“Supporting Victims of Social Exclusion through Animal Behaviour” project will be developed between January and August 2016with the main aim of acquiring the needed knowledges, capacities and competences to implement dog-therapy methodology intheir social projects. It aims that people from different countries and cultures but who share the fact that their implication to theeradication of social exclusion; acquire the capabilities to not only integrate this innovative approach to their social inclusion actionsbut also to create new professional opportunities to young people at social risk, by sharing their acquired knowledge of thistechnique.For this, the project will be developed in three stages.PROJECT’S PLANIFICATIONIn the first project's stage it will select people who will attend to the educational stay. This selection will be regulated by motivationalcriteria, so it will be guaranteed that everybody who will attend to the course will identify with the project’s philosophy and with itsaims.PROJECT’S IMPLEMENTATIONThe implementation stage, understood as the educational stay, will take place in Oviedo from the 8th to the 15th May 2016. Thiseducational action will implies a detailed analysis about the benefits of dog-therapy, the methodology, applications and possible future actions. For this, it will be provided to the participants all the needed knowledges, tools and strategies that allow them tointegrate dog-therapy to foster social change in their near contexts, contributing to eradicate social exclusion, or at least itsreduction.This education will be provided according an active and participative methodology, so the participants will be the authenticprotagonists of their own learning process. Therefore, it will be adopted a “learning by doing” methodology: methodology thatguarantees a significant and in-context learning. Participants will acquire the needed knowledges, competences and habilites to getthe education’s aims practising them. This will guarantee the multiplier project’s effect.PROJECT’S EVALUATIONFinally, the evaluation stage will suppose the project’s assessment. For this, it will design evaluation instruments as questionnaires orsurveys that all participants will have to fulfill. Likewise, it will do an estimation of the project’s impact in the local, regional andnational community and at European level. This estimation pretends recognise the project’s influence not only in the participantsbut also in other people not involved by the project. It is aimed to check if the project has meant a dissemination of the Erasmus+Programme, if it has dawned interest towards innovative methodologies and if it has involved people initially unconnected to it,generating a multiplying effect, etc.

"With youth exchange ""Gender Equality"" we follow one of the most important aims of Erasmus+ programme: gender equality. Europe has changed during the history, where decades ago women were only housewives, they did not have the right to voice their opinion, they were not supposed to be independent; men were the bread-earners, “bosses” of the household. Motivation for implementing this project was hidden in the fact that women and men in EU nowadays have the same rights in theory, but practice often shows that this is not the case. Through our activities, we found that beliefs about the typical female and male role are still quite strongly rooted in certain people, especially in older generations, which is to some extent still transmitted to younger generations. However, we believe that every small step is helping to enhance changes in this area, and we hope that our youth exchange is also contributing to this.40 young people, including fewer opportunities, from Spain, Italy, Hungary, Romania and Slovenia aged between 18 and 30, explored the position of women and men in different European countries, including in the field of employment. We made a historical overview of implementation of principle: gender equality and how the situation of women and men changed over time. We got to know the meaning of the word ""feminism"", which does not mean fighting for women's rights only, which many of us thought until now, but it is about ensuring equality of both sexes. We checked the implementation of gender equality in participating countries, we compared the situations and looked for differences. We learned how leading and influential people include and take into account the principle of gender equality in their work and behavior. We included positive contributions into our final event intended for local youth with an exhibition (which was also available after the activity). Final event included promotional activities of the Erasmus+ project and the principle of gender equality. We also prepared a video and an official newspaper of the YE: “The Rakicaner”, where we presented our whole experience.We got to know the protest project Pussyhat and, according to this example, we prepared our mini campaigns: ""Red daisy project"" – promotion of fighting against domestic violence; ""Booty boots"" - against inequality, ""Queens move"" - fight against hate speech; ""Wear it as you would like it"" - glasses / bra, where we promoted equality with a ""unisex"" product.Through activities in an international environment with working language in English, we upgraded our language skills, strengthened our confidence and our ability to present our work in front of people. Some were afraid to use English in the beginning, because they thought their knowledge was not good enough, but we were encouraged with the phrase: ""Never make fun of person who speaks a particular language incorrectly; this only means that he speaks at least one additional language."" This phrase was extremely positive and encouraging for us. Informal gatherings such as ""intercultural dinner"", ""national evenings"" of participating countries were exceptional opportunities for us to learn more about other cultures, cuisine, customs, music, dances, anthems and, ultimately, language. Thus, we strengthened intercultural awareness, intercultural dialogue and got to know more about cultural pluralism.Youth exchange was of great importance for us because for most of us this was our first Erasmus + project experience, and most of us developed a motivation for further active participation in Erasmus + projects.With the project “Gender Equality” we gained awareness of how important it is to implement the principle of people equality regardless of sex or any other personal circumstances and we shared this forward. We learned more about on how to implement the values of the EU, how human rights are taken into account in general. Our conclusion includes the realisation that a lot of active work within this field is still necessary in order to enforce and sustain the principle of equality for generations to come."

Effective provision of preschool education sets the foundation for children’s lifelong learning, social integration, personal development and employability. It directly correlates with quality preschool teachers education and training and their Continuous Professional Development (CPD) practices.Within the KEY project ECEC practitioners, educators and regulators in Serbia and Montenegro join efforts with EU partners to design modern pathways to efficient CPD system for preschool teachers based on the introduction of professional learning communities (PLC) approach, going beyond the training courses required for teachers certification encouraging them to review the learning needs, acquire new knowledge/competences through formal, informal and non-formal learning throughout their careers while enabling HEIs to provide students with competences they need to adapt to globalised settings, where creativity, innovation, initiative, and commitment to continuous learning are as important as knowledge.Establishing 6 ECEC learning hubs at participating HEIs as operational facilities supporting teachers and practitioners training specialized in 5 different areas (inclusive education – work with socially deprived children and their families, Roma and migrant children; education for sustainable development across the curriculum; ICT in preschool education, work with gifted children and their families, teaching English to preschool children) is the project main output. Other products include CPD courses and materials, Guidelines on M&E and QA in CPD, CPD model of standards, introduction of Moodle platform in CPD. In sustained efforts to address equality and inclusion, project outputs will be prepared in Serbian, English, Romani and Hungarian.KEY project will impact ECEC learning communities in Serbia and Montenegro, bringing about greater value of teachers profession and students and young professionals learning competences and skills mandatory for their careers in 21 century.

"The project was inspired and had connected partners and stakeholders from other two KA2 projects (Creating a framework and developing contents for tomorrow's youth centers and ""ORA: Capacity Building to Generate Innovative Approaches in Youth Work""), which worked in parallel with different objectives to further develop and enhance the quality of Youth work worked in field, on local environments and on the projects.Both projects had complemented each other in a meaningful way and was easily brought together to make an even bigger impact during this project implementation. The combined methods of both projects had been complemented each other; they had improved the quality of youth work in participating organizations of both and this project, at other stakeholders and to the students of Alice Solomon school for applied science as well. However, the main focus is on explaining, discussing and writing about the importance of youth work for the personal development of young people, for increasing their active citizenship and for social progress, how it was developing and what had and is influencing it in different counties.Within the project had hold a seminar in which 8 partners from 8 countries participated. Each partner had participated with 3 participants, with at least one representative from local government and one representative from practical youth work to attend. Wherever possible, the scientific aspect was also taken into account and participants had gaining from this context.The seminar had 5 working days and had taken place in Berlin. Within this seminar, one day was designed as a symposium with other participants from science and practical work to increase the impact. Symposium was implemented in and in cooperation with Alice Solomon University for applied science - ASH https://www.ash-berlin.eu/en/ . All the activities during the project implementation were using non-formal working methods and are based on the contributions of all participants.The work results of the seminar aim was to increase the quality of the own work of the involved partners and the ability of the participants to argue for youth work as a way of non-formal and informal education. But we had also designed, published, and addressed a joint statement (communiqué) those responsible for providing youth work resources. During symposium it was very interesting discussions with students about youth work, it practices and it definitions in different countries in Europe and wider, how similar and how different it is and how certain practices can be used from one reality to other."

“Creating a framework and developing contents for tomorrow’s youth centers” consists of equipping youth centers and youth organisations which are partners in the consortium with a series of competences and skills for young people and youth workers and working methods and tools for the same categories adapted to the needs of the future. More precisely, the application aims at creating a framework for tomorrow's youth centers, based on an innovative approach.PURPOSE AND OBJECTIVES:The purpose of the project is to create a framework and to develop contents for tomorrow’s youth centers- in the EU, involving 4 youth organisations and one public authority, over the period of two years and a half. OBJECTIVES:1. Developing and testing a set of tools for youth work (based on the criteria of the European Council Quality Label) in the four youth centers of the consortium over the period of two years and a half.2. Creating and testing needs-adapted contents focused on career planning and youth inclusion in the four youth centers of the consortium, over the period of two years and a half.3. Developing a platform for the use of young people in Timisoara and intersted in Timisoara (covering events, trainings, youth exchanges, etc.), over the period of two years and a half.WHY TRANSNATIONALThe project envisages both local (Timisoara City Hall(FITT) and transnational cooperation (Roter Baum- DE RIS-SL, Nuorisokeskus -FL and Universitat Autonoma de Barcelona-SP ) with the purpose of using a broad spectrum of experiences and qualifications (from different partners). The project has to be carried out at a transnational level, because it will pilot youth centers equipped for the needs of tomorrow's society. The pilot youth centers will become an example of good practice for youth centers elsewhere and the intellectual outputs, multiplier events and trainings foreseen in the project will reinforce its transnational dimension.The project will have several results that are not covered by intellectual outputs, multiplier events and training activities.1. Youth centers and participating organisations:-will increase their capacity of cooperating with organisations from abroad- the consortium will work together for 2 years and a half both on continuous activities and punctual events and meetings. As shown above, consortium partners in different combinations have worked together previously, but the scale of this project is bigger than any project of before.-will be prepared to offer solutions to young people for tomorrow's labour market- the activities in the project will focus on identifying skills and competences for the future-will contribute with information and support to the setting up of the European Area of Skills and Competencies-will improve their working methodology (synergies between training, education, youth activities)-will have a better approach in tackling social inclusion (young people with fewer opportunities)2. Youth workers in the four youth centers will be better equipped with competencies (through trainings and methodologies) to support young people for the jobs of tomorrow and will benefit from the conditions that an international work environment provides (25 staff and youth workers)3. Young people (60) will benefit from trainings on two major topics (career panning and access to labour market and social inclusion in the context of the youth center for tomorrow). 4.Young people will also become aware of the Erasmus plus Programme, of the benefits of a EU wide system of recognition of skills and competencies; young people will work and interact with youth workers and other young people from other EU countries. 5. Employees and collaborators of the consortium partners will develop their skills in working in project based activities and will build communication channels.6. Timisoara will increase its profile as city for young people- through the intelectual outputs and the activities, but also through the direct participation of Timisoara Municipality.And four intellectual outputs:1. Study on the needs of employees of a youth center that wants to acquire/implement quality standards – Quality Label for Youth Center (program of CoE) and methodology for youth work based on the standards2. Handbook for efficient correlation between youth centers’ activities and the labor market- use your creativity today to find a job tomorrow3. Compendium for youth work in the field on social inclusion and social equity in tomorrow’s youth center4. Timisoara for YOUth platform