<< Background >>RECULT wants to intervene to support two sectors that are being particularly hit by the social and economic restrictions due to COVID 19: the creative art sector and social care services. In order to support these two sectors, RECULT will Work on new methods and solutions for linking them and using creativity for enhancing social inclusion; and by providing digital know how and tools facilitating for a smoother switch between offline and online teaching.We want to contribute to the resilience of creative and cultural training by providing new tools, new functions and new ways for staying connected, while increasing the access for all.Being aware of the importance of face to face connections and co-creation possibilities, RECULT will suggest a method that will join community based art creation with transnational exchange and co-creation (in offline and online modes). In this way we contribute to create common values and increase civic engagement, understanding and participation.We want to address the needs for new knowledge, educational tools, and ideas on how to engage again with learners with migration background. We want to regain professional and artistic intercultural potential of associating locals with migrant communities.We want to develop and extend visual art methodology towards migrant groups and embed green education into the artistic methodology. We want to address the need to guidecareers, especially for groups which will be faced to innovate their career paths after the pandemic. We address the need for a more fruitful communication between generations and culture, as there are not many digital/blended resources and tools developed for educators to effectively approach families with refugee, migrant and cultural minority backgrounds. RECULT wants to develop hybrid or blended methods in order to stay connected with learners with migrant backgrounds and to become flexible switching between online and offline if needed. We learned during our previous work that art is a great container to work non-verbal in intercultural settings, however there is a lack of digital tools and methods to do this from a distance. The pandemic also demonstrated that many migrants had no or little technical expertise to use digital tools effectively for educational purposes or had language/cultural difficulties to effectively communicate with supporting organisations. Therefore, there is a need to fill this gap by creating collaborative spaces to facilitate and support the process of coming back to “normality” of an after-pandemic environment via cultural workshops and positive interactions. Our interest lies in development of methodology based on art and creativity that would facilitate communication between educators, artists and people with different cultural backgrounds.<< Objectives >>The main objective of RECULT is to use the power of art, creativity and visual education to support the (re)integration of people with refugee, migrant, or cultural minority backgrounds into their local communities and to find new opportunities for reinforcing the resilience of the creative sector. RECULT will focus on teaching visual art creation. While each form of artistic creation is exposed to crisis for different reasons, visual art creation are facing the contradiction between staying connected to society and to the physical environment to find inspirations for creativity. To obtain this goal, new tools, new activities are needed. RECULT will thus improve the competencies of adult educator working in cultural/creative trainings. RECULT will support the social inclusion of one of the most vulnerable groups touched by social restrictions, people with refugee, migrant and cultural minority backgrounds and will help to lower barriers and support inclusion and diversity in education.The RECULT method will include a complex blended learning process that will use visual creativity for understanding the complexity of someone’s cultural identity and allow the participants to communicate with each other through the creation of images and art objects by reusing and re-imagining the images, techniques and materials linked to home and host cultures, forming their complex cultural backgrounds.Being aware of the importance of face to face connections and co-creation possibilities, RECULT will suggest a method that will join community based art creation with transnational exchange and co-creation (in offline and online modes). In this way we contribute to create common values and increase civic engagement, understanding and participation. When the project is over, we want that people with refugee, migrant and minority backgrounds assistance for increasing their social integration and lowering the barriers for active participation, that the groups gain experience in co-creation through digital education,reinforce their active citizenship, and contribution to local cultural and social life.We want them to rediscover their cultural backgrounds, learn critical thinking and visual creativity skills and in this way obtain new professional opportunities.We want artists, teachers, educators, trainers, and social workers to learn new teaching skills and methods linked to visual and digital education, blended learning, experimental learning, visual and digital storytelling, but as well outreach to learners and message building- We want to increase the teaching with co-creation and design thinking approaches and keep lifelong learning innovative and attractive.<< Implementation >>RECULT will consist out of input, reflection, creation and a sharing phase based on the principles of creation of innovative tools for enhancing the role of visual creativity and education in social cohesion;(Re)connecting social, cultural and environmental sustainability and integration for enhancing social integration and implementing innovative forms of online learning including video tutorials and blended learning.The whole project cycle is oriented on work packages, milestones, staff trainings, intellectual outputs, transnational meetings and multiplier events. The PMI activities are structured by the work packages and specific milestones.The workpackages are:A1: Project Management and ImplementationTask 1. Project Management - CRNTask 2: Impact and Needs Assessment - Stando, ARM-BGTask 3: Quality Control and Evaluation ASNOR, KoopkulturA2: Extracting and sharing skills and knowledge: COTA and ARM-BGA3: Video Course Building: COTA and ASNORA4: RECULT Blended Method and Curriculum: CRN and KoopkulturA5: Dissemination: Stando and KoopkulturMilestones are:November 2021: Start of the project, kick off meeting in Berlin. Start of A1, A2, A5, Jan 2022: Online SC meeting; 1st blended workshopMarch 2022: 2nd blended workshop - onlineApril 2022: 2nd TPM meeting NicosiaMai 2022: 3rd blended workshop, - onlineOct 2022: 3rd TPM, Paris, 1st progress reportSep2022: Online transnational seminar - dissemination event, end of A2Oct2022 Online SC meeting, start A32022 Dec2022: Joint staff training in Bari2022 Jan 2023: SC online meeting, Start A4March 2023: 4th TPM, Bari, 2nd Progress reportMay 2023 SC online meetingJune 2023: Blended joint staff training - online + ParisSept2023: SC online meeting,Nov 2023: SC online meeting, end A3Jan/Feb 2024: local multiplier events, end A4Feb 2024: Final transnational dissemination event and Final TPM, Sofia, Final ReportRECULT will have 5 Transnational meetings offline and further meeting online.Each meeting will deal with:- project management,- evaluation and impact measurement results and indicators,- revision of the RECULT online platform and discussion about the smart practices gathered- the target groups, activities and practices of the hosting partner and of local associated partnersRECULT will have additionally learning and teaching activities based on three elements:1- a series of online blended workshops (supporting knowledge and community building at the beginning of the project, and part of the co-creation of the online platform)2- a Co-design video tutorials training, which will help to co-create some of the elements of the video micro-sessions.3-a blended review training, lasting one month, with a 3-day LTTA embedded. The aim of the learning process is to test the RECULT curriculum- It will consist out of 5 phases, an online joint training, offline local peer-workshops, the LTTA, an offline local piloting and a final online workshop.The project will end with a series of 3 local and 1 transnational muliplier events.<< Results >>RECULT 's methodology is responding by elaborating innovative online and blended learning tools for teaching social inclusion through art creation.As a result, we will create a learning tool that will support the organisations facilitating the integration of third country nationals, refugees, minorities or people of multiple identities even when social distancing is imposed.The workshops, the platform and the trainings will reinforce awareness of environmental issues, and will provide a global vision on the connectivity between people, cultures andenvironment.The RECULT online blended method will be be based on three main project results that will be prepared during the project cycle.a) RECULT interactive platform, and tool mapping the experiences used for visual b) a set of video micro-lessons to be used as learning tools or independent DIY videosc) the RECULT blended learning curriculum, published as a handbook.We want to create a strong central community around the RECULT method, thus 50 people with migrant, refugee and minority backgrounds, 20 trainers, educators, artists and social workers trained during the workshops and the joint staff trainings will become our ambassadors.Last but not least, we want to create a set of recommendations for policy makers and teachers on the use of visual education and innovative online tools and methods for reinforcing social inclusion.

<< Background >>The ability to communicate efficiently with other people is considered as a key professional skill when a candidate is interviewed for a job. Communication skills are also essential to create a positive environment and productive task-solving via collaborative teamwork. Often, all professional technology knowledge and skills would be ignored if a person in front of an interviewer could not demonstrate proficiency in the organization’s “working” language. Therefore, individuals with limited (that is mismatched) linguistic repertoires are disadvantaged in the labour market, even though they may have the necessary skills to do the same job in another linguistic context. This issue leads to a situation where people with international background are unable to use their skills, and are forced to work in jobs that offer little networking possibilities for career advancement or upward social mobility. This phenomenon is also known as “brain waste”.Due to intensive migration around the world, it is not sustainable anymore to divide languages into dominant and minority. We must broaden the view. Therefore, there is a need to develop a new methodology that would let people employ their full linguistic repertoire in multicultural encounters. This methodology would increase the quality of intercultural interactions and facilitate integration of international talents.<< Objectives >>The Lang@Work project develops inclusive working practices for international educators and professional training. We aim at developing methodology and tools for facilitating the entry of linguistically vulnerable young people from international backgrounds into the labour market, and through this, their integration with the society. We also target those who decide whom to hire, since a lack of courage to hire applicants that do not fit in the ‘normal’ applicant profile overlaps with a lack of skills to address their specific needs.Translanguaging is a practical tool that allows all participants of the education process to use several languages in communication. Translanguaging ensures that learning and teaching is enriched via more active interaction and better understanding of any topic, whether it be language, math or brainstorming at work. Using multilingual practices, translanguaging promotes diversity and inclusion, and manifests social justice<< Implementation >>Lang@Work will prepare practical open-access materials that give diverse actors tools and methods to implement translanguaging in working life. These materials will be prepared through a 3-step process. Dissemination activities, such as workshops and webinars will popularize our results.Step 1: Discovery and Exchange of practices Objective: Collecting insights from stakeholders, such as unemployed/underemployed educators, the administrative personnel and management (aka decision makers) and migrant integration counsellors. Understanding the nature and dynamic of linguistic insecurity in a multilingual workplace.The project's starts by exploring various actors’ insecurities associated with communication in a multilingual workplace. Step 2: Training Objective: Developing skills to deal with linguistic insecurity in work-related contextIn this phase, carefully selected project experts prepare customised training activities for local international talents and decision makers. During workshops, the participants engage in artistic activities, a method well-known for its therapeutic properties. The purpose of workshops is to equip participants with necessary tools for finding a common language in the future.The workshops concentrate on coming to terms with and ameliorating insecurities revealed in phase 1. Example workshop themes include, but are not limited to, linguistic resilience training and anti-discrimination training. Step 3: Work Objectives: test our approach and methodology in real-life workplace conditions and during practical workshops with mixed mono- and multilingual participants, face challenges, discover potential of international talents and apply it in practice. During Step 3, practical workshops with a mixed group of participants are organised locally to test the skills and methods practised in Step 2. All participants will document their experience through learning diaries. Participants will be asked to share their experiences in a web blog to help create a comprehensive set of practices that support communication in a multilingual workplace.<< Results >>The Lang@Work project will adapt the method of pedagogical translanguaging to working life contexts. Focusing on education as a workplace, the project helps re-frame the position of an educator as a learner. By shifting the narrative about what it means to be “fluent”, the project seeks to challenge the culture of ‘natispeakerism’, which strictly regulates who can pass as “one of us”. By doing so, the project contributes to building a more inclusive education system. The project thus brings the principles of Diversity, Inclusion and Equity (DEI) to the education sector.The partners agreed to produce the following material results: Working Research Paper, e-Toolkit for Career Guidance for International Talents, e-Handbook, Learning Diary Blog, e-Course popularizing translanguaging and multilingualism (accessible for non-expert audiences, including youth). These results are complementary but each is tailored to the needs of a specific target group. Therefore, our results offer a comprehensive approach to understanding multilingualism and supporting communication across mismatched language skills.

<< Background >>The pandemic situation that we are recently experiencing has developed a new reality for VET providers and educational institutions in general. Classroom training is avoided (at the moment) and may not be recommended in the near future. Training providers have already switched into the online training and many policy makers have approved this method of delivery and even subsidize it. We do not know how the pandemic situation will evolve but for sure in the future there will be reluctance by people to participate in classroom events. The current situation has revealed many benefits of online learning in terms of time saving and accessibility (no need to move, accessible even to people that are far away, more accessible to disadvantaged groups with mobility issues and so on). Synchronous electronic learning has changed the whole process of learning as described by the ADDIE model (Analysis, Design Development, Implementation and Evaluation). Therefore, with the term OR we mean the trainer that adapts all the phases of ADDIE model to synchronous electronic learning. This means that: 1. Analysis of training needs is done electronically 2. Design and Development of materials are done having in mind that they will be delivered electronically 3. Implementation is done through a platform (synchronous electronic learning) 4. Evaluation (either Reaction evaluation or Learning evaluation according to the Kickpatrick model of evaluation) is done again electronically. Therefore, the project is not limited to the delivery of the training programmes but focuses on all phases of the ADDIE cycle (Analysis, Design, Development, Implementation, Evaluation). However, as far as the delivery is concerned, OnLINE training cannot be delivered in the same way as the classroom training since many techniques must be adapted eg snowball technique, experiential workshops, group exercises etc. The main challenge is to be able to deliver online training that remains INTERACTIVE, PARTICIPATIVE, FUN and in accordance to the principles of adult learning. And it is a fact that special skills are needed for the trainer to be able to deliver online training. Therefore, the specific need addressed by the project is the need TO PROVIDE THE TRAINERS WITH KNOWLEDGE AND SKILLS TO PERFORM ALL THE PHASES OF THE TRAINING CYCLE (ADDIE) ONLINE. Additionally, the project aims to CHANGE THE ATTITUDE OF THE TRAINERS and make them realize that synchronous electronic learning is different than classroom and it should be treated as such. Special skills and different approach is needed for synchronous electronic learning.Through the above the project aims to inprove the quality of synchronous electronic learning recognising the fact that:1. synchronous electronic learning has POSITIVE IMPACT ON THE ENVIRONMENT (less transportation, less paper etc) and2. synchronous electronic learning promotes INCLUSION of people with mobility difficulties.<< Objectives >>SELCERT aims to develop a qualification (ISO certified) for trainers that deliver training online. Many qualifications exist for trainers (nationally and on the EU level) but very few qualifications have been identified for trainers of synchronous electronic learning. It is noted that this qualification does not substitute existing qualifications in the partner countries. It should be considered as AN ADDITIONAL QUALIFICATION. Therefore, it does not cover all the knowledge, skills and competences a trainer should have to be able to do his/her work. It covers only those aspects of his/her work that CHANGE DUE TO THE ONLINE NATURE OF TRAINING. It should also be noted that with the term or we do not only mean the educator that DELIVERS training on the web. We mean the person that implements different phases of the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) through web eg designing programmes knowing that they will be delivered online, running training needs analysis on line, implementing evaluation online etc. More specifically, SELCERT aims to: 1. Develop a qualification framework for trainers that analyze, design, develop, implement and evaluate online trainings . This qualification is expressed in learning outcomes (Knowledge, skills and competences) and is structured in work areas and units. Work areas could be the five stages of the ADDIE model although this is to be decided at a later stage. Different units will exist in each of the work areas and each unit will consist of a set of learning outcomes. 2. Develop curricula, materials and digital methodological tools to train the web trainers so that they can successfully deliver synchronous electronic learning (that is participative, interactive, fun and in accordance to the principles of Adult Education). SELCERT will identify tools that are already available but will also develop tools such as digital icebreaking games. This training will support the trainers to be assessed and to receive the ISO17024 qualification after assessment. Both curricula and digital materials will be ISO certified. 3. Develop a digital assessment tool through which trainers will be able to take the assessment and achieve the ISO17024 qualification. 4. Develop a digital resource center and networking tool for the trainers on web to use, both to identify useful tools that they can use to deliver synchronous electronic learning but also to network between them, exchange ideas, support each other etc. 5. Develop a multimedia guide guide (also abailable as paper based) on how to use adapt different techniques (experiential workshops, snowball technique, role play etc )to be able to use them on different platforms (eg zoom, teams etc) 6. Develop a best practices guide for the delivery on online learning<< Implementation >>The ACTIVITIES AT A GLANCE The implementation of the project is rather sequential and is implemented in three distinct phases We can say that the first phase is the DEVELOPMENT PHASE. During this first phase of the project: 1. The qualification framework has been developed and finalized 2. Both certification schemes have been developed and finalized 3. The curricula have been developed, translated and certificated 4.The curricula have been developed, translated and certificated 5. The assessment tool has been developed The second phase of the project is the PILOTING phase. During this phase the curricula, the digital materials and the assessment tool is being pilot tested. During this phase we also start the development of the DIGITAL RESOURCE CENTER AND NETWORKING TOOL FOR THE TRAINER ON WEB and the DOs AND DONTS GUIDE ON ONLINE LEARNING. We start the development of these two products towards the end of the piloting phase because significant part of these products depends on the lessons learned during the piloting .The last phase of the project is the REVIEW AND FINALISATION PHASE. During this phase we evaluate the significant results of the project and we review them based on the results of the evaluation. [ it is noted here that the qualification framework is reviewed and finalized before, as the rest of the products depend on the qualification framework]. Therefore, during this phase of the project: 1. The curricula and digital materials are reviewed and finalized 2. The assessment tool is reviewed and finalized Additionally, in this last phase significant outputs that promote the sustainability of the project are being completed such as The DIGITAL RESOURCE CENTER AND NETWORKING TOOL FOR THE TRAINER ON WEB that is being lounged during this period and the DOs AND DONTS GUIDE ON ONLINE LEARNING that will be disseminated during the multiplier events of the project. IN DETAIL Activities that are implemented include: Coordination activities such as development of project management handbook, meetings, coordination emails, reporting Dissemination activities such as composition of dissemination strategy guide, development of project website, composition of posters and brochures, composition and dissemination of press releases, social media posts, newsletters, interim and final dissemination report etc Quality assurance activities such as development of quality assurance manual, interim and final quality assurance report -For the development of the QUALIFICATION FRAMEWORK OF THE TRAINERS ON WEB, partners will implement desk and field research with the aid of focus groups. The analysis of the results will lead to the composition of the qualification framework that will be validated with the aid of a validation workshop. -The second result includes certification schemes: CERTIFICATION SCHEME FOR CURRICULA and TRAINING MATERIALS and CERTIFICATION SCHEME FOR THE CERTIFICATION OF PERSONS. In both cases the methodology followed is the same and consists of the composition of the certification scheme by CCC, the implementation of a brainstorming workshop for the partners to review the two schemes and the finalization of the two schemes. -CERTIFICATED CURRICULUM FOR TRAINER ON WEB, MATERIALS and DIGITAL METHODOLOGICAL TOOLS will also be developed. .An online training activity will be implemented in order to train the master SEL trainer. The curriculum and materials will be translated and certified. Master SEL trainers will will run national training workshops to train other trainers. Based on the results of the evaluations, the curricula and materials will be reviewed and finalized. -An ASSESSMENT tool is developed, translated, certificated and pilot tested (after assessors are trained to use it). A DIGITAL RESOURCE CENTER AND NETWORKING TOOL FOR THE TRAINERS is developed and launched (acting as a network as well as a depository of tools)- a BEST PRACTICES MULTIMEDIA GUIDE FOR SEL is composed<< Results >>The main results of the project are the following: A. INTANGIBLE -Participation of 100 trainers in focus groups and implementation of 10 focus groups -Participation of 10 trainers in activity 4.2: TRAIN THE SEL MASTER WEB TRAINER DURING AN ONLINE LEARNING ACTIVITY -Implementation of 5 online national training events with 12 participants each (total 6 0participants) -Certification with ISO17024 of 50 trainers -Participation of 80 trainers to the blended event for the launching of the Digital Resource Center and Networking tool -Participation of 68 trainers and other stakeholders to different online multiplier events. Stakeholders include trainers (including inhouse trainers of companies), management of training institutions, education providers, VET providers, adult training institutions etc, trainer associations, training institutions associations, ministries and other policy makers responsible for training and development as well as for lifelong learning strategy.-Experience of participating organisations and their staff, in this demanding but interesting and worthwhile project. It is mentioned here that staff of the participating organisations will have the opportunity to participate in transnational meetings and an online learning activity, therefore have the opportunity to exchange experiences with other professionals, while atthe same time improve their linguistic and communication skills as well as their intercultural skills. B. TANGIBLE 1. A qualification framework for SEL TRAINERS indicating the additional knowledge, skills and competences that a trainer should have in order to be a trainer on Web that is to deliver training programmes using synchronous electronic learning. 2. Training curricula and a set of materials and digital methodological tools (on a platform) for synchronous electronic learning for the development of trainers and their transformation into . An important think to note here is that digital methodological tools include tools that already exist and will be identified but also tools developed by the project. The consortium aims to develop a minimum of 2 digital icebreaking games.3. An assessment tool for the assessment and certification with ISO17024 of 4. A digital resource center and networking tool which will serve as a one stop shop for the to find tools to use in their trainings and also to exchange ideas etc. 5. Some useful multimedia /paper basedguides for namely MULTIMEDIA GUIDE: BEST PRACTICES FOR DELIVERING ONLINE LEARNING (Dos and Don’ts) and a guide entitled (the second is an appendix of the first)

"<< Objectives >>1.To develop a one-stop shop that will present good practices in career advising for disadvantaged groups2.On the same one-stop shop, to present tools and practices using different classifications3.To develop awareness of the existence of the one-stop shop for career advisers and disadvantaged groups4.To enhance the skills and knowledge of career advisers working/wishing to work with disadvantaged groups5.To facilitate the inclusion of disadvantaged groups by improving their career guidance<< Implementation >>1.Project management2.Identification of EU-funded projects focusing on career guidance and/or career guidance for disadvantaged groups and development of a toolkit with innovative tools to be used for the career guidance of disadvantaged groups3.Development of a web platform that will allow access to the toolkit and at the same time will present the projects4.Implementation of four national workshops in Cyprus and Italy5.Implementation of a transnational conference in Cyprus6.Dissemination<< Results >>1.One partnership workshop for the evaluation of good practice projects and tools (with the participation of 2 stakeholders)2.A web platform in the form of a web-based one-stop shop presenting highly evaluated career advising projects and tools that will also serve as a ""community of practice"" for career advisers to exchange experiences and propose updates3.4 awareness-raising workshops on career advising for disadvantaged groups4.1 transnational conference5.Several dissemination activities"

Over the years, Education for Sustainable Development (ESD) has been evolving and been adopted across all levels of formal education while gaining the interest of non-formal education. However, in most cases the approach is sporadic and disjoint; that is, the curricula promoting ESD do not reflect the way various educational institutions are run, while the connection with the surrounding community is not prominent. What is needed is an approach that brings together all these different components into a holistic functional unit that is more in line with the systems thinking promoted by ESD. This approach was formerly referred to as a Whole School Approach, but with the need to extend ESD beyond schooling, the term has changed to Whole Institution Approach (WIA). SUSEDI targets all Educational Institutions (EIs) and aims to transform them by supporting them to adopt the WIA. The term EIs refers to any institution offering formal or non-formal learning, independently of the level.The aim of SUSEDI is to support EIs to adopt the WIA through a series of transformational steps, and to certify them on achieving milestones. Additionally, SUSEDI aims to develop the sustainability competence of educators/leaders/administrative staff as their role is critical for institutions in terms of adopting WIA. The main deliverables of the project are an open educational resource for the development of the sustainability competence of EIs personnel, the methodology guide “Route map for the transformation of Educational Institutions into WIA to sustainability” that will include steps to transformation and proposed activities in the pillars and domains of the systemic framework for WIA to sustainability, as well as a certification standard aligned with ISO for EIs to certify their transformation into the WIA to sustainability in three different levels: Awareness, Into Action and WIA to Sustainability. SUSEDI will produce 15 deliverables and will benefit directly 240 educators and 52 EIs.