“Education for Global Responsibility II” is a follow-up to the Strategic Partnership with the same title implemented by three partners in this consortium and led by the Danish United Nations Associations between 2015 and 2018. The first project gave qualitative results and showed that mainstreaming Global Responsibility in the youth sector is a need and interest. The partners in this consortium capitalise the results achieved in the previous project with the aim to strengthen global responsibility education in the youth sector across Europe. To reach their aim, the partners have agreed in the following objectives:1. By the end of the project, to enhance the capacity of at least 196 youth workers from all the partner organisations to promote Global Responsibility amongst young people in their local communities;2. By the end of the project, to certify at least 90 youth organisations across the consortium as Global Responsible institutions;3. To strengthen a pan-European partnership between stakeholders across sectors in mainstreaming global responsibility education in non-formal sector. The project will give the following results:1. 16 youth workers from Cyprus, Romania, Slovenia, Poland, Italy, Macedonia, UK and Germany trained to use the non-formal education methods in Global Responsibility Education.2. 16 youth workers trained to administrate the Certification System in Global Responsibility Education who will act for at least 12-months following the end of the project. 3. At least four other transnational initiatives that promote Global Responsibility Education and the Certification System;4. At least nine other best practices in Global Responsibility Education are shared amongst participants;5. at least 180 other youth workers in all the partner countries (20 youth workers/country) trained to include Global Responsibility education in their educational programmes from at least other 90 youth organisations from the partner countries. 6. At least 90 youth organisations certified as Global Responsible institutions. 7. A manual on Global Responsibility Education, including the 40 non-formal educational methods; a 3-day activity programme to promote global responsibility amongst young people and at least other 10 best practices in promoting/working with global responsibility education. 8. Different promotional materials for Global Responsibility; Global Responsibility Education and the Certification System. 9. A Charter on Global Responsibility Education that sets visions and actions for cross-sectorial global responsibility education, signed by at least 20 stakeholders from at least three sectors e.g. business; adult education, school sector, VET sector, decision makers. In terms of the impact, the project is expected to enhance the capacity of youth organisations in Europe to provide global responsibility education to young people leading to a strengthen non-formal education. At the same time, the participating and reached organisation shall revise their own routines/habits becoming an example of global responsible institutions. The young people reached through dissemination and multiplication activities shall strengthen a sense of global responsibility and skills to assess, from a global perspective, the effects of local actions and process, as well as Increased awareness about their individual and collective global responsibility. The consortium brings six partner organisations that did not take part in the previous project and three partners from the previous consortium. The consortium is a partnership between five youth organisations, three social enterprises and a research institute, being an example of a partnership to achieve the Sustainable Development Goals as agreed by the world, including EU, and stipulated in Agenda 2030.

<< Background >>Gaming is a fundamental learning method for the youngest generations, since we learn by playing different games in the first few years of our lives. Today different gaming methods in learning (gamification or game-based learning) are getting more and more popular, as they help young people to become more engaged therefore learn easier. In the digital era, there is even more possibilities to use games to facilitate and enhance the educational experience of young people.According to the Interactive Software Federation of Europe’s (ISFE) report, which examined the key European video game markets in 2018, 54% of the population aged 6-64 play video games, with 77% playing at least one hour a week. Nearly half of the players are female (46%) while the number of children and young people playing are the highest with 84% between the age of 11-14, 74% between the age of 15-24 and 67% between the age of 25-34. The latest is the strongest growing age group with an 8% growth in 2018. Esports are becoming so popular that in addition to players, 30% of the internet users now watch live streams of people playing video games, according to the research firm GlobalWebIndex.People enjoy playing video games not only because it is fun, but it is also challenging and there is a learning potential in it. Unfortunately, in most of the times the learning is not conscious, people do not realise and reflect upon the knowledge and skills they have learned while playing a video game. Youth workers with the appropriate tools, could help young people, who are already playing video games to learn useful skills (Hellblade deals with mental illness, Assassin’s Creed Odyssey teaches about ancient Egypt, Overcooked is all about teamwork, Warcraft teaches strategy, Minecraft is often used as an introduction to coding, English skills from most of the games etc) from video games.As everything in life, video games can be constructive or destructive, depending on how they are used. A study about the impact of video games on young people recommends, that youth workers should increase their understanding of the video game world to utilize its potentials and get to know its risks. Ensuring that youth workers are familiar with the video game world, and therefore able to connect with young people (even with the hard to reach ones) who play, youth workers can also discuss young people’s gaming habits in an open and honest way and can address occurring negative behaviours in due time.Based on the above-mentioned figures we can say that more and more people, even females are playing video games, but there is an unused learning potential in it. The purpose of the proposed project is to take on board young people's already existing interest in playing video games and transform it to planned learning, rather than trying to encourage more people to engage in playing, since this is already happening.<< Objectives >>Thus, the aim of this project is to increase the capacity of youth workers in supporting young people to develop basic competences, through utilising video games as a tool for learning.The following objectives has been identified in order to reach the aim:- To develop at least 20 non-formal methods using video games as a tool for learning- To fight against stereotypes regarding video games and help youth workers realise the potential in using them in their work with young people- To teach 155 youth workers the developed methods and how they can use video games as a tool for learningThe developed methods will be used by youth workers. During the lifetime of the project 155 youth worker will be reached; 25 during the Training of Multipliers and 130 during the Multiplier Events. Indirectly the project is targeting young people, since by using the developed methods, youth workers will help young people to develop competences while playing video games. During the lifetime of the project 150 young people will be involved, 60 in the research phase and 90 in the testing phase.<< Implementation >>The project consists of 6 transnational project meetings, the development of the intellectual output (non-formal video game methods collection), a Training of Multipliers and Multiplier Events in the partner countries. The developed methods will be used by youth workers in their daily work with young people. During the lifetime of the project 155 youth worker will be reached; 25 during the Training of Multipliers and 130 during the Multiplier Events and dissemination. Indirectly the project is targeting young people, since by using the developed methods, youth workers will help young people to develop competences while playing video games. During the lifetime of the project 150 young people will be involved, 60 in the research phase and 90 in the testing phase.<< Results >>Compendium of methods:The main outcome of the project upon its completion will be the project result, which is a compendium of non-formal methods using video games for learning. The compendium will consist of at least 20 methods from which there will be at least 2 addressing each of the 8 YouthPass competences.The methods expected to consist of:- description of the game,- explanation about its connection to the selected competence(s),-description of the activity, meaning a mission or task in the game, which develop or strengthen a competence,- reflection upon the learning.The compendium will consist of a table, similar to the one in Compass Manual for Human Rights Education with Young People, which will give youth workers an overview upon which video game can be used to develop the different competences. The partners expect that the developed methods will create a bridge between non-formal education and video games utilizing learning through gaming. It will also help youth workers to connect with young people through an activity, which young people already do in their free time and like, as well as turn that into a planned learning. By using the compendium in their local activities, youth workers will be able to help young people develop basic skills and competences in accordance with the YouthPass competences.Raised awareness upon the learning potential of playing video games:Each stakeholder the partners will reach during and after the project, be that the members of the organisations, the reached young people, the trained youth workers or external stakeholders reached by the dissemination activities, will be aware of the positive effects and learning potential of playing video games. This means that stereotypes regarding videogames will be broken in these stakeholders. Additionally, the partners consider each youth workers who incorporates the video game method in its daily work with young people as a positive result of the project.The target group of the project is youth workers. Due to the project they will see the potential for learning in video games and broke stereotypes. They will gain new competences, knowledge about the gaming world, skills in forms of the methods and changed attitude toward video games. This will enable them to understand young people better, hence connect easier with them. It is expected that they will be able to reach hard to reach young people, which will increase the amount of young people they help.The indirect target group of the project is young people. They will take part in the project during the research and the testing phase, but when youth workers start to deliver the developed methods, will the project have the real impact on them. Young people will feel more connected to youth workers, therefore they will open up easier to them. It is foreseen that they will even turn to them if they have any issues in their lives, because they will know that the youth workers understand them. By learning from the video games, which they play anyway, they will gain new basic competences, which they can utilize in their studies or later on in their work.

Our project Youth activator: Make it happen will bring for one week 27 participants from Bulgaria, Czech Republic, Estonia, Greece, Italy, Lithuania, Poland, Slovakia, United Kingdom, to Adamov, CZ. We decided to create a training course which brought together youth workers and youth leaders who want to be the spark which will light the change and activate the youth in their societies. Aim of the project was to increase the active citizenship of youth with focus on social participation in the community and volunteering; exercise project management skills in order to support the boost of community projects and activities in the participants’ realities and provide the participants with participatory methods which they can use in order to motivate the youth and engage them with the local community and environment. We aimed our project to be very practical and based on real problems and needs. When we set the objectives we had this in our minds so our project would equip the participants with competences which will help them to exercise these features of active citizenship in their community. Our objectives were: Explore the term of active citizenship and social participation and find out together about methods, actions, events which can boost the participation and active citizenship of the youth and accompany them with practical examples when and where they can be used. Emphasize volunteering as way of active participation in the community life as well as worthy tool for self-development by meeting with volunteers and getting to know their experience as well by setting own way in which the participants can via volunteering develop themselves and community. Provide the participants with project management skills. We want them to practice the project logic and project management both theoretically and practically on real examples and issues from their environment.Meet the representatives of running community projects in Brno, find out about the context, aims and also processes of their projects and learn from them practical approaches how to communicate with the locals and how to motivate them and engage them to the project. Analyse problems which the participants and their communities face, explore the resources and create action plan on which the participants will apply the know-how they achieved from the local activists and also they will practice their project management skills.Test the new skills in practice by creating a project proposal and a plan while shaping it for the concept of participatory budget which is efficient tool how to increase the democratic participation and engagement of locals on decision making.The methodology of the training course was based on the non-formal education approach. Some of the methods used include brainstorming, simulation, expert input, presentations, open group discussions, debates, case studies, excursion and others. The end of each activity featured a short debriefing moment, during which the trainers summed up the results of the activity and emphasized key points that the participants can take away from it.Participants got a chance to improve many of their key competences, including but not limited to communication, sense of initiative and entrepreneurship, civic competence and learning to learn. Thanks to an emphasis on the participants’ learning process, they are more capable of organizing their own learning in an effective way. The project served as a motivation for participants to become more active in their organization and community, using the newly acquired civic and managerial competences. Our project brings to these communities youth leaders with enthusiasm and skills needed for raising initiatives in order to tackle local issues. Also as the youth workers participating on our project got the knowledge and skills related to motivation, they will use these in order to show the local youth how they can benefit from active participation and also how they can contribute to the community. Our project to has a positive impact on youth from the environment of our partner organization in sense of their higher engagement with the society.

According to the UN Secretary‐General’s Scientific Advisory Board, Science is critical to help meet the challenges for sustainable development as it lays the foundation for new approaches, solutions and technologies to identify, clarify and tackle global challenges for the future. Both in its scope of study as well as applications, science spans from the understanding of natural processes and human impacts thereon to the organization of social systems, the contribution of science to health and well‐being, and on ways to improve subsistence and livelihood strategies so as to meet the overriding goal of poverty reduction.However, a growing distrust in science continues to spread among societies and this loss of trust can sometimes lead to dangerous consequences. For example, anti-vaccine movements are believed to have contributed to low rates of immunisation against highly contagious disease in countries such as Italy and Romania, which have both seen a recent spike in infections. During the project and the COVID-19 pandemic these issues have become more visible.Project ContextWhen people say they don’t like science, it is often because of a bad experience they had during the learning process. This “educational trauma” often turns into a rejective attitude towards scientific subjects and sometimes the scientific community. It’s important, then, to foster science education and improve the learning process. Non-formal learning reveals itself to be a powerful tool in the field of education, but when it comes to science, the partners found there to be a distinct lack of non-formal learning methodologies for science education. Based on the above context, the partners aimed to foster improvements in school science education, preventing disengagement in science caused through educational trauma. The aim was addressed through the following project objectives:1) Develop new methods in science education that foster student engagement and inquisitiveness 2) Share and utilise best practices from Non-formal education within the school sector3) Develop an active network of pedagogues with a commitment to innovation in science learning4) Foster the recognition of the role of science in society and daily lifeTo fulfil the project objectives, a consortium of 6 diverse organisations worked together to develop, test, and disseminate two high quality intellectual outputs. Throughout the project there was a core team of circa 20 persons from the partner organisations, who contributed to the different stages of the project with specialised knowledge, skill and experience. As a result of well-functioning cooperation, the project resulted in the creation of:- A physical and digital book containing detailed instructions for the delivery of 26 non-formal learning methods for teaching science in schools. The methods primary target group are school children aged 11-14 years old. The methods address topics covered by school curriculum within the fields of biology, chemistry, physics, mathematics, geology and computer science.- A series of 10 videos, that utilise current trends in social media and current debates to foster a broad recognition of the role of science in society- An active forum of pedagogues who are dedicated to high quality and engaging science education. The forum currently has circa 140 members.The new science education methods developed by the partners were tested during the project by 56 teachers and other pedagogues on 585 students and other learners. A training course was organised in which 28 members, volunteers and staff of the partner organisations were given the opportunity to meet together and develop a complete understanding of the developed outputs, and a shared commitment to exploiting the outputs for maximum impact. Physical multiplier events were organised in Romania, Turkey and Italy in which the outputs were presented to 96 relevant stakeholders who have expressed their intention to use and share the results of the project.The project results have been highly commended by those who have engaged with and benefited from it. The project’s intellectual outputs, activities and visibility has created a sense of a surging movement and engagement in discussion and action for improved science learning. Students across Europe are already benefitting from an increased focus on how to make science education relevant and engaging.At a local, national, and European level, if the population is fostering science it is automatically fostering sustainability, as science has a key role in the achievement of a sustainable world in every aspect. From green technology to medical innovations, science contributes to successfully addressing global challenges with a positive impact in everyday life. As such this project has contributed to the attainment of the EU2020 strategy and will continue to contribute to the EU’s social, economic and environmental ambitions, such as those within the EU Green Deal.

<< Objectives >>In light of the new Youth Strategy of the European Union (2019-2027) and its commitment to reach all young people, InterCollege and its partners strongly believe, that a Seminar on how to better address hard to reach groups is needed. Youth organizations across Europe need to join forces, in order to develop a common strategy regarding this challenge. That is because hard to reach groups need to be part of organized structures, in order to have the opportunity to actively engage in the democratic process. Only so democracy fulfills its main characteristic: involving all its citizens.It is the reason why the European Union aims at engaging, connecting and empowering all young people, through its new strategy. For that to happen, youth organizations need to deepen their understanding regarding these three dimensions. They also need to find ways to better address hard to reach groups and promote these new opportunities among them.Thus the aim of the project is to strengthen youth organisations' capacity across Europe to operationalise the three EU key actions, in order to address hard to reach groups.The aim will be achieved through the following objectives:1.To support youth workers to address young people from hard to reach groups;2.To deepen youth workers understanding on the current challenges young people from hard to reach groups are facing;3.To share best practices regarding youth work with young people from hard to reach groups;4.To identify and explore new ways of addressing young people form hard to reach groups;5.To strengthen the networks focused on addressing young people form hard to reach groups, in order to better promote the three EU key actions;6.To develop a Common Strategy Guideline on how to better achieve young people from hard to reach groups, with regards to the three EU key actions.These objectives will be attained through one activity: a seminar on how to address young people form hard to reach groups and improve their access to the three EU key actions. The activity directly addresses Erasmus+ priority: reaching out to all young people, as well as the new EU Youth Strategy. Youth workers attending the seminar will become better equipped to engage, connect and empower young people from hard to reach groups. Thus, the European society will be strengthened, as more of its citizens will have the opportunity to actively participate, through youth organizations.<< Activities >>The Seminar will take place over 9 days (including travel), in Slettestrand, Denmark, in December 2020. It will gather 2 facilitators and 45 participants from Denmark, Hungary, Turkey, Romania, Bulgaria, Lithuania, Slovakia, Germany, Greece, North Macedonia, Poland, Croatia, Spain, Malta and Italy.The Seminar will mainly focus on developing a Common Strategy Guideline on how to better address young people from hard to reach groups, with regards to the three EU key actions. The first activity day will be about building group cohesion. Participants will get to know each other and start building bonds. Through non-formal methods (such as name games) and other team building activities, a friendly environment will be created. The second activity day will focus on discussions and presentations regarding the Youth Strategy 2019-2027 and its three dimensions. Participants will talk about their local hard to reach groups and expose the challenges they have related to Engage, Connect and Empower dimension of the EU Youth Strategy. Best practices will be shared. The next three activity days will focus on the operationalisation of the three dimensions of EU Youth Strategy. Participants will suggest activities; local initiatives; networks of stakeholders. They will present their plan, in plenary and receive feedback.The visit day will provide the participants with the opportunity to meet local stakeholders in Aalborg and learn about their best practices of engaging, connecting and empowering hard to reach groups. The last activity day will be about consolidating the results and evaluation. Participants will present their final plans in plenary. They will also discuss the involvement of local stakeholders in the operationalization plan, as well as the dissemination strategy. In the end, they will evaluate the whole activity and reflect upon what they have experienced.Daily evaluation and monitoring of the learning process will also be included in the activities of the Seminar. Thus, facilitators will ensure that the progress of the work is in line with participants’ expectations and they are satisfied with the activity. As to participants’ profile, they should be experienced in working with hard to reach groups and have an interest in further developing their strategies in this regard. They should also be familiarized with Erasmus+ projects involving hard to reach groups, as well as with Non-Formal Learning Methods and their use in daily activities. Furthermore, the selected participants should be willing to strengthen their partnerships and networks with other European youth workers, in order to further disseminate the learning outcomes of the Seminar. Each partner organization will nominate 3 potential participants from their organization or their network. They will have to fill in an online application form, that will address the following topics:-Their interest and motivation for taking part in the Seminar;-Their background regarding youth work and hard to reach groups;-Their willingness to fully commit to the project and its activities, both during and after the project;-Their English skills;<< Impact >>The main result of the project will be the development of a Common Strategy Guideline on how to better address young people from hard to reach groups, with regards to the three key actions of the EU Youth Strategy. Our society is build on democracy on all levels: local, regional, European or International. Democracy is the rule of people and therefore requires that all people are empowered, connected and involved.This project is building capacity of youth workers to empower, connect and involve groups of young people that are not traditional reached. The project will therefore strengthen democracy on all levels.For democracies to work effectively, all citizens need to feel bound, connected and obligated by the community. This feeling of citizenship arises from being co-responsible for the society and being involved in it. The civic engagement is traditionally happening though civil society organizations. Unfortunately, the civil society is not reaching all people. This project will focus on “hard to reach” young people and thus build capacities of youth workers to reach groups that are not traditionally included. This will contribute to build active citizenship and strengthen the functional democracies on all levels.The project takes a point of departure in the new EU youth strategy and operationalises EU’s vision of making it “A strategy for all youth”. By aiding to reach those groups that are not traditionally reached, the project contributes to the policy implementation of the EU.For many of the young people who will be the end beneficiaries of this project, as well as for the youth workers trained, this will be their first encounter with the European Union. Creating the feeling among the stakeholders that “EU cares” and “EU does something for me” will alone, from a utilitarian perspective, contribute to create a European identity.Impact on Participants:Through the seminar, the participants will get an understanding of youth as a broader group than the current active members. This will strengthen the participants identity as youth workers and their motivation to reach out to new groups of young people. The participants will gain a broader understanding of the background and challenges of different “hard to reach groups”. They will get the understanding that there are no “one size fits all” solutions and develop curiosity and motivation to create bespoke strategies to involve different groups of young people who are traditionally hard to reach.The participants will gain an understanding of the traditions and history that has formed the Youth Structures and develop a sense of understanding about their own role in renewing models for participation and, among others, bring participation into a digital era.Impact on end beneficiariesMore young people, who today are not involved in traditional youth structures, will be able to benefit form participation and will engage, connect and be empowered. Those young people will be able to benefit from more of the offers that other young people get and strengthen their democratic participation.The strengthened participation is expected to lead to a higher sense of responsibility and citizenship and motivate to engage in conventional structures.Impact on PartnersThis project is expected to initiate a renewal process within the partner organizations. This process is expected to start with reflection about the partners ability to be inclusive and their potential in reaching new groups. The process will ultimately lead into a critical review of the existing structures and activities of the organizations.As a result of those processes, the partner organisations are expected to modernise themselves in function, management and content, to reach more and different young people.