Innovation and promotion of quality offer the opportunity to reach those parents who are not easily reached, in order to keep up with the ever changing needs and challenges of parents. Distance learning during the Coronavirus-crisis made parents more responsible than ever before. Socio-economically disadvantaged families from educationally disadvantaged classes are experiencing great difficulties, which means that they are often excluded from society and their children often drop out of school without any qualifications. These families are often difficult to reach. The family is the core of European society, the starting point for building democracy, participation and social change, and therefore social support and assistance for special needs is very important. When working with young people, especially young families, families who are educationally and socio-economically disadvantaged, we know that they often need help on the same issues. The main priority of our project is to offer effective and innovative ways / possibilities / services based on the knowledge gained in this partnership. Best practices collected and exchanged during implementation are based on high value and quality principles. We want to examine the question of what it is like in the European Community, whether Greek and Austrian children, young people, parents and their families have the same problems. And what are the solutions to these problems with our partners. What suggestions can we get from other organisations working with parents and children, how can they improve our work? In order to find out, we would like to enter into a partnership with an Austrian coordinator, an Italian, Lithuanian, Portuguese, German and Greek partner and professionalise it. Experience has shown that many parents and their families are relieved when they realize that they are not alone with their problems. For this reason, we will disseminate the results of the project through an online article, guidelines and a set of methods that describe the treatment of family problems in a European comparison and show different approaches to solve them. This completes the main goal of achieving additional professionalisation of our organisations. The direct target group are therefore the employees of the organisations, who through their work will further disseminate the results to other organisations and to indirect target group of young parents and their families. Not only the individual organisations benefit from the European exchange, but also the families can get the feeling that other people in Europe are similar to themselves. In this way they get a feeling for the European Community and this leads to mutual understanding and sympathy across national borders. The partnership plans to use the similarities and solutions that have been found in a follow-up project.
Above all, we wanted to use this project to promote the exchange of best practices among the participating partner organizations and to improve the work of these organizations and that of other adult education institutions so that the employees/trainers of these organizations can professionalize themselves and pass on the skills they have acquired to parents/families. By developing an online article/comparison of the situation in the participating partner countries, a guide for education providers and the development of a set of methods, we want to increase the competences of adult education trainers in the field of parental education so that all children can participate in the lessons, i.e. educational injustice is counteracted and they can participate in social life on an equal footing. Inclusion can be lived better that way.
The family, the smallest system in European society, the starting point for democracy building and social change, deserves special support. We have learned from our own educational work that families have different approaches to education as well as digital skills and resources. The Corona crisis makes it clear that access to education is not possible for all children and families. Now that almost all schools in Europe have switched to distance learning, a number of issues are becoming apparent and affecting families across Europe to a similar extent. We asked ourselves whether this is the case everywhere in the European Union, whether parents and children from different EU countries have the same problems and how to deal with them. What is the reaction when parents come from educationally disadvantaged backgrounds or when the basic digital equipment is missing? If they cannot support their children in distance learning. How can we as educational providers support these parents and children? What suggestions can we offer in parent-child work and specifically improve our work? We want to ask ourselves these questions and develop solutions/a set of methods.