Inclusion of young newcomers.The excisting school system is under pressure from increased numbers of newcomers mainly because of the political situation. Schools have a limited knowledge on skills, capacity and development of the incoming students. This creates a risk that newly arrived do not take part in the ordinary school work, which leads to segregation. Teachers and guidance coaches lack of strategies and methods for support newcomers increase the problems of inclusion. The four partners from Helsingborg, Kent County, Antwerp and Brussels have agreed to act together in order to strengthen our organizations with competence to effectively support young newcomers to be included in education or training. The project focuses on four different perpectives. These are Mapping/Screening, Initial learning processes, Methodolgy/Tools and Guidance. Target groups are staff working "hands on", teachers, school leaders, counselors, support staff, teacher trainers, follow-up/career coaches, stakeholders and policymakers. Within the project we estimate to reach over 4000 people and with the extended dissemination activities many more. Today, the need to exchange and share experiences are crucial on these issues.The benefit of doing this in a European context is that the issue concerns most European countries with different cultural and educational approaches but the same challenges. Each within its context these approaches have their strengths and weaknesses. By comparing these experiences and approaches and learning from one another the partners each will be able to actively update the effectiveness of working processes. The project will arrange seven project meetings, four transnational training activities, sixteen local learning and dissemination events and two major dissemination conferences. Action learning will be the approach to all work. Action learning is a form of experiential learning and involves a systematic search for good action. A cyclical process of experiential learning consisting of four parts: plan, action, observation and reflection. Theory and practice must be linked together. The method "Dialogue Conference" will be used at project meetings, local learning/dissemination events and the final dissemination conferences. Documentation will be carried out by a reflective method and current research will be presented at the project meetings.The expected impact on participants is the gaining of new skills and knowledge leading to new methods in work with newly arrived students. The overall goal is that this expected impact ultimately will affect the newly arrived students ' opportunities for inclusive learning. At local level the teachers will get increased knowledge and methodology to be able to work in a multilingual environment. The student will as a consequence of this be more involved in the learning process. Within the regional network of municipalities the knowledge will reach out to more stakeholders with the same challenges. At national level we have noticed an increased interest in our work and with the knowledge from the project we can influence legislation and policy work. If this is the case we might also reach the European level with the outcomes of our project.The outcomes will be published on an open website guaranteed till 2020 where all results and reflections from the project's different activities will be highlighted in English and in some parts in all partner languages. Short instructional film clips of "best practice", links to websites useable for methodology, a collection of useable didactical and digital tools and presentations from research will also be included. This whole project proposal is about inclusive education in line with the Paris Declaration, to support projects involving refugees, asylum seekers and migrants and/or focusing on the topic of the refugees' crisis in Europe. The project also addresses five of the EU's eight key competences, communication in the mother tongue, communication in foreign languages, digital competence, learning to learn and social and civic competence.
Background: In 2015 began a large migration process in large parts of the EU. Many countries and education systems were challenged, and had different ways of creating intercultural competence. The need for this became a most important educational perspective and was emphasized in international agreements by the UN, UNESCO and the Council. Two of the EU’s eight key competences is about this. All educational programs within the EU tells us that respect for the individual, diversity, openness and tolerance towards other cultures must be stated as major objectives and an ambition to live together with in our global, multicultural complex world. The need to exchange and share experiences is crucial on issues regarding the mapping of the student’s previous school experiences, learning processes based om previous school experience, the methodology of work and the guidance to inclusion. The project aimed to increase the knowledge of the participating countries, England, Belgium and Sweden. Objectives: ORGANIZATIONS WITH COMPETENCE TO EFFECTIVELY SUPPORT YOUNG NEWCOMERS TO BE INCLUDED IN EDUCATION OR TRAINING Four development objectives: To share our experience around the Mapping /screening process, Initial learning processes, Methodology/tools used and the Guidance provided. Participating organisations: The Local School Authority of Helsingborg with about 4000 employees and offers preschool, primary school, lower and upper secondary school and free-time arrangements to about 20 000 young children and students. The educational center is a supportive department of this Authority. In 2014 the Department got a mission to develop the mapping of newly arrived children and young people's previous school experiences. Kent County Council is a large local authority in the South East corner of England. It has responsibility for a number of public services such as education, transport, strategic planning, social services, public safety and waste disposal. With a staff workforce of nearly 20 000 people it is also one of the largest employers in the county. AGSO, Antwerp is the general service organizing the Community Education in the city of Antwerp. It consists of 5 big divisions and in total the AGSO has about 55 000 students and 6545 teachers and other employees. Antwerp is a city of 510 000 inhabitants and about 165 nationalities entailing all the complexities and challenges of diversity. GO! Brussels is responsible for providing community education in Dutch speaking Belgium on behalf of the Flemish community. GO! is one of the three main educational networks in Flanders. GO! provides education from nursery school, through compulsory school age through to adult education and including schools and provides curriculum development and teacher training for staff in its 773 schools for 27 000 members of staff serving 200 000 students. Description of activities: The project processed four themes as part of the action of bringing the newcomer into the school system of the receiving country. Starting with a transnational training event of one week, on to a project meeting, finally four local training and dissemination events, the themes were explored to find good practice in the ongoing work. During each training event each partner organized a mix of shadowing, discussion, filming of good practice, SWOT analysis, GLL reflection and report writing in the group. This report was brought back to the steering group to be used in the next project meeting and to be presented by one of the group members. The project meetings were built around theoretical input by researchers, reports from the transnational training event, input from the hosting partner on the current theme and lead to dialogue on what will be wise start doing or keep on doing in the ongoing work. The local training and dissemination events disseminated findings from the project meeting to a wider group of staff and stakeholders. Results and impact: 1:Encourage the use of trans language and provide support in mother-tongue/strongest language in all learning and guidance processes. 2:Encourage the creation of multi-disciplinary teams around schools to support newcomers. 3:Encourage the exchange and the adaptation of existing methods and approaches on an EU-level via open licenses and networks. 4:Encourage comprehensive and long-term guidance in order to improve learning pathways, integration and wellbeing of the newcomer. 5:A methodological result. The concise planning of the different work phases presented in the description of activities was a factor of success for the project. Out of this the “Policy recommendations” brochure is created by the steering group. Long term benefits: When stakeholders and policymakers agree on the results presented in the “Policy recommendations”, and start organising work according to this, it will give young newcomers more opportunity to participate in inclusive education. It also will strengthen the teaching profession.