The unemployment of young people in Europe has reached alarming rates and fight against it has become one of the most important priorities not only for national government but also for the politicians on the EU level. It is only necessary as the labour markets in the EU countries become more and more connected. However, not only the strategies and tools used for tackling the unemployment have to be accessed from the European point of view, but also the young people and recently graduates have to look at their situation with a wider perspective. The aim of the THEY.EA project was to raise awareness about the European programmes and tools that can help young people to find job and to integrate to the European labour market.During the project the partners from the Czech Republic, Spain, Italy, Bulgaria and Poland created three connected outputs around the four topics which were agreed to be the most important for young jobseekers. The topics we choose were the following:• European Citizenship• Available funding programmes • European tools for recognition of skills and qualification • The work mobility in the EU Apart from these 4 chapters the partners also focused on collecting Open Educational Resources which can be used by the youngsters to improve their situation on the European job market.The target group of the project were young people at risk of unemployment and youthworkers who also activelly took part in the process of the creation of the outputs. Most of the partners worked with young people while the Spanish partner mostly worked with youth workers. In the Czech Republic the partners worked with young people from the Bruntál region and with youth workers on national level.The coordinating organisation was the European Development Agency which is an organisation focusing on educational activities and international projects (especially mobility projects and partnerships). EuDA coordinated the work of other partners and was responsible for creating the final outputs. EuDA also worked with other organizations during the project, especially schools and NGOs with whom EuDA consulted the outputs. During the time of the THEY project EuDA hosted several mobilities for young people from other European countries and had the opportunity to test the outputs with these target groups. The partner Nr. 1 was the Institute of Regional Development which is a Czech NGO running the Europe Direct Centre in Bruntál. During the THEY project IRD was mainly responsible for communicating with the target group of young people from the Bruntál region. The region belongs to regions with the highest unemployment rate in the Czech Republic. IRD was in the project responsible for the parts of the ouptuts related to the European Citizenship and European Rights.The partner Nr. 2 was the National Association of Municipal Clercks from Sofia, Bulgaria. This partner hosted the kick-off meeting and was responsible for the chapters about the work mobility in the European Union. During the project NAMCB cooperated with Sofia university so that they could consult the studets about the outputs. The partner Nr. 3 was CNIPA Puglia, an educational organisation from Bari with offices in the whole Puglia region. CNIPA has experience with vocational education and runs educational programmes for young Italians mainly in cooperation with local administrations. During the project CNIPA hosted the 2nd meeting and was responsible for the topic of the recognition of qualifications in the EU.The partner Nr. 4 was ONECO Consulting from Spain which is a consulting agency active in the field of European projects and mobilities. They were the perfect partner who could bring know-how about European programmes and financing opportunities. They didn't really work with young people during the project but more with youth workers. In the end of the project ONECO started cooperation with the Sevilla university where they organized a successful multiplier event. Last but not least the partner Nr. 5 was the IDZE institute from Warsaw. The experts of IDZE were responsible for the search for Open Educational Resources which they provided for the THEY.EA website. During the project the partners created outputs which put together 5 important topics with the European added value for young people and youthworkers. All partners already had the opportunity to test these outputs in praxis during their educational activities and events. The outputs are shared through the networks of the partners in the partner countries and beyond. The outputs were created in English and then translated into four European languages so that they can be easily used by youngsters.

The European Union has high levels of school drop-outs (with significant differences between countries), which in many cases are associated not only or exclusively with a problem of pupils' ability (i.e. pupils with learning difficulties), but also are closely related to social, motivational and even family factors that surpass a merely educational area. This situation occurs more frequently at certain levels, such as vocational training (especially the initial training), and training on professional certificates. The profile of students in initial professional training usually presents particular characteristics, which make them more vulnerable to school drop-out and which sometimes manifest in problematic behavior.This is because this level of education picks up a type of students that comes from failed studies, and that in many cases face learning problems, but also behavior and coexistence issues (school failure, low motivation, drugs consumption, violence, bullying ...). Furthermore, immigrant students at this VET level reach a high level of representation. In Spain, for example, it is situated around a 35% (for students 16-17 y.o.), adding other vulnerability factors, such as social integration, language issues, etc. There is a clear indicator when dealing with this group: 35% of immigrant students in Spain dropped out in 2018, in front of the 15.3% of the local students.The presence of students with these risk factors, and who respond to a profile of low motivation and who present behavioral problems, has a high qualitative impact in VET centers. This impact is direct on trainers, staff and other students, and can lead to a spiral of discomfort and conflict that greatly reduces the quality of training. Furthermore, those students are highly vulnerable and in risk of drop- out and an unsuccessful educational (and even) professional integration. We, therefore, face a problem that responds to a casuistic with multiple dimensions and that must be approached in an integral way.With our InVET project we want to contribute to improving this situation, by focusing on the development of a complete Pack of Resources addressed to i-VET centers, managers and trainers, and that would include:1. Specific references on successful initiatives developed at education centers to fight against conflict and pro difficult students’ inclusion. We would offer trainers and managers in VET centers with complete examples (in the form of video testimonies) where the protagonists of those initiatives can explain the contexts, the measures, the impact and assessment carried out.2. Guidelines (and recommendations) to implement concrete measures in the educational centers at different levels: from the pedagogical point of view, to organizational aspects, including logistics and models for the design of active learning environments, etc.3. Resources that would help trainers and managers at the centers to implement the proposed measures.Project objectives, thus, include:- To fight against the exclusion factors that lead young i-VET students to drop out of school.- To provide the VET centers, their managers, trainers and staff with success references and commented examples that allow them to transfer these initiatives to their own contexts.- To offer a complete analysis of a complex problem, in which multiple factors and dimensions intervene, and which must also be addressed from a comprehensive approach.- Create a set of tools and resources that, with a practical approach, offer intervention models at various levels: pedagogical, organizational, logistic, etc.- Contribute to a better understanding of the European reality in reference to school dropout and its causes, so that this vision can be used and transferred to other educational sectors.Addressing the problem of school dropout is a European need. Even if the contexts and realities may differ between the Member States, the problem is common. And in the case of the students of i-VET, it is clear the need to equip the centers and trainers with practical and contrasted tools that allow them to address the problem, since the consequences for them as professionals (influencing the quality of their work) and for their students leaving school (with unemployment rates clearly higher than those of other profiles) highlight an important failure of the education system.The partnership is led by Maristak Durango, and composed of a set of organizations experienced in the work with young disadvantaged students in the VET system, and includes experts, from public and private sectors, on drop-out and early school leaving, on the development of training programmes and ICT-based learning environments, and on training trainers initiatives. This mixed expertise joint together and addressed to common goals are considered the key factor for the successful development of the project.

"The Survey of Adult Skills (PIAAC,2013) showed that 20% of the EU working age population has low literacy and low numeracy skills, while OECD (2019) establishes that “supporting adults with low skills to upskill and reskill is imperative for a future of work that is both more productive and inclusive. It helps individuals to increase their employability and ultimately their social inclusion”.In this context, the partnership lead by CJRAE Vrancea aims to extend the services provided by partners to the beneficiaries through integrating one innovative training for trainers that work with low skilled adults; this training, based on research data and expertise of all partners, will be tested and validated in real training context in the period of implementation and will be used by all partners to train the trainers working with low skilled adults. The project also aims to promote institutional development through at least one new working procedure in each partner organization, based on exchange of good practices with the partners, procedure that will be tested within the implementation period and will guide the future trainings with low skilled adults. Through the activities implemented within the project, the partners aim to contribute to the common development of competencies and knowledge of staff involved in training the low skilled adults through exchange of good practice and innovation, and to contribute to the internationalization of activities of all partners.The partnership foresees at least 20 staff members to be involved in identifying the needed competencies to train low skilled adults through international research (IO1) and innovating a methodology for training of trainers working with low skilled adults (IO2), building on their experience and expertise. Also, 14 staff members will attend a short-term joint staff training event to validate the training methodology and develop their skills of implementing it. All participants are experienced trainers with expertise in working with low skilled adults. To multiply the results of the project, the partnership foresees a multiplier event - International Seminar ""Training the trainers to work with low skilled adults"" – organized in Romania for developing specific professional skills to trainers of trainers and trainers of low skilled adults, managers of training institutions from Romania and abroad. Also, for the multiplication of project results, each partner will organize at least one training for trainers and at least one training for low skilled adults. Presentation at international conferences in adult education and articles in educational journals will inform the theoreticians and practitioners about the results and possibility to use them in their activity. The participants will develop their skills linked to their professional profile, skills for international cooperation and implementation of transnational projects, English skills and intercultural skills, will increase the quality of their training activities using our innovative methodology and will increase their job satisfaction and motivation for participation in future international projects. The partner organizations will provide better quality trainings by using the intellectual outputs of this project, will benefit from a more modern, dynamic, committed and professional environment inside the organization, based on the new staffs’ skills and their job satisfaction and interest for projects, will have an increased capacity to operate at EU level and develop their international projects team. The primary target groups (trainers working with low skilled adults, managers of adult training institutions, staff in partner organizations, youth-workers and teachers from second chance programs) attending the activities for multiplication of results will have increased professional skills to better respond the needs of their beneficiaries, increased interest into adapting our resources or developing their own resources to provide better trainings, will have better knowledge and understanding of EU practices in training the low skilled adults and a more positive attitude towards international projects (and EU values). The result of our project can also be used by secondary schools and VET institution, adapted to train the teachers working with underachievers, strengthening cross-sectorial cooperation and the quality of the results. All participants in this project (staff members and beneficiaries) will have a greater understanding and responsiveness to social, ethnic, linguistic and cultural diversity in their training groups. On medium and long-term, the project will contribute to enhancing the quality of training for the trainers working with low skilled adults, as all interested training institutions and independent trainers will have full and unrestricted access to our developed resources (research & methodology for training) that they can use or adapt."

This project arises from the need to attract attention to the education of gifted students using out of school learning areas. Museums are taken privately as out of school learning areas in this project as they are important cultural heritages of nations. We will both raise awareness for the education of gifted students and for the museums as out of school places as education should not be restricted in a classroom. So our main aim is to promote museums to be entertaining, creative,educational and functional institutions without excessive seriousness, and to be effective, sustainable and living institutions. In this way, we set an example of all other institutions as a learning model by their adopting our model and to promote these institutions’ functuonality. In this process, our objcetives are as follows:-to help gifted students learn by doing out of school areas,-to improve cultural dialogues between nations and transnations.-to create a socialization area for gifted students as they need it.-to raise awareness about the importance of out-of-school areas.-to raise awareness for the museums as important cultural heritages. The innovation of the project lies in the creation of specific activities in museums using the historical artifacts in these musuems as part of the activities. With the booklet and lesson plans which will be prepared by the participant educators will be important outputs of this project. As 4 partner organisation we come together to realize these objectives. We have planned 4 meetings, 2 TPM and two LTT. We will make gifted students join the LTTs and dissemination activities. First of all there will be a TPM in Greece. The first meeting will a kick-off meeting and all project details will be planned with face to face communication. The project will last 20 months and the meetings have been planned almost every 6 months. There will also be a virtual meeting to go through the project activities in the middle of the project duration. The final meeeting will be held in Italy to finalize the project, evaluate the impact and work to sustain the project results as well as disseminating it as much as possible. Except these meetings there will be two LTTs with the participance of students and teachers. In these LTTs students with the support of their teachers will carry out some activities in the museums of host countries. To the mobilities among gifted students especially having economic difficulties will be chosen. As they have economic difficulty this project will a good opportunity for them to see different countries, cultures, peers from different countries. The activities in each mobility have been planned with agreement of all partner country in this project and all these activities are planned to reach the objectives of the project. The expected tangible results are e-booklet, web site, sample museum school lesson plan (integration of museum activities with different lessons like social studies, geography, maths, drama, etc...) youtube channel and vlogs in which we will share the activities done during the mobilities. The methodology to be used in carrying out the project is non-formal education. This project is innovative in terms being the first for both developing gifted students education and teaching professions.

"Lifelong learning is an important tool in developing society, continuing technological and social change and developing individuals' skills. Lifelong learning has become increasingly important for all forms of education and training in a rapidly changing world. For this reason, the requirements of the social state principle, which is a requirement of democracy, will be fulfilled in the developing world by focusing on lifelong education and adult education.Within the scope of the project, “Information, Media and Technology Skills Proficiency Scale” was applied to 342 adults who received education in adult education institutions in Odunpazarı District. In the first part of the questionnaire used as the data collection tool of the research, personal information of adults; In the second part, articles on the use of media and Web 2.0 technologies, in the third part, Communication and Cooperation; The items related to the use cases regarding Safe Internet Use and the information literacy self-efficacy perception scale were used in the last section. As a result of the research, it was seen that adults have low levels of competence in “Communication and Cooperation, Programming, Problem Solving, Digital Content Development, Information and Data Literacy and Security. The knowledge and skills gained from formal education institutions in childhood become obsolete after a certain period and fall short of complying with the life and work conditions and standards of the age and considering the aging population of Europe, our project partners, which are European countries, have similar problems.There are 6 participating organizations have same problems from 5 different EU countries that are involved in this project titled ""Science Cafe for Adults""Therefore, adult individuals who have completed or stopped formal education need to be grow and develope their knowledge and qualifications.Our project target audience is 350 adults between the ages 45-75 years old,experienced in their field and have not received formal education of completed.Increasing the competence and awareness of our target audience in science and technology with innovative practices within the scope of the project; Achieving the qualities needed by social life by offering continuous education activities to adults who have not been able to benefit from the educational opportunities of the EU 'lifelong learning' policies; To be able to make use of information and communication technologies that will facilitate the access of adults to current information regardless of gender and class; Thanks to advanced communication technologies (Internet, hypermedia, etc.), all individuals can receive education by creating alternative educational environments and opportunities (distance education)that are not limited to time and space; It aims to contribute to the continuous motivation and social inclusion of adults against learning.The project aims at encouraging people to take a more active role towards engaging with science and technology issues that may affect every day life.and also aims to introduce the use of bite size learning as a supplement to formal education, a new form of nonformal education that is totally mobile, flexible and easy to take up by a very wide variety of learners including those who wants develope themselves.In the Project partner organisations plan to design a teaching and learning platform called “Sciene Cafe for Adults”.It will include bite size learnings.All partner organisations will record bite size learning videos, translate the talk to English in a text format and add English subtitles to the its corresponding video and upload it on Youtube.The subjects of bite size learning videos will be chosen according to the priority needs of our target group such as web 2.0 ,pandemi related subjects to science and technology.In parallel to that, the dissemination coordinators SEADDER, has taken the responsibility to create a website that all relevant material is going to be uploaded to (videos, translations, comments from the audience, general comments etc.) and EDRASE has taken the responsibility to create a Moodle platform for the exchange of comments and files between the participants.In this way Science Cafe for Adults bring research and innovation into adult education. The lecturers on every topic are going to be specialists on the particular field of Science and Technology that the topic relates to (e.g. University academics or other accordingly certified individuals) and there is going to be the greatest possible participation from the audience via asking questions, getting relevant answers and these will be followed and accompanied by discussion.Thus, it will increase the adults' knowledge and skills in the field of professional, behavioral and technology in order to adapt to the changing world by combining their professional experience with academic knowledge."