“2 Become 1” project was an exchange of good practices project which was organised by Gebze Halk Egitimi Merkezi. There were five institutions from Turkey, Austria, England, and Italy that work on adult education and with migrants. The project was born after a careful analysis of the changes in nowadays society due to the current humanitarian crisis and the displacement of millions of people fleeing from their countries in search of better life conditions. This partnership created an opportunity to collect good practices from partners from different EU countries because it included partners from Italy, Turkey as countries of first arrival for refugees and UK, Austria as countries that most of the refugees see as final destination. Our primary priority was to improve the partner organisations and to provide high quality learning opportunities for migrants in both partner organisations and other relevant stakeholders. Beside this, we aimed to develop our educators' competences in migrant education and to help the integration of the migrants into our societies. In order to achieve these, we organised LTT meetings at each partner organisation. The meetings had activities related with the topic of each meeting and the expertise of each partner. Our trainings were planned as five days and during them, training sessions were held. Our trainings taught the participants different methods of teaching to migrant groups, new ICT skills to use during the classes of migrants and effective ways to integrate migrants into our societies. To get the good examples of each partner country, we organised trips to other institutions/companies that work with migrants. During both our project activities and institutional visits, the participants had a chance to meet the migrant and refugees in the hosting countries and talk with them about their story and experiences they had starting from their own countries to the place they are now. Especially, the field trip to the refugee camp on the Syria border in Hatay was a unique experience for the participants. We reached the results and the impacts of the project as planned. Thanks to the project activities, both participants and partner organisations improved themselves about teaching migrants and their social inclusion. Beside the participants, other educators at partner institutions benefited from our project because each partner organised a meeting in their organisations to share the experiences they got from the meetings and the participants shared their experiences with their colleagues. Also, we organised meetings with other relevant institutions and local press. These meetings contributed a lot to our dissemination activities because we were able to reach more people. As dissemination activities, we shared our activities and experiences on our project website, social media and EPALE platform. Especially, EPALE helped us reach a lot of people and institutions that work with migrants in Europe. This project had an important effect on participating institutions, teachers and other institutions around us and created a great awareness about migrants, their education and their adaptation to society. It became a starting point for all of us to provide more effective education to migrants and help them be included to our societies.

The applicant taking experience from the “Museum Mediator”, an Empowering programme in the field of art and culture has decided to create a project in which the past experience could be improved and shared. The partnership put into place has been composed of organisations active in the field of art and culture and in the development of empowerment courses and pathways to facilitate learning, empower and employability. The main aim of the project was to work together in order to achieve transparency and recognition of the non-formal skills and qualifications having analysed the variety of pedagogy, methodology and validation systems used. The proposal was built taking in consideration the “Museum Mediator” experience and the UK approach to student-centred learning and work-based learning offering in this way an innovative pedagogical approach to the partner’s organisations. In this way the project has addressed the priority of providing empowerment, promote the use of the work-based technique and provide an occasion to all society groups to keep learning and obtaining a qualification. We have worked together to bring in good/better practices, improve the materials of the Empowering programme and standardise it, with inputs from 6 partners representing 4 EU countries (Italy, Romania, UK and Spain). We are all seeking to enhance the “boost to empowerment” through art and culture to train entrepreneurial skills for IVET students. We wanted to collaborate to design the most appropriate curriculum and pedagogy, using the knowledge and experience of all partners. We acknowledge the different pedagogical approaches of partners/nations, yet also seek to be uniform in our approach.The project has helped strengthen the knowledge, competences and skills of 57 participants who work as trainers or curriculum developers within the partner’s organisation. The objective was to provide them with new and improved skills that would then be used to create new pathways within art and culture to empower young marginalised people, NEETs and unemployed, tackling in this way some of the major issues present in EU. The participants have also better understood the use and value of Europass, ECVET and EQF. The main target groups addressed are: staff of the partner organisations (teacher/trainers/curriculum developer), which will benefit directly from the developments of the project and consequently their target group which is NEETs, Minority groups and students which have shown interest on an empowerment programme.The empowering programme that we desired to share, improve and standardise is based on an empirical approach, offering immediate solutions in work-based learning and to help beneficiaries into active citizenship and consequently into sustainable employment. The partnership has created a creative and innovative activity called “Selfie Hunt” which can be integrated in the empowering courses offering the future participant a new way of acquiring skills and competences. The impact has been the development of a common curriculum which we all own – both as intellectual property and “own” in terms of our commitment to its quality delivery. The project has built and strengthened networks of European providers, enabling them to deliver a standardised empowering through art and culture curriculum, build organisational capacity and collaboratively (there has been further 2 projects created in the KA2 Youth sector/Vet), work towards achieving results that tackle EU's 2020 Strategy and foster CVET learning within the trainers/teachers and create a standardized format of training IVET students to empower them with art and culture (Selfie Hunt Empowement project which develops digital and soft skills).The overall project activities have been broken down into three stage plans representing the collection of collaborative work actions necessary for the achievement of the projected results & outcomes:*1st stage: Preparation & creation of templates, review existing materials, identifying of 4 key to create a useful empowering programme: 1.Team-Building & work2.Problem Solving & Creative thinking3.Student based learning methodology4.Work-based methodology*2nd stage: Improvement phase - Each partner has selected one of the topics which have then been explored and have created guidelines to improve our empowerment courses; *3rd stage: Production of exploration of routes to ECVET certification – identification and selection of ECVET learning outcomes. The identified 4 topics have been explored, the results, skill, competences & knowledge for them were identified in order to create a successful empowerment programme. Our transnational meetings coincided with the deadlines set for the project activities and were vital to complete the project.

Racism and discrimination are not new phenomena and although publicly condemned, are often privately tolerated in online contexts. They have undergone a transformation from visible to more latent forms and are manifested in popular social networking sites (hereafter SNS). Youth, the main users of these sites, are particularly affected by and exposed to racist and discriminatory messages, that in forms of images, videos, comments, are circulated in SNS. Users can be easily mislead, since “cloaked” (disguised) forms of discrimination are hidden in false, “politically correct discourses”, like “I am not a racist, but... “. While taking into consideration how these sites constitute a powerful form of non-formal learning, recognizing how youth in particular are challenged by online racist contents, this project is directed towards providing guidance for vulnerable community members who are more likely to face discrimination (i.e. migrants, certain ethnic and cultural groups, young people at risk of social exclusion, their parents and educators) and for everyone willing to act against these conducts, such as NGOs, media content providers, community managers, local and national authorities. The previous ICUD project turned out to be a significant success and made good social impact . Its evaluation is published here “Internet: Creatively Unveiling Discrimination” http://www.collage-arts.org/wp-content/uploads/2014/05/Quarter3.pdf). This project will consist of similar stages as the original one although consist of different partner countries and take shorter period of time (12 instead of 24 months). The project will use the methodology of the original ICUD to prepare the participating youth workers to learn and use and share the antidiscrimination pack. The project is aimed:-to share methodology worked out during the project INTERNET: CREATIVELY UNVEILING DISCRIMINATION (I:CUD) called ‘antidiscrimination pack’ which has been done by CEPS SOCIALS PROJECTS (http://digitaldiscrimination.eu/);-to enable and support young people to become active and responsible digital users;-to assess and reflect on their own use of technology, make changes, challenge and combat digital discrimination.The project provides a practical guide on how to unveil masked discriminatory practices: to show a way of becoming creative “prosumers”, who do not just passively “consume discriminatory contents” but actively produce material counteracting such conducts. There are 3 accumulative phases of the project, the framing research process (1), the action pilot process (2) and the communication and dissemination process (3) can be understood as logical steps in order to prepare our youth workers to learn, test the antidiscrimination pack and later share it, an integrated and interactive tool that includes reflections of people working with youth and young people themselves.Phase 1- based on the rules set by the original project the partner organizations collect theoretical frame and case studies within their interdisciplinary groups (teachers, social workers, youth trainers, community managers) to discuss and work out possible ways of acting against and combating discriminatory material in SNS. During this process the methodology of the second phase will also be outlined by the P1.Phase 2– based on the research done in phase 1 the partners test the original antidiscrimination pack. They learn themselves to use it and organize creative and empowering activities with young people aged 15-30 at risk of social exclusion, members of communities who are marginalized and are more likely to be exposed to discrimination online or face-to-face. Participants of the pilot groups will receive training followed by digital sessions, during which they can express their thoughts and reactions in form of short videos. In this way the project gives voice to the mainly affected and integrates their ideas in a practical tool designed for actions. The original anti-discrimination pack can be in this way also improved by new ideas and experiences. The original antidiscrimination pack enriched by our amendments (Anti discrimination Pack 2.0 – further called AP) will be accompanied by a new web platform that will include recent case studies floating in SNS, short videos, collected by the partners and a methodological guide divided into a theoretical frame and an integrated practical part with concrete steps to be followed.Phase 3 foresees a 4-month dissemination process during which local dissemination events will take place across the partner countries as well as follow-up trainings provided by participating youth workers. These actions will be organized and attended by altogether 15 youth workers from PL, DE, ES, UK and CY and tutored by 2 educators from the mentoring CEPS from Spain and 1 facilitator from Dramblys. Within the project frameworks will be organized i.a. 3 transnational meetings of staff and a training event for youth workers involved.

Training activities in companies (WEPs) are an essential part in VET and Dual VET European student’s learning process. These activities are increasingly being carried out abroad (within the EU). For this reason, it is convenient to compare the different aspects involved (training activity durability, types and contents of the agreements between companies and institutions, means and criteria to select companies, tutor and instructor coordination, etc.) to improve them. In Europe, there is great concern regarding young people’s unemployment (European average rate over 20%), for it is important to contrast experiences between different countries to improve VET’s functioning in order to improve students' qualification and their subsequent employability.The Project “Improvements in the Management of the Work Experience Placements” has the mission of improving the management of WEP in the countries of the three entities which have taken part in the Project, and in EU. This will contribute to increase VET’s quality and social-educative prestige as well as the number of students who will study VET and Dual VET.The three partners have distinguished profiles, but at the same time complementary, and a common interest: improving WEPs in Europe. - USIE, Inspectors' Union, Spain. The Education Inspectorate is a supervisor and assessor of the management of VET and Dual VET in the educational field, as well as an interlocutor between Administration, the educative community, and companies. - KAIROS Europe Ltd., company specialised in students that perform WEPs in the UK. It looks for companies, controls the teaching-learning process, and performs student’s tutoring. For this reason, this institution is aware of the problems that emerge in WEPs.- SCF, Scuola Centrale Formazione associazione, Italy. Non-profit organization that encompasses entities responsible for 94 VET/Dual centres. It works with youngsters that carry out their WEPs, some of them disabled, allowing us to have a differentiated experience in the matter.The partners have shared a common network of education and labour fields, taking into account VET and Dual VET institutions and companies of the three countries. The Project has lasted for 15 months, with a previous phase and 4 development phases. 3 National Work Teams (NWT) and 3 Transnational Teams plus the Coordinator, each one of them with their own responsibilities, have worked and carried out activities cooperatively according to the established plan.Throughout the Project, 30 activities have been carried out, applying the expected timeline and the Quality Plan, respecting a multidisciplinary perspective, cooperative working, and consensual agreements. The objectives and the Project’s mission are directly related with the expected activities and in accordance with the designed methodology: 1st- Diagnostic, based on evidence (registers, surveys…). 2nd- Analysis of the obtained data to detect proper and mistaken practices, with the objective of elaborating our final outcome:-The Good Practice Guide of WEP Management in Europe.-Political and Administrative Recommendations aimed at educational and entrepreneurial authorities to improve VET’s quality and young people’s inclusion in the labour market.For this, three transnational meetings together with one Training Activity have been carried out, in which all of the NWT have participated, as well as the selected participants by each country. The dissemination activities and the impact have had and will go on having as beneficiaries the members of the partners, as well as the educative and entrepreneurial communities, governmental authorities and other social agents. The impact can be measured by the number of participants through the partner's activities throughout the project, since companies and institutions have been visited in the three countries, interviews to the agents involved in WEP have been done, formative sessions have been carried out, highlighting the Final Conference that took place in Spain in October, which was attended by more than 250 participants. Furthermore, meetings with technicians or relevant people of each country have been held. A specific blog has been created: https://imweperasmusk202.wordpress.com/ a logo, and webs and social networks have been used by the partners (Twitter and Facebook, above all).The Project’s dissemination and sustainability have been carried out and will continue by attending activities (meetings/seminars with institutions and companies, interviews to political and employment officials, etc.), highlighting the Final Meeting, which took place in Spain, the Project’s specific Blog and each partners' webs and social networks.The Project's success will be related to the impact obtained applying the Guide of Good Practices by the institutions and companies, and the Political and Administrative Recommendations through changes in legislation and procedures in labour and education fields.

"1)context/background of project This is a 24 month project that includes 5 partners from Italy, Greece, Spain, Turkey and UK.The pillars on which this project stands are 2. - First of all we were inspired by the motto that the European Union adopted in 2000 ""United in diversity"". As Europe in recent years has been at the centre of the so called “refugee crises” we would like to use this project and its outcomes to extend the motto to migrants (in this application we will use the term migrant in the wide sense including refugees, economic migrants, asylum seekers) and find ways to enable the latter as well as locals to learn from each other and consequentially become more united while respecting diversity. - secondly it will address Cultural Heritage. It is fundamental for migrants when arriving it the host country and once they have settled in to have a deep understanding of the cultural heritage of their new home. At the same time for the hosting community the best way to overcome fears and prejudices is to learn about the richness of the migrants culture heritage. By facilitating ways of exchange, this project will not only help the inclusion process but will give a chance to adults migrants to gain new skills about European culture and at the same time get tips and methods on how to transfer their own cultural heritage to others. Both skills learning and teaching are fundamentals to get more chances to get a job and/or building confidence to start a business. 2)objectives - Promote social inclusion and tackle discrimination and stereotypes,- Fighting poverty thought culture - Promote entrepreneurship and entrepreneurial skills within the field of cultural heritage;- Raise awareness on the key role of cultural heritage in defining a European identity both for citizens and migrants;- Combine learning with training and identity building;- Start a new way or understanding and using cultural heritage, beyond a mere touristic aspect;- Train key figures working with adult migrants for stimulate them to develop learning and teaching skills related to cultural heritage;- Use cultural heritage to initiate societal changes;- Build bridges between local communities and institutions in the field of cultural heritage, social inclusion and entrepreneurship - promote equality, including gender equality, and non-discrimination and social inclusion- new approaches to reducing disparities in access to and engagement with digital technologies in formal and non-formal education3) number and profile of participants;- 25 adults, 5 per partner, will be chosen and participate to the training; - each partner will select 1 trainer expert in non-formal adult education, 1 migrant (now involved in reception projects) willing to share knowledge about his cultural heritage, 1 person working in reception programmes (i.e. psychologist, cultural mediator, lawyer and so on), 1 person working in the cultural heritage sector, 1 project manager. - A minimum of 100 participants (migrants and professional in the sector of migration) will be involved in local activities and dissemination events, around 20 per partners, that will take place after the transnational training in each partner's country.4) Activities; - Creation of the web site and social media profile of the project- Creation of a toolkit - International training activity in Greece, to test the toolkit and evaluate its potential, putting also in practice some activities and share best practices.- Local and international dissemination activities of the toolkit to reach more stakeholders.- Review and publication of the toolkit based on the feedback received5) methodology-Acquiring new skills and establish an informal cooperation network that see different actors working together: local communities, migrants, educators and so on;-Learn how groups can work together to promote local, national and European changes;-Encourage exchange among partners individuating main topics and subjects through the partners’ expertise;-Increase knowledge of and insight into how contexts and group dynamics determines behaviours;-To provide practitioners with an portfolio of knowledge on: migration, inclusion, service provision, democratic practice and heritage valorization.6) resultstoolkit divided in 2 essential parts: “European Cultural Heritage” , “Migrants cultural Heritage”. The toolkit will include tips on new teaching learning methods including: digital storytelling and video making7) longer term benefitsTo build up a network of organisations working with the target group for:- sharing good practices on best methods on adult education, interaction between local and migrants, selfdevelo- develop new pathways in order to find tools to face the challenges posed by migration- promote social inclusion, tolerance, respect thanks to the new light with which the migrant culture will be seen- Building a stronger European identity through cultural heritage"