<< Objectives >>It is widely recognised that social exclusion produces deep and long-term damage to the living conditions, socio-economic participation, emotional life, and wealth being of young people.Different factors play important roles in producing social exclusion. Poor levels of education, experiencing discrimination, monetary poverty, unemployment, living in remote geographical areas, and experiences of juvenile delinquency, are often indicated as the main factors of youth social exclusion.Youth work plays an essential role in reaching and bringing together young people who face exclusion on a daily basis. The projects aims to increase the knowledge and skills of youth workers on topics of discrimination and social exclusion in the context of youth work in a non-formal framework.The aim is supported by the following objectives:-to facilitate involvement of 23 youth workers from Program and Partner European countries in the whole cycle of the project and ensure insure the feeling of ownership towards the project for 6 months -to raise knowledge of 23 youth workers in the topics social exclusion and discrimination and de-velop skills to address those issues through youth work- to provide participants with practical tools and methods to ensure inclusiveness of youth work and avoiding unwillingly discrimination-to raise awareness on participants about their selves and their roles as youth workers linked with discrimination in the social exclusion context-to empower participants to take action to reduce discrimination in their own lives and in society by sharing methods, tools and instruments to be incorporated in a methodology for approaching youth in fighting against social exclusion-to ensure participants pass through all stages of experiential learning and reflect of the learning outcomes through 8 Key Competencies model-to provide space for participants to share their experience and to develop long lasting partner-ships<< Activities >>The activities will be based on the principles and practice of non-formal education taking into account the participants’ needs, motivations and previous experiences as starting point of the programme. A diversity of working methods will be used for learning about discrimination and social exclusion: thinking together, brainstorming, creating new ideas, discussions, debates, simulations, etc. Also, the project will offer space for sharing the already existing methods, examples and answers that support discrimination and social exclusion projects and develop new Erasmus+ partnerships.All participants will be involved in all activities. The venue of the activities is mainly the main room of the hotel. Reflection and daily evaluation will take place every day, before the main sessions and after the main sessions. There will be 2 coffee breaks and lunch break between sessions. Also, in the evening program we planned social and intercultural evenings. Spain has the role of coordinator and host. Armenia and Romania will send one trainer each, besides the Spanish trainer.The program will be as it follows:Day 1Session 1- Opening of the TC and get to know each other- breaking the ice in communication, Secret friend, fears and expectations treeSession 2- Pax profiles - who's here? Team building activitiesSession 3- Youth pass: key competences-Introduction to key-competencies recognized at European levelSession 4- Who am I? The Onion of Personal Identity. Competences of a youth worker- identification of the relation between social identity and its connections with values and symbols Day 2Session 1- Vienna train- create awareness on ambiguity, rejection, fear; theory and briefing with whole group about their general experiences of ambiguity. Experiential analyseSession 2- Social exclusion and youth work- Fish tank methodSession 3- Privilege walk- The activity aim is to demonstrate how social identifiers that are out of participants’ control can affected their privilege and the rights of members of their communitySession 4- Why would I include? Motivation. Comfort zone- NFE activities to raise awareness on the importance of breaking discrimination and social exclusion Day 3Session 1- Theatre of oppressed- Tool for participants to explore discrimination and social exclusion strugglesSession 2- Youth Empowerment. Youth challenges – World Café methodSession 3-Strategies against social exclusion. Debates. Brainstorming. Star bursting. Problem solving approachSession 4- Preparation of the workshops- preparation of the workshops next day Day 4, all four sessions, workshops delivered by the participants on the topic of the projectDay 5,S1ReflectionS2 Theatre of oppressed S3 Strategies against social exclusion. S4 Step forwardDaily evaluationSocial evening Day 6,S1 Study Visit ACAT (YOuth Center for youngsters in social exclusion risk)S2 Studdy Visit to Refugees ONG focus in youngstersS3 Study Visit to High School to check how they use the Flamenco as a social inclusion toolS4 Study Visit to the Wellness Office of Municipality and Youth DelegationDay 7S1-Short methodology for tools adapted to different target groups-The participants will develop a short methodology on how to adapt the shared tools, methods and instruments for different target groupsS2-What can you do with Erasmus+ regarding this topic? Good-action accountability, creation action plan for future partnershipsS3-Youthpass- group and individual learning assessingS4-Closing session- visual, creative, personal and final evaluation formThere will be 23 participants selected for this seminar that are:-determined to actively participate in sharing practices, examples, tools, methods and instruments around discrimination and social exclusion, which will be incorporated in the upcoming methodology on working with youth facing discrimination and social exclusion- willing and able to implement an innovative project after the project serving the needs of the organisation in their community-interested in the topic of the project-willing to share and implement new-gained knowledge within their sending organizations/institutions- professionals, youth workers, trainers working in the education field (formal and non-formal) willing to share their own experience- able to attend the full duration of the training- able to communicate and work in English language (B1 to C2, according to Common European Framework of Reference for Languages)- committed to disseminate the results within their organizations and to multiply the impact of the project by actively working with youth in their local communities- experienced in working directly with youth<< Impact >>Expected impact on youth workers involved in the project:- deepen their knowledge on social exclusion by self-awareness of using unawarely discrimination in their working environment- support the role of youth workers in social responsibility and anti-discrimination activities that contribute to living together in peace and foster dialogue between youth workers who promote the values of diversity in the community.- create and use a knowledge bag of non formal education tools and creating better life chances for those facing with obstacles.The project is expected to have strong impact on all the mentioned levels by sharing all the positive results. It will promote the values of respect, solidarity, inclusion, equality between participants coming from European countries. The aim is to make a change in youth’s life and in those working with them, to have some long-term impact in the society and to establish a well-working network of youth workers and their sending organizations interested in the topic. Project results should activate participants to plan future projects as well.

"With the worsening of the global climate situation and the current lack of effective measures at both national and international level to remedy them, thousands of people all over the world have started to take action to find solutions ""from below"" and raise awareness among their local populations on these issues.Young people are still not sufficiently informed and trained on the risks of climate change and on the strategies and lifestyles possible today to achieve sustainable development. This is a problem of strategic importance for humanity, as highlighted by the program launched at the end of 2015 by the United Nations, focused on 17 objectives to be reached for 2030, adopted by European Commission (22.11.16) and EU document (roadmap for resource efficient europe), postulating to create a sustainable European economy by 2030.Lo scopo del progetto è fornire, attraverso il lavoro di un team transnazionale, un insieme coerente di informazioni per aiutare i giovani a sviluppare una mentalità un atteggiamento proattivo orientato verso l'obiettivo di un'Europa sostenibile. Raising awareness and training for young people are some of the main methods for implementing this process. “me.green” project aims to pursue training and information to young people in a European dimension so that they improve basic and superior skills on five of the United Nations' objectives:3) Good health and well-being;5) Gender equality;7) Affordable and clean energy12) Responsible consumption and production;15) Life on land.The aim of the project is to provide, through the work of a transnational team, a coherent set of information to help young people develop a mentality and a proactive attitude oriented towards the goal of a sustainable Europe.“me.green” project aims to:- increase the European identity among young people by promoting youth mobility- promote the exchange of good practices (small local practices, sustainable use of water, recycling and reuse of waste, expenditure on KM0 etc.)- activate information / training cycles on sustainable development among young people as a matter of strategic importance for humanity, as highlighted by the UN program.- Promote an entrepreneurial mentality of young people starting from the concepts of European citizenship, active citizenship and cooperationIt is planned to organize in the partner countries:- Cycle of information / training seminars addressed to young people- 1 Training Course involving 3 young people and 2 youth leaders per partner - Creation of at least 2 podcasts made by young people involved in both local and European activities- Transnational project meeting in the countries involved- Local dissemination activities."

"The project ""Changing the picture"" will support the participants to communicate, to interact with different cultures, nationalities and social backgrounds, to share and recreate important to them and their community issues in a creative and accessible way – through social photography. The project aims to develop practical skills on how to use photography as a tool for communication, self-expression and how it helps us to create visual messages to the others and ourselves. The project will include participants from Bulgaria, Romania, Italy, Slovenia and Spain. Each partner will prepare and select 4 participants. The objectives of the project are:- To provide to the participants knowledge on the process of creation of visual product and telling a story in a social context- To promote social inclusion, solidarity and empathy to socially excluded groups through workshops, discussions and exhibition on social topics at the end of the project- To support youth to develop practical skills to address issues in their community related to social exclusion, prejudices, discrimination, violation of human rights, marginalization, poverty, unemployment- To support the participants to show creativity and innovation, to create their own product (exhibition on place and online) in order to provoke interest towards the art of photography-To develop and improve the social skills of 25 young people, including youth with less opportunitiesThe project comprises 3 main parts: preparation (APV), implementation (youth exchange) and follow up activities (dissemination and evaluation). All parners will participate actively in all phases to ensure smooth and effective planning and implementation of the project.The main activities are related to: team building, familiarizing with social photography, identifying and learning about social issues, how to tell a story, how to address social issues, how to socialize, how to include/engage people around, working on creation of visual product in social context, preparation, organization and implementation of an exhibition, online tools, follow up activities, evaluation, dissemination of project results. The methods used are: group work, work in couples, individual tasks, facilitated and semi facilitated discussions, thematic workshops – social photography, practical simulations, interactive presentations, sharing of good practices, role play, discussions, debates, capacity building activiites,The used methods and programme activities are based on the methodology of non formal education, on the approaches “learning by doing” and “peers education”. They are selected and used in a way to adapt everyone to an active participation, to develop analytical and critical thinking, ability to work in team and in multicultural environment. The learning process: Процесът на учене:- takes into consideration the needs, motivation and interests of the participants- is opened for regular feedback and is taking into consideration the participant’s evaluation- enabling participants to easily apply what they learnt to their practice;The project will develop personal, social and technical skills in this direction and will realize an exhibition, prepared by the participants themselves, which will be presented on placec as well as online. Information on the project, programme, results will be published through various channels in order to reach wide audience. The activities on sharing useful information and handbook, ideas on future common projects, as well as the work on a local project and mini exhibition will ensure dissemination and multiplication of the project and project’s results. All this will contribute to the promotion of Erasmus+ programme and its opportunities, as well as sustainability of the project.The project will help the participants to be included more actively in their community and to explore its place in it, to share opinion, to address social issues and to be part of a social dialogue, which will develop their civil and social conscience. Also, they will have more positive attitude towards their peers from other countries, to get to know different social environments and cultures, to develop feeling of mutual understanding, tolerance and solidarity."

"As a concept, workplace learning incorporates a diverse set of scenarios and practices some of which are more regulated and controlled than others. While apprenticeships are generally very structured programmes with clear learning milestones that can be measured and assessed other popular models like internships, job shadowing and service-learning voluntary work offer less in the degree of certainty that substantial learning outcomes are achieved. While it is widely accepted that workplaces provide strong learning environments because they offer real on-the-job experience that makes it easier for some students to acquire essential hard and soft skills, the quality of workplace learning can be somewhat unpredictable especially in the less regulated environments. The DIDO project aimed to offer a new and innovative contribution to the field of VET pedagogy that was not reflected in current initial teacher training or within the resources available for the continuous professional development of VET staff. Workplace learning is a powerful tool in VET for up-skilling existing employees and for enabling a two-way flow of information between potential employers and future employees. There are considerable benefits for employers and employees if the workplace learning environment is structured and appropriately resourced.The project responded to the communication ""A new impetus for cooperation in vocational education and training"" which stated that the continuing development of skills and competencies of teachers and trainers must be reviewed in light of their evolving roles. The key element of workplace learning that the DIDO project addressed was ensuring quality in workplace learning environments by improving the capacity of teachers, trainers, mentors and counselors to respond to the demands of training provided on the job. It was also a tool to support teachers to value learner diversity, support all learners, to work with others and to manage their own personal professional development. DIDO developed and piloted an innovative didactic approach that addressed the specific challenges of workplace learning for those working in the field. All partners in all partner countries engaged with these professionals, presented the project objectives and results and then completed the CPD curriculum. The project consortium consists of the following:•Ireland - Lead organisation – Louth & Meath Education and Training Board. A local statutory education and training authority •Austria – BEST InstitutAn independent Austrian organisation •Solvenia – KADIS D.O.O. LiublianaA private organization operating in the field of human resources•Romania – GRUPUL PENTRU EIROPEANA ASOCIATIEAn NGO whose mission is to contribute to EU integration process •Cyprus – INNOVADE LI LTDAn SME based in Cyprus, with a team of professionals with several years of experience •Italy – People Help The People A non-profit organization. It establishes relationships and projects within the EU•Switzerland – Swiss Federation For Adult LearningThe Swiss Federation of Adult Learning (SVEB) is the umbrella organization of adult education and lifelong learning in Switzerland and is a silent partner on this project.Five partner meetings were held. A project website, Facebook page,a logo and branding concept was devised. All the modules from the curriculum have been translated to the 6 languages and are now available on the project website http://www.didoproject.org/In total the curriculum has been completed by 72 teacher trainers mentors and counselors in Ireland, Cyprus, Romania, Italy, Slovenia and Austria. Local working groups were established in each partner country of 3 workplace trainers and 3 low skilled workers and the function of these groups was to ensure that the tools and resources developed were appropriate to each local partner setting. The project has held dissemination events in the 6 countries to over 300 stakeholders. The DIDO project developed an innovative didactic model for a new continuous professional development intervention in workplace learning. It adopted an ab initio approach to developing this new CPD resource that will help teachers, trainers, mentors and counselors address the needs of workers, low-skilled workers and workers in vulnerable employments. As targets and expectations for workplace learning are increasingly framed within overall lifelong learning objectives and policies of Member States the didactic model developed by DIDO will be relevant and applicable beyond the initial target group and indeed throughout the economy where up-skilling of the workforce is a prerequisite for competitiveness and inclusion. It is hoped that the positive reception the project has to date and the completion of the curriculum will continue."

<< Objectives >>VALORISTE project aims to: - improve low-qualified adults/adults from socially vulnerable groups’ competences in strategic subjects for sustainable development;- boost these adults volunteering mindset to circular economy (CE) related activities; - contribute to the development of educational and training competences of adult educators, Valoriste Agents and other practitioners involved in CE; - raise awareness and implementation of personal and community CE practices.<< Implementation >>VALORISTE will develop and implement:- digital training resources for the target groups, including case studies, infographics, vignettes, video-based digital stories, lesson plans and self-assessment exercises;- national hands-on workshops and blended-pilotings with the target groups of the project;- transnational meetings for partners' cooperation;- a final forum in each partner country to raise awareness about the project among stakeholders.<< Results >>The three following main project results will be developed:1. VALORISTE training programme: a curriculum for future VALORISTE volunteers with training modules on sustainable development, CE and volunteering;2. VALORISTE toolkit: training resources to support adult educators, Valoriste Agents and other practitioners involved in the CE;3. VALORISTE digital stories and MOOC: video-based digital stories of best practices on CE and a MOOC providing access to all VALORISTE training content.