The main aim of the project, in relation with the European Year of Cultural Heritage (2018), was to adapt, implement and test an innovative methodology for the promotion of the historical and cultural local heritage in order to integrate immigrant students in the multicultural classrooms. The theme of the integration within the European societies has become a priority even in the educational field where the presences of students with migrant background increased in the last few years. The Heritage Interpretation methodology turned out to be strategic for the involvement and support of students with migrant background in the school contexts and in the local communities. The project reached the following objectives:-Teachers and tutors acquired a set of competences for the multicultural classes management by exploiting heritage interpretation techniques;-Students acquired intercultural competences to tackle stereotypes and prejudices and to strengthen the relations with peers at schools;-Local communities acquired knowledge about the immigrant origins of their territories participating at the Heritage Interpretations projects:-Heritage Interpretation experts reached a new target (schools) to be involved in their educational activities;The following organizations implemented the project activities: 4 European secondary schools (Italy, Germany, Greece, Poland); Freiburg University, among the first in Europe to transfer the Heritage Interpretation Methodology for the promotion of the historical heritage; Red Kite Environment, British organisation specialized in the management of protected areas and sites and for the promotion of cultural heritage addressing local communities needs. Ce.S.F.Or. , training institute and labour agency active in the intercultural communication field and for the integration of youth into the labour market.Teachers selected historical sites belonging to their territory assisted by the heritage interpretation experts, then they collected the most representative elements and items of the sites. They developed with the students the historical paths involving local communities through the implementation of live events focused on the European values and the integration of cultures. The Heritage Interpretation and intercultural communication experts transferred their techniques into the school environment to support the learning development and the realization of the events. A Joint Staff Training Event was implemented in order to let teachers test the techniques for the promotion of their cultural heritage. 5 meetings were set and implemented in the countries represented by the partnership.The Outputs were developed and translated in 5 languages:-The HIMIS Teacher Training Course: it provides the competences to realize the heritage interpretation projects in order to integrate students with migrant backgrounds at school and the intercultural competences the enhance the relationship in the classroom.-Heritage Interpretation projects (Video-case studies and blogs) realized by teachers and students in the partner schools in order to foster the local cultural heritage;-HIMIS Guidelines (OER) for the development of cultural activities (heritage interpretation) and the European values for students and citizents with migrant background;Project Results:-Teachers’ skills upgrading for the management of multicultural classrooms and for the inclusion of non-formal learning activities in school;-Students’ intercultural skills development in order to enhance the relations among peers in multicultural classes;-Implementation of cultural projects for the promotion of the cultural heritage of the territories and the local communities involvement;-Adaptation of heritage interpretation methodologies and techniques at school/education field.The activities allowed to get the following impacts:-Increase the integration of migrants both in the school field and within the local communities;-Increase the role of the schools in the management and promotions of ventures addressing the integration of migrants by fostering the cultural heritage;-Increase the commitment of the local communities towards the integration and the respect of the European values.

"The European Union promotes entrepreneurship as a key factor for competitiveness and has highlighted the importance of advancing a European entrepreneurial culture by fostering the right mind-set and entrepreneurship-related skills. The need to improve the entrepreneurial and innovative capabilities of citizens is also underlined in three of the flagship initiatives in the Europe 2020 strategy for jobs and sustainable growth: ""Innovation Union"", ""Youth on the Move"" and ""An agenda for new skills and jobs"". Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training is also a long-term objective for 'Education and Training 2020', the strategic framework for European cooperation.The YouNG group was established by Rushcliffe Borough Council (RBC) in September 2012 as a legacy from the 2012 London Olympics. The Council wished to support young people to improve their skills, network with other young people and with adults at work, get business and employment experience and earn money. The board has a representative from each of the 7 secondary schools operating in the area. An initiative of this group was YouNG Market which in the words of Josh Bates (Aged 15) from YouNG; ""We want this new market to boost business and help young entrepreneurs get real life experience of selling their produce. The market is aimed at young people aged 13-21 who live or study in Rushcliffe.”Young people at the first market held in West Bridgford, July 2013 sold food and craft items alongside small businesses from the wider area in a farmers food market, with live entertainment from talented local performers as an added attraction. This was voted an overwhelming success by all involved and received significant support from a host of stakeholders including local traders who provided on the job coaching and mentoring of the young people. Subsequent markets at Xmas time and during 2014 in two other locations were also highly praised and resulted in a number of young people taking their first steps into the world of commerce and a number of young fledgling businesses.The objective of the project was to develop Enterprise qualifications by developing a unit of learning for 'International Enterprise'; within programmes that encourage students to set up a business, produce a good or service and then sell it in a ‘real’ environment, the focus is national. We created a programme that encourages students to take it one step further, where they market their good or service for sale within the European Union. Therefore needed to consider different markets, different routes to market, business culture, language and currency. This reflects today's reality, global markets and the need to think beyond our national borders.The project did four things;1.It shared and developed the best practice established and led by Rushcliffe Borough Council;2.It developed further innovation, by introducing an international element to this work by getting participants to grow further their business knowledge/experience by providing an opportunity to trade in the European Union;3.It developed an urban business game, creating 4 different language versions and implemented those in a different county;4.It linked activity to regional initiatives (Local Enterprise Partnership d2n2 Employability Framework) and national CBI recommendations - Employability Skills & Attributes.Primary participants were young people who were directly involved within the project activity, however the project also had additional direct and indirect impacts upon the following groups of people and organisations: Teachers; Local Business People; Parents; Market Traders; Local Enterprise Partnership; Local Councils; Schools and Local Communities.YouNG Goes Euro impacted on participating young people, on schools, deliverers, key partners and stakeholders and wider community groups. At its heart however, the key impact was the provision of opportunities for young people to help them improve their skills and introduce them to a real, professional working environment and to generate vocational and entrepreneurial spirit and opportunity. YouNG Goes Euro developed links between young people, schools and local businesses. As a result of the project young people developed a greater awareness of their abilities and entrepreneurial skill set as well as the way they can use these abilities in the workplace and to aid their career development. Teachers and deliverers developed their professional knowledge and were able to adopt new approaches to their curriculum delivery. Local communities widened their horizons experiencing different cultures and built a better understanding of European development policies and actions. The project created the materials and resources required to increase the entrepreneurial education of young people and improve their entrepreneurial skill set."

"Third-country nationals’ (TCNs') employment rates remain below the average of host country citizens in most Member States, according to Eurostat News Release 110/2016 (2016). Entrepreneurship is identified as a tool for the social inclusion of TCNs in the Action Plan on the Integration of Third Country Nationals (European Commission, COM(2016) 377 final). In the Action Plan the European Commission encourages Member States to promote ""entrepreneurship through tailored business training and mentoring and by opening up to third country nationals mainstream entrepreneurship support structures"" (page 11). Our project focuses on the social inclusion of TCNs through entrepreneurship education. We will target 50 local youths and 50 TCNs from five different countries (aged from 17-30), for a total of 100 youths reached. The project will last 18 months and will be implemented among the below partners: Lead applicant: People for Change Foundation (Malta) Partners: AEQUITAS Ltd (Cyprus); SolidarityNow (Greece); Asociacion Llere (Spain); Centro Studi Formazione Orientamento (Italy) Our project objectives are: -Compiling research on the needs of young entrepreneurs and resources available in each participating country -Promoting youth entrepreneurship as a means of gainful employment -Promoting the social inclusion of TCN youths in five different countries To achieve these we will be undertaking research in each of our countries on the needs of young people (including TCNs) when it comes to entrepreneurship assistance and also the resources available for young people wishing to start their business (including registration process, how to manage a business, accessing external funding, etc). We will then compile a training course on business management for youths based on this research, and develop training resources needed to give this training. The training is envisaged as a mix of both formal and informal activities, to keep it interesting for youths, particularly vulnerable youths such as TCNs. At the end of the training participants will receive a certificate of completion. At the end of the project we will have a national multiplier event in each country with stakeholders; youth workers, youth organisations and decision-makers in the field of youth and entrepreneurship. We will also invite the youths who undertook the training to participate and address the attendees to express their opinions on the training and what they think needs to be done nationally to promote youth entrepreneurship, including to TCNs. A networking lunch is foreseen at the end of each multiplier event to promote networking among stakeholders on the topics relevant to this project. The project will result in: -125 hours of training on business management for youths -100 youths from 5 different countries receiving training -2 intellectual outputs including research, training and learning resources -5 multiplier events reaching 125 representatives from key stakeholders We also foresee the below intangible results: -Promotion of entrepreneurial spirit among youths in all five countries included in the project -Contribution to a reduction in youth unemployment -Entrepreneurial skills for youths -Enhanced possibilities for social inclusion of TCN youths and other youths with fewer opportunities"

"The iRemember project shared, adapted and experimented at the European level the ""Laboratory of memory"", a laboratory model of intergenerational activities(involving teachers/tutors, students and seniors), updating the skills of teachers/trainers and improving non formal learning of history in schools. Each ""Laboratory of memory"" focused on the theme of ""conflict"" (eg .Transition between communism and market economy in Romania, ""The Troubles"" in Northern Ireland, etc..)and the results obtained from the intergenerational laboratories have been virtualized through “The Land” platform.The project realized the following Outputs:- A Methodology for managing intergenerational learning laboratories;- A training course for teachers/tutors;- An online training course for students;- A virtualization process of the laboratories.Objectives of the project “iRemember” were:- Provide teachers and trainers a major competencies/skills upgrading through a sustainable and interactive tool for non-formal teaching/learning of contemporary history- Support the interaction between generations involving senior citizens and youngsters as main actors addressing emerging issues with historical roots but with concrete impacts on present times- Support the social inclusion of older citizens involving them in laboratories, storytelling experiences with youngsters allowing them to share their personal memories and stories, contributing to the creation of a “common memory”- Support the inclusion of young people in democratic life through active citizenship approach - Foster the use of ICT and web 2.0 tools to create a shared and participatory “common memory” about specific topics - Define an effective tool to be used in conflict resolution policies and activities.The partnership involved in the project is composed by 7 organizations:Cesfor(IT):non profit organization working in the fields of Education,Training, Guidance, Counselling and Mobility for young people and adult citizens and job agency.The Spanish Confederation of Education and Training Centers(CECE) is a non-profit employers´ and professional organization representing institutions from school to university level.Università degli Studi di Roma La Sapienza(IT):the largest University in ItalyNorth West Play Resource Centre(UK):Theatre and Art Center working in Education and Training.The Centro de Estudos e Formação Aquiles Estaço(PT):private school in the vocational education system delivering courses in the audiovisual, tourism and agricultural sector.Associatia EURO Adult Education(RO) NGO aiming at promoting and supporting continuous learning of adults.Adult Education and Lifelong Learning Association(AR) non-profit association involved in issues concerning adult education and lifelong learning. The activities required a close collaborations between the Partners and the main target groups:teachers, students and senior citizens. After the elaboration of the “Methodology iRemember”, a Laboratory of Memory has been realized in each Country through some preliminary activities (context analysis, focus groups, adaptation to local context, definition of training features) as well as the preparation of the students through the “Online training for students”. After having collected the personal data in the Laboratories, the youngsters proceeded with the guided upload on “The Land” platform through a process of virtualization and meta-dating.The final results are:•A methodology composed by:- A methodology for trainers(tutors)for the design and management of activities (laboratories) involving older citizens and young people.- A set of storytelling and storyboarding techniques - The description of how to upload the online platform “The Land” for the virtualization and online sharing of common memories related to places and events.•An open online training for students freely available on online platforms,•An IT educational tool for geo-localizing and collect stories creating a common memory through an online social community.-The free availability of the products, the innovative structure of the outputs, the social dimension of the platform as well as the dissemination activities allow a wide impact on schools and organizations active in education at local, national and European level. The project and the Partners have reached the impact foreseen on target groups, on stakeholders and generally on organizations interested on contents and activities developed by the project. All the dissemination tools foreseen have been used to achieve the impact (newsletter, stakeholder’s list, brochures, flyers distributed during events).The long-term benefits of the project are guaranteed by the creation of effective and sustainable tools (OER) for the non-formal teaching of history, the social inclusion of the elderly and the sharing of experiences and points of view between the elderly and young people through the preservation of memories."

"MaYFAir is a consortium composed of 9 organization from 4 countries. In each country involved is represented 1 Vet provider involved in certification system + 1 Vet Mobility Charter owner. Moreover, there is Unitelma University to guarantee the scientific value of the project’s results and to certify the MaYFAir specialization, with legal recognition at European level.MaYFAir design, develop and tests a methodological kit and a MOOC for mobility promoters, aimed at implementing strategies for supporting the internationalization of VET providers, through the recognition, design and validation of the LO derived by WBL abroad mobility.Accordingly, MaYFAir, develops and tests methodological tools aimed at strengthening the synergy among ECVET-(EQF)-NQFs, with the aim of favouring the link between national qualifications, capitalized mobility loans, NF/IF learning recognition. This link make it possible the capitalization of ECTS and ECVET credits, both for the prosecution of the studies, which will follow to a previously recognition of the individual competences, in order to obtain all the necessary skills to achieve the wished standardized professional qualifications, and for the easier working reallocation through the access to certification of non-formal and informal standardized professional qualification referable to NQFs.The name of the consequent qualification acquired by participant is ""Method expert for the transparency and validation of learning deriving from mobility in WBL"", and steams from the principle shared by ECVET and NQFs systems, which are both focused on the description of achieved LO.Building a system to recognize, design and certify LO acquired during WBL abroad mobility means recognizing a right to people, guaranteeing them more employment opportunities, also at international level.All the outputs and results of MaYFAir will be access-free for everybody. In particular:O1 - MAKe - The objective of IO1 is to ensure the recognition and validation, for the purpose of certification, of qualifications achieved in WBL abroad mobility paths. MaYFAir will address this objective through design, develop and test an innovative methodological toolkit linked to the competences derived from WBL abroad mobility for the automatic recognition and validation of the qualification referable to NQFs.O2 – MADe - This IO aims to validate the toolkit and the methodology created during IO1. It will be implemented through a cross-fertilization process among partners owner of VET mobility Charter and the other ones, in order to move towards the internationalization of VET strategies adopted by the consortium, under the scientific supervision held by P3. This co-design process represents an added value that will allow testing WBL abroad mobility using MaYFAir methodology which is aimed at the capitalization of LO.O3- BECOME - This output is aimed at adapting and convert results of IO1 and IO2, in didactic tools for the purpose of the development a new high education specialization in “Method expert for the transparency and validation of learning deriving from mobility in WBL"". The didactic tool will be a MOOC (Massive Open Online Course) freely available online through the telematics platform of Unitelma La Sapienza with link on the MaYFAir Website. VET providers aimed at internationalization represent the target group of direct beneficiaries involved in WBL abroad activities while indirect ones are learners and VET staff (this will encourage mobility and open up opportunities for the development of a network) who need to enhance their skills through WBL abroad experiences.Key Target reached will include peer organizations and networks, who themselves organize and provide WBL abroad mobility; Operationally:•No. 600 VET provider reached through dissemination activities (no.150 per region)•No. 800 enterprises reached through dissemination activities (no.200 per region)•No. 400 employment organizations reached through MaYFAir Club Ambassadors Network (no. 100 per region)•No. 27 counselling operator involved in Short-term, Joint Staff Training Event (no.3 per partner) that will be implemented during 3 days event. •No.180 staff mobility trained and qualified by piloting activityThe impact of MaYFAir project after the conclusion of the project lifecycle, will be•no.4 National Workshop with an attendance of at least 15 person for each one (no.135 total), to validate project’s results + 1 Transnational Peer-Learning Workshop•no.40 WBL abroad mobility of which (at least) no.8 KA1 with MaYFAir methodology•no. 27 staff learners involved in a Joint Staff Training Event•an innovative MOOC, that represents a high education course of specialization, held in English, which will attain no.180 users•no.30 Validation Dossier about WBL abroad mobility taken with MaYFAir methodology who have adequate LO for the purpose of certification"