“2 Become 1” project was an exchange of good practices project which was organised by Gebze Halk Egitimi Merkezi. There were five institutions from Turkey, Austria, England, and Italy that work on adult education and with migrants. The project was born after a careful analysis of the changes in nowadays society due to the current humanitarian crisis and the displacement of millions of people fleeing from their countries in search of better life conditions. This partnership created an opportunity to collect good practices from partners from different EU countries because it included partners from Italy, Turkey as countries of first arrival for refugees and UK, Austria as countries that most of the refugees see as final destination. Our primary priority was to improve the partner organisations and to provide high quality learning opportunities for migrants in both partner organisations and other relevant stakeholders. Beside this, we aimed to develop our educators' competences in migrant education and to help the integration of the migrants into our societies. In order to achieve these, we organised LTT meetings at each partner organisation. The meetings had activities related with the topic of each meeting and the expertise of each partner. Our trainings were planned as five days and during them, training sessions were held. Our trainings taught the participants different methods of teaching to migrant groups, new ICT skills to use during the classes of migrants and effective ways to integrate migrants into our societies. To get the good examples of each partner country, we organised trips to other institutions/companies that work with migrants. During both our project activities and institutional visits, the participants had a chance to meet the migrant and refugees in the hosting countries and talk with them about their story and experiences they had starting from their own countries to the place they are now. Especially, the field trip to the refugee camp on the Syria border in Hatay was a unique experience for the participants. We reached the results and the impacts of the project as planned. Thanks to the project activities, both participants and partner organisations improved themselves about teaching migrants and their social inclusion. Beside the participants, other educators at partner institutions benefited from our project because each partner organised a meeting in their organisations to share the experiences they got from the meetings and the participants shared their experiences with their colleagues. Also, we organised meetings with other relevant institutions and local press. These meetings contributed a lot to our dissemination activities because we were able to reach more people. As dissemination activities, we shared our activities and experiences on our project website, social media and EPALE platform. Especially, EPALE helped us reach a lot of people and institutions that work with migrants in Europe. This project had an important effect on participating institutions, teachers and other institutions around us and created a great awareness about migrants, their education and their adaptation to society. It became a starting point for all of us to provide more effective education to migrants and help them be included to our societies.

"1)context/background of project This is a 24 month project that includes 5 partners from Italy, Greece, Spain, Turkey and UK.The pillars on which this project stands are 2. - First of all we were inspired by the motto that the European Union adopted in 2000 ""United in diversity"". As Europe in recent years has been at the centre of the so called “refugee crises” we would like to use this project and its outcomes to extend the motto to migrants (in this application we will use the term migrant in the wide sense including refugees, economic migrants, asylum seekers) and find ways to enable the latter as well as locals to learn from each other and consequentially become more united while respecting diversity. - secondly it will address Cultural Heritage. It is fundamental for migrants when arriving it the host country and once they have settled in to have a deep understanding of the cultural heritage of their new home. At the same time for the hosting community the best way to overcome fears and prejudices is to learn about the richness of the migrants culture heritage. By facilitating ways of exchange, this project will not only help the inclusion process but will give a chance to adults migrants to gain new skills about European culture and at the same time get tips and methods on how to transfer their own cultural heritage to others. Both skills learning and teaching are fundamentals to get more chances to get a job and/or building confidence to start a business. 2)objectives - Promote social inclusion and tackle discrimination and stereotypes,- Fighting poverty thought culture - Promote entrepreneurship and entrepreneurial skills within the field of cultural heritage;- Raise awareness on the key role of cultural heritage in defining a European identity both for citizens and migrants;- Combine learning with training and identity building;- Start a new way or understanding and using cultural heritage, beyond a mere touristic aspect;- Train key figures working with adult migrants for stimulate them to develop learning and teaching skills related to cultural heritage;- Use cultural heritage to initiate societal changes;- Build bridges between local communities and institutions in the field of cultural heritage, social inclusion and entrepreneurship - promote equality, including gender equality, and non-discrimination and social inclusion- new approaches to reducing disparities in access to and engagement with digital technologies in formal and non-formal education3) number and profile of participants;- 25 adults, 5 per partner, will be chosen and participate to the training; - each partner will select 1 trainer expert in non-formal adult education, 1 migrant (now involved in reception projects) willing to share knowledge about his cultural heritage, 1 person working in reception programmes (i.e. psychologist, cultural mediator, lawyer and so on), 1 person working in the cultural heritage sector, 1 project manager. - A minimum of 100 participants (migrants and professional in the sector of migration) will be involved in local activities and dissemination events, around 20 per partners, that will take place after the transnational training in each partner's country.4) Activities; - Creation of the web site and social media profile of the project- Creation of a toolkit - International training activity in Greece, to test the toolkit and evaluate its potential, putting also in practice some activities and share best practices.- Local and international dissemination activities of the toolkit to reach more stakeholders.- Review and publication of the toolkit based on the feedback received5) methodology-Acquiring new skills and establish an informal cooperation network that see different actors working together: local communities, migrants, educators and so on;-Learn how groups can work together to promote local, national and European changes;-Encourage exchange among partners individuating main topics and subjects through the partners’ expertise;-Increase knowledge of and insight into how contexts and group dynamics determines behaviours;-To provide practitioners with an portfolio of knowledge on: migration, inclusion, service provision, democratic practice and heritage valorization.6) resultstoolkit divided in 2 essential parts: “European Cultural Heritage” , “Migrants cultural Heritage”. The toolkit will include tips on new teaching learning methods including: digital storytelling and video making7) longer term benefitsTo build up a network of organisations working with the target group for:- sharing good practices on best methods on adult education, interaction between local and migrants, selfdevelo- develop new pathways in order to find tools to face the challenges posed by migration- promote social inclusion, tolerance, respect thanks to the new light with which the migrant culture will be seen- Building a stronger European identity through cultural heritage"

“I.C.T. (I Can Teach) ADULTS” project was an exchange of good practices project which was organised by Gebze Halk Egitimi Merkezi. There were five institutions from Turkey, German, England, Romania and Italy that work on adult education. The background of this project is based on an analysis of the partner institutions. Before shaping this project, a questionnaire in partner institutions were applied to our educators. The survey focused on access to and use of information and communication technologies (ICT) in teaching and learning, and on attitudes towards the use of ICT in teaching and learning. The results showed that ICT tools weren’t used well in partner institutions, there was a need for effective use of ICT tools in adult education and our educators did not find themselves capable and motivated enough to use the latest technology in their classes. In this project, each partner had experience and expertise on different aspects of adult education and ICT use; Turkish coordinator on Android platform, German partner on programming, Italian partner on virtual classroom, English partner on curriculums and Romanian partner on web design. This diversity helped us create a project that will contribute all partners and other relevant institutions. We primarily aimed to develop our educators' competences in using ICT in adult education. In order to achieve that, we organised LTT meetings at each partner organisation. The meetings had activities related with the topic of each meeting and the expertise of each partner. Our trainings were planned as five days and during them, training sessions were held on the subjects stated above. At the beginning of each training, the theoretical part was introduced to the participants. With this, we aimed to make all participants have enough knowledge about the topic and the applications. After theoretical part, there were applied lessons. During these lessons, all participants were actively prepared their own software or design that they can use in their classes. Apart from applied lessons, hosting partner informed participants about modifying the current curriculum or creating new ones which contain ICT and adult teaching, and organised seminars about the importance of using ICT tools in adult education. Also, the participants were trained about the basics of adult education and the methods used.To get the good examples of each partner country, we organised trips to other institutions/companies that work on education and ICT. During our meetings, the participants had a chance to visit institutions/companies that create virtual laboratories and design simulations for education. Apart from these activities, the participants shared their experiences on adult education during and after training sessions. They could see different methods and applications on different countries. These training events also contributed to the participants culturally. They could improve their foreign language abilities and perspectives on other cultures. Between LTT meetings, we organised online lessons for educators at partner institutions. They joined these lessons from their own institution and that was a great chance for them to see ICT tools in use. We reached the results and impacts of our project as planned. Thanks to training they got, all the educators improved their abilities and knowledge on using technology in adult education. Not only our participants but also other educators at partner institutions benefited from our project because after each meeting, the participants shared their experiences with their colleagues. Now, they can use the latest platforms, programmes and software, design their own media and websites, modify the curriculums and do programming with different programming languages and platforms. The partner institutions understood better ways to improve their facilities and make their sources work more effectively in education. Not only our participants and partner organisations but also other people and institutions around us could benefit from our project. We organised meetings with other relevant institutions and local press to share our experiences. This contributed to our dissemination activities because we could reach many people. We also shared our activities on our project website, social media accounts and EPALE platform. This platform allowed us to reach many people from all around Europe. Moreover, the Turkish coordinator was invited to EPALE meetings in Turkey and had a chance to share the project activities and results in people from different parts of the country. This project had an important effect on participating institutions, teachers and adult learners at our institutions. Since the technology is continuously developing, it is important to understand its role in education. This project became a starting point for all of us to include technology in our classes and helped all partners improve their levels on adult education.

Putting the “unheard gender” in spotlight Over the years the EU Parliament and the Commission are determined to advance and promote equal and inclusive societies where equal rights for women and men, girls and boys, as well as the same visibility, empowerment, responsibility and participation is being reality. The Erasmus+ Partnership Putting the “unheard gender” in spotlight fits in that framework. Over the last decade’s adult education institutions were building gender knowledge and practical skills. Nevertheless, a critical review shows, that •the assumption that gender is not any more an issue in adult education is both erroneous and dangerous; •gender equality policies have been contextualised mainly as a women’s issue;•despite increasing attention to fathers in adult education practice and research, men – specially from underprivileged situations- are still largely the unheard gender;•it is indispensable to break the stereotypical understandings and to raise awareness of the different needs of boys and men;•the issue of men is essential for both gender equality policy and an inclusive and collaborative cultureDaily practice, regular monitoring and different researches on gender issues show a significant lack: currently men are under-represented in all forms of learning (that are not directly connected with their work) and fewer men than women get involved in or benefit from the social projects, no matter what their age, ethnicities or social backgrounds is. Although evidence has shown that there are subsisting barriers across all male groups, some groups of men appear to be even harder to reach than others. The evidence suggests that young men appear to be the hardest group to reach, followed by men from minority and/or ethnic backgrounds. The reluctance of men to engage with educational and other services is due to the presence of a cluster of identifiable factors ranging from language and cultural barriers to the susceptibility of peer influence. Within that cluster the gender biases are gaining an outstanding importance. Gender stereotypes have not changed that much during the past decades and gender still constitutes one of the basic categories to evaluate themselves as learners and as performers of roles as fathers, professionals, citizens, political leaders, and so on. However, both women and men are victims of stereotypes restricting their full capabilities. In the process of adult learning, either it occurs in formal or non-formal institutionalized contexts, there is still not enough presence of gender questions and reflections on gender and education in order to minimize the potential of any gender biases. In that context it is important to raise the question of reinforcing and reimagine men as a “target group” for educational, health and other social programs with the aim to overcome the barriers standing in their way to ensure effective engagement of men. The overall goal of the Erasmus+ Partnership is to promote an innovation process that allows all implementing partners to develop and reinforce gender equality in their training and services arrangements as well as increase their capacity to reach male beneficiaries on a sustained basis, to expand the performance of their training and services arrangements and to ensure advocated the long-term goals. The Erasmus+ Partnership sets up an effective framework for exchange of good practices, compromised to gender sensitiveness, and knowledge transfer concerning the stereotypical and extremely polarised views of masculinity and femininity, mainstream competences, well-equilibrated approach of non-toxic masculinity as well as gender fluidity, and inclusive teaching of heterogeneous groups. Different project activities, on local level of each implementing partner as well as on partnership level, are aimed to initiate capacity-building and network-building activities at three stages:•Awareness of the need to be committed to include men-specific perspectives in gender issues as something unique and healthy and to bring benefits of gender equality to all individuals and members of communities and societies;•Knowledge of the good practices that allows to transfer appropriate and impactful activities/campaigns concerned about gender equality; •Skills in the practical use of the tools and guidelines that should be used in each partner organisation in order to plan, implement and monitor gender sensitiveness across their training and services arrangements. Highly experienced and committed professionals from Germany, Greece, Italy, Poland, Portugal, Romania, Spain and Turkey will work for a period of 18 months. An important focus will be identifying and sharing good practices. Using mainly internet based platforms, they will organise fluid exchange of professional experiences and know how. Three partner (Germany, Portugal and Italy) will prepare short-term learning activities for staff members.

"The aim of the project cooperation is to promote the development of rural areas through the education of people in business issues, as well as motivating them to develop social entrepreneurship using the cultural, social and environmental resources available in their areas of residence. Project target group: young adults and seniors 55+. There are 9 project partners form Spain, UK, Latvia, Italy, Czech Republic, Netherlands, Romania,Turkey, Greece taking part in the project activities in order to reach the main project aim, realize activities and produce the results. The project partners are adult education centers which are responsible for revealing the wide world of social entrepreneurship opportunities. On the other hand there are also organizations which are responsible for the development of social entrepreneurship and spreading it all over the Europa. The main project results are- the e-course „The first steps in social entrepreneurship”developed and aprobbated; the e-platform „Social entrepreneurship park” for social entrepreneurs and those who are interested in it created; the guidelines for social mentors/supporters created and the research ""Rural treasures- discovering and improvement"" worked out and the information summary in the brochure collected. The benefit of this project will be long lasting because all the results will be found on the internet even after the project will have been finished. This project will open the people mind, develop the flexibility of thinking and they will start to notice that they can be happy living in their rural area in the same tame developing it by running social entrepreneurship, giving job to people from vulnerable groups and cooperating in the European level using created e-platform ""Social entrepreneurship park"". Let us treasure the place we live in!"