"The idea about ,,Youthocracy"" began during a training seminar in May 2014, when some of the current partners met, and later on discussed the possibilities for collaboration. later on, the representatives from the applicant organization met the Italian partners during an Erazmus+ meeting and discussed their entry into the project. At the moment, it was identified a need to support young people with training and networking activities with focus on promoting youth development, non formal education through a variety of creative approaches and methods as well as research and share of best practices among the partners, as well share of those practices with home based organizations in Macedonia, Austria and Italy. This idea was initially realized through a grant from ERAZMUS+, KA2 action in the year of 2016. Currently within this open call/deadline the project is applied in order to be extended through updates and upgrades of the current on line platform, and through gatherings of youth people concerned in the form of multiplicatory events, thus enabling to revise and further improve the shared best practices in direct discussions among young people. The Youthocracy vol.2 will continuw with partenrs from Macedonia, Slovenia and Cyprus. The project in general will promote high quality youth work and various tested non formal education methods, activities and projects that are prepared and realized by a variety of organizations from different European Countries. The content of the created platform currently consists of more than 100 best practices and methods from 32 members from 6 European countries which through the Youthocracy Vol. 2 will be additionally discussed and revised. The desired objectives are: - Discussion, promotion and introduction of innovative methods and approaches related to non formal education for youth, through usage of theater, music, art, environment, social and economic issues and topics. - Strengthen the capacity and increase the knowledge of youth workers across Europe, emphasizing Macedonia- through update and upgrade of the current Youthocracy platform with new methods regarding non formal education in the existing 10 topics from Youthocracy vol. 1. The project strives towards achievement of sustainable change in support of youth development through additional non formal education for young people and networking opportunities for youth workers. The activities that will be realized through the project consist of: -networking, -discussion and share of experiences and resources, - discussion of training programs, - discussions on practices for improvement of the quality of youth services and promote youth development principles across a broad range of communities, emphasizing communities in macedonia, with advisory discussions from European youth CSO's and their representatives Target group - Directly involved: youth workers and youth organizations, local authorities,, municipalities from countries involved directly in Youthocracy vol. 2, as well as youth CSO's and their representatives members and volunteers from the member organizations of Youthocracy vol. 1 - Follow up involved: youth organizations and youth workers from the targeted countries in Youthocracy vol.1 and vol. 2- spreading of the network, dissemination of the platform, and realization of additional activities in the form of on line campaigning and on-line share of best practices. -Activities: - Phase1: Preparation 1.1 Basic contracts and financial agreements (Dec. 2017) 1.2 Research, collection and share of good practice examples, and innovative methods focused on project topics, from each partner (Dec 2017,Jan.,Feb.. March, Apr. 2018)) - Phase 2: Implementation and dissemination 2.1 Update and upgrade of Youthocracy platform with new best practices and methods (Apr.-May. 2018) 2.2 Transnational meeting - in Slovenia (Jun. 2018) 2.3 Dissemination(Mar. - Jul.2018) 2.4 Evaluation (Jul. 2018) 2.5 Newsletter (Jul.2018 Results: -Expression of interest of young people and Initiation of debates on local level regarding youth work and its pros and cons through share of knowledge and best practices across Europe (3 face to face debates delivered in each involved country) - Initiation of 3 on line debates/discussions on Youthocracy vol.1 and vol. 2 content regarding best practices and methods on non formal education (choosing from 10 already stated topics as part of Youthocracy vol. 1) - Update and upgrade of Youthocracy vol 1 into Youthocracy vol.2 - with additional upload of 20 new best practices and methods as an add-on to the existing 100+. The project strives towards achievement of sustainable change in support of youth development through additional non formal education for young people and networking opportunities for youth workers. Through its realization there will be a better understanding of non formal education, recognition of youth workers' skills and qualifications."

In the modern world, the development of technology is so rapid, that the development of human learning can’t follow the same pace. The 21st century pupils and students are expected to deal with tremendous sets of information on a day to day basis, and that is a problem which contemporary education hasn’t yet answered. For our students and pupils to become active citizens who can deal with such amounts of information and bear a positive outcome of their education, they need to adapt and learn how to learn. To do this, they need teachers who understand modern methods of thinking, mentors who have great ability to transfer knowledge and trainers who can deliver the subject matter creatively. The pillars of education have always been - our teachers, educators and mentors. They are the ones who maintain and develop our educational systems. But who will educate our teachers? In order to broaden our teachers understanding of the teaching process and to build up on their previous experiences, the idea for the Development of Transversal Skills (DOTS) project was born. Transversal skills are skills that are typically considered as not specifically related to a particular job, task, academic discipline or area of knowledge and that can be used in a wide variety of situations and work settings (UNESCO IBE 2013, Global). It shows that the development of transversal skills contributes to easier acceptance of change, open communication and the implementation of innovative teaching methods, but also empowers teachers to create their own content and teaching methods.The overall objective of this project is the Improvement of transversal skills of STEM and other teachers and trainers for innovative teaching approaches.The specific objectives of this project are:1) Development of methods, materials and tools for the support of learning and teaching transversal skills.2) Training of teachers to implement the developed methods, tools and materials in their teaching practice.3) Evaluation of the applicability and usefulness of developed methods, tools and materials.Two schools, four educational NGOs, a public educational ICT institution, a faculty and private firm have all been chosen based on previous good experiences or recommendations. From direct institutionalized teaching experience to noninstitutionalized and non-formal teaching; from video production to ICT in education and from first grade teaching all the way to high-level education of educators, the project team forms a whole that will deliver a set of tools, methods, workshops, trainings and materials for the improvement of teaching practices.All partners will work together on activities related to:1) Development of educational toolkit and toolbox 2) Development of Guidelines for the introduction of transversal skills in non-formal education developed 3) Delivering an International teacher training for implementation of developed methods, tools and materials in teaching practice 4) Delivering a local teacher training for implementation of developed methods, tools and materials in teaching practice delivered 5) Development of Training course scheme for implementation of transversal skills in the STEM teaching practice 6) Delivering Teacher training for development of backward teaching scenarios 7) Development backward teaching scenarios for STEM lessons8) Development of evaluation questionnaire and survey9) Composing on final evaluation report of developed methods, tool and materialsBy carrying out these activities, the expected results of the project will be realized :1) improved transversal skills of STEM and other teachers and trainers2) developed toolbox, toolkit and guidelines for the support of learning and teaching transversal skills3) delivered teacher training for implementation of the developed methods, tools and materials in teaching practice4) delivered teacher training for development of teaching scenarios5) developed training course scheme for the implementation of transversal skills in the STEM teaching practice6) developed backward teaching scenarios for STEM lessons7) developed questionnaire and implemented survey8) produced evaluation reportCombined, these results will make an impact on education on a local, regional and transnational level. Some of the envisaged project impacts are:1) growth of transversal skills awareness2) project participants developed and improved transversal STEM skills3) simultaneous learning of organizational, presentation, communication and other skills while learning core subject matter for pupils and studentsThe long-term benefit we recognize in this project is taking a step towards the next level of education – an education in which borders are crossed and teachers are versatile knowledge bearers capable of delivering a broad set of skills to their pupils and students, all in order of creating a multi-skilled, transnational and bright foundation for the future of EU and global education.

Big changes are happening in all layers of society in Europe. Migration, culture clashes, poverty, unemployment and fast-evolving working places are creating more and more vulnerable groups of people who don’t fit in.To prevent more people of becoming part of these vulnerable groups and to reach out to them who are struggling to climb up the social and economical ladder, we need to invest not only in hard skills but also in their soft skills. Skills such as (but not limited to) communication, teamwork, problem solving, attitude, leadership … are absolutely critical to success in today’s society. Research shows they are the key to empowerment.The project partners in Flanders, The Netherlands, Sweden, Portugal, Cyprus and North-Macedonia felt an urgent need to work hand in hand to set up a European project for training and validation of soft skills. The partners in Flanders, The Netherlands, Sweden and Macedonia work with different vulnerable groups of learners: low-skilled adults, migrants, drop-outs and isolated women. The project partners in Portugal and Cyprus are specialized in different domains of professional qualification, training, professional education and validation & certification. In other words, all partners invest in people searching for a better future.The main objective of the project is to increase employability, better social integration and more successful education of vulnerable groups. The KA2-project was therefor called ReTraVaSSEV: recognition, training and validation of soft skills for employability of vulnerable groups. The project had three main goals: 1. perform an international desktop study on soft skills, 2. create a set of training tools for trainers to train the learners (vulnerable groups) and 3. create a set of validation tools.Desktop study O1:Based on several international studies the six partners created during the Transnational Project Meeting in Cyprus (December 2017) three questionnaires: for employers, for disadvantaged adult learners and for trainers in adult education. The international group of respondents was highly diversified by several factors: age, gender, level of education and present employment situation. The questionnaires referred to basic/fundamental skills, people-related skills, conceptual/thinking skills and personal skills & attributes. The questionnaires were carried out in the partners’ countries between January and April 2018.During the Project Meeting in Den Helder (May 2018) we discussed the aggregated results of the questionnaires. This discussion resulted in a selection of six soft skills that are relevant in the six participating countries: intercultural communication, learning to learn, conflict management, teamwork, customer service and motivation.Training tools O2:After we split the soft skills among the partners, we decided to create three training tools for each soft skill. Each partner composed a team of trainers to reflect on the tools. As the tools are meant for disadvantaged learners, they should be comprehensive, low level, easy to use and low-cost. It took us quite a long time to develop these 18 different tools. A first draft of the tools was presented by the teachers during the Learning, Teaching and Training event in Madeira (November 2018). After the Madeira meeting an extensive testing period started in the six participating countries. We either tested the tools in existing classes, or we created special classes to test the tools. Each partner tested its own three tools and the tools of one of the partner countries. The test results were presented during the Project Meeting in Sweden (March 2019). In Sweden we decided that a final version of the tools should be ready before the end of April 2019. As soon as the coordinator had received all the final versions, each partner started translating the 18 tools (working language: English) in the several countries’ languages: Dutch, Swedish, Macedonian, Greek and Portuguese. The translations were performed by our language trainers. During the translating period a first draft of the design was created. The final version of the manual, presenting the 18 tools in an appealing design, was realised in September 2019. Validation tools O3:The validation part was already an issue when creating the tools, but we had not yet created the actual validation tools. The meeting in North-Macedonia (May 2019) brought relief in this seemingly most difficult part of our project. During the Learning, Teaching and Training event in North-Macedonia we decided about several validation tools: portfolio, evaluation form for trainers, self-assessment form for learners, general evaluation form and certificate. Already during the meeting we started creating the validation tools for the respective training tools. We agreed to finish the validation tools by June 2019. Again, these validation tools had to be translated (suggested deadline July 2019) and had to be adapted into the final design.The soft skills manual as well as the validation tools can be downloaded on the project’s website skillsforyou.eu. Dissemination:The manual and the validation tools were presented during an international dissemination event in Brussels (October 8, 2019). The dissemination of the project informed policy makers, principals, staff members, teachers, volunteers, coaches and other stakeholders about the importance of soft skills for employment, social integration and successful education. During national multiplier events (workshops) in every partner's country (October – November 2019), the manual and the tools were presented to teachers working in adult education, regional authorities responsible for education and employment, and regional employment agencies.

"Key competences foster the ability to participate in social life, widen job opportunities and improve the socio-occupational conditions of citizens, among these the project ""Digital Clil for all"" wants to strengthen the digital and multilingual skills of adults. According to what is indicated by the recommendations of the Council of the European Union in 2018, one of the characteristics of key competences is the possibility of being acquired and strengthened during the whole life and the fact that they represent the base to exercise an active citizenship. Despite the importance of soft skills, the latest reports on the topic show a European contest still lagging behind, especially with regard to the adult population: 44% of the population holds basic digital skills and 35.2% knows an extra language compared to the native. Given the importance of strengthening transversal skills throughout the entire life, and finding that the level of digital and multilingual skills for the adult population is still too low, the ""Digitalclil 4all"" project aims to create a new teaching methodology to be used for adult learning. The Dital Clil method integrates the CLIL approach (Content and Language Integrated Learning), which uses a second language to convey non-linguistic disciplines, with the use of ICT, enhancing the digital dimension in the teaching process. The general objective is therefore to improve and strengthen the digital and linguistic skills of adult learners for a more active participation in the labour market and European society, to this aim the project will support the teaching staff in the ability of improving the level of soft skills of adult learners through the digital clil methodology and will update the teaching methods for adult learning based on the digital and linguistic experience.The project involves the creation of two Intellectual Outputs: • COMPENDIUM OF BEST PRACTICES ON CLIL AND DIGITAL DIDACTIC METHODOLOGY • GUIDELINES FOR APPLYING DIDACTIC METHODOLOGY DIGITAL CLIL IN LEARNING FOR ADULTSAll the materials produced by the project will be available in 6 languages (Italian, Romanian, Croatian, Greek, Spanish and English) to ensure maximum usability both in the national contexts where the project will be implemented and in other European countries.In conclusion, 20 teachers will be directly involved in the research and output definition activities, which will test the digital clil methodology in 10 pilot courses. Precisely, the teachers will participate in a 5-day training event (4 teachers for each partner country) and they will be provided with all the tools necessary to use the ""digital Clil"" methodology in the classroom. Once back, 10 pilot courses will be launched (2 in Romania, 2 in Cyprus, 2 in Croatia, 2 in Spain and 2 in Italy) in which the methodology will be used in adult classes and for teaching different disciplines chosen by the partner institutions . The results of the pilot courses will be useful to adapt and improve the methodology and deliver a tested product. During the implementation of the project and in order to share the methodology with the stakeholders of the sector, in addition to the 20 teachers, 100 students, 15 experts in innovative teaching methods in the field of linguistic and digital skills, 10 adult training institutes and 200 teachers will be involved. Through the dissemination plan we expect to reach at least 3000 stakeholders (teachers, managers of training institutes and public institutions), 3000 adult citizens."

The project “Reconnect - Dance and theatre training in dialogue with the global south” is a pilot project that will create a new approach in practices of learning and unlearning arts to intervene in hegemonic knowledge in artistic production. The project activities are planned through a European partnership, involving three organisations: Protagon – Freunde und Foerderer Freier Theateraktion from Germany, Ondadurto Teatro from Italy and DOREA Educational Institute WTF. Therefore, this project will promote an experience of social integration for non-European participants and will open up the notion of the artistic work from a monopolized point of view to a constellation of methodologies and perspectives that entangles culture diversity in the artistic work. The participants of the project will go through a capacity building programme created by the project to train new ways of self-expression (learners) and methods to stimulate active citizenship (trainers), working with theatre, role-playing and situational games, discussion events with (local) politicians, world café, decolonial cultural dance, creative writing, and more. The activities take place within the context of cultural events, festivals, or meetings. The artists have the responsibility of proposing new ways of being in the world, based on diversity of opinion, culture and civic education. The project aims are to create artistic dialogues based on the ecology of knowledges and to analyses the colonial relations of artistic practices and knowledge. The project will create two transnational meetings and two intellectual Outputs based on artistic work and the coexistence of different forms of knowledge construction; three training activities with the themes of the project, as well Multiplier Events with the participation as research, discussions, and documentation with statements of scholars, curators and artists, to contribute internationally in the process of inclusion of migrants from the global in European societies and modes of artistic creation. Keywords: cultural dialogues; global South; social inclusion; non-hegemonic knowledges.