We live in a fast changing world filled with global connections, which opens up opportunities as well as posing us some huge challenges. In our daily live we use and depend on goods from all over the world, delivering not only wealth, but also responsibilities. What does it take to be a world citizen, and which wisdom, awareness, capacities and attitudes do we need to realise the dream of global justice and prosperity?The topics of global interdependence and responsibility are becoming more relevant and the current globalisation trends has caused that active global citizenship is becoming more and more important. Critical thinking, sustainable ways of living, respect, solidarity, fight against xenophobia and understanding the connection between global end local are important components of their competences, which young people should acquire and reflect on to become active global citizens. The initiative to create a strategic partnership of NGOs working in global education to exchange good practices within non-formal education and create better conditions for bringing the topics of global active citizenship to non-formal education came from People in Peril. PIPA has been actively working in global education since 2003 with the main focus on formal education. The motivation for the partnership was to get inspiration and learn from the partners organisation with more experiences and practices in linking global education with non-formal education particularly youth work.The aim of the project was:• to improve cooperation for innovation and exchange of good practices in global citizenship education within non-formal education by which will be created better conditions for bringing the topics of global active citizenship to non-formal education, particularly youth work. The specific objectives were:• enhanced quality and relevance of the learning offer in non-formal education, particularly youth work in the area of global active citizenship and• developed the competencies of global active citizenship among youth workers and youth group leaders.There were 4 organisations in the strategic partnership: Mondo (Estonia), Südwind Agentur (Austria), CIES Onlus (Italy), People in peril (PIPA, Slovakia). All of them are involved in global education for more than 10 years. Südwind was established in 1980 and is important NGO in the global education field recognised on international level,covering formal and non-formal education, campaigning and advocacy activities. Mondo and PIPA have been active mostly in formal education, preparing publications and providing documentaries for teachers as learning tools. CIES has the closest link to youth work, since it runs a youth centre for youngsters mostly with migration background.The main undertaking activities were fallowing:• Survey on global education in youth work implemented through online questionnaire and focus groups in four involved countries.• Developed a common strategy how to introduce and support global education in youth work and provide learning offer for youth workers to improve their competences in dealing with global topic in their practice.• Creating a training curriculum for youth workers/youth leaders in global topics, which was used for international training of trainers for youth workers and youth leaders plus creating curriculum for trainings on national level. • 5 - days long international training of trainers for youth workers and youth leaders, including mentoring support in follow-up activates. • Creating methods pack – Global education and Youth work,Toolkit on food, migration and media topics• Sharing and exchange interesting articles, methods and ideas related to global education with participants involved in project activities directly or within the network on national level (through newsletter and sending learning offers) The results are:1. Obtained and evaluated results from survey on global dimension in youth organisations2. Developed strategy of implementing global citizenship education in youth organisations3. Global citizenship training curriculum (international training) including drafting curriculum for trainings on national level. 4. Materials and methodology for global citizenship education-Toolkit on food, migration and media topic (21 activities, 90 pages in PDF) and translation in Slovak, Italian.5. Training program for youth workers and youth leaders – trained 19 multipliers with improved skills in developing and facilitating workshops, empowered to implement global education activities in their practice, provide innovative and quality trainings for peers.6. Exchange of good practices and expertise among the project partners, sharing know how and expertise in particular topics (4 meetings on topics food, visuals, media and migration/81 participants. All together 94 participants in all 6 transnational project meetings) 7. Develop and strengthened cooperation and network between global education and YOs

Videogames have started to be used in the classroom with learning aims beyond fun and entertainment: they are not only tools to teach advanced logics, strategy, design, storytelling or programming but an obvious source of employability for learners: videogame industry is the number one creative industry in the world. However, what remains certainly unexplored is the possibility of guiding teachers and learners to create adapted videogames to their own needs for educational and training purposes. In order to help this process, CO-GAME proposes to take as a point of departure the historical context of a particular building or space close to the learners (involving social, cultural, political, economic, technological and, amongst all, civic aspects). History and common heritage are thus be seen as the close step to introduce the learners in videogame creation. So, CO-GAME generator project has the following aims:1. To boost the potential of the production of videogames by learners for education and training2. To create adaptable and practical tools to generate videogame educational training courses3. To interconnect new ways of narrativity for a living civic heritage 4. To connect VET institutions with stakeholders in the videogames industry and other VET institutions in order to create job opportunitiesIn order to do that, partners will create a specific CO-GAME generator curriculum, able to be adapted by any VET stakeholder based in the following elements:- a Civic Heritage descriptor (where the main historial and civic aspects are identified, in this case, Middle Age for CEPS -Barcelona; Castles in Linz- BFI; historical streets in Budapest – Laterna Magica; Ancient Rome in Rome- CIES and pioneer scientists in Mons- Mundaneum)- a videogame for VET production guide (with specific indications for the software development)- a videogame for VET design guide (including how to develop story, puzzes, storyboard and documentation)- a qualification assessment tool (to link the training actions with National and International qualification system)- a Press-releaser, or a tool to create press-releases; the specific instrument used to get known or get a job in videogames industryWith CO-GAME generator curriculum (FR, IT, ES, EN, DE, CAT), partners will develop and test a module for Train the trainers addressed to teachers of their organisations. This module will be an Open Educational Resource, 3.0 Creative Commons licensed, with blended learning sections (presential and elearning) Those teachers will lead the creation of 5 local training units (one per country, lasting 30 h for 15 pax each) , where learners (with balanced women participation) will create at least 25 games. All the modules will be picked up in a digital compilation to be disseminated in an International Multiplier event in Barcelona and in national multiplier events in Austria, Italy, Belgium and Hungary.Local impact- adaptation of the curriculum and models to local training projects- balanced participation of women in ICT oriented training- adaptation of the staff of VET institutions to new job framesstrengthen employability (acquisition of new skills);- increase the capacity of experimenting, innovating and contributing to change in educational sector- developed and maintained close, lasting and productive ties with employers, clients and other educative institutions in the sectors of reference;- new ways of cooperation with the world of employment;National impact-contribute to a creative economy that has an influence in the economy and society;-introduce innovation in VET in order to meet requirements in VET and on labour markets-increase awareness of the stakeholders of the importance of the potential of the correct and update use of digital technologies- openness and adaptability to new approaches as introducing videogames as an educative possibility in the classroom- Focus on videogame industry as a focus for employmentEuropean impact- Awareness of European VET partners of the videogame creation for the use for training purposes and increasing of employability- New links between VET providers and videogames industry players