"YARIM partners shared a common observation :A need for comprehensive training for European youth workers comprehensive:•Religion is very little touched upon in social workers courses. These themes do not appear in the training curricula and can generate discomfort and tension among students/ mature students. •Religion is too often considered to be part of the private or intimate sphere, which leads to a certain reluctance to discussing this theme in the framework of formal curriculum or professional life.•The rise of religious radicalism and political movements of far left and far right cause an increase in suspicion and mistrust, which can induce withdrawal•In France, secularism is often misunderstood and interpreted as a limitation, even a ban on the expression of the religions.A need for adequate tools that can be mobilized by youth workers in response to a change in the profile of the Youth. They observe:•An increasing distrust of young people vis-à-vis institutions and state representatives• A religious extremism, and the use of violence•Increasing invisibility of youth who take refuge behind their screens or in groups where they undergo embroilment•A strong sensitivity of youth to conspiracy theories and messages of propaganda or recruitment, often linked to a high level of frustration, mixed with stigmatization and suspicion• Identity uncertainties, even a deep identity malaise in some young individuals•Barriers to civic participation linked with difficulties in verbalisation and argumentation.A need to promote experiences in order for youth workers to dare interconvictional dialogue with youth. To support professional in their guidance towards a democratic process, open to acceptance of others and diversity. YARIM led the design of three innovative intellectual productions. 1- A training module promoting the development of youth workers' skills in the management of religious facts and in the development of preventive actions for young people facing the risks of religious radicalization2- A toolbox to promote protective factors against the risks of violent radicalisation among young people3- A guide to promote inter-convinctional meetings.The tools proposed by YARIM are modular and scalable.The training module can be completed by other units, other activities can be added to the toolbox and other good practice can complete the guide. These productions enable: •Young people aged from 13 to 30 to develop protective factors against the risks of violent radicalisation•Schools of social work, facilitators and stakeholders in general to support the capacity building of youth workers in religious phenomena and generic prevention of violent radicalization. •Youth actors, professionals to enrich their methods of intervention with youth, in order to recreate the conditions for a positive dialogue (especially on religious issues), to develop protective factors to the risks of radicalization•Public authorities, politicians, association leaders to better understand these issues to lead strategies to increase the competence of youth workers, support to the public policies to promote Youth civic participation in an inclusive society.Communication throughout the project and dissemination during national and transnational conferences was intended to spread the three intellectual activities to a large number of organisations, authorities and professionals, while advocating for youth. We want to show that the radical propensity of youth is inherent to this age and that we have a common responsibility to foster the ""grip"" of these young people on civic commitments, in line with democratic values.Each partner organizes activities in its respective networks to promote YARIM's productions (conferences, tools, workshops, integration of tools into training programs and professional training). The productions are freely accessible on the open educational resource: http://yarimproject.eu/oer/ and Portal Erasmus +Annexe n°2 : rapport final et plaidoyer en anglais"

<< Background >>As announced in the Green Deal launched by the European Commission, every economical sector must commit to the ecological and solidarity transition. The associative actors are important components of the European Union’s social and economic tissue and would represent more than 9 million workers in 2010 (see: https://www.ess-europe.eu/sites/default/files/qe-30-12-790-fr-c.pdf). As a consequence, those actors are able to answer the social inclusion requirement formulated in the Green Deal by supporting their public in the reinforcement of their autonomy and of the cooperation which enables them to deal collectively with the effects of climate change. However, in order to be effective with the public, leaders and teams must carry the challenges and opportunities to act and be equipped to share them with their ecosystem.The consortium’s five partner associations are all support structures for small and average associations, resources centres for associations and/or eco-pedagogical tools, training organisations and/or structures that have a dissemination role with the target audience. They all see an increasing request for information and tools to support the ecological transition from their staff, users, public and/or associative partners.In 2018, the APES, a partner association, carried out a consultation in the Hauts-de-France region to which 83 associations, essentially of small and medium size, answered (see: http://apes-hdf.org/page-24-237-0.html#menu). This survey has revealed in particular that 86% of the associations wished to take further account of the environmental impact of their activities. Several obstacles to change in practices has been identified:- Nearly 50% feel that they lack of knowledge about methods- About a third express a lack of human and/or financial resources or skills to act and a lack of support.In order to facilitate action, the actors particularly express the following needs. Between 40 and 50% wished to:- take part in exchanges of experience- benefit from support for the development of territorial projects in cooperation with other actors- participate in collective intelligence sessions- be informed, meet actors and expertsA third of the associations wished to:- be trained- meet institutional partners- benefit from support for the implementation of environmental practicesCEPS has identified similar needs especially with small and average socio-cultural associations of its territory which took part in the project “From the socio-cultural associations, we act against climate change” (http://www.ajsosteniblebcn.cat/guia_fem_pinya_cc_126190.pdf). The purpose of this 12-month project (directed by Barcelona City Council in collaboration with Trànsit Projectes, from which CEPS comes from) was to “promote the socio-cultural actors’ role as key actors of the movement, involve them in promoting the individual and collective action for climate change mitigation and adaptation. This project allowed to identify needs (gap between awareness of eco-responsible practices such as recycling, optimal use of electricity and water, etc. and difficulties to implement them) and to initiate changes in eco-responsible practices through training and the creation of a guide within these structures. The conclusion is that further actions are needed to support local action by providing essential awareness-raising and methodological tools to small associations.<< Objectives >>To answer those needs, the Ecological Transition and Sustainable Development of Non-Profit Organisations project (TEDDA) proposes the creation of tools to raise awareness and improve the associative actors’ skills to sustainably engage their ecological transition in the functioning and the activities of their organisation on the issues of resource saving, reduction of energy consumption and waste, choice of purchasing policies, food and sustainable mobility...Our target audience includes a diversity of small and medium organisations (between 0 and 25 employees) which have a local anchorage in which we identify 3 groups of target associations :- networks leaders in charge of supporting and training small and average associations,- associations whose awareness-raising and/or training activities with other small and average associations and/or citizens, elected officials… are linked to the ecological transition thematic,- popular education associations in many areas and especially insertion of vulnerable people through work, social and artistic life. It will involve for example leaders, animators, social centres referents who act as socio-professional guides for a fragile public.Within these associations, we distinguish two sub-groups of target audiences : the association leaders (director and elected volunteers) and the employees and field volunteers that we want to involve in the project so that everyone can have resources corresponding to the possible structural and individual action level.These associations will then become a vector of the message in favour of the respect of the environment towards their users, who are the project’s final audience. Indeed, they will benefit from the implementation of inspiring eco-responsible practices inside the structures they frequent and from the better support of their eco-citizen initiatives thanks to the skills development of the associative actors on the reduction of energy consumption and waste issues as well as responsible purchasing policies.The operational objectives of the TEDDA project are the following ones:- Raise awareness and acculturate the target associations’ staff into the environmental challenges and the ecological emergency;- Promote permanent changes for eco-responsible practices in the associations (resource saving, reduction of energy consumption and waste, choices of purchasing policies, sustainable food and mobility…);- Improve the participants’ skills in mobilizing their audience and partners in awareness-raising activities and eco-citizen practices;- Promote the European actions in favour of the ecological transition.<< Implementation >>From this perspective, the activities of the TEDDA project will consist in:- IO 1: creating an inspiring role models gallery allowing to give visibility, value and demystify the ecological transition of associations by promoting structures which developed concrete and innovative proposals;- IO 2: creating educational and playful games about ecological transition in associations allowing to raise awareness, inform and obtain a shared consciousness and knowledge level on climate change and ecological emergency and create a desire to act;- IO 3: formalising a methodological guide for leaders, employees and volunteers allowing an auto diagnostic and the implementation of concrete and adapted changes for a successful ecological transition;- IO 4: creating a white paper allowing to raise awareness, arouse interest, appropriate a common sight and language by the whole actors and decision-makers of the associative sector and the social economy and establish political guidelines.- Organising five public events to raise awareness among a wider audience (associations, public institutions and citizens) about our tools and the need to act in favour of the ecological transition.Those innovative educational resources will be built thanks to the partners’ complementary expertise (they all have already experimented in their respective territories the implementation of actions about ecological transition through the design, animation or follow-up of trainings and support measures and/or participation in projects), and the involvement of associations from different countries of the partnership. The importance of local, national and european networks developed by each partner will guarantee the participation, the dissemination, the visibility and the success of the project and the IOs.The direct target groups will be involved all along the project in the construction or testing phases of the productions, so that they internalize the ideas, use the IOs and share it with their networks even after the end of the project. Thus, it is planned to associate 188 associative staff members (elected and field volunteers, managers, and employees) including 16 persons from the consortium and 172 from associations operating in various sectors (social and professional insertion through culture, environmental and citizenship education, sports, etc…) as social centres, sports clubs, youth community centres, training organisations... It is also planned to mobilize a total of 185 external participants during 5 public events. Those associative actors come from the local, regional, national and european networks of associations of the consortium. They will then be able to use the IOs and highlight the TEDDA project tools by sharing it with their networks.The project partners will be vigilant in reducing as much as possible the carbon cost of their activities of IO production, project management, communication and events organised without compromising the quality and the possibility of dissemination.<< Results >>In order to answer the previously identified and enounced needs, the TEDDA project wants to reach several results. Our actions will end up with a combination of tangible (tools) and intangible (change of mind) results.The tangible results are:- Production of useful educational mediums for involved actors to acculturate to climate change (IO 2, 3 and 4: serious game, methodological guide and white paper)- Production of tools promoting changes in practices (IO 1: inspiring role models tool worksheets presenting concrete examples of key success factors of sustainable approaches in associations and IO 4: white paper)- Production of a support tool for changes in practices (IO 3: formalisation of a methodological guide for the implementation of eco-responsible practices in associations)- Production of a tool which encourages associations and stakeholders to actively commit themselves to the ecological emergency (IO 4: whitepaper: digital kit containing a decalogue and video messages in favour of the simplicity of the approach and the savings thanks to ecological practices).The intangible results are:- Awareness and/or improvement of knowledge on climate change challenges and levers for action for target audiencesAbility to estimate the carbon footprint of the organisation’s activity and to measure the collective efforts to be made within the association to reduce it.- Skills development for associative staffs to engage sustainable changes in their professional activities (knowledge of good practices and access to a methodology)- Promote the project among the political decision-makers at local, regional, national and European level through the dissemination events and the white paper- An indirect result will be to favour the awareness and the knowledge of the general public (citizens) as the associations will be carriers of the transition and will be able to inform and support their users in the eco-responsible approachesThe co-building of these tools will guarantee the creation of a replicable and transferable project throughout the European Union. Freely available online in French, Spanish and English, our productions will be usable everywhere in Europe. In order to guarantee the widest dissemination of our productions and thus multiply the impact of the TEDDA project in the EU, a coordinated communication plan mobilizing various dissemination channels will be set up.The TEDDA project will have the impact of massifying and promoting the actions in favour of the ecological transition through a mobilisation effort and collective actions. The consortium intends to impulse the partnership dynamics and encourage the synergy of the living forces of their territories in order to reduce the environmental impacts of the associative structures.In the long run, the associations will be aware of their environmental impact and will have changed their practices in order to minimise it. They will also have been able to internalize and transmit the TEDDA project tools in their networks and their audiences.

Games in education or to improve skills has a long history but lately the educational potential of video games has gained some focus. After a wave a pedagogical games in the 1990s, the question is now on the potential usage of video games in the classroom. While many advocate for it, the how is still very nebulous for most teachers it remains complex to set up despite a clear potential 1. Teachers need guidance to use with video games to teachVideo games can introduce a concept with which the player can interact and even think back on their own skills. This would be a perfect description for a school lesson, therefore institutions in Europe to advocate for their use in the classroom.Serious or educational game approach came with challenges: they are often less engaging to students. Teachers are still at loss as to how to use video games in the classroom because:-they lack practical guidance,-hierarchies and parents have prejudices about video games,-existing guidance can be theoretical or outdated,-existing guidance might only cover one aspect of using a specific game at school, eg. Assassin’s Creed in history class. But such games could be useful in other subjects or in a cross-curricular setting too,-a lot of serious games have the fun taken out and end up as being yet another lesson or test that the learner has to follow,-to support students’ understanding of how video games work and encourage those who are less tech-savvy to try something just a bit technical, it is valuable to create video games with them.Thus we believe there is a need to create guidance material to use video games in pedagogy.2. Video games can be great vectors for cross-curricular and innovative pedagogiesAlthough competence-based and cross-curricular education are identified as priorities in EU policies since 2006 (recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning),there is little guidance by EU ministries on how to implement these goals. Another Erasmus+ project, “Cross-curricular-teaching”, explored the state of competence-based and cross-curricular teaching in education across Europe, in policies and in practice. They noted that in absence of official guidance, cross-curricular activities were at best perceived as extra-curricular or optional activities, and that in the end, they depended on the motivation of the pedagogical teams. In August 2019, the partners of this project made 5 recommendations to support the development of such methods at school, to which we think that video games answer in the following ways:-cross-curricular teaching and learning must be integrated explicitly in national curricula: our project will highlight the links between school subjects and video games-curricula should stay flexible enough to keep the autonomy of teachers when they implement cross-curricular teaching: we will link video games and the main subjects-need for resources: we will provide actionable guidance supported by theory-cross-curricular teaching needs appropriate evaluation tools: we will include self-evaluation sheets for students to measure their acquired skills-development of cross-curricular methods should be supported across the community: 1) our outputs will contain factsheets for teachers to communicate with their peers and hierarchy to use video games, 2) one outputs will deal with game creation.Objectives: for all the reasons above, we will work on developing practical guidance for teachers to use video games in the classroom for cross-curricular teaching, as well as encouraging students to create their own games as learning by doing projects.NEEDS: -development of key competences in cross-curricular collaboration, creativity & innovative learning-innovative teaching and assessment, to promote competence-based teaching & learning-digital & open pedagogies, -promote access & use of ICT education by underrepresented groups, in particular learners with SLDs or girlsTARGET GROUPS: -Secondary level teachers-European secondary learners in general-Learners with Specific Learning Disorders (SLDs)This project should be carried our transnationally because:-Cross-curricular and competence-based teaching are still perceived as difficult to implement in Europe despite official recommendations-Video games benefit from a rather positive image in Belgium and France for example, but it is not the case in all other countries: the methodology needs to be validated in different cultures-Learners with SLDs account for 10 to 15% of the EU population, it is essential to spread inclusive teaching practices.The following OER will be produced during this project:-a booklet on why video games belong in the classroom-a practical on how to use video games in the classroom-4 experience libraries of pedagogical modules: as spectators, as creators, as single players or in groups with 88 experiences and recommendations

"ReSolution Project""Innovative education and training to develop (re)mobilisation of people far away from employment""CONTEXTIn the European Union (EU), people far away from employment constitute a heterogeneous group in the population, aged from 15 to 64 and their socio-professional integration remains a major issue. In the same way, a large number of structures of occupational integration and training in Europe point out the fact that the public far from labour market is increasingly difficult to mobilise because highly disconnected from the network services able to support them. The project partners from 5 countries of the European Union encounter these same problems in yet different environments : in France, calls for projects on the identification of «invisible» audiences are launched by the state while few innovations on the subject have been recorded. In Italy and Spain, the limited use of socio-professional information spaces by the public questions as well as the volatility of young people with difficulty of integration. In Belgium, people who are distant from employment remain difficult to mobilize, especially in the Brussels and Wallonia regions. In Hungary, the context of economic recovery induces strong recruitment needs in enterprises while a large proportion of the population (Roma) is unemployed and difficult to mobilise.OBJECTIVESThe resolution partners propose to implement a transnational cooperation project on innovative training schemes for a positive (re)mobilization of people far away from employmentThe objectives are the followings :- Enable professionals to acquire new approaches/practices in terms of (re)mobilisation of the public, transferable in the countries involved and in other non-project countries;- Strengthening cooperation between training and socio-professional integration actors.For this purpose, the project proposes the development of several free digital resources for insertion professionals. The subject treated in these digital resources will be : identification methods of publics far away from labour market and innovation in positive remobilisation.PROFILE AND NUMBER OF PARTICIPANTS- 40 referents, experts and insertion professionals mobilized to build tools within the 7 resolution partner structures;- 100 professionals from other integration structures mobilized to test the tools;- 225 managers of structures, integration networks, professionals and funders informed of the results of the project;ACTIVITIES AND METHODOLOGYFour intellectual productions will be produced through an open access digital platform: a toolbox of innovative practices in the area of positive remobilization of people away from employment; a training tutorial ; a dedicated MOOC; an evaluation report providing recommendations for using the created tools.The construction of the tools will be based on internal and external testing. For the external testing phase, they will be carried out by insertion professionals not directly involved in the project, as well as members of the international network Cités des Métiers. The dissemination of intellectual productions will take place through five national mid-term events, an international seminar and a final conference in Brussels.EXPECTED RESULTS AND IMPACTS1- The use of the project tools by at least 20 structures of social and occupational integration2- A minimum of 80% of professionals expressing new skills as a result of the tools testing 3- 8 indirect funding actors in integration field informed and open to support the tools dissemination.4- Transnational collaboration between committed and post-project partnersOverall, the expected impact of the project is the appropriation of the created digital platform by more equipped national and European integration networks and integration professionals on issues of public mobilization.LONG-TERM BENEFITSThe long-term benefits sought are: an adaptation of the integration training offer, with new and easily accessible online content; People far away from employment better addressed and connected to existing offerings in each country."

The project proposes an adult learning programme for professionals in the Cultural and Creative Industries (CCIs), who wish to learn practical applications of digital tools to design innovative cultural experiences in their city. The focus will be on creating alternative narratives as well as new digital environments, whilst designing city tours in peripheral spaces.The project responds to the dramatic changes this year that have left many CCI professionals unemployed. Many creative activities have moved from live to virtual space, and professionals have either been made redundant, or have found themselves unskilled to adapt to the new online interactions. In addition, the employees first impacted dramatically by the COVID-19 lockdown, are self-employed, freelance and people on short term contracts, which is the majority in the CCIs. There is a clear need for training professionals in the CCIs, in soft and hard skills, to adapt to our “new normal”, and creating employment opportunities.Tourism and heritage are closely linked to the CCIs, providing audience and income for cultural activities. Festivals, theatres and cultural centres (to name just a few) are dependent on tourism, and provide work for many professionals in the CCIs: guides, designers, curators, audio visual and sound technicians, programmers, musicians etc.However, mass tourism has become unsustainable. Its negative impact on the ecosystem and local environments has long been criticised. Since the COVID-19 travel restrictions and lockdown of public places, it has become evident that relying on mass tourism as an economic driving force is no longer possible.As an alternative, there is the tourism of experience. It focuses on “living” experiences in the city instead of “visiting” it, and it seeks alternative spaces to the overcrowded main attractions. It aims to move away from the centre to the periphery, and it has always included local and national audiences. To improve digital skills in the CCIs in Europe, the project offers a learning programme around new heritage narratives combined with digital content creation. It proposes an innovative methodology, combining learning by doing and creative uses of free digital tools for city tours. The curriculum will teach various technologies: Augmented Reality or Printed Material, ebooks and geolocation features. Participants will experiment with their project and improve digital communication. They will increase their soft skills, confidence, and work opportunities. The target audience of the project are professionals in the CCIs, especially unemployed, or in short-term employment, or simply wish to develop their skills. On a second level, the project targets adult education organizations and employment services, as key stakeholders to help disseminate the material. The project will train 18 professionals from the CCIs during a blended mobility training, and engage further 60 with local training actions. More professionals, stakeholders and relevant policy makers, will be reached through a social media campaign and 1 international conference and 5 national events in the partner countries.Professionals in the CCIs need to acquire practical digital skills, and new concepts to imagine tourism and heritage in their local context. This transnational project will offer a European perspective, an insight into different local experiences, but from places with shared problems. Partners will implement the project in 6 cities across Europe: Brussels, Barcelona, Rome, Paris, Zabrze and Nicosia. They will design a course with 5 modules and 4 related toolboxes:Module 1 : Introduction to creating innovative city tours with digital toolsModule 2 : research - shape your ideaModule 3 : storytelling - how to engage your audienceModule 4 : technological skills - incorporating digital tools in your tourModule 5 : entrepreneurial competencies - new dreams and opportunitiesThe curriculum will offer 24 tools to help learners design their city tour and develop these key competences: Literacy; Digital and technology-based; Interpersonal skills, and the ability to adopt new competences; Active citizenship; Entrepreneurship; Cultural awareness and expression; Multilingualism. Results will be online in 6 languages (EN, FR, IT, ES, GR, PL)• Tourism profiling and training methodology report • Training programme and curriculum for professionals in the CCIs • Introductions to 24 digital tools • Audience engagement analysis report with adaptable strategy template • Training organization recommendations booklet • Open Educational Resource (OER) • 12 tours designed by 12 participants, and testimonies about their learning experienceThe long term benefits of the project will be the impact on learners’ competences and their improved employability, the free available material online, and the transferability of the tools to new training environments and sectors.