<< Objectives >>The main objective of the project is to develop innovative FaR&Com Methodologies, with the help of which teachers will facilitate students’ personal and academic achievements due to the development of concentration, photographic memory, peripherial vision, will limit the regression of the eyes during reading, eliminate the articulation, develop the imagination, and support the simultaneous work of both brain hemispheres during reading for speeding the reading and improving the comprehension.<< Implementation >>Based on 5 national reports, three Comprehensive Reading Methodologies and three training programs will be created, a mobile application for learning and practicing, international English learning followed by national ones, creating additional exercises on five topics and pilot trainings in real educational environment. Two rounds of events for sharing and promoting the project and a final conference. Three partnership meetings, a website, a Facebook page, a YouTube channel.<< Results >>Three methodologies with three training programs in 5 languages, 50 additional exercises, at least 16 participants in international training, at least 32 participants in national trainings, 240 participants in pilot testing, 80 participants in first-round results sharing events and 90 in second, 100 participants in an international final conference. Improved skills of teachers and learners for speed reading and comprehension. Innovative mobile application for fast reading and comprehension.

Global Artists (GlobArtist) - Social and Labour Entrepreneurship with young artists is a project that seeks to contribute to the business and social training of 60 young artists from four European countries through an innovative and creative approach.Organizations in Bulgaria, Croatia, Spain and Italy will try to improve the professional and social skills of young people, through training actions and internships in local NGOs, in which young people will be able to deploy small artistic and creative actions, with a clear social and community approach.This initiative will end with a final conference in which young people exchange and publicly show their experiences of participation in NGOs.In addition, as a result of the project, a guide will be generated that will collect the contents and teaching units deployed in the training sessions, as well as collect some of the young experiences of those carried out in the project. This guide will be digital, public and accessible to serve as a handbook to other organizations and youth groups that want to take action along the lines of this project.

"The CC Project aimed at developing, testing and widely disseminating an innovative methodology based on creative approach in adult education. It also focused on the needs of disadvantaged adult learners with a view to training social and civic competences. The choice of theatre and precisely puppetry art was made on the basis of the long-standing experience of Teatr Grodzki in using this specific art form in education and therapy. Even though puppet theatre is usually perceived as something childish, it can serve as a very efficient and attractive way of teaching adult students how to discover their aptitudes and abilities needed for a true social adaptation.Through the activities we created the new educational and self-development opportunities for those who are socially excluded due to their health/disability problems, difficult economic situation, conflict with the law or other factors. We were aware of the fact that integration of socially vulnerable individuals and groups with society was a long and challenging process. It must have involved an important phase of creating a suitable environment for making first steps towards changes. People who had been isolated, often for a very long time, needed to be first of all motivated to make an effort to step out. They needed to see positive results of their actions and to feel rewarded. Such an experience could be a turning point in their life and lead to discovering own place in the community. We found puppetry art a surprisingly efficient tool facilitating this initial stage of social inclusion processes.The project implementation of the CC Project was introduced in six steps.1.Teatr Grodzki, the author of the project, presented their approach of using the elements of puppetry art and psychodrama techniques in adult education to other partners and their trainers during the Short-term Joint Staff Training in Glasgow (18 participants from CITIZENS THEATRE, BABILONAS, Know&Can, CSC Danilo Dolci and TEATR GRODZKI) 2.All partners tested the methods presented during the training, modifying them and further developing according to specific needs/constraints of their target groups (13 local pilot workshops, 177 participants with fewer opportunities) documented in blogs run by the trainers http://ccproject.art/pilot-workshop/ 3.A VLCE – good practice platform launched in 8 languages (EN, PL, LT, IT, BG, DE, SE, FR) and used for sharing/exchanging teaching experience throughout the project www.ccproject.art 4.On the basis of the training experience further tested and confirmed during the workshops in Scotland, Lithuania, Italy, Bulgaria and Poland the partners jointly formulated the methodological guidelines for the use of puppet theatre inspiration in adult education and social inclusion programs available in 8 languages on http://ccproject.art/publications/ 5.Parallelly to the elaboration of methodological guidelines all partners worked on a presentation of ten different teaching processes and case studies in the form of eCompendium issued in 8 languages: EN, PL, IT, LT, BG, DE, FR, ES on the platform in the section eResources http://ccproject.art/publications/6. Twelve Muliplier Events organized in the last phase of the project in all the partner countries for 233 educators (11 of them from abroad). CC project was recognized successful in the field of supporting the disadvantaged adults. In particular project resources and dissemination activities were found very useful by all partners and their trainers: “I loved the training and I will use all of the resources in the future. The group I work with is very similar to one of the pilot groups and the project would work a treat with the women.” (Project Worker from the Health and Social Care); ""The educational materials are clear and they include important guidelines which I can follow as a trainer. They lead me step-by-step through the workshop process. The methods presented are simple to implement in a wide range of application contexts"" (Adult educator); https://www.creativescotland.com/explore/read/stories/creative-learning/2019/create-a-puppet-citizens-theatre (article in Creative Scotland)"

Within the Tourism sector, which employs over 12 million people, many employees and especially young people, work on short term contracts and follow a pattern of intense high season activity followed by low season unemployment. The issue of seasonality in tourism has long been a source of concern expressed in EU publications and it is feared that the intense concentration of touristic activities in a relatively short period of time “may have dramatic negative impact on local economies for the whole year” (Ecorys Study in support of policy measures for maritime and coastal tourism, 2013). This is particularly true with regard to employment prospects of the tourism workers in the areas of a “marked seasonality” that is, those dependent on the “sun and beach” model or winter skiing resorts. Official reports have proved this cross-border trend is evident in most seasonal tourist hot spots. This cycle disproportionately affects young people who resort to seasonal work to escape unemployment, but often become trapped in this cyclical process, where they are unable to follow more sustainable career options. And yet, seasonal workers within the tourism sector have already gained valuable skills that could be utilised for more professional careers. The main objective of the VALITS project was to break this cycle and help young people working in seasonal tourism to find longer term employment opportunities. Five project partners from Spain, Austria, Poland, Bulgaria and Italy cooperated in this project: - Sea Teach (ES) is a VET provider organisation active in tourism 'hot spot' of the Balearic Islands and experienced in the field of validation and comparison of qualifications.- Danmar Computers (PL) contributed its extensive expertise in developing software applications within an educational environment.- Know and Can Association (BG) brought to the project its experience in the field of applying specialized programs to develop social and civil skills using modern methods in non-formal education.- Euro (IT) runs the Alcamo National Park and employs seasonal workers as well as being a training center for the tourism sector.- SMC (AT) is a training centre situated in a winter alpine centre, experienced in offering re-education training and working with seasonal tourism workers.To reach its objectives, the partners undertook the following activities: 1.)The partners identified through extensive desk and field research the 10 most fundamental informal transversal skills and competences, inside and outside of the tourism sector.2.)The consortium developed an assessment methodology that is based on an objective assessment and not self-assessment. From this methodology the partners developed the 'Validation Tool' that assesses the users for their perfomance in all 10 informal transversal skills and provides them after test completion with a meaningful and graded assessment certificate. 3.)Finally the partners created and developed the 'Career Guidance App' that matches the users' identified informal transversal skills to longer term career opportunities that are required by other professional sectors. The VALITS project has provided the two tools, the Validation Tool and the Career Guidance App that have the potential to break the unemployment cycle for short season workers. These VALITS tools have a variety of important impacts and will 1.) provide young seasonal tourism sector workers with new career pathway options that match their informal transversal skills identified in the assessment and are in demand by longer term jobs and careers,2.) help young seasonal tourism sector workers to accelerate their pathways to quality employment in a more linear, less interrupted or detoured way,3.) save employers time and effort firstly in attracting and filtering the right kind of skills in their candidature that can also help them to base their recruitment decision on a transparent and concrete foundation instead of having to rely on subjective assessment and experiences,4.) make employers in the tourism sector more aware of the utilities of their employees’ skills and add new employment plans for them, including job rotation or promotion incentives, and 5.) add complementary tools to the existing EU skills and competency tools like Europass, EURES and ESCO.In the long-term perspective the VALITS Tools can be easily transferred to other target groups and other economic sectors, offering a viable Open Educational Resource (OER) to employees and employers, thereby fostering the recognition and use of informal transversal skills and enabling employees as well as employers to close skills gaps and skills mismatches more efficiently.

MINDtheGaps aims to contribute to the promotion of equal opportunities to young people in vulnerable situations, including those living in residential care institutions, to develop media literacy, digital inclusion and critical thinking and, therefore, conditions to live and participate on the information society and to access the labour market (social inclusion).MINDtheGaps uses a participatory intervention based on programming training and multimedia open educational resources development to empower young people to develop media literacy, critical thinking and to be able to share knowledge and collaboratively solve problems in partnership with young people from other European countries, in a non-formal context. This means that the project is in line with the New European Youth Policy (2019-2027) since it will develop new and innovative ways to achieve the priorities that are set out in national and EU policy: ENGAGE, CONNECT and EMPOWER young people through innovation, quality and recognition of youth work.The general objective unfolds in the following objectives:- To know the characteristics and the young people intersecting disadvantages of gender, race, religion, relation to education, learning disabilities, family status, geographical contexts and citizenship status;- To develop tools to educational institutions, in general, to implement inclusive education approaches and promote common values through digital media;- To promote effective use of existing tools to promote citizenship education;- To deepen knowledge about inclusive educational innovative approaches regarding media literacy with young people living in residential care institutions;- To promote young people and staff cross-border situations contact to experience European identity to prevent radicalisation leading to violent extremism through the promotion of common values as a vector of social inclusion;- To raise awareness about the risks and opportunities of the internet and social media;- To develop practical recommendations with regard to the development of media literacy and critical thinking practices both in formal and informal education and training activities among young people in socially vulnerable situations;- To disseminate the produced knowledge evolving policy makers, State care institutions, schools, teacher’s associations, European networks, education administrative staff, etc.The primary target group will involve 100 young people aged between 15-18 years old in risk of exclusion, including NEETs facing educational difficulties, learning difficulties, early school-leavers, low qualified adults, young people with poor school performance, economic obstacles, cultural differences. This target-group was selected because they are facing the transition from the teenage to the early adult age; some of them have equated an eventual school drop-out, which will require them to look for a job, in order to avoid NEET situations.The project's deliveries, namely an innovative practices handbook, online education resources, assessment/testing materials and distance learning platform, are intended to be used and adapted in other educational and training contexts, both formal and informal, ensuring project sustainability and long-term impact. The end-users are schools communities/residential care institution staff (school as an institution: managers, administrative staff, education counsellors, parents, surrounding communities, students – from 12 to 16 years old – and teachers).MINDtheGaps impact envisage is to contribute to develop innovative practices at both partners’ countries and EU level to guarantee “the right to quality and inclusive education, training and lifelong learning in order to maintain and acquire skills that enable [everyone] to participate fully in society and manage successfully transitions in the labour market” (European Pillar of Social Rights, 2017). They are also in sync with the targets of Europe 2020 Agenda, namely at the educational level, contributing to a decrease of early school leaving and to diminish the levels of people in or at risk of poverty/social exclusion and the number of NEETs.