"Many European countries are faced with the need to welcome and host thousands of refugees and asylum seekers coming from Asia, Africa, the Middle East and the Balkans. The novelty and the dimension of the migratory flows required structures ready to manage the humanitarian emergency dealing with both the first reception and the social integration of the new arrivals in the host communitiesThe migrants’ operators play a fundamental role in welcoming, managing and including the new migrants in the arrival communities: a good reception can facilitate the social inclusion of refugees and asylum seekers, favoring their job integration and strengthen the cohesion of local actors.This implies to updating the role of operators who is required to have complex skills related to cultural mediation, management of community life, refugees’ empowerment, psychological and practical support of people who live in serious discomfort conditions , educational, vocational and vocational guidance, job inclusion, etc.At the present time a figure with these characteristics is missing: the reception centers are often managed by operators who, even if qualified, must ""manage the emergency"" by improvising their skills, as supported by the recent ""Manifesto della Formazione accogliente"" carried out by representatives of CPIA, CAS, SPRAR and Italian universities, expressing a common European need.The valorization of operators' experiences, the exchange of good practices and the mobility of reception center operators in Greece and Italy, can be an important education activities within an informal context and an international perspective of lifelong learning of adults and it can provide positive effects on the territories.The Partnership of the NEWI project brings together Reception centers, Cooperatives, Adult Learning Centre and NGOs thanks to Cooperativa Toscana Servizi, responsible for reception and inclusion of migrants in Tuscany, Italy; the NGO Organisation Earth, expert in welcoming and including migrants in Greece; the No profit Association Rede Inducar, expert in migrants’ inclusion in Portugal; the CPIA Adults learning centre for migrants in Verona, Italy; Gryd LTD from United Kingdom as a multimedia Partner responsible of the development of video tutorials.During the two year of the NEWI-NEw Workers for Inclusion- Project, the operators will be able to exchange good practices and learn through Short-term joint staff training events mobility in the foreign structures working with migrants in order to :- learning about reception practices in partner countries by visiting centers and services for migrants- knowing foreign experiences on migrant reception systems- learning how to integrate migrants in different contexts- updating on the regulations and policies of the partner countries- exchanging different methods of inclusion of migrants- valorizing their practicesOperators working in the reception of migrants will be able to update themselves through Short-term joint staff staff training events in:- in Greece at the NGO Organization Earth, and visiting services and reception centers for migrants;- in Italy at the Cooperativa Servizi Toscani, and visiting services and reception centers for migrants.The results of the project will be the following :- a guideline of migrants operators’ job description, within an ""European service"" perspective - creating a Model of good practice regarding reception and social integration of migrants. - online Video tutorials of results will be useful tools to develop e-learning and to spread the results to a wide public.- recommendation on good practices on migrants' reception addressed to stakeholders in the sector.The support of the project by the Istituto di Teoria e Tecniche dell’Informazione Giuridica del Consiglio Nazionale delle Ricerche will also allow to inform and disseminate the results on the PAeSI Portal, Platform on norms and services regarding the immigration of the Tuscany Region."

“Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and culture and to share in scientific advancement and its benefits”. Article 27 of the Universal Declaration of Human Rights proclaimed by the General Assembly of the United Nations in 1948. The fundamental right of all people to participate in the arts and culture and of access to heritage, have become central in the latest acts adopted by the European Union and the Council of Europe. The idea has emerged that citizens should not only participate in cultural activities, but also in the management and curation of culture and cultural heritage. Conclusions drawn by the Council of the European Union on participatory governance of cultural heritage and the EU Commission Communication “ Towards an integrated approach to cultural heritage in Europe” - issued in 2014 - identify cultural heritage as a strategic resource for a sustainable Europe, acknowledge its social dimension and underline the importance of activating synergies across different stakeholders to safeguard and valorise it. They also recognize the importance of transparent and participatory governance and participatory systems to be shared with the people to whom arts and culture ultimately belongs. The Project Active Citizens Exploring Culture - ACE Culture has the objective of extending and developing the competences of educators and other personnel (archivists, artists, museum and heritage) who support adult education in Community Learning Environments working with local stakeholders with an interest in gaining new skills on influencing inclusion in their neighbourhood and community (EQF level 3 -6). The project has a starting point in examples of social and educational value of European arts and cultural heritage in order to encourage members of the public to engage as Arts and Cultural Mediators for their local community. The project is supported by a portal based upon the value of local cultural heritage. It will contain a selection of apps, programs and tool kits that have two goals :Inclusion and skills development: Adults will be trained as Cultural Mediators for their community in order to recognise, explore, document and display their local arts and cultural assets.The project methodology is based upon a cascade learning effect created by following the Intellectual Outputs:1. A Methodology Handbook and Implementation plan aim at Decision Makers in Communities.2. A curriculum and training material for a continuous professional development (CPD) course (training the trainer) for Adult educators will be at the heart of the project. The project will be aimed at supporting educators, mentors, coaches, decision makers and stakeholders, during the implementation of the material towards the above the target groups.3. Two sets of online tool kits aimed at front -line workers and Cultural Mediators respectively4. A Community Curation OER platform where Cultural Mediators can share rich media artefacts and stories created and curated by members of the local community. The target groups of the informal adult education programs will be:1.Member so of the general public and other beneficiaries who would like to get involved as Arts and Cultural Mediators The target groups of the formal adult education programs will be:2.Front-line workers such as; museum and heritage personnel, librarians, archivists and others who have direct contact with the general public.The target groups of the CPD course will be:3. Adult educators working directly with front - line workersOther beneficiaries4.Professionals working in city planning about cultural engagement; architects, policy makers, decision makers , local government staffThe Project team will explore approaches and methods of cultural inclusion with a particular focus on inner city and outer city neighbourhoods and develop practical tools to be used in Adult Education settings that can provide a link between the public and neighbourhood planners to shape holistic and sustainable change in neighbourhoods.

According to the report of the study ‘Backgrounds, Experiences and Responses to Online Hate Speech: A Comparative Cross-Country Analysis’, the 31% of people aged 11-17 that have been interviewed admitted having seen hate online messages targeting people attacked for skin colour, nationality and religion. These findings are in line with the conclusion of the document “Being young in Europe today – digital world” by Eurostat, stating that surfing in the web may expose children and young people to potentially harmful content, fostering dependency, anxiety or aggression”. Youth work can contribute to prevent and counter hate speech and misinformation online among the young people. Nevertheless, this is a quite challenging task; digital environments speed up social processes and make it even more challenging to keep up with the dynamics that young people are engaging with and exposed to. For this reason, TOGETHER aims to provide our youth workers with training opportunities on innovative youth work methods and practice, in so doing, responding to their need to be better equipped in managing youth programmes for media literacy, prevention of hate speech and promotion of tolerance online. Our main target group is an intergenerational and intercultural group of 24 senior, junior and young volunteering youth workers from our organizations. The project will also directly benefit the 6 partner organizations, which will have the opportunity to align their youth work practices and methods, creating an enabling environment for a stronger and more stable cooperation among them. Youth is our final beneficiary group. Young people will enjoy an enriching participative learning experience that will increase their resilience to hatred and fake news online and that will foster their attitude to actively counter these phenomena and promote tolerance narratives.To achieve its final objectives, the project methodology is based on the following step: 1. innovation design of youth work activities/methods, 2. prototyping and testing of good practices, 3. Assessment and fine-tuning of the good practices, 4. dissemination and networking for capitalisation of the project results.The project will organize 4 transnational mobility events of youth workers to support them in developing and sharing effective practices and methods, which they can learn and get inspired by. During each mobility, participants will create two outputs: 1. schedules of an innovative youth work practice/methods to foster hate speech prevention and fake news detection, including the toolkits supporting their implementation; 2. one short informative video on the methods and practices shared, to be used for dissemination purpose. Each mobility event will be followed by the testing of the youth work practice/method developed during the event, to be carried out in each local context with a group of at least 10 youngsters. Starting with the second mobility event, the youth workers will share the result of the testing activities implemented at local level and will identify possible adjustments to the methods/activities tested.During the last mobility event, the youth workers will produce an additional output: the guidelines for possible joint interventions in the field of youth, in line with the next Erasmus+ program (2021-2026).Two main outcomes are expect by the project:1. improved skills of our youth workers. Youth workers will be better equipped in terms of competences and tools to work on hate speech prevention and fake-news detection and they will be able to create more inclusive and welcoming learning environment for young people.2. a more structured cooperation between our organisations. Organizations will share a plan of action to support youth workers’ professional development and align their skill in targeting youths’ needs in a fast-changing context. As a consequence, the number and quality of joint youth work initiatives promoted by our network will be increasedThe impact on the participating organizations will be a direct consequence of the improved capacities of their project staff and youth workers, and can be described in terms of modernization of their youth work programmes and increased commitment in initiatives to promote fake-news detection and hate-speech prevention. We expect also that they will enhance their attitude to transnational cooperation for promoting both the improvement of youth work practices /methods and for the capacity building of their staff. Finally, the project will raise awareness among the stakeholders targeted by the dissemination activities on the role that young people and youth workers can play in making our society healthier, more welcoming of differences, more tolerant and safer for all. We expect them to become keener on promoting youth work initiatives and youth workers professional development.

ReadTwinning aims to address the ongoing need for effective strategies and tools to promote reading among young people, bridging school activities with personal interests and fostering social connections across students of different classes, schools, cultures and countries. The need for a strong, active and methodologically innovative commitment by European schools in promoting a love for reading among young people is confirmed by all available data on reading literacy.In the EU, 1 in 5 15 year-olds is a low achiever in reading. The proportion of low achievers is above OECD average (490) in CY (437) and RO (444) and average in IT (490), UK (490) and PT (492) – Pisa 2015. In the EU the rate of low achievers has increased since PISA 2012 (1.9% increase to 19.7%); and the gap between best and worst performing countries is increasing. The EU is lagging behind the 2020 target to have less than 15 % of low achievers. Children from disadvantaged households and with migrant backgrounds are less likely to be able to read well at school and to be motivated to reading than their classmates – and this has the potential to be devastating for their future lives.“ReadTwinning: Connecting students through shared interests to develop a love for reading” will address these urgent needs by developing and testing an innovative approach whose main aim is to motivate 9-15 year old students to read more and enjoy more the experience of reading and, in turn, improve literacy.The strategic partnership will:- Author “ReadTwinning Guidelines” e-publication providing teachers and other stakeholders with methodological guidelines to implement ReadTwinning- Develop the OER - ReadTwinning Platform (www.readtwinning.eu) and toolkits to offer students and teachers online “ready-to-use” tools to connect students based on similar interests, shaping for them a rich, motivating, shared reading environment based on ‘parallel’ reading of the same book or thematically connected books. Through ReadTwinning readers from different years, schools, cities, and even countries can find reading partners with similar interests and enjoy books together.- Develop a set of 6 practical lessons plans. The plans provide teachers and parents with examples on how to integrate the ReadTwinning approach into their classroom activities (supported by parents at home) and practically define the competences of the ‘Connected Reader’- Launch of 2 Blended training courses for Connected teacher and Parental engagement. Both courses foresee the self-assessment of learning outcomes and the recognition of competence acquired by teachers through a certificateTo engage the most unmotivated and underperforming students, ReadTwinning combines a customised reading path with digital skills and networking. The resources will be launched, pilot tested and widely disseminated across Europe.The dissemination strategy is oriented to reach the school sector, at first, as well as relevant stakeholders active in other sectors, such as public libraries, digital publishers, local organisations, “GLAM” actors, technologists and digital makers, citizens. Sectorial and cross-sectorial strategy will rely on 10 multiplier events organised in 5 countries and further activities, such as the circulation of 2 recognizable brands (Connected Reader and Connected Teacher), press-conferences, e-newsletters, mass-use of social networks.Structurally embedded in the logic of the project are:- 1 Joint Staff Training event in IT to deepen the ReadTwinning approach and collaborative parallel reading.- 3 short term exchange of groups of pupils in RO, PT, and CY. A unique occasion for 12 students from vulnerable groups to take part in an international experience and collaborate with EU peers in reading activities.Main impacts on teachers will be: increased competence in cultivating young students’ motivation and reading abilities; a greater responsiveness to the needs of disadvantaged groups by developing, amongst others, competences in involving parents to support pro-reading strategies. In the medium/long term, these impacts will be sustained by: the availability of multilingual OER; the creation of communities of Connected Teachers, that favour networking, and stimulate continuing professional development in this field.Main impacts on students will be: Foster a positive attitude towards reading and greater motivation thanks to the attractiveness of personal interest-based approach, the social dynamics created, and the support of parents. We expect this impact to be amplified in the medium-long term: dissemination activities, carried out even after the end of the project promoting the platform, will generate a higher number of users, thus increasing the community and fostering an even higher engagement on the side of participants that have participated in its testing and creation.Reading is the key to unlocking every child’s full potential and opens up a world of possibilities.

"In 2015, the UN adopted the 2030 Agenda on Sustainable Development, an opportunity for countries and their societies to embark on a new path with which could improve the lives of all, without leaving anyone behind. The Agenda has 17 Sustainable Development Goals (SDGs) and our objective is to promote the values of sustainability including in the new “2030 Agenda” and the growth of a global consciousness made of people capable of internalizing those same values and transforming them into daily and sustainable practices. Undoubtedly, this cannot be the action of a single person or of a single country, but rather the action of more individuals, entities, systems that at a transnational level can be confronted and improved reciprocally to be more effective when stimulating a real change in different contexts of action.Beyond the global nature of the topic that we are dealing with, our action is aimed specifically at those professionals, educators, trainers, tutors who, through their role, have the possibility of reproducing a message, creating awareness and promoting a daily debate made of experimentation and innovation. Really, through the improvement of the skills and knowledge of people ""multipliers"" we believe that we can amplify a message by installing human ""speakers"" that are capable of reaching more people than through direct action.With the idea of involving these individuals in all phases of the project we will define the participants in the project considering also whether their activities are related to any type of disadvantaged context that is affected for any factor that hinders the social inclusion of groups of people.In particular we want to encourage multidisciplinary, interdisciplinary and technological approaches in order to prepare and train our “Sustainability Maker” involving them in all the process to develop the intellectual outputs. Actually, the project will be developed in two phases. A first phase where we will develop our first intellectual output, which will be an online platform and an APP for mobile (O1), functioning as a barometer for organizations and people in general and with the objective of analyzing and record the level of sustainability of each one; and a second phase, where the same intellectual output will be tested through 5 different pilot experiences to imagine possible adjustments.At the same time in this second phase, taking advantage of the experimentation of the first intellectual output (O1), we will activate new working groups that can lead to design together with the support of the partner organizations of the project a Manual of good practices oriented in the field of Vocational Education and Training (O2).The different pilot experiences in VET centers in Spain, Greece, Portugal, Belgium and Italy, will be necessary to crate the intellectual outputs and for the quality of the same. It will be possible through coordinated work with our partners in the project.RESULTS and IMPACTWith the actions we will carry out throughout the project we will achieve:- Empowerment of educators, tutors and all professionals who actively participate in the two phases of the project, improving the skills and knowledge of all professional people participant. We estimate to involve at least 38 professional people in the process of construction of the intellectual products.- At least 5 educational and training centers will experience a new educational tool "", being an active part of an innovative action that can serve as an example to other organizational systems beyond the geographical area of the partners. It will increase the social recognition of the same centers.- Promotion of the three intellectual results (available in six different languages of the European Union) in the municipal, regional and/or national educational and training strategies.- Increase awareness about the SDG’s and their values."