<< Objectives >>We live in a time where change is happening so quickly that many people live with the feeling of being left behind, FOMO or simply not being able to keep up with new technologies. The incredible technological advances have transformed the way people communicate, interact and work, but that's not all. Technology has also changed the way children learn. Digital literacy, also known as e-learning, has the potential to enhance lifelong learning. This includes learning through various technology platforms such as computers, the internet, remote learning or a combination of all three. Becoming digitally literate means young people develop technological skills, learn copyright and plagiarism rules, understand how to access information online, and learn social responsibility while interacting on social media.Given the technological advancement and the continuous process of digitization that marks the aspects of everyday life, good preparation in this regard should be part of the learning process of each person throughout the life.Through this project, we proposed to work on these problems and reduce the digital gap so we set up the following objectives:Purpose: To raise awareness of the importance of digital education.Objectives:1. Development of digital skills relevant for professional and recreational activities among young people, during 8 days of activities, using non-formal learning methods.2. Developing the critical thinking and skills of 36 young people to use the Internet in a safe and ethical way, after 8 days of activities, using non-formal learning methods.3. Informing 300 people about the methods of creating and managing digital content by running an online campaign about the importance of digital education using free digital team-building platforms such as Trello and Google Drive in our dissemination period (January - February 2021).<< Implementation >>Several types of activities were carried out within the project: preparation, implementation, dissemination and evaluation activities. The project involved one mobility, which was the Youth Exchange, we needed to postpone the mobility because of the Covid-19 Pandemic situation.During the mobility 30 young people and 7 group leaders (two of them acted also as the main facilitators) had the opportunity to share knowledge and experience. The participants were young people aged between 18 and 26 from Turkey, Hungary, Latvia, Croatia, Greece, and Romania; young people who showed interest in the project expressed desire to acquire knowledge and develop new skills and competences, they were motivated to share them with others and to be proactively involved in all phases of the project; They were open-minded, flexible, proactive and eager to work in a multinational and intercultural team.The project activities were designed to achieve the project objectives and included team building games and raising awareness about the project topic, presentation of the activities, activities related to the Erasmus+ program and the Youthpass Certificate, as well as activities designed to draw attention to the content we publish in the online environment, we discuss ethical issues of this fast development of technology, personal data rights in the online environment, the future of technology, we organized workshops on fake news, smart vehicles and smart cities and their impact on society, online security, e-health, cyberbullying, digital democracy, etc. Finally, we ran an online campaign to promote digital education.In each day we did energiser games and we held reflection and evaluation sessions. The evenings were dedicated to intercultural activities, the participants having the opportunity to know more about the other countries and their culture participating in the project.We used various non-formal education methods in the program (Name Games, Ice Breakers, Interactive presentations, Mission Impossible, Online Research, Group Talk, Visual Diagram, Study Case, Role play, Debate, Fact checking, Writing, Interpretation etc.).<< Results >>During the project we reach two kinds of results, namely competencies and experiences acquired by the young people and tangible results like posters, videos, infographics, etc.Intangible results namely knowledge, skills, attitudes developed by young people during the project and subsequently disseminated at the level of partner organizations and the target group, methods, new ways of approaching the issues of Cyberbullying, Internet dangers and Fake news, as well as the development of the European sentiment and trans-national cooperation in our communities. (see the learning outcomes section question 7.1)As a result of the activities, young people understood the scale of the phenomenon of digitization and the importance of digital skills in today's world and become more motivated to periodically do activities of information and adaptation to new technologies. They became more aware of the effects of the continuous development of technology on the various aspects of life and understood the importance of exploiting the positive aspects of technology in daily activities, against its disadvantages. Also, they developed their civic and social spirit, the spirit of initiative and learned how to turn their ideas into actions, they acquired organizational and managerial skills so they became more motivated to take actions in their communities and understood the importance of the lifelong learning process. Regrading the partners, they increased their capacity to prepare and implement projects internationally. Also, they acquired knowledge in the use of new non-formal methods and digital tools for interacting with target groups that will help them to better organize their internal activity, but also to increase the visibility of the organization. Also, they developed a more dynamic and engaged environment, both within the organization through the involvement of new volunteers motivated and willing to bring about change through their actions, as well as outside it by creating new partnerships.Tangible results, materialized in various materials such as:1. one video-interview, created by the participants, with the aim of sharing experiences with young people and encouraging inclusion in the Erasmus+ program and activities based on non-formal education methods;2. three videos to raise awareness about digital footprint, how digitalization changed our lives and the negative effects of social media,3. 20 infographics about fact checking, smart cities, oversharing, online scams, safety on Internet, digital monopolies,E-health, fake news, cyberbullying, ways to prevent from hacking, digital singularity, intelligent vehicles, what can you find on Internet, searching tips etc. 4. The booklet of the project that contains all the infographics, useful information and tips made by the participants during the project,5. photos and videos capturing the project and the essence of the Erasmus+ program and the Youthpass certificates.

This was an innovative Erasmus+ Youth project developed to address the need for a youth work response to the refugee and migration crisis in Europe. Theproject’s main activity, a residential training course for youth workers, aimed to develop youth worker competencies and enhance youth involvement for apositive resolution to the refugee crisis, mainly using the IOM/UNHCR Not Just Numbers Manual. The project was a direct reflection of the interests and needs of young people in partner countries and organisations across European countries affected by therefugee crisis. As over the last 4 years, the Middle East and Europe have been affected by wars, revolutions, armed conflict and tensions between societies andcommunities. Youth workers in all countries need to work jointly to respond to the new challenges in the spirit of dialogue and co-operation. The IOM Not Just NumbersManual (developed with UNHCR) provide a good platform for this. The course brought together 32 participants from organisations in eleven countries. All participants were selected by partner organisations on the basis of theirexperience and motivation to engage in migration and refugee issues through youth work. The project’s overall educational objective was to develop participants’ youth work competences. Specific objectives include:- To train participants in the use of Not Just Numbers Manual- To reflect on realities of refugees and migrants in partner countries and the impact of the refugee crisis on young people- To develop campaign activities on the theme of migration and asylum countering xenophobia, radicalisation, Islamophobia and intolerance- To work on joint future projects addressing the refugee and migration crisisWorking methods: IOM campaign materials, IOM/UNHCR Not Just Numbers Manual, complemented by non-formal learning methods including storytelling,small group work, energizers, ice-breakers, team-building and intercultural learning activities, trainer inputs, multimedia presentations, group discussions andpresentations. Project outcomes were: increased skills, raised awareness, exchange of expertise and good practice among youth workers; increased number and quality ofprojects on migration and refugee issues.

"Our association is working on the field of non-formal education, supports using of non-formal education in frame of self-development, mostly of youth workers and young people, and promote this topic on local, regional, national and international projects. One of our topic we focuse on is also European voluntary service. In past, we organised a research between EVS hosting organisations aimed on their needs for the work with EVS volunteers and for work of EVS coordinators. In autumn 2015, we organised the international TC ""EVS in Our Hands"" (28.9.-3.10., more info: https://goo.gl/W9Noa4,https://www.youtube.com/watch?v=yP7Z-74rC) like reaction on the previous research, reflecting needs of EVS coordinators and hosting organisations. We offered space for self-development of coordinators in topics: effective communication, motivation in the project environment, leading of EVS volunteer, including educational process in EVS project and conflict management. Our experience with international activities shows similar needs, mailny work with educatinal process, effective communication, also on international level. According the evaluation of participants, the TC was inspirative and usefull for their further work like EVS coordinator. At the same time, they identified some needs and topics which could be reflected in further TC - give space for better understanding of methodologie of the work with EVS, including system of support of all EVS actors of czech NGO Silesian Diacony, give further space for sharing methods/ good practice of EVS coordinators, give chance to participate in such a TC to other countries (from EU as well neighborough parnter countries).This training course is follow-up of the TC ""EVS in Our Hands"" - we would like to offer a space for self-development of EVS coordinators in mentioned topics (effective communication, motivation in the project environment, leading of EVS volunteer, including educational process in EVS project and conflict management), but also to react on needs of participants from EVS in Our Hands – to combine this TC with study visit of Silesian Diacony (space for better understanding of their work with EVS vols, methods used, system of support in EVS). Also, we offer participation in the TC to partner´s organisations from EU as well from SEE and EECA region. Related mentioned background, main aim of this training course is to contribute to self-development of EVS coordinators and to share and develop their competencies in working with EVS volunteers. Through this, we would like to influence EVS projects, including increasing of their quality in accredited EVS organisations. We involve following countries: AU,CZ,SK,PT,ES,FI,MK,TR,AM,AZ,GE,UA,BiH,RU. Because the training course is aimed on self-development of competencies of EVS and sharing experience within EVS projects will be important, we would like to involve experienced partner organisations (experience with minimum 1 EVS volunteer). Also, we prefer partners who are deeper motivated for developing quality of EVS projects in their organisation. By selecting final participants for the training course, gender balance will be taken in consideration.Concerning activities, we will use non-formal principles of methodology and technics. Besides teoretical parts leading increasing knowledge about topics (educational process of EVS volunteers, motivation, conflict management…) we want to support gaining practical competencies within EVS volunteers work, throuh using various interactive methods and technics (work in groups, simulation, brainstorming, roll-play, buzz groups, creative theatral and art technics…). Study visit in Silesian Diacony will be important part of our program. By learning process, the group of participants will be important (sharing experience, good/bad practice, tips/ risks in work with EVS volunteers.Participants should gain experience and competences, how to communicate effectively with EVS volunteers, how to support educational process of EVS volunteers in long-term period. EVS coordinators should also be aware of useful tools used in conflict situations. We give also space for motivation of EVS coordinators in project environment.The project will have impact on local and regional level, mainly through using knowledge and gained competencies in working with EVS volunteers, in partner organisation, later on this can be inspirative also for other hosting organisations working on regional level. On national level, there will be impact through empowering of non-formal education as such. Usefull methods, good practice of pax will be part of practical on-line brochure for EVS coordinators and EVS organisations and examples like inspiration for work with EVS volunteers. This material will contribute to international impact too-the brochure will be avalaible on internet and shared among partner organisations, participants and also through our partners, accredited org., NAs and SALTOs centres to other countries."

"The international training course ""FACILITAID!"" was held in Hornsjoe/Norway during the period of February 20-28 of 2017. It involved 34 participants from 17 countries: Austria, Belgium, Bulgaria, Cyprus, Czech Republic, Estonia, Greece, Italy, Malta, Norway, Poland, Portugal, Romania, Slovakia, Slovenia, Spain and Turkey. The training course aimed to give participants practical skills and hands-on experience in facilitating international youth activities and coaching youth leaders. The topic and the methodology were shaped according to the needs of the organizations involved in the project, who identified lack of experience and empowerment of its members. Thus, it was decided to train, empower and give space to participants by holding ""X-peeriments"", where participants would use their own knowledge and creativity to create and shape sessions and facilitate group activities. During the 7-day training course, participants learned and practiced need assessment, communication models, method creation, experiential learning framework, coaching frameworks and much more. The objectives of the training course were:- To discuss key concepts and frameworks in the area of facilitation and coaching bringing the attention to the youth field;- To exchange good practices and discuss them using previous experience;- To give space to participants to lead workshops a.k.a. ""X-PEERiments"";- To assist participants in assessing oneself as a facilitator and creating plans for development;- To empower participants to develop in the field of youth leadership and creating/leading learning of young people;- To foster mutual understanding of roles of facilitators/coaches in the youth field;- To develop follow-up projects on local and international levelThe training course was impacting at three levels: the participants, who gained new skills, knowledge and attitudes; partner organizations, who gained more competent and empowered members; and international youth work field, which gained more competent projects and events that are held locally and internationally.The agenda of implemented activities, as well as a structured collection of outcomes and resources used and produced in the frame of this training course can be found at: https://drive.google.com/drive/folders/1AYCGuy31I9F1pDxXPHjqhPlTPe7h5V9a"

"The training course (Mobility of workers in the field of youth) was held in Alicante from November 5-11, 2018, where a group of 22 participants from 11 different countries in Europe were able to develop the key competences within the concept of education non-formal with emphasis on support for creativity, inclusion and entrepreneurial spirit, to improve the state in the labor market and with the application in international youth projects and personal development. The need to improve the quality and relevance of the skills and competences that young Europeans have has been recognized both at national and European level. In addition, given the current situation in Europe, with high youth unemployment rates and, in some cases, serious imbalances in terms of competences, it is urgent to address this issue. Most countries have made significant progress in incorporating key competences into national curricula and other official documents. Key competences contribute decisively to economic growth and employment, and help European countries to keep pace with the demand for constantly evolving skills. For these reasons it was decided to apply for the KEY FOR FUTURE Training Course, it is a course focused on the development of key competences within the concept of non-formal education with emphasis on the support of creativity, inclusion and entrepreneurial spirit, to improve the state in the labor market and with the application in international youth projects and personal development. goals 1 Develop the skills and capacity of youth leaders / workers of partner organizations, especially creativity, invention and entrepreneurial spirit. 2 Analyze the potential of Erasmus + projects towards the labor market and personal development. 3 Create non-formal quality methods / projects that address key competencies and their implementation 4 Find common understanding and the link between creativity, inclusion and entrepreneurship to put into practice 5 Share and exchange experiences with other participants. 6 Support the creation of contacts and creation of quality networks. Work methodology: The main principles that we followed during the learning process were: 1. Focusing on the participant: the personal needs and interests of each participant were taken into account, leading to personal and professional development. 2. Facing diversity: creating a safe environment, diversity within a group was seen as the source of exchange and learning. 3.Relevance with reality: learning was as close as possible to the reality of the participants. 4. Learning from experience: the personal experience of the participants was the source of learning when reflecting on it and drawing conclusions for its later application. 5. Active participation: the space and conditions ensured the active role and participation of the participants during the learning process. Methods: -Experimental learning and ""learning by doing"" - Cooperative learning, which included educational games, role-playing games, problem solving. - Workshops competences, creativity, inclusion and entrepreneurial spirit - Different Reflections of learning. - Talks and round tables on creativity, inclusion and entrepreneurial spirit. - Exchange of good practices - Evaluations."