<< Background >>The EOS (Empathic and Open School) project is a continuation of the ERASMUS + KA201 project “Preventing illiteracy through innovative tools and collaboration with families” carried out between 2017 and 2021, for which the GIP Forinval and the DSDEN de l'Oise have been awarded with the “good practice” label. The pedagogical practices implemented to prevent illiteracy have led us to think, in the tradition of the European Union, on the question of a good school atmosphere, essential to prevent and fight against school dropout. This European topic (Europe 2020 Strategy) has, however, been undermined by the COVID 19 pandemic and the successive lockdown leading to increase the student dropout situation, particularly among the most vulnerable. In addition, physical distancing, decreased social interactions have resulted in important stress and anxiety among students and their families,[1] and some have lost their motivation. Research shows that dropout students are characterized by a school experience where sense of learning has been lost, and the feeling of belonging to their school is low or absent, and in many ways a sense of self-esteem that is eroded by the school system. Many actions to maintain students have been initiated for many years but reports indicate that prevention would be more effective and less expensive. So, how do we keep students from dropping out? How do we create a serene atmosphere, get students to cooperate? How to act on absenteeism, the gradual disengagement that leads to dropout? What actions can be taken to make them feel respected and their families feel secure in a caring environment? How to intervene with partners, the community and the associative sector to remedy the difficulties of the student in his path so that he becomes an informed and autonomous citizen? The EOS teams of the 6 European countries consider that the solutions to be provided ought to be human, that is to say of the relationship and not only of the material. Indeed, to feel good in one’s school, that is to say, to make it a place of resonance with others, to feel part of a community of establishment, of class, strengthens the self-esteem. Living class time as an opportunity to exercise one’s sense of personal effectiveness, to develop good relations with one’s peers and teachers...all these aspects, in our opinion, revolve around a human disposition that is empathy, cognitive and emotional. In the framework of the EOS project, it will therefore be a question, with our partners, of creating the conditions for an education in empathy that prioritizes cooperation rather than competition. To do this, it is planned to deploy a program of education to empathy and collaboration with 22 schools in 6 countries, to accompany coeducation in connection with families and the community. Ultimately, it is a paradigm change that we want: to have the “sense of one another” as the foundation of a shared educational ethic, an essential social cement to make society collectively. Why EOS as an acronym? Beyond the easily identifiable name, eos means, in Greek, «the dawn». We want to be part of an already established framework for education and prevention of dropout to feed the pedagogical action and make the School a place of development for everyone.<< Objectives >>The goals of the EOS project are: • To examine existing actions and innovations within and outside the school in the field of school dropout, particularly after the lockdowns • To develop new strategies for networking (schools, local authorities, families, associations) to create a school community • To pool the expertise of partners to produce innovative solutions in their complementarity and joint use • To support the work of teachers and education staff through the creation of hybrid training course that will enable support the evolution in professional practices, towards a better management of potentially dropout students • To promote citizenship of youth and give meaning to school action • To work in partnership with parents to prevent dropouts The EOS project therefore aims to propose new ideas and perspectives but also concrete tools to achieve this. Indeed, through pedagogical practices, through peer-to-peer mentoring – with empathy in particular – through educational monitoring, through networking of professionals, through coeducation, it will be, after the very difficult period that societies are going through, to rebuild a positive common understanding of the role of the school and its necessity in the development of each of its actors.• At the student level, the main goal is to give them the pleasure of learning, the desire to come and belong to the school through engaging educational activities that focus on empathy education and peer cooperation. • At the parent/family level, the primary goal is to establish a strong bond, mutual respect, and a lasting mutual trust relationship – with empathy – strong enough to establish true co-education.• At the teacher level, the main objective is to act on the professionalism by offering them training and tools that will allow them to diversify their practices to respond – through empathy – to the needs of students • At the level of educational staff (management, school life, supervision, inspection), the main objective is to facilitate the deployment and articulation of networks that will allow to observe, prevent and/or resolve absenteeism and dropout issues through joint and concerted actions • At the community and association level, the main goal is to foster collaborations with the educational community and create more opportunities for action in the area of active citizenship and dropout. Finally, the EOS European partnership aims to make the partners' education systems better known, to understand better their specificities and their stakes, in order to build a shared vision of the school on a European scale.<< Implementation >>The EOS project is built in the complementarity of actions, at interconnected levels that are the classroom, the school, the city. The approach will be the same for all and will be contained in a work schedule released on the EOS working group on Etwinning: development of the course to be provided during the teaching and learning mobility to facilitate the transferability of intellectual output and then dissemination to the widest possible target audience. So that each partner can experiment, adapt and spread the intellectual productions (his own but also his counterparts), pilot classes in laboratory schools in the 6 countries were chosen on the needs of the territories most marked by the dropout phenomenon. These schools will be EOS project’s protagonists since they will engage their teachers, educators and school leaders and will be part of the EOS working teams with participants, they will make it possible working directly with students. The Belgian and French partners will propose teacher training activities to act within the classroom, they will develop pedagogies based on empathy, cooperation and metacognition. These tools will be formalised by the working teams and then proposed to the partners during the teaching and learning mobility in hybrid training modules: face-to-face and remote. Turkey will have to design a digital toolkit to help teachers establish true co-education. It is not always easy to integrate families into the school project and it is necessary to help teachers concretely to involve parents in the schooling of their children. This digital toolkit will bring together, under one unique format, scientific contributions to understand the stakes of this collaboration but also concrete actions to associate parents and all the documents necessary for the creation of a twitclass. The Spanish partner has acquired expertise in preventing absenteeism. Spain has been marked by high dropout rates in recent years. Therefore, in support of their PISE protocol, institutions work in partnership with parents and the community to point early absenteeism. Their job will be to deploy this output to partners in order to facilitate educational monitoring procedures and act before dropping out. With regard to this output, principals, network coordinators and educational advisors will be involved to adapt and share this protocol on the widest possible scale.To work with the families, make them join the project of school, the Italian associative partner, meanwhile, has developed an expertise in collaboration with schools of inclusive values, common interest and citizenship. The goal of its output will be the creation of a network of actors to propose constructive alternatives to dropouts or temporarily exclusions from the education system. Common needs have been identified by the 6 partners and the course proposed by Italy will concretize citizen paths in and out of school in order to engage young people towards a new horizon. Finally, the Bulgarian partner will build an evaluation of the various actions carried out in order to accurately measure their effects. In this capacity he will have a special mission, to help formalize and coordinate the tools measuring the impacts of each output. An EOS label will be created with a statement of work that will allow institutions to more easily appropriate and share EOS project outputs.<< Results >>The expected outcomes at each of the different levels are: At the class level: • Build empathy education and regular use of cooperative student-to-student pedagogies to create a classroom atmosphere that is conducive to learning to motivate students at school. • Increased student enjoyment of learning, greater apprehension and consideration of emotions, and development of skills for positive communication between peers and adults. •Deployment and mastery of cooperative pedagogical practices to encourage education professionals think about relational ethics and the role of each in the construction of a positive school atmosphere. At the school level: • Commitment to reflective work for a peaceful school atmosphere that helps the learning process and for a sense of belonging to school. • Creation of an educational monitoring procedure to mobilize all education actors around the monitoring of early dropouts indicators. • Suggestions for constructive alternatives to temporary and permanent exclusions of pupils in countries where this is effective. At the territory level: • Better knowledge of the issues of the school-family relationship, the concrete construction of the school community through sharing times and events within the school • Actions to make the school more efficient in its mission of training for active citizenship and fraternity, involving all relevant actors. Ultimately, it is a question of offering all students the possibility of finding their place in society and building collective work. Expected results for each target audience: For target students, in the pilot classes and schools: - Increased motivation to engage in learning and a sense of belonging to the school community -Better education in social skills, greater mastery of emotional management and development of civic and moral values such as empathy, solidarity and fraternity-a reduction in acts of moral or physical violence, whether committed or sufferedFor teaching staff, in the pilot classes and schools: - A permanent evolution of teaching practices, group management and communication with pupils - Greater attention to the teaching of social skills, citizen values and inclusion of all - Development of teamwork and networking strategies For supervisory and administrative staff in pilot schools: - More effective articulation of school teams and other actors in the educational community - Increased attention to the school atmosphere and early signs of dropout or symbolic breakdown of some pupils with the institution For parents, in the pilot classes and schools: - Full recognition of their primary role as educators, their skills, by involving them in the project carried out- Greater knowledge and confidence in the work of educational teams and the institution For other stakeholders, within the pilot regions (local authorities, training institutes, partner associations, etc.): - The development of systemic networking strategies to set up schemes in disadvantaged areas that mobilize actors and also involve parents - A focus on the factors contributing to the construction of a school positive atmosphere that helps learning and the well-being of all.

REFUGE-ED will create the Brokering Knowledge Platform of Effective Practices (BKP), which will host and promote innovative high-quality solutions tailored for the dynamic integration of migrant and refugee children in schools and more broadly in society. In so doing, REFUGE-ED will identify, implement, and evaluate existing evidence-based practices in education and mental health and psychosocial support (MHPSS) that have shown to promote the educational success, well-being and sense of belonging of children (0 to 18 years old - ISCED 0-3) from recent migration cohorts, including refugees and asylum seekers, and unaccompanied minors. The ground breaking nature of the BKP is two-folded: on the one hand, it will rely jointly on education and MHPSS; on the other, it will feature dialogic co-creation with children, families, teachers, policy-makers, practitioners working on the ground and other relevant stakeholders. REFUGE-ED will capitalise on the social impacts of prior EU research in the field of MHPSS and education, using the Supportive Process for the Inclusion of Children’s Experience (SPICE) under the communicative methodology of research for the co-creation of knowledge and implementation of results. The REFUGE-ED project will carry out 3 multisite pilot actions across 6 countries (Sweden, Ireland, Spain, Italy, Greece and Bulgaria), in a total of 33 Communities of Learning and Practice, that is, hot spots/reception identification centres, inclusive school environments and non-formal and informal social and learning environments, and institutional care (including unaccompanied minors). Informed by these pilots, the final co-created BKP will provide tools, solutions and recommendations, including guidelines and criteria on capacity building training, solution adaptation and community engagement in easy to use off-line package, in different formats, to support the implementation, reuse and scalability of the piloted actions, and of other practices identified as successful.

The You4Mi project is an intercultural transnational initiative of Capacity Building aimed at enhancing cooperation among Youth Workers, Youth organizations, Women-led and Migrants’ associations in different countries of the world, in Europe, Africa and Latin America. The project encourages innovation and Exchange of Good Practices in the field of Youth Work and Non-Formal Learning as strategic tools to prevent modern slavery in our global society. Special attention is given to the recent Migration Crisis and to the exploitation of migrant young women and girls. Trafficking in women and girls and other forms of forced migration represent a transnational challenge that needs to be tackled through Partnership and International Cooperation. The initiative is centred on the idea that non-formal learning and youth empowerment have extraordinary potentials in the field of preventing Gender-Based-Violence in the Global South as well as in the European society. Gender-Based-Violence - together with low education levels, socio-economic poverty and marginalization - is one of the most relevant root causes at the origin of trafficking and exploitation across the world. In the short run, the project will directly stimulate the active citizenship of the members of the partnerships, a group of youth workers and a group of young boys and girls. Capacity Building Activities will allow civil society organizations active in the field of empowerment of young women and girls to share the good practices experienced in different socio-economic, cultural and geographical contexts: Italy, Bulgaria, Portugal, Spain, Colombia, El Salvador and Nigeria. These youth organizations will jointly organize: • An online Capacity Building course to enhance the skills of youth workers and youth organizations in the field of GBV prevention. • A Global Awareness Raising Campaign promoting the recognition and dissemination of non formal education in this field entitled “Peer-to-Peer against Gender Violence”; the Campaign will be created with the participation of young people.• A Transnational Conference focused on the use of non-formal education tools addressing violence against young women and girls in the context of migration; the Conference will be hosted in Palermo (Italy). The Mobility Activities will actively involve:• 56 Youth Workers selected by the above-mentioned organizations taking part in 2 Transnational Workshops: the 1° organized in Palermo (Italy) and the 2° in Medellin (Colombia). • 35 Youth (boys and girls aged 18-26 years old) from EU and Partner countries participating in a Youth Exchange in Palermo (Italy) where they will live an extraordinary intercultural learning experience. In the long term, the project is expected to strengthen the recognition and validation of non-formal learning in this field by putting at the core of prevention programs youth empowerment, youth self-esteem and girls’ self-determination as precious resources for prevention.

<< Background >>The respect of the human rights is one of the most important European values. A specific category of rights which are of particular importance for the European Union are the rights of the children as they stem from the UN Convention on the Rights of the Child. The awareness of the children, especially the more vulnerable ones, of their rights is a necessary precondition for their civic engagement and democratic participation. However, the current state of awareness of the Convention on the Rights of the Child is very small. Especially important in in order to improve this situation is the role of the teachers who, however, do not have in their disposition appropriate material that would allow them to open the discussion on the rights of the children in an effective and fun way.<< Objectives >>The objectives of the project are the following:- Increase of the children's awareness of their rights- Increase of civic engagement and democratic patricipation of the children as a resul of an improved knowledge of their rights- Increase of the capacity of teachers to organise workshops and discussions in the school in relation with the rights of the children- Increase of the use of gamification as a method in order to approach the issue of the rights of the children<< Implementation >>- Development, with the active participation of the children, of an online game in relation with the rights of the children. The game will be developed by professional game developers, tested and made available for free in various languages. - To spread the use of the game in the educational system, a handbook with easy, interactive instructions for teachers and educators will be prepared to accompany the game. - Educators will have access to training programmes done through webinar that will be organised in the partnership countries as well as in English for a wider target audience. - These educators are expected to implement the approach with the children that they are teaching and provide feedback on the impact that the approach had to the children. On the basis of this feedback, an Impact Assessment Report is going to be developed which will set the basis for further mainstreaming, upscaling and sustainability.- Finally, a social media awareness campaign targeted to children in the age group 9-15 and the general public will be prepared and executed that will peak on the Universal Children’s Day (November 20). The campaign will be centered around children’s rights in their everyday life with a specific focus on child participation. The campaign will be national, using mainly social media as the tool.<< Results >>The main outcome of the project is that an electronic game communicating messages related to children’s rights will have been developed and distributed throughout Europe. This in combination with the educational handbook will enable children to get to know about their rights and give teachers and educators the ability to access material that can be used in connection with other classes or in connection to themes about rights. Through the implementation of the game in the school environment, it is expected that as a result of the project activities, there is going to be a significant increase of the awareness of the rights of children. It is expected that at least 1.000 teachers and 5.000 students are going to benefit from the game in the duration of the project.The general awareness campaign that will take place simultaneously in the participation member states countries will increase the awareness on children’s rights among the general public including children and young people and put on the agenda of these member states the active participation of children in the decision making process.

Europe Employment Access is a Strategic Partnership Project initiated by Elmhouse Training, CISS Italia and Serviciul APEL Romania. The partnership emerged from a common problem of the three participating countries: high level of unemployment among low-skilled migrants, refugees and asylum seekers, especially marginalized women. These groups are either not eligible for governmental funded education opportunities or are difficult to reach and/or unwilling to commit to further education. To became employable, these people need support not only in obtaining a recognized qualification and work experience in UK/ Italy/ Romania, but often they firstly need help in developing good literacy, numeracy, digital and media skills. UK has a high number of migrants from the EU and non-EU countries. Italy, and especially Sicily, is confronted with a huge number of African migrants who are often lacking opportunities for development and integration. Surprisingly even Romania is confronted with a double problem: not only the Romanian low skilled emigrants to Western Europe, who are often marginalized and discriminated, but also the immigrants from Russia, Ukraine or third world countries who are trying to make a living in Romania. This country is very unprepared for integrating the immigrants, and the support available for learning Romanian language or accessing qualifications is very low. The project objectives are:1. To understand the barriers to attainment in adult education for low-skilled migrants, refugees and asylum seekers, especially marginalized women in the three cities.2. To develop and implement a new learning and teaching methodologies and pedagogical approaches for language teaching by combining classroom based teaching with out-of-classroom , virtual learning and open educational resources, promoting language skills, social mixing and European values. 3. To grow the number of learners from the targeted groups that enroll in the project’s adult education opportunities by increasing the civil dialogue and cooperation with relevant stakeholders (social partners, NGOs, governmental institutions, business partners) 4. To develop and promote an online European e-learning centre for teaching functional skills, digital skills and childcare, as well as European integration, cultural awareness, active citizenship, employment skills and media literacy available for both local people & those going to emigrate within the EU.5. To develop an on-line Learning Mentoring platform and a face-to-face Learning Mentoring programme where mentors and mentees will be able to work together, supporting the learning process and integration 6. To develop new methods and tools for in-service training for the teaching, administrative and managerial staff of the three partner organisations in order to improve their digital skills and skills for working with learners from the targeted backgrounds, by exchanging good practice between the partners, promoting peer-to-peer learning and better use of European resources for adult education.