adequate strategies, policies and actions the actors of the target group of migrant communities, i.e. migrant self organisations and associations run by migrants require further capacity building, professionalisation and also funding. Here we identified a need for capacity building that enables migrant associations to get involved in inclusion and diversity strategies from the initiation and needs assessment via the strategy and coalition making to the implementation. At the same time contact, communication and cooperation between local municipalities, migrant residents and migrant associations requires intercultural capacities and target group specific methods from both the public policy making bodies and the migrant associations.To that end and in consideration of the needs of these target organisations and their local communities the concrete objectives are building capacities in three areas:1- needs assessment through dialogue between policy makers, stakeholders, residents including people with migrant backgrounds and migrant associations2- creating strategies for more inclusive communities and cities 3- implementing inclusive strategies on the local level.We expect specific needs to be grouped by organisation type and level of inclusionary practices at participating localities. We expect migrant associations to have specific learning needs in the fields of - creating projects, - finding resources, - monitoring and evaluating the results, and impact; while cities appear to need more training in:- finding access to target groups in their municipality as informants on needs and as recipients of implementations and - communicating inclusive strategies and their implementation in the general public (i.e. awareness creating projects and actions)INCLUDATE supports the above mentioned European Migration and Intgeration priorities as well as the Erasmus+ Inclusion and diversity priorities by co-creating a curriculum for inclusion and diversity strategies specifically designed by and for actors from migrant associations and municipalities to allow for an active involvement of migrants and citizens with migrant backgrounds in policy making and integrative actions<< Objectives >>INCLUDATE utilizes the entirely different perspectives, resources and approaches of migrant associations and municipalities on diversity and inclusion to generate mutual learning opportunities, that - support public actors in their access to and exchanges with migrant community actors such as migrant residents, businesses and migrant associations- support migrant associations in their professionalisation by increasing their resources, e.g. methods of fundraising, strategy making- increase capabilities for evaluating needs, negotiating strategies and implementing measures of social inclusion in diverse neighbourhoods, quarters or cities through training tailored to the special requirements of cities and migrant associations- implement exemplary actions that increase inclusion of people of diverse background in the participating localities Through intensive dissemination of the INCLUDATE curriculum for Inclusion & Diversity and complimentary results, we want to achieve aforementioned impacts in the participating cities and migrant associations as well as localities across Europe that apply, utilize or adapt our curriculum for the creation of inclusion and diversity strategies in their neighbourhoods, quarters or cities. AT REGIONAL/NATIONAL LEVEL we want to - encourage the initiation, negotiation and implementation of migrant-sensitive policies and strategies in and by further localities and organisations inspired by partners activities in the same region or country- create new models for successful paths of migrant’s inclusion at a broader level, through storytelling and exchange of experiences.- raise awareness of the need for local inclusion and diversity strategies and policies; the needs of residents of all backgrounds as part of an inclusive and diverse community and of the need for equal rights of residents of all backgrounds to participate and co-create the local community- encourage funding bodies to create specific funds for inclusion & diversity measures; - encourage public actors to collaborate and coordinate with migrant associations and migrant actors, when planning and implementing local strategies and policies, especially in the fields of education, housing, services and employment;- encourage regional and national policy makers to consider the needs of residents of all backgrounds when planning and implementing local strategies and policies, especially in the fields of education, housing, services and employment.AT EU LEVEL: We want to create the INCLUDATE platform and disseminate the results with the objectives of- networking and mutual solidarity for creating inclusive communities and tackling discriminatory policies between actors from municipalities, migrant associations and other relevant stakeholders such as NGOs, local providers of cultural and social services for migrants via the INCLUDATE platform;- exchange and export fruitful practices of dialogue based needs assessment, strategy making and implementation of inclusion and diversity measures at local level to other communities at European level ;- contribute to increased numbers and success chances of strategy making processes for Inclusion & Diversity across Europe;- encourage EU policy makers to collaborate and coordinate with migrant associations and migrant actors, when planning and implementing local strategies and policies, especially in the fields of education, housing, services and employment.<< Implementation >>INCLUDATE activities will be organised along 5 work packages each of them leading to concrete project results; the project activities will be oriented by milestones such as transnational meetings, products, trainings and dissemination events. The coordination of work packages will be divided among the partners; ensuring that all partners take an active role and responsibility in the implementation of the project. in the same time all partners will be actively incóvolced in the most important activities according to their capacities. WP1: Project management, quality control and monitoring - CRNadministrative and financial management of the project - coordination of overall activities- supporting TPMs and organising online SC meetings- monitoring the project progress- communicating with partners, stakeholders, and the National Agency, reporting - risk and conflict management- quality control based on Evaluation planWP2: Mapping Needs and Communities - CRN and Crossing Borders-C1: Training on community reporting and community mapping-mapping local communities- Community storytelling events- Local and pan Eu Conversation of Change eventsPR1: E-book analysing includate communitiesWP3: Strategy Making Processes - MOPS and Polnischer Sozialrat- Method and good practice research and exchange- C2: training on strategy making and implementation PR2: 5 local strategies and action plansWP4: Curriculum for Community Impact - Per Esempio - Budapest IXth - CRN-Exchange and evaluation of the expected learning outcomes-Curriculum building-C3 and C4 Transnational trainings for testing the curriculum and reiteration with municipalities and NGOsPR3: Interactive curriculum and training guideWP5: Outreach, Impact and Dissemination - Per Esempio -ALDA - Dissemination and outreach plan- Impact measurement plan-Steering dissemination activities (logo, flyer, Social media, newsletters, streams)- Creating and running the INCLUDATE web platform- dissemination events- co-creation of Policy recommendationsPR4: ID INCLUDATE online platformMilestonesJan 2022: Kick off in Berlin, Start WP1,2,5March 2022: C1: JSTraining in Berlin, 1st Steering Committee Meeting (SCM)June: 2nd SCM, 1st progress reportSept: 3rd SCMOct 2022: 2nd TPM, Copenhaguen, start WP3, online CoC training, 1st online WebinarDec 2023: 4th SCM, 2nd Progress ReportJan 2023: Online Pan EU CoC eventMarch 2023: end WP2, 5th SMCApril 2023: 3rd TPM, Palermo, 2nd online webinarJune 2023: C2: JSTraining in Palermo, 6th SCM, 3rd Progress reportSept 2023: start WP4, 7th SCMOct 2023: 4th TPM and outreach event in Strasbourg, end WP3Dec 2023: 8th SCM, 4th progress reportJan 2024: C3: Transnational training for NGOs, CopenhaguenFeb 2024: 9th SCMMarch 2024: Transnational Training for Municipalities, GdyniaApril 2024: 10th SCM,, 3rd online WebinarMay 2024: 5th TPM in Budapest, July 2014: 12th SCMJuly-Sept 2024: 4 local dissemination events (Budapest, Gdynia, Palermo and Copenhaguen)Sept 2024: Final meeting, Pan EU dissemination event in Berlin, Final Report<< Results >>INCLUDATE will produce innovative results that will be built on each other, with a clear role in the project activities and designed in a way to be useful for other communities and other projects as well. PR1. Interactive eBook “INCLUDATE COMMUNITIES: Local needs for inclusion & diversity”(leader: CRN) The ebook will be prepared as the result of the Community Mapping, Community Reporting and Conversations of Change activities implemented in the 5 local areas of INCLUDATE (Budapest, Gdynia, Palermo, Berlin and Copehagen) in the frame of WP2. The aim of this process and the book is to map and analyse the structure of local communities, the role of migrant groups within the local society, the specific needs, capacities, expectations, and challenges these groups are facing when living in the local areas. The needs of migrant groups highlighted during the community mapping and community reporting will be expressed and discussed with the local stakeholders, other community members, and decision makers in the frame of Conversation of Change events. The ebook will be an interactive tool: videos, visual elements, interactive maps will be embedded into it; it will receive the ISBN number of the German National Library. PR2. Local Strategies/Action Plans (Leader: MOPS)Based on the learning outcomes of C2 on Strategic Thinking and Action planning, 5 Strategies will be prepared in the INCLUDATE local communities. Local strategies will use the methodological elements and tools learned during the training. The aim of this practice is to implement the learning outcomes of the training, and to provide support to our partners to create a first draft of a strategic document that they can present and negotiate in the future with their local partners.PR 3.INCLUDATE Interactive Curriculum for Community Impact and Training Guide (Leader: Per Esempio) The Curriculum will be an interactive learning tool created based on:- the general needs an capacities of local communities, migrant organisations, NGOs and public bodies;- the methods, tools and general knowledge that turned to be the most useful for the support of the INCLUDATE partners based on the results of C2;- the actions/practices that have been identified in the local strategies prepared by the partners under PR2.The INCLUDATE curriculum and training guide will be an interactive tool to be prepared online and described also in the form of an ebook.The curriculum will contain two main modules, dedicated to the two main target groups of INCLUDATE: 1. NGOs and grassroots migrant organisations; and 2.Local municipalities and public bodies.PR4. ID - INCLUDATE online platform for Inclusion & Diversity (leader: ALDA)The Platform will be the main final product of INCLUDATE, hosting all the previously presented results. It will be divided into several “Areas” offering specific uses for Community building, learning, knowledge sharing, and further engagements. The platform will stream the main project events and host interactive events (e.g. the European Conversation of Change event). It will permit a wider outreach of the project already at the start, will contribute to the environment protection aspect of INCLUDATE as it will permit to create online events and reduce travels; and it will also be an important element of the project sustainability, as the platform will remain, after the end of INCLUDATE project, an important interactive learning tool for NGOs, migrant associations and municipalities to require training to be able to initiate, plan and implement strategies for inclusion and diversity.

"Project „Education as a tool for social inclusion” was carried out in the international partnership of 4 organizations engaged in adult education of people threatened with marginalization. For nearly 3 years, the partnership was looking for solutions, methods and tools that would allow to increase the quality of the learning and support offer in the social inclusion of disadvantaged people struggling with a number of problems. The participation of the staff in seminars, job shadowing, international meetings allowed to achieve goals of the Partnership:1. Creating the cooperation network and exchange of experiences between partners. 2. Improving the quality of learning and support offer provided in the partner organizations. The four partners were: Municipal Centre for Social Services in Gdynia, Kofoeds School in Copenhagen, *MVO Proxima from Spiska Nova Ves, Solidarni Plus Association from Wandzin. Having an established position and many years of experience, partners faced similar problems resulting from routine work, stagnation and communication difficulties. Being the leaders in supporting people threatened with social exclusion, they were well aware of the possibilities and system solutions in their own countries. MOPS in Gdynia supports people and families coping with difficult life situations, fulfilling essential needs and taking the activities, which lead to social inclusion. Solidarni Plus Association is a leader in the field of addiction treatment, cooperates with MOPS in looking for effective solutions in education of former patients. Kofoeds School has a 90 years of experience in education of people threatened with social exclusion, carrying out innovative educational programs in accordance with the philosophy of help toward self-help. MVO PROXIMA explores the area of informal education in the field of counteracting: discrimination, exclusion, xenophobia, racism and hate speech.The main activities in the project were seminars and job shadowing, which aim was to exchange the experiences, broadening knowledge, strengthening competences of the staff and creating common solutions in the field of adult education. 43 people participated in seminars: 1) „Motivation – theory and everyday practice in the process of social inclusion of people threatened with social exclusion.” (14–18.V.2017, Poland). It took up the issues of communication and its impact on the motivation of educators.2) „Adaptation competences in the process of social integration” (5-9.III.2018, Denmark). It concentrated on effectiveness and adequacy of therapeutic interactions in the process of supporting the client. 3) „Stereotypes and informal education in the field of education of adults threatened with social exclusion” (17-21.IX.2018, Slovakia). This was an exchange of experiences concerning informal education, in the context of counteracting hate speech, stereotypes and discrimination in the adult education process.There were 6 cycles of job shadowing, where 23 people took part. The participants became acquainted with the process of education and support for people with low social competences and services in this area. Activity programs included, among others: getting to know the educational processes in a given country, participation in everyday activities. New methods, techniques and forms of work were learned and observed. Participants wrote diaries of daily activities. 6 meetings of monitoring and implementation group were organized to coordinate, prepare, implement and disseminate the activities and results of Partnership. Partners shared good practices in adult education and defined areas of their particular interest. As part of the project activities, on November 28-29, 2018, a conference ""Getting out of the shadow - good practices of adult education in the field of social inclusion"", a film and publication of the project results were implemented.Partnership activities has resulted in the following: 6 partner meetings, 3 seminars for the staff, 23 job shadowing, 2-day conference, film about the project, 300 pieces of publication about the project results.The project resulted in: improving communication skills, developing competences to carry out educational activities, getting to know new methods of work with people threatened with social exclusion, improving the quality of offered support, creating a cooperation network and exchange of experiences among Partners. The participants broadened their knowledge and gained a broader picture of educational and support systems in partner countries. Organizations gained broader look on the socially excluded needs, increased their own potential and abilities to use it in the professional area. Sharing the experiences with colleagues contributed to the increase of motivation among the staff. Getting to know new methods, exchange of experiences and opinions with people from other countries broadened intellectual horizons. This raised the prestige of partner organizations."

"For various reasons, it happens that children cannot live together with their parents and they are looked after by other adults than their biological parents - grandparents, relatives or even adult siblings. Often, however, the caregivers must be outside the child's family or, in the worst case, institutions. Providing foster care, building emotional relationships, and the degree of responsibility that caregivers have is a broad and complicated issue. The guardian requires legal, social, emotional and educational support.The main goal of the project is to raise the educational competences of foster families and to expand and develop the competences of educators and other employees supporting adult learners by:- implementation of various forms of support: stationary training, online training, blended mobility.- creation of tools supporting the implementation of tasks resulting from foster care (or its alternative counterparts in partner countries)- improving the image of foster familiesThe target groups in the project are:1. Educators - people who professionally support foster families: foster care coordinators, psychologists, therapists, family assistants2. Caregivers - people actually providing foster care; related, unrelated, professional and reliable foster families and family orphanages.Under the 3-year project, the partner group plans the following forms of support:- Training for staff coordinating foster care- Training for persons providing foster care,- developing a Guide - help-desk for persons in charge of foster care- developing materials promoting foster care- creating support groups and equipping them with an online training package and webinars devoted to broadly understood foster care.The proposed forms of support are a response to the diagnosed problems of both the staff of care institutions and foster families:- Insufficient ability to communicate properly,- Feeling burned out, - Insufficient knowledge about the forms and methods of foster care in partner countries- Low level of knowledge about the forms and methods of working with a child with special needs.- Problems with building good relationship and trust in a foster family- Lack of awareness (or low awareness) of how important foster parenting is and how difficult it is to teach a newly adopted child the norms and rules of home.Planned results:Online training for caregivers (01)Webinars for Caregivers (IO2)Guide - help-desk containing guidelines, recommendations, methods of crisis management (IO3)-27 trained participants of the project - staff involved in adult education --27 trained foster parents- 1 website with forum- 2 films promoting foster care (creating a positive image of custody)- leaflets and posters promoting foster care- 3 support groups, 1 in each partner country27 educators and 27 foster parents and caregivers will participate directly in the project. However, in the context of long-term project results, the final audience will be much larger. It is planned to reach the results achieved under the project to a group of min. 300 foster families.The partner group consists of institutions:Polish: Foundation for education SMART from Opole, Municipal Social Welfare Center in ŻoryPortugal - INSTITUTO DE APOIO À CRIANÇA z Lisbon, Lithuanian - Vsl ""eMundus"" i Viesoji istaiga Mano seimos akademija from Kaunas."