CONTEXT AND BACKGROUND Many young people feel remote from their communities, civil institutions and policies that affect their daily and future lives. 26+ million of the 90 million YP aged 15-29 in the EU, are at risk of poverty and social exclusion when rated on the AROPE scale. This project addressed the needs reported by YP that were consulted in preparing the project application and throughout the project. About 70% of the project’s target group of young people were from backgrounds with fewer opportunities and many lacked confidence and key skills. The project developed new tools and informal learning materials to provide inspiration and practical activities for youth workers, related practitioners and young people themselves, to help motivate young people to engage in active citizenship, the wider society and the world of work. Led by Wandsworth Council, UK, partners from NGO and school sectors in IT, ES and RO successfully introduced the concept of the Takeover Day to their countries as an informal learning and engagement tool to promote youth engagement, active citizenship, empowerment and build bridges to employers. OBJECTIVESThe project created an engagement and participation toolkit co-designed with young people (YP) and youth workers to create ‘Takeover Days’ are events where YP ‘take over’ a service/function in a public institution or private enterprise for one day. Their is to engage young people and give them a practical opportunity to experience high-level decision-making in a real work environment and to raise their awareness of the role of public and private enterprise in EU democracy.PARTICIPANT PROFILEThe 126 young people taking part were aged 16-24, 70% had fewer opportunities or special needs.Their backgrounds included: •Migrants and BAME •Deprived inner city areas•Isolated rural areas •Learning disabilities/mental health problems •Poverty •In care & care leavers ACTIVITIESAs the UK was the only partner with experience of Takeover Days, it provided an initial model for partners to explore. The project’s needs analysis researched and mapped activities promoting youth empowerment and participation in each partner country to inform the development of the Toolkit. Participatory workshops were also held with young people to inform the needs analysis and development of the intellectual outputs. Based on this information, partners created a 'Takeover Day Toolkit' in two parts: 1) an online Guide to creating a Takeover Day (IO1) and 2) a set of supporting skills activities (IO2). These were discussed and tested at the project’s transnational camp – (5 x days of indoor/outdoor informal workshops) and virtual mobility. Following this, the toolkit was tested by partners through a programme of workshops and Takeover Days with a range of public institutions including museums, schools and local authority services. In addition to these, private enterprises were also added to the programme as many young people, particularly in RO, expressed an interest in exploring these environments. The toolkit and other materials are freely available on the project website.The project was affected in its last months by the Covid 19 crisis. This meant that not all the planned Takeover Days and workshops could be carried out – although each partner was able to carry out at least two before the lockdown. Two multiplier events took place online - in RO and IT - and the final TPM was also held online. RESULTS AND IMPACT•126 young people and 28 youthworkers took part in the project, including 39 YP and 8 youthworkers in the international mobility •11 institutions/employers hosted a Takeover Day •Online Toolkit consisting of a Guide to creating a Takeover Day with 40+ supporting skills activities translated into partner languages.•An audience of 11500+ was reached via publicity on partners’ websites, newsletters and the project’s social media.•Young people improved: their self-confidence, leadership and communications skills; their understanding of the institutions/enterprises they ‘took over’ and knowledge of Erasmus+ and the EU.•Youthworkers have fresh engagement tools and and improved knowledge of E+•Partners strengthened their widening participation strategies•LOCAL authorities, policy makers and other stakeholders have access ro fresh tools to promote youth participation, contributing to social and economic cohesion.TRANSNATIONAL The toolkit and case studies are available freely over the Internet for 3+ years; the toolkit has been adopted by partners and the concept is already being transferred to other countries: e.g. a KA2 VET application is being prepared by XANO and WCLL to transfer the Takeover concept to Portugal, Netherlands and Lithuania; the Ministry of Work in Peru has expressed interest in the concept following presentations of the project to meetings at the ministry and regional governments by XANO in its advisory role to the government on youth participation.

"ContextThe TIK – Tradition & Innovation @ Kintergarten project started from the Europe 2020 strategy that identified, within its educational benchmarks, that by 2020 at least 95% of pre-school children of 4 years or older would participate in Early Childhood Education and Care (ECEC)The importance of effectively addressing the theme of ECEC where also confirmed by the conclusions of the European symposium on improving early childhood education and care that stated: ""benefits from high-quality ECEC are wide-ranging and multilevel, economic and social, for individuals and for societies"".In this field the experience of the project partner and the evidence of their everyday activities shows that quality early childhood education and care can bring the highest rates of return over the whole lifelong learning process, especially for the most disadvantaged groups.ObjectivesThe project identified and succesfully addressed three needs that play a crucial role in order to enhance the quality of ECEC:- Reinforce the capacity of preschool teachers to involve their pupils in activities that, according to appropriate didactical and communication methods, can provide an early start of the development of basic and transversal competences- Raise childrens families awareness of the importance that ECEC can have for the preparation and the passage to primary school and for the integration in the social life- Develop pre-school children cognitive skills through the implementation of cooperative learning experiences, aimed at integrating the normal activities with relational and richer verbal interactions between pupils with a special focus on those coming from disadvantaged backgroundsNumber and type/profile of participants The project, exceeding by far its initial yet ambitious expectations has directly involved in the project activities and impacted on, a total of: - 50 kindergartens - More than 100 pre-school teachers - More than 1000 pupils - More than 200 among parents, grandparents, relatives and child-carersRepresenting 4 different European countries and many more different nationalities and culturesPotential stakeholders, to be estimated in more than 40 000 individuals and 400 institutions have been reached through the dissemination activities.Activities and related OutputsProject partners experts cooperated at transnational level in order to produce and make two Guides for the innovation of pedagogical approaches in ECEC directly available and accessible for free and without limitation on the TIK Portal.- Teachers’ Guide (https://tik.pixel-online.org/teachers_guide.php) providing pre-school teachers with a consistent set of learning materials to develop the necessary skills for improving achievement in basic cognitive and transversal skills of their pupils in early childhood education, through a fruitful cooperation with the pupils families- Family caregivers of pre-school pupils Guide (https://tik.pixel-online.org/families_guide.php) in order to raise their awareness on the importance that pre-school has in developing cognitive and pre-cognitive skills that are fundamental in the transition to compulsory schoolProject partner partners have also worked in close cooperation with pre-school teachers and children families, to develop IO 2 - Didactical Toolkit addressed to preschool pupils. The Toolkit contains didactical materials presenting traditional tales both of the local area in which the children live in and of the countries/traditions of the children from other countries and/or ethnic groups who are present in the participating schoolsThe Toolkit combines:- Exemplary materials related to the methodology adopted for implementing the storytelling activity carried out in each kindergarten https://tik.pixel-online.org/storytelling.php including the collection of drawings / collages / clay sculptures with which children will have represented their understanding of the tale itself- Media based products presenting selected tales through a visual based storytelling and the text of the tale to be used by educators to transfer the contents at transnational level https://tik.pixel-online.org/storyplot.php Results and impactThe TIK project successfully impacted on its target groups by:- Strengthening the capacity of pre-school teachers and of pupils’ families to build cooperation patterns- Providing pre-school pupils basic and transversal competences through the transnational comparison of traditional tales linked to the local territory in which they live with the ones linked to the cultural backgrounds of pupils coming from other countries/ethnic minorities- Enhancing pre-school comprehension and communication through innovative audio-visual based approaches and tools- Promoting a multidisciplinary and holistic approach to pre-school education supported by innovative pedagogic materials and references methodological concepts in order to develop children’s cognitive and social skills"

"<< Background >>The protection of children against all forms of violence is one of the five priorities of the Third Council of Europe Strategy for the Rights of the Child (2016-2021). According to the Communication on achieving a European Education area by 2025, it is fundamental to build democratic education environments free from bullying, harmful speech and disinformation, also implementing the Council Recommendation of 22 May 2018 on promoting common values, inclusive education, and the European dimension of teaching.Bullying at school and cyberbullying are risky phenomena that greatly affect the educational environment. The bullied young person experiences psychological and emotional distress, and the classroom or school in general, becomes a place to be feared and avoided.Research shows that bullying can negatively impact a child’s access to education and lead to:School avoidance and higher rates of absenteeism-Lower grades-Inability to concentrate-Loss of interest in academic achievement-Increase in dropout ratesBullying is therefore one of the elements that leads to early school leaving and educational poverty. No country can achieve inclusive and equitable quality education for all if learners experience violence and bullying in school (UNESCO 2019).The COVID-19 pandemic has led to an increase in kids and teens using digital platforms,especially for education purposes. As school has moved home, so has bullying and harassment. According to the L1ght, an organization that tracks online harassment, there has been a 70% increase in cyberbullying in just a few months. With many parents trying to balance working from home, they aren’t always aware of what their kids are doing online. Because of the pandemic, kids might also engage in cyberbullying because they are bored, lonely or want attention. In this context, young people with disabilities are more likely than their peers to experience violence, sexual abuse and bullying in schools, at home and in institutions across the European Union; they also often face violence linked to their disability, as well as other, more subtle, forms of violence, such as exclusion and isolation (Violence against children with disabilities: legislation, policies and programmes in the EU, European Union Agency for Fundamental Rights, 2015). besides increasing its negative effects on young people with disabilities, bullying may also be considered harassment when it is based on a student’s race, color, national origin, sex, disability, or religion.It is therefore fundamental to implement actions to address bullying in schools so that they could more strongly consider children and young people with disabilities.<< Objectives >>This project will provide proper, innovative and continuing support to both learners with disabilities/special needs and learners without special needs and those who seek to educate/work with them in order to tackle bullying/cyberbullying issues, improve socialisation, reduce marginalisation and ease both their lives in school and their migration into adulthood, to allow them to enjoy fully rounded lives and contribute more widely to society. It will also provide support to and input for training, educators and trainers in promoting equity, diversity, and inclusion in learning through educational institutions and wider society, via more in-depth understanding and work with individuals with disabilities, and the provision of training/educational materials.Specific Objectives:SO1: to promote the development and acquisition of proper and useful knowledge to deal with bullying and cyberbullyingSO2: to enhance the empowerment of young students providing them with main tools for critical thinking against bullying and cyberbullyingSO3: to foster the awareness of the risks related to bullying and cyberbullying and the unconscious use of internet and social media<< Implementation >>The structure of the project has been designed in such a way that the activities lead to the achievement of the envisaged objectives and the delivery of the project results, according to the following scheme:Phase 1: Preparation (M1-M7)The preparatory phase of the project coincides with the preliminary research necessary for the subsequent development of the teacher training toolkit (R1). At the end of this phase corresponds the first milestone of the project - Scientific paper (Research report) which will be preparatory for the following phases.Phase 2: Implementation - Teacher training (M8-M15)This phase will lead to the development of R1 and will constitute a fundamental step towards the achievement of specific objective no.1. This phase is fundamental for the implementation of the following phases as it is necessary to equip teachers with the necessary skills to be able to experiment the YAB methodology with their students. This phase is divided into the following activities:Project partners will define the methodology and the training modules to be included in the toolkit (R1), which will be delivered during M11 Once the toolkit is elaborated, teachers online training course will engage in the online within the Platform in M13-M15, Phase 3: Implementation - Development of the Resource Centre (M6-M24)This phase will lead to the development of R2 and the achievement of specific objective 2. The importance of this phase lies in the different functions covered by the platform, each of which corresponds to one of the following activities:1.A first moment will be devoted to the technical development of the platform led by Base3. The delivery of the first version is scheduled for M11 and constitutes the first milestone of this phase.2.Then all partners will work on populating the platform, promoting the participation of teachers, students and members of the community. All partners will collaborate on the uploading of the toolkit materials translated into national languages into the platform. The full operational version of the platform (second milestone) is planned for M12, and will host the virtual part of the teacher training course (M13-M15).3. Finally, the platform will be constantly updated by uploading project materials (outputs, training materials, projects developed by students, etc.). Phase 4 Implementation - Pilot action (M15-M24)This phase will lead to the development of R3, and to the achievement of the specific objective nr.3.It is structured as follows:1. Establishment of Young Ambassadors teams in each partner country and definition of Anti-bullying campaign projects to be developed by students (M15-M16)2. Experimentation of the YAB methodology: in each country young ambassadors selected will involve 10 students each (tot. 200 students in each country) to develop anti-bullying campaign projects 3.Elaboration of R3 - collection of projects developed by students (M22-M24)Phase 5: Dissemination and exploitation (M1-M30)All partners will widely disseminate and valorise the project results through: 1) the production of the R3 in order to exploit the multiplier effects of the project and to ensure the transferability of the model 2) the organisation of multiplier events at local level 3) dissemination activities during the whole project duration at local and national level through online channels (social media, website, etc.) and co-involvement of local stakeholders<< Results >>The main outcomes of the YAB project consist of 3 Results (R) each of which corresponds to the achievement of one of the specific objectives outlined by the project.R1 (SO1) Toolkit for teachers: “Prevent bullying and cyberbullying: tools to work with students”: this training tool will be based on the YAB methodology, elaborated by project partners starting from shared good practices, which aims to develop teachers' knowledge, competences and skills to work with students with a peer approach (“Young Ambassadors”). It will also help teachers in the prevention and identification of bullying and cyber-bullying cases, mostly involving students with disabilities.R2 (SO2) YAB Resource CentreThe interactive platform represents the main result of the project, as it will have 3 objectives:- It will be the main tool for the training of teachers, containing the toolkit elaborated in the previous phase (R1)- It will be a fundamental element for the creation of the Young ambassadors teams and for the sustainability of the whole project framework. The platform will allow the beneficiaries directly involved to work with their peers in all countries, and will make available materials necessary for the development of the anti-bullying campaign by students both with and without disabilities (training materials, CANVAS etc.). - It will be the tool for the parents and community engagement on the topics of bullying and cyberbullyingR3 (SO3) Collection of Anti-Bullying campaign projects R3 will consist of the collection of the projects elaborated by young ambassadors teams for the promotion of anti-bullying campaigns against students with disabilities. It will be the result of the involvement of students in peer education activities (pilot action) and a fundamental means for promoting awareness on the topics of bullying and cyberbullying within the whole education community (schools, families, associations representing people with disabilities etc.)Other important outcomes will consist of dissemination products and activities, which are described in detail in the appropriate section but which we can briefly summarise as:- 4 Multiplier events- Communication materials (website, leaflets, press releases, photos and videos)Finally, the YAB project foresees the achievement of a series of process results, sometimes intangible but fundamental for the full achievement of the envisaged objectives:- 10 teachers in each country (2 in Croatia) trained on the YAB methodology through the toolkit (R1) and the platform (R2)- 20 students in each country involved in the pilot experimentation as young ambassadors, who will reach at the end at least 200 students through the peer-to-peer approach (10 students in each country reached by each ambassador)- At least 20% of the young ambassadors involved are students with disabilities- 1 training course for teachers, delivered through the platform developed (R2)- ""Anti-bullying campaigns"": in which each young ambassadors team will be able to propose a communication campaign carrying the message of countering bullying against students with disabilities, choosing its preferred means of communication (video, photo, photo, etc.)- Tools to reach and engage the local community, such as local events;- Establishment of a dialogue between students, teachers, local community representatives, parents and school leaders;- Promotion of initiative among students, translated into the form of a concrete anti bullying campaign;- Creation of European-level links among schools and organisations working in the education sectorYAB will produce a series of authentic materials related to the experimentation (materials for carrying out the training activities with the students, evaluation report of the pilot action, videos for the anti bullying campaign etc.) which will be made available for the whole European education community."

Shift was aimed at promoting an exchange of practices amongst each partner organisation in order to improve knowledge and develop joint initiatives on Intercultural Mediation from the education and training perspective. IM can be considered a key professional role and also a transversal competence necessary to ‘build’ a link between immigrants and workers in the institutions of the host society, to reinforce networks and to increase the capacity to operate at transnational level, share and confront ideas, practices and methods in the relevant field of intercultural dialogue. Specifically the project was aimed at •Investigating and reporting about the profession of ‘Intercultural Mediators’ and/or similar professionals within the partnership’s contexts. •Investigating and reporting on existing paths (formal, nonformal, informal) for becoming ‘Intercultural Mediator’. •Mapping the Gapping of relevant learning outcomes within formal education pathways on Intercultural Mediation The Shift Project involved a complementary partnership led by Consorzio abn a & b network sociale, an Italian Consortium of social cooperatives. The other partners were: In Italy, Unione Nazionale Consumatori with expertise in mediation, the Municipal authority City of London (UK), Xano Channel, a Spanish organisation expert in education and training as well as in mobility of staff and learners. It furthermore involved other organisations in Italy (CIDIS onlus) and Spain (ESMOVIA) with specific expertise in Intercultural and Cultural mediation on the one hand and in VET on the other. The partnership worked together on the professional profile of Intercultural Mediators. The first step was to investigate on the State of the Arts, that is the professional status and the professional training available in UK, Italy, Spain. However, it was through the Blended Mobility partly held in Valencia that the participants came to a shared definition of Intercultural Mediation and built together a shared view and agreement on the complex series of Competences that characterize this profileThe investigation of the IM profile has been carried out both through desk research (performed by each partner organisation autonomously) and through the Mobility experience held in June 2017. The former has been carried out online (using google drive as common platform to share materials and collaborative work on the common theme) and offline. The Workshop on Intercultural Mediation was organized in Valencia from June 20th to 24th. In this experience, which involved the participation of professionals who perform intercultural mediation activities, the discussion was focused on: •Agreeing on a common definition of Intercultural Mediation •Distinguishing between Intercultural Mediation and other forms of mediation (e.g.. Cultural Mediation) •Identifying the set of core competences belonging Intercultural Mediators •Identifying competences GAPS within the existing training paths in the partner countries In order to base our work on a common ground, the partnership has adopted the following definition of Intercultural Mediation: Intercultural Mediation is the process of facilitating communication amongst different cultures for social integration. “Intercultural mediation” intervenes by “mediating”, as a tool of synthesis between the different identity, cultural, religious and ethnic components; on the other hand, the word “intercultural” includes all those aspects that shape the identity of single individuals. The blended mobiliy of learners was held during the month of June 2017. The mobility involved nr 3 accompanying persons and nr 9 learners. At first stage, sharing of materials and discussion was held through skype and google drive. In Valencia a workshop was held from June 20th to 24th where participants have worked together to the construction of an agreed competences framework of the profile of Intercultural Mediator and met local initiatives and services which include intercultural mediation as a core competence/activity. The exchange or practices held during the Shift lifetime and overall deeply and intensively during the Mobility training programme in Valencia, led us to look more compellingly at Intercultural Mediation not only as a profession to be pursued through professional training but also as a transversal competence which is key to a great number of professional profiles such as doctors, teachers, lawyers, public officers (this list is far from being exhaustive). From these reflections and conclusions stem the strong commitment of the Shift project partners, to continue the collaborative work in the domain of IM undertaken through the Shift project to make Intercultural Mediation a competence accessible to all.

When launching the 2013 Communication Opening up Education the Commission highlighted that, despite many investments and initiatives in the field, between 50% and 80% of students in EU countries never use digital textbooks, exercise software, broadcasts/podcasts, simulations or learning games as tools to learn. Furthermore school teachers do not consider themselves as 'digitally confident' or able to teach using digital solutions at their full potential, even if a high percentage (around 70%) of them is interested in using innovative digital based approaches. The project partnership involves 5 higher education institutions and 2 teachers training associations, all with a strong experience in preparing teachers of the future.Through their everyday experiences, and through the participation to previous projects have identified in Videogames and Apps the two aspects in which there is the highest gap between the existing and potential educational added value and the capacities of teachers to make full use of it. The project partners identify as key target group the future teachers attending faculties of education as they are more likely to be prepared and open to a more effective preparation and attitude towards using and developing videogames and apps. Therefore the project addresses the Higher education sector with specific reference to the preparation of future teachers. Within this context the project aims to: - investigate the state of art as far as educational videogames are concerned, analyzing their characteristics and technical solutions, as well as their didactic potential. - Explore in depth the methodological, pedagogical and also skills and competences assessment aspect of the use of videogames and apps for educational purposes. Both addressing those products that are planned and designed for such purposes, as Educational Videogames/Apps, and those who despite being developed only for leisure purpose, they could still be used in an educational context. - Provide future teachers with a comprehensive reflection on the innovation of didactic methods through the use of videogames and ludic apps for mobiles, and on the issues related to the assessment of competences, skills and knowledge according to the principles of the ECVET and ECTS systems, applying them to educational Videogames. - Provide future teachers with the basic knowledge of programming languages in order to make them autonomous in developing educational videogames and apps for mobile In each of the countries involved the project will impact on: - 5 Higher education lecturers, teaching to teachers, will be involved in the creation and testing of the 3 intellectual outputs - 30 future teachers will be involved in making use of the intellectual outputs for pilot testing purposes Leading to a total stakeholders benefiting from being involved in the project activities of: - 30 Higher education lecturers, teaching to teachers, - 180 future teachers The project will impact on teachers trainers and future teachers professional qualification through: - Innovative pedagogic and methodological skills and competences to understand the importance of not only make occasional use of videogames and apps in their lessons, but to plan an integrated, organic and effective educational plan including the most innovative products available on the market - A comprehensive set of guidance materials and operative tools addressing the theme of innovation of didactic methods through the use of videogames and ludic apps for mobiles. The provided materials will also allow the assessment of competences, skills and knowledge according to the principles of the ECVET and ECTS systems, applying them to educational Videogames. - Guidance materials and operative tool to reinforce their competences in creating their own didactical products that exploit Videogames and multimedia technical solutions for educational and training purposes. In order to achieve these results the project will develop 3 Intellectual Outputs: IO 1 – Repository of Videogames for Education Online database of educational Videogames and mobile apps and of commercial Videogames and Apps that despite not specifically designed for educational purpose have a clear and strong educational potential. The apps and videogames will be thoroughly categorized, analyzed and assessed in order to provide the users of the repository with a set of information aimed at making the Videogame/App effectively usable in teaching contexts. IO 2 – Guide on the use of Videogames and Apps in education Guide for future teachers on how to use videogames and apps for educational purpose. The guide will be structured in modules organised in learning units highlighting the learning outcomes according to the ECVET principles. IO 3 – Programming videogames and apps for education Online training package to introduce future teachers to the main programming languages to be used develop v