"<< Objectives >>Youth workers are those who actively work with young people. Their role is key for youth communities, as they perform many important functions:- to promote the personal, social and educational development of young people;- to initiate and implement activities related to the basic values ​​on which youth work is based - understanding and commitment to learning and development, equal opportunity, social inclusion, as well as the educational and social significance of choice, freedom, responsibility and justice;- To work for the integration of disadvantaged young people and those at risk of social exclusion, Roma and other ethnic groups;- to support the young person by encouraging his / her social development and individual realization and supporting the full and equal participation in the civil, political and economic life;- to offer constructive and educational realization of free time, information, advice and support.In this context, the professional development of youth workers and their participation in training courses is important, especially in the COVID-19 situation. Thanks to the Erasmus + Program and KA1, our project offers the opportunity for mobility of youth workers and participation in a training course to develop their skills and improve their work with young people, incl. for work in an emergency.This determines the main goal of the project: to provide support to workers in the youth field and youth organizations by conducting a training course for youth workers. In addition, the project aims to promote the exchange of educational practices at the international level and to improve the quality of work of youth support organizations in situations such as COVID-19.The project is in line with the priorities of the Program and CD1 for mobility of youth workers, namely - providing skills and methods to professionals working with young people for their professional development as youth workers, including digital work with young people needed to pass the common basic values ​​of our society, especially the difficult to reach young people and the prevention of the extreme radicalization of young people.The project ""New digital skills for work with young people - a training course for youth workers"" will be implemented through non-formal learning methods and a broad partnership of 22 organizations from 19 countries, 4 of which are outside the EU. The broad partnership will encourage the exchange of educational practices at the international level. All this will improve the quality of work of organizations to support young people, especially in emergencies, incl. COVID-19 environment.<< Activities >>The activity is mobility of youth workers and participation in a training course. The participants are from 22 organizations from 19 countries in Europe, as the host country is Bulgaria. Each partner will have 2 participants - a youth worker, which is a total of 44. The coordinating organization of the project CHI includes in its group 1 accompanying person, as there will be a participant with a disability. The project will involve 2 more trainers and 1 coach. This makes a total of 48 participants.All logistical details and activities related to mobility and described in the work program will be organized by the CHI project coordinator - a hall for activities, materials, equipment, visits, etc.Duration of mobility: 5 days and 2 days for travel;Planned mobility dates: 25 to 29 April 2021; travel on 24 and 30 of April;Venue of the mobility: Gabrovo;Methods used: The project includes non-formal teaching methods for skills acquisition, personal and socio-educational growth, strengthening the motivation for youth work in support of young people. The mobility work program follows the structure of a training course for acquiring new digital skills, incl. for emergency work and COVID-19 environment. The structure of the training course is 4 modules, according to the self-assessment matrix for digital skills, which is part of the CV Europass - information processing, communication, content creation, security. The duration of the training course is in accordance with the requirements of NAVET of 45 classes. for the recognition of skills in Key Competence 4 ""Digital Competence"".Project participants have a profile that includes two important elements:1. Age - over 18 years according to the requirements of the Program;2. Professional profile of a youth worker. This profile is according to the Competence Model for Youth Workers to Work Internationally and in line with the European Training Strategy (ETS) in the field of youth. The profile includes 8 specific competencies related to knowledge, skills, attitudes and behavior that youth workers apply in their daily work with young people.Project participants will be selected during the preparatory phase of the project and will take part in the preparatory sessions at the organization level and at the project partnership level. The criteria by which the participants will be selected are:1. Age over 18 years2. Professional profile of a youth worker;3. To work with young people;4. To be motivated to participate;5. Have a good level of English;6. The participation of participants with fewer opportunities will be encouraged;7. Gender balance will be promoted;The evaluation and approval of potential candidates will be based on the formal criteria described above and:- motivation letter for participation;- self-determination as a participant with fewer opportunities;- English language proficiency test (min. level B1);- CV with described experience in the field of youth work, volunteer activities and other reference to the project objectives.<< Impact >>The results of the project are the outcomes achieved as a result of the successful implementation of the project and all itsstages - preliminary preparation, mobility of youth workers and activities after the end of the project. The results include theproject participants', partners' and other stakeholders' acquired skills, knowledge and experience, formed attitudes,improved understandings, new digital skills, increased cultural awareness, better linguistic, digital, personal and social skills.The results of the project will also include products created, media publications, certificates of recognition of skills and more.The expected results and impact of the project on the participants is due to the nonnformal training methods used for theimplementation of the project. The key to effective project impact is the process of self-awareness and evaluation. Theproject results and impact are in the following directions:- acquired new digital skills for working with young people;- Improved digital literacy and the ability to convey the common core values of our society, especially the hard-to-reachyoung people and the prevention of extreme radicalization of young people;- promoted professional development;- improved understanding of other cultures and fostered intercultural dialogue;- improved understanding of Erasmus + capabilities;- formed positive attitudes for youth work;- new contacts and opportunities for the subsequent sharing of good practices and support in youth work;- improved personal, social, language and communication skills;- The project will also be impacted by the certificates the participants will receive, as they will support their professionaldevelopment and personal growth.Important results and strong impact for the participating organizations the project will contribute and will have at all stages ofthe project implementation:1. during the preliminary preparation:- Formation of pre-emptive attitudes for successful transnational partnerships. The project thus works by promoting goodpartnerships, principles of mutual cooperation and international support;- sharing project ideas related to each partner's needs. It is a process of realizing the short and long term goals and needsat the organizational level;- sharing experiences and good practices from other projects. This will increase capacity on organizations, rediscover newcommon goals and shared values.2. during the implementation of the project:- the enhanced capacity of project management organizations through teamwork based on shared experience and workpractices;- effective transnational communication methods shared and developed during the project;- established approaches for dialogue and involvement of new partners at European level;3. after the end of the project:- opportunities for access to partner networks and platforms created, which will allow new contacts to be created;- Encouraged exchange of educational practices, working methods and new ideas and opportunities for initiatives andmutual support at regional, national and European level;- improved opportunities for working with young people and reaching disadvantaged young people;- improving the quality of work of young people's support organizations.The project results will have a great impact on the target groups, which include staff, associates and volunteers to theorganizations, as well as the local youth communities. The impact is visible at all stages of project implementation:- Already at the selection stage, the project will have an impact on youth workers and volunteers in organizations, bypromoting inclusion in the project and sharing the objectives of the Erasmus + program.- During project implementation, target groups will be indirectly influenced by the project by timely sharing and informing theproject progress by direct participants. These personal sharing of participants will have a huge impact on the target groups.This will encourage them and motivate them to be proactive and take part in future projects of their organizations.- Following the completion of the project, the project outputs and impact will continue to have an impact on the participants,the participating organizations and the target groups - employees of the organizations and the local youth community. Thiswill be achieved through the envisaged sustainability measures."

From their academic success to their social skills and mental health, the pandemic is a crisis for today’s children – and the fallout may follow them for the rest of their lives. The school closures are one of the most visible – and controversial – means by which Covid-19 is affecting young people. According to Unesco, the education of nearly 1.6 billion pupils in 190 countries has so far been affected – that’s 90% of the world’s school-age children. All of which has made a full return to normality difficult for most children. And when that is combined with the other stresses of living in isolation under quarantine, it may have some serious consequences – delaying their cognitive, emotional and social development. For those in the most critical periods of adolescence, it may even increase the risk of mental illness.Social exclusion and early school drop-out is a general phenomenon in our society, particularly in the context of the worldwide pandemic crisis. Situations of social injustice occur in both rural and urban areas, which is why our project does not differentiate between different areas. The supranational significance of social inclusion is a major need in all EU countries. Combating social and cultural disadvantages in the school environment becomes a fundamental need for our countries and the fight for social inclusion must be a priority for all European institutions, particularly in the wake of the worldwide pandemic crisis.In this context, our Inclusive Impro Theatre project aims to promote social inclusion and fight against early school leaving through creativity and theatre, in primary and secondary schools. Building Europe with instruments that reach all countries is a daunting task, and we must start with our schools and with our young people. Theatre and creativity, culture and creativity go hand in hand to solve everyday situations of inequality and social exclusion.Creativity and collaborative and team work are vital characteristics to dilute social exclusion in our society. The narration and dramatisation of everyday current problems through the values latent in universal, traditional and classical stories, are an important source in the lives of young people because of their connection between imagination and reality, because of their capacity to make people live adventures and because they stimulate the capacity to see the world as something new and different. When all this can be expressed, preparing and interpreting a story in a theatrical key, divergent thinking, imagination, fantasy, social inclusion and creativity are encouraged.

<< Background >>Nowadays, in order to design new educational orientations and resources to develop innovative environments in education, efforts are being made to provide education in the form of formal, informal or non-formal aiming at disseminating e-life cultures from pre-primary education institutions to tertiary education and to ensure its continuity.In addition, computer-based education practices and internet-based projects have been developed in schools to develop student-centered teaching transfer studies from teachercentered instruction. Decisions and implementations of Information and Communication Technologies (ICT) are increasingly taking place within the educational policies of our country, which is in the process of the European Union Council's 2020 Strategic Targets and the process of accession to the European Union. EU countries transfer huge financial resources and implement practices for integrating ICT into education in order to strengthen their economic and technological development. The implementations and projects such as the introduction of smart boards, computers, internet facilities in schools, the development of school network and management systems by Info pack, SEPIE National program of reforms in Spain projects, etc. the realization of e-learning applications by providing digital literacy of all students and teachers, etc... have taken place within the educational policies of both the EU and our country in various time periods. Teachers, who are the stakeholders of education, are at a key position in achieving the highest possible benefits of using technology in schools. In the light of all these developments, what is expected from today's schools is to educate individuals who are equipped with the skills of using and accessing information effectively. The function of computers is increasing day by day and this influence both learning-teaching processes and economic and social functions of education. Additionally, new developments across the world such as the limitations brought by COVID-19 pandemic have shown us the necessity to improve teachers’ know-how in using technology in instruction because they will need it during such times.<< Objectives >>The aims of the project according to the priorities above:• To develop cooperation between the community, school, teachers and students through the use of advanced information technology tools.• To support learning environments with educational software, electronic references, application software and educational games.• To integrate information technology tools into any learning environment.• Providing access to all sorts of advanced information technology tools throughout the life of each student.• To provide all students with the ability to use the right information technology tool at the right time and in the right place, contributing the a school education more inclusive.• To ensure that computer teachers use lesson plans, improve assessment tools, prepare educational materials and improve themselves.• Additionally, new developments across the world such as the limitations brought by COVID-19 pandemic have shown us the necessity to improve teachers’ know-how in using technology in instruction because they will need it during such times.<< Implementation >>The activities under the management are as follow:Project management – leader DESES 3Evaluation, Valorisation, Quality Management – leader URBANDissemination and exploitation – leader KOCATURKCurriculum & Training scheme - leader DESES 3e-Learning Platform and Open Education Resources - leader UPTEducational game – leader KARDITSAPilot evaluation - leader TOROSLAR and BRAINLOGPROJECT RESULT 1Curriculum & training that will be define based on the conclusions of panel of experts activities, but in general we expect following topic for the Curriculum:I. Virtual Reality - how to write learning scenario;II. Virtual Reality - how to design virtual world;III. Design of interactive animations and 3D modelling;IV. How to code mobile application;V. Principles of gamification and how to design educational gamePROJECT RESULT 2The e -Learning Platform and Open Education Resources represents one of the most important output as will provide real valuable learning resources for learners, with attention to teachers and ICT.PROJECT RESULT 3Educational game is the main output of this project and together with the e-platform will give the access to all the OER (textbooks, presentations, multimedia, 3D objects and constructions) developed as well as the training schemes. The environment will be freely available for users to visit and use for self learning purposes.<< Results >>• During the project activities we will develop three Project Results:R1: Curriculum & Training scheme - in this material, the suitable techniques, learning approaches and learning content used in the online courses and game will be identified.R2: e-Learning Platform and Open Education Resources - Within the platform, a training course with 5 modules will be available all users interested to the topic.R3: Educational game - the main output of this project and together with the e-platform will give the access to all the OER (textbooks, presentations, multimedia, 3D objects and constructions) developed as well as the training schemes.There will also be intangible results in terms of improving the skills of the people involved in carrying out this project. Staff: they will improve their skills to design new educational processes adapted to different situations and contexts. Stakeholders will be in contact with new perspectives and tools that they can use in their respective areas.Teachers: they will have the opportunity to have resources that allow them to teach the contents and continue the teaching-learning process regardless of the context. It also allows an improvement of digital skills to update their didactic methodology.Students will have the opportunity to access information, learning content and therefore to continue learning.

The PlayIn project is a European project taking place in France (FACE), Italy (CESIE), Lithuania (LSU), Denmark (BrainLog) and Spain (Growthcoop) and financed by the Erasmus+ agency. Its objectives are to promote the skills of young volunteers in sports organisations and to promote the actors involved in socio-professional inclusion through sport. For 27 months, the project partners have built, in collaboration with the actors concerned - A pedagogical guide to support volunteers in the self-identification and valorisation of skills acquired during their sport experience(s) in the workplace. A PlayIn certificate is available at the end of this guide so that the sports organisation can formalise the recognition of the young person's skills. - A toolkit for sports organisations presenting the best inclusive practices in each project partner country. Sport organisations can find inspiration in this toolkit to set up their own actions to promote the socio-professional inclusion of young people. - The web platform http://playin-project.eu to give visibility to inclusive events and allow online management of volunteering. Each organisation posting an event is valued by gaining visibility and receiving the PlayIn certificate, thus joining the European network of committed actors.An impact report was also written despite the impossibility of experimeting the tools in sports clubs due to the COVID-19 health crisis. Instead, the report refers to consultations with volunteers and sports organisations.

Entrepreneurship is the process of starting a business but can also mean an active attitude towards work, society, politics, and all the other fields of a citizen life. Developing entrepreneurship means therefore working on people active participation in their life and strengthen their ability to start new business, improve their working life, being a proactive citizen and consequently cope with the socio-economic challenges that Europe is facing nowadays. Entrepreneurship is a complex competence made of different skills such as: analysis skill, planning, problem solving, leadership, creative thinking etc. According to the Global Challenge Insight Report, the vital skills required for future jobs are the 5 skills: complex problem solving, critical thinking, creativity, people management and coordination with others. Those are directly connected with entrepreneurship (ASTD), but in partner countries they are at low level. The project’s aim is to develop relevant and high-quality skills and to support disadvantaged young adults (especially low-skilled NEETs in age 20-24) in acquiring entrepreneurial competences to build entrepreneurial mind-set with special focus on developing skills needed for the future entrepreneurs that will be inevitable for tomorrow’s jobs but are not considered crucial for the jobs today. This aim will be achieved through: - deepen research of detailed characteristics of training needs of young adults and skills needed for the future in area of entrepreneurship (complex problem solving, critical thinking, creativity, people management and coordination with others)- creation of a simulation game that allow to work innovatively on those 5 skills, in order to foster people’s participation in the labour market and make them play an active role in society and achieve personal fulfilment- creation of didactic handbook for using the game - wide dissemination and exploitationPrimary target group: young disadvantaged adults, especially NEETs in age 20 - 24Secondary target group: adult educators/facilitators including career advisors working in the non-formal education settingsThe new method that we propose is the use of a game that can reproduce virtual, plausible or hypothetical situations in which the players can use and improve their skills. The scenarios the game will be the result of a phase of research conducted by experts in the field of psychology, counselling, vocational guidance, coaching, etc.First of all the partners will conduct a deep study. The research will contain guidelines on how it is possible to exercise the 5 skills and which situation (in real or virtual life) offer the opportunity to foster their acquisition. Secondly, these guidelines will be put into practice creating a list of scenarios for the game. Besides the EKS game, the consortium will realize EKS handbook supporting teaching/learning process with the use of the game. The game and the handbook will be piloted within the target groups (NEETs and adult educators) in order to collect feedback and realize the definitive versions. The EKS game will be a very attractive way to involve young adults, especially NEETS to a training pathway and encourage them to never give up their learning throughout their life development. The expected impact of the project concerns partners’ organizations, their staff and learners, young adults, especially NEETs in age 20-24, their educators and stakeholders in the sector of adult education (adult education providers, job centres). The project is likely to have a sustainable impact within and beyond the project lifetime on young adults, who learn in informal education settings, especially low-skilled NEETs in age 20-24, educators of NEETs but also other disadvantaged learners, as well as stakeholders that operate in the field of adult education (adult education providers, NGOs, job centres, associations of trainers and job counsellors, etc.) Having the innovative didactic tool that is designed especially for young people they will be able to attract more learners and provide more effective educational services. It is expected that over 1000 people (NEETs, adult educators, external experts and stakeholders) will take direct part of the EKS project's activities.