The project Train Intercultural Mediators for a Multicultural Europe (TIME) explores practices of training and employing intercultural mediators for immigrants (IMfI) throughout EU. It promotes the exchange of good practices in the field of intercultural mediation by proposing model training programs for both intercultural mediators and their trainers. TIME also analyses existing structures in the partner countries and proposes recommendations for the validation of IMfI training.Context/background of project: During the last years many interventions have been implemented in EU promoting interculturalism, i.e. the cohesive interaction within multicultural societies. Training and employing IMfI has been among the measures taken to promote migrant integration. In many cases such interventions have been short-lived, disconnected to other related projects or fragmented. As a result no clear picture existed at project start of the current state of intercultural mediation for immigrants at European level, nor did transfer of practices exist between the partnership countries. Objectives: -To depict a European panorama/overview of IMfI training and employing practices -To transfer good practices by embedding them into the project products-To create comprehensive IMfI training programs that correspond both to the established needs of the partnership countries and to academic standards-To suggest assessment and evaluation tools for IMfI training and practice-To promote the standardisation, validation and recognition of IMfI training and employment-To raise awareness among policy makers, stakeholders and all those involved in immigration issues of the necessity for the systematic employment of well-trained IMfI-To provide the groundwork for enhanced sustainability of future interventions for migrant integration-To contribute to a more cohesive migrant integration policy in the EUNumber and profile of participants: The partnership consists of 8 partners from 7 different countries. 2 HEIs are involved (the Hellenic Open University, Greece, and the University Pope John-Paul II, Poland), 2 VET providers (Olympic Training, Greece, and BEST, Austria), 1 social cooperative (Programma Integra, Italy), 1 public service organization (the Intercultural Mediation Unit of the Federal Public Service for Public Health, Belgium), 1 organization for international cooperation, (BGZ Berlin International Cooperation Agency, Germany), and 1 local authority organization (Lisbon Municipal Police, Portugal). Olympic Training is the coordinator of the project.Activities: Research was conducted in all partner countries on IMfI training and employment practices. A report has been published with research results and good practices are highlighted. Based on research an outline of the desired IMfI and their trainers profile was created, and subsequently comprehensive training programs for IMfI and their trainers were designed. These programs have been aligned with NQFs, EQF, ECVET. Validation, certification and accreditation procedures in the partnership countries were explored, and a report provides recommendations for each country. Extensive dissemination activities were carried out to reach all potential beneficiaries, such as a project webpage, workshops, conferences, leaflets, publications in media, Open Educational Resources. Methodology: Throughout the project, project management methodology was employed, for proper time and budget control, risk handling, effective communication and coordination. For the design and implementation of the project activities, academic research along with adult training methodology and networking tools were used. A targeted communication strategy was employed for the submission of recommendations for policy formulation. A comprehensive monitoring and evaluation methodology ensured quality and achievement of objectives and results.Results and impact: The project products provide ready-to-use tools for training IMfI and mediator trainers, establishing high quality standards and corresponding to actual needs. Best practices from all over Europe have been integrated into the products and transferred through them. Standardisation, validation and certification of IMfI training have been actively promoted through close cooperation with policy-makers and stakeholders. Large numbers of institutions, professionals and individuals concerned with migrant integration issues were reached through dissemination activities. TIME has an important contribution to the systematization of knowledge in the field of intercultural mediation for immigrants.Longer term benefits: ΤΙΜΕ provides a milestone to research of intercultural mediation for immigrants in EU. The overview and training programs created will facilitate systematic European, national, regional and local interventions in migrant integration practices and policy.

<< Objectives >>Cieľom projektu je identifikovať potreby kreatívneho vyučovania na vysokých školách najmä v oblasti reklamnej tvorby či marketingovej komunikácie. Po identifikácií potrie budeme mať za cieľ tvorbu spolupráce s praxou, ktorá identifikuje potreby trhu práce. Hlavným cieľom tohto projektu je tvorba samostatného kurzu a publikácie pre kreatívne vyučovanie v marketingovej komunikácii.<< Implementation >>Realizované aktivity budú: - monitoring kreatívneho vyučovania na partnerských vysokých skolách - splupráca s reaklamnými agentúrmi pre tvorbu nového kurzu- tvorba nového kurzu a publikácie- preklad publikácie do materinskych jazykov- tvorba e-learningových kurzov- školenie pedagógov na kreatívne vyučovanie<< Results >>Výsledkom projektu je tvorba nového predmetu alebo kurzu a publikácie s tým, že odborne budú pripravení učitelia, ktorí budú schopní takýto kurz viesť. Kurz bude maď dlhodobý presah a bude dostupný verejne, nakoľko sa vytvorí verejný e-learningový kurz. Tento kurz budú vedieť využívať aj ostatné školy v európskom priestore.

School climate and class largely affects the overall results of school work, motivation, job performance, satisfaction of staff and students (parents indirectly) with the school. It’s also affects the way how teacher communicate with her/his pupils, and creates relationships between teachers and pupils. Building a relationship of teacher and pupil is dependent on the ability of teachers taken their immediacy, humor, ability to listen, accept, or acceptance.These skills of teachers are particularly important now that societies see increasing problems with ESL, levels of tension and aggression, which is also transmitted on the behavior of children in schools.Education concept across Europe therefore needs to overcome stereotypical interaction schemes between teachers and students that adversely affect the performance of pupils and development his positive attitude towards learning.These are techniques that many teachers lack, because it was not part of their training. The project aims to address this gap and provide the needed training using extencively interactive learning tools. School climate and class largely affects the overall results of school work, motivation, job performance, satisfaction of staff and students (parents indirectly) with the school. It’s also affects the way how teacher communicate with her/his pupils, and creates relationships between teachers and pupils. Building a relationship of teacher and pupil is dependent on the ability of teachers taken their immediacy, humor, ability to listen, accept, or acceptance.These skills of teachers are particularly important now that societies see increasing problems with ESL, levels of tension and aggression, which is also transmitted on the behavior of children in schools.Education concept across Europe therefore needs to overcome stereotypical interaction schemes between teachers and students that adversely affect the performance of pupils and development his positive attitude towards learning.These are techniques that many teachers lack, because it was not part of their training. The project aims to address this gap and provide the needed training using extencively interactive learning tools. The main objectives of GAME can be defined as follows:OBJ1: Enhance access for teachers to the training in the area of SEBD, developing online game and open educational resources tailored to needs of teachers.OBJ2: Introduce a modern training delivery method, enabling teachers to follow flexible learning pathways as regards the acquisition of skills relevant to the problematic children behaviour in an informal context.OBJ3: Enable municipalities, VET providers and associations of vulnerable/disadvantage groups to offer courses to parents or social workers with the aim to improve situation with the problematic children.OBJ4: Ensure sustainability of project results through the active involvement of public VET providers, social organisations and municipalities in the partnership countries.Through synergic effect of international cooperation, transfer of innovation and development of innovations and additional values, the 8 partners from 6 countries set up main intellectual outcomes of the project:- 1. Evidence-based learning outcomes for topic of problematic children behaviour (O1).- 2. GAME learning units & materials (O2).- 3. The GAME game (O3).- 4. Knowledge resources for GAME course (O4).- 5. Five workshops on problematic children behaviour to promote GAME results and pilot-test the learning materials (E1-E5)- 6. Final Conference to launch GAME results (E6).TARGET GROUPSTG1: Teachers at the primary and secondary school level (ISCED 1-4).TG2: Entities which are interested in offering courses on Early School Leaaving (ESL) and/or Social, Emotional and Behavioural Difficulties (SEBD) among children/pupils:- Vocational training institutions that provide courses focus on continual education of teachers/childminders/social workers.- Departments of associations of disadvantaged groups related to SEBD.- Bodies providing family support and counselling to vulnerable groups.TG3: Territorial administrations that wish to set-up and run free courses for Social, Emotional and Behavioural Difficulties in their area.

As indicated by the Eurydice report, instructors, similar to every single other resident, must have the advanced aptitudes vital for their own lives, however most importantly for their expert life and work in computerized society. Advanced proficiency and the capacity to utilize computerized advances in a smooth, basic and mindful way is basic for educators in the current troublesome worldwide setting. In any case, educators need a lot of explicit abilities to misuse the capability of computerized innovations for changing learning. These capabilities spread all territories of educator work, including instructing, evaluation, Communication and participation with associates and guardians and making and sharing substance and assets. They can be depicted as computerized abilities explicit to instructors. The particular educational utilization of advanced innovations is important to encourage learning. This is additionally called 'computerized instructional method' or 'carefully upheld educating techniques'. This is acceptable it is realized that joining computerized advances into instruction makes new open doors for inventive learning, upgrades creative educating and improves understudy learning the outcomes. Nonetheless, if computerized advances are to have such a positive effect, certain conditions must be met. These incorporate guaranteeing that instructors are both skillful and positive make the vital changes. Also, there is some proof that improper or risky utilization of computerized advances can even negatively affect instruction the procedure. An OECD production on the chances and dangers of advanced progress demonstrates that the utilization of computerized content by instructors who don't have the suitable advanced aptitudes can occupy students and educators themselves and therefore negatively affect learning results. As per the second Survey of Schools, European Commission, 2019, p. 48), taking a gander at the benchmark 'ICT progress in training', nearby 'hardware related elements', plainly educators see an absence of sufficient aptitudes and instructive models for utilizing ICT in the learning procedure as significant obstructions. The examination additionally demonstrated that educators should be propelled and persuaded that they use ICT in educating has clear points of interest. They additionally need to get academic and specialized help to ensure they can utilize computerized innovation in ordinary practice. The targets of the IMONED venture are all inclusive for all EU nations which as of now face a noteworthy absence of instructors' capability and aptitudes in separation learning. So as to accomplish the greatest anticipated effect, we chose to execute the undertaking in a transnational consortium with a nitty gritty update of accomplices who are straightforwardly associated with the issues of schools and colleges with separation learning. Also, the nations chose for this task demonstrate truly low adjustment to surprising conditions nations are expected to give instant arrangements. As a mechanical help, one of our accomplices is an innovation college that will deal with both the venture's ICT as an afterthought, just as because of the methodological propriety of the created material. The IMONED undertaking will accomplish its objectives by creating 3 fundamental outcomes (scholarly outcomes): IO1 - New and innovative curriculum of the distance learning and training methodology. . IO2 - Technological abilities and devices for sorting out separation learning and tools for creating content for separation learning.Notwithstanding these OI, the venture will likewise sort out a pilot meeting to recognize potential upgrades, just as a last spread workshop, which will be devoted to expanding information, yet in addition showing educators how to utilize our items for compelling use.