Our project started in 2017 by receiving grant support within the scope of European Union Erasmus + Adult Education Projects under the coordination of Gaziantep University. Locally, Gaziantep Governorship Family Labor Social Services Provincial Directorate, Kayra Consultancy and Training, transnationally ACD LA HOYA from Spain, AKETH from Greece, ECESI from Bulgaria have partnered in our project. Also institutions such as the Gaziantep Governorship, Gaziantep Metropolitan Municipality, Gaziantep Provincial Directorate of National Education and Red Crescent Community Center have provided support as stakeholders. Due to the war that started in Syria in 2011, approximately 500,000 refugees came to Syria in the border city of Gaziantep. In this process, refugees began to face problems such as social adaptation and conformity where they came from after their basic needs such as shelter and nutrition were met.At this point, they faced many problems in the field of education.At this point, our project aims to ensure that refugee parents with school-age children are a part of the solution to the problems they faced in their children’s education life, their children,children's schools and teachers, to ensure that their children understand the importance of communication with other parents in their class enabling them to see the truth by taking them from the emotional situation, take them from the point they are to move to the target point.At the same time, our project aims to ensure that local parents acquire empathic approaches towards refugee parents and contribute to the social adaptation and conformity process. In accordance with the objectives of our project, we first prepared a needs analysis report in order to better understand the needs and requirements of refugee parents during their children's education and their thoughts and emotional situation about the society they are trying to adapt and to provide resources for our Training Module. Firstly surveys prepared together with the partners in Arabic, English and Turkish and implemented in Turkey, Spain, Greece and Bulgaria. By this way 693 refugees parents 156 indigenous parents in Turkey, 600 refugees parents 120 indigenous parents transnationally, totally 1293 refugee parents 276 indigenous parents were reached.The results of these questionnaires were carefully examined and reported separately by each country and then a needs analysis report containing general results was propounded. (IO1) is a guide resource for the training module prepared for parents as well as an important analysis report for policy-making for local and national decision-makers. As a matter of fact, since refugee, the social integration of families, social adaptation and conformity processes came across as universal problems; this report has contributed to the whole world in terms of revealing universal problems. Secondly a web platform serving as a public and dissemination office for the project (IO2) was achieved. Thanks to this platform, all documents and information needed were shared and the project process was monitored. Lastly, one of the most important works of our project is the Training Module (IO3), which we created under the guidance of our needs analysis report.The main objective in the development of our training module is to mobilize refugee parents in the lifelong learning model, to move them from the point they are located to the targeted point and to gain new learning skills by restructuring them and to ensure that they become self-improving individuals, to raise awareness, improving both development of parents and the quality of education of their children by making them active parents.The module, which includes important topics such as Expectations, Awareness, Values Education, Life Standard Study, consists of 16 courses totally. After implementing Module’s focus group studies primarily in Turkey, in May 2019, instructor training was provided on the module in our LTT activity then the focus group activities of the module were also reported by our transnational partners. This training module is used in the continuous training centers of Gaziantep Provincial Directorate of Family Labor Social Services, one of our local partners. Kayra Consultancy and Training provides this service to the requesting parents. At the same time, the training module is being used by our transnational partners and dissemination activities are continuing. The Training Module has been shared in pdf format over our web platform and made ready for the use of the trainer candidates by making printed booklet. In addition, the entire training module is available at refugeeparentseducation.com. Since the module's English document is also prepared, it is suitable for usage all countries facing refugee problems. The module is also an application guide for the ease of use of expert trainers and psychologists of all institutions and organizations providing services in adult education.

"Lors de la rédaction de ce projet, les partenaires avaient identifié que les compétences numériques sont aujourd'hui extrêmement importantes sur le marché de l'emploi. Elles sont utilisées et attendues dans plus de 90 % des métiers. Les outils de communication sont désormais nécéssaire dans tous les secteurs professionnels. Une fiche d'information publiée en septembre 2017 par la Commission européenne (""A Digital Europe needs Digital Skills""), mentionnait que seuls 56 % des Européens âgés de 16 à 75 ans possèdent au moins des compétences numériques de base. Il nous paraissait important de fournir une formation adaptée au public qui souhaite s'insérer dans la vie professionnelle, et cette formation devait pouvoir s'inscrire dans un apprentissage tout au long de la vie. C'est pourquoi nous avons décidé de produire une formation en ligne, open-source, sous la forme d'un MOOC.Nous avons identifié que les nouveaux médias : Réalité augmentée, réalité virtuelle, vidéo à 360°, publications enrichies partent à la conquête de nos écrans, de nos pratiques culturelles et professionnelles et révolutionnent ainsi notre façon de produire et de consulter des contenus. Néanmoins, bien les Européens soient en contact quotidien avec ces nouvelles formes de contenus enrichis dans leur vie professionnelle et personnelle, peu d'entre eux connaissent leurs moyens de production, leur coût, leur utilisation.....Ces nouvelles technologies sont souvent perçues comme complexes, coûteuses et réservées aux spécialistes et suscitent souvent des réticences, voire de l'anxiété lorsqu'on nous demande de les utiliser ou de les mettre en œuvre au sein d'une entreprise. La méconnaissance d'outils de création faciles à utiliser accroît le fossé entre les ""spécialistes"" ou les ""geeks"" et l'ensemble des professionnels. Les partenaires ont créé et mis en oeuvre une formation européenne sur les pratiques et les outils nécessaires à l'utilisation de 6 technologies impliquées dans la publication et la diffusion de contenus augmentés : l'EPUB 3 (standard du livre numérique), Réalité augmentée, Réalité virtuelle, Vidéo 360°, Vidéo interactive et imprimés augmentés. En pratique, le project Digital Innovative Media Publishing for All regroupe:- Un MOOC de 6 semaines, sur 6 nouvelles technologies de publication de contenus enrichis, disponible sur la plateforme CourseNetworking dans les 4 langues du partenariat ainsi qu'en Anglais- Des boîtes à outils logicielles et des banques de ressources permettant l'appropriation et la réalisation de ces nouveaux médias augmentés- Des modèles réutilisables, exemples et tutoriels afin de se familiariser rapidement avec les technologies abordées,- Des fiches explicatives,- Un guide de mise en œuvre de la formation, adressé aux formateurs, afin de permettre la ré-appropriation, l'exploitation, et la diffusion des contenus produits lors de ce projet. Ce projet s'adresse aux apprenants de tous âges impliqués, mais aussi aux formateurs et enseignants impliqués dans les secteurs de la formation professionnelle continue. Le MOOC (Massive Online Open Course) est accessible à tous. La plateforme utilisée, ainsi que la publication des contenus sur la license Creative Commons permettent son utilisation et/ou sa ré-exploitation sous la forme de modules ou dans son intégralité, en fonction des besoins. En outre, nous avons accordé une attention spécifique à la mise à disposition du contenu pour tous, afin d'éviter de laisser certains apprenants sur le côté. Les contenus ont été adapté autant que possible aux personnes souffrant de troubles spécifiques de l'apprentissage (TSA) qui représentent 8 à 15% de la population en Europe.Durant la période de test puis de réalisation du MOOC, nous avons communiqué et travaillé avec plus de 650 professionnels (apprenants et formateurs).Lors de la période de mise en oeuvre du MOOC, nous avons fourni une certification d'apprentissage pour nos apprenants ayant poursuivi l'ensemble des modules requis : ce certificat vaut 1 ECVET. La diffusion du projet a été impactée par la situation sanitaire COVID19, nous avons reporté nos efforts sur l'organisation d'évènements multiplicateurs en ligne, un gros travail de communication sur nos réseaux sociaux, la création de vidéos archivées sur la chaine youtube DIMPA du projet. Ces actions nous ont permis de toucher plus de 3 000 personnes. Le projet DIMPA est conçu pour fonctionner désormais de manière indépendante. La formation est ouverte à tous, sans délai de réalisation. Chaque partenaire a la possibilité de certifier les stagiaires par l'attribution d'Open Badges. Nous avons autorisé sur la plateforme la traduction, l'importation et la réutilisation des contenus produits par le partenariat. Grâce au guide de mise en œuvre de la formation, nous espérons que la communauté VET et les formateurs s'approprieront les contenus dans les années à venir."

Non-formal education and learning has an important role to play in responding to youth unemployment. This is because it supports development by helping to transform young peoples’ potential, creativity, talents, initiative and social responsibility, through the acquisition of related knowledge, skills, attitudes and values. The purpose of youth workers is not to provide jobs but engagement in the wide variety of personal and social development activities that it offers, helps young people to develop the knowledge, skills, and attitudes that are frequently said to be needed in the labour market. In this way youth work contributes to closing the gap between the competences acquired by NEET´s and the needs of the labour market.The COVID-19 crisis has turned from a global health crisis into a severe economic crisis. The policy responses taken to fight the pandemic have resulted in economic shutdown, leaving millions out of work, with young people, women and less-skilled people worst affected. That is why, this project responds to reality and offers the necessary creativity tools to our NEET to be able to find alternatives for employment and a good way to the development of necessary creaticity skills for life, either professionally or personally, and giving tangible options to develop projects that allow NEET to launch their business idea.This Erasmus project aims to exchange good practice between partners and train youth workers to support, motivate and address better to NEETs’ needs, namely: the need to break the cycle of isolation/social exclusion; lack of motivation to become an active entrepreneur; lack of self-awareness of their passions/talents and, even, the low self-esteem and lack of key-skills that are required to take an initiative to create their own business. Therefore, the objectives of the project are:Main objectives:To introduce the concept and potential benefits of social entrepreneurship to youths facing social exclusion due to low skills and unemployment (NEETs). To map and collect information on NEETs situation along with examples of best practices of young entrepreneurs to create a Ebook. To promote the exchange of good practices among partners on social entrepreneurship , strengthening cross-cooperation and a multidisciplinary approach. To professionalize and competence development of youth workers, supporting the acquisition of skills through non-formal and informal educational, to train and guidance NEETs with regard to the necessary skills NEET need in order to compete effectively in the business environment. To support labour market inclusion of European youth not in employment, education or training (NEETs) through a training path that gives knowledge and new creativity entrepreneurial skills. To provide entities with creativity tools and methods to involve NEET´s on social entrepreneurship. To foster quality improvements in youth work, in particular through enhanced cooperation between entities in the youth field and other stakeholders. To raising awareness and motivate the NEETs about entrepreneurship through local awareness activities.Target group:- Entities- Youth workers - (NEET) youthsActivities:4 transnational Project meetings1 Short staff training course C15 Workshops focus on NEET and entrepreneurship1 Ebook of good practice young entrepreneurs5 Local campaign for dissemination and awareness.

The project gathered three important elements of teacher education together; university, educational authority and teacher education course providers. The rationale of the project depended on literature review and needs analysis. The primary aims of the project were; increasing the efficiency of using ICT tools for foreign language teaching, creating an awareness of this issue for the relevant stakeholders and offering course contents for pre-service and in-service English teachers. There were participant organisations from Spain, Greece, Italy, Romania and Turkey. Foreign partners were in-service course providers and teacher education centres. Partner from Turkey was a local educational authority. During the project time, transnational project meetings and short-term learning, teaching and training activities were planned. At every destination different kind of activities were organised by the partner institutions. A comparative report about the current applications, available facilities and teaching methodologies were written collaboratively. As intellectual outputs two course contents were created. The first course content is for the pre-service English teachers. This output was written collaboratively with the partners after a long needs analysis and discussion process. The course content is offered as a course to the faculty and the members of the team are still working on this issue for further publications. The second course is for in-service teachers and it includes general trends in ICT use in education, specific methodologies and latest approaches towards this issue in the relevant literature. As for the visibility of the project and its products, a project webpage was created. All the information, documents and news were shared in this webpage. Social media platforms were also employed. Dissemination activities at different institutions were organised. All of the dissemination activities were carried out according to dissemination plans and portfolios were created for every dissemination activity by each partner. The efficiency of the project activities were monitored by an expert team. The project reached the predetermined objectives and it has the potential of having long-term benefits in the field.

"COVID19's socio-economic impact on the cultural and artistic sectors has been unprecedented, as social distancing measures meant that they could not remain open. In addition to the devastating financial consequences, the promotion of culture and the use of art as tools for cohesion and education almost disappeared staying only at the core family level. In this context, steps should be taken to initiate real change in the way we protect and develop our common cultural heritage from an early age.In today's conditions, digital approaches to culture that promote active citizenship and social inclusion related to people's participation in culture are gaining importance.""Our Cultures"" brings together 7 cross-sector institutions from 6 different culturally diverse countries ( UK, Spain ,Turkey ,Portugal ,Italy and Greece) including schools, cultural and civil society NGOs. Our project focuses on providing art-based learning, creating digital concrete content and making the created content easily accessible open source in order to live, sustain and promote our common cultural heritage.Our project aims to create learning tools, resources, materials and training modules in order to encourage creativity and multiculturalism.Our main goal is to create active learning opportunities in formal and non-formal education institutions, through the use of technology in arts and education.Our project's intellectual outputs are: O1; Virtual Culture Travel (Time and Space Travel) (Mobile application)02; Experiential Learning Activity Books (Primary / Secondary School)O3; Cultural Heritage Awareness Materials (Digital Arts)We will also organise:6 national multipliers1 international multiplier2 LTTsKEY OBJECTIVES:* To grow a sense of curiosity and tolerance among students and educators for living in a global and interconnected world with digital cultural data tools by placing our cultural heritage at the very centre of our lives,* To obtain concrete inputs that will increase the intercultural interaction between cultural, artistic and equational institutions in a sustainable way and carry our cultural heritage to the future,* For children and young people to discover and experience our common cultural heritage inside and outside the classroom; to enable them to develop and strengthen their different identities within an interactive, democratic, and multicultural conscious citizenship perspective,* To ensure that children and young people have direct experience with the original heritage phenomenon (Experiential learning), be actively involved in the process, gaining commitment to the idea of ​​protecting cultural heritage, interpreting cultural heritage and seeking their own meaningful context behind the facts,* To make our students realize the local / universal dimension of culture through digital tools and arts: Students will reveal their feelings, thoughts and perceptions freely and sincerely through artistic activities, they will offer creative products for our cultural heritage.Students will be able to transfer their creative abilities to every aspect of their lives with the different perspectives they have gained on our cultural heritage, and they will be able to beautify their environment by gaining an aesthetic consciousness.* Developing digital literacy, collaboration and critical thinking skills of our participants through digital data tool (Web 2.0 tools, augmented reality) studies:Our participants will be able to use these competencies they have acquired on different platforms.* To make an impressive presentation of the cultural structures and areas in the region where our partners live, using the augmented reality method and 3D design technique:This tool will have interactive content that students can easily use in lessons and outside the classroom.Our Virtual Culture Travel Tool will make a tangible contribution to cultural tourism by making the regions where partners live a center of attraction.TARGET GROUPSStudents (7-15 years old), teachers and other educators and professionals working in formal (e.g. schools) and informal (e.g. in the community) settings. Secondary target groups include policy makers, decision makers, the media and general public as well as parents and carers. AMBITIONDuring times of despair, using the underlying values of restorative justice (e.g. power sharing, equality, dignity and respect) ""Our Cultures"" will create a sense of belonging and awareness about the common cultural and artistic heritage of Europe.The necessity of discovering different cultures through intercultural interactions and of course the dimension of the culture extending from local to universal make the transnational implementation of the project important and necessary in order to gain European awareness."