You (th) Stand Up! Is a project for innovation cooperation focused on the creation of innovative methods for training and evaluation of non-formal skills. The partnership sees in synergy organizations operating in four European countries: Patatrac, ERRESSE, Amesci International Movement (IT), CYCLISIS (GR) e SYNTHESIS (CY). In 26 months the project will lead to the creation of 2 output, a training model You (th) Stand UP! Educational Training Model and You (th) Stand UP! Assessment, which in line with European priorities will aim to improve the quality of youth workers' work and to increase active social inclusion for young people. You (th) Stand Up! It aims to increase Key Competences, Life Skills, Soft Skills, Digital and Language; Development of self-business ideas. Of Youth Workers in order to bring more young people to a greater level of social participation as an opportunity box (network, relationships, work). There will be 15 Youth Workers (5 per country) between 25-35 years (direct recipients), and 30 young people belonging to disadvantaged groups aged 18-30 (10 per country) (indirect recipients). Youth Workers will meet in a joint training event (at Aversa) where they will receive information about You (th) Stand UP! Educational Training Model and Experiment You (th) Stand UP! Assessment. They will be issued as a certified Europass Mobility. The O1 You (th) Stand UP! Educational Training Model will be implemented through local testing where indirect recipients will be involved in a 224 hour educational pathway, certified with Youthpass, based on: -balancing skills -life skills and soft skills - development of self-entrepreneurship-CANVAS: Business and Personal Model - Digital skills -Report Letter of Motivation, CV Europass, Europass Skills Competence, Video Application and Pitch. The structure of the O2 You (th) Stand UP! Assessment, instead, will be a role-playing game that simulates a Business Model within 5 hours, within which each participant will have a role, a task to accomplish, and the skills to be used predominantly. At the end of the tests, the multiplier event will be organized: You(th) Stand UP! Educational Training Model will be presented in Italy; You (th) Stand Up! Assessment will take place in Brussels. The expected impact at the design level will be measured against: organizational capacity; Accumulation and evaluation of Key Competences; Impact of intellectual products in the medium and long term; Effectiveness of communication. At the local and European level, the benefits of the project will be: Raising awareness and promoting actions to develop the active social inclusion of young people. -more sharing of knowledge and skills to improve work with and for young people in Europe. - the community can benefit from the participation of its young people and the economic and social effects of the start-up of new activities they will implement, given the desired reduction in social and work inactivity. - the second multiplier event will be attended by representatives of the Education and Training DG, Euro-parliamentarians delegating to education, education, youth, European youth workers who work with young people, to ensure that the results can extend to Europe, Even to be sown and give adequate and effective ideas for national and European youth policies. In terms of sustainability, multilevel actions and relationships are envisaged, bringing together synergies, information and education systems, different realities and institutions present on partner territories and throughout their European network. Quality and innovation Of the methodologies used will sediment the skills of the Youth Workers by strengthening them and constituting a heritage for the young people who will be promoters of future actions. The 2 Output have been designed to be transferable to other contexts, adapted or adapted by third parties to the needs of their target territories and target groups, without any aggravating costs or sums to invest.

Problem solving is the process of identifying a problem, developing possible solution paths, and taking the appropriate course of action. The European Commission has identified problem solving, and the ability to solve problems and work collaboratively as a main indicator of the transversal skills to be acquired as part of the key competences. It is the view of the “SUPport of Problem-solving mentality in lifelOng leaRning for Trainers” SUPPORT consortium that adult learning consists of a an everlasting process of problem-posing and problem-solving, especially in the case of dealing with persons with low level of skills or qualifications where the learning environment is not only challenged by the knowledge to be acquired but has to deal with a variety of existing preconceptions, social exclusion, stereotypes, language barriers, cultural limitations and others. By supporting the trainers in what we call “problem-solving” situations, with multiple tools and methods as well as valuable background information and scenarios, the project aims to enforce in an antihierarchical way inclusion, retention and outreach in the adult learning environment in order to maximise the positive effect for the direct and indirect target group. SUPPORT will provide trainers with an online platform with useful tools and methods and an open discussion forum that will extend the trainers’ competences and professionalize their work. The SUPPORT project will also develop a “near-peer” methodological framework for learners in order to promote their active participation, on equal terms with the tutor, and foster their motivation. More specifically the objectives of SUPPORT, considering as well the specific objectives of the Erasmus+ Programme in the field of education and training, will be as follows:1. Support and extend the competencies of educators and trainers in tackling challenges and solving problems2. Improve the level of key competences and skills of learners in dealing with challenging environments3. Promote the emergence and raise awareness of a European lifelong learning area designed to complement policy reforms at national level and to support the modernisation of education and training systems through concrete policy recommendations and the dissemination of good practices4. Increase awareness on the importance of inclusive and collaborative education The most important activities of SUPPORT consist of the development of 4 intellectual outputs, 2 local events and a final project conference. It is expected that approximately 160 trainers, professionals and learners as well as policy makers and interested stakeholders will attend the multiplier events and final conference. The multiplier events will have as their main objective the acquisition of constructive feedback from multiple stakeholders in order for the optimal development of the outputs. The project aims, along its duration and upon its completion, to have, namely, the following results:1. It will support and extend the competencies of educators and trainers in tackling challenges and solving problems. Through facilitating communication between them through the available forum of the SUPPORT platform, their access to a clearly user-friendly environment providing tools and methods for the organisation and planning of their needs, and the supporting them find a way to reach a concise, inclusive and stimulating learning environment thriving for outreach.2. It will produce a concise methodological framework ready to use with trainers and adult learners, as identified.3. It will increase the quality of adult education provision, with a strong drive towards policy reform through the recommendations policy paper developed.4. It will map the current situation in lifelong learning organisations, by adult educators and adult learning on problem-resolution, problem-posing and how the above affect the impact of training.5. It will support the overall effort for participation and retention of adult learners. The SUPPORT Project is expected to have a visible and sustainable impact to organisations, trainers and trainees with low level basic skills and qualifications, that will be directly and indirectly involved in the project processes and consequently to the community as a whole. The project has an extent consortium active through the whole spectrum of adult education provision and advocacy, VET, formal, non-formal and informal education. In this way the project has a strong European added value since it addresses the importance of sustainable, problem-solving, inclusive and collaborative education through outreach and cooperation as the centre of its actions. Specifically SUPPORT will target adult educators, experts and professionals working in formal, non-formal and informal structures, learners with low level basic skills and/or qualifications, as well as Policy makers concerned with education and lifelong learning.

A safe space is a space which, either technically or emotionally, is meant to provide equal opportunities, representation and communication outlets for marginalised groups or persons in an environment of respect and understanding that eliminate oppressive behaviours, recognises struggle and cultivates dialogue. Historically safe spaces have been places for marginalised individuals and groups to come together and communicate regarding their experience with marginalisation, learn, and engage in social and political matters against repression. The European Commision has highlighted in the last decade, through campaigning and recording realities in documentarist manners, the crucial role that safe spaces play in the psychological empowerment of refugees and people in traumatic journeys under systemic exclusion due to gender, sexuality, race or their socio-economic status. Creating a safe space for the SAFE consortium means listening, sharing and evolving. As such a safe space is not bound to be geographically demarcated as it can extend to the online communities or even one’s self. In SAFE we will strive to highlight this triangular relationship between safety and space meaning extending from the actual space, to the online space and the mentality in one’s own sense of creating and seeking safeties. The aim of this project is to strive for social inclusion and change by improving and extending the supply of high quality learning opportunities for adults, through the creation of a comprehensive guide for creating and maintaining safe spaces for learning, including an extent research on safe space mentality in the life systems of people, meaning family, community and international identity. The project also aims to increase learning demand and take-up through effective outreach, guidance and motivation strategies that will be facilitated by the creation of a storytelling boardgame that will aim to not only recognise the safe and unsafe elements of a learning environment but also provide solutions, highlight struggle and work towards resolving conflicts through understanding. Specifically the Boardgame will be created alongside the target groups,which will consist of the broad adult education community including adult educators and adult education providers along with adult learners from a variety of marginalised and systemically excluded groups, through the implementation of 2 piloting phases (1st: designing the Safe boardgame | 2nd: playing the Safe Boardgame) target groups . Finally the partners will create an awareness raising policy paper discussing policies on race, gender and civic identity in Europe, and how policy could aid society in moving towards acceptance, recognition of struggle and the creation of safe spaces for all. Specifically the project will evolve through the implementation of three (3) Intellectual Outputs, and their respective actions, along with six (6) multiplier events that will be organized as webinars. Below we present namely the outputs and events:Intellectual OutputsIO1- Safe Spaces for Learning Guide: How to create and maintain a safe space for adult learning --IO1. A.1: Safe Spaces in everyday life: Coping with struggle and oppression in everyday life systems --IO1. A.2.: Good Practices on Safe Spaces for Learning: A visual library of existing safe spaces for adult education IO2: The S.A.F.E. Boardgame: Recognise Bias and Create a Safe Space --IO2. A.1.: 1st Piloting Phase: Designing the SAFE Board Game--IO2. A.2.: 2nd Piloting Phase: Playing the SAFE Board Game IO3: Policy Paper: Sustaining Safe Space Mentalities: Discussing policies on race, gender and civic identity in Europe. Multiplier Events: The multiplier events will result in extent commentary publications on the themes of the discussions that took place. E1. Dialogue and Reflection in creating Online Safe Spaces for Learning (Greece)E2. The role of European actions in Creating Impactful Safe Spaces (Belgium- European Level)E3. Cultivating S.A.F.E. Mentalities in the Community (Italy)E4. Working with diverse groups of learners and the Necessity of creating Safe Spaces (Austria)E5. Discussing theories on Space, Safety and Relevant Concepts (Serbia)E6. Raising Awareness for Transcending Safe Learning Spaces into the Workplace (Portugal)