Inter Campus is a project which uses football as an educational instrument in favor of children, by providing an adequate space for learning, behavioral standards and habits aimed at achieving the reintegration of the kids into their social environment, working on basic values and always promoting peace between people and giving back to the children the opportunity to exercise their right to play. Currently it benefit approximately ten thousand children in the world and relies on more than two hundred local educators or trainers, who are in charge of providing this support to the children, a task for which they are instructed by Italian trainers.
The countries that currently benefit from the Inter Campus program according to the club’s official website are: Nepal, Mexico, Cuba, Nicaragua, United States, Venezuela, Columbia, Bolivia, Brazil, Paraguay, Argentina, Tunis, Italy, Hungary, Poland, Rumania, Russia, Bosna, Bulgaria, China, Iran , Lebanon, Morocco, Israel Palestine, Cambodia, Cameroon, Congo, Uganda and Angola

We widen the horizons of intercultural communication and research on sustainability, migration and intercultural cooperation by integrating and using arts and its based techniques as innovative tools to unlearn and learn new means of knowledge generation and intercultural communication that is free of all forms of segregation and profiling. 

Among our good practices are the following:  

1. SAMA Community Arts: an interactive workshop and a public performative journey that generates new means of communication.  The series of workshops has a trailer on YouTube. In the "SAMA Community Arts," the artist co-creates public performative journeys that deconstruct social communication as free of the enforced binarism of "nation-state" and "state-nation" as both tools and products of colonialism along with enforced gender binary profiling. Using dance, movement and performing arts as a communication form widens the horizon of intercultural communication through critical learning to unpack and unlearn stereotypes and profiling in communication. 

2. NOT your Scheherazade, an experimental performance in the series of creating the 1001 nights of NOT your Scheherazade.  The performance is participatory to create new stories of NOT your Scheherazade. after the performance, the audience shares anonymously through a digital tool their feedback of emotions, feelings and thoughts. The artist uses the feedback in their writing of the 1001 Nights of NOT your Scheherazade. 

The higher education system in Algeria
The constitution of Algeria in the article 53 stipulates that the State is the organizer of the education system, the right of free education is guaranteed for all Algerians, and thus basic education is compulsory.

The government minister is the authority who prepares and implements the policies on higher education and the scientific research. The executive decree of 29th of August 2003 modified by the executive decree of 27th of September 2007 regulates the organization and the functioning of the higher education institutions. The Higher Education Orientation Act of 23 February 2008 has established the three higher education degree cycles applied to all disciplines except medicine.

Algeria has quite a large array of university types going from universities to schools, to ‘écoles normales’ and ‘écoles supérieures’. The Algerian university consists of universities defined as social, cultural and professional public establishments. The university sector comes right after compulsory education that takes place until the age of 16 offering different types of training to all baccalaureate-holders. From 3 university establishments in 1962, year of Independence, with only 2000 students and less than 200 teachers, the sector grew in 2015 to 107 HE establishments, and one and a half million students, of which 60% are female, and 54,000 teachers.

There have been two main reforms of the sector: the 1971 Reform that changed the structure of the universities from institutes to faculties, and recently the LMD reform that started in 2004 and was finalized in 2010. The introduction of the reform meant the change of the degree system into a ‘licence’ degree (the Algerian equivalent of B.A in 2004, reduced from 4 to 3 years of study), the master’s degree (launched in 2007, replacing the Magister degree) and the doctorate (2009). The training curricula were also adapted in order to teach and learn differently. In addition to universities, higher education includes also university centres (composed of institutes) and out-of-university schools, namely institutes of sciences and applied technology (providing 40% of academic training and 60% of professional training within the industrial environment), higher national schools (comprising 6 preparatory classes, preparing entry to Ecoles Nationale Supérieures) and the higher educational schools (11 écoles normales supérieures, ENS, that train teachers for primary, middle and secondary school, specializing in languages, history/geography, sciences, philosophy, music and natural sciences). As far as the curricula are concerned they are designed along 13 domains, namely law, sciences and technology, social sciences, foreign letters and languages, Arabic language and literature, material sciences, mathematics and informatics, natural and life sciences, sciences of earth and the universe, sciences of economics, management and commerce, arts, Amazigh (Berber) language and culture. All these domains are divided into branches. Medical (postgraduate studies in 50 specialities in medicine, 8 in pharmacy and 7 in dentistry) and veterinary sciences are offered by a good number of faculties and institutes on the whole Algerian territory. In addition, the University of continuing education (Université de la Formation Continue UFC) created in 1990 is a unique as such in the Maghreb dedicated to lifelong learning enabling the non-holders of Baccalaureate to reach university and get their diploma.

Recent policy updates, major reforms and related news
The most recent policy update is the so-called LMD launched in 2004. The need for change has come from a high number of dysfunctions that have prevented the university from providing more adequate learning conditions. The idea was to provide the university with the proper pedagogical and didactic means in order to meet the society’s expectations while integrating the international system of higher education. The Algerian university needed a global and thorough reform the LMD aimed at bringing. What was also aimed at was quality education, the satisfaction of the needs of the socioeconomic environment and the adaptation to professions that are continuing to evolve in a world of expanding technological solutions to societal problems.

The LMD reform has come to help universities face globalization and the internationalisation of higher education. Furthermore, the other concern was to offer better training in order to satisfy the societal demand for quality education. The recurrent problem has always been that of the employability of degree-holders who very often ended up unemployed. Another aim was to insure the best governance possible in order to relieve universities from too strong bureaucracies. Hence the work of the CIAQES (Committee in charge of the implementation of Quality Assurance in HEIs) aimed at providing the educational institutions with a clear guide in order to better meet the needs of students (in their studies and future jobs).

The update was done with a view to bring all stakeholders closer together (the socioeconomic environment, the employers, the parents…). One of the key issues was that the labour market has not always considered that universities help students get jobs after completion of their studies. Job descriptions have always been missing in the traditional degrees, something the new system has tried to remedy by rendering the training of students more flexible, competency-based and relying on national as well as international cooperation. The result of such a policy is the professionalization of curricula giving more room to subjects that are directly linked to a given profession or job. This has allowed all university establishments to offer academic and professional degrees.

The idea behind such an enterprise is to make the training more visible to potential employers, and degrees that are better valued socially and in workplaces.

Pedagogically speaking, the implementation of such a reform meant that training is highly student-centred (their learning needs, profiles and even wishes). This change has even brought in the notion of ‘andragogy’ to mean that teachers have to change their vision of their students as adolescents rather than adults. The change concerns also the introduction of the credit system that provides more flexibility and which has to be translated into new ways of teaching and new ways of learning expressed in terms of performances realized by the student. This new approach to teaching has brought to the fore the notion of learning outcomes (translated in terms of knowledge, competences, skills and attitudes). The change follows the competency-based approach to teaching/learning already introduced in national education.

The implementation of the LMD system in the Algerian universities meant also a change in the evaluation techniques. The main shift is the change from the summative to the formative assessment. Formative assessment corresponds more to the learner-centredness that is at the heart of the reform. The learner is then less of a spectator. The consecrated term is autonomy, of action, thought and practice.

Erasmus+ projects in Algeria
Tempus Program (2002- 2013):

Algerian Higher Education Institutions has submitted projects proposals through the different call for proposals and have benefited of a total of 56 projects in the calls of proposals: 24 projects in Tempus III and 32 in Tempus IV. Tempus III records 16 Joint Projects and 8 Structural Measures projects. As for Tempus IV it consisted of 26 Joint Projects and 6 Structural Measures projects.

Capacity Building in Higher Education (CBHE) projects under Erasmus+ program:

Capacity Building projects focus on building capacities and modernizing Higher Education Institutions in Partner Countries to establish structural and a long-lasting impact. Algerian HEIs partake as partners.

In 2015, Algerian HEIs have participated in 4 Capacity Building projects:

MAGIC: Regional Phd School Based on Innovative Hydroplatform in Water an Environment to Enhance Maghreb Inter-research Centres. This project revolved around the Curriculum Development
SMWELD: South Mediterranean Welding Center for education, Training and Quality Control. This project aims at strengthening relations of HEIs with society.
RISE: Modernizing Human Resource Management in South Mediterranean Higher Education. This project aims at the modernization of HEIs governance.
COFFEE : Construction d’une Offre de Formation à Finalité d’Employabilité Elevée. This Project focusses on strengthening relations of HE system.
In 2016, Algerian HEIs have participated in:

PROEMED: boosting Environment Protection and Energy Efficient Buildings in Mediterranean Region.
AFREQEN : Qualité en enseignement supérieur pour les énergies renouvelables en Afrique du Nord et de l’Ouest.
MERIC-Net: Mediterranean Network of National Information Centres on the Recognition of Qualifications.
INSTART: Euro-African Network of excellence for entrepreneurship and innovation.
SATELIT : Solutions Académiques pour le Territoire Euro- méditerranéen Leader d’Innovation et transferts technologiques d’excellence.
DIRE-MED : Dialogue Interculturel, Réseaux et mobilité en Méditerranée.

the organisation works on project to project basis. Currently we are partners in a RACEA project (with another 5 countries / literary organisations) aiming to submit an application in early 2021

- Creation of at least three plays/performances per year (puppets, for children and for youth)
- Participate/collaborate in at least four projects in local community (local art festivals, collaboration with NGO „Leptir“ with children and youth with special needs;
- Initiate at least two collaboration projects (youth camps, training, theatre workshops, art classes, puppetry/scene/prop creating workshops, etc) with theatre groups and NGOs from B&H
- Participate in at least three BH festivals of children/youth theatre

Astràgali Teatro-Eufonia is recognized by the Italian Ministry of Culture as an innovation theatre company. It is member of the Creative District of Apulia Region, active in the cultural and creative sector, since the establishment of Astràgali Teatro in 1981. It produces theatre performances and multidisciplinary performances. It organises theatre programmes and festivals. It is active in the field of theatre training, publishing, audiovisual, multimedia production. It produces and disseminates goods and services on performing arts. In 1985 it receives the support of the Ministry of Culture and enters the regional and national theatrical circuits. In the last years it promotes and takes part in many cultural projects supported by European Union, Italian Ministry of Culture, Ministry of Public Education, Ministry of Foreign Affairs, Region Apulia, Province of Lecce, University of Salento, Municipalities and many other institutions at national and international level. It develops projects related to multilingual and multicultural theatre production, with its theatre company made up of international performers. It realised international projects on cultural cooperation,community involvement,site-specific performances and with marginalised people (in about 30 countries all over the world). It develops projects on theatre and intangible cultural heritage in Italy and abroad and fosters international collaborations aiming at intercultural dialogue. It fosters artistic experimentation with site-specific performances in special sites, to rediscover the value of fascinating and forgotten cultural and naturalistic sites, with an important study of the places, connecting the performances with the communities. With its projects Eufonia investigates through the perfoming arts crucial questions of conflicts, gender,violence,migrations,the political boundaries that forcibly divide peoples and cultures.I t develops educational projects for children, young people and adults.

IRO was established to build the capacities of the arts & culture operators to grow and work internationally: we are committed to provide methodologies, guidance and advice to help you develop your projects. We organize training, one-to-one consultation and info sessions to equip you with tools and knowledge. 

Creative Lenses (CL) 2015-2019

Creative Lenses was a project co-funded by the Creative Europe programme of the European Union. Implemented from 2015 to 2019, it explored the issue of sustainability of European arts and cultural organisations. In particular, it aimed to address the question of how cultural organisations might become more financially sustainable without compromising their missions and values.

The project’s vision was condensed in the tagline “stronger arts and cultural organisations for a greater social impact”. Also, its mission was to empower cultural organisations with knowledge, methods and tools to become more resilient so they can better create value for society. Some of the main tasks of Creative Lenses were, therefore, to research and explore business models in the cultural sector and whether the concept of the business model was a useful tool to drive organisational change and reflection.

Factories of Imagination (FOI) 2017-2021

The project, co-funded by the Creative Europe programme of the European Union, aims to build internationally connected and resilient cultural centres and professionals that can meet both prevailing and future challenges together with their communities. The project is to contribute to a more competitive, skilled and strong cultural sector that can take on the challenge of re-building an open, creative and inclusive Europe.

Cultural and Creative Spaces and Cities (CCSC) 2018-2021

This is a policy project co-funded by the Creative Europe programme of the European Union. The project is managed by a consortium of ten non-profit and public organisations led by Trans Europe Halles, the European network of non-governmental cultural centres. At the core of this project, there are 7 Urban Labs based in seven European cities. Each one of them groups together non-governmental cultural organisations and local/regional authorities, as well as other relevant stakeholders. Their goal is to address local challenges together and find participatory and commoning solutions to them.

Shared Initiatives for Training (SHIFT) 2019-2021

Trans Europe Halles is part of a consortium of nine European organizations in the SHIFT project. The project is co-funded by the Erasmus+ programme of the European Union and the project leader is the European Music Council in Bonn (DE). The aim is to equip leaders in the cultural sector, primarily leaders of transnational cultural networks, in development work linked to the UN Global Goals for Sustainable Development (SDGs).

Developing Inclusive and Sustainable Creative Economies (DISCE) 2018-2021

DISCE is a three-year project bringing together researchers from Finland, Italy, Latvia and the UK. Funded by the European Commission, via the Horizon 2020 programme, this research will make a major contribution to understanding creative economies across the EU. Combining ten regional case studies with EU-wide quantitative mapping, the project draws on the team’s highly interdisciplinary expertise. It will investigate the relationships between higher education, skills development and creative work; emerging business models; possibilities for improved quantitative mapping; new ways to understand what the ‘growth’ of creative economies consists of – and why such growth is valuable. At the heart of the project is the question of how the creative economies of the future can be both inclusive and sustainable.

Spaces of Transformation in Arts Education (SPOTing) 2020-2023

SPOTing is led by TEH and co-funded by the Erasmus+ programme of the European Union. The project consists of a consortium with 8 TEH members from Sweden, Italy, Great Britain, Luxembourg, Slovakia, France and Austria + TEH. Many of TEH's members conduct cultural educational activities of various kinds, and the purpose of the project is to stimulate professional development and knowledge transfer between the cultural educators. The goal is to strengthen the participating of cultural educators in their profession and to critically reflect on methods and working methods for developing and strengthening cultural pedagogy as a field internationally.

European Urban REgenerators Knowledge Alliance/ (EUREKA) 2021-2023

Together with 10 other partners, TEH is part of EUREKA, a three-year project co-funded by the Erasmus+ programme of the European Union. The project is led by the University of Venice (IUAV) and is based on the challenges that exist in cities around Europe to regenerate abandoned and dilapidated buildings. One profession that has a particularly significant role here is Urban Innovator (UI). There is a high demand for UIs in the labor market, but there is a lack of recognition at EU level in the form of a clear professional role and the opportunity for (further) education. During the project, a multidisciplinary curriculum will be developed to formalize and market the UI role for the private and public sector. TEH will conduct case studies with 10 of our members with experience of social innovation as a tool for urban regeneration and have a leading role for external and internal communication in the project and for the project's advocacy work.

International Resource Office (IRO) 2016-ongoing

The International Resource Office (IRO) is a regional initiative created to support cultural operators in the region of Skåne (SE) with practical support and counselling connected to international collaboration, including projects funded by the EU’s various support programmes. IRO offers a variety of services, such as strategic planning, networking and partnership creation, advice on administrative procedures and practical tools for successful EU applications and project management. The International Resource Office is funded by the Region of Skåne.

Cultural Accelerator 2020-2021

‘Cultural Accelerator’, funded by the Creative Force programme of the Swedish Institute, is a bottom-up democracy project initiated by TEH and Ta(r)dino 6 Art Platform (TAP) to mobilize and build capacity of artists and cultural workers in Azerbaijan in order to better advocate their needs to local governing bodies in the cultural field. Organised in two steps - online trainings and workshops and an actual three-day event in Baku by TEH network experts - ‘Cultural Accelerator’ aims at co-developing grassroots recommendations on cultural policies and strategies in Azerbaijan.

We build cultural harmony and well-being through educational, cultural and artistic expressions.
We work for giving access to education and culture which are human rights and we ensure that are in place for all citizens and especially youth.

Our mandate is to support education, by conducting researches, developing learning and training tools, which are applicable in non-formal educational settings. This enable us to guide and support youth and adults to find their path through empowerment, capacity building, social innovation, and initiatives & outreach. Thus, we provide the opportunities to participate and engage with the society and freely access our educational tools and programs in the fields of peace-building, human rights, humanitarian aid, gender education, and environmental protection.
Some of our activities:
- Understanding Diversity Coaching Inclusion
- Integration solutions for educators and youth workers working with immigrants
- Empowerment of women
- Fast learning courses to immigrant mothers and their children
- Social enterprenship
- Digital communication and digital marketing
- Sustainable Ecosystem and recycling
- Theatrical plays, music and dance ateliers for inclusion
- Drama therapy workshop
- workshops for Europass CV and language portfolio
- video production and scenography, overcoming the past and imagine the future
- Art workshop for youngsters from different social backgrounds to come closer in painting a common artwork.

- using process drama (Theater in Education) to create at least one play for children, one puppet play and one play for youth annually;
- participation in theater camps, exchanges, workshops and seminars;
- participation in BH theater festivals and youth exchanges in creative arts, youth activism, social justice, youth and civil society networking
- initiating and organizing activities to mark International Tolerance Day and promote 16 Days of Activism against Gender Based Violence

1. Building modern classrooms for our needs
2. Establishment of the city youth theater
3. Establishment of the School of Foreign Languages UZOR
4. Production of the UZOR podcast
5. Realization of projects of the Summer School of Acting
6. Realization of theater festival projects in Busovača
7. Organization of Christmas and New Year's concerts
8. Organization of round tables on the position of young people
9. Realization of the project for young entrepreneurs and entrepreneurs in primary schools
10. Realization of projects for prevention of addiction to drugs, alcohol, cigarettes, etc.