<< Objectives >>Integrating people through work is vital to welcoming them into broader society and will benefit all of us and our whole economies in the future. Project Re-Start is designed to answer essential questions of refugees wanting to embark upon opening their own business. A comprehensive Manual and Website based on extensive research will be developed in the course of the project to give information and guidance to migrants, refugees and asylum seekers and support for operators who work with them.<< Implementation >>Entrepreneurship Guide for Immigrants and Refugees is thought of as an instrument to support and guide people with a migrant background, especially refugees, to understand their competencies and the chances to initiate their own business in the host country. The Website will begin as the multilingual dissemination site for the project. Site pages will be devoted to information references and links to relevant organisations and associations regarding national legislation and business start-up.<< Results >>The expected impacts of the activity are:- the strengthening of competencies of operators in charge to orientate the migrants, refugees and asylum seekers in the labour market and business start-up;- the improvement of job searching by immigrants;- the improvement of entrepreneurial competencies;- the deep knowledge by migrant people concerning the business start-up;- raising awareness of refugees about the importance of vocational training.

The purpose of DEMOKLEOS (2015-2018) is, after its lifetime to have empowered and inspired, as a beautiful flower, educational community about a Culture for Democracy and Political Literacy, both fundamental to a quality European school. Mainly to be a weapon against misguided trends of democratic deficit affecting the prosperity of European Democracy: hate crimes, racism, discriminations, political and social extremism, all of them, threats to social wellbeing as well as to respect the European values. It is important to identify the causes of these threats in social discourses in order to implement effective practices in European schools. The partnership offers a multidisciplinary and multidimensional approach to EU citizenship, taking the heterogeneous rather than homogeneous character of DEMOCRATIC AWARENESS as point of departure. It brings together a wide spectrum of international professional expertise on its topics and goals together with engaged, teachers, even from less or more disadvantaged areas of secondary education, wishing to build an active democratic citizenry and be critical partners of European and national institutions.We cover a wide area of Europe and our work has provided pertinence beyond national boundaries.DEMOKLEOS underlines the urgent need of prevention and early reaction, at grass-roots level in schools and the implementation of a critical understanding of European democratic traditions, a Learning to Learn democracy practice and a Conflict and Consensus communication-based training concept, in the curriculum through formal and non- formal learning activities.In terms of pedagogical approach, the project consists a piloting educational innovation combining Political Literacy, E-Democracy and Democratic Citizenship.Developing the democratic engagement and competences of young people, DEMOKLEOS focuses on teacher professional development, puts theory into practice in education, by using innovative and student-centered pedagogical approach, from the content of the deliverables to the training of teachers and school students. Basic and transversal skills, such as flexibility and adaptability, e-democracy skills, learning to learn democracy, how to explore even the most controversial points of view, dealing with propaganda, misinformation and fake news, tackling discrimination, have been largely developed. To handle project management, and generate learning about its main purposes, DEMOKLEOS works at two levels: local innovation and experimentation in the involved pilot schools.The Network of DEMOKLEOS consisted of associated school partners (not funded) was essential in developing meaningful, effective, practicable, and enjoyable activities to promote human rights, citizens’ participation and political literacy thinking. DEMOKLEOS has traversed several stages, such as the underpinning research, piloting of training materials, 50 workshops and various implemented activities inside the schools along with the launch of the resource based website and Moodle platform with an introductory material as basis of some new concepts learning. It has included a number of international meetings in Cyprus, Greece, Germany, Finland , Portugal and Turkey. These incorporated a range of academic and practical activities, including International dissemination activities. DEMOKLEOS planning and learning outcomes have been reinforced by : 1.The Paris Declaration (March 2015) in which European Union education ministers made a commitment to promoting citizenship education and to shared values of freedom, tolerance and non-discrimination. DEMOKLEOS was submitted 14 days after the Declaration and included it from the beginning to first Output (IO4) and several workshops.2.Council of Europe’s Reference Framework of Competences for Democratic CultureDespite the great value of the CDC there is a lack of application in real school settings.DEMOKLEOS address this gap through a methodological implementation of CDC based on an innovative use of empirical evidence drawn from the ground, deployed during project's work life in Greek, Portuguese and Turkish secondary schools, as it considers significant schools to learn from schools.Some key themes:- Understanding of the importance of public sphere for the historical development of modern liberal democracies; -The relationship between democracy and general theories of government in theory and practice;-The Fragility of Democracy in the past and nowadays. - Current issues related to democracy in a globalised world;-- Feminist Critical Pedagogy--Education for change, Change for education;-Promote a culture of Discussion about Democratic Awareness and Controversial Issues; --Media literacy;-- E-democracy, an Emerging force for change in education;--Prevention of Extremism particularly Political Extremism;-Deconstruct of Hate Speech, hate speech and gender as well as hate speech online.

<< Objectives >>Main objective of the project is to reduce the unemployment rate of young refugees and migrants providing training material and webinars on entrepreneurial skills and essential knowledge on administrative and legal requirements to become self-employed and enhance their chances to have a job. Providing them with tools to create and strengthen professional networks. The ultimate goal is to foster inclusive entrepreneurship; social economic and cultural inclusion of young refugees and migrants.<< Implementation >>ACTIVITY 1: Creation of customised Training Guides for Entrepreneurship for young refugees and migrants with a common part on soft and entrepreneurial skills needed to run a business and information about administrative-legal requirements and business culture on each partner country. One Guide produced per partner country in both English and country language.ACTIVITY 2: Delivery of Webinars in each partner country on the contents produced in the Training Guides.ACTIVITY 3: Creation of a Forum<< Results >>The results produced in the course of the project can be classified as follows:- Training Guides for Entrepreneurship explaining how to become self-employed- PowerPoints structuring webinars- Two webinars on entrepreneurship for each partner- Forums with participants and stakeholders- Impact and sustainability plan - Dissemination plan- Results evaluation questionnaires- Evaluation report- Sustainability Plan- Monthly online meetings- Project website, logo, Facebook page

"<< Background >>For low-skilled adult migrants and refugees, the acquisition of literacy, numeracy and digital skills can facilitate their integration by providing access to valuable information and resources. These abilities allow migrants and refugees to access education, health care and other services, understand political and administrative processes, and find support systems and organisations. These skills can also support learning the host-country language, job-seeking, or the qualifications recognition procedure. Research shows that older and less educated migrants do not have access to or use ICT as much as the younger and more educated groups. Migrants who use and have a good command of ICT mainly use them for social communication purposes. They are not using them for more advanced purposes, such as looking for a job, learning the host country's language, accessing information about available services or political and administrative information. At an individual level, the lack of engagement in upskilling or reskilling decreases the employability of adults with low skills by putting them at risk of job loss or limiting their chances of finding employment. It can therefore lower their incomes and well-being. Difficulties are faced by many migrants, refugee, and immigrant adults confronted with technological ubiquity in economically developed countries. Preparing migrant adult learners for the digital world by building digital literacy skills can help to maintain home language proficiency, support host country language learning, and open paths to resources needed to support migration. What support is needed to help teachers provide quality digital literacy instruction to language learners who are struggling to resettle and integrate in a technologically rich society? According to PIAAC - OECD Survey of Adult Skills an average 20 % of the EU adult population have low literacy and numeracy skills. Urgent action is needed to improve literacy across Europe. The skills of a person tend to decline over the years if they are not used frequently. PIAAC proves that the gap in literacy proficiency between generations is getting wider. The level and distribution of skills differ markedly across countries, within countries and between generations. PIAAC clearly demonstrates the need to encourage and empower disadvantaged adults to improve their proficiency, and EAEA agrees that it takes innovative approaches, community involvement as well as investment to reach out to disadvantaged learners. Skills4Integration is a project that addresses the integration of adult migrants and refugees and other vulnerable groups, such as those re-entering society from prison, who have notable disadvantages in literacy, numeracy and digital skills. The project will address this by developing a web platform offering online training supported by video tutorials to adult migrants, refugees and vulnerable groups. The lessons will focus on learning-by-doing and cover the most relevant skills for navigating life in their new country of residence. The project will also develop an online capacity-building course for volunteers and operators working with migrants, refugees and vulnerable groups. Finally, the project will compile a toolkit of digital tools to learn host country languages. This project will foster social inclusion of low-skilled adult migrants, refugees and vulnerable groups in their recipient countries by building their literacy, numeracy and digital skills. It will increase the support skills' building services to migrants by introducing a new tutoring methodology facilitated by volunteers and operators.<< Objectives >>There are many reasons why good literacy, numeracy and digital skills are beneficial to individuals. Such reasons includeHigher self-esteemBetter healthBetter employment prospectsHigher wagesBeing literate means that people can access goods and services, are less reliant on others for support, and are better equipped to lead full adult lives.Research by the charity underlines the fact that there are direct links to be made between being functionally literate and being able to make positive impacts in respect of:Economic wellbeingHaving aspirationsStable and engaged family lifeHealth and access to health servicesCultural and civic engagementBeing numerate means that people become more independent, as they have both the underpinning ability and the confidence to use numbers and straightforward calculations in their everyday lives. This might include in work contexts, in professional money management and in domestic financial checking, in being able to navigate the world through reading timetables and signage, being able to estimate sizes, amounts and distance, in understanding dosage information and recipe instructions, and in passing on these kinds of life skills to others in turn, not least our own children. Numeracy is an important aspect of engagement with the wider world, of communicating with others, everyday problem-solving, and being self-sufficient and not reliant on others for navigating the world. Being functionally numerate includes being able to demonstrate a range of competencies that have a relationship to mathematicsInterpreting plans, maps, charts and diagramsProcessing information accuratelySolving problems and puzzlesChecking answersReady reckoningUnderstanding and explaining situationsDecision-making based on logical thinking and reasoningDigital literacy may be defined as ""the capabilities which fit someone for living, learning, and working in a digital society"" (JISC, 2015). Learners need support with many aspects of their digital activity. Those needs must be addressed, not merely for their present and future academic development but life skills and work-related competence for the future. Therefore, there are multiple drivers to develop pupils' digital literacy competencies; those which are study-related, those which are work-related, and those relevant to conducting oneself appropriately in a digitally-enabled society.Skills4Integration will strengthen refugee, migrant and vulnerable adults' ability to integrate into a fast-evolving society. All of the above-mentioned benefits and skills will better enable low skilled refugee and migrant groups to adjust to and participate in their new life in Europe.<< Implementation >>The consortium will develop a WebApp to teach and engage users in various ways, including simple texts, videos and animations with voice-overs and subtitles, audio files and computer screen recordings. The WebApp will interface with the dissemination site and offer the multilingual framework to host the course materials developed in the project's scope. It will offer an easily navigable system with instructional videos throughout better to support the engagement of newcomers to the digital world. The WebApp will host other instructional videos created as another result teaching navigation of common online platforms. It will also offer interactive pages offering literacy and numeracy support in an entertaining and gamified fashion for the beginner in literacy and numeracy development. The reasoning behind the Web App is to teach by doing. Projects will be available for selection for a hands-on practical methodology. They will be easily guided with videos, audio files and digital imagery, leading the user to better developmental understanding and a positive experience. The web app will include a series of instructional videos with voiceovers in host country languages plus English. Students learn best when they take in information via multiple modalities—through reading, listening and viewing visual media. We also know, from much research, that using visuals is critical for those acquiring a new language. The videos in this result can be used in two primary ways, 1) support or enhance the understanding of course content, or 2) as the primary mode of content acquisition. Students can watch video content either together with a teacher in class or outside of class, depending on the instructional need. The learning outcome will need to be specific and measurable. Additionally, video content will be used in conjunction with instructional activities that show students have achieved the learning outcomes.Course Content for the WebApp. There are the Minimum Core Skills of literacy, language, numeracy and Information Computing Technology (ICT) which will be included in lessons. The functional skills of maths, English and ICT will mostly be embedded in the learning programme. The key is to enable people to function confidently, effectively and independently in life and at work. There will be 30 lessons per module divided into 10 lessons per level of beginner, intermediate and advanced, in total 90 lessons in 6 languages. Each of the numeracy and digital skills lessons will be accompanied by an instructional video from IO3. The Literacy lessons will be accompanied by grammar notes and reading warm-ups. The curriculum will be available on the web app in PDF and interactive gaming formats, in the six partner languages.Finally, a Training Manual will offer a teaching model to volunteer trainers, which aims to promote the social, educational and professional integration of low-skilled adult migrants and refugees in their host countries, developing their literacy, numeracy and digital skills. These skills become necessary for the learners' empowerment so that they can participate constructively in the social and economic life of their hosting country and improve their autonomy. The training manual will offer a comprehensive, volunteer-based tutoring model for volunteer trainers through the professional and user-friendly WebApp being developed as another result. The material will be provided in 6 languages: English, Dutch, French, Greek, Portuguese and Finnish. Volunteers and professionals will act as tutors to the low-skilled adult migrants/refugees for building their literacy, numeracy and digital skills.<< Results >>Learners will:develop their self-awareness about their natural talents and abilities be provided with knowledge and skills that will help them be successful in the labour marketdevelop European identity by developing host country language competenciesup-skill their ability to make decisions, to interpret global issues and to communicate freely in the world without bordersimprove their language abilities, social skills and presentation skills, learning to understand and to be understoodappreciate the importance of learning foreign languageshave a higher level of cultural awareness and a deeper understanding of intercultural dialoguedevelop their ICT skills necessary not only for the implementation of the project but will also be able to utilise ICT in order to communicate with others and be successful in future employmentdevelop and improve their literacy skills working with a variety of sources of information Teachers and volunteers will: upgrade their skills with the use of the project results, thus participating in the lifelong learning process.have extra motivation for teaching refugees and migrants basic skillswiden their horizons by experiencing different cultures and expand their knowledge of different communitiesexperience different educational systemsRefugee and migrant institutions will: improve the quality of teaching basic skillsequip their teams with materials and technology needed for teaching basic skillsimprove their educational output by adding career orientation in their curriculareduce xenophobia amongst staff by increasing their awareness of different culturesThe educational institutions outside of the partnership will:take advantage of the developed materials for career orientationuse the online resources for training activities in the field of basic skills and career orientation Participating organisations will:be familiar with international projectsdevelop a sense of respect and tolerance towards different nationshave a deeper understanding of migration issues and European policies"

"The Project “ Play and Talk with Me”, corresponding to Program ERASMUS+, key activity 2 Section / Strategic Partnerships supporting the exchange of good practices: School Exchange Partnerships/ deals with cooperation in exchange of techniques, strategies, good practices in early language education. The realization of young people nowadays depends mainly on the knowledge of foreign languages. The problem this project addresses is of great importance not only in partner countries but also in many others outside the partnership as it affects thousands of pupils, their teachers and families, support staff - not only academically but also in emotional, behavioural and social aspects. The capacity of CSPD does not allow the achievement of the goals set in the project, which necessitated the creation of this consortium. The consortium is made up of four European organisation from Bulgaria, Spain, Finland, Hungary and Turkey . The project partners are equipped with the necessary skills, experience and competence to achieve the highest level of the project objective. This project will introduce the innovative approach in education, will improve the quality of teaching the English language; different forms and methods of teaching, using different technologies, would be examined, both in the kindergarten and in the first grade. The Project has two main lines: the first is oriented towards the teachers, the seconds towards the children 5-7 years, also bilingual and minority children. The leading method for achieving this goal is the suggestopedia and the other methods are based on the creative and free-thinking of children in English and system by which they are taught: “Play and talk with Echo” follows the ideology “easy and simple” – learning through fun and action. Supporting the two main lines, we shall realize our first priority – to give the children the opportunity of qualified, innovative and creative education, which would be realized not within the limits of our educational system only but a multicultural directed one, realized through “ Live connections” amongst the foreign language schools of the party countries. All activities will be aimed at exchanging experience between institutions with the same focus as ours for better multicultural cooperation. All the activities are directed towards the necessities of the teachers and the students. In the process of teaching and exchanging experience, with colleagues from other European countries, the teachers will upgrade their professional qualification, acquire innovating methodology, develop their creativity, and will improve their personal competence, which will result in initiating of ways and instruments of teaching. The whole will result in a rise of the quality of the education. The project would be realized within a period of 24 months. Teachers who have participated in mobility will train the other teachers in order to share the experience they have gained. And they will make an open pedagogical situation in which they will incorporate elements of new knowledge. Parental involvement will increase students' interest and motivation to learn English. The activities envisaged and the products that will be created as a result will contribute to enriching the creative experience and creativity of teachers in English, will improve their communication with colleagues from different countries, will stimulate free teacher's thinking towards an innovative learning process. The expecting result is:- Review and analysis of good European practices related to early language learning as suggestopedia in English, teaching methods of bilingual children, development of multiple intelligence through English in early age;- Sharing and implementing them in the lessons;- Assess the needs of educational institutions to support early language learning';- Development of didactic materials for practical work and involvement of a number early language learning activities and organization and holding of sports and English competitions and holidays as Christmas celebrations ""Jingle Bells"";- Testing of the experience gained;- Involve teachers in training courses and project activities, in general, the annual plan of the educational institution;- Dissemination of results, information on activities carried out and events on websites, social networks and local media;Information campaign, including preparation of flyers with information promoting the project, notebooks, pens with the logo of the project and other promotional materials for the participants and invited to the organized events, prizes for the children, participants in the planned concerts and events;The materials developed within the partnership will be in partner languages and English, making them accessible to a much wider audience beyond the partner countries, which will greatly increase the impact of project result."