"""FAIRY TALES LIFE: Non-formal education innovative tools for social inclusion into schools"": The aim of this partnership is to build a methodology based on storytelling and creating stories to train young people on the theme of diversity in a historical moment in which the values of inclusion and acceptance of diversities are put seriously in question. Aims: - Exchanging best practices and process innovative tools and methodologies to develop the synergy between formal and non-formal education. - Experimenting with tools and methodologies to support the social inclusion of disadvantaged young people in schools and to facilitate the creation of an environment conducive to learning - Develop, test, implement and disseminate the methodology of storytelling and creating stories for the training of young people with fewer opportunities as co-leaders of activities educating young people toward diversities. Expected results: - Knowledge and exchange of methodologies of youth workers and trainers in the field of social inclusion into schools - Production of a text of guidelines, with tool kit, a training model on proven methodology by partner organizations and involved schools and two educational experiments (teacher with trainer and teacher with young co-leader) - Creation of an experimental teaching model on diversities co-led by young people with fewer opportunities to be implemented in schools. - Sharing and testing of tools to assess the competences acquired by the young people involved in the activities and impact of the method and tools used in high schools. - Dissemination of the project at all stakeholders in the territories of the partner organizations and professionals who deal with social inclusion and education toward diversities at European level. Number and profile of participants: The direct beneficiaries of the activities will be: 8 trainers, 8 youngsters/peer educators (at least 4 with disadvantage) that will become youth workers, 8 teachers/trainers/youthworkers in the local training, 120 young people between 14 and 18 in the high schools involved in the testing of the method. The indirect beneficiaries involved through information and visibility of specific activities will be: colleagues of teachers and trainers involved (about 80), about 240 young students. Project duration: 2 years (from the 1st of October 2018 to the 30th of September 2020). The project include the implementation of three training events of short duration involving trainers and young people with fewer opportunities of the participating organizations, that through cooperative learning will build together the theoretical and practical elements of the innovative methodology of story-telling and stories creation. The project is developed in the following phases: * Developing, testing and adoption of innovative methods and instruments for non-formal education of young people in schools, in order to recognize and assess transversal competences acquired in the learning process * Creating a shared model of learning on the topic of diversities and social inclusion * Experimentation at local level of the method and the tools developed to evaluate it within the involved high schools * Processing Tool kit and training modul on the method aimed at teachers, trainers, youth workers and young peer educators * Realization of the final events in the schools involved in order to inform about the work done and raise awareness on the topic of diversities all young people not directly involved previously. * Sharing and dissemination of results and outputs provided between all the different actors involved in social inclusion and education toward diversities in formal and non-formal learning. Working method: In order to ensure a high level of cooperation, each organization will assign a project manager and a responsible for the communication aspects. They will work together through regular contacts and managers will meet in three meetings of transnational project (planned at the beginning, in the middle and at the end of the project) to collaborate in the implementation and monitoring of the project. The dissemination of project results will be achieved through the realization of a multiplier event in each partner country in order to present to stakeholders the built innovative outputs and launch a strong impact at local, regional, national and European level, involving approximatly 200 stakeholders in total. In addition, the communication system forseen for the outputs provides a wide dissemination at different levels: territorial, in different time and for each target group. As a long-term benefit each organization will have a new working method, activities models and a training course experienced to be proposed to other schools and institutions within its territory."

Writing and reading are not birth given skills and therefore teaching must be explicit. Dyslexia is a type of learning difficulty that influences one’s ability to read. According to the International Dyslexia Association (2002), dyslexia is a specific learning difficulty, with a neurobiological origin characterized with difficulties that occur in the accurate and fluent recognition of words, which are manifested by spelling problems and problems with the abilities for decoding. Also, dyslexia is the most common learning disability (Rief&Stern, p. 3). According to this, teachers all around the world face students with such problems in their classrooms every day. Having in mind that reading and writing are extremely important for success in and out of school, dyslexic students face the risk of academic failure, and a lower reading efficiency and self-correction (Burden, 2008), as well as a lower self-esteem (Alexander-Passe, 2006).5-10% of all school children have dyslexia (Roongpraiwan et al., 2002; Brown et al., 2001).In North Macedonia there are no precise statistics regarding this issue, but according to the analysis of the Association for dyslexia Einstein, there are approximately 12.6% dyslexic high school students. Anyhow, due to the lack of information and proper training, persons with dyslexia are not recognized by the environment, ie by parents, teachers, professors, employers etc. It is not uncommon for teachers to label such students as lazy or immature. Even when recognized, teachers are unable to help them without proper evidence based teaching strategies or methods. It is evident that there is a need for active education and upgrading of professional knowledge of teachers regarding dyslexia. This is the reason why we need to utilize all the available technology and create tools which are accessible to all. Also, in order for the first principle of the European Pillar of social rights to be met, regarding everyone’s right to quality and inclusive education, teachers need to gain the expertize for dealing with dyslexic students and facilitate their schooling so that they would be able to fully participate in the society one day. In that direction, the main objective of the DYSCOURSE project is creation of an on-line platform that will contain courses and various dyslexia working strategies and methods. These instruments will be developed within this project in the form of intellectual outputs by young adults (students in the field of Special Education and Rehabilitation). The content from the platform will be the basis on which an app will be created. Through this app, parents, caregivers, pedagogues, special educators as well as other students (within the dyslexia course practicum) can monitor the development of reading and subsequently writing of each child. These changes in practice will eminently lead to a change in theory. Hence this project predicts upgrade of the university curricula in the area of Specific Learning Difficulties (Dyslexia).Other objectives of the project include:•Development of OER for teachers for online training course for teaching students with dyslexia.•Creation of a mobile app for easy platform access.•Enabling access to the platform and app to parents, caregivers and professionals in the area of disability.•Improving the level of key competences and skills in professionals in the disability area.•Foster quality improvements and excellence in innovation and exchange of good practices at the inclusive educational institution level through enhanced transnational cooperation between education and training providers and other stakeholders.•Promote and strengthen knowledge and acceptance of diversity in society.Project target group are teachers in inclusive schools. These are the adults that are directly involved in the education of dyslexic children and need most support and dyslexia training. Anyway, the platform would be of use to any adults that get in touch with the child who has dyslexia (parents, special educators etc.).Due to the fact that 5-10% of all school children are dyslexic, the platform and the app can provide easy and quick access to methods and strategies to teachers from many different countries. First of all, the DYSCOURSE Project will enable exchange of the best practices currently existent in the project partners’ countries so that the most relevant one will find there place on the dyslexia platform. After the exchange between the partners, all of the platform materials (tools) will be available all over Europe and shared on the Internet platforms for didactic materials (EPALE, School gateway, e-twinning etc.).

"The ERASMUS+ project ""AMTCC"", work-based learning of UE key competences, is originating from the 2009 European Directive which identifies eight key competences which are absolutely necessary for any European citizen to find a job and to be socially included. Some adults did not acquire these competences at school and don't have them, what impedes or prevents them from finding or keeping a job; thus, they run a severe risk of social and vocational exclusion. The work environment can be convenient for the least qualified and skilled people, who are the target group of this project, to develop them, and more particularly basic skills: oral and written communication, skills in mathematics and digital competence, and some horizontal skills like “learning to learn"" and the ""social and civic skills"". The project aims at exchanging training practices in the middle to improve them. This project gathers four participants: a Belgian network of social enterprises, a Hungarian social enterprise, a Portuguese association which is also a training organization dedicated the organizations of the Social Economy the Third Sector and the French network of learning social enterprises. All project members have developed in their country professional methods to develop these skills helping the social and professional integration of the target-group people. During this project, every partner will identify the key skills developed by the organizations of his country, as well as the best practices of training in these skills and those who can be improved. Organizations arranging best practices of training will train their partners; to do so, they will receive them in their country and organize visits to display their innovative and exemplary practices. They will help their partners to fix implementation difficulties in their country’s organizations. All these exchanges will help to provide a practical guide that can be used by quite different organizations. The project ends by dissemination activities and broad communication at National and European levels. The phases, the stages and the activities of the project are planned and the missions are distributed between the various partners. The expected results and impacts of this project will be: - Developing the basic and key skills of the target- group people; - Identifying these skills in order to foster their recognition and to help their training in the workplace; - Identifying informal and not formal learning situations that help the development of these skills; - Identifying strategies of information and motivation of the least qualified and skilled people so they can develop or improve these skills; - Developing and spreading training methods and tools in these skills; - Identifying the activities encouraging the development of social skills; The project aims at improving the training practices in key skills in the workplace to develop the employability of the target group and foster their social integration. It also intends to spread these practices to other organizations and aims at a better consideration of these practices by the life-long learning system of every country involved in the project and to other countries in EU. It also aims at improving life-long learning policies within other EU countries so that they better apply to the least qualified and skilled people.Many European actors, active in the social and education fields, took part in the AMTCC project: HONGRIE:GALILEO PROGETTI Nonprofit Kft.Hatpöttyös Nonprofit Közhasznú Kft. SzékesfehérvárKockacsoki Nonprofit Kft.Miskolci Autista Alapítvány – MAACRAFT szociális műhelyMotiváció AlapítványMunka-Kör Alapítvány a HallássérültekértStrázsa Tanya Turisztikai és KépzőKözhasznú Szociális SzövetkezetSzimbiózis AlapítványPORTUGAL:Associação CaisAETP - Associação de Escola doTorne e do PradoANARP - Associação Nova Aurora naReabilitação e ReintegraçãoPsicossocialSim, Somos CapazesAIREV - Associação para Integração e Reabilitação Social de Crianças e Jovens Deficientes de VizelaCidade das Profissões – PortoMunicípio de Famalicão Comunidades Incubadoras Famalicão CLDS4GCentro Social de SouteloALPE – Agência Local em Prol doEmprego / Casa dos Choupos, CRL.Município de Santa Maria da FeiraQualificar para IncluirMunicípio de Vila Nova de GaiaGaiurb – Escola OficinaCEOS - Centro de Estudos Organizacionais e Sociais do Politécnico do PortoBELGIQUE:Atout EI (fédération)Coups de pouceCyréoEnsieLe consortium de validationdes compétencesLe CortilLe Groupe TerreLe Trusquin Titres-servicesMaxinet CentreProp’houseProxiserviceStep-ServicesFRANCE:Ateliers & Chantiers du Pays de la MéeEtudes et Chantiers Bretagne Pays de la LoireAssociation IdéalLa Ligue de l’enseignement HéraultLe TrénelUniversité Populaire Ventoux"

<< Objectives >>STEPS objectives are:- Promote the social and scholar inclusion of roma and refugees children and adolescents, through the capacity building of teachers, educators, social workers and other professionals and organizations working in this field. - Promote the production of knowledge and of innovative practices in the field of intercultural and inclusive education, and reducing of early school leaving of roma and refugees children and adolescents. - Promote the exchange of good practices<< Implementation >>Learning teaching activities will take place in each of the 3 partner countries, for good practices exchange. The handbook for professionals, will emerge from this LTA’s and will describing innovative intervention in the field. The training tools for professionals development is one of the most important actions. in the project we intend to create a set of training tools in e-learning format, interactive and based on multimedia supports and materials.<< Results >>As results and future impacts of the project during its realization and after its completion, we highlight:- Increased participation of roma and refugees children and adolescents in formal education- Promotion of social inclusion of the target groups- Contribution to the creation of instruments and mechanisms to promote intercultural education and European common values - Capacity building of participants through the dissemination of the best intervention models and good practices exchange.

ART & INCLUSION project target groups are adults with disability and adults with mental illness. People with disabilities and people with mental illness need specific responses and services in the area of training and employment in order to achieve more effective social integration, including non-formal education responses that allow the development of basic skills, including soft skills. The target groups need training responses that promote the development of soft skills essential to the construction of a life project that favours their full social insertion. Artistic and cultural activities, when used intentionally in adult education, are a powerful tool for learning and inclusion. The use of adult education programs based on this type of activities, allows not only the development of skills, but the valuation and validation of the individual characteristics and life path of each participant, generating new forms of social inclusion.The project objectives are: - Promote the social inclusion of adults with disabilities and mental illness, through the capacity building of professionals and organizations working in this field.- Promote the production of knowledge in the context of the use of artistic methodologies in non-formal education as an adjunct to the construction of the individual life project of people with disabilities and mental illness.Promote the exchange of good practices among professionals, aiming its transnational replication.- Contribute to the development of innovative practices in adult education, namely non-formal education throughout art.With the INCLUSION & ART project we intend to contribute globally to the goals set out in the Recommendation on Upskilling Pathways, ET2020, European Disability Strategy 2010-2020, European Pillar of Social Rights, European Parliament Resolution 2008/2209 (INI) and the European Pact for Mental Health and Well-Being, being results of the project:- 2 transnational meetings (one at the beginning and one at the end of the project);- 5 Short-Term Joint Staff Meetings for exchange of good practices and professionals and organizations capacity building; involving participants and stakeholders at local, regional, national and European level; participants will be workers in the field: teachers, educators, psychologists, social workers, social educators, monitors of artistic activities, managers of organizations and other relevant professionals.- Research and description of the national context of each partner country about adult education and training (formal and informal), disability, mental health;- Observational criteria to be used as framework to understand and discuss the activities in the short-term joint staff meetings;- Final report describing project activities and summarizing intellectual outputs;- One good practices research describing innovative intervention methodologies in non-formal adult education, using art and culture as a strategy for developing soft skills and employability for the target groups of the project;- A pedagogical kit for professionals who work in the field of non-formal adult education;As results and future impacts of the project during its realization and after its completion, we also highlight:- Increased participation of people with disability and people with mental illness in lifelong learning activities;- Promotion of social and community inclusion of people with disabilities and people with mental illness;- Contribution to the creation of instruments and mechanisms that combine lifelong learning and art to be used by professionals who intervene in the target groups of the project;- Capacity building of participants through the dissemination of the best intervention models and practices in this field and the promotion of the exchange of good practices and innovative practices;- Capacity building of participants, organizations and stakeholders, at local, regional, national and European level to develop interventions in target groups that combine non-formal education and art, using good practices that can be adapted and transferred to other social and cultural contexts;- Raising awareness of the importance of social inclusion and specific or adapted responses in the area of training and employment of people with disabilities and people with mental illness, as well as the importance of community services in this process;- Dissemination of the intellectual products created within the scope of the project, - Creation of a cooperation system between participants, organizations, stakeholders and relevant public entities at local, regional, national and European level, which favours intervention with the target groups;- Increased skills in the field of European cooperation and knowledge of the ERASMUS + program with participants;- Increase the participation and European dimension of the participating organizations, creating a cooperation network that favours the social inclusion of vulnerable groups.