"BACKGROUNDIn the intervention work with young people, although there is a wide range of practice at European level, there is still no sharing and dissemination of practices carried out in European countries in order to identify and define the best and/or most young people's problems and needs.In addition, young people adopt an attitude of criticism and resignation to their problems and feel excluded from the decision-making process. Youth workers do not yet have adequate skills and tools to include young people in processes of active participation, co-management and co-responsibility. By precisely disregarding the needs of young people and lacking tools to help them diagnose them, they have difficulty reaching their target group and ensuring an active and empowering intervention of social transformation.OBJETIVES1) Identify, collect and systematize European good practice of intervention and response to the problems in youth;2) Reinforce European networks and the ability to operate at transnational level;3) Plan, test and validate strategies and practices in the youth context;4) Systematize a methodology (quantitative and qualitative) for obtaining, data analysis and support the development of a participatory strategy and their plans in youth;5) Stimulate a critical attitude, active and entrepreneurial society for the development of new youth policies;6) Develop knowledge, tools and content of free access to target groups.PARTICIPANTSParticipants are:- Youth workers.Indirect participants/beneficiaries are:- groups of young co builders who collaborate with the managing teams, assist the development of content, critics;- Young ""targets"" for the application of the methodologies, i.e., all the young people of the regions of partners.PARTICIPANTS PROFILE1) Youth workers over the age of 25;2) Share the problem, needs and objectives;3) Motivated to contribute at all stages, from planning to completion and sustainability;4) Motivated to disseminate the results;5) Proactive in creating impacts in themselves, in the target group and the communities of which they are part of;6) Interested in continuing to participate and develop projects that focus on the priorities of Erasmus+;7) Motivated to develop and stimulate the civic, participatory and entrepreneur spirit.ACTIVITIES1) Transnational meetings – initial meeting/preparation, to be held in August 2019; intermediate meeting/monitoring, to be held in January 2020; interim meeting/monitoring, to be held in May 2020 and final meeting/evaluation, to be held in September 2020;2) Preparatory and follow-up meetings (online) – July 2019 to October 2020;3) Training courses/ Seminars – December 2019 and July 2020;4) Identify, collect and systematize – September to December 2019;5) Implementation and planning – January to September 2020;6) Job shadowing – January to July 2020;7) Seminar – September 2020.METHODOLOGYNon-formal education.RESULTS AND IMPACTSAs a key result, we highlight the development of methodologies for guiding and obtaining the diagnosis of needs for the elaboration of strategic youth plans.The expected impacts on this project are:1) Training of youth and youth workers;2) Development of competences and learning based on NFE;3) Improvement of the quality of youth intervention;4) Openness to multicultural individual and collective learning;5) Increase of social, civic and democratic participation;6) Increase in the spirit of initiative and entrepreneurship;7) Increase in inclusive and participatory behaviors;8) Increase in territorial synergies;9) Development of new initiatives for civic participation, entrepreneurship and innovation;10) Promotion of values such as democracy, innovation, respect, change, tolerance, trust and dignity.BENEFTIS1) The adequacy of youth interventions will be reflected at the real needs of young people; to value youth action and the active participation of young people; the development of the sense of identity and belonging, social inclusion, intercultural dialogue and multiculturalism; the consideration of non-formal education methodology as a training methodology for youth action.2) Systematization of a methodology for guidance based on European practices of youth intervention, uniform, comparable, validated data collection and processing in terms of diagnosis and strategic planning."

VOGUI consists of an innovative solution to our community’s social needs and our contribution to the achievement of the objectives of the strategy Europe 2020. As our communities present concerning school dropout rates and reduced youth employability, it is notable a devaluation of education and an unconscious selection of educational path, based exclusively on their familiarity with a few professions. It is also noticeable that youth does not foresees studying in Europe, as they are not motivated to it nor find credible and organized information about it on the internet.So, we established as main objective for this project to create and implement a new vocational guiding (VG), based on non formal education, able to provide youth knowledge and competences to build a responsible educational path, aware of their own skills and the European formative and working range of options. We also aim to create an online platform with the university courses in Europe, which will be an important tool to European youth define their educational future.Therefore, we foresee the participation of 2 groups of participants. On one hand, 8 youth workers and psychologists from Portugal and Bulgaria that will be in a joint training for 5 days, in Portugal, about non formal education, Youth Pass and the pedagogic manual created to develop VG with non-formal learning methods. On the other hand, 80 young people, aged 14-20, from Águeda (Portugal) and Stara Zagora (Bulgaria). They will experience the methodologies created and a job shadowing activity, which will provide them information and guidance for 10 months (weekly sessions) to decide about their future.Therefore, the methodology of this project is based on non formal learning, peer learning, sharing information, team building activities, civil society involvement and practical experience on a profession.Main activities:a) Creation of a pedagogic manual to Vocational Guidance based on non formal education.b) Joint training for youth workers and Psychologists from Portugal and Bulgaria to develop the methodology created with young people from our local communities;c) Vocational Guidance based on non-formal education in Agueda and Stara Zagora with 80 young people – Every session will have energizers, group building activities, reflection on the personal learning and the session development. Youth will also hear testimonies from regional professional on their personal experience and the labor market, participate in vocational screening and job shadowing activities;d) Creation of an online platform in English that has information on university courses in Europe, scholarships and bank loans for youth;e) Implementation of Fair of Formative offer in Agueda and Stara Zagora, open to all community, with information on universities and secondary schools;f) Seminar of Good Practices in each community – it will focused on the pedagogic manual developed and its target group is national associations, youth workers, educative actors, schools, institutions that may adopt this methodology with youth;Therefore, VOGUI foresees as its great impact in a long run the orientation of European youth in their decision of conscious formative path, made possible both by sharing the pedagogic manual in PT, BG and EN in open educative resources and by creating an online platform of European educative offer. Simultaneously, we expect the awareness of European social and educative actors on the permeability of non formal education in formal contexts, by presenting to them strategies thought to promote the development of competences in VG. In relation to specific results, we predict the decline of school dropout rates and the awareness of our communities to the importance of establishing a conscious formative path to economic growth. We also foresee that, by the end of this project, 80 young people will feel motivated to enroll in higher education and design the idea of studying and working in Europe. Mainly, we aspire to help the improvement of VG by enriching vocational screening with activities that aim to develop social and personal competences and European citizenship in youth.

"CONTEXTThis project began as the result of a Long-Term Training Course.The rationale of the project was the lack of understanding between youth and elderly. As recognized by the youngsters, the needs were the intergenerational gap between young people and elderly, with a lack of proximity between the two groups. This project created moments that diminished the feeling of being lonely and created conditions for a more inclusive community. OBJECTIVESThe main objectives of the project were to create a new communication channel among youth and elderly people; to equip youth workers with knowledge, methodologies and skills to cope with intergenerational learning; to create an entrepreneurial spirit among youth to become more responsible socially and active citizens; to create conditions and strengthen communication for youth and youth workers to focus on intergenerational issues and solutions within local communities and to build a network of European Youth who work in NGOs who will share best practices.NUMBER AND PROFILE OF PARTICIPATING ORGANISATIONSBesides the four partners initially involved, there were more local partners involved for the project to have success. They were nursing homes, schools, and municipalities. These partners gave the possibility to include elderly and more youngsters in a safe and open environment. DESCRIPTION OF MAIN ACTIVITIESTraining CourseThe TC focused on intercultural dialogue, the role of the youth worker, the topics mentioned by young people to be developed in the sessions and the methodologies to create and improve the sharing of knowledge and skills among the elderly and young people.The TC created conditions for participants to focus on intergenerational issues and solutions within their local communities.Blended MobilityThe blended mobility lasted seven months and involved the young people who participated in the sessions with the elderly. This allowed the young people to communicate and exchange ideas on the topic of intergenerational dialogue, in the online phase.In the youth exchange, participants were able to share experiences, new ideas and ways of being in relation to intergenerational dialogue and learning. In addition, participants were challenged to accomplish missions related to the city, with their group spirit and intergenerationality.The final performance took place in the space of Agitágueda, being titled ""Grandpa Punk me More"", with the collaboration of the Senior University of Águeda.This experience has linked intergenerational dialogue and learning to positive and dynamic situations, where it is possible to understand and learn from the elderly. SessionsThe sessions were held once a month for seven months in all partner countries.Each country developed different topics depending on the young people involved in choosing and preparing activities and partner organizations.In addition, the methodologies used were different according to the needs of the group, some simpler and spontaneous, others prepared in a way to contextualize the topic and establish relationships through activities.Final ExhibitionAfter the end of sessions and blended mobility, the countries developed a final exhibition. The photos chosen reflect moments of the local sessions and the youth exchange.RESULTS AND IMPACTThe results of the project were young people aware of the advantages of learning through older people; increasing of social dialogue between youth and elderly; increasing knowledge and skills among young people, youth workers and trainers on intergenerational learning; young people more socially active in creating better conditions for their community, more aware of intergenerational needs and more proactive in finding solutions and a toolkit in intergenerational dialogue and learning methodologies.The partners were important parts in the implementation of a project intended to respond to their young people. In fact, the partner organizations have taken on other partnerships in their communities so that the project could be successful and bring together all those involved in its implementation.In this way, there was a strong impact both in the partner organizations and in other organizations involved, both for their constant involvement and for the motivation created throughout the project for its good results.The impact felt on young people was the increase in social-relational well-being, a sense of belonging and social identity with the local community; increase participation of young people in local community development issues, as well as their involvement and contribution to creating a positive image of youth within the community in which they live; greater relational and social skills, in particular critical thinking, self-awareness, empathy and relational skills; young people more aware of their role in social change and in their community and increase of self-empowerment in practices and contexts of active citizenship."

"<< Objectives >>We intend to develop a high-quality reference resource for knowledge and application of NFE in order to (a) increase the methodological, conceptual and practical knowledge of the NFE among YW and organisations, (b) promote the recognition and foster the legitimacy of NFE in the development of key competences and learning and (c) increase quality/innovation of non-formal youth work, re-affirming the purpose/added value of the NFE in social transformation.<< Implementation >>PHASE 1: PLANNING- Management/supervision meetings- TM1PHASE 2: PREPARATION- PreparationPHASE 3: IMPLEMENTATIONAction:1 (""theory""): local activities + working session + output development2 (""practice""): local activities + working session + development of the output3 (""synergy""): local activities + working session + development of the outputPHASE 4: MONITORING- Monitoring and evaluation (include TM 2+3)- Communication/dissemination- Final multiplier events<< Results >>8 key competences (Council Recommendation of 22 May 2018): literacy; multilingual; mathematical comp. and in science, technology and engineering; digital; personal, social and “learning to learn”; citizenship; entrepreneurship and cultural awareness and expression."

"ACCESS aims to face, in a preventive way, the problem of early school leaving (ESL) linked to school-related factors, by reinforcing pedagogical quality and innovation through the improvement of teachers' skills and the creation of a positive learning environment. European documents keep stressing the need for a whole school approach to tackling Early School Leaving. They underline the importance in adopting strategies aimed to: 1) buinding of positive learning environments, 2) improving teachers' competences, 3) implementing professional communities between schools and between schools and external players. They also highlight that school-related factors with an high impact on early school leaving are: negative school environment, including conflicts with teachers and peers; low school results; lack of motivation; students' perception of non-stimulating methods and low expectations. The project partners (PP) carried out a self-monitoring activity by using STRUCTURAL INDICATORS defined by the Working Group on School Policy 2015. Based on these indicators, the PPs found out the following areas of PROBLEMS: 1) adoption of a global and integrated school approach NOT ADEQUATE to: - create a positive relational environment at school and to understand the perception that students have; - ""give voice"" to the students, identify their needs, perspectives and school experiences; - develop teaching approaches and strategies that work on the relational dimension between peers and with the teacher, on motivation, on enhancement of strengths, on social and emotional education; 2) insufficient implementation of actions for the continuous professional development of teachers aimed to acquiring skills for the identification of early school leaving signals and for support activities; 3) professional learning communities not well organised. The target project secondary school teachers. The main beneficiaries will be students of the first two years. Specific OBJECTIVES of the project are: 1) increased understanding of the dynamics of early school leaving; 2) structured a periodic monitoring process for identification and preventive support of students at ESL risk; 3) increased skills in teachers, specifically in 3 areas: MONITORING AND SUPPORT; COMMUNICATION AND REPORT; MANAGEMENT AND TEACHING 4) strengthened the inter-sectorial cooperation between schools and external players according to local contexts; 5) built multi-professional and transnational learning communities. These objectives will be pursued through the implementation of innovative solutions working on these strategic assets: 1) teachers' best understanding of the dynamics of the ESL, possible risk factors and of protective elements; 2) actions for the periodic monitoring of risk factors; 3) strengthening teachers' skills to provide learning support for all students ; 4) building effective partnerships and inter-sectorial cooperation activities between schools of different types and levels, and between schools and external palyers both in terms of local contexts and in a multi-professional and transnational perspective; 5) creating conditions for potential future teachers to get in contact with situation of early school leaving and for teacher educators to implement actions focused on ESL. Intellectual outputs: THEORETICAL MODEL OF TARGET AT RISK BASED ON SITUATIONAL AND PERSONAL SCHOOL-RELATED VARIABLES (IO1); SYSTEM OF MONITORING AND PREVENTIVE ACCOMPANYING TO FACE ESL (IO2), TOOLKIT-OERs CONTAINING SUPPORTIVE TEACHIING AND ASSESSMENT STRATEGIES BASED ON CRITICAL PEDAGOGY AND SOCIO-EMOTIONAL EDUCATION (IO3). These solutions will be tested on a pilot group of schools to evaluate their effectiveness and impact on prevention and rapid support for early school leaving. The main methods used are the large-scale Qualitative Research, Action-research, User CenteredDesign (UCD) and Design-basedResearch (DBR) to encourage the participation of the beneficiaries in the implementing the solutions. Project will have positive impacts on teachers by increasing their skills and on students, by reducing the risk factors of ESL. It will also generate positive impacts on school management in terms of knowhow for implementing a global and integrated approach to tackle ESL."