"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."

The project, consisting of two Training Courses, is designed to empower youth workers and active leaders to act for social inclusion and building of social cohesion in their local communities by learning and providing trainings on soft skills related to cultural diversity as a basis of building safe and respectful surroundings for young individuals from different backgrounds.The first event of the project was be dedicated to exploration of cultural diversity, soft skills needed to build a safe and inclusive environment, and role of youth and youth NGOs in local communities. The second event was dedicated to learning and sharing practical tools of youth work fostering development of soft skills (including those related to self-esteem and active attitude against any form of violence and social exclusion). Participants worked on issues related to cultural diversity and practical issues related to social inclusion and diversity selected by partners (and basing on their experience and situation of youngsters in their communities) after closing the first event. It allowed us to tackle real issues young people face in their local communities (such as discrimination on various grounds, lack of structures of support, etc.) using creative non-formal education methods. The project aimed to:- Train youth workers and youth leaders in using non-formal education methods in youth work to foster social inclusion and diversity by supporting development of young people’s soft skills- Promote cultural diversity as a key to development of soft skills- Exchange knowledge of issues and difficulties young people face in different parts of Europe- Build a network of organisations tackling different social issues using non-formal education methods and working in multicultural environment

“EduGaming” project was developed based on the premise that educational games (used in youth work, communities, workshops, trainings, etc.), which are approaching urgent issues related to social exclusion, disempowerment and radicalisation of young people, as well as various global challenges, are making a very big contribution to including young people (because they are innovative, attractive, user-friendly), raising awareness and engaging diverse target groups.The main goal of the project was to build capacities of youth organization to contribute to a cohesive and active society, through developing specific competencies in designing educational games addressing social and global issues. More specific objectives were:• To increase the level of knowledge in topics like: social exclusion, intercultural dialogue, social and global justice, climate change, sustainable lifestyle, and other global challenges;• To develop practical competencies in designing and applying new educational games in youth work;• To develop pro-active attitudes to approaching excluded young people;• To increase the level of creativity, innovation, self confidence and trust in educational games;• To understand the importance and be able to empower and motivate young people to create new educational tools; • To enable youth workers to act as educational games multipliers in their communities;• To develop abilities to facilitate educational games in diverse settings and youth work contexts; • To contribute to a long term change in educational approach in youth field;• To motivate youth organization to implement and mainstream the motto “think global, act local” , intercultural learning and human rights education in their work;The project gathered 29 participants from 13 countries: Serbia, Romania, Albania, Bulgaria, Croatia, Italy, Kosovo, Latvia, Lithuania, Macedonia, Montenegro, Slovakia and Slovenia. Participants were supported by their sending organisations and accompanied by 3 trainers and 1 external expert. The structure of the project was as follows: 1. First residential training course for developing basic competences in creating new educational games connected to social and global issues, which took part in Sremski Karlovci, Serbia, between 24th of February and 5th of March 2017; 2. First playtesting of the games in each community, which reached 613 young people in total; 3. Mid-term evaluation (online);4. Second residential training course for advanced competences in educational game design and involvement of young people, for the same group of participants, which took part in Busteni, Romania, between 12th and 21st of August 2017; 5. Second playtesting of the games, which so far reached around 100 young people;6. Evaluation; 7. Dissemination of the project results; 8. Follow-up and new initiatives in each community and on the international level. The main tangible outcomes of the project are educational tabletop games, which are now in the digital format and can be used by anyone for free. There is an editable version of each of the games, so other youth workers can customise it to their needs. The games are:- Arthiefact: https://goo.gl/tdz5Sd - EUtopia: https://goo.gl/4RPLaj - Factics: https://goo.gl/YZhb4F - Hello Effect: https://goo.gl/AJjuJn - Reaction: https://goo.gl/w8qLEh - Troubles: https://goo.gl/e64vFW - Wheel of Change: https://goo.gl/wFzoSq - World Balance: https://goo.gl/8kqtqJ In addition, participants developed 12 other games, which are still in different playtesting stages, but can be found here: https://goo.gl/nEcfFR.

"According to the European Observatory on Drugs conducted by the European Monitoring Centre for Drugs and Drug Addiction (EMCDDA) in Lisbon, the European drug problem is becoming „increasingly complex "". The community can not remain indifferent to the problem of XXI century and must show involvement with other factors in reducing the phenomenon. This project responds to the common needs identified in the consortium to develop the partner organizations through strategic international and intersectoral cooperation in drug prevention by professionalising socio - professional youth workers (participation in training for drug prevention , nonformal education), improving the quality of youth activities, of non formal and informal volunteering. Project objectives:1. Increasing professional skills of 60 youth workers from the 5 countries in preventing drug use in the first six months of the project2. Stimulating attitude of responsibility to the risks of drug use and of the action behavior in prevention for 48 young volunteers from the partner organizations (13-25 years old) in the 5 partner countries during the youth exchange3. Developing the capacity of the 6 organizations through strategic cooperation, exchange of experience and formal education, to act at community level in preventing drug use among young people The target group consists of youth workers, young volunteers from the association, pupils of the school, disadvantaged young people from areas of high risk, people with fewer opportunities, which will realize the magnitude of the phenomenon, develop their skills and competencies in the field of prevention, and will actively participate both during the project and after its completion, in programs to prevent drug abuse among young people between 13 to 25 years old, from the community and local/regional school community. Beyond the direct benefits: change in mentality of young people in the target group; training of youth workers and volunteers in the prevention area; developing organizational capacity for the development of youth programs for a better integration in the labor market; creating a network of youth workers who can collaborate on different themes; increased capacity of youth associations to improve participation of young people with fewer opportunities to transnational activities; project experience gained ensure the qualitative development of youth activities and stimulate community participation of young people, develop their entrepreneurial cult, active citizenship and increases their employability on the labor market."

The development of digital competences is important not only for active users currently in younger ages but also for the seniors' use in various areas of their life to more effectively handle various kinds of challenges. Since the digital technologies exist widely – or rather, it should be said: may exist each aspect of our lives, often allowing faster, more comfortable and cheaper handling of daily tasks: from purchases, through arranging for social meetings, professional work up to learning and paying bills. In Turkey and our 5 partner countries Greece,Romania,Bulgaria,Lithuania and Croatia, we are still dealing with a large group of older people not using new technologies, namely the digitally excluded. These people are not able to use the opportunities offered by the digital technologies in everyday life. Only few of them use the network services in an intermediate manner – due to the help of a close person with the appropriate competences. In this context, we have developed our 'Teaching Basic Digital Competences for Seniors' innovative strategic partnership project, which we have prepared together with institutions that face similar problems to develop a 'flexible course teaching program' based on special age groups aimed at our elderly citizens over 65 to teach basic digital skills through a 'smart application'. Our project have started on 11.12.2017 and ended on 10.12.2019. With this project, our institutions aimed to develop and implement innovation in the field of digital literacy by producing quality and concrete learning outputs for elderly citizens over 65 years old. Within the scope of the project, 5 transnational project meetings have been organized in 3 participating countries, 2 short teaching/training program have been supplied to institution staff in 2 countries on related topics , 2 intellectual outputs have been developed and 2 multiplier events based on intellectual outputs have been organized . 120 seniors have been trained in their own countries, results were assessed and tested and dissemination activities have been organized. In this framework, our institutions have understood the following current needs in the teaching of basic digital competencies for citizens aged 65 and older by developing ideas and innovations on how to solve the problem with their outputs. These are; - strategic dimension of teaching digital competencies for elderly citizens, characteristics of trainees, -historical dimension, education levels and functions, teaching methods and techniques, benefits on the trainees, effects -critical and safe use of information society and technology -communication and social networks -basic computer use, internet usage, classification via internet, storage, content generation, information presentation and transfer -access to E-government and other online public services, -access to education and training environments such as E-learning, E-Course, E-Library, E-School -daily news , E shopping, E-mail, E-commerce services -the use of smart phones and basic applications. With this project we have implemented the recommendations of the Council of Europe 2006/962 / EC within the European Union's 2020 Education and Lifelong Learning objectives. So, with the education, excursion, observation and experiences being carried out with the project In global and European dimension; - digital qualifications have been increased in our 65 year old and above citizens who are our primary target - the social integration of this segment isolated from society have been integrated in technological sense, - learning social and civil skills have been encouraged. -awareness of cultural and Europeanness identity have been increased - by avoiding the use of unnecessary resources, time and personnel and resources have been saved - entrepreneurship, creativity and innovation have been promoted at every stage of education and training - equality, social solidarity and active citizenship have been supported - improve quality and productivity in education and training - lifelong learning participation of at least 15% of adults have been provided. At the local and institutional level; -learning have been provided on an international level to adult education staff across institutions -key competencies and skills of strategic staff responsible for adult education have been developed in order to improve the quality of teaching and learning in our institutions -our institutions have been able to appeal to adult people from different segments and meet their educational needs -organizations have reached the capacity to teach basic digital qualifications for 65-year-old and older citizens -organizations have been able to meet basic learning needs of targeted age range -organizations have been updated into international standarts and level -organizations have ensured social integration As a result, by implementing our project activities in this direction, we have raeched our planned targets.