In the post-COVID-10 era, Europe has to keep up with innovative ideas to ensure a sustainable and inclusive recovery. “If we choose to hold on to the innovator’s path…we have to focus on people, places and processes.” (European Political Strategy Centre Strategic Notes, 2017)In the last months, we witnessed the creation of a stronger sense of community and people supporting each other and their communities. Amid the COVID-19 crisis, supporting communities and people and promoting their development is essential. The partners of the Count Me In project focused on improving learning opportunities for low-skilled adults, especially from the disadvantaged groups, such as unemployed young people and adults with special needs to improve their life chances, promote their inclusion, and connect members of a community to support it flourishing. The main objectives of the project were to: 1) support development of a quality learning offer in the field of adult education focusing on learning outcomes and learner responsibility and autonomy; 2) promote the use of technology in educational and civil participation processes, 3) provide all interested stakeholders – adult learners, educational centres, civil organisations, decision-makers - with an access to open and innovative teaching/learning tools through the SMART platform; 4) foster the international cooperation of organisations active in adult education and civil participation focusing on active inclusion of the youth and people with special needs.Employing technology maximizes teaching /learning efficiency, encourage active participation of the disadvantaged groups in society processes and, consequently, make them able to better their environment – on personal and community level - transforming it into smart. Even basic digital competences combined with imagination empower ordinary people to design solutions for problems in their environment, making it smarter, conserving resources, and optimizing free time. The project partners sought to raise curiosity of adult learners about the world; help them to understand that they are a main chain in the change process; plant the seeds of the knowledge sharing best practices and working out new creative solutions. Within the project, the partnership 1) designed a SMART platform, an open education resource; 2) designed and deployed a training for trainers and an e-course for adult educators in order to improve their digital and professional competences; 3) designed an e-course for adult learners and organise piloting in partner countries targeting young people and people with special needs in order to improve their digital skills and civic literacy to be able to make “smart” changes; 4) improved attractiveness and access of the disadvantaged groups to new career paths in the field of digital technologies and sustainable community developmentThe strategical partnership pursued the creation of an international network where the partners were able to share information on Smart practices on personal/community levels to find cost-saving tech-solutions. The project was carried out transnationally in order to acquire already contrasted knowledge and, thus, to be able to adapt and apply this synthesized knowledge for future actions on personal/community levels. The developed transversal and longitudinal courses created synergies between knowledge fields. The results of the project are available on the website www.countmein.eu. The developed SMART platform provides an open access to teaching and learning materials for both adult learners and adult educators or volunteers working in this field. All the teaching and learning materials were developed in English and partner languages and are freely accessible for anybody interested in the topic.

In order to achieve smart, sustainable and inclusive growth, which is one of the objectives of the EU 2020, it's vitally important to obtain employment, productivity and new skills. PISA Director Andreas Schleicher: “If you're from disadvantaged areas, there's only one chance in your life: to get good education. The main issue in education is that the needy gets the best education.” According to the European Disability Academic Network (ANED) report published in January 2018, the rate of mild and moderate disability at EU level is 17.1%. While the employment rate of non-disabled individuals in EU28 countries was 73.1%, the rate of disabled individuals remained at 47.4%. European Special Education Needs and Integration Education Agency says “individuals with special education needs are often categorized as marginal or at risk of social exclusion in relation to the labour market.” So, it's important to ensure that vocational education should be of a high standard, suitable for individual needs of students, and all groups are integrated, especially those with disabilitiesWithin the scope of the project, in our needs analysis;a)65% of parents in partner countries come from low education and socio-economic levelb)72% of parents stated that they had never received a professional education for the special situation of their children.c)54% of teachers stated that students could not be successful in career due to their inability to continue their skills at school/at home.d)It has been determined that the most common problems faced by students who graduated from the Department of Food and Beverage Services are personal hygiene (self-care skills), courtesy, social skills and working skills.The aim of the project is to provide better social and self-care skills at home (in the family) with a holistic approach for the mentally disabled students who are educated in special education vocational schools and to increase the employability of these students after graduation in their own fields by taking a higher quality vocational education at the standards demanded by the labour market. For this purpose, there will be 5 intellectual output(IO), 5 transnational project meetings(TPM), 3 learning teaching training activities(LTT), 4 multiplier events(M) and local trainings for students and their parents. Two people will participate in the TPM meetings of the project and these will be project coordinators and managers from the partner countries. A total of 30 teachers, project coordinators and managers from special education vocational schools will participate in LTT activities. The project will be carried out in the field of developing innovation and 5 outputs will be developedThese are;O1 Research on Family Education and students’ vocational qualificationsO2 Family Education ProgramO3 Supportive vocational training modules for studentsO4 Handbook for TrainersO5 E-Learning PlatformTwo learning-teaching training activities will be carried out for the testing of project intellectual outputs and training of trainers3 national and 1 international multiplier events will be organized for dissemination of IOs. A total of 240 people will attend these conferencesWe plan to use qualitative and quantitative indicators to monitor management meetings, intellectual outputs, training activities, dissemination activities and project products throughout the project.Konya Il MEM will plan and follow the process in coordination with our university partner SSW and tech partner VITECO in order to ensure that all project activities have good quality results in terms of quantity and quality. Quality control, monitoring and successful implementation of the activities will be discussed at TPMs. In order to evaluate whether our project has achieved its objectives, we will use the most commonly used PDCA (Plan-Do-Check-Act) cycle to project management. Accordingly, the success indicators we have identified earlier will be a guide for us.The potential short and long term benefits are;Parents of the students who are studying in the partner schools will benefit from the training activities at schools and other parents from different schools will benefit from e-learning platform and dissemination conferences. So that they will complete these trainings and will support their children at home for their vocational education. In this way, they will not only improve their own personal development but will also contribute to their children's education in the home environment for a better future and career. The most important target group in our project, the students who are studying in the department of food and beverage services, will receive support from their families as well as the problems they face in business life will be completed with supportive training modules and they will be ready for the work life. Employment and job attendance rates will increase and they will be able to have the job as the demanded personnel demanded by employers

"CONTEXTAccording to Common Basic Principles/EU initiatives in the field of integration, “Basic knowledge of the host society’s language, history, and institutions is indispensable to integration; enabling immigrants to acquire this basic knowledge is essential to successful integration"" and ""Efforts in education are critical to preparing immigrants, and particularly their descendants, to be more successful and more active participants in society"". The Erasmus+ Program aims at promoting equity and inclusion by facilitating the access to learners with disadvantaged backgrounds and fewer opportunities compared to their peers, “.https://ec.europa.eu/migrant-integration/the-eu-and- integration/eu-actions-to-make-integration-work The educational tracks of those who receive residence permits should be expedited by lowering the threshold for integration training and the training following it. ""(quote from the report "" The educational tracks and integration of immigrants – problematic areas and proposals for actions"")PROJECT OBJECTIVESThe main goal of the project InclusionApp is to help RI&AS (refugees, immigrants and asylum seekers) learn the language & the culture of the host country through a mobile serious game and ood practices against social exclusion through a a Collaborative e-learning platform.Specifically the aims of the project are twofold:(a) The Design, Implementation and Evaluation of a Mobile Serious Game for learning the language & the culture of the host country (InclusionApp mobile game) for RI&AS(b) The creation of a Collaborative e-learning portal with good practices against social exclusion of RI&AS.SERIOUS GAME EVALUATIONOnce the software development is finished we will run a large scale trial in which we will involve at least 200 RI&AS (refugees, immigrants and asylum seekers) and observe their learning success and most important their inclusion in the host country with the help of our mobile serious game. We will then finilize our mobile game and share it on an EU-wide scale. Scientific publications will be published to renowned international scientific journals & conferences with the results of the evaluation.The OPEN SOURCE ACCESS to all project outputs will be guaranteed for at least 5 years after project end.PARTNER ORGANISATIONSThis initiative gathers 5 partners from Poland, Cyprus, Italy, UK and Greece.WYZSZA SZKOLA EKONOMII I INNOWACJI W LUBLINIE (Poland): University of Economics and Innovation in Lublin (WSEI) is a non-state higher education institution, funded in 2001. Welcome Home International (Belgium): Non-profit organisation providing encouragement, education, and assistance to refugees during their integration.INNOVATION FRONTIERS (Greece): An educational technology & research company expert in the design, implementation and evaluation of educational software.Eurospeak Language Schools Ltd (UK): A private English language school, accredited by the British Council, Independent Schools Inspectorate (ISI) and are a UKVI licensed Tier 2 General and Tier 4 General of the points based system.Tropicalastral Lda (Portugal): A private adult education provider and translation company, focused mainly on corporate clients in the Algarve area providing private executive business language lessons."

Project STEMS originates from the necessity of adaption the continuous changes in the world of education, this requires innovative, technological and renewable educational practises, system or solutions for school managements. While European countries have well-established education systems, socioeconomically disadvantaged immigrant communities experience inequality of access and a lower quality of education across the continent. These groups tend to underperform at school. According to European Commission ''Social inclusion of migrants in the EU28 - Non-EU citizens twice as likely to be at risk of poverty or social exclusion as nationals. These statics and researches indicate that immigrants have disadvantaged backgrounds and fewer opportunities compared to their peers. Immigrant students at schools encounter a new language, culture and a system at school and consequently have difficulties in adapting them, which leads to failure at school or early school leaving. Closing the gap in early school leaving rates for foreign-born learners would bring the EU 30% closer to its headline target of reducing this rate to 10% and prevent half a million young people from leaving school early, which accounts for 8.7% of all early school leavers in the EU. Necessity of changing and strengthening the profile of the teaching professions is undeniable fact and to realise this, They need to develop teaching methodologies to promote integration at school and to improve learning abilities for newly foreign students or drop out students, besides ,Teachers have to develop competencies to promote peer education methodologies and peer mentoring approach to foster effective and individualized learning processes for migrant students or students at risk of social exclusion. we are going to design ''student (immigrant )integration programme''(O3) and a ''teacher guidebook/online tool''(O2) in the light of need/situation analysis (O1)and teacher training. ''Special language support with Mentoring'','' Parent involvement'' and are key fundamentals of this inclusive programme. According to EC report intervention policies at individual level provide a support mechanism tailored to their needs. One such intervention is mentoring, focusing on the personal development of young people. Studies of different kinds in different countries have shown that parents taking an active role in the education of the children have a clearly measurable positive effect on the educational outcomes of their kids. , Therefore We aim to - to promote a more inclusive education system and lead to a decrease in the achievement gap between pupils with and without a migrant background- to create innovative integration process with the help of special language support,mentoring and parent involvement - to develop teachers'skills in the field of multilingualism/multiculturalism,diversity management , intercultural pedagogy- to create an online toolkit , a sharing ,interactive environment for teachers - to develop teaching methodologies to promote integration at school and to improve learning abilities for newly foreign students or drop out student.- foster the family/community involvement method for integration of immigrants The project addresses the social inclusion/integration of immigrant students at school, supporting their integration to school and education system in the host country. Focusing on just immigrant students and ignoring teacher training (about diversity/multilingualism/multiculturalism)and parent involvement doesn't make sense. So innovative part of this project is binding teacher training and creating immigrant students integration programme. The partnership has been established on expertise and experience of 5 countries and 7 organizations on migration in view of immigrants education. - Bursa MEM, as applicant of the project - Two University partner From Spain (Salamanca University ) and from Germany (FAU), are responsible for creating 3 outputs and - 4 Secondary Pilot Schools (TR, DEU, ES, IT ) ( They have been chosen according to number of their immigrant students ) Output 3 SIP will be applied at these 3 schools and output 2 will be for teachers from all Europe and world. all three outputs will be reachable from website. Most general results of the STEMS are - 'Social inclusion' , supporting students with migrant background ,getting them to involve in ''Student integration Programme'', while doing this, developing teachers' profession for multilingualism /multiculturalism, diversity management and creating a web platform / ICT Tool for teachers is dispensable and complimentary of the programme.-Social Inclusion / Preventing ESL / Combatting Failure in Education; -Strengthening the profile of the teaching professions ; (Output- 3; Teachers' Guide Book / Tool and Teacher Training )

"The big challenge will be the creation of an mobile application (due to the possibility of using simple freeware to the development of the app) that allows everyone to communicate and transmit basic information in foreign language. The project ""Technology from everyone to each one of us"" aims to create an augmentative communication tool, from which anyone, with learning difficulties or not, can communicate in countries other than their own, with the use of pictograms instead of written words. The group, through its vast experience, knows that it is much more difficult to make children or people with learning difficulties of different natures able to learn or to read, in opposition to learn a set of pictograms representing words, these pictograms are designed so that the user can intuitively select the desired word/expressions.The institutions participating in the project add different value and complement each others points of view. It was important to find institutions that present diversity, NGOs, Regular High Schools, Higher Education Schools and a Technological School. They will function as comparison elements, control groups at the time of evaluation of the developed outputs. Each give a different cultural perspective due to geographic disposition and social function. We intend to have the participation of different know-how, different approaches and ways to test the applicability of the application. One of the criteria to be accepted in the project was to designate a team of maximum 5 people, able people in the following functions (with experience or hyer degree formation in the case of communication responsible): local project coordinator, budget manager, graphic production manager, pedagogic responsible , responsible for the application development, responsible for communication between institutions (in english), and responsible for activities. The institutions in the project are: High Schools: Agrupamento de Escolas de Aljustrel – PT IES Juan del Enzina–SP NGOs: Bulgarian Development Agency – BG Associazione N.E.T Networking Education & Training – IT Association for Developing Voluntary Work Novo Mesto - SL Professional Schools: Escola de Tecnologias, Criação e Inovação do Algarve – PT Universities; Uiversity of Thessaly – GR Collegium Balticum - PL It is intended that this technological product created mainly for children, is also usable by the elderly, adults, people and children with special needs. The application can be used in any language of any country to communicate, it will use pictograms to translate feelings, emotions, questions, statements, etc. The partners, in collaboration, will develop technologies using pictograms that can activate the audio of the word represented in the native language intended by the users. The pictograms and layout will be common to all the partner projects. All the technology produced will be of free use to everyone interested in it. Any reader or non-reader can use the application. Methodology The meetings will happen monthly using distal communication with the development of the project in all the partner institutions. The learning acquired in the distal mode will be applied in the institutions and evaluated by the different groups of work. The assessment of the applicability of the developed technologies will occur in each partner institution collaborating in the project. Each partner will develop the technology in their own language, which will be used later on by the partners in monitorization activities in loco. Objectives of the project: • Improve the teaching and learning of languages and promote the broad linguistic diversity in the EU and sensibility to different cultures; • Promote improvement in terms of quality, innovation, excellence and internationalization in the educational institutions, namely through the promotion of transnational cooperation between the education and training institutions and other parts with interest in it; • Develop projects in the institutions to optimize the use of ICT as mechanisms that allow the intercultural mobility and share. • Promote the technologic inclusion as a facilitator. • Promote projects developed by the institutions that use technological resources. • Discover the words/expressions most needed to engage in communication. • Create the European Pictogram Communication Language (EPCL). • Create the EPCL Translator (Mobile Application). The application has the ability to continue to grow, to update and to add content, it will never be truly finished, as it can be adapted and customized by anyone with average ICT knowledge. It is expected to impact how we communicate and how young children and those with learning disabilities learn by the use of the application, starting the communication of each and every one in foreign language."