<< Background >>Prior to the Covid pandemic, European countries had made significant progress in lowering the rates of early leaving from education and training. However, this tendency is not certain in the future due to the rapid changes in educational systems. Specialists argue that the number of students disengaged in the learning process might grow and cause the new wave of early school leavers, who are unhappy with the recent changes and prefer to enter the labour market earlier. This will be, however, not the thriving and receptive labour market, but the one struggling with growing unemployment rates. That’s why it is so vital to boost young people’s engagement in their education and, at the same time, equip them with the skills that will increase their employability potential in the future.There is a shortage of reliable data about the early school leaving in 2020, therefore the project consortium decided to perform their own research to observe any potential tendencies on the lower scale. The survey was performed among 263 young people in all partner countries, and some of them were also interviewed. 48% of people aged 20-25 and 32% aged 16-20, who are engaged in formal education, are currently considering terminating or pausing their education. 67% of these students pointed out the pandemic and educational transformations related to it as the main reason for such plans. At the same time, only 28 of participants felt properly prepared for the world of work, which presents very unoptimistic perspectives for young people. It’s crucial to state that the research wasn’t targeted only at youth from the groups in danger of social exclusion, but it seems reasonable to believe that youth from marginalized communities might be affected by these changes even more.Another interesting conclusion that can be drawn from the first phase of the Covid crisis, is that any professional activities and businesses that managed to shift their branding and marketing activities online in time, suffered slightly less. New media formats and social media seem to be significantly less affected by the crisis. It is visible by the statistics of giants like YouTube, Instagram, Twitch, Tik-Tok or Netflix, who observed an increase in users’ activities in I quarter of 2020 by 13-38%. This supports the statement that video has become the main and most powerful media format of recent years and this tendency was only intensified by the pandemic.These two conclusions – about risks of early school leaving and marginalization, and the potential of video creation and usage do not seem related at the first sight. However, the connection is significant – video creation skills have become a great advantage of any person entering the labour market or planning their own business. These skills can be used to support endangered youth communities in self-expression, but also professional networking, job searching, branding, life-long learning, sales etc. Online video creators seem to be more likely to recover from crisis than solely-traditional job professionals<< Objectives >>In general, the main objectives of the project are:1) To create a suite of video creation resources for young people2) To support youth educators in delivering the video creation training with the help of the bespoke in-service training and handbook3) To provide a series of virtual learning and collaborative environments for sharing project results, enabling education resources usage and gaining recognition for videos created by project participants4) To provide a series of events for both young people and youth educators: Film Festivals in each country for the total of 120 youth participants, Transnational Film-making Masterclass for 18 marginalized youth creators and the Joint-Staff Training event for 12 youth educators, to provide sustainable and practical skill acquisition and fully test the project results.The project, besides increasing the digital literacy levels among young people and youth educators, is designed to have more intangible values. It will increase the cultural awareness of young people, help their understanding and social inclusion, giving them voice, tools, and skills to express themselves, and understand each other. Project results are measured not only by created resources but primarily by a number of trained professionals and the impact of newly possessed skills on their professional lives, their students, and their environments. Therefore, the following training activities will be achieved by the consortium during the project lifecycle: 1) 12 youth educators will be trained in delivering the In-service training programme during the Short-term Joint Staff Training Event 2) 60 front-line youth and community educators will have completed the in-service training programme and upgraded their professional competences in the piloting phase of PR2 3) 120 young people, including marginalized youth, will grow their digital and media literacy levels by using the video creation resources and approaches while piloting the PR1 4) 18 young people, with special emphasis on marginalized youth will complete the Transnational Film-making Masterclass 4) 120 educators, students, parents, and policy makers will gain awareness of the project results and see the videos created by the students in PR1 piloting during the Film Festivals in all partners’ countries. 5) 40 educators, students, and policy makers will attend the final conference in Germany where all project results will be presented and discussed.<< Implementation >>Each partner will conduct multiplier event. Moreover, Final Conference will be organized in Germany in order to maximize the impact of the project. Partners will organize six transnational meetings, including two face-to-face meetings. Partners will also organize two transnational Training Events. The first is Transnational In-service Induction Training for youth educators and the second is Transnational Film-making Masterclass for young creators. The partners have planned activities related to the dissemination of the project. These include: the creation and updating of a project website, the creation and maintenance of a project fanpage on Facebook, four newsletters, and the posting of project promotional material on YouTube and LinkedIn. To ensure wide availability, the website and each of the 4 newsletters will be translated into all partner languages. The project partners will organise regular meetings with the Local Working Group to enable multiplication of project activities. Furthermore, partners will carry out regular activities related to evaluation and monitoring.<< Results >>There are three main project results for the new skill acquisition for both target groups: 1) PR1 – Video-making resources for employability and development of young people 2) PR2 – In-service training programme and handbook for youth educators 3) PR3 – Bespoke e-learning portal The first result aims at providing young people with a comprehensive suite of resources to use in formal and non-formal settings (also, adapted to online or face-to-face learning). The usage of these resources will result in: - Young people increasing their digital literacy levels, with a focus on video and audio production - They will have other skills increased, like research, planning, critical thinking, cooperation, and creativity - They will be able to use these skills professionally or to develop/support and advertise their businesses - The branding and self-presentation skills will help them in the job searching process The resources for young people will be divided into four main areas, covering video creation, production, and usage in four contexts: 1) Advertisement 2) Storytelling 3) Business development 4) Personal brandingIn this approach, the students will be able to use the newly acquired skills according to their current needs – to express themselves, monetize their skills, sell products, or seek employment. This aspect will especially important for young people from the communities in danger of exclusion. The second result is aimed at front-line youth educators. They need the proper resources to provide media production and usage training to young people. The bespoke in-service training programme for youth and community educators will increase their digital literacy levels and will help them understand the social media reality that is usually more intuitive for younger consumers and creators. The educators will gain skills and competences to: - Reach the marginalized youth effectively and have the empathy to support them to the best extent with their struggles - Provide young people with high-quality training in video production and usage, using the most relevant open-source software and commonly available hardware- Feel comfortable with delivering such advanced training using blended and online environments, with full awareness of their strengths and threats connected to it. Both educators and young people will have an opportunity to support their learning process using the bespoke online environment created in the project (PR3). It will be used to: - Providing the tailor-made platform to use the learning resources developed in the project - Providing recognition for the creativity and effort of young people participating in the project piloting, by uploading and sharing the videos they will create during the Film Festivals and the Transnational Film-making Masterclass - Support project and partnership dissemination activities.The results of the project will be uploaded on project website and will be available for everyone interested. The website with results published will be maintained after end of project development.

"Europe faces a real and ongoing threat from violent extremism - the forms in which extremism manifests itself have changed. On-and offline support for terrorist organisations shows an increase in radicalisation among young people on EU territory. In the words of Cecilia Malmström, EU Commissioner for Home Affairs “no country is spared from the scourge of violent extremism but still far too few EU Member States are facing up to this rising threat. We need strong, preventive measures to counter extremism in all its forms”. So the HYPER project focuses on the prevention of radicalization themed ""Empower youths - against radicalization and violent extremism"". From a national and transnational perspective, the HYPER-Consortium of 6 European countries developed, tested and implemented a full innovative suite of educational resources that show the process of radicalisation in action. These resources focus on demonstrating how radicalisation can happen on the most popular digital and social media platforms where today’s young people hang out and where many are at their most vulnerable. The suite of simulation resources acts as a gateway to an online learning environment where a wide range of suitable and appropriate training resources are provided. In addition, to support educators and youth professionals to deliver this peer education programme to young people and to use the simulation resources in their sessions with young people, the team developed bespoke in-service and induction training programmes to enable to extract the maximum benefit from the full range of the simulation and training tools. Specifically, HYPER has achieved the following results and impacts: 1) a full innovative suite of interactive simulation resources that shows how the radicalisation process can unfold in a variety of different digital and social media environments. This includes a range of short simulation videos for use on smartphones and other mobile devices. Each simulation video supported by a full range of self-help learning resources presented in formats appropriate to the target group. 2) a peer training programme for young people act as credible voices against the extremist narratives. This training programme includes a suite of resources that can be used to help young people to think critically about extremists’ views and discourses and expose the flaws of their propaganda. 3) an in-service training programme for front-line youth workers to support their continuous professional development and an induction training programme for youth volunteers, parents and guardians. These resources facilitate the role of these key stakeholders as key multipliers within the framework of the HYPER project. It supports youth workers to deliver the proposed peer training programme and to extract the maximum benefit from the self-help resources and simulation resources planned. All resources developed are available online in 5 partner languages on website https://hyper-project.eu/. They are available to all interested parties without restriction maintaining the open access requirements of the ERASMUS+ programme. The main target groups addressed for developed resources are young people interested in becoming peer educators, as well as youth educators, youth workers and front-line trainers, parents and guardians who would like to learn more and new and emerging online threats. Especially the young people more learn about new and emerging threats and risks they face in online environments. They be able to support their peers to be protected against the online dangers. During the project period the consortium reached direct (attending the online or personally discussions, workshops, presentations, conferences) between 250 to 300 participants per country. These were e.g. youth workers; youth at risk; students; parents; youth volunteers and guardians but also police officer; service provider; educators; academic and policy makers. Indirect there were over 19 300 people (according to statistics) following the news and results thorough social media or by publishing articles and Newsletters."

"The BRAMIR project addressed two important European concerns: The ageing of the population and an increasing dependence on immigration to meet current and future labour-force requirements. While there is considerable variance with regard to the speed and immediacy of these changes within and between Member States, they will impact all countries in the not too distant future. Immigration has become a 'normal' part of life in Europe. The challenge for Member States moving forward is to enhance migrant integration into host country society and economy and efforts being made to attract workers from non-EU countries need to go hand in hand with measures to ensure social cohesion and equal treatment. The BRAMIR project therefore proposes a mutually beneficial arrangement affordingseniors an opportunity to remain active contributors to society while addressing the growing migrant integration problems, such as: - Information gap: Migrants experience a lack of knowledge about their new social and civic systems. - Network gap: Although immigrant organizations try to build or solidify networks within immigrant communities they do little to tie these organizations to groups outside of the immigrant communities. The project enrolled new possibilities for seniors to become ""qualified"" volunteers to support the development of key civic and social competences within the established and growing migrant communities.The BRAMIR consortium consisted of 9 partners representing 8 Member States and brought together a wide range of expertise. Included was also an associated partner from Switzerland. The aim of the partnership was to develop and implement a multi-layered andragogic framework design for the target group comprising older workers approaching retirement and recent retirees. The framework incorporates a bespoke train-the-trainer curriculum; a suite of psychographic profiling tools; an induction programm, an e-learning portal, a digital toolbox of appropriate teaching resources for redeployment of the senior target group as volunteers to support the development of key civic and social competences and a Policy Paper for authorities and political institutions.All training resources can be accessed through the project website www.bramir.eu. The most resources developed are available in English, German, French, Czech, Greek, Finnish, Italian and Romanian."

<< Background >>Our climate is breaking down. Rising seas and extreme weather events are costing lives and putting tens of millions of people around the world at risk. And younger generations are being robbed of their future on a healthy, liveable planet. In drier, hotter conditions, wildfires rage out of control, reducing mighty forests to ash. The oceans are warming, and the water is becoming more acidic, causing mass coral die-offs and the loss of breeding grounds for sea creatures. Delicate ecosystems that are home to insects, plants and animals struggle to adapt quickly enough to the changing climate, putting one million species at risk of extinction. That means our food security, health and quality of life are all under threat. The state of the climate and the health of our planet’s living systems are intimately linked, and changes in one will radically affect the other. But climate change also presents an opportunity to change the way we live so we improve things for us and the planet. Change is often the result of grassroots efforts and working together to lower our carbon footprints is no exception. People tend to think there is nothing they can do about climate change, or their small efforts do not really matter, however experts suggest that neither one of those things are true. There is an urgent need to change people’s understanding of the climate change challenge that faces us all and present a positive, action focused narrative through social media and word-of-mouth. Calendar for Climate Change represents a new educational intervention drawing on the tacit knowledge of older generations and the technical know-how of young digital natives and bringing the best of both the past and the present together to form a robust and accessible educational programme to raise climate change awareness.For many senior citizens in Europe the road to inactivity post retirement is a road of no return. Erasmus+ can provide a vehicle for continuing engagement and participation as active members of the community by harnessing the knowledge built up over a lifetime and transferring that knowledge to younger generations. This potential is particularly relevant in addressing the present climate change challenges that confront all Member States. Calendar for Climate Change will provide seniors with the opportunity to exchange their tacit knowledge with today's digital native population in exchange for the technical know-how that the younger generations take for granted.While senior learners can help to address this need of younger learners for support and direction in their fight against climate change, young people can support senior learners through introducing them to new and emerging technology platforms, that can help them to prepare for and engage with the digital transition that is sweeping across European society. Everywhere we turn, homes and businesses are getting cleaner, greener, and smarter. This is to support the dual transition of European society – to a digitally enhanced and environmentally friendly, carbon-neutral society. These changes are coming to all European communities, because they are necessary to support the progress of European society; but if tailored support is not provided to older learners, they will get left behind by this wave of dual transition in European society. Identifying this need to find a novel way to engage older learners in environmental and digital education, C4CC partners are convinced that the approach proposed in this application will be effective in engaging senior learners in education that will benefit them, and will also be enjoyable and rewarding for them.<< Objectives >>Climate change is here. As its impact intensifies over time, it is the children, teenagers, and young adults of today who will face the worst effects; but we all have a role to play in changing our habits to address the climate crisis we are all faced with. There is ample evidence that young adults all over the world are facing up to the climate change challenge. Global demonstrations in September 2019 were largely organised and led by young adults demanding action. However, protest alone is not enough to address the threats posed to our future by climate change. Action is needed on an individual and collective level to change people’s habits; to adopt more environmentally friendly patterns of production and consumption; and to find solutions to the climate change challenge we all now face. Education has a critical role to play if the protests of young people are to be leveraged into action; but the Calendar for Climate Change (C4CC) partners firmly believe that young people alone cannot change the world – it will take a collective effort to achieve an impact on reducing our carbon emissions, changing our consumption and waste production habits, and ditching our addiction to plastics and other harmful materials.However, the world was not always so driven by consumerism; people did not always buy new rather than repair or re-use; they did not always produce mountains of waste every year. Rather, in previous generations, people were taught the same values and lessons that we now see being promoted as ‘the circular economy’. Before ‘the circular economy’ was ever borne, this was just how people lived. They produced little waste; they re-used and re-purposed what they had; they repaired clothes, household goods, cars, and bicycles rather than throwing them away and buying new; they did not rely on expensive digital devices that took precious metals and elements from the Earth. This is the tacit knowledge of older people who have lived in a time when the threat and effects of climate change did not plague us; and when people knew how to make the most with what they had, rather than being driven by and addicted to constant consumption. Through the intergenerational model of learning proposed in the C4CC project, our aim is to achieve the transfer of this tacit knowledge to younger generations of learners, who feel that they need this support from other generations to combat climate change, and to address the climate anxiety that young adults feel today about their future.Calendar for Climate Change will develop a toolkit of training resources that support the implementation of 12 high-tech climate change solutions and 12 low-tech climate change solutions. The learning resources for the low-tech solutions will be developed by partners working with senior citizens who have considerable tacit knowledge garnered during less affluent eras, when resourcefulness and imagination were needed to find quick fixes to problems. Many of these solutions, which are still relevant today and could be implemented across the whole of society, emerged due to shortages of raw materials, lower income thresholds than we see today, and a less wasteful consumer ethos throughout the community than one experiences today. The learning resources for the high-tech solutions will be developed by partners working with young digital natives who are particularly comfortable integrating new smart systems into their everyday lives. The focus of the project will be to demonstrate the considerable value that the tacit knowledge of older generations has in a climate change crisis while at the same time introducing the latest high-tech applications that can help reduce the carbon footprint of every individual. Calendar for Climate Change is a knowledge exchange project between young digital natives and older generations. The exchange of knowledge between generations to combat climate change is one of the core objectives of this project.<< Implementation >>In designing the project work plan, C4CC partners have agreed that all partners should play an active role in the development and testing of project results; while also taking responsibility for some aspect of project management. The following division of tasks outlines the different roles that partners will undertake in the C4CC project, and it also helps to present the activities we will implement in our project team. PR1 - Calendar for Climate Change Resources - FIP will draft a value proposition that outlines the learning outcomes for the 12 low-tech and 12 high-tech modular resources. Each partner will develop the learning content for 24 resources - one low-tech resource and one high-tech resource - that addresses the specific competences outlined and that is appropriate to climate change challenges in their country. The resources will be developed addressing issues that relate to each month of the year. Each partner will also develop a script for the explainer video that will accompany each resource. FIP and CSI will produce all results in appropriate media rich formats using iMovie, Powtoon, VideoScribe, etc. FIP will design the paper-based interactive calendar and the online version for social media use embedding all the learning content for QR code access.PR2 - Inter-generational Learning In-service Programme & Handbook - JFV-PCH will draft a value proposition that outlines the learning outcomes for the in-service training for adult educators.JFV-PCH and AESD will develop the learning content to address the pedagogic challenges associated with; (1) online learning and working in dynamic online environments; (2) developing inter-generational learning programmes; (3) teaching educators how to build engaging media-rich resources and use them in inter-generational education settings.PR3 - Calendar for Climate Change Mobile App – SKILLS ZONE, DANTE & SPEHA FRESIA will lead the development of the dynamic mobile app to support the work of adult educators and ensure that target groups have access to all the Calendar for Climate Change resources produced on a range of mobile devicesRelated to project management, the following allocation of responsibilities between partners has been agreed: (i) Project Management and Risk – This process will be lead by JFV-PCH as coordinators of the project and grant beneficiaries. (ii) Promotion and Sharing of Project Results – This action will be led by SKILL ZONE who will also establish the social media strategy for the C4CC project and set up the project Facebook page. However, these actions will also be supported by FIP who will develop the project website, logo and branding concept; and who will also produce a short promotional video to enhance the sharing potential for our project results once the final results are available from month 18 onwards. DANTE will also support this action by writing and designing project newsletters every 6 months throughout the project. (iii) Impact Management – To measure the impact on our project results and to engage all partners in setting national impact objectives for this project, CSI will lead the development of an Impact Plan. CSI will also support all partners to complete the Impact Model Canvas as the basis of forming their own national impact plans. Partners will complete these Impact Model Canvas templates in months 2, 12 and 24 so that they can assess the impact of the project results at the beginning, middle and end of the project. (iv) Quality Assurance and Evaluation – To evaluate the quality of our partnership, our project and our results, Speha Fresia will lead the quality assurance measures of this project; including setting parameters for partners’ engagement with LAG members and completing evaluations with LAG members to assess the quality and relevance of project results. (v) Sustainability – AESD will develop a Sustainability Plan for the future use and further promotion of project results, even after the project ends.<< Results >>Calendar for Climate Change partners propose the development of an interactive calendar, with training resources that support the implementation of 12 high-tech climate change solutions and 12 low-tech climate change solutions – meaning one high-tech and low-tech solution for each month of the year. The interactive calendars that will be produced will provide access to digital learning resources that will be accessible for anyone who can scan a QR code. Month by month, the appropriate calendar page will be posted on some of the most widely used social media platforms - Facebook, Instagram, Pinterest, etc. On each calendar month there will be 2 QR codes. One QR code will bring the individual in question to the low-tech solution developed for that month while the second QR code will bring them to the high-tech solution. As anyone, anywhere in the world who scans the QR code will have access to the learning materials developed, partners will develop a comprehensive social media strategy to extend the impact of the resources. While calendar apps for mobile phones do not necessarily represent an innovation, embedding climate change resources into this type of setting may just be sufficient to attract the attention of both senior citizens and young digital natives. The young adults of today have no doubts regarding the reality of climate change. School strikes for climate inspired by 17- year-old, Nobel Prize nominee, Greta Thunberg took place in 123 countries recently with a total of 1.5 million young adults and their allies taking to the streets on the 15th of March alone. It is the intention of partners to specifically target this cross-section of society through their social media habitats where they 'hang-out'.Each resource will comprise two elements: (1) a short explainer video that introduces the low-tech or high-tech solution; (2) a step-by-step guide that demonstrates from start to finish how to implement the low-tech or high-tech solution. The resources developed will be presented in two formats: (1) on a mobile calendar app where the explainer video and learning content can be downloaded for use on a smartphone - this is specifically designed for young digital natives; (2) on an interactive printed calendar where seniors can access the learning content through the QR code reader on a smartphone. Partners will also develop an in-service training programme for adult educators to ensure that they can successfully manage the inter-generational model being proposed; build their understanding of climate change mitigating actions; and also build their skills to enable them to develop media-rich learning content using software programme like PowToon, StoryBoardThat, VideoScribe, iMovie, Audacity, etc.Lastly, the final project result will comprise the Calendar for Climate Change Calendar App – allowing for the online sharing and promotion of the innovative inter-generational training materials. Through using the App, senior learners will be further supported to build their digital competence, and their confidence in engaging with new technology platforms. In terms of other outcomes that will impact how we engage members of the target group and other key stakeholders in this project, during the lifetime of the project:(i) 56 adult educators will complete the in-service training programme; (ii) 175 seniors will complete the training to integrate the high-tech solutions into their everyday lives;(iii) 175 digital natives will complete the training to integrate the low-tech solutions into their daily lives; (iv) 500 people will download the Calendar for Climate Change App. (v) 25 people will attend the Calendar for Climate Change workshops in each partner country. (vi) 50 people will attend the final conference in Germany when all project results will be presented.

<< Objectives >>By implementing the TAMUS project, we aim to support European families, and the educators who support them, to tackle the rise of mental health concerns affecting European citizens of all ages since the start of the COVID-19 pandemic. Through this project, our aim is to empower parents in our communities to promote positive mental health with the youngest and eldest members of their families; helping to promote positive mental health across 3 generations of learners in one training intervention.<< Implementation >>TAMUS project partners will deliver:- The programme for parents with 10 parents in each country.- A Positive Mental Health Family Learning Toolkit with 10 local families in each country. - In-service training to 5 adult educators in each country. - A Transnational Training Event with 16 educators from across the consortium. - Multiplier events with 20 families in each partner country; and a final conference with 50 attendees in Germany to promote the sustainable use of the TAMUS resources.<< Results >>TAMUS will develop the following results:- A programme for parents to help them to facilitate the TAMUS family learning resources; and to support them to better understand emerging mental health trends and concerns which may affect their families. - A family learning toolkit that will be piloted with 10 local families in each country, and will include resources for children, teenagers and older adults.- An in-service training programme for adult and community-based educators.