"We are in constant movement. So is the world, and indeed, so is our knowledge about ourselves and the world. This is why we think it is crucial to prepare the new generation for a life where travelling is not only a means of transportation, but a way of being, a way of learning. To prepare them for a life where it is acknowledged that being on the road (taken this expression from Jack Kerouac) does not only lead to new places in the world, but it also leads to new places in ourselves. Where being open to otherness comes naturally, regardless if we find the otherness in cultures, worldviews, habits, rituals, genders, religions, or in ourselves. Where the belief in humanistic, Rogerian values is fundamental, and where we can feel at home wherever we find human relationships. Where we can allow ourselves to change while keeping our integrity. We put travelling in the focus. Already the moment when we leave our home for some other places contains EQ elements.The main objective of our project is to develop innovative educational materials that supports the vision above. These will prepare youth educators for putting personal development in focus in their work, and teenagers for mobility, to experience their European identity and to feel free yet safe far away from home and from their parents. By focusing on developing competences such as resilience, authenticity, acceptance, problem solving skills, open and nonviolent communication, we hope teenagers would begin to see problems as challenges, difficulties as opportunities to learn, and conflicts as possibilities to gain understanding about themselves and the other. We would like to contribute to this shift in attitude.The partnership consists of 3 organisations: Rogers Foundation from Hungary, TANDEM n.o. from Slovakia and Active Citizens Partnership from Greece. By working together we are going to enrich each others alread existing practices, while each partners bring in their own experiences. We plan to operate on a participatory basis, utilizing each organisation's unique take on our common topic. We plan to organize 5 transnational meetings evenly distributed throughout the project lifetime to ensure smooth management during the 26 months-long project.We plan to develop four intellectual outputs in the project, whih are the following:- a Complex Curriculum that serves as the intellectual source for the rest of the IOs that are the implementations of the curriculum in various ways. It will be built up as a traditional school curricula, but with different learning goals, and therefore not restricted for use in schools - it will be transfarable to all sorts of settings where young people act as participants.- a Methodology Handbook for educators that provides the theoretical background of our approach and collects practices, exercises and games. It would help to shape the attitude of educators who are more used to traditional frontal teaching methods. Thematically it will consist of activities that regards to travelling and mobility, and their focus will be on self-development and self-reflection (such as: When you travel, what do you leave behind?""). Therefore it is not necessary that the young person, who is the final recipient of this should have an actual travel experience, but it is a bonus if the exercises can be used referring to actual experiences.- IO3 is a Training Plan for educators. It involves a) the development of a modular trainer curriculum, b) pilot trainings amongst the partner organisations and c) follow up online support of the trainees. It will build on the exercises collected in the Methodology Handbook, and will have a detailed description of a 30 hours long training course.- IO4 is an online learning environment for teenagers for developing social and communication competences in gamified ways via videos, tests and online games. It would also offer a range of methodologies how a trip of any kind can be turned into a learning process where the environment provides the subjects to learn about.Apart from developing these materials, we will organize two sets of local Multiplier Events: stakeholder meetings to present the Handbook, and local workshops presenting mainly the Training Plan, but all other 3 IOs as well in all three partner countries. We are also going to organise an international training event, where we pilot the Training plan, collecting feedback from participants to ensure maximum quality. We expect to reach at least 150 educators and 60 teenagers directly through our activities, and an additional 2000 people indirectly through small scale dissemination activities and the multiplying effect of our participants. By including mobility in the discussion of education, we hope to contribute to building an approach of working with young people that fits better with the requirements of the 21st century, and support young people in becoming more open, resilient and brave - which consequently leads to a more harmonic Europe."

Children today live in the age of artificial intelligence. Artificial Intelligence (AI) can be defined as a system that has been designed to interact with the world in ways we think of as human and intelligent. Ample data, cheap computing and AI algorithms mean technology can learn very quickly. Children are already using technology based on AI. On average, children tend to receive their first smartphone at age 10, and by age 12 over half of all children have their own social media account. It is estimated that by 2022, there will be 58 million new jobs in the area of artificial intelligence. Thus, it is important that the youth of today are both conscientious consumers and designers of AI.UNESCO (2019) says AI has the potential to accelerate the process of achieving the global education goals through reducing barriers to accessing learning, automating management processes, and optimizing methods in order to improve learning outcomes. Education will be profoundly transformed by AI. Teaching tools, ways of learning, access to knowledge, and teacher training will be revolutionized.A European JRC policy foresight report (Tuomi, 2018) suggests that in the next years AI will change learning, teaching, and education. The speed of technological change will be very fast, and it is important to understand the potential impact of AI on learning, teaching, and education, as well as on policy development.The EU working group on AI in education working group distinguishes between 'Education for AI' and 'AI for education'. Education for AI is about equipping students and teachers with knowledge about AI. AI for Education focuses on AI applications that can be used to improve education and thus learning and teaching. Particular potential is seen in the areas of personalisation of learning, automation of domain-specific knowledge, tackling learning difficulties and automation of assessments. For both teachers are in the focus of attention, because they have to be trained to be able to use AI in educational institutions. The AI@education project seeks to address both AI for education and AI in education. This project seeks to develop and pilot a curriculum for high school students on the topic of artificial intelligence. It also seeks to support the continuing professional development of teachers by creating an online community of practice for exchange ideas and best practices. If teachers are to prepare young people for the new world of work, and to excite young people to engage with careers in designing and building future AI ecosystems, then teachers themselves require training to understand the impact of AI and the new needs of their students. ers.The project aims to enhance teachers’ skills and competences to meet the growing need for children to understand artificial intelligence, its impact on society, and how they might shape the future of AI and to be able to understand the ethical concerns and implications around AI..The main objectives of the project are to develop and deliver:- A curriculum and toolkit for teachers with a set of activities, teacher guides, assessments, materials, and resources to assist teachers in teaching about artificial intelligence- A teacher training course to increase AI awareness both for face to face delivery and as a MOOC Learning Scenarios for teaching with AI in schools- A selection and analysis of best practice exemplars across the world and a directory of Open Source Software and Creative Commons materials on AI for use in schools- Open Educational Resources for AI adapted to the profile and needs of high School studentsThe project brings together a consortium of schools, universities and research SMEs together with UNESCO as Associate Partner, coordinated by Pontydydgu from the UK. Partners are school in Belgium, UK, and Greece. The main results of the project will be a curriculum toolkit, selection of best practice examples, learning scenarios for the use of AI in schools Open education resources and an Massive Open Online Course. The project will support teachers through professional development and resources for the use of AI for teaching and learning and new courses for students in understanding AI in society.

"Since its inception, the impact of the European Union on our daily lives has increased. The dynamics of human relations in the Old Continent, the multicultural and multinational environment created and the innovations introduced over the last 10 years have had an impact on all age groups of societies in the Member States. Most affected by this, in the negative, remained the 40-65 age group, for whom adapting to the current news is extremely difficult. Often this causes them to drop out of the labor market at a very early working age, followed by their inability to become competitive again and find their own employment.The municipality of Kardzhali is located directly in the border periphery with the borders of Bulgaria with Greece and Turkey. This enables the residents of the municipality to monitor the ways of overcoming the problems of the senior citizens of our border states. The general conclusion that can be drawn is that both countries have much lower unemployment rates (at 45-65 years old) and good mechanisms to support adult qualification and retraining processes, which enable better the realization of the elderly in the civil turnover and, accordingly, a higher standard of living within the age group so cited. This is the main reason for the creation of the current project concept, which is aimed at supporting the development of the elderly in the 45-65 age group, by the municipality by studying and introducing the good practices of our neighboring countries, which enables these representatives of the education and training society for the purpose of qualification and retraining, methods for carrying out communication activities, models of entrepreneurship development, ways of providing social services and activities for tourist destinations strive to provide an opportunity for adults to get closer to this European dimension.Our aim is to encourage the older people of our community to take on the whole process of ""lifelong learning - a better guarantee for a good job market."" The global objective and all project activities are aimed at adapting and qualifying the 45-65 age group to meet the current labor market needs. This will be achieved through group visits in the countries of our partners from Turkey and Greece, during which the good practices of the partners will be explored and then tested within the municipality of Kardzhali. This will be implemented through thematic training courses targeted entirely at the target group, which will be provided free of charge to 50/100 people from the municipality, who are registered with the regional Labor Office and / or experience difficulty or inability to fulfill their work responsibilities. At the same time, together with our partners, we will launch a number of thematic initiatives related to the return of immigrants and the potential they bring; services that can reach the aging population, with an emphasis on supporting an independent lifestyle.The acquisition of social skills and rapid adaptation in the community is one of the areas in our municipality that needs rapid change. It is very important for us to be able to adapt to the needs and models of new age learning by the aging generation, enabling them to be sustainable and competitive in the labor market. The idea embodies these changes in the way of thinking, behavior and communication of adults (45-65 years old), through adequate awareness of development opportunities in our municipality, through the sharing of good practices by our partners who have made significant progress and experience in this direction.The realization of this idea will provide an opportunity for building a sustainable partnership network between organizations from the three countries, which will provide additional adult training courses for the formation of professional skills and the desire for continuous development and learning. Through the content, teaching methods and tools included in the planned project activities, we will provide the target group with the opportunity to:- to update and upgrade their teaching / training skills for the benefit of both trainers and trainees, acquiring useful, original and effective practices from the perspective of another EU / Europe country, especially in the areas of environmental sustainability and social inclusion ;- acquire theoretical and practical knowledge of transformative training to promote the environmental, social and economic sustainability and valorisation of countries' cultural and natural heritage;- gain access to new perspectives on adult learning by offering them the opportunity to reflect and analyze their own sets of tools and approaches regarding the use of foreign good practices;- improve knowledge of a foreign language."

Language Learning through Culture & Cooking is a 2 year project funded through the Erasmus+ KA2 Adult Strategic Partnership Programme. Led by Dacorum CVS (UK) the project also brings together partners from Austria, Greece, Lithuania, Romania and Spain to share their knowledge and expertise to create innovative training products which combine together the topics of language learning, cookery and inter-cultural dialogue. The project is aimed at adult learning providers and community development agencies and will provide new tools they can use to enable learners to enhance their learning outcome and through this role in the workplace and local society. There is recognition that when you engage and motivate adult learners the individual results they achieve are at a higher level than would have otherwise been possible. Motivation leads to increased knowledge, increased levels of confidence, increased skill sets, increased social contacts and in addition for migrants an increased sense of being part of the community in which they are now living. Each partner to this proposal has seen in their own delivery the positive results that come from engaged motivated learners.In all subjects taught to adult learners there is the potential to motivate learners. The quality of teaching is one aspect, as is the ambience of the training room and the how the lesson plan is created / delivered. Some subjects lend themselves more to engaging learners and partners have seen cookery and inter-cultural exchange as ones with positive potential. The level of results achieved has a relationship with how the lesson is delivered. What works well could work even better and we always strive for improvement.Partners have come together in this proposal to strive for that improvement through the creation of innovative ways in combining the delivery of language learning and embedding basic skills through the medium of cookery and intercultural dialogue. The latter achieves best results when exchanging all the cultures represented in the classroom setting, whilst cookery can broaden horizons through sharing traditional recipes whilst underpinning key messages around local sourced food and healthy eating. This provides an environmental and health & wellbeing dimension, as well as providing a way into active citizenship.The project will create a portfolio of training materials, guidelines, handbooks and online resources for organisations and adult trainers to draw upon to enhance the delivery of their lessons. They will be written from the perspective of delivery within the setting of language learning for speakers of other languages, whilst at the same time recognising the potential for transferability to other course topics. The adult trainers are the prime project beneficiaries, with through course material delivery migrant communities being the ultimate beneficiaries, though the wider population also benefits through participation in cookery and cultural exchange.

"The goal of project STOP! is to develop new digital methods and content that will help prevent sexual abuse in Europe better. The project provides informal learning opportunities for all who work with children and adolescents.These learning opportunities are expanded and supplemented for professional trainers who will receive new tools and material for their work. Through European cooperation, existing prevention concepts will be incorporated into the participating countries.At the heart of the project is the development of an e-learning platform that is designed to be used by non-professionals as well as trainers in further education. The learning platform should be graphically / artistically appealing and attractive. Anyone who has anything to do with children and adolescents should be able to learn here how to behave correctly, what to do in crisis situations, how to recognize abuse, what the legal situation is, etc. Thematic fields are explored by the partners and prepared pedagogically / didactically for the learning platform. It covers classical areas of prevention work as well as new and innovative approaches. In addition, there is a toolbox for coaches, which arise from the thematic fields and can be used directly for prevention training. A set of videos with interviews with young people completes the project. Here the young people themselves should have the say.The starting point is the ""Lanzarote Convention"" of 2007, the ""European Council of Europe Convention on the Protection of Children against Sexual Exploitation and Sexual Abuse"". The project is explicitly in line with Article 5 (1), which provides awareness and training for all those working in the field of child and youth work.Child abuse is a widespread phenomenon in Europe. 18 million children are estimated to be affected by sexual abuse, according to the current European report on child maltreatment. The European Parliament has explicitly stated in a study that a ""culture of prevention"" is missing at European level.Through European cooperation and the development of an easily accessible prevention tool, the STOPP! Project wants to contribute to counteracting this desideratum.The partners involved are adult education institutions that are either familiar with the development of e-learning tools or active in the field of prevention, (sexual) violence and child protection. Together with an external expert, this group will create the most appropriate and responsible learning and knowledge offers on the topic in this thematically sensitive field. The project includes thematic multiplier events (conferences) in each partner country with a total of 160 participants and a training event with 50 participants, in which the prevention trainers are trained to use the new material and network with the participants and partners.The learning platform and the toolbox should take up the following content (or a selection thereof):Classic topics of prevention work• Comply with children and adolescents in a sensitive way• Sexual abuse and the internet• Gender stereotypes of women and men, boys and girls• What to do if abuse occurs, how do you recognize victims, what happens to the perpetrators, what are the health consequences for the victims?• How can children be strengthened? About no-sayAdvanced / new approaches• Avoiding sexualized and stereotyped language usage• Intercultural aspects• Religions and churches in the discussion about protection against abuse• Internal organization of institutions for children and adolescents• The limits and possibilities of prevention work• The EU Lanzarote Convention on Sexual Abuse• National information and instructions"