"<< Background >>The health and economic crisis, caused by the COVID19 pandemic, has plunged the entire planet into an unprecedented situation. Young Europeans are perhaps being the least seriously affected by the disease, however, they experience to a greater extent its consequences: higher level of unemployment, substantial changes in the methods on how they receive education, alteration of their socialization and leisure habits, impact on their mental health, only to name a few of them. A study from ILO (2020, Covid-19 and the world of work) define those young people as the “lockdown generation” and points to the multi-dimensional challenge of the pandemic “…through the resultant disruption to education and training, amplified vulnerabilities among young workers, and the longer and more arduous transition into decent work.” While the expectations and job opportunities of young people before COVID-19 were already difficult, especially for those in vulnerable situations, a year after the pandemic we can affirm that they have only gotten worse. According to the ILO study “Youth and Covid-19: Impact on Jobs, Education, Rights and Mental Health” the transition from the world of studies to employment is getting even more complicated, with a lack of vacancies, a higher risk of losing jobs in a climate of massive layoffs, and the collapse of businesses and start-ups. The same report confirms that the outlook for career prospects is dominated by uncertainty and fear, although there are also some indicators that young people approach the situation as an opportunity, i.e., over 50% of young people interviewed in this research have sought out new learning opportunities despite the crisis, or about a 20% increase in volunteering actions. Along with these positive data, we find another relevant factor: the digitization of life at all levels also offers new opportunities for civic participation and for the development of key competencies and skills that, for example, through volunteering, can favor a smooth transition of young people towards the world of work. Within this context Digital Tourism becomes an ally as it offers a sectoral framework in which youth organizations and young people can find a field of action. Tourism, which accounts for 6% of total EU exports and 10% of its GDP, has been instrumental in the economic recovery of many countries in Europe, contributing to job creation and economic growth, and becoming a key niche for young entrepreneurs. Indeed, tourism is a key pillar of the EU strategy for employment and inclusive growth of young Europeans.The UN study on ""Covid-10 and the transformation of tourism"" describes how the tourism sector has accelerated digitization and highlighted the consequences of the digital divide for certain segments of society. “Self-employment training and digital literacy are necessary for those working in the tourism sector, especially women and youth, to increase their ability to use digital tools and online resources to streamline their operations and offer flexibility, while preparing for the future of work.” Our project focuses on the potential of digital transformation to give a response to:- The need of youth workers and organizations to count on specific tools and methods that support them promoting the transition of the younger generations to the labour market.- The need of young people to acquire key competences as necessary for the digital age work, especially digital competences, creativity, problem-solving, initiative, communication, resilience, flexibility, and innovation)- The need to overcome the barriers faced by young people to access learning opportunities and innovative social participation, contributing to promote equality, responding to community needs.<< Objectives >>The project builds on the potential of digitization in the tourism sector to offer youth organizations and young people a set of resources that allows them to launch innovative volunteer initiatives with vulnerable people.On one hand, we want to provide youth workers with a Digital Tourism Toolkit, as a set of practical resources that will help them better understand digital tourism and cultural heritage, and to know how to create digital experiences, including volunteering, and social entrepreneurship mindset. They will use these resources in their daily work with young people, to empower them with competences for the creation of tourism digital experiences, initially through volunteering initiatives addressing vulnerable collectives (people with functional diversity, low qualifications from each age, elder people…). Through the use of this toolkit, youth organizations will acquire resources that contribute to improving their digital skills, and promoting active citizenship among young people, through volunteering, also reinforcing their sense of initiative and greater community action.On the other hand, young people will participate in the DT Experience that, through a gamified approach, will put themselves in the shoes of a digital touristic operator, and overcome different challenges that will contribute to develop their competences as: as researchers (by looking for interesting cultural or touristic topics), as storytellers, as digital content creators (using audiovisual tools), as marketing people (to make their offer more appealing than the others), as socially responsible people (considering the possible barriers that vulnerable collectives face and find out how to overcome them). This experience reinforces key competencies and basic capacities, essential in facilitating the transition of this group to adult life, especially by supporting their integration into the labor market. Specific objectives are:O1. To offer youth organizations resources that increase their capacities and foster a critical understanding of the opportunities brought by new technologies in the field of youth work, contributing to initiating the process of digital transformation within their institutions.O2. To contribute to the E+ strategy of inclusion and diversity, by creating volunteering experiences that, led by the young people, address vulnerable collectives to provide them opportunities to participate in digital tourism experiences.O3. To facilitate the transition of young people to the labour market, providing them with key digital competences that will allow them to function adequately in the new jobs marked by digitization.O4. To promote in young people the acquisition of key competences (analysis, creativity, problem solving, communication, innovation ...) that are the basis and help consolidate an entrepreneurial mindset.O5. To consolidate a more inclusive tourism model that allows diversification of the offer to vulnerable groups (either for reasons of functional diversity, economic limitations, or lack of language skills) that can inspire social entrepreneurship initiatives.<< Implementation >>The project has been designed so that the activities to be implemented adequately include the 5 main phases within a classic work scheme: planning, preparation, implementation, dissemination, and evaluation.The planning phase has been carried out prior to the presentation of this project proposal. It has included research, needs analysis and the joint design of its objectives and expected results.The preparation phase includes all the activities necessary for the correct implementation of the project, and has to do with the implementation of the action protocols, the formalization of internal and external agreements, the establishment of collaboration and communication instruments, the agreement about the exact dates for the meetings of coordination and follow-up, and the launching of the actions oriented to guarantee the sustainability of the results in the medium and long term.The implementation phase has been designed to lead to the development of the two planned outcomes: the PR1 – Digital Tourism Toolkit and the PR2 – The Digital Tourism Experience[IAA1] .The evaluation stage includes a set of activities aiming at supporting partners monitoring that the planned objectives are achieved, resources properly spent, and activities successfully implemented. This is a transversal stage, covering all the project lifetime.Finally, another key and transversal stage for the proper implementation has to do with the dissemination and exploitation of the project and its results.<< Results >>The Project will accomplish the planned objectives through the development of 2 intellectual outputs and the organisation of multiplier events in all participating countries.PR1. Digital Tourism Toolkit. This outputis mainly addressed to youth workers and youth trainers. It will include specific resources (case studies, handouts for activities, training pills…) that the trainers will use to better understand digital tourism and cultural heritage, and to know how create digital experiences, inclusive volunteering, and social entrepreneurship mindset. They will use these resources in their daily work with young people, to empower them with competences for the creation of tourism digital experiences, initially through volunteering initiatives addressing vulnerable collectives (people with functional diversity, low qualifications from each age, elder people…). PR2. The Digital Tourism Experience. Second educational resource, this output offers a more direct and impactful experience for the end-users (the youth), and is a gamified resource that, through a kind of role-playing activity, will challenge young people to overcome different activities (challenges) dealing with the digital tourism world. Other tangibles results that will come from the project and will contribute to the quality of these Project Results will be: - The reports on project results validation and testing activities.- The Intellectual Property Rights Agreement (IPRA) where the rights of use and the intellectual property of the results of the project will be defined. In line with the objectives of the ERASMUS+ programme of promoting the development of Open Education Resources (OER), the IOs will be available online, and will include a Creative Commons licence to protect them from alterations, commercialization, or non-agreed modifications by third parties.- The Dissemination tools: based on the Dissemination Strategy that concretes the channels, materials, tools and activities with a specific calendar to disseminate the project in each country, the project platform, leaflet and presentations, social network accounts.- The monitoring tools and documents: the Quality Management Plan, which will include quantitative and qualitative indicators to assess the proper implementation of the project and to ensure the quality of its results, as well as the tools to evaluate these indicators (questionnaires, interviews with the partners)- The Financial and Administrative Reports; the Evaluation Reports and the Dissemination activities Reports (3 of each during the project lifetime).- The management documents: specially the Risk Assessment Plan, Communication Plan, Budget Dossier, that will gather all the relevant information about the roles, rights and obligations of both parties; details of the partner budget (including financial and administrative reporting rules, calendar, and payments scheme); operational rules; communication, problem solving and risks management mechanisms and other special conditions related to the breach of the contract."

"The age structure of the European population is changing rapidly and radically in the balance between the number of younger and older people. In the same time, we notice the problem of discrimination of seniors and exclude them from social life. Therefore, there is a need to rethink and recognize the role of older people and their important, yet often invisible, contributions to the local community. In our opinion, one of the ways to overcome the obstacles that prevent older people from remaining active in society and local life is encouraging and support adult people over to be community leaders.Effective community leadership is an important contributor to local social development. Civil society organizations such as community groups, voluntary organizations, charities, and community co-operatives, are taking a lot of actions to prepare their communities for modern life. Community leaders, therefore, are an important part of their communities. A community leader is someone who is perceived to represent the community’s interests and plays the role of protecting them. Community leaders have a vast range of roles that range from mobilizing communities for a common cause of designing courses of action to overcome common challenges. Community leadership work means also building a succession plan to keep the community strong as you move forward into the future.The local community leaders are also necessary to make any positive changes in the local communities. They are an integral part of their community. They are “in the middle” and because of that, they know what exactly is needed, what are the opportunities, resources, but also weaknesses of their community. It is impossible to start any permanent change in the community if there is no leader, so it is also important to provide for potential and existing leaders opportunities for their own personal development, for the growth of knowledge. There is also needed a space to exchange experiences and to get inspired. We think that mentoring can be the way to support experienced community leaders and encourage potential ones. It can be an opportunity to exchange knowledge, ideas and good practices. It can also be a great source of motivation, which plays a key role in making positive changes in the community. – It would not be possible to take any action and involve other people without it. Mentoring between local community leaders has great potential also because of the coordination of goals - there is no competition here, knowledge can be passed without fear because the main goal for both sides is the development of the local communities. The aim of our project is the encouragement to improve community development and increase the number of local leaders prepared to contribute to the local community development by:- providing training for the future and current community leaders over 50 to increase their knowledge and skills,- promoting the emergence of new community leaders through mentoring, - sharing experience, best practice and active networking between the community leaders.That is what we are aiming to achieve:- to prepare the model of mentoring between community leaders;- to prepare the training for local community leaders, including the leaders’ mentors and future leaders of local communities;- to organize the mentoring for new community leaders.The products of our project are two Intellectual Outputs:1. The Handbook and Guide: How to be a leader of the local community.2. The Training Modules and the Training Kit: the training for the local community leaders.In the project, we also foresee the training for trainers from partner institutions to test and embed the elaborated training method and ensure the efficient implementation of its testing phase in partner countries locally.The project will be disseminated in various ways: dissemination events, website, social networks, promotional materials, etc. on all levels, from local to international.The project partnership is composed of seven partners:KCZIA – Krakowskie Centrum Zarzadzania i Administracji Sp. z o.o. – Poland (Krakow) – Coordinator,MC2020 – MEDIA CREATIVA 2020, S.L. – Spain (Bilbao) – training institution for adults,ISCTE-IUL – INSTITUTO UNIVERSITARIO DE LISBOA – Portugal (Lisboa) – University,In Progress – Associazione ""In Progress"" Calabria – NGO from Italy (Vibo Valentia),LAG – Landesarbeitsgemeinschaft für politisch-kulturelle Bildung in Brandenburg e.V. – NGO from Germany (Potsdam) ,BIMEC – Bimec Ltd. – Bulgaria (Sofia) – training institution for adults,LABSTEM – Ergastiri STEM – NGO from Greece (Lamia)."

<< Background >>Through the Green Deal and the New European Bauhaus initiative promoted by the EU, all local and regional administrations are called to design and fulfil their own action plans on fighting climate change and promoting green, sustainable and circular practices within their administrative units. In addition, they are called to cooperate with SMEs, professionals and the general adult population in order to apply the EU strategies correctly. The EU through its current revision of related strategies (ex: Biodiversity, Forest protection) and through its cooperation with European entities and think tanks, has identified that key to fighting climate change is the inter-connectivity and inter-collaboration between disciplines and with the grass root involvement of citizens. One of the key features of the New European Bauhaus initiative is the interdisciplinary approach to design for action plans in an effort to: fight climate change, promote circular economy principles, encourage grass root involvement of citizens and involve them in every stage of the design process and design accordingly, thus, enabling cities, municipalities and any authority respectively involved in city, urban and rural sustainable planning to have the necessary skills and competences, to do resilience planning and allow for a green transition to take place. Collective actions and understanding of strategies are needed and all parties impact the outcome. The GREEN project argues that through the proper knowledge, know-how, cooperation structures and inter-disciplinary approach to designing action plans based on the EU Green Deal and the New Bauhaus Initiative, are lacking in almost all levels of local and regional management thus, making it nearly impossible for the staff to commence planning, design and produce the necessary results.<< Objectives >>The GREEN partnership brings the expertise of a range of entities from different EU countries to help develop the project results thus transcending national identity. The partnership consists of adult training providers, municipalities, one social enterprise experienced in developing novel pedagogic tools as well as private entities experienced in Green practices, sustainability and the circular economy and ICT.The partners will work together in order to: - Exchange national good practices and examples and contribute towards creating new ones applicable throughout Europe, exchange know-how and resources to provide added value.- Change organizational culture and methods of work and allow for further growth of the organizational capacities- organise a common dissemination EU wide campaign to raise awareness related to the project results, - Look at the issue and training need from different perspectives thus, provide an all-round solution to needs and problems that are identified.- Create a cooperation network between the partners to further the project results and allow for sustainability and result exploitation.Each partner has a specific role in each activity and will contribute to the results in the area in which they are most competent. The project balances the resources allocated to each partner and their tasks to increase the quality of the results.<< Implementation >>Exchange national good practices and examples and contribute towards creating new ones applicable throughout Europe, exchange know-how and resources to provide added value.Organise a common dissemination EU wide campaign to raise awareness related to the project results,Create a cooperation network between the partners to further the project results and allow for sustainability and result exploitationFurthermore, the partners seek to implement the following project activities:3 product results6 multiplier events1 online 3-day learning activityVarious dissemination presentations and workshopsInteractions with the selected TG members and their active involvement in the GREEN project,Project meetings to discuss results1 webinar as part of the multiplier events and online learning activitySocial media presence and active dissemination through them<< Results >>During the 30 month project, the main results expected are the following:R.1 Digital Transformation Climate Training Plan and online e-resources Moodle platformR.2 Green Digital Canvas to design individualised action plans R.3 GREEN’s Trainer’s toolkitIn addition, several other administrative, dissemination and networking results are envisaged which will allow the GREEN partnership to raise project awareness, optimise TG uptake of results, involve target group members in the project activities and facilitate training of adult trainers.

Emotional competence, which characterizes emotionally intelligent individuals, is a basic competence. It includes various skills and abilities, such as emotional self-awareness, emotional self-control, self-motivation, empathy, and social skills. These refer to the ability to influence, communicate, collaborate, resolve conflicts and work as a team, and are applicable to all human interactions.The researchers confirm that young people tend to use ICT and social networks to communicate and express themselves, and companies, for their part, highlight the lack of youth skills for communication and active listening as one of their main issues faced when integrating the new generations into their work teams Therefore, there is a gap that can generate problems, especially when we talk about new technologies.The communication of emotions based on ICT has its own codes and language. The use of visual elements (such as emoticons, gifs, video, images…) and new words (gamer slang, Anglicisms, abbreviations, new meanings of words and idioms…) shape communication. And while emotions are universal, the interpretation and understanding of these elements of language is subjective and can lead to misunderstandings.Within this context, the LoeL project aimed to empower young people so that they can develop their emotional competencies, identifying and expressing their own emotions; communicating successfully with other people, both online and offline; and being aware of the limits and potential of ICT-based communication, successfully managing their emotions in professional settings (including volunteer experiences, in the company field or being entrepreneurs).The specific objectives were to:- Develop empowerment and training resources that allow young people to identify the origin and nature of emotions.- Provide a varied set of activities that combine real communication methods and channels based on ICT with work and personal environment scenarios.- Know the linguistic expressions that in different cultural contexts express basic emotions.- Learn appropriate verbal and gestural indicators to send effective messages in dialogues, negotiations or conflict situations.- Provide companies and organizations that work with young people with training material that allows them to improve the personal and work environment.LOEL's target groups are two:- Young people.- Youth workers. The project produced 2 main results:1. The LoeL APP is an interactive software designed to train young people in the identification, management, communication and understanding of their own and others' emotions. It is available for Android and iOS mobile devices and focuses on developing the emotional literacy of young people. It offers a series of games specially designed to raise awareness and develop specific skills that are highly useful in communicating emotions in personal and professional settings.From a gamified approach, the App displays a total of 10 different types of games, divided into 7 categories. A reward system is included as a motivator, which works by providing the player with experience points and tickets to customize their avatar and room. The level system includes 4 statuses: Beginner, Talented, Expert, and Master.2. The training of youth workers took place in October 2019 in Bilbao, around a 25-hour program, carried out over 5 days, based on the thematic blocks:- Some theories and many practices on Emotional Intelligence. Emotions and their link with other basic skills, such as empathy, assertiveness, and communication.- Informal methods to facilitate learning processes. LoeL concept. Knowing the LoeL APP.- Let's talk emoji. Jargon and the transformation of language in the s. XXI. The influence of ICT.- Audiovisual narrative, the art of telling stories through illustrations, photographs, and videos.The assessment of the LoeL App was very positive, as reflected in the results of the two testing phases carried out with young people and youth workers. Its application in informal and non-formal educational environments was highlighted by the latter, as one of the great added values of this product. The creation of the Guide for Youth Workers, and the availability of the materials and resources generated for the training carried out is also an additional element that facilitates the implementation of youth empowerment initiatives in the field of emotional management.

This project (PERSON) aimed to promote employability, retraining and the social skills of NEETs and inactive young individuals to meet sustainable and qualified labor force and improve the competitiveness of Turkey and Europe. The Project provided innovative training curriculum and methodologies to meet the needs for young individuals not only in the work life but also in their social life. Therefore, threefold objectives were focused. First was the need to understand young individuals in detail during their transitions from being NEETs or inactives to work. The others were, the need for a data collection and sharing tool/platform, an education plan for attracting and retraining more inactive young individuals and the need to bridge in communication and joint work that often exists between universities, staff, senior management and students in internationalization efforts and activities. There were seven intellectual outputs such as: O1 Sate of the Art and Panacea for NEETs, O2 Training Module for Technological Illiterates and MOOC Design; O3 Training Module for Technological Literates and MOOC Design; O4 Training Module for Advanced Technology Users and MOOC Design, O5 Pilot Training, O6 a Comprehensive Guidebook of PERSON, O7 Set-up MOOC Design. All partners took to active responsibility for the development of the outputs (Except Opportunity Global).Besides, four transnational project meetings were planned to achieve basic goals. However, 3 of them was done due the fact that OP did not do. The first meeting “Kick off Meeting” were held in Istanbul. The second meeting “Planning” Meeting were held in Spain. The third meeting “Progress Meeting” were held in Greece. And C1 meeting (training of trainers) were held in Istanbul. Within the project a short term training activity were held in Turkey. Training for MOOC was done. MOOC System was introduced to the partners. Division of the courses among partners and the lecturers done. Demo of a course had been done by a youth worker from AU (Shaheen Eied Alkadri). Preparation of the outline of the comprehensive guide book for MOOC system had been done and the division of the work had been also done. Generally, numbers of participants were higher than the expectation. There were 554 participants in the introductory meetings and local workshops (National Conferences). DTH, MC, IED and TDM2000 prepared National conferences (local workshops) at their countries. Since none of the partners were able to have a connection with Opportunity Global (OP), nothing were done by OP. In addition to that, there were 1310 participants in surveys and focus groups. There were 674 feedbacks including the students from Altınbaş University. Individuals watched courses many times (2337 times). Looking at these numbers, it can be said that Person Project reached the numbers which was proposed. Note that, most of these numbers are more than it was proposed. Total number of certificates prepared for the participants were 802. Besides the meeting for kick-off, planning, progress and C1 meetings, there were dissemination seminars and national conferences were hold. Since none of the partners were able to have a connection with Opportunity Global (OP), nothing were done by OP. Therefore, final meeting were not done. At the online international conference, there were 49 participants. This conference was online due to the Covid Pandemics.Every partner tried to reach NEETs for surveys. Again, this was very difficult to gather these surveys since there was no budget. Most of the surveys were gathered by AU. Totally, there were 1184 NEETs in these surveys. For the case of the focus meetings, there were 61 participants. C1-activity, there were 12 trainers due to the covid. Pilot trainings, there were 520 participants. There were 554 participants in the introductory meetings and local workshops. There were 674 feedbacks including the students from Altınbaş University. Individuals watched courses many times (2337 times).