Project entitle ‘Stand Up for Human Rights: From Knowledge to Advocacy’ is capacity building activity consisting from two mobility activities: two training courses. The project aims in overall is to develop competencies of the participants and their organizations to raise awareness on human rights, advocate for human rights and contribute to creating social inclusive society where human rights are being respected by various stakeholders. One of the aim of the project is raising competencies of the participants to use online learning, digital tools and visualization for developing competencies and raising awareness on human rights issues thus part of the activities is also based on methodology based on active using digital tools and visualization to create as many possibilities as possible to strengthen participants interests in these tools. Moreover, the project also aims to provide the participants an opportunity to experience way of creating online learning programs and will include elements of online learning that will be implemented during both training courses. Project activities have been implemented in cooperation of 12 partners coming from Programme and Partner countries (Kosovo, Macedonia, Serbia, Montenegro, Albania, Bosnia and Herzegovina, Germany, Denmark, Latvia, Croatia, Bulgaria and Turkey). Mobility activities have been implemented by the applicant of the project 'Organization for the Advancement of Alternative Programs' from Kosovo in Pristina (A1) and Prizren (A2).The project had strong impact on various levels. The impact was reached especially launching public raising awareness campaign across participants countries. Making a FB Page, and Youtube channel, as well as creating a web page (http://ka2standup4hr.online/) acting as a small resource portal for youth for Human Rights.

This project aimed to strengthen the capacity of organisations working with young people by empowering practitioners and educators to teach young people about global and development issues, engaging them with development, changing attitudes, and encouraging global citizenship. In other words, opening a ‘window on the world’ to young people so they see the bigger picture.The main project objectives were to:1. Improve the knowledge and understanding of at least 1000 young people of global and development issues, focusing on the Global Dimension and Sustainability Development Goals2. Engage at least 500 young people in critical thinking, discussions and debate about global and development issues through the global “global cafes” and training courses3. Improve the competence of at least 10 youth practitioners to deliver development education by training them in international development, and the pedagogy of development education4. Develop a competency framework for (a) young people and (b) youth practitioners that the global knowledge, skills and attitudes required by each group5. Improve intercultural awareness amongst young people and youth practitioners so they can operate effectively in intercultural environments.The project was developed against a background of increasing globalisation, international conflicts, unprecedented mass movement of people from conflict zones and poor countries to Europe, 2015 was designated Year of European Development, the UN Sustainable Development Goals (SDGs), the OECD global competency for an inclusive world, and the likely impact of Brexit. The world is becoming increasingly globalised and if we are to become effective global citizens, we must understand the changing nature of the world including the background and context, the key drivers for change and how we can contribute to its sustainability. Global issues impact on daily lives, no matter where in the world we live. Young people experience these impacts through work, friendships, social media and cultural influences such as food, clothes and music. They voice concerns about fairness, conflict, poverty and the environment. If they are to navigate a globalised world successfully, it is crucial they understand the forces that drive these global phenomena, and how they, as young citizens, can contribute to a sustainable and more equitable world. As educators, youth practitioners have a responsibility to respond to the learning needs of young people, and is recognised in the (SDGs), but educators need to be equipped with the knowledge, skills and attitude to handle these complex issues with many feeling ill equipped and lack the confidence to teach young people about these issues. The global issues to be addressed in the project affect everyone, no matter where they live, so there is added value in carrying it out transnationally. It provides different perspectives to the issues and opportunities to share experiences, learn from each other, generate solutions capable of replication internationally and foster future partnership working and on issues of common European interest.The main project activities were a mapping the development education landscape in each partner country and the production of individual country reports, determining the global competences required by young people and youth practitioners for an inclusive society and developing global competence frameworks for young people and youth practitioners and educators, developing training courses to enable young people and youth practitioners to achieve the competences in their respective competence frameworks, developing guidance for organisations wanting to incorporate the global dimension in their work with young people and piloting the competence frameworks with young people and youth practitioners and educators. The project targets two main groups of participants across the partnership: young people and youth practitioners, but the wider public will also benefit