<< Objectives >>The use of technology among young people is an increasingly important part of our lives. Although media technology and electronic devices can help young people get a lot of information, teach themto be independent and give them access to educational resources, there are negative influences that accompany the positive ones and should not be denied. Introducing technology to young peoplewhen they are very young can have negative effects on their privacy, their relationships with others and their health in the future. It can also lead to social exclusion and raise other physical or mentalillnesses such as obesity, computer eye syndrome and depression. In examining the effect of social media on the health of young people, there were 5 conclusions related to the negative effects that social media have on young people:- Increased anxiety and depression- Degraded sleep- Negative influence on body and physical health- Increase the risk of cyberbullying- Fear of omissionWe, together with partner organizations, take the young people as the engine of the future; however, we are aware that it is our duty, the duty of the youth workers, to turn the negative effects of technology into positive ones so that we can help develop young people in personal and professional terms. As part of our activities, we came to the conclusion that young people increasingly take social media as a real-world flight where the negative effects on their relationships with others are growing. It is almost impossible to isolate the technologies and neutralize their effect. Our point of view is that with their increased consumption in our everyday life, the focus should be on properly integrating and using them in the best possible way. That is why the project was created to give youth workers tools and methods that will help them integrate technology into learning by creating meaningful learning opportunities that we need to incorporate and motivate young people today.The objectives of the project are:- increase participants' knowledge of the impact of technology on young people by providing them with information on the benefits and risks- To increase knowledge and awareness of the impact of technologies that are harmful to young people - eg excessive use of technology, receiving false information, promoting hatred and violence- give participants the tools and methods to transfer the negative effects of technology to learning opportunities for young people that will have a positive impact on their personal and professionaldevelopment- develop new working methods for youth workers based on collaborative platforms- promote the proper use of technology- promote intercultural awareness and promote the Erasmus + programIn line with the specific objectives of the Erasmus + Youth Program, this project encourages the improvement of the quality of youth work through improved cooperation between organizations in theyouth sector and other stakeholders. The project will improve the competencies of youth workers related to their professional profiles as well as increase the capacity to work towards achieving changes in the modernization and international cooperation of their organizations. Organizations themselves will receive innovative and improved ways to work with the target groups by raising thequalifications of their staff.<< Activities >>The project consists of 1 main activity - training (A1), which will take place in autumn 2020 in Sofia within 7 days. Two days will be provided to international participants. Youth workers from Bulgaria, Romania, Greece and Italy will participate in the project. Each country will have 8 youth workers - four from each gender to ensure a balance. There will be 14 participants from Bulgaria, so that the project can ensure enough involvement of youth workers from disadvantaged backgroundThe main activity workshops are based on informal learning methods that support the active participation and involvement of participants in the development of educational opportunities in a non-hierarchical approach and encouraging the creativity and motivation of the participants. As the main theme of the project is related to the use of technology, it will include technological tools during mobility that will support the process of learning the participants.During the main activity, the participants will work in plenary (through discussions and debates) or in small and mixed international and intercultural teams in order to exchange different practices, views, national realities and intercultural elements. Such an approach will increase the cultural awareness of the participants and will help to overcome the national barriers.Methods: Informal methods of education supporting active inclusion with a focus on self-reflection and validation of learning outcomes:-Group and individual reflexes-Youthpass process and certificate- Check in and check out-Miss cards-Role games- Discussions- Debate- Simulations- Visualizations- Graphic design- Create a video- Creative writing- Brain attack- Studies- Presentation_- Diary of learning- Teamwork- Games-Energers-Asbackbreakers-The Theater- design thinking- Other informal methods and toolsThese methods enhance the willingness to participate by allowing flexibility and freedom in the implementation of activities and building a personal approach and learning according to their own style:- Visual- Hearing- Language- Kinestetic- Logically- Personally- InterpersonalThe selected informal methods are selected to support the active involvement of participants, their continuous and ongoing interaction and knowledge exchange, feedback, as well as their interest andmotivation to create the final outcome of the project. The participants in the project are youth workers from partner organizations who are over 18 years of age without a cap. Participants will be selected by partner organizations, their employees, and their motivation to work on the topic of the project and how they will use it in their future youth work as well as their experience in technology-focused projects focusing on personal and professional development of young people. Taking these two into account, the project ensures that youth workers develop and acquire the skills needed for their work, and they themselves will contribute to the development of new methods and tools that would help youth technology education. While exploring the needs of youth workers to be addressed through this project, the following were identified by partner organizations:- increasing skills in the use of technology in the field of youth education- raising the knowledge on how to reduce the negative impact of technology on young people's development- obtaining new and innovative methods and tools for integrating technology into all kinds of youth workEach partner will be responsible for the final selection of the participants in their organizations, taking into account the gender balance and the provision of equal opportunities for the disadvantaged. Gender balance will be achieved through partner organizations that will offer equal opportunities for both sexes. Since gender distribution in partner organizations is equal, achieving a gender balance will not be a problem for the project. the coordinating organization will finally have to verify that a balance has been achieved across the group. During the activities themselves, the participants will work in small intercultural groups where there will be a gender balance again. As partner organizations have youth workers, youth leaders with different experiences, priority will be given to those who have fewer opportunities than their colleagues to take part in international projects focusing on:- youth workers, youth leaders who face economic difficulties and who are unable to participate in additional trainings and events- youth workers and youth leaders who face geographical difficulties coming from organizations in rural or less developed areas who lack the necessary infrastructure to work with young people.<< Impact >>There will be different results from the project, some of which will be measurable and some will not. The results will be used locally by all partner organizations to create new educational programs foryoung people. The presentation of the results and their acceptance in the local informal learning programs is the first step of this project related to the local, national and European level. It is veryimportant to note that the knowledge acquired during the exchange of local youth workers will be used as a basis for the creation of various entrepreneurial programs involving the You can help young people to start their own business in the field of education . In addition to technical knowledge, youth workers will move one step further in their personal and professional lives, gain knowledge on how to use their own skills development technologies to boost positive outcomes. In many people, the interest in using technology in education drops, and in others it does not develop as expected. This lack of interest and motivation is often seen in schools when students make choices in their subjects. In many countries, there is a decline in students who choose to learn technology. The lack of knowledge in this field is actually one of the reasons for the inappropriate and excessive use of technology among young people. By including youth workers and youth leaders as ambassadors of the project's final results, it will support high-quality technology training for young people. Also, as technology is viewed not only as something that can be learned, but also as a tool to acquire new knowledge, it will be possible to see different benefits from it. One of the main effects of the project will be to develop an interest and awareness among young people at local, national and European level on the positive aspects of technology use in education and also to reduce the negative and damaging effects on young people . For the youth workers themselves, through a good dissemination of results at local, national and European level, the project will make the results use as a tool for further use of technology among young people.

The European Union has high levels of school drop-outs (with significant differences between countries), which in many cases are associated not only or exclusively with a problem of pupils' ability (i.e. pupils with learning difficulties), but also are closely related to social, motivational and even family factors that surpass a merely educational area. This situation occurs more frequently at certain levels, such as vocational training (especially the initial training), and training on professional certificates. The profile of students in initial professional training usually presents particular characteristics, which make them more vulnerable to school drop-out and which sometimes manifest in problematic behavior.This is because this level of education picks up a type of students that comes from failed studies, and that in many cases face learning problems, but also behavior and coexistence issues (school failure, low motivation, drugs consumption, violence, bullying ...). Furthermore, immigrant students at this VET level reach a high level of representation. In Spain, for example, it is situated around a 35% (for students 16-17 y.o.), adding other vulnerability factors, such as social integration, language issues, etc. There is a clear indicator when dealing with this group: 35% of immigrant students in Spain dropped out in 2018, in front of the 15.3% of the local students.The presence of students with these risk factors, and who respond to a profile of low motivation and who present behavioral problems, has a high qualitative impact in VET centers. This impact is direct on trainers, staff and other students, and can lead to a spiral of discomfort and conflict that greatly reduces the quality of training. Furthermore, those students are highly vulnerable and in risk of drop- out and an unsuccessful educational (and even) professional integration. We, therefore, face a problem that responds to a casuistic with multiple dimensions and that must be approached in an integral way.With our InVET project we want to contribute to improving this situation, by focusing on the development of a complete Pack of Resources addressed to i-VET centers, managers and trainers, and that would include:1. Specific references on successful initiatives developed at education centers to fight against conflict and pro difficult students’ inclusion. We would offer trainers and managers in VET centers with complete examples (in the form of video testimonies) where the protagonists of those initiatives can explain the contexts, the measures, the impact and assessment carried out.2. Guidelines (and recommendations) to implement concrete measures in the educational centers at different levels: from the pedagogical point of view, to organizational aspects, including logistics and models for the design of active learning environments, etc.3. Resources that would help trainers and managers at the centers to implement the proposed measures.Project objectives, thus, include:- To fight against the exclusion factors that lead young i-VET students to drop out of school.- To provide the VET centers, their managers, trainers and staff with success references and commented examples that allow them to transfer these initiatives to their own contexts.- To offer a complete analysis of a complex problem, in which multiple factors and dimensions intervene, and which must also be addressed from a comprehensive approach.- Create a set of tools and resources that, with a practical approach, offer intervention models at various levels: pedagogical, organizational, logistic, etc.- Contribute to a better understanding of the European reality in reference to school dropout and its causes, so that this vision can be used and transferred to other educational sectors.Addressing the problem of school dropout is a European need. Even if the contexts and realities may differ between the Member States, the problem is common. And in the case of the students of i-VET, it is clear the need to equip the centers and trainers with practical and contrasted tools that allow them to address the problem, since the consequences for them as professionals (influencing the quality of their work) and for their students leaving school (with unemployment rates clearly higher than those of other profiles) highlight an important failure of the education system.The partnership is led by Maristak Durango, and composed of a set of organizations experienced in the work with young disadvantaged students in the VET system, and includes experts, from public and private sectors, on drop-out and early school leaving, on the development of training programmes and ICT-based learning environments, and on training trainers initiatives. This mixed expertise joint together and addressed to common goals are considered the key factor for the successful development of the project.

Circular economy represents an opportunity to address labour market imbalances and threats. Circular economy policies are expected to help reduce environmental impacts while generating higher levels of employment. As we move towards a more circular economy, it is estimated that GDP in the EU will increase by almost 0.5% by 2030. According to the Cambridge Econometrics, Trinomics, and ICF report (2018), there will be an estimated net increase in employment of approximately 700 000.During the next few years, the sectors that produce and process raw materials will decrease in size, while the waste management, recycling and repair sectors will experience extra growth.If a sustainable circular economy is to be implemented, the quality of those jobs is essential to their success, improving that quality through improving worker skills, including environmental, health and safety skills.For this reason, the CE-IP project aims to develop new training solutions that can help match the expected expansion of green job opportunities with skilled workers, to promote a shift towards a more sustainable economy.Our project will provide training solutions related to current jobs in the recycling sector, and new green and fair job opportunities for adults with low skills, including unemployed youth.The activities to be developed will focus on the generation of new skills and opportunities to access green and fair jobs, mainly related to the circular economy in terms of garment waste management.For this reason the project will focus on the circular economy of the textile sector.The target groups of the project are:- Self-employed, unemployed and low-skilled workers from other productive sectors.- Trainers of continuous training systems that provide courses for adults related to new employment opportunities.Thus, the main objective of the project is to achieve a systemic change in the skills and capacities of this target group.Other objectives are:- Promotion of self-employment linked to these activities in low-skilled workers.- Creation of new innovative training solutions related to opportunities in the circular economy.The Consortium that will develop the project is made up of six organizations from five countries:- Universitat Jaume I de Castellón as the project coordinator (Spain).- AEGARE- Asociación de empresarios gallegos en Aragón y riberas del Ebro (Spain).- Cologne Business School (Germany).- Social Innovation and Cohesion Institute (Greece).- Razvojna agencija Sotla (Slovenia).- CNIPA Puglia (Italy).A course on key concepts of Circular Economy will be held for 18 sustainability experts from the partner organizations to exchange ideas and generate a mutual understanding of the key concepts of Circular Economy and sustainability.In addition, the following intellectual outputs will be developed:IO1. Training guide on circular economy management strategies for microenterprises.IO2. Multimedia training resources with a 360º web base on good practices and innovative ways of extending the useful life of textile products.IO3. E-learning course for trainers on circular economy.In the development of this intellectual output, a pilot course for 60 trainers will be launched, the final result of which will be that every trainer will design a training course for unqualified adults.180 unemployed, self-employed and low-skilled workers will participate in the tests of the intellectual outputs of the project.The results expected from the implementation of the project include:- The development of teaching competences of adult trainers related to the circular economy.- Innovative training solutions in this field through the use of digital technologies.- To promote the circular economy through the generation of micro-enterprises in the activity of garment waste management (textile sector). - The development and dissemination of the circular economy as an employment opportunity for adults with low qualifications and in a situation of exclusion from the labour market, from other productive sectors.

The unemployment of young people in Europe has reached alarming rates and fight against it has become one of the most important priorities not only for national government but also for the politicians on the EU level. It is only necessary as the labour markets in the EU countries become more and more connected. However, not only the strategies and tools used for tackling the unemployment have to be accessed from the European point of view, but also the young people and recently graduates have to look at their situation with a wider perspective. The aim of the THEY.EA project was to raise awareness about the European programmes and tools that can help young people to find job and to integrate to the European labour market.During the project the partners from the Czech Republic, Spain, Italy, Bulgaria and Poland created three connected outputs around the four topics which were agreed to be the most important for young jobseekers. The topics we choose were the following:• European Citizenship• Available funding programmes • European tools for recognition of skills and qualification • The work mobility in the EU Apart from these 4 chapters the partners also focused on collecting Open Educational Resources which can be used by the youngsters to improve their situation on the European job market.The target group of the project were young people at risk of unemployment and youthworkers who also activelly took part in the process of the creation of the outputs. Most of the partners worked with young people while the Spanish partner mostly worked with youth workers. In the Czech Republic the partners worked with young people from the Bruntál region and with youth workers on national level.The coordinating organisation was the European Development Agency which is an organisation focusing on educational activities and international projects (especially mobility projects and partnerships). EuDA coordinated the work of other partners and was responsible for creating the final outputs. EuDA also worked with other organizations during the project, especially schools and NGOs with whom EuDA consulted the outputs. During the time of the THEY project EuDA hosted several mobilities for young people from other European countries and had the opportunity to test the outputs with these target groups. The partner Nr. 1 was the Institute of Regional Development which is a Czech NGO running the Europe Direct Centre in Bruntál. During the THEY project IRD was mainly responsible for communicating with the target group of young people from the Bruntál region. The region belongs to regions with the highest unemployment rate in the Czech Republic. IRD was in the project responsible for the parts of the ouptuts related to the European Citizenship and European Rights.The partner Nr. 2 was the National Association of Municipal Clercks from Sofia, Bulgaria. This partner hosted the kick-off meeting and was responsible for the chapters about the work mobility in the European Union. During the project NAMCB cooperated with Sofia university so that they could consult the studets about the outputs. The partner Nr. 3 was CNIPA Puglia, an educational organisation from Bari with offices in the whole Puglia region. CNIPA has experience with vocational education and runs educational programmes for young Italians mainly in cooperation with local administrations. During the project CNIPA hosted the 2nd meeting and was responsible for the topic of the recognition of qualifications in the EU.The partner Nr. 4 was ONECO Consulting from Spain which is a consulting agency active in the field of European projects and mobilities. They were the perfect partner who could bring know-how about European programmes and financing opportunities. They didn't really work with young people during the project but more with youth workers. In the end of the project ONECO started cooperation with the Sevilla university where they organized a successful multiplier event. Last but not least the partner Nr. 5 was the IDZE institute from Warsaw. The experts of IDZE were responsible for the search for Open Educational Resources which they provided for the THEY.EA website. During the project the partners created outputs which put together 5 important topics with the European added value for young people and youthworkers. All partners already had the opportunity to test these outputs in praxis during their educational activities and events. The outputs are shared through the networks of the partners in the partner countries and beyond. The outputs were created in English and then translated into four European languages so that they can be easily used by youngsters.

"CONTEXT:Pathological streamining is a new phenomena which is becoming ubitiquous in the Internet. Popularity on youtube, social media allows for streaming pathological behaviours which is based on causing the harm to the other people is becoming very popular and widely watched by the Youth in the European Union. Young people have unlimited access to the internet. In order to prevent the dangerous activities in the internet, they need to understand the dangers of antisocial behaviours which are widely promoted and monetized by large companies such as Youtube. Patostreaming can be defined as: ""Malicious content on the internet is defined as materials, that can cause negative emotions for the recipient or whichpromote dangerous behavior "".GENERAL OBJECTIVE:The general objective of the ANTI-PATOSTREAM project is the exchange of best practices in order to start shaping a basic educational framework for digital critical skills literacy in the youth sector at a European level, integrating the expertise of partners engaged in different topics related to technology for avoiding harmful content. We will also explore different methods of educational practices such as peer learning, participatory learning, and online learning.SPECIFIC OBJECTIVES:•to exchange best practices between organisations active in digital critical skills focusing on methodologies, conditions, content of digital literacy in youth education•to exchange best practices around developing and implementing a educational prevention programm against the harmful content in the web.•to contribute to efforts in increasing competencies of low-skiled youth on digital skills literacy, that is, providing them with accessible training on how to improve their digital critical skills•to identify and strategise around future EU funding and new opportunities to develop a European wide standardised prevention programme on ""harmful content for the youth"" that can be scaled throughout the EU •to promote collaboration of project consortium with other stakeholders such as local municipalities, corporations, youth organisations, etc. and increase their impact NEEDS:• Dangers of harmful content (i.e. pathological streaming) (Youth digital critical literacy skills and ethics of technology)• Accessible relevant online digital critical skills / educational resources for youth and youth educators with the best practices on educational prevention; • Effective way to share innovative ANTI-PATOSTREAM content and knowledge with other practitioners (scalability, reusability of already developed content/materials)TARGET GROUP:The main target group of this project is represented by the youth with special focus on the low-skilled youth from marginalized neighbourhoods. According to the reports on harmful content, this is the youth which is mostly endangered because of lack of role models in the social environment"