<< Objectives >>The project leverages artivism (art + activism) to promote youth engagement via different media and modes of expression. It aims to:- spur innovation for addressing disadvantaged youth and provides new opportunities for their participation in democratic life;- create a cooperative platform for civic engagement that links disadvantaged youth with artists and scientists;- adopt an impact-based approach focused on youth and support them to explore how the whole learning path makes sense to them.<< Implementation >>- Open Labs with artists and climate scientists to deliver art-based works and interventions;- Platform enabling learning and contributing to creating a community of practice as a relevant response to the ongoing disempowerment of youth to assemble en-masse in public;- Self-reflection tools deployed through the creation of personalized zines (small narrative booklets), that allow learners and partners to understand how the empowerment and learning process unfolds for youth.<< Results >>CLICA will organize Youth Assemblies at the local and EU levels that will turn into permanent Local Change Labs at the end of the project. Partners will define a strategy for their sustainability and capacity of impacting on active participation and improved youth agency and policymaking in the long run.CLICA helps youth acquiring competences needed for employability and social inclusion, among creativity, critical thinking, problem-solving, resilience in a time of rapid and profound change.

"<< Objectives >>The objective of Cake is to mobilize 7 small cultural organizations associated with a think tank in a transition process. Realizing that this process must be long-term, our organizations want to acquire a common base of knowledge, skills and resources to enable them to be ""equipped"" to lead their transformation.<< Implementation >>To translate this objective into a program, the partners have set a second objective: to define 4 themes to be explored and transform them into educational modules. These modules will be shared and tested internally and with the 20 associated partners, then evaluated. As an extension of this conception, the partners aim to publish and promote these tools in order to make them available to cultural actors in the broad sense, including education and citizenship.<< Results >>This collection of tools in 4 chapters of 4 modules, i.e. 16 modules : 1 - international benchmarks (Green Deal, New Bauhaus, UN17, IPCC)2 - proposals from the Shift Project think tank and its program to decarbonize culture, in a version adapted to small European cultural organizations3 - agile models as factors of innovation (fablabs, living labs, hackathon...) 4 - artists' proposals for creative tools able to stimulate future projects"

CONTEXT: Given the tectonic shifts in society and work accelerated by Covid-19, adult educators face an enormous challenge: how to rapidly adjust service provision to respond to learners’ new needs. Transnational collaboration in EU-funded projects, have long been a fast-track to improving and innovating education services. Our ability to identify new solutions and work with colleagues from other sectors can make the difference in bringing real change. To this end, Creative Change seeks to learn from the creative sector.Design thinking has emerged as a proven, more human centric approach and empiric studies have shown that project managers exposed to design thinking, “played an active role both in the problem definition phase and in synthesizing new solutions that create value for users.”The TARGET GROUP of Creative Change are project managers and staff from adult education organizations, most of them being active educators. Estimated at 25,000 persons across Europe they need a practical way to develop new skills in the design, delivery and evaluation of AE projects with a strong digital focus, given the limitations that Covid-19 has imposed. Working with this group, our OBJECTIVE is clear: develop the skills of adult education project staff to embrace the use of creative project methodologies, digital tools and collaborative strategies which will help them move from narrow process-oriented work to broader people-centred, impact-oriented practices. RESULTS & ACTIVITIES: The overall result of Creative Change will be more inclusive, creative and agile EU projects in AE which better respond to the post-Covid challenges. Specifically we will produce 3 new resources that transfer creative methodologies from the cultural industries for use in AE, enabling 500 project staff to FIND CREATIVE SOLUTIONS, CREATE EFFECTIVE COLLABORATION IN VIRTUAL SPACES and ENSURE SUSTAINABLE CHANGE in the projects they manage.:- IO1 The Creative Change Guide presents human-centred and impact-oriented project methodologies used in creative sector and guide participants as to why and how to apply such methodologies to adult education project design. - IO2 Creative Change Space, is an online multimedia environment in which project managers can explore and build their skills as they use new approaches, methods and tools in three main areas i) Finding Creative Solutions ii) Creating Effective Collaboration iii) Ensuring Sustainable Change.- IO3 Creative Change Hackathons is an innovative training design which enables project managers to set up and run hackathons with colleagues and adult learners, to better understand and collaboratively develop practical solutions to the problem they face.We will rigorously use, test and refine the resources in collaboration with 210+ target users, to optimising their effectiveness and quality.The project ensures strong uptake of the resources with a persuasive dissemination campaign that reaches over 6000 organisations.IMPACT: Impact begins among our main target group of project managers and staff, who will benefit from: -Increased knowledge of why to move from narrow process-oriented work to broader creative people-centred, impact-oriented practices.-Greater confidence and skills in applying new approaches and using digital tools to lead, creative and ensure sustainable change.-Ability to set up and run hackathons and other digital co-creation spaces to involve learners and educators in designing improved learning and skills development services.This will enable AE project managers and educators to build inclusive, responsive and effective learning programmes. At a systemic level, Creative Change will boost the capacity of the adult education sector to conceptualise, organize and deliver educational projects in ways that respond much more creatively and flexibly to the real-time needs of adult learners.PARTNERS: The Creative Change consortium is led by DIE BERATER, a leading adult education provider from Austria, experienced EU project actor and editor of widely acknowledged transnational project management resources like the Survival Kit.The composition of the partnership mirrors the core idea of the project: mutual learning of the adult education and creative sectors to improve the quality and creativity of EU projects in AE:EUCEN (BE) is a non-profit, international membership organisation whose goal is to further the quality of lifelong learning across Europe..EUEI (DK) brings in their expertise in the creation of immersive online educational environments and experience in running hackathons. MOMENTUM (IE) bring a strong track record in train-the-trainer approaches and as managers and evaluators of Erasmus+ transnational projects. MATERAHUB (IT) is a creative consortium that helps cultural and arts’ initiatives to grow.PRO PROGRESSIONE (HU) is an artistic hub that helps innovative cultural initiatives and projects to emerge, using artistic and creative tools.

<< Background >>he Cultural and Creative Sectors (CCS) are among Europe’s most dynamic sectors. According to Eurostat, the CCS employ 8.7 million people in the EU, equivalent to 3.8% of the total workforce in the EU, representing 1.2 million enterprises. However, the CCS are facing a growing number of challenges such as globalisation, the twin green and digital transitions and decreasing funding opportunities. Moreover, the CCS are one of the hardest hit by COVID-19 that reshaped the way CCS professionals work. This situation might have severe long-term effects such as changes in cultural demand and engagement or risks of exacerbation of inequalities within the sector. The new challenges and trends have also revealed the unpreparedness of the cultural and creative professionals to adapt to a very dynamic, uncertain and rapidly changing sector and call for a shift in skill sets to reap the full potential of CCS. The partnership has carried out an online Stakeholder Consultation to map out the needs of cultural professionals. Its findings underpin the European tendencies and our partnership’s observations in their national context: out of 126 respondents 63% said that thinking ahead to the next ten years (2021-2031) the needed skills for professionals in the CCS will change to a considerable extent, 30% said that they will fundamentally change, 7% said that they will remain more or less the same, and 0% said that it will remain the same. In this context, ensuring a better match between the supply of skills and the demands of the labour market is crucial. If left unaddressed, the CCS will be at risk of skills shortage, mismatches and gaps concerning both emerging sub-sectors as well as very mature ones that undergo the twin transitions. Most training opportunities for CCS professionals in Europe are rather centred in discipline-based knowledge in arts, and students are not always ready to enter the modern labour market as they lack important skills. Consequently, management activities of cultural projects fail to adapt to change and often result in non-strategic, ad hoc efforts lacking clearly defined objectives and targets. Due to a lack of management know-how in the sector and lack of staff with the right mix of skills in the CCS, it remains difficult for a large number of organisations to adapt to new challenges such as the twin transitions and to scale up their cultural and artistic activities. These new challenges keep rising in the CCS, but the capacities of Cultural Managers to respond keep shrinking. In this context, VET trainers must step up and prevent the skills shortage of learners. The partnership of Pro Progressione, KEA European Affairs, The Green Room and the Central European University aims to respond to growing need for relevant training opportunities in Cultural Management that better take into account the new evolutions and challenges that are shaping the Cultural and Creative Sectors, and thus that better matches the new skills needs. We have mapped out the new skills needs and have identified three areas where there is a lack of know-how in the field of Cultural Management: skills in professionalized project management, change management and green transition management. The C’man project has been designed to respond to the upskilling needs of Cultural Managers experienced by partners in their country and in Europe.<< Objectives >>The C’man project has five main objectives that are in alignment with European trends and needs of the Cultural and Creative Sectors, as well as with the Erasmus+ programme priorities such as the Adaptation of VET to labour market and the fight against climate change. 1) ADAPT VET IN THE FIELD OF CULTURAL MANAGEMENT TO THE NEW NEEDS OF CCS by designing five new targeted materials (3 Guides, 1 toolbox and 1 training scheme) which meets the specific upskilling needs of the sector; 2) BRIDGE A GAP OF KNOW-HOW IN THE CCS by developing project, change and green transition management skills of Cultural Managers based on the specifics of the sector; 3) BOOST THE COMPETITIVENESS AND RESILIENCE OF CCS by ensuring a better match between the supply of skills and the new demands of the labour market through new VET opportunities and materials in Cultural Management; 4) REINFORCE CCS ROLE IN THE FIGHT OF CLIMATE CHANGE by developing green skills for Cultural Managers to deliver eco-friendly cultural projects; 5) ENABLE MORE CULTURAL ORGANISATIONS TO SCALE UP AND INTERNATIONALIZE THEIR CULTURAL PROJECTS by supplying Cultural Managers with the right mix of skills.<< Implementation >>There are several types of project activities such as Transnational Project Meetings, Learning Teaching Training activities, work with the Stakeholder Forum, Production of Results and Multiplier Events. They are all designed to effectively achieve the project objectives and ensure smooth delivery of high-quality Results. Transnational Project Meetings provide meeting points for partners in the project timeline, as well as key milestones in the development of our Results. Transnational Project Meetings will play a crucial in the planning and co-creation process of Results, as well as their evaluation and final production process. The Production of Results can be divided into three main phases: 1. research and knowledge exchange 2. development 3. testing, evaluation and finalization. Each Result is designed to be used as an independent resource. However, they also work together: partners build on the content of other Results and the end users will find complementary knowledge and skills development in all five. While Result 1 & 2 & 3 & 4 (the three C’man Guides and the C’man Toolbox) is aimed mostly at Cultural Managers, but also at VET trainers in Cultural Management, the Result 5 (C’man Training scheme) is mostly aimed at VET trainers in Cultural Management. The final Results is expected to bring long-lasting effects on our target groups, contributing to achieve our project objectives. Learning teaching training activities also serve as milestones in the development of our Results. There will be three Job shadowing & Knowledge exchange workshops at Pro Progressione, KEA and The Green and one Pilot training taking place at the premises of Central European University. These activities are essential to kick-start the knowledge exchange and cooperation among partners in the first period of the project, as well as to test the developed Results before final launch during the pilot training. These will support the partnership in developing high-relevance Results that correspond to academic standards and to the identified new skills needs of Cultural Managers. National Multiplier Events will be held in Hungary, Austria, Belgium and France and will be completed by a large-scale virtual event with +90 attendees. The main goal of these events is to ensure that our Results are promoted, and that stakeholders actively understand their value and are motivated to introduce them in their own organisations and networks. These events will contribute to the achievements of project objectives by transferring knowledge with the aim to enable wider stakeholders to use and take up results, and thus these events will support us in ensuring Results are translated into impact. At the beginning of the project, each participating organisation will invite 2 Cultural Managers from their country to form the Stakeholder Forum. There will be 8 pax in total representing 8 different cultural organisations in 4 different countries. The purpose of this Forum will be to allow representatives of our target group to freely discuss, criticise and evaluate our work throughout the whole project. By directly working with our target group not just in the launch phase but in the development phase as well, we largely contribute to the achievement of project objectives, as it will help the partnership mould the Project Results into resources that authentically respond to their real-life needs and interests of our target group, as well as to ensure that our final resources reflect national context.<< Results >>The C’man project has been carefully designed to produce a series of results that will upskill Cultural Managers and allow VET trainers in Cultural Management to adapt to the new labour market needs of the CCS. During the project, we will work closely as partners and with the target group to generate quality results that are of high relevance. The C’man project will produce five new materials in Cultural Management: three C’man Cultural Management Guides in PM² Management, Green Transition Management and Change Management, which purpose is to empower Cultural Managers with green skills, professionalized project management skills and skills to manage change and transitions; one C’man Cultural Management Toolbox, which purpose is to complement the C’man Guides with a set of tools and artefacts; one C’man Cultural Management Training Scheme, which purpose is to transform the C’man Guides and Toolbox into a training scheme relevant for the labour market, that VET providers can easily adapt. The project will generate the following quantifiable results: at least 8 cultural organisations from the Stakeholder Forum will follow and support the development process of Project Results and directly benefit from them, at least 150 Cultural Managers and staff will download the Guides and the Toolbox, adapting their skills to new challenges and trends that are shaping the CCS and at least 40 VET trainers in Cultural Management will use the C’man materials and the Training scheme to adapt their teaching practice to new labour market needs. We also expect several important long-term outcomes such as the change of perception concerning VET in Cultural Management in Europe by adapting to the new skills needs, the professionalization of Cultural Managers in the field of project management, the pro-active integration of the European Green Deal principles into cultural and creative projects, the know-how of Cultural Managers to rapidly and effectively adapt to change and transitions, an increased resilience and boosted competitiveness of CCS, a strong uptake of Results in partner countries and beyond and lowered disparities in CCS among partner countries in the accessibility and quality of Cultural Management training. The project will also generate useful results for partner organisations such as more modern and dynamic professional environment inside the participating organisations by integrating Results into their regular work, competitive advantage in consulting and training for skills development, increased capacity and professionalism to work at EU/international level, improved Cultural Management competences and internationalisation strategies, reinforced cooperation of CCS with VET sector, expanded network and consolidated position as “eco-friendly” organisations able to contribute to European Green Deal.

The goal of Academy + is to develop a complex Merged Social Art Practices Methodology for the training of youth workers working with underprivileged youth. The idea of the project is coming from a time-tested partnership of four organisations (a theatre company, a socially engaged international artistic hub, a social art association and a university), their members directly dealing with and/or setting up projects for underprivileged youth. Our partnership is due to a former European project, EXCEPT and its successor, Academy for Actors of Social Change, an Erasmus+ KA1 Mobility of Youth Workers project repeating and evolving from year to year for four years now. The partners’ shared intents and needs resulted in the current project, aiming to develop a merged methodology based upon the experience and common experimenting of the latter, pointing to a distinct direction. The final result of ACADEMY+, consisting of a process aiming to further develop the project partners' already used social art practices they are applying in their daily work with underprivileged youth and to experiment together by complementing each others knowledge. This knowledge exchange has for its goal to develop a Merged Methodology and to create a written toolkit for trainers and youth workers to be disseminated and used not only in partner organisations' daily work, but also far beyond. Therefore the tangible outcome of ACADEMY+ will be an online Social Art Practices Manual to be used by project partners to facilitate their collaboration in the yearly Academies, but also in their daily work and beyond. This open-access manual will also enable trainers of youth workers and youth workers themselves (these categories often overlapping) to develop themselves and expand their own professional toolsets. Indirectly, but not less significantly the project will also benefit those underprivileged youngsters whom are the target of the latter. The SAP Manual – as we foresee it – will consist of five parts: four of them will give an insight of the methodologies used by the partner organisations – Drama and Theatre In Education brought in by the main applicant, Sensory and Image Theatre coming from the Spanish group, NarrActive Creation brougth be the French partner and Forum Theatre Techniques delivered by the Turkish team – and give advise on how and why to use them with underprivileged youth. The fifth part will be the one explaining the Merged SAP Methodology, the one that will be worked out by the project staff in sight of composing a complex method containing the elements of the separate techniques that can support and complement each other, therefore take youth work on another level. The SAP Manual will be an innovation not only in our partnership, but also in youth work in general, and not only in reason of the new, merged methodology, but also since not all the techniques used by the project partners are known and practised in all partner countries. Thus, with the creation and collection of material we are aiming to contribute to the training of youth workers – and therefore to the growth of underprivileged young people – in all partner countries and beyond. As for our collective, the most effective way is learning by doing, which is the principle we based our Academy for Actors of Social Change programme. Though we have to realize that in order to ensure a wider access to the methodologies as well as a sustainability for the programme and for youth workers’ training in general, we have to provide an extensive description of what we are doing. Therefore all textual parts of the SAP Manual will be complemented by images, videos, sound files and/or drawings – things we eventually deem useful to the comprehension and application of the method in question. The recognition of the fact that we all have different ways of learning and that the era of digital technology has formed us in a way that we need information that is varied, colorful and vivid enough to grasp our attention. By this format we intend to trick our perceptions and bring learning from manuals closer to the methods of Non-Formal Learning, whose principles we all strongly believe in. This way, by adding to the textual level any media that proves to be necessary and useful for the understanding of the methods, we expect that we will be more effective in helping the future users of the SAP Manual to apply its content in their own daily practice. Thus Academy+ and the creation and dissemination of the Social Art Practices Manual would benefit not only the staff members, partners and associates of the participating organisations, but also those who will come to know the manual in the future either via our dissemination events or the online platforms where it will be available. Herewith we are aiming to contribute to the promotion and recognition of youth work as well as to the efficiency of youth workers’ training and to youth work as a whole.