<< Background >>From a youth perspective social inclusion is the process of individual’s self-realisation within a society, acceptance and recognition of one’s potential by social institutions, integration in the web of social relations in a community. In order to develop and express the full potential of their talents the young people need to acquire different sets of skills and have access to adequate sources of specialized information. The efforts are focused on the young people pursuing to develop their artistic talents and most specifically to learn how to express through the audio-visual medium and the cinema language.Cinema is one of the most team-based professions of all that requires a vast set of personal, communicational, creative and organisational skills from all who practice it and because of its characteristics, it is an amazing tool to approach young people and strengthen the chances to help their inclusion in society as full right adults. This gives the young people a chance to learn the most important competences about all the aspects and professions of filmmaking and further apply them in their life.The envisaged needs are the following: - No adequate interactive digital training content for youth expressing interest for filmmaking - No training content on filmmaking adapted to low-educated and marginalized young people - No training content oriented to youth workers allowing them to explain easily the filmmaking basics and to reach youth at risk of isolation - No opportunity for disadvantaged youth to express and develop their artistic talents and to continue their professional realisation in the field of art (audio-visual and performing)<< Objectives >>= ObjectivesThe general objective of the project is to foster youth creativity in the field of cinema and video making thus enhancing the development of social skills and competences affected by the isolation during the pandemic times and identifying talents and stimulating their advance to creative domains in cinema and video production.The specific objectives are:- To create training content adapted to low-educated young people on how to improve their communication and personal expression skills using attractive, digital and creative tools such as the fundamentals of the filmmaking.- To give disadvantaged young people access to specialised cinema education and broaden their opportunities for professional development- To give the participants real chance to practice their talents and self-expression by free interactive digital tools which stimulate proactiveness and interest in creating short films, based on specific topic and their own video presentations.<< Implementation >>The planned activities are according to the Work Breakdown Structure of the project and will encompass:= Project management- General management of the project - Organization and hosting of transnational partner meetings- Internal information flow= Development of the Project ResultsPR1 Young Filmmakers’ Tutorial PR2 Young Filmmakers` Interactive VideobookPR3 Online Cinema Simulator= Sharing and promotion activities, external communication and publicity measures= Quality assurance and evaluation- Quality of the elaborated training materials in methodological and content related aspects;- Internal quality assurance in project administration aspect;= Involvement of associated partners= Multiplier events = Activities towards exploitation and sustainability<< Results >>Upon its completion the project will achieve the following results:- Identifying and describing areas of disparities, level of alienation and barriers in integration processes in local community due to not understanding of the importance of core social and communication skills, including experience of self-expression, self-presentation and self-confidence.- Removing barriers towards equal participation of targeted youth in socio-economic processes in their countries through ameliorating of their communication and cultural competences.- Stimulating pro-active behaviour of the young people at risk of isolation for acquiring of necessary knowledge and social competences towards successful civic inclusion in the society through the medium of basic cinema education.- Enhancing the opportunities for potential professional development in the field of art and filmmaking for youngsters, esp. those in socially-economic disadvantaged situation- Provision of support by experts in self-development, self-expression and self-presentation on how to implement film making fundamentals in personal aspect and for individual purposes.- Enhancement of the attractiveness of the organized youth activities and present the advantages of basic filmmaking knowledge.- Offering of an assistive and attractive tool for youth to ameliorate their understanding of the needs for including discussions on social competences due to increasing of the complexity within civic relations and risk of socially loosing posed by the hardened situation of COVID-19.- Supporting cross-thematic share of opinion on the difficulties towards successful integration of the elaborated training using practical topics and proactive approach.- Establishing multilingual online platform for share of useful examples, knowledge, advices and feedback on social skills and communication competences for youth developed by film making.- Strengthening the understanding and ameliorating the attitudes of disadvantaged young people in fields such as social communication and modern way of life, defending their positions, active citizenship, empowerment, social inclusion, equal opportunities and managing of personal change through the cinema language.- Supporting the insertion into every-day activities of local youth organisations of subject related to the development of social competences and communication skills.

The number of people seeking refugee status in Europe has soared over recent years. This is due in large part to war in Syria and Iraq. As thousands of refugees and migrants move across Europe, many are making use of technology in order to make their journey safer and share life-or-death information. For refugees coming from war-torn Syria or Iraq, the digital infrastructure is as essential as food and shelter. It is a blessing but also a curse. The digital traces that they leave behind make refugees vulnerable to surveillance, intimidation and exploitation by state and non-state actors. Fears about security and privacy force them to depend upon unreliable and alternative sources circulating on social media by smugglers, dealers and handlers. Going digitally underground, for example by using closed platforms like WhatsApp, exposes refugees to even greater risks.Nevertheless, there are gaps inside NGOs as to how ICTs and social media are employed by volunteers and youth workers for the purpose of helping migrants before, during and after their migration journey, as well as related to the use of social media by migrants for integration in host countries, to maintaining family relations, sustaining cultural identities and in supporting a family from abroad. NGOs opening new communication channels through social media and empowering their volunteers with new social media skills can transform migrant networks and thus facilitate migration by creating a rich source of “insider knowledge” on migration.Volunteers 4 All (V4A) aims to foster digital skills of volunteers and youth workers in order to provide support to refugees during their journey to Europe but also to promote social inclusion, tolerance, respect for diversity and non-discrimination and to raise awareness. All participants’ involved in the project will be youth workers or volunteers interested in working and dealing with young refugees and interested in the use of social media in their daily work of youth workers/volunteers.All the 24 participants that will participate to the training event (C1) will sign up a specific agreement with their sending organizations where will be set as duty the responsibility to attend obligatory the training event but also to take all the e-learning courses (IO1) from the project website and to participate to other local dissemination activities that will take place in each partner organization overall the life of the project. 30 people will join the multiplier event (E1) and other 500 people will participate indirectly to the project.ALTERNATIVI as an applicant will oversee effective Project Management at each steps: implementation, monitoring and evaluation and final closing. ALTERNATIVI will manage the overall budget and allocate the resources accordingly to the partners involved. All activities have been planned according to the SMART principle and happened through a non-formal education method. This is to say that partners have previously agreed on and working towards:Specific, measurable, achievable, realistic and timebound objectives.Impact:-The project is directly aimed to youth workers and volunteer team in the field of youth and migrants issues. They will benefit from educational content to improve their management skills regarding to youth work.-The youth workers will benefit in terms of motivation, commitment, tools and methods. Their level of skills will improve and these skills will be also transferable to other volunteer engagements or even in the job market.-Youth workers and other organizations staff involved in learning activities will benefit from improved youth work: more committed and motivated youth workers, more consistency between regardless of youth workers involved in learning activities. This results in creating more impact in the awareness raising activities and extended learning opportunities in the field of youth.-Organisations involved will benefit from improve processes and results, therefore optimize available resources for new activities such as tackling the radicalisation of youth and new opportunities. The project aims to contribute to sustainability and capacity building of the organization.Therefore the project will eventually results in the creation of self-sustained initiatives and activities in the field of youth. After the project implementation, the collaborative networks and cooperation consortiums of the partnering organisations will be an important channels to reach the target groups and disseminate the project further. Annual and peridocial international conferences, seminars, workshops and other meetings, which are based on active working methods with sessions, workshops and seminar presentations, will provide excellent forums for reaching the project target groups and disseminating the project results. Thus the results of the project benefit not only the consortium members, but also the organisations throughout Europe, even globally.

The aim of the project is to analyze the problems of training in vocational schools with regard to students and their motivation to study, which in many cases is very low for several reasons. 1st - students generally have low motivation and engagement to study, 2nd - they are coming from socially disadvantaged families and often from excluded communities, 3rd - some students are coming from minority groups and from immigrant families whom may not be aware of opportunities available. This situation needs to be addressed by creating a system for the preparation of future teachers and teachers of these schools in order to enable young teachers (graduates of pedagogical faculties) to be prepared not only as teachers of vocational subjects but also as pedagogical and social counselors who are able to motivate students to participate in the study and to protect them from unfinished studies. In order to achieve these results, it is necessary to know the situation in schools and that is why all types of educational institutions (trans-sectoral) are involved in the project. This requires systematic preparation of teachers and trainers for apprenticeships. Vocational education is the most endangered category, as it does not give many opportunities to take part in education at another school when leaving vocational school before graduation. That is the reason why this project will deal in particular with the working activities of teachers in these educational establishments.The entire consortium consists of partners who have the necessary experience in project activities. Educa International as the project applicant has dealt with this issue in 3 projects (Erasmus, European Structure Fund Project). The school in Malmö (Sweden), participated in a joint project with Educa International in 2012-2015 and both institutions still continue to work together. Vocational school in Sezimovo Ústí (CZ) implements a drop-outs support programme and has excellent experiences and very good results from this work, which will be used for the objectives of this project. The Slovak partner is very interested in drop-out prevention, too. Austrian partner has a lot of practical and theoretical knowledge to support the project.Dissemination activities will be targeted at all training centers, vocational schools in participating countries and also in the other countries of the EU. The aim of the project team is a stronger influence in new EU countries who joined the EU in 2004 or later due missing the big EU pilot project Second Chance School realized in EU countries in the period between 1997-2000. The new EU countries have not benefitted form the project and drop-out prevention system is not developped. Therefore, the interest is to target dissemination activities mainly at Bulgaria, Romania, Croatia, Macedonia and Serbia. It is important to promote the project results not only in schools, but also in regional offices, Ministries of Education and other stakeholders.

From the first January 2015 terroristic attack on Charlie Hebdo offices in Paris up to the August attack 2017 on the famous Las Ramblas boulevard in Barcelona, fear and rhetoric of insecurity across Europe increased exponentially. A rise in hate speech against migrants and Muslims has been noted, whereas in Italy, for instance, in February 2018 a far-right Italian extremist shot six Africans in a racially motivated attack. Moreover, in the fall of 2015 Europe was finally faced with what North African and Middle-Eastern countries have been experiencing for years: the arrival of pronounced numbers of refugees, who braved the extreme hardship and uncertainty of the so called Western Balkans migratory route. What has quickly been mistermed as “refugee crisis” – since it is factually a crisis of the European Union and a crisis of the nation-states’ response – has additionally increased intolerance and hate speech that spread particularly fast over online social media. Reactions to this obvious intensification of hateful online commentary in EU member states, however, were not uniform. While France opted for a crack-down on Facebook hate sites, other countries seem to have preferred a much more conservative response; one much more in line with the United States’ dictum of freedom of speech. So, following the necessity to coordinate a common response to Online Hate speech, on 31th May 2016, the European Commission presented with Facebook, Microsoft, Twitter and YouTube a “Code of conduct on countering illegal hate speech online”. The four IT companies accepted to share the European Commission's and EU Member States' commitment to tackle illegal hate speech online. In spite of that, the Internet offers the possibility of every user/participant to create, publish, distribute and consume media content fostering therefore a space of full participation, engagement and self-expression. The development of online social networks, in particular, has increased the level of youth participation in cyberspace in a variety of ways ranging from keeping in touch with peers and developing new contacts to sharing content and exploring self-expression. Online space, just as online space, presents new opportunities, challenges but especially threats to young people which are not aware what is online hate speech, of its real potential consequences, of its hateful narratives and who are the online perpetrators of hate speech. So, the project “Counter Hate” focused on promoting high-quality youth work aiming to provide youth workers all the necessary knowledge and tools on online hate speech against migrants and refugees, and improve the preventative capabilities of youth workers by producing tailored responses, counter-narratives, and awareness raising campaigns. The direct target group of the project were youth workers and youth leaders. The project included the realization of: -Project website. -One project survey and release of project survey report.-One Moodle platform which host the e-learning courses (IO1). -Two Intellectual Output (IOs), namely, e-learning courses (IO1) and CH digital guide (IO2). -Three Transnational Project Meetings. -One training event for staff training (C1). -Online and local disseminations activities. Project results were achieved through a careful project planning and defined project methodology. The following methodology was applied: Plan, Do, Check, Act. This aimed to constantly monitor the project advancement and to ensure permanent quality improvement. At the same time, in other project activities, such as local workshops, Training event etc.. (C1) was applied a non-formal methodology approach. Moreover, all the intellectual outputs and project activities were realized in a way that allowed the new trained youth workers and the partners organisations to produce a positive impact on medium/long terms by: 1. contributing to a better understanding of how Internet and social media can be used for preventing and combating online hate speech against migrants and refugees with targeted tools, responses, and best practices; 2. analysing hate speeches more rapidly and, specifically, better identifying and understanding anti-migrant and anti-refugee hatred online, also in order to prevent radicalisation leading to violent extremism; 3. proactively targeting the needs of different target stakeholder groups (in particular, youth organisations and NGO) and supporting them in the fight against racism and xenophobia; 4. improving, monitoring and reporting capabilities on hate speech online following the social media reporting rules of Council of Europe. 5. breaking down anti-migrant and anti-refugee stereotypes and reducing fear of crime and social distress. The Transferability and sustainability strategy guarantee the overall exploitation of the project results also in the next years and all digital materials produced will be kept on project website for the next years to come.Additionally, all partners will check the opportunities offered by the new Erasmus+ programme 2021-2027 and apply new projects in the field of online hate speech.

TUTOR is a 36-month project with main to develop a European and International outlook in teacher education on inclusivity. More specifically, TUTOR aims to:-Improve the teacher education policies and practices in Europe.-Define a forward-looking strategy upskilling strategy for secondary school teachers.-Enhance the European dimension and internationalization of teacher education through innovative and practical collaboration-Foster holistic inclusivity in the learning environment, covering all its aspects such as tolerance, non-discrimination, flexibility, etc.-Assess current and future skill mismatches in the targeted profession.-Disseminate widely all project products & maintain them after project closureThe above-mentioned objectives are going to be achieve through the following activities:WP2: Definition of a forward-looking Upskilling Strategy for teachers, delivering a comprehensive research exercise on teachers’ needsWP3: Development of an innovative Joint Curriculum on Inclusivity and 3 Specialization Courses for secondary education teachers, delivering a Joint Curriculum on inclusivity and 3 Specialization courses aiming to upskill and/or reskill teachers.WP4: Pilot delivery of Trainings, providing innovative methodologies of training in f2f, online and blended learning and in ToT activities WP5: Exploitation and Dissemination Activities, spreading the word of TUTOR in local, nation and EU level.Ιndicators of beneficiariesMore than 800 teachers / future teachers to be trained via the e-learning platform (200 per country)80 learners / future teachers will participate in the F2F trainings through mobility (20 per country * 4 countries) 40 teachers of secondary schools will participate in the Train the Trainers workshopMore than 400 teachers will participate in future mobilites via the establishment of the “TUTOR Teacher Academy’s Internationalization Office”More than 1600 stakeholders will be targeted (400 per country)