Context: In the partner countries there are various good practices and successful results for refugee, immigrant and asylum seekers. In spite of all these good practices, most of the European countries have produced temporary policies and solutions to struggle with the problems of refugee, immigrant and asylum seekers, this projects is different from other projects because it produces permanent solutions and the project is sophisticated. It has been tested whether or not all the programs are effective on the refugee, immigrant and asylum seekers and it has been necessary to collect all these programs under one title. Based on this need the good practices in different countries are gathered an transnational project has been designed to establish a holistic program. Objectives; 1- Training for the language in order to provide the social integration of refugee, immigrant and asylum seeker children and their families. 2- Disseminating good practices towards the children among the regions. 3- Preparing a joint action plan that makes the social integration of the parents and children easier. 4- Increasing communication competence of the staff working in the partner institutions in regard to the psycho-social integration. 5- Leading the disabled refugee, immigrant and asylum seeker students to related special training schools. 6-Providing the participation of the refugee, immigrant and asylum seeker students studying in the partner schools and their families to the social activities. 7-Increasing refugee, immigrant and asylum seeker families’ competences of child education and development within the parenting education program. 8-Creating social integration centre in order to provide the coordination among all refugee, immigrant and asylum seeker parents, students and stafs of the partner institutions that participate in the program. 9-Creating awareness among the locals about the problems and social integration of the refugee, immigrant and asylum seekers. 10-Providing the orientation of the students to the school. Number of partipants and profile of them: During the project application period, 52 staff will be trained as trainer. These staff are working with integration students. School administrators, teachers and other staf working with refugees, immigrants and asylum seekers will participate in the mobilities and closure workshop. Description of activities: Training the students for the language. Workshops that will be done about the adaptation of the good practices to the region Workshop for 3 days for preparing a joint action plan that will make the social integration of the parents and students easier Trainings in each one day for partner institution staff. Conducting a questionnaire for the staff and evaluation of the questionnaire Choosing of the disabled students Leading the students to special education and vocational education and registration to related departments Social and cultural activities for the refugee families Trainings for the refugee families. Conducting questionnaire for the families and evaluation of the questionnaire Performing of the procedures about opening of the social integration center Pressing project hand book and sending them to the schools and institutions Mentoring to the students Methodology: During the project, workshops, trainings, real time observations and class applications, preparing reporting, researching, mobilities, jobshadowing will be carried out to reach the project objectives. Results and impact: 1-Language training program will be organized for students and parents. 2- Good practices done towards children will be researched and disseminated among the regions. 3- A joint action plan will be prepared based upon the good practices that will make the social integration of the parents and students easier. 4- The competences of the refugees and immigrants for psycho-social integration will be increased by trainings 5- The disabled students will be led to related special training schools. 6- The participation of the students studying in the partner schools and their families to the social activities will be provided. 7- The families’ competences of child education and development within the parenting education program will be increased. 8- Social integration centre will be created in order to provide the coordination among the parents, students and staff of the partner institutions. 9- Communication competences of the refugees and immigrants working in the mutual institutions in regard to the psycho-social integration will be increased. 10- Awareness among the locals will be created about the problems and social integration of the refugees and immigrants The potential longer term benefits: Cross border cooperation among the partner organizations and other organizations in the regions will increase, by increasing the competency of the teachers who teach in classes, success of the students will increase
Context: In the partner countries there are various good practices and successful results for refugee, immigrant and asylum seekers. In spite of all these good practices, most of the European countries have produced temporary policies and solutions to struggle with the problems of refugee, immigrant and asylum seekers, this projects is different from other projects because it produces permanent solutions and the project is sophisticated. It has been tested whether or not all the programs are effective on the refugee, immigrant and asylum seekers and it has been necessary to collect all these programs under one title. Based on this need the good practices in different countries are gathered a transnational project has been designed to establish a holistic program. Objectives; 1- Training for the language in order to provide the social integration of refugee, immigrant and asylum seeker children and their families. 2- Disseminating good practices towards the children among the regions. 3- Preparing a joint action plan that makes the social integration of the parents and children easier. 4- Increasing communication competence of the staff working in the partner institutions in regard to the psycho-social integration. 5- Leading the disabled refugee, immigrant and asylum seeker students to related special training schools. 6-Providing the participation of the refugee, immigrant and asylum seeker students studying in the partner schools and their families to the social activities. 7-Increasing refugee, immigrant and asylum seeker families’ competences of child education and development within the parenting education program. 8-Creating social integration center in order to provide the coordination among all refugee, immigrant and asylum seeker parents, students and staffs of the partner institutions that participate in the program. 9-Creating awareness among the locals about the problems and social integration of the refugee, immigrant and asylum seekers. 10-Providing the orientation of the students to the school. Number of partipants and profile: 84 staff participated in mobilities. Project participants were educational staff, teachers, administrators, immigrant/asylum seeker families, and students. 52 staff participated in our joint staff training. Activities: - Our project regional partners and local partners have provided language education to school and asylum seekers and parents. - Workshop programs were organized in order to make good practices fit into the region. - Workshop programs were organized in order to make good practices fit into the region. - Trainings in each one day for partner institution staff - Conducting a questionnaire for the staff and evaluation of the questionnaire - Choosing of the disabled students - Leading the students to special education and vocational education and registration to related departments - Social and cultural activities for the refugee families -Trainings for the refugee families - Conducting questionnaire for the families and evaluation of the questionnaire - Performing of the procedures about opening of the social integration center -Pressing project hand book and sending them to the schools and institutions -Mentoring to the students Methodology: During the project, workshops, trainings, real-time observations and class practices, report preparation, research, mobility, work sharing activities were conducted to achieve the project objectives. All of these studies have been carried out by our regional partners with their local partners. The regional partners conducted quarterly project evaluation meetings. Results and impact: 1- Students and parents participated in the language education program of the region where they live. The language training program continued throughout the project. Plans for language training as dissemination activities were carried out after the project. 2- Good practices for children are explored and disseminated among regions 3- A joint action plan was prepared based on good practices to facilitate the social integration of parents and students. 4- Psycho-social integration capabilities of refugees and migrants have been increased. 5- Disabled students were directed to the relevant special education schools. 6- The participation of students and their families in the social activities was provided. 7- Parents' education and development skills in the parenting education program have been increased, 8- A social integration center has been established to provide coordination between parents, students and staff of partner institutions. 9- Communication skills of refugees and migrants working in mutual institutions or associations on psycho-social integration were increased. 10- Awareness was raised about the problems and social integration of refugees and migrants among local people. 11 – School teachers improved their skills in including and communicating with migrant students and their families.