<< Objectives >>Together with our partner organization, we want to promote the exchange of educational offers in the field of addiction self-help and abstinence work. In the project, we want to bring together the organizational level, (voluntary) lecturers and those affected in this area in order to exchange best practice examples, exchange formats and educational concepts and, if possible, to adopt them in part.The aim is to train active people and to create opportunities for exchange for those affected.<< Implementation >>We first hold a digital meeting at the organizational level. This is followed by a study visit to Sweden and a study visit to Germany, during which both the active and those affected get to know the work of the other organizations in practice and exchange ideas with one another.<< Results >>Initiated by the activities, the addiction communities will receive new ideas for implementation in their everyday life in order to be able to better face new developments. In addition, a stable partnership develops, through which one can get in contact beyond this project to discuss questions or to discuss problems.

People give more importance to education with every passing year. Teachers play a critical role in reflecting the curriculum into the classroom environment, training successful and equipped individuals, meeting individuals' differentiating needs. Teachers' attitudes in classrooms and strategies they follow have a great importance on students' development. For this reason, teachers should have advanced skills to educate and take care of the pupils with special needs as well as typically developing pupils.The earlier intervention started to have a greater impact on pupils’ academic progress. It is indicated in the literature that talented and gifted pupils constitute a group, who has to get special education. The aim of this project was to raise the awareness of teachers who teach talented and gifted pupils in inclusive classrooms and build up innovative strategies for teachers to practice in classrooms and support them to improve their professional profiles. Because early intervention is important the target group was chosen as teachers, who teach in early years settings, preschools, and primary schools. Within the scope of this project a strategy guide book, a how-to instruction book, animations and a simulation were developed as intellectual outputs. Teachers were provided to learn how to practice the strategies, which they have to follow in classrooms through seminars. Moreover, they could access digital environments and implement the strategies with the help of simulation and animations.By means of this project interaction and cooperation among partner organizations from different countries were provided. Teachers from different countries came together and intercultural interaction was materialized as well as awareness on the topic was increased. Through this project, in which Gazi University (GU) from Turkey takes place as coordinator organization, Europole, LEB (till 31.05.2017), and EDUcentrum conducted a series of scientific studies at the local level, a standard scientific example, which may be a source of inspiration for further researches was set. Project partners are highly experienced organizations in teacher training and talented and gifted pupils' inclusive education. They contributed to project from different aspects. In this way, international sustainability of the project is expected to be provided in a long-term relationship.At the first stage, a baseline study revealing the state of art related to the project topic was performed. A comparative analysis followed the baseline study in order to compare the situation in partner countries. This led the project to a needs analysis to determine teachers' training needs on the topic. Data collection tools of needs analysis were based on the baseline study and the comparative analysis. These tools were applied to teachers, who work in early years settings, preschools and primary schools. GU prepared journal articles considering the conducted activities from the different point of views.An international academic conference was the following project activity. The results of the baseline study, comparative analysis, and needs analysis were presented in this conference, academicians from all over the world were invited and encouraged to present their researches on the topic as well. Later on, development and piloting phases of training materials were performed. A draft strategy guidebook was developed based on the needs analysis. In this book, strategies for teachers related to classroom and behavior management were featured. Synchronously a how-to instruction book explaining the usage of animations and a simulation was developed. At the stage of preparation of digital environments, which is one of the key points of the project, various animations were developed to show teachers how to use the strategies. In addition, a simulation was prepared. At the piloting stage, trainings were given to teacher trainers and teachers respectively and they were trained on how to use the mentioned strategies in classrooms by using training materials.Afterward, dissemination activities took place. Seminars for teacher trainers and teachers were given. A valorization conference was held in order to share the project results with stakeholders after the reporting stage is completed. All the outputs were published on the project website and so all stakeholders and interested people and organizations were reached. This project will contribute to;a- Recognize talented and gifted pupils earlier and support them with innovative teaching approaches.b- Increase the awareness of teachers about giftedness/talentedness.c- Support both the social adaptation and self-realization of gifted pupils.d- Use technology-supported materials in teacher training activities.e- Improve teachers’ professional profiles in terms of giftedness and talentedness

Youth unemployment is still a hot problematic European topic. On the other hand we have and especially young people have to face job and training markets that are more and more confusing referring to job offers and opportunities and also to required skills and competences that young people have to bring with them. Life makes demands and offers a lot of opportunities at the same time. So, youngsters feel overstrained and it becomes difficult for them to orientate themselves, find the right place and develop their own identity and personality. That makes it also difficult for them to generate an idea of their future life and in particular their professional life. However there are people who are working with youngsters all over Europe. They are social workers, educators, pedagogues, vocational counsellors, helpers for youngsters with special needs or heritage, volunteers of institutions and associations that work with youngsters etc. They have the task to support and to attend to young people by orientating and planning their professional way and life. But they have just little methods and tools to motivate and support young people individual and appropriate. Furthermore the different kinds of professionals are not enough networking to exchange and combine their different action strategies for a better support of young people. Therefore we started with this project to increase the vocational and social pedagogical competences of these professionals by concentrating on their existing competences. Furthermore we enabled and encouraged them to develop local cooperation systems for the support of young people from the age of 13 years on – pupils, unemployed young people, disadvantaged and disabled youngsters – to offer them assistance that includes their entire living environment on their way to a satisfying occupational and social life. We are a project consortium of 4 European project partners from Germany, Spain, Latvia and Bulgaria. We are experienced in implementing regional and international projects for and with youngsters. In this project „Work on it!“ we worked and cooperated with more than 40 local practice partners in the field of youth work from the partner countries .Methodically we relied on an intensive, cooperative and democratic teamwork with our practice partners. We determined different methods, tools and good practices, that our practice partners and target group implement in their daily work with youngsters and that are useful to support young people on their way to a suitable profession. The collection of methods and tools is the base for a handbook that should help our target group to increase their professionalism and methodical competence. We developed the handbook together with our practice partners who provided the methods and tools, tested the handbook and gave feedback for a final usable version. Also networking, exchange and cooperation between the different practice partners and stakeholders on regional and international level increased pedagogical and methodical competences. In two learning activities based on a curriculum developed during the project and also druring the multiplier events they learned together and from each other. All project outputs are available in English and in the languages of the partner countries. In this way they can be used by many stakeholders in Europe. The close cooperation with our target group during the project offers the possibility to stablish longer-term relationships beyond the project. That will lead to local network systems to support young people. And it would also result in a further development of the project outputs. In this context we plan to offer regional opportunities for further education for professionals and volunteers of youth work on the base of the curriculum. And furthermore we will offer international workshops on that topic to exploit the project results and outputs on a European level.

Persons with disabilities comprise an estimated 15 per cent of the world’s population, or one billion people, of whom 80 per cent live in developing countries and are overrepresented among those living in absolute poverty. Persons with disabilities often encounter discrimination and exclusion on a daily basis.The situation is even worse if they live in rural areas, are woman, young, belong to ethnic minorities and/or other discriminated groups.The 2030 Agenda for Sustainable Development includes persons with disabilities and has thus opened doors for their participation and recognition as active contributing members of society: who must not face any discrimination or be left out or behind. Persons with disabilities should be recognized as equal partners, and be consulted by Governments, the UN system, civil society and other stakeholders. The main purpose of Network for social inclusion of people with disabilities in The EU rural areas through mentoring and leadership training program -EU- RUDISNET is to create an European network aimed to the social inclusion of people with disabilities through the development and pilot implementation of an innovative program aimed to promote cooperation and formation of civic partnerships in rural areas. This network will train adult PWD as a way to contribute the development and integration of these PWD in their rural scopes because they face fewer opportunities and lack of information due they face double discrimination.This will be possible mainly through the development of training in mentoring methods and leadership skills and other soft skills for PWD using innovative approach, methods and tools, thanks to an European cooperation established by organisations coming from different fields but sharing characteristics and objectives.Specific objectives: -Increase the self-confidence and integration of PWD from rural areas in an individual and collective way. -Identify the existing needs that PWD from rural areas face in their daily day and regarding lack of information about social resources and other available means / opportunities for these citizens, recognizing training needs of this people in relation of leadership and civic participation in each of the region covered by the program.-Detect the best practices developed for social inclusion of PWD in rural areas in each of the European regions covered by the project. -Emphasize the importance of training and improve leadership and other soft skills for PWD keeping in mind that this must be a process of empowerment that will allow the person to get the abilities to promote the cooperation and leader the formation of civic partnerships, as a mean to defend their rights and eliminate barriers that avoid their social inclusion. -Develop an innovative transnational training course aimed to professionals of adult education of PWD which allow them to create new contents aimed to mentor and train on leadership and other soft skills in order these PWD in rural areas could be included and active members of the whole society.-Implement training courses aimed to develop leadership and other soft skills competences and thus mentor methods for PWD from rural areas. -Disseminate results, training and tools at national and transnational level.ACTIVITIES:-Management-Qualitative study to identify the existing needs from PWD from rural areas and lack of information about opportunities for them in the European regions covered by the project. -Development of a Virtual Community of European professionals adult educators, mentors and trainers of PWD, putting them in contact each other and with other professionals, in order to share experiences, knowledge, training, etc. -Develop an innovative transnational training course aimed to professionals of adult education of PWD staff which allow them to create new contents aimed to mentor and train on leadership and other soft skills in order these PWD in rural areas could be included and active members of the whole society. -Implementation of training for trainers courses aimed to develop leadership and other soft skills competences and thus mentor methods for PWD from rural areas. -EU-RUDISNET portal, an open ICT tool designed with the purpose of modelling a learning community for supporting adult educators professional upgrade in the field of mentoring and supporting the civic participation and social leadership of PWD living in rural areas.-Local action / workshops for mentoring accompanying process to empower PWD to be leaders in their rural areas and to contribute to improve life of PWD and exploitation of resources and opportunities for these people at local level.-Celebration of multiplier events in each European country partner to disseminate results, training and tools created at national level.-Dissemination strategy-Evaluation and quality assurance plan

Our experiences from implementing learning mobilities for adult educators show that within our existing European network learning mobilities lack transnationality. We implement workshops together with our European partners within the Erasmus+ program since 2014, and we were only able to arrange groups of participants from one country for our fields of activity and requested learning topics in adult education. From the first day on we tried to organise learning activities with transnational participants. But we failed. Despite of intensive promotion and offers to our network partners to support them by applying for mobility projects it was not possible to allure participants for our transnational learning opportunities abroad. It seems that within the Erasmus+ programme there are too many hurdles for adult education organisations in Europe. Especially small and unexperienced organisation are shy of applying for own mobility projects. Quite often time and efforts are too considerable, and the prospects of success are valued too low. This lack of transnationality within learning mobilities doesn’t satisfy the idea of European learning in the context of the Erasmus+ programme. We wanted to change this actual situation for our future participants of learning activities and for our European partners in adult education in Europe and offered a possible approach with this project.We used a structured process and a collaborative approach. It connected the know-how and the strengths of European adult education organisations for application and implementation of learning mobilities. Our project partners have several skills referring to learning mobilities. At the end of the project all partners benefitted from the structured collaboration process and had the same knowledge available that is necessary to apply for and implement learning mobilities.Due to our project objectives – development of project proposals for mobility projects in a collaborative way to be able to organise learning activities transnationally - it was necessary to bring the persons together, who will be involved in this process. The partner organisations came together in a learning activity. It was a combination of structured course and workshop. Partners gave inputs and exchanged their experiences. With support of the collaborative partnership every partner gained firsthand information about how to apply for a mobility project as well as how to act as a sending organisation and how to implement learning activities as a hosting organisation. Each project partner applied for a learning mobility project as part of this project. In a structured way we planned concrete learning offers in the project partner countries and agreed on participant numbers to reach our main objective of implementing transnational learning activities and experiences for adult educators to support the strengthening of their intercultural competences intensely. The participants of this project were the 6 projects partners and their organisations.We chose adult education organisations as project partners referring to our objectives and referring to their experiences in the different stages from developing a learning mobility project to running a learning activity. Offline in project meetings and online via email we planned and organised the learning activity together. Inputs and expert knowledge were prepared to ensure a successful learning activity. In a collaborative way we learned from each other to reach our common results and objectives. The project depended also on a close cooperation with future learners – adult educators – in each partner country. With the input of adult educators to their interests and needs for learning opportunities we developed 6 project proposals together in cooperation. Furthermore 10 planned structured courses should be implemented by the partners as learning opportunities during the 12 months of the applied projects (minimum one course in each partner country) participated by learners from the partner countries. This plan, of course, depends on the funding decision of our six application. At this point of time our project and the Italian one are approved. The Bulgarian project was not approved, as they already expected because of the national system. The learning network established from the partnership will maintain after the end of the EU funding. In the long-term we try to include more European adult education organisation than just the participating organisations of this project. The learning activities planned and applied for within this project will be implemented after the end of this project. Furthermore, as adult educators we intend to develop a curriculum for further education opportunities out of the content and results of our learning activity to offer adult education organisations a structured further qualification course. This course can be offered national and international.