Integration Without Borders is a project which brings more light in the relations between minorities and majorities in Europe. The social work is of crucial importance in the field of integration of minorities, in the field of reconciliation in society. Only competent social worker can be able to reach good results. Competence is the key word of this project which aims to define competencies of social worker and train young social workers in new actual competencies.The main competencies of the project, which were selected on the pre­analysis are: intercultural understanding, management of diversities, social entrepreneurship and project development. In the cooperation of 9 partners from 8 countries who has long time experience with work with migrants and minorities in Europe we analyzed, compared, evaluated, mapped the situation, exchanged good practice from the field and organized two pilots trainings.As a final product of the project we are offering training material (a book) which describes the way how to reach these competencies. The book is including description of the situation in 8 European countries and training material to improve each competence. The book could help social workers, volunteer in social work, teachers of social work or also universities that have social work programs to implement these competences in life in their masters curricula.

A global discussion is taking place among Higher Education (HE) stakeholders to strive for HE that does better justice to the needs of the learner and of society. The relevance of study programs is probably the most pressing issue in HE today worldwide, including the countries in South America. In the public eye HE institutions should offer high quality programs that contribute significantly to the welfare of society by preparing graduates well for work and for civic and social engagement. To meet this need, a paradigm shift is required from traditional expert-oriented teaching to student-centred and active learning, based on competences and learning outcomes. Although there is full awareness that this shift is to be made, HE institutions and their academic staff in SA (and beyond) lack capacity, expertise and experience to make this happen. Building on work already done in Europe and in LA, ACE aims to develop effective mechanisms to give student-centred education a serious boost by acting as a catalyzer in 6 South-American countries, involving 13 key universities. ACE covers in each country 1-4 core academic fields, Nursing, Environmental Engineering, Education and History, representing as many HE sectors. At the heart of the project are 20 local working groups (WGs) consisting of 5 academics and of 5 student representatives each. The broad involvement of (local) staff and students is a unique feature. The WGs are all represented in transnational Subject Area Groups. Its members will be empowered to train their local WGs to reform their own programs. For this purpose, subject area qualifications frameworks will be made, based on (updated) meta-profiles developed in earlier LA projects. These will be complemented with in-depth training at 7 transnational meetings. As a result, ACE will result in 20 well informed learning communities that have reformed their programs and be equipped to assist other programs to make the reforms so urgently needed.

ARCHI.MEDES project was an experiment. It was an initiative to (re)consider, through the collaboration among schools of architecture, professional bodies and interdisciplinary teams, the education of the architects in the Mediterranean and European South (MEDES). Taking into account the competitive internationalization of higher (architectural) education, the project had as its main aim to develop strategies and policies for sustainable academic and professional growth, enhancement of quality and excellence, based upon local strengths and particularities. Four interdependent parameters motivated this initiative: 1. The threat of European diversity due to the ways European policies on higher education were implemented by institutions leading to their homogenization rather than to the expected harmonization. 2. The fast changes happening in our interdependent societies making the profile of the architect unpredictable for the near future raising important responsibilities to schools of architecture who continue to educate architects according to what an architect is today. 3. The financial crisis which ruthlessly affected the countries of the European South and created very frustrated conditions for architectural education and high unemployment in professional practice. 4. The significant changes happened in the way we understand learning and teaching shifting from a teacher-based to student-based education, an input-oriented pedagogy to an output-oriented one, from knowledge-based priorities to competences-based priorities, from a problem-based to a project-based education. ARCHI.MEDES project was planned to be an experimental laboratory for strategies and policies for architectural education in the MEDES Countries aiming at:-raising awareness of the need for specific graduates' profiles knowledge breadth, creative skills and competences appropriate to local demands and needs so that their graduates can be more flexible and creative both in the local and international labor market.•supporting, elaborating and providing teaching approaches and specific pedagogies able to assure creativity and other learning outcomes appropriate for the local needs and demands. •elaborating incentives to support a diversity of strategic choices for curricula development through which partner SA could be able to develop regional hubs of excellence and eventual specialization.•encouraging partners to reveal and to intensify efforts on their individual strengths. •enhancing the relevance of available human capital through structures of staff development.•strengthening the collaboration among SA encountering similar problems, demands and needs.The development of the project was based upon four main (hypo)theses: 1. There is not a single excellence model. 2. It is a mistake nowadays to educate architects on the basis of what an architect today is. 3. Schools of architecture must expand the existing spectrum of learning outcomes. 4. The definition of the expected profile of the graduate is a necessary condition for a sustainable academic growth of the School.The methodological approach followed by the project was based upon two different and simultaneous paths. The one was a bottom-up path which was looking towards the local conditions and needs and tried to structure architects' profile based upon what the local society needs or expects from a graduate architect as to what he/she must know, be able to do and be competent to think. The second was a top-down path, which started upon what is conceived, at European level, (policies, associations, previous programs) as the appropriate profile of the architect. The project run inquiries, consultations and data collection as well as processing in order to define architectural profiles appropriate for the particularities of MEDES Countries. It elaborated teaching approaches and pedagogical strategies assuring these profiles. The project organized student workshops and staff training seminars as well as international conferences on the above issues. ARCHI.MEDES project aimed at nourishing a collaboration Culture between education and practice, a strategic development culture by the institutions dealing with architectural creation, creativity culture encouraging innovation and speculative thinking, and a quality culture conceived as emerging from an interdependent world.

Dialogue is one of our greatest necessities.We need to share reflections, discoveries, perceptions,possibilities or threats; a dialogue which develops inclusion, intercultural understanding,mutual enrichment and trust.There is also the need for dialogue between the citizens, their ideas and their needs and the policy makers.This is the dialogue for participation. There is also a need for dialogue among the political parties, the different perceptions of the common good and the different strategies to make it operative. This is a dialogue for democracy.There are needs for dialogue among the countries and the regions to create relations based on common good and in the recognition of all human rights and the dignity of all: The dialogue between cultures and regions of the world in order to articulate peace.Youth for Dialogue has contributed to answer a need of society-the need for Dialogue and understanding at different levels and amongst different social groups but with youth as the catalysts and the crucial element of this society. It developed a two- year blended learning course on the topic of Dialogue The programme was of non-formal leaning at Tertiary level The consortium was composed by universities:4 Universities and 10 youth led organisations. Together developed the programme which was implemented by the groups supported by the organizations. The course was built at two levels:a generic part using a platform and a local adaptation developed at country level The programme was split into four semesters covering four types of Dialogue: Dialogue for inclusion, dialogue for participation,dialogue for democratic values and dialogue for peace amongst the nations The programme was studied and refined by the group of Coordinators(particularly in the meeting in Rome)including the representatives of the universities of the consortium and then presented in the platform by the coordinator The 10 organizations in the consortium facilitated and backed the two youth leaders the adaptation and implementation During the semester the groups(14 groups from the consortium organizations + two more who followed on-line in two more countries)worked on the programme Every Semester ended with a mile-stone where each youth leader presented their process and their outcomes. The milestones served as a concluding learning space where multipolar learning was very intense and the outcomes of every group was debated and taken into account. The level of intercultural learning was also very high. These milestones took place completely according to what was planned in the project proposal in terms of place, dates and people attending.The difference was that larger numbers of young people attended the seminars.This was partly envisaged with the plan that the groups closer to the place where the seminar took place could also take part in the event and the coordination made funds available to make it possible, with a very efficient use of the resources. The Seminars took place in Madrid, at the end of the first semester.The milestone of the second semester took place in Pune (india) for Asia/Africa and half of the European countries and in Cochabamba (Bolivia) for Latin America and the other half of Europe. The third Semester ended with a webinar in three parts of three hours each one in English another in French and the third in Spanish. The total of the groups participated in the webinar.The last semester ended with a seminar in Brussels where the programme was officially closed. There was an immersion plan which took place immediately before(India)or after(Bolivia) for two weeks taking part in the projects of the respective organizations. The dynamism of the programme was incredible and the enthusiasm of the groups very visible The level of learning for everyone: consortium, organizations, youth leaders, youth in the groups was really remarkable. It was the the beginning for the new role for the consortium

Youth-ACT is a blended learning programme. It aims at raising awareness and the ability of young leaders to contribute to a broadening and deepening in the practice of democracy and democratic values through a quality non-formal, totally accessible training in civic participation. The programme offers them the capacity to become bridge builders and enablers of participation particularly in the case of marginal minorities in order to make these groups grow in a sense of belonging while they contribute to our societies with their ideas and perspectives making them richer, more diverse and more peaceful. The objectives are as follows:.To foster the development of a non-formal, learning programme, accessible to youth at transnational level and jointly developed by them in a topic of great relevance at present and also recognised as critical by the recently approved EU Youth Strategy 2019-2027..To foster blended learning mobility to facilitate cooperation and exchanges of youth perspectives from youth groups of 14 different cultures. This will contribute to the development of a multicultural, multilingual learning community, with the crystallisation of a transnational youth network and a think-tank on the issue of participation..To improve the quality of work of young workers offering them a system of interaction, a systematic non-formal approach to the topic with access at a repository of good practices both developed by the consortium or available in other sites such a SALTO..Advance in a system of recognition of youth work, based on previous experiences and particularly through the recognition of competences (Key in the programme design) systems developed by both Tuning and CALOHEE (Comparing Achievements of Learning Outcomes in Higher Education in Europe) projects where both the Coordinator and the University of Deusto are front runners in these systems also being adapted to non-formal learning..To offer 14 youth workers, a period of two weeks immersion in projects in other countries, in order to contrast and compare different styles of work and systems of management..To incorporate young people in democratic processes, to link them with policy makers and to seek their deeper understanding and foster their contribution and perspectives..To broaden the concept of participation to reach marginal and emerging social groups, very much active in the programme and making it accessible to all once the programme has incorporated all the contributions..To incorporate the development of new tools and techniques on video-making and online content promotion in order to motivate youth workers to develop activities involving media technologies, develop ideas and strategies to combating the digital divide and to motivate on line creations