CONTEXTThe early years from birth to compulsory school age are the most formative in children lives and set the foundations for children’s lifelong development. In this respect, high quality early childhood education and care (ECEC) is essential for all children’s successful lifelong learning, social integration, personal development and later employability.Every child requires and deserves a service that is holistic in approach and that provides a social, cultural and physical space with a range of possibilities for children to develop their present and future potential. These recommendations are part of the priorities for ECEC that EU Commission has set out aiming to make it more accessible and raise the quality of services provided in the EU states.Increasing access to high quality ECEC is also the focus of the European benchmark that calls for the participation of at least 95% of children between the age of 4 and compulsory school age by 2026.High quality ECEC has a particularly positive impact for children from disadvantaged and migrant backgrounds. Since 2018 was the European Year of Cultural Heritage, culture should be considered as a mean to foster integration in the classroom.OBJECTIVESThe following project objectives represented a concrete way to tackle the above-mentioned topics:- Train ECEC teachers to implement workshops on the thematic of European Culture with kids aged 3-5 at EU level- Update digital competencies of teachers- Promote children and family awareness in the frame of Cultural Heritage - Develop a holistic approach based on Active Learning and Play to support children’s growth- Implement cultural workshops with kids.In order to reach these objectives, the consortium investigated the needs and competence gaps of more than 50 teachers through focus groups in each partner country. On the basis of an interactive process of development and mutual feedback the partnership elaborated the EDUCLAB Guidelines, Training Handbook and Toolkit: a collection of useful contents and materials for pre-school teachers to implement cultural workshops in the classroom aimed at fostering inclusion of children coming from a disadvantaged background and preparing pupils to visit cultural institutions. The development phase was followed by a comprehensive testing through a common European learning and teaching activity with 19 pre-school teachers, local training sessions with 65 teachers at EU level and the implementation of 21 Cultural workshops with 382 children at EU level.According to this methodological action plan the main project RESULTS were:IO1. EDUCLAB Guidelines. A document for teachers on how to arrange training environment, learning processes, address age-specific needs and children motivation when implementing cultural workshopsIO2. EDUCLAB Training Handbook to supply competences for teachers to implement cultural workshops and to provide them skills in the digital area and inclusive approachesIO3. EDUCLAB Toolkit. A step-by-step description on how to carry out the cultural workshopsIO4. EDUCLAB Online platform and Cultural workshops. Video Tutorials were developed and uploaded on the EDUCLAB online platform to complete the EDUCLAB Toolkit with visual-based learning support. Additional videos were developed during the implementation of Cultural workshops at EU level.These IOs were connected with Local Multiplier Events and with the EDUCLAB Final conference in order to reach the widest range of target groups and stakeholders possible.In addition to the 4 core intellectual outputs EDUCLAB developed further outputs necessary to achieve its objectives: Dissemination and Communication Strategy, Quality Management Handbook and reports.EDUCLAB achieved an extended IMPACT on:- Direct participants in the project (pre-school teachers) who acquired skills in the digital field and to implement STEAM-based cultural workshops in the classroom for children 3-5 aiming at promoting inclusion of children with disadvantaged background;- Partner organizations who integrated the EDUCLAB training programme in their curriculum and will use them to train pre-school teachers in order to better support the integration in the class group of children aged 3-5 with different cultural backgrounds;- Other stakeholders and Associated Partners: they received an innovative tool to use in their daily work in the ECEC field. Since the platform will be available for 5 years after the end of the project, it will ensure a sustainable EU network of ECEC providers who can access a wide range of materials in various languages.On a LONG-TERM PERSPECTIVE, the benefits of the project will be on a systemic level with an increased quality of the ECEC system (reinforced and updated skills of pre-school teachers) which fosters the social inclusion of children with disadvantaged backgrounds.

<< Objectives >>SUSE wants to fight youth unemployment and socially include youth in the community. Through innovative entrepreneurship learning we will inspire youth and youth workers to focus on entrepreneurial elements of future employment, since it will activate intrinsic motivation, critical thinking and voluntary participation. SUSE will bridge the gap between businesses and youth and focus on the SDGs. SUSE will inspire youth workers to use digital skills in their current teaching methodology.<< Implementation >>The activities are described in the WPs and are the tangible outcomes of the project. WP2 is the development of a practical curriculum for youth, focussing on social entrepreneurship, the importance of the SDGs & a business model. WP3 is the development and implementation of a digital coaching manual for youth workers, focussing on how digital skills can be helpful in teaching. WP4 is the development of a handbook on pitching competitions & also the organisation of such a pitching competition.<< Results >>We envisage an impact among the youth who will be re-connected again with peers & the local community, using social entrepreneurship skills & motivate them by receiving qualitative education. Besides the previous mentioned results there are additional outcomes; - Stronger network among the target groups. - Increased usage of digital tools to educate youth about the chances of entrepreneurship, related to the SDGs. - Local awareness of the project and increased involvement of local stakeholder

<< Background >>YOUTH MOVING aims to enhance care leavers participation in democratic life in Europe, through their empowerment as active citizens, especially addressing how to connect with, express their views and be heard by stakeholders in the alternative care field. For children and young people who have experienced living in alternative care, separated from their biological family, the process of growing up is extremely demanding because they are often left without formal support and a functional social network. They also face many other challenges that independent living brings. There is a relationship between youth's personal biography and the impact of the social and economic context in which they live, suggesting that policies and interventions can increase (but also limit) opportunities for young people coming out of alternative care to maximize their potential and ensure that they themselves are involved in shaping the services they need and receive. It is necessary to raise awareness among citizens, but especially among public policymakers about the additional support that youth from alternative care needs to express their opinion and to be given an opportunity to meet their needs in all spheres of democratic life in the community. A survey conducted on the general youth population in Croatia showed that 75% of young people think that they should have more opportunities to have their voices heard in politics, 40% think that their generation does not enjoy enough rights, and only 10% think that young people's interests are sufficiently represented in politics. Nevertheless, 80% of the respondents expressed an unwillingness to engage in any political function. Given that research has shown that successful social integration of young people depends more on family resources than on socially created conditions, young people from alternative care face an additional disadvantage when it comes to social exclusion and participation in democratic processes in the community. Available research on youth participation in democratic processes does not provide data on the participation of young people from alternative care in democratic processes. On the other hand, there is data that indicates that the opinion of young people from alternative care is still insufficiently taken into account when making decisions that affect them in all partner countries, which certainly suggests that participation in some forms of decision-making associations such as school councils and youth councils, is very modest and without an influence. The aim and activities of this project are focused on strengthening the competencies of people working with youth from alternative care, to encourage youth to actively participate in society, to overcome limitations and to provide opportunities for young people to express their opinion. All of the above will empower young people from alternative care and we will advocate for the improvement of the entire alternative care system, because the voice of those who know their reality and problems the best will be heard by people who work with them and by policy-makers.<< Objectives >>Given this context, the objectives of the project were set:1.Investigate the involvement of young people from alternative care in democratic processes in society 2.Raise awareness about the need of inclusion of young people from alternative care in democratic processes in society 3.Promote international cooperation of people working with youth from alternative care 4.Promote cross-sectoral cooperation of organizations and institutions working with youth from alternative care in representing the views of youth in the society<< Implementation >>Through the project we will produce 2 project results:PR1) Developed curriculum of workshops aimed at encouraging the participation of young people from alternative care in the democratic processes of society1.Conduct research on the involvement of youth from alternative care in democratic processes in the community (involvement in youth councils, youth associations, school councils, etc.) through the implementation of desk research, interviews (or focus groups) with young people, interviews with youth workers and policy-makers 2.Investigate good EU practice examples for active involvment of youth from alternative care in democratic processes in the community 3.Development of training materials for youth workers, based on research conducted with the aim of encouraging and teaching young people to get involved in democratic processes in the community *** after development of the material, an LTT activity will be organized - training in which youth workers and young people from alternative care will participate, and where developed materials will be implemented 4.Translation to all partner languages 5.Pilot training materials on one group of young people in each of the partner countries 6.Dissemination PR2) Developed video material for raising public awareness about the importance of participation of young people from alternative care in democratic processes- Involve young people from alternative care and youth workers in the production of video material that sends messages to youth workers and policy makers about the needs of young people from alternative care and their position in democratic processes in society 1. Preparation of the video production: finding suitable stories, creating scenario2. Filming of the video materials3. Editing the video materials4. Translation to all partner languages5. Dissemination<< Results >>Expecting to benefit around 300 people, the main expected results and impacts of the project are:1.Empower organizations involved in the project to actively advocate that views of young people from alternative care in designing the services they need and receive are taken into account2.To enable partner and associated organizations to share knowledge, insight into good practices and design the most appropriate forms of work with young people from alternative care for their more active role in society and reduction of social isolation3.To expand knowledge and competencies of people working with youth from alternative care in the field of active involvement of these young people in democratic processes in society

RELEVANCE With the increased use of mobile technologies and permanent online access more children have become involved in cyberbullying as victims, perpetrators and/or bystanders. Research at national level shows that cyberbullying tends to be perceived as an alarming and growing phenomenon (Report from European Parliament: Cyberbullying among young people, 2016). The ACBC.COM project will tackle this issue and prevent young people from potential social exclusion. The project will introduce young people to the phenomenon of cyberbullying and raise awareness about the related impact and consequences. The project does this by developing a Serious Game that youth workers and teachers can use in youth initiatives, education and training to encourage young people to understand cyberbullying, recognise its impact and think about the effects and consequences of their own and others online presence, resulting in the development of (social) media literacy and critical thinking skills, which are essential in the digital age. ACBC.COM also clearly addresses the sectoral priority ‘Support youth workers in developing and sharing effective methods in reaching out to marginalised young people, in preventing racism and intolerance among youth, and in addressing the risks, opportunities, and implications of digitalisation.’ Cyberbullying is a media literacy issue that is rapidly evolving and needs action in the area. This project enables youth workers to address online awareness with young people in a modern, engaging and involving manner, through Serious Gaming. CONTEXT For young people today, going online to connect and interact with others is a natural and integral part of daily life. As they log on to email, blog, chat, or participate in online social networks, young people no longer see the Internet as simply a tool, but rather as an extension of their social lives and public identities. With new technologies being available and increased access to ICTs by young people, new risks emerge. One of these risks is cyberbullying taking new forms such as mockery, insults, threats, rumours, gossip, disagreeable comments, slander, etc. which threaten the health, well-being and attainment of victims. Cyberbullying is regarded as a serious threat with a potentially long-lasting impact in Europe. OBJECTIVE – ONLINE CONSCIOUSNESS The objective is to actively involve youth in a modern way to truly engage them on the topic of online behaviour in order to prevent cyberbullying. This will be done by offering youth organisations, schools and other youth initiatives and programmes the knowledge, tools and network to set up a network and programme on Online Media Awareness. TARGET GROUPS - YOUTH (13-18 YEARS) - The main target group of ACBC.COM is young people with an age between 13-18 years. European wide the 13-18 age category stands out as the most exposed to cyberbullying. This target group can be reached through schools (students), but also via youth organisations, sports clubs, youth programmes and initiatives, etc. - YOUTH ORGANISATIONS & SCHOOLS – It is through them the project outputs will be delivered to the final beneficiaries. With support of the ACBC.COM User Guide, youth workers, social workers, teachers and other people that work with youth on a daily basis will get an in depth understanding of cyberbullying and will be able to implement the ACBC.COM Serious Game with the target group, young people. - COMMUNITY – The set up and development of Regional Partnerships involves a broader community to enhance the discussion on online behaviour and to raise awareness on cyberbullying. These Partnerships will involve organisations from a broader view to ensure an integrated approach and wide impact. OUTPUTS The concrete OUTPUTS ACBC.COM will develop are: IO1 – Regional Partnerships - Blueprint IO2 – User Guide IO3 – Serious Game IO4 – Online Community and Open Education Resources IO5 – Impact measurement - Methodology & Guidelines METHODOLOGY ACBC.COM adopts an integrated approach to ensure achievement of the project results. All IOs (except for IO1) are structured into clear and sequential activity phases. These activity phases tend to follow the same build-up across the various IOs and typically include: 1. Preparation 2. Research 3. Development 4. Alpha test 5. Implementation & Pilot test 6. Review & Finalisation 7. Dissemination INVOLVEMENT OF PARTICIPANTS Participants will be involved through the following activities that are planned during the project: - Establishment and development of 6 Regional Partnership - Pilot testing - Multiplier Events IMPACT Participants, participating organisations, target groups and other relevant stakeholders will get an in depth understanding and recognition of one of today’s biggest media literacy issues and its far reaching consequences. This in turn will lead to the prevention of cyberbullying, online harassment and immoral online behaviour creating a Conscious Online Community.

"Acceptance for cultural diversity - remembering, developing, testingAgainst the background of the current movement of refugees into the countries of the European community, the project pursues the question of how adult education can contribute to promoting the acceptance of cultural diversity in these countries. Didactic concepts and methods were exchanged and tested in a consortium of five partner organizations from Germany, Poland, Austria and Romania. The project proceeded from the assumption that a historical-biographical approach to adult education, as well as learning in a social environment, are particularly suitable for promoting attitude change. In addition it took up adult education's required critical examination of its own offerings regarding cultural ascription and ""unconscious biases"". The goal of the project was to become acquainted with concepts and methods of participative work in the social environment, memory work, and anti-discrimination work in an exchange with partner organizations. The innovative aspect of the project was the attempt to link the methods and the systematic reflection under the perspective of ""promoting the acceptance of diversity,"" and the identification of ""conditions for success"". Four elements were decisive in the project's process: the learning groups of the partner organizations (4 - 10 persons), three European workshops, a semi-public blog for the exchange of evaluations of the learning groups, and the transnational meetings of the project team. In the course of the project three conceptually related learning activities (workshops) were conducted in the Offenbach district in the Frankfurt/Main region, in Vienna, and Warsaw; these took up the aspects of ""participation"", ""memory work"" and ""anti-discrimination work"". The methodology of the workshops followed the principles of subject and experience orientation. The learning groups sent 3 - 7 members to each workshop. There were also day guests. In the workshops the participants presented their own work experiences and concepts, they tested methods of biographical work and anti-discrimination work. At the end of the project it could be determined (in the evaluation) that the participants had enhanced their capacity for action related to the attention to diversity (in school and community), and become sensitized for discriminatory practices. In excursions and discussions they became acquainted with the participative approach to the admission of refugees, and could discuss its conditions and risks. The ""opening"" effect of biographical work has been confirmed, but also the special conditions in a multicultural group became clear.Experience-based learning also pointed out the borders of their own acceptance. Thereby both their own personal prejudices as well as their attitudes could be articulated and brought to reflection. Within the framework of the project we were successful in recognizing various levels of acceptance and in conducting open-result discussions.The results of the project with respect to the identification of ""conditions for success"" have been published in a documentation for further dissemination as ""Recommendations"". The project reached approximately 80 persons working as teachers, counsellors and trainers in adult education, anti-discrimination work, refugee work and staff development of teachers and social pedagogues. Another 120 people involved in the issue as experts, citizens' groups and stakeholders were involved.Feedbacks to the Project:""As a whole, the experiences from the workshop are important in order to be better able to estimate the contexts and conditions of one's own work. In fact the objective European exchange and the cross-linking is the greatest gain for us. The experiences from the workshop will become part of our continuing work. “ ""My participation in the workshop has increased my consciousness and my knowledge of the situation of foreigners in Poland enormously. I use this knowledge in discussions with students in the Department for Pedagogy and Psychology at the university in Białystok."""