The partnership brought together Youth Volunteering Organizations from 12 Countries (Italy, Belgium, Spain, Finland, France, Czech Republic, Turkey, Ukraine, Russian Federation, Serbia, Korea and Mexico) 2 Research Institutes and 2 Volunteering Networks (the Alliance of European Voluntary Service Organizations and the Italian Volunteering Centres Network). The YNGOs are active in the promotion of International Voluntary Service programmes, and involve in volunteering and exchange projects around 5000 youngsters every year. These programmes include workcamps of 2-3 weeks and medium and long term projects of 2-12 months and impacts on hosting local communities and on volunteers who experience informal learning in intercultural and collective contexts. The network of the concerned organizations has 85 members and partners, able to involve around 18.000 young volunteers in Europe and worldwide. The active local communities in Europe, mainly isolated or disadvantaged, are around 1750.The YNGOs and their volunteers needs to improve the capacity of recognition of these experiences, so to answer to different expectations and purposes. Youth organizations aim at bridging the educational effect of volunteering with formal educations systems and work sector, and to enhance the accountability of this specific informal learning setting. Volunteers are still not able to show what they have learned in terms of soft skills and meta-competencies and cannot fully exploit the voluntary service experience to improve their educational paths and employability.

In 1920 the first international Workcamp was organized. On the former battle field of Verdun. The first act of peace through volunteering. After one hundred years, European nations live in co-existence. It’s time to remember the basic principles on which the Workcamps were established. Peace, solidarity, intercultural understanding, cooperation between nations. Year 2020 brings unique chance to promote the values on which modern Europe stands on.European leading experts in international volunteering join their forces for using the 100th anniversary of international Workcamps to promote the values of international volunteering, as well as empowering its impact. Objective of The 100th Preparation project is to share good practices, know-how and experiences, in order to create Action Plan for implementing new innovative tools and methods for mobilization of young people to get involved in voluntary activities.Six organizations from different countries of Europe (France, Czech Republic, Germany, Belgium, Italy, Serbia) teamed-up for this project. The project consists of one transnational meeting which will create the space for setting up the cooperation between the partners. All participating organizations will then work together, to assemble the Action Plan.The Action plan, as the main outcome of the project will be put into practice of participating organizations after completion of this project. All shared ideas, tools, practices and methods will be presented to entire movement of international Workcamps, so we can all use the power of 100th anniversary to promote the values of modern Europe, whose foundation was made in 1920 in Verdun.

Peacebuilding is now a multi-billion Euro industry with a global infrastructure, and the professionalisation that this has entailed has spurred growth in education and training, as practitioners need applied skills and knowledge. However, much of the current educational provision is offered piecemeal, disconnected from other relevant learning opportunities. There is no clear guidance for learners on the skills and competencies they should acquire and no easy way for them to combine courses strategically. Collaboration between learning providers is challenged by differences in pedagogical perspective, underpinning ethos and teaching methodology. There has also been little systematic reflection on the benefits and limitations of online and distance learning in peacebuilding, although learning providers use them a lot. To address these challenges, the BUILDPEACE project brought together a mixed consortium of universities and NGOs from across Europe to improve the provision of peacebuilding education and support the learning outcomes of current and aspiring peacebuilders. Learning providers from the formal (university) and non-formal (NGO) sectors formed a community of practice, sharing their experiences of teaching and training in peacebuilding and related fields. In doing so, they were exposed to new approaches to peacebuilding education and were able to experiment and receive peer support and feedback as they expanded their skills sets as educators. They were also able to critically reflect on the importance of cross-sectoral collaboration, investigating current weaknesses considering ways to develop new forms of partnership. Learners were also directly supported through the project, coming together to develop the knowledge, skills and attitudes that facilitate peacebuilding work, share strategies for career development, and support one another. The consortium consisted of a diverse range of partners. Among the formal education sector were three universities - one in the UK (Coventry University) and two in Turkey (Muğla Sıtkı Koçman Üniversitesi and Kadir Has Üniversitesi). From the non-formal sector were 4 organisations involved in volunteer exchanges - one pan-European (Coordinating Committee for International Voluntary Service), one Scottish (Xchange Scotland), one Bosnian (Wings of Hope) and one Serbian (Young Researchers of Serbia). Together these organisations were able to bring a wealth of expertise on the educational needs of peacebuilders within their own context, and the strategies that they employed to meet these. The project provided a series of opportunities for formal education (FE) and nonformal education (NFE) learning providers to collaborate and for them to develop the ‘BUILDPEACE approach to peacebuilding education together with learners. Two learning, teaching and training events (‘BUILDPEACE workshops’) took place - one in Coventry, UK and another in Mugla, Turkey. These were carefully designed to pilot and improve the BUILDPEACE approach, with participants from all partner organisations planning and delivering educational content using the methods, modes of delivery and tools that the project experiments with. The insights from the workshops fed into the intellectual outputs development through the project, including a toolkit for educators, a handbook for learners, four freely accessible online courses, a mapping report, and some policy recommendations. The longer-term benefits of the project will be an improvement in the educational provisional available to people working on peace and conflict issues. Learners now have access to comprehensive, rigorously tested resources such as the online courses, and can access guidance on the competencies and skills they need to develop. Learning providers have access to resources so that teachers and trainers can improve their own skills, especially by using new methods and making use of technology. The partners have also formed a lasting network that involves different forms of learning providers, and their current and future projects will benefit from the BUILDPEACE approach. Finally, policymakers have additional insights into the current challenges in peacebuilding education, an expanded evidence base of what works and how, and reflections on how to encourage forms of education that bring together formal and non-formal approaches to learning.

The Project intends to promote an active European Citizenship in children’s education, in colaboration with an adult education centre, through working on European values and interculturality in 6 rural schools (3 to 12 year-old children and women > 50). The volunteers will be part of the ADEGUA’s Europe Direct relay team; ADEGUA being an association located in Baena, Córdoba, in the Andalusian region. The four volunteers, and including one young person with fewer opportunities, will participate for 6 months, together with the relay’s staff, in the implementation of workshops for all the pupils on a regular basis. In addition to that, the volunteers will be involved in a wider dissemination of the Erasmus Plus programme, and EVS, participating in local media productions, informing the public of the Youth Houses and making presentations in other Schools. The methodology is based on the non formal education methods, promoting the initiative and autonomy of the team members in the framework of an efficient planning and coordination and a continuous support. The project foresees as some of its results the raising of the European Awareness among pupils and indirectly in the schools' communities (pupils, teachers, parents) and in the local society through the intercourse with the volunteers. In the long term, we think that the project will contribute towards a more open and diverse society in the context of a united Europe.

"The Training Course TC ""Environmental Training for Eco-Trainers"" (ET4ET), taking place in Wiek (Rügen), Germany from 20-28 March 2015, gathered 35 youth workers or active members from 15 youth and environmental organisations of 12 different countries (Albania, Armenia, Czech Republic, France, Georgia, Germany, Latvia, Moldova, Romania, Serbia, Spain, United Kingdom) between 18-35 years.The German organisation FÖJ-AKTIV e.V. applied for the project out of the needs for (1) a rise in number and quality of environmental projects on local and international level, and (2) supporting and educating youth workers within the network and its members in the development of skills, competences and attitudes, identified by other organisations from their network organisation Youth and Environment Europe (YEE).The overall aim of the project ET4ET is to educate and empower new Eco-Trainers into effective leaders by providing them with new tools and methodologies to enable participants to prepare, run and evaluate Environmental Trainings for young people. This is aimed at individuals hoping to enhance their chances for future work in NGOs.Eco-Trainers are trainers who (1) facilitate environmental learning activities such as trainings in order to raise awareness of various environmental issues and the potential solutions and (2) add the environmental dimension to training-sessions (where training does not focus primarily on the environment e.g. soft skills, sessions on promotion etc.). Additionally, they can consult and contribute to the development and planning phases of a project itself in order to reduce its environmental impact. Thus, an Eco-Trainer is a combination of environmental educator, trainer and project manager.Environmental Trainings are organised and implemented in way that they have the lowest possible environmental impact in all areas: e.g. travel and transportation, food, venue and accommodation, materials, energy, waste, and water usage.The target group were participants with an environmental and/or educational backgrounds (through studies or work) and experiences in training courses and international projects who are actively involved in an environmental NGO and who want to become trainers.The TC applied methods from non-formal education as well as learning-by-doing and experiential learning. The participants prepared and ran a Trial Session as Eco-Trainers during the TC. Furthermore, some participants already implemented a training activity locally within their organisation after the TC. Another follow-up was the publication of the booklet ?Eco-Trainer Guide?, written by a team of participants, that contains a toolkit about methodologies and tools for planning and running Environmental Trainings as well as information about important trainer competences.Even after the end of this project, the YEE network continues to establish a ?Pool of Eco-Trainers? for future international environmental projects and plans another follow-up project (Training of Trainers) due to the high demand of applicants and good evaluation results."