The main objective of the project is to provide professional training for refugees, leading to better employment opportunities and living conditions. Through developing the abilities of refugee trainers and acquiring knowledge of intermediary organizations catering to the needs of the refugee community, the integration of refugees will be fast-tracked into the labour market or the start-up of a business, while promoting the development of innovative and effective mechanisms ensuring employment.Between 2015 and 2016, the countries of Europe and those bordering Syria, experienced an influx of more than 5 million Syrian refugees. Enabling migrants to become entrepreneurs lessens the effects of the crisis and facilitates social inclusion. Governments have been supporting refugees and integrating them into national health, education, employment and social services. However, this is not enough for integration into the labour market necessary for social-economic development.Migrants face many challenges establishing and managing entrepreneurship in their host countries. These are interlinked and stem from –•limited host-country capital•lack of understanding local labour markets•lack of local business regulatory frameworks•difficulties accessing local business networks•lack of start-up capital and business facilities•lack of language and cultural awareness•lack of training programsOur project partnership consists of 7 partners, three local institutions - Kahramanmaraş Metropolitan Municipality(KMM), Kahramanmaraş Sütçü Imam University (KSU), Kahramanmaraş Provincial Directorate of National Education, and four from Europe - International Centre for the Promotion of Education and Development (CEIPES), Anaptyxiako Kentro Thessalias (AKETH), Fonix AS, Wisamar Bildungsgesellschaftgemeinnuetzige GmbH (Wisamar), Our strategic partnerships aim to support the development of adult learning and building entrepreneurial capacity for migrants, transfer of innovative practices as well as the implementation of joint initiatives promoting cooperation, peer learning and exchanges of experience at the European level.Five international project meetings will be held, with the final meeting aimed at the effective and efficient management of the project and the follow-up of project activities and budget monitoring.A needs analysis of the current refugee situation will be made by intermediary organizations working together with each partner. Analysis reports will also include how to develop the capacity of intermediary organizations to support the employment or the entrepreneurship of refugees. In addition, entrepreneurship, business planning, the legal aspects of setting up a company and the employee hiring process will receive focus. Online training sessions and F2F workshops will be arranged for trainers in Italy as well as F2F training for the target groups included in the project. The online training and F2F workshop will include video lessons on the e-learning platform for trainers; sharing the approach and lessons taught during the workshop for trainers; practical tools and examples for refugees such as business planning, the legal aspects of setting up a company and hiring employees. Entrepreneurship training activities addressing the development of employers and entrepreneurs will be given by the Public Education Centre and Kahramanmaraş Municipality Vocational Education Directorate (KAMEK). Furthermore, the web portal will be developed for trainers.All work-based learning programs for refugees through apprenticeships or those provided by refugee and intermediary organizations will be put together into one resource. An information campaign with supporting activities will be arranged to increase awareness about the benefits of hiring refugees.The general and specific objectives of the project that will be realized are - •train the trainers to increase migrant entrepreneurship • support the creation, improvement and distribution of support schemes for migrant entrepreneurs•identify potential entrepreneurs among migrants•raise awareness about entrepreneurship within migrant communities•develop sustainable multi-level partnership models integrating refugees into the job market•value awareness of social inclusion through entrepreneurship•empower disadvantaged groups among migrants by developing business skills and competencies

The SEAL - Senior Education for Active Living project aims to support the functioning of senior citizens in society through the development of innovative tools for the education and activation of seniors. It is a response to the growing demand for innovative methods of supporting seniors in relation to the observable social changes. Within the project there was an exchange of experience and good practice in partnership of international organizations and institutions dealing with the daily education of adults (including seniors) and supporting their functioning in the local environment. The project was implemented in partnership of 5 international organizations: PL, TR, IT (x2), Cz. The organisations have not implemented a project within the Erasmus + programme together so far, however each of the organisations has rich experience in implementing educational projects, including international ones. Project results include: a set of educational and activation tools for working with seniors; a guide containing a set of guidelines for seniors and their families, professionals involved in everyday work for the benefit of seniors; a set of recommendations for decision makers making key decisions in the area of local support systems for seniors; a guide on coping with social isolation and limitations on the example of the Covid-19 pandemic. Project cooperation lasted 30 months (due to the pandemic the project was extended by 6 months). Project implementation time: 01.12.2018-31.05.2021 In the framework of the project cooperation were organized 5 international meetings (three away: PL,IT,TR; two on-line: CZ, IT) with the participation of representatives of partner organizations. In order to disseminate the results of the project in each partner country at the end of the project meetings were organized for representatives of the local community (including NGOs and representatives of local governments).In addition, an international on-line seminar on education and activation of seniors was organized, during which the developed project results were presented.

Recent studies carried out by the European Training Foundation (ETF) and Cedefop point out that WBL provides important benefits, by increasing employability and smoother school to work transition, by reducing skill shortages and gaps, and by reducing youth unemployment, increasing entrepreneurship and innovation, and fostering social inclusion. But we have to bear in mind that WBL in formal VET is a broad concept with different interpretations in different Member States and different stages of development. The study “Teachers and trainers in work-based learning/apprenticehips. Mapping of models and practices” (Final report. Request for Services VT/2015/075 In the Context of EAC-47-2014-4) found 56 profiles across the EU that were active in work-based learning: 30 profiles refer to teaching professionals in VET institutions (VET teachers, tutors, and trainers) and another 26 profiles exist for trainers in companies, labour market training institutions and employers’ organisations. There is also fragmented information on the diversity of types of teachers and trainers active in WBL (such as titles, functions and roles), their working contexts, their employment status, how they are initially trained, their teacher/trainer qualification, how they entered the profession, and how they professionally develop themselves during their career. At the same time, as work-based learning is becoming more and more prominent in VET in Europe, more emphasis is placed on the cooperation and continuous dialogue between different learning venues, but this cooperation is differently organised and is highly dependent on the tradition in the country. For instance, cooperation between VET institutions and companies is required by law in Germany and Austria, while in Spain and Greece is required by sectoral or institutional arrangements and is defined on a case-by-case basis in Italy. Furthermore, there is no regulation on how cooperation is implemented. The Riga Conclusions stress that there is an increased need to promote work-based learning in all its forms (apprenticeship included) by involving social partners, companies, chambers and VET providers, as well as by stimulating innovation and entrepreneurship. That is why we proposed a partnership composed of 2 chambers of commerce, 1 public administration in the education field, 3 VET schools, 1 association, 1 NGO, and 2 companies from 6 European Union countries (Spain, Portugal, Italy, Austria, Germany, and Greece) and Turkey. The main goal of the project was fostering a closer engagement in WBL by promoting a better understanding of: • The role of the different professionals involved in the implementation of the WBL • The practices implemented to strengthen cooperation between teachers and trainers to improve the quality of VET, its responsiveness to the labour market needs, and ensuring learners high-quality learning experiences • The practices implemented to empower women in WBL Our target groups have been: - Teaching and training professionals involved or willing to be involved in WBL schemes - Businessmen/women involved or willing to be involved in WBL schemes - Business organizations involved or willing to be involved in WBL schemes - VET providers involved or willing to be involved in WBL schemes - Social partners involved or willing to be involved in WBL schemes - Education policymakers The main project deliverables achieved by the partnership, as planned in the project proposal, have been: 1. Inventory on job profiles of professionals in WBL 2. Inventory on legal frameworks regulating professionals in WBL 3. Inventory on successful cooperation structures between teachers and trainers. 4. Inventory on successful experiences to boost participation of women in WBL 5. Guide on new cooperation paths 6. Final e-publication 7. An e-platform for experience exchange amongst stakeholders. All publishable data generated within the project have been treated as Open Educational Resources, offering the possibility to be downloaded and printed free-of-charge. Any user who wishes to download, copy, use, distribute, transmit and display the work publicly is entitled to do so, provided that it bears the proper attribution of authorship according to community standards. In detail, the project has made publicly-funded scientific data and inherent research available online, free-of-charge, to European citizens in general and to trainers, industries and policy-makers, while ensuring its long-term preservation. Concerning the impact, the partnership firmly believes that the project has contributed to: - Develop co-operation among all partner countries involved in the partnership. - Take into account the project products in EU countries other than the countries of the partner organizations. - Support Riga Conclusions. - Improve and extend WBL schemes.

"Development in ICT has introduced a new communication medium in 21st century: “Social Media”, which is defined as “Computer-mediated technologies that facilitate the creation and sharing of information, ideas, career interests and other forms of expression via virtual communities and networks”. It has spread among societies rapidly, and has become one of the basic communication mediums. On daily basis, the time spent on social media is growing day by day, and a number of social, physical, psychological problems occur under the brand new concept: “Social Media Addiction” Social media addiction is a phrase sometimes used to refer to someone spending too much time using social media – so much so that it interferes with other aspects of daily life. There's no official medical recognition of social networking addiction as a “disease” or disorder. Still, the cluster of behaviors associated with heavy or excessive use of social media has become the subject of much discussion and research. Recently, social media addiction cases become subject of psychological or neurological studies. Plenty of clinicians have observed symptoms of anxiety, depression and some psychological disorders in people who spend too much time online. In this context, a ""social media addict"" could be considered ""Someone with a compulsion to use social media to excess for hours on end"". Researchers at Chicago University concluded that social media addiction can be stronger than addiction to cigarettes and booze following an experiment in which they recorded the cravings of several hundred people for several weeks. Media cravings ranked ahead of cravings for cigarettes and alcohol. Many academic studies indicate risks of social media addiction, indicating significant findings. Time management is the process of planning and exercising conscious control of time spent on specific activities, especially to increase effectiveness, efficiency or productivity. Modern educational strategies should focus on how to use the most precious resource in human life: “Time”.. Therefore, time management at school era is of the utmost importance. The project “Social Media Addiction, Social Life's Extinction - Online Slavery"" has been developed in order to create awareness and multidimensional understanding on the irretrievable negative effects of social media addiction of students. The basic approach of the project is protecting young people from harmful effects of addiction and promoting offline (non-cyber) activities. In order to achieve its goals, the project addresses students (target group), teachers, parents, and school administrations throughout implementation. The project combines the power of educational authorities with related institutions (NGOs, research centers, technology centers, social activity promoters etc), blends good practices done so far, and offers practical activities. The project also supports target groups with both educational services (questionnaires, seminars) and with practical actions (campaigns, contests, tournaments, clubs, outdoor activities), and promotes face-to-face peer interaction in order to avoid excessive use of social media. Built up in a “regional partnership” concept, “Social Media Addiction, Social Life's Extinction” project offers the partnership activities in 3 participating regions: Kahramanmaras (TURKEY), Alzira (SPAIN), and Lodz (POLAND)."