Young people are facing challenges driven by accelerating globalization and rate of technological developments. By March 2018, 3,5 million young people aged 15-24 were unemployed in the EU from 88,6 million young Europeans between 15 and 29 . Some 28.8% are at risk of poverty or social exclusion. The rationale of the project is to analyze how ready for new challenges – accelerated globalization, technological developments, immigrant youth resilience and cultural exclusion – are Higher Education programs of Social Professions (social work, caritative social work, social pedagogy, sociology, social entrepreneurship) in partnering countries for the development of the idea and practice of positive youth development (PYD) in Eastern and Central European countries.HE must equip the students of social professions with the competences they need to shape lives of young people and contribute to solidarity values – volunteering, engaging in the life of the local community and acting for the benefit of society, work for social inclusion, supporting pro-social activities, involvement in multicultural and intercultural education, etc. – between people in the EU. The objective of the project is to collaboratively improve the existing study programs in partner universities with innovative interdisciplinary Course Module promoting positive asset building where young people are resources for critical strategies, and to work out the methodology for training of students to become integrated youth change agents for PYD at national level.Target groups are the bachelor level students of study programs of social work, caritative social work, social pedagogy, sociology, social entrepreneurship, including LLL educators, professional and informal career educators; youth leaders, social researchers, policy makers engaged in youth empowerment in the EU, youth organizations working with people with special needs.Project involves partnership of 5 universities that have specialized in youth development, prevention and youth education field. University of Bialystok (PL) is the coordinator of the project, and partners are: Malmo University Faculty of Health and Society (SE); Klaipeda University Faculty of Health Sciences (LT); Latvian Christian Academy (LV); and University of Warsaw Institute of Social Prevention and Resocialization (PL).During the project, the partnership will: 1) perform Comparative Analysis, using innovative methodology of Integrative Theology, for establishing anthropological dimension from analyzing data from core journals, articles and other publications to understand how positive youth development, participation, solidarity values are core element in development, implementation and evaluation of youth policies at national and international levels, and how they are integrated in curricula of social professions in partnering countries, thus boosting innovative scientific methodology for PYD as a specific strength of youth and resources in their contexts. Analysis will reveal the anthropological basis of youth problems, giving the basis for constructing the curricula of social professions in a more integral way.2) establish, implement and evaluate the Course Module “Integrative Work with Youth” applicable at Bachelor level in partnering universities for training students as future professionals having specific skills and knowledge for supporting youth and becoming integrated youth change agents for PYD. 3) develop digital teaching tools for Course Module – a Study Handbook “Youth Participation and Solidarity” and Youth Work Reader available for other HEIs in the EU, and useful for LLL courses, youth policy developers; 4) perform testing the Course Module based on the effects of Study Handbook and Youth Work Reader in the Intensive Program (Curriculum Test) involving 10 students 2 teachers from each partner university in the period of 5 months. The material collected and developed by students, teachers and coordinator will be the basis for participation in Summer School (2022) as a closing event.The impact of the project is envisaged in contributing to policy making for youth policy development and improving the quality of study programs of social professions: the results of the project will be used by specialists of social professions as a tool of work with Youth target groups. The results will be transferred also to social and associated partners developing the teaching content in practice.The long-term benefits and results of the project are: 1) contribution to deeper social diagnosis of youth problems level for academic staff in respective study programs regarding implementation of PYD and solidarity values and practices among young people in the EU; 2) the exchange of best practices and innovative methods of knowledge acquisition and training in study programs of social professions regarding the new challenges of youth development and participation at national and international level.

MELINC provides Mongolia with capacity for its transition towards building an inclusive educational system providing equal opportunities for learners with special needs (SEN) under its CRPD obligations .MELINC addresses these issues through:- modernisation of curricula with a SEN modular course;- publishing a textbook in MN on the rights of SEN learners and inclusive education including learning outcomes and test questions; - producing 15 online video tutorials in MN for the courses in pedagogical sciences and teacher training at 3 MN HEIs which together cater for the training of almost all teachers in Mongolia; - teaching of the SEN modules in accredited BA, MA, postgraduate and in-service training programs;- operating 3 (SEN) counseling centers to support parents and SEN learners and to train teachers in recognising special needs, to adapt or develop education resources, and to develop and implement an individualized education plan with a support team;- creating an educational resources platform in MN where teachers with SEN learners share teaching materials;- capacity building through internships and engaging in international networking and contribute in conference publications;- holding dissemination workshops for staff from the Ministry of Education, Ministry of Social affairs, ngo’s active in the sphere of inclusion and/or persons with disabilities, and the broader society;- building capacity in project MNG, QC, D&S, and visibility.MELINC impacts on modernisation of curricula and builds capacity of teacher trainers, teachers and stakeholders in education in the field of rights of SEN learners in MN and redress their exclusion from mainstream educational institutions which is inextricably linked to problems of attitude and a lack of information and capacity about how to deal with SEN learners. MELINC consortium unites 3 units from 2 Member States and 3 units from 1 non-EU country (Mongolia) located in 3 regions (east, center, west) of the country.

The project builds on the Preparatory Action (PA)‘Expert Network on Recognition of outcomes of learning periods abroad in general secondary education’ (2020-2021) involving a cross-sectoral partnership from Belgium(Flanders), Estonia and Poland, where teachers are responsible for recognition.Its objectives are:1)Promote cooperation between all stakeholders of individual pupil mobility (IPM) for the goal of automatic recognition2)Empower teachers for assessing competences - especially transversal ones- developed by pupils in individual mobility programmes, based on the PA output ‘Training Model’3)Implement a systemic approach to recognition of learning periods abroad through the adoption of National frameworks on recognition, based on the PA output ‘Proposal for a European framework’4)Ensure and sustain policy change in the field of recognition of learning periods abroad through the creation of National and European Observatories on Pupil MobilityThese objectives meet the Erasmus+ priority specific to the school sector ‘Recognition of learning outcomes for participants in cross-border learning mobility’ and two horizonal priorities:‘Inclusion and diversity’ and ‘Common values, civic engagement and participation’.The project activities consist in the adaptation,piloting and assessment of the two above mentioned outputs, through Trainings for Teacher Trainers, national teacher trainings, and meetings with IPM stakeholders.The expected results are national training models and frameworks for recognition sustained by a European network of teacher trainers and European and national networks of IPM stakeholders.Wide dissemination is foreseen through the involvement of Teacher trainers from across Europe and a European conference.The project will benefit directly 45 teacher trainers, 200 teachers, 200 pupils,40 representatives of IPM stakeholders such as school heads, pupil exchange organisations, school student unions,Ministries of Education and Erasmus+ NA...

European societies are ethnically, culturally and religiously diverse. This growing diversity, especially with respect to culture, ethnicity and religion, poses both opportunities and challenges to European institutions and European societies. Recent studies show increasing intolerance and social exclusion both in schools and communities (EU Project Accept pluralism, 2010-2013). Particularly, in the secondary schools, the behaviours of social rejection are of high occurrence and have an enormous impact on the further life of the students. Adolescents spend most of their time at school and establishing positive peer relations forms a key aspect of integration. The rejection of youngsters by their peers may impede their further integration in the society, leading to often far beyond than educational consequences such as gender issues, bullying, hate speech, perception of inequality and even violent behaviour. Hence, integrating migrant children and succeeding in host country education systems is a key part of the wider socio-economic integration of migrant populations. Therefore, to increase inclusiveness and social well-being of migrant students it is crucial to implement tailored practical approaches at grassroots level and to boost skills of students, their parents and educators to reverse and reduce the risk on this long-recognised exclusion of migrants. FAIR SCHOOL is one of the initiatives to contribute in tackling this complex issue through developing and implementing inclusive and communication-fostering schemes for the establishment of fair, tolerant and inclusive environment in school based on integration of effective pedagogical techniques: restorative justice combined with proactive context-based and social and emotional learning approaches. It will increase empathy, tolerance and social & communication skills amongst pupils, relevant for the inclusion and mutual understanding between people coming from different socio-cultural backgrounds. The FAIR SCHOOL consortium proposes to:-To develop strategies in the form of collaborative co-curriculum activities based on restorative practices, narrative and social & emotional learning approaches that can be implemented in classroom and school circles-To increase skills of school educators on inclusive methodologies and pedagogical approaches for fostering pupils’ integration and mutual understanding-To enhance the capacity of schools in addressing social inclusion through implementing FAIR SCHOOL schemes in local schools in 4 EU countries-To increase the consciousness and knowledge of parents and carers of students on their role on the children behaviour in the context of tolerance and open-mindedness toward diversity-To raise awareness on the problem of social cohesion in multicultural schools and to promote cultural diversity at schoolsThe most relevant of the FAIR SCHOOL results are summarised as follows:- Created and validated FAIR SCHOOL methodology and concrete activities aimed at boosting intercultural communication and tolerance amongst students based on innovative approaches such as restorative practices and social and emotional learning - Created and validated online capacity building training for teachers and educators (pedagogist, psychologists, sociologists, etc.) on the FAIR SCHOOL schemes: as a result, communication and multicultural techniques of teachers that have participated in online trainings and FAIR SCHOOL courses will be improved; at least 100 teachers trained through online courses and 25 teachers trained during presential transnational shared learning event- Increased capacity of the schools to be responsive against the multicultural classrooms and thus boosting the level of social inclusion of students coming from migrant and different socio-economic backgrounds through pilot implementation of the FAIR SCHOOL co-curricular activities in selected secondary schools at the participating countries. -Involvement of at least 500 pupils in this pilot implementation of the FAIR SCHOOL schemes at the participating schools leading to their Increased empathy, improved communication skills, self-advocacy and sense of belonging due to improved relationships and community building.- Raised awareness at the educational level of the possibility of improving in a real way the methodological strategies to address the problem of social inclusion and multicultural tolerance and communication amongst the migrant and native-born students. An implementation roadmap outlining the steps to include the FAIR SCHOOL co-curricular activities as a part of the school educational programme will be developed and disseminate amongst the policy makers and educational public administration at local, regional and national levels. - Increased awareness at 6 European countries on the new pedagogical approaches for social inclusion through innovative multicultural communication schemes amongst students and their parents.

Prospective cohort studies allow tackling major research questions regarding health and well-being of individuals and communities. JoinUs4Health aims to combine Responsible Research and Innovation (RRI) and crowdsourcing as converging approaches to promote inclusive innovation and citizen engagement in cohort research. Objectives are: 1) ESTABLISH and REVIEW a conceptual framework; 2) DEVELOP, TEST and APPLY technology to engage various societal actors; 3) EXPLORE, IMPLEMENT and MONITOR institutional changes and incorporate RRI into the governance framework of three cohort institutions; 4) ADVANCE RRI and citizen science into the mainstream of public engagement, science communication and education; and 5) PROMOTE engagement and COMMUNICATE and DISSEMINATE outputs via traditional and innovative means. The concept is based on crowdsourcing, where cohort participants, the general public and other societal actors can propose research questions or contribute to addressing such questions via working groups. Researchers are encouraged to actively engage citizens and other societal actors in dialogues during the design of their analyses and interpretation of results. Specialists will enhance this synergy by online and offline activities based on the communication strategy to boost engagement and ensure sustainability. An interactive, web-based platform facilitates and social media promotes engagement, communication and dissemination. Targeted education activities are designed and implemented at the school, university and citizen level. Six institutional changes provide the required conditions targeting the areas engagement, open access, communication and dissemination, management, implementation of RRI at cohort institutions, and education. Their implementation will be mentored by an RRI experienced partner and an international RRI advisory panel. It is hypothesized that this approach also counteracts the trend of decreasing participation in cohort studies.