Education to religious pluralism is a key to achieve civil awareness and social cohesion in the construction of a democratic model of European citizenship. The project faces this need providing teachers of primary schools with specific methodologies, in order to respond to the complexity of multicultural and multi-religious societies, starting from the laboratory of citizenship that school is and must be. In the field of education legislation, most EU Countries highlight the importance of promoting a culture of participation in school which is modeled on democratic values, including respect for others, tolerance, mutual trust, solidarity and cooperation.The main objectives met are related to the implementation of tools addressed to support religion teachers and in general teachers of humanistic areas to develop an attractive, modern and safe learning environment where religion is seen as an added value for promoting tolerance and preventing radicalism. In this sense, all the IO produced are addressed to promote an education to religious pluralism. The project has been focused on an innovative, participatory-based, pedagogical model whose goal is to ensure intercultural and inter-religious mediation. The application and the experimentation of the Model provided teachers with new methodological skills to develop and apply an innovative pedagogical method to teach religion in participatory form. The Life Model, being participatory, has ensured this goal, through a wide experimentation phase in schools and many meetings and focus groups with other teachers and stakeholders. Therefore, the project addresses both the content of religious education and an innovative pedagogical method, applying the participatory approach to religious education in order to promote an intercultural citizenship “from below” triggered by the children. The consortium, composed by 5 project partners (FVM, EDRA, CEI, EGECED and FUSJ) has been built with the aim of having the highest spectrum of competences needed to accomplish all the project aims. Each member of the network has strict relationships with the regional institutional and the local social system and had the task to involve religious associations with a specific program of social and cultural inclusion. The academic background and resources of most of the partners ensured a qualified approach in this specific area of spiritual and religious studies. In fact, different religious approaches are represented in the partnership: the network represents Islamic (TR), orthodox (EL, BG) and catholic expressions (IT, ES). The project has been articulated in the following activities: project management; quality assessment and evaluation; project implementation diffusion and dissemination of the project outcomes; mainstreaming, multiplication and valorization of the project results. In particular, the implementation activities consisted in:•a research phase aiming at providing an in-depth analysis of religion education approaches in the countries involved and the definition of the needs of the stakeholders about the religion plurality in schools;•short-term joint staff training events (C1, C2) for teachers and educators;•elaboration of the Pedagogical Didactic & Participatory Model (PD&P) starting from the knowledge gained by teachers during the training activity C1. This activity developed a pedagogical model of education to religious pluralism, defined trough a participatory method considering also the needs identified by teachers, experts, families and representatives of different religions in the area.•Piloting with EU primary/secondary schools of the educational model developed through the participatory process.Apart from the research work conducted in each partner country, which draws a map of the situation at national level, the main result of the project is the creation of the scientifically based method that allows the connection between participatory educative contents and cultural and religious diversity, reinforcing the competences of teachers and headmasters to be confronted with a multi-confessional approach, social identity and the relevant decrease of social marginalization in groups at risk. The piloting in EU primary schools represented also a big result, considering that 11 schools, about 30 teachers and 1018 students were involved at European level. Concerning the impact, the Pedagogical and Didactic Participatory Model (PD&P), applied to the multi-cultural teaching and learning of religion, was proposed as a didactic reference in primary schools and provoked great interest among teachers and headmasters, who are willing to replicate it, possibly on a larger scale. The LIFE Manual, conceived also for exploitation purposes, represents an important document for the transfer of the methodology to other potential stakeholders.

<< Objectives >>This project aims to raise quality and enhance youth work engagement in peace and reconciliation processes through digital tools and non-formal educational intruments. Through our project, we will build capacities of youth workers and youth leaders through transfer of skills, experience, knowledge, attitudes and empowerment based on non-formal education activities, practice community activities and development of new methods and tools for efficient, innovative, relevant and modern approach.<< Implementation >>The project activities are:- The image of the other study to conduct a qualitative and in-depth study of the main problem areas leading to hatred and division between the participating countries.- Youth workers toolkit - to equip youth workers with practical instruments for promoting intercultural understanding and acceptance of diversity- NoConfilct Videos - to raised awareness of young people about the importance peacebuilding and no conflict transformation - Free open – space platform<< Results >>The expected results are: -built capacities of youth workers and youth leaders in using and shaping non-formal tools to promote intercultural understanding and acceptance of diversity;-strengthened abilities of youth workers to create and use video content for engaging young people in conflict transformation and reconciliation process; -raised awareness of young people about the importance of peacebuilding and no conflict transformation and role of youth work and young people in it

Europe has been witnessing a rapid increase of scientific developments, innovation and creation in the 21st century and transforming into one of the largest and leading scientific hubs of the world in terms of the scientific production and activities. However, the pace of science and technology production is not equally distributed all over the Europe and there are still serious gaps among countries concerning to the rate of scientific research and development activities. Moreover, all outcomes of this excellence and developments in science still cannot be instrumentalised enough to totally eliminate some serious social problems in the European societies. While this proposal pursues the general philosophy and goal of the European Researchers’ Night scheme as to provide a platform for bringing researchers and public together and motivate young people for a scientific career pathways, it also aims to emphasize on how scientific activities and developments can contribute for uniting European society at national and international level by raising awareness on the power of the science for social cohesion, dialogue and also individual development. Stemming from this general rationale, all activities of the “Science Unites All” (SCI-ALL) Researchers’ Night are constructed on the four main themes. These are: (i) Science unites generations, (elderly people, young people and all adult groups); (ii) science unites cultures; (iii) science unites genders; (iv) science unites stakeholders (research institutions and academia, research and development units of the companies, non-governmental organizations working on scientific development and social media settings that disseminate the scientific knowledge).

Context/background of the project: The context for this project lies in the discrepancy between the skill sets required by the greater music/arts industry and the traditional education available at music/arts departments of European Conservatories and Music/Arts departments of European Universities. The traditional education of these Institutions does not offer basic skill sets such as team building, business establishment, marketing, web site design and tournee/event design which are amongst the most important facets of Project Management. It is precisely these elements that are most often pre requisite to the enhancement of employability in the greater music/arts industries. The objectives of our project are therefore directly derived from this present circumstance and are the following:•To impart to students of set fields the basic skill sets mentioned above •The transformation of this knowledge into real world applications •The employment of students in small apprenticeships within the frame work of the project.•The placement of students in real work situation through post project termination placement in existing arts and music event (festivals, museums, small business, summer schools) internships.•The development of practical abilities to allow the students to become self employed and to travel the path of entrepreneurship.Out methodology consists of the creation and implementation of a project management twelve week course and curricula that addresses all the above mentioned skill sets. Besides this, the theoretical portion of the course, the small apprenticeships in various subjects such as poster design or web site design will supplement as the applied portion of the course. The synthesis of these two facets, the theoretical and applied will result in the real world experience of the internship.The expected results and impact of this project are multiple. 1) A higher rate of employment of artists and musicians in the work force.2) A higher rate of self employment in the fields of art and music.3) The creation of a novel course and curricula. 4) An increase of desirability for the Conservatories and Universities that adopt this project course. 5) The expansion and development of teacher careers.6) The collection and publication of project course materials and its free dissemination. 7) The involvement of industry as an influence on and benefactor of this project.8) The involvement of a media complex ( internet, print, visual and audio) in the implementation and dissemination of the project. Main outputs of the project include:1.“Art and Music Students in Business” Course Module:2.Comparative Country Analysis on Business – Art Cooperation3.Guidance and Course Content BookOMEGA project was run by a consortium of 5 higher education institutions and 2 non-profit organizations. The partners include: 1. Yaşar University, Turkey (Coordinator): 2. Be Artive, Greece (Partner): The non-profit arts management company3. CONSERVATORIO DI MUSICA “E. F. DALL’ABACO, Italy (Partner)4. IONIAN UNIVERSITY, Greece (Partner)5.CIT CORK SCHOOL OF MUSIC, Ireland (Partner)6. FUNDACIO PRIVADA UNIVERSITAT ABAT OLIBA CEU, Spain (Turkey)7. INSTITUTE OF EUCATION AND YOUTH STUDIES ASSOCIATION (EGECED), Turkey (Partner)Within the framework of OMEGA project, the following activities were successful undertaken:1. Transnational Project Meetings: 2. Final Conference on Business & Art Cooperation3. Learning/Teaching/Training Activities (6-15 April 2016)4. Business Network Activities and Case Studies

Education and training play a crucial role in enabling young people to develop these skills and competences – as well as allowing them the best possible start in life (European Commission, 2019). 21st Century Skills (Critical Thinking, Collaboration, Communication, Creativity & Innovation, Self-Direction, Making Global Connections, Making Local Connections, Using Technology as a Tool for Learning) are crucial for quality of education and training. All educators, researchers and labour market are agreed about the importance of mentioned skills but there is a lack of teaching materials and methodology. In order to help and develop skill development at the EU level partnership intend to develop CATCH-21 Century Project. The main objective of the project is to increase the Quality of Higher Education Institutions (HEI) at the EU level in teaching of 21st Century Skills to support better understanding of qualifications and make better use of all available skills in the European labour market.The specific objectives are; 1. to create concrete and innovative teaching materials and pedagogical model concerning teaching of 21st Century Skills for HE teaching staff, 2. to foster cooperation between labour market and HEI organizations. 3. to create an online learning platform in order to help development of 21st Century Skills for HEI organizations staff and students at the EU level. The project consortium is during its two years funding period implementing the above mentioned aims and outputs on the basis of two type of activities1. Intellectual Outputs2. Work PackagesIntellectual Outputs:During the project we intend to produce 3 Intellectual Outputs. IO1: 21st Century Skills Market Research and Didactical Guideline, IO2: 21st Century Skills Training Course and Teaching MaterialsIO3 : Learning Management Systems (LMS) and WebsiteBeside the Intellectual outputs project have some work packages in order to increase the achievement of the project objectives. WP1: Project management and implementationWP2. Quality management and assurance WP3. Exploitation and disseminationThe project will have the expected results which listed below:•IO1-21st Century Skills Market Research and Didactical Guideline 20-30 pages•IO2- 21st Century Skills Training Course and Teaching Materials 100-120 pages•IO3- Learning Management Systems (LMS) -Website and Testing of course •1 short term staff trainings (25 participants)•5 classes of 21st Century Skills in the partner universities (100 students will participate)•1 international market research report•4 news letters•6 National multiplier conferences ( 280 participants)•Social media accounts of the project (Facebook, Linkedin, Instagram, Twitter)•Dissemination and exploitation report •Evaluation reports (2)