StagePassImagine Molly (15 years and 4 months old) who is strumming her guitar in her bedroom in Inishowen or Daan (16 years of age) who is beating a drum to a different beat in Friesland. They are tuned out from their peer group - the people in their classroom, those walking outside in the school yard, those on the school bus. They are watching their peers on snapchat, glancing at their feeds on Instagram or locating them on SnapMaps - but they are not connecting. They feel they have little in common with the InstaQueens, the team shots from the football club, the birthday gatherings or the nights out at local disco.StagePass is all about tapping into their creativity and growing and polishing their skill set so they can connect, record, play together and perform together for us all to enjoy. Using digital connections, for now because of COVID-19, and building capacity and the ‘virtual’ infrastructure as a digital readiness element, StagePass will be a space where they will participate, grow their confidence and share in intercultural learning. StagePass is targeting – teens who are in education - they are predominantly tuned out from their peers but tuned into the sound of music. At risk from isolation and being disconnected and engaging only with a virtual world of too many unknowns – too many disconnects - too many broken promises. StagePass offers a chance to put a spotlight onto promoting their positive mental health and well-being and taking it forward as they connect and reconnect.In line with the Erasmus+ goals StagePass will be about improving a core set of key competences and skills in tandem with promoting European values - respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights. The partners involved will engage with the young people (aged 14-17yrs old x 12+ students per partner = 60+), educators (primarily schools through Transition Year (TY) but also VET - Leaving Cert Applied or YouthReach x #8), industry and employers to develop a pathway through school to employment be that in performance arts or otherwise. These are young people who have a passion for music or a glimmering interest at the very least. StagePass will reinforce creativity in education and take this opportunity to develop learning tools, resources, or training that foster creativity, culture and multiculturalism through the sound of music. Young people will be engaged as active citizens in their own destiny and future through the arts. They will learn the skills delivered by their creative educators (Music, Art, Design, Technology, Woodwork, Technical drawing, fabrication) alongside the music industry performance and production experts. There will be curriculum, training and education packs developed in core hands on arenas such as:- 1.Social Media and young influencers2.Digital skills and production3.Communications and PR4.Performance skillset 5.Commercialisation - user experience6.Entrepreneurship mindset (‘gig’ economy synergies with session musicianship)Their music will be developed, practiced, performed, produced and aired. This will be supported by a series of Masterclasses delivered by industry experts in areas such as music production, sound and songwriting as examples. There will be five mini events to showcase their work in development - 5Tunes5Countries. They will work towards a pan European performance at a festival/concerts – #TuneIn #StagePass. There will be outputs such as StagePass lanyards, wellies, Ponchos, branded hoodies, beanie hats, etc, all the things young people would need for a festival. StagePass will establish virtual networks and collaboration models to stimulate intercultural engagement and encourage creative mind-sets. COVID-19 permitting a team of educators and learners will travel to partner countries to promote learning opportunities in creative spaces and cultural heritage sites. This will include creative residencies for musicians, producers and influencers. StagePass will be using digital ways of creating, managing, and delivering creative products, cultural goods and events.The project will be approached as a pilot test/proof of concept and will have a radical difference approach to previous ErasmusPlus projects by delivering outputs to the students at each stage of their development to be implemented using a UX (user experience approach). StagePass will be a test bed from which StagePass can be replicated and scaled and further projects can develop to a wider target audience of school children. Work Packages with Intellectual Outputs (IO)IO1 Proof of Concept Parameters and Regional Engagement IO2 Teachers Programmes and Student Digital Learning Packs IO3 Totaliser Platform IO4 Curriculum DevelopmentIO5 Community and Performances PlatformStagePass values are intercultural learning, participation and confidence. We will grow these in the students participating in this innovative project.

"Through this Strategic Partnership, we aim at raising awareness for human rights issues, advocating for the improvement of human rights non-formal education connected to youth work. The main objective of the project is the creation of a collaborative, interactive learning platform called: ""Play for Human Rights"" - Toolkit promoting Civic Education and Active Participation. It will include a simulation trial game as well as other methods supporting diversity learning in non-formal educational youth work (simulation and role-play games, quiz tests, Power-Points, videos, timelines). The context of the project originates in the long-term cooperation of all partners. Through this project, focusing on Human Rights and Active Citizenship, we want to further develop the results of our participation to six editions of Moot Court Europe. During these initiatives, young people simulate criminal cases and defended human rights. By playing active roles, they are encouraged to address their situations and take action based on values and attitudes connected to human rights and civic education. They train their skills on active citizenship and engagement in democratic life, in a non-formal educational setting. Each project underlined the importance of human rights education for the young generation, showing the positive impact a game can have on participants. It enabled them to learn about their responsibilities as citizens, to better understand values such as human rights or functioning of a government, to develop a heightened respect for law and justice, to work on differences in opinions. The events also underlined the necessity of having well-trained youth workers to achieve such results. Through this Partnership, we aim at supporting youth workers and others involved in youth work to develop knowledge, civic skills and values to conduct human rights education, creating methodologies and other didactic materials with elements of game simulation designed during various project activities.The main target groups are youth workers, young peer educators and other professionals working with young people. The Toolkit will allow youth workers a more structural approach by applying Moot Court-inspired methods in raising youth awareness on human rights and international justice issues. It will add value by turning previous results into new tools (as a response to the lessons learnt from participation of all partners in previous Moot Courts). Thus, the project is complementary to Moot Court editions.Its complex, multi-dimensional approach makes the project innovative, since many diverse actors are involved in one non-formal educational act: local Courts, schools, municipalities, youth centres, NGOs and others.The Toolkit will come as a package with modules to be implemented in the non-formal education. It can be used in schools, youth centres and any other organisations dealing with the non-formal education of youngsters.The project includes the following activities:- organising a focus group, meetings and preparatory research at local levels, in the preparation phase;- a Blended Mobility combining a meeting between youngsters and youth workers in The Hague (as a short-term physical mobility) and the virtual mobility of the participants throughout the whole project to develop materials for the Toolkit. Six participants selected by each partner will attend the 5-day long mobility. They will stay connected afterwards, continuing to work for achieving some goals of the project;- ""Play for Human Rights"" Toolkit, with methodological-didactical materials for human rights education, as the Intellectual Output;- implementation of the Awareness Campaign, with launching of a Day to Play for Human Rights and organising Youth for Justice workshops to train youth workers locally;- an international Conference as a Multiplier Event, where materials from the Toolkit, including the simulation trial game will be tested by several teams of youngsters from various European countries;- organising multiplier events at local level by all partners.Some activities and results that will be maintained after the end of EU funding, assuring potentially longer term benefits will be:- the Toolkit, as a non-formal learning platform online;- Day to Play for Human Rights organised at local levels;- simulation trial game played during local competitions, which will be further integrated into Moot Court Europe editions;- the agreements made between Foundation and Partners, that the Toolkit will be published long-term on the websites (both the project website and the own websites of all the partners).The project will stimulate partners to incorporate the new methodologies in their daily activities connected to youth work. The results will increase their capacity of operating at transnational level.The Toolkit equips youth workers and other people working with youngsters with new skills and a strong network of peers all over Europe."

Encourage “open schooling” where schools, in cooperation with other stakeholders, become an AGENT OF COMMUNITY well-being; families are encouraged to become real partners in school life and activities; professionals from enterprise, civil and wider society are actively involved in bringing real-life projects into the classroom.Commission 2015, Science Education for Responsible CitizenshipTo make open science schooling a reality, the Commission recommends schools to have not only access to, but permanent and sustainable access to real-life and real-time science resources (locally and globally) for students and teachers to tap into – and the project will demonstrate how such permanent science collaboration should take the form of “eco-systems of open science schooling”.ECO-SYSTEMS OF OPEN SCIENCE SCHOOLING will make available the basic resources, infrastructures and collaboration student teams need to carry through and accomplish open schooling science missions.The project is missioned to contribute considerably to re-engaging young students in science and technology learning and in the world of science and technology – one of the top strategic priorities and innovation needs in European education. Open science schooling has proved to be a strong and very attractive alternative to the very traditional science teaching, and to offer the young students a much more open, interesting and exciting way into what science can be for them.The critique from the Commission of what can be called “modernisation” of science learning in secondary school is that such attempts mostly amount to punctual community activities, the use of modern technology and including discussions of societal challenges such as climate change.The Commission clearly states that such modernizations do not fundamentally change traditional science teaching and are therefore not able to counter the increasing disengagement from science among young students.However, schools do not have the resources to create such open science opportunities for the students from scratch – they need permanent and sustainable access to science resources in thelocal and global communities.The project names these resources and the permanent access ECO-SYSTEMS OF OPEN SCIENCE SCHOOLING, using the term “eco-systems” to describe the living and constantly changing nature of such science resources and the students’ engagement with these resources, as well as the mutually benefitting interaction between a number of societal players. The project will produce practice based guidance and good practice to schools and science teachers on how to establish and maintain such eco-systems in different ways.The project idea is partly based on the extremely valuable lessons learned from the 30 months Open Science Schooling Erasmus+ Schools project, coordinated by the University of Eastern Finland.The lessons learned are unfolded along the application.Key methodologies and work methods in the project are therefore:- The schools must be involved as organisations, not as individual teachers- The eco-systems should be built in interplay with the student missions to create authenticknowledge resources, based on practical experience- Basic community science collaboration resources must be available to the students, as recommended by the EU Commission, and this will happen through the project’s long and student led open science schooling practice- The project defines “community” in the broadest sense of the word: local community, region, but also scientific community or virtual community- Student missions must address different kinds of communities in different phases of the project to engage the students in different parts of the world of science- The eco-systems of open science schooling must be driven by the schools in their new role as “agents of change” in the community (OECD)The ultimate mission of ECO-SYSTEMS OF OPEN SCIENCE SCHOOLING is to provide attractive and practically useful guidance to science teachers and secondary schools from across EU to assist them building up eco-systems of science collaboration in their communities and guide their young students in their real-life and real-time science missions.It is a paramount principle in the project that the open science schooling guidance to schools and teachers must be based on authentic student-led science engagement, on strong collaboration with a variety of science resources and on highly qualified knowledge creation from the student teams’ practice.The project’s results are therefore not based on theory or abstract assumptions, but on dynamic practical experience.Key outcomes will be:ECO-SYSTEMS OF OPEN SCIENCE SCHOOLING – THE GUIDANCE PACK HOW WE LEARNED SCIENCE THROUGH THE ECO-SYSTEMS – THE STUDENT VIDEOPOLICY PAPER: WHAT (MORE) DOES IT TAKE TO MAKE OPEN SCIENCE SCHOOLING A REALITY?RESEARCH PAPER: WHAT (MORE) NEEDS RESEARCH AND EXPERIMENTATION TO MAKE OPEN SCIENCE SCHOOLING A REALITY?

“The programme will also support the testing of innovative practices to prepare learners, staff and youth workers to become true factors of change (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). Priority will also be given to projects that –through education, training, youth and sport activities -enable behavioural changes for individual preferences, consumption habits, and lifestyles.”Erasmus+ 2020 Programme “Students who are best prepared for the future are CHANGE AGENTS”.OECD, “Education 2030”, 2018CHALLENGEThe project addresses two of the most urgent challenges in EU:- creating new, much more attractive and innovative science learning in secondary schools- engaging the young generation in climate change prevention and preparing them to act on climate change in the near and far futureClimate change engagement offers science education the most promising way to create fundamentally new and attractive ways for young teenagers to create deep interests in science, as climate change provides a wide range of scientific challenges, offers the young students a strong sense of relevance and importance – and at the same time offers them hitherto unseen opportunities to learn science through accomplishing important real-life missions in their communities.This unique opportunity, this unique momentum should not be lost to EU science education innovation.EU RESPONSE TO CHALLENGEThe Commission’s long-term strategies strongly support the idea of using climate change prevention as a platform for creating more attractive science education.The Commission has for many years invited experimentation with engaging the young students in real-life science and innovation activities, going far beyond traditional classroom teaching; in particular in secondary school as joint research clearly states that the young people precisely create their “science images” in the teenage years.At the same time the Commission strongly urges all citizens, and the young generations in particular, to engage in climate change prevention: in school, in the families, in the community and globally.One might say that the deep engagement of the young generations in climate change prevention is the most important success criteria for any local or global climate change prevention.KEY ACCOMPLISHMENTThe project is one of the first projects in EU to use climate change engagement as a platform for innovative science learning.Doing this is a major accomplishment in itself and the outcomes of the project will be of tremendous importance to secondary schools, science teachers and students from across EU.Supporting this accomplishment is the fact that the project will not bring climate change action and science learning innovation together at a rhetoric or theoretical level.On the contrary, it will build its results on students’ direct, real-life and mission based accomplishments.The resources the project will offer secondary schools as a result of the project will therefore be intuitively usable to teachers and students.KEY INNOVATIONA series of further Erasmus+ experimentation is expected to build on and refer to this first opening project.The project includes 4 integrated and mutually reinforcing innovations:- it uses climate change engagement as a platform for engaging and re-engaging young students in science learning- it will engage the young students in real-life and important climate change prevention missions, not simply create “awareness” among the young students- it will base the students’ engagement on the new open science schooling methodology, strongly recommended by the Commission and leading research, and tested through successful Erasmus+ projects- it will allow teenage girls to re-engage in science learning, as climate change prevention is known to be of great importance to in particular female students (it is not accidental that Greta Thunberg is a female teenager)KEY RESULTSThe key outcomes will be co-created by teachers and students to ensure a high relevance to teachers and students from across EU.They will be based on the documentation of the student teams’ climate change missions.The project has 4 target audiences, and it will create dedicated outcomes to all target audiences.The 4 target audiences and related dedicated outcomes are:YOUNG STUDENTS and SCIENCE TEACHERS AND SECONDARY SCHOOLSOutcome 1: The school guide to climate change educationOutcome 2: Why teenage girls will engage in climate change based science educationOutcome 3: The climate change education VideoPOLICY MAKERS IN THE FIELD OF SCIENCE EDUCATION INNOVATIONOutcome 4: A future-directed platform to engage teenage students in sciencePOLICY MAKERS IN THE FIELD OF CLIMATE CHANGE PREVENTIONOutcome 5: Engaging the young generations in climate change prevention through innovative science education