"<< 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 project, IMPACT, aimed to combat harmful stereotypes and rising intolerance among Europeans, especially regarding the current refugee and migrant situation in Europe today. Following the refugee crisis in 2015, a new phenomenon emerged in the Balkan states: In 2018, the Balkan countries experienced a new influx of refugees from Africa and the Middle East (https://www.dw.com/en/refugees-on-new-balkan-route-stuck-in-limbo/a-44509373) that resulted in a corresponding increase in asylum applications (UNHCR Serbia, IOM Slovenia, UNHCR BiH MIRA Report, mhc.org.mk Macedonia). In spite of efforts of various sectors -- including the EU -- to promote diversity and inclusion among all peoples, xenophobia is still on the rise. The results of the European elections in 2019 illustrate this: While one of the most popular EU elections in 20 years, the political groups who gained popularity (i.e., the Greens and ID Europa, which are known to be nationalists, rightwing populists, and Eurosceptic ) reveal a telling story about the attitudes of the EU citizens and what they consider important in their political lives. And while xenophobia is still rising across Europe, ethnic diversity is on the rise. If remained unchecked, this paradox may lead to a dangerous divide between ethnic Europeans and refugees and migrants. It is therefore important to build better understanding, tolerance, and solidarity between refugees and migrants, and European citizens to prevent radicalization and the creation of ‘’otherness’’ on both sides. Focus therefore should be on social inclusion. The project, IMPACT endeavoured to contribute to lessening the intolerance and xenophobic attitudes in Europe, and promote social inclusion among refugees and migrants. The project objectives were to: - Develop a methodology that uses the arts (drama, dance, music, circus, video production, etc.) to foster social inclusion of refugees and migrants as well as the local citizens (IO2);- Create an “IMPACT Guidelines” for teaching such workshops (IO3); - Conduct an intensive training workshop among 14 artists and youth workers on how to conduct local workshops;- Conduct 21 local workshops*, targeted refugees and citizens; - Conduct 7 local final performances* - Conduct an online* International Dissemination hosted by Denmark; - Produce a video on the workshops conducted (IO4); and- Conduct an evaluation of the methodology (IO1);The development of the IMPACT methodology was led by La Piccionaia, a community theater, and NGO, with inputs from all partners. The consortium sought to make this a dynamic and ongoing process, in order to be flexible for adaptation in the local contexts. After the methodology was developed, each partner (with the exception of ALDA, the leader for dissemination) conducted the local workshops. An online* international conference was conducted which featured a thorough walkthrough of the methodology used, why there is a need for social inclusion, and how art can help this process. Moreover, the conference featured a speaker from each of the partners, talking about the local workshops in their home country. It also featured a screening of the IMPACT video, a short summary of the results of the project evaluation. The conference was attended by relevant stakeholders, such as youth workers, people who work with migrants, and representatives of municipalities. The video and the IMPACT Guideline are uploaded to each of the individual partners' websitesA total of 19 artists/migrant workers were trained in facilitating the local workshops; 37 local workshops were conducted which were participated in by 458 migrants/refugees and local citizens, and 1.388 attended the multiplier events. In addition, approximately 66.200 citizens were reached via the local press and social media posts. The project IMPACT managed to create an engaging, innovative, and replicable methodology that is ideal for social inclusion. The implementation of the project further brought some concrete value to the participants involved.__________*Due to the COVID 19 pandemic, some local workshops were held online. Likewise, the Final Conference, intended to be a face-to-face meeting was also held online.

This project should contribute to the better position of women in European society as well to increase awareness on gender and human rights issues among young people.Objectives:- to reveal gender stereotypes in national and international fairy tales among young people,- to develop skills and competences of youth workers to use gender stereotypes in fairy tales as a start point for reconstruction into new fairy tale with use of art and multimedia as a tools for education of young people in the field of gender equality and human rights,- construct new fairy tales that are in line with European values related to gender equality,- to promote a more flexible attitude towards cultural diversity in society,- to promote a new form of intercultural dialogue and gender education in broader European context,- to foster cooperation and socializing among young people, including those with fewer opportunities- to promote Erasmus+ program as a possibility to promote gender equality and human rights issues among young people Europe wide.Partners have come to conclusion that young people in Europe are facing gender inequality and they are exposed to gender-based violence. Trough project we introduced concepts and activities to build young people awareness and provide them with tools which can be used to mobilise young people around to work for gender equality. Fairy tales were used as patterns for focusing on identifying and tackling gender stereotypes and reducing gender-based violence.All original objectives of the project were met. We planned everything upfront and connected every activity to a goal and objectives and that is why it was very successful.Achieved results during the project contributed to achievement of the objectives described in the project application. Participants improved their knowledge, competences and skills and increased their awareness on the topics. Through creative means we explored issues of borders and violence and also to change patterns of behavior like low motivation and antisocial behavior.Selected methods and tools respond in the proper way to reach of the objectives. In our opinion high quality of methodological and practical work has been achieved.Project dates: 01/11/2018 to 30/09/2019. It consists of Kick off meeting (Cyprus), Training of Youth Workers (Serbia), Practical work in local communities (testing Fairy tale genderology), Youth Exchange (in Serbia), Local initiatives, and Evaluation meeting (Sardinia). Project partners are from 6 European countries: Albania, Croatia, Cyprus, Italy, France and Serbia. Total number of participants is 84.The project is in accordance with EU Strategic Engagement for Gender Equality (2016-2019), UN 2030 Agenda for Sustainable Development and EU Strategy for Youth.

The project will develop, in collaboration with four partners – Association of Cultural Heritage Education and INTO School from Finland, Urban Development Center from Serbia, and Fundación SM from Spain and six associate partner schools, European model for transmedial cultural heritage education. The project aims to strengthen the cultural competence, digital skills, creativity and critical thinking of the pupils. The horizontal priorities of the project include the Social and educational value of Cultural heritage and Innovative practices in a digital era. The project offers teachers the opportunity for professional development through training process and creating spaces for networking and peer learning events with European colleagues. The project organizes pupil-centered and action-based workshop for pupils supporting their creativity. The process starts from introducing pupils to a diverse cultural heritage and environment and finding out what is important and inspiring cultural heritage for them. In the project, pupils get to know, interpret and shape cultural heritage from many perspectives. They will learn to use and apply various media and digital tools and solutions in order to create new interpretations – musical pieces, images, soundscapes, animations, stories, and thus producing also new cultural heritage. The project activities include transnational teacher training event in Spain and various multiplier events for local, national and European level target groups. In the end the pupils creations from all the schools will be published in an online Exhibition. Project is looking for the stronger presence of transmedial cultural heritage education in the toolkit for building of a socially more equal, inclusive society and Europe, fostering democracy and sustainability. Research activities of the project will ensure that in the end of the project there is a novel educational model, training curriculum, lesson plans and handbook for teachers that are tested in practice. In addition, there will be innovative digital teaching, training and learning materials supporting the virtual implementation of the model. Policy recommendations will also be created.

"<< Background >>We, the representatives of the consortium consisting of three universities from Sweden, Belgium, Italy, an NGO from Serbia, together with our associated partners, believe we have cutting edge expertise in the field of online education, creation and application of visual interpretation of post-mining and other industrial activities in Europe. We will contribute to the enhancement of digital communication and online learning in our Bachelor and Master programs within Tourism Studies/Tourism Management. This is vital in order to expand both students’ employment and life-long learning opportunities resulting in greater resilience as well as an awareness of the long-term impacts which industrial activities have had on the tourism landscapes in Europe today. We also want to take advantage of the opportunity to exchange our best know-how and academic excellence with our colleagues in Serbia who are hampered by the lack of similar opportunities to access the latest developments within the field of cultural heritage use in tourism.<< Objectives >>We would like to strengthen the academic and the educational connections between our three EU member countries’ universities (Sweden, Belgium and Italy) and to establish a close relationship with the colleagues at Belgrade University and our NGO partner in Serbia with the goal to support exchange of ideas and knowledge within the field of alternative uses and interpretation of European industrial heritage. By providing the clear project management and planning structure we will enable efficient coordination among all the involved partners leading us together to the achievement of the planned project outcomes. Together with our Serbian partners we will be able to develop and test our up-to-date online course ""European Industrial Heritage"" and undertake all the necessary improvements, for both content and pedagogy, during the project in order to ensure its sustainability ie create long-term effects from this educational activity. We will also utilise our resources in order to develop a prototype of the virtual tour specifically applied to a Serbian case study, but the potential and the know-how will be modifiable and thus can be used for the creation of similar products in order to enhance wider public experiences of the industrial heritage in Europe.<< Implementation >>Within the project time we will collaborate on the creation of joint teaching material in the form of a textbook for the online course. The Intensive Study Programs targeting the students from our current programs in Tourism Studies/Media (at Dalarna University there will be a combined group consisting both Tourism Studies and Media)(both Bachelor and Master level) will also provide rich material for alternative interpretations and understanding of the cultural heritage of mining sites. This will inspire the creation of the virtual tool interpreting a mining site in Serbia, as an example of the best practices in virtual reality, allowing for a wide public participation in meetings with the cultural heritage of their own country and providing a vital overview of the joint European industrial heritage.<< Results >>The main outcome of our project is to create an online course (O2 – “ ""European Industrial Heritage: its alternative uses and interpretations""”). This will have a modular structure, serving as a framework for the other independent outcomes: O1 – Textbook ""Mines and Water. Interpreting European Industrial Heritage” and O3 - “Digital tool: 3D Virtual Mining Heritage Tour” which will converge in the digital online course. We will achieve these outcomes thanks to the competences of each partner, listed in the participants description, and to the coordinated communication and cooperation which has already been tested among most partners. Four Intensive Study Programs – (marked in the application as learning and teaching activities - C1, C2, C3 and C4 – are the main activities, which include student participation and interaction with industry/destination experts, contributing to the achievement of the project outcomes. These activities, physical mobilities or intensive study programs (ISPs), will promote transnational exchange since they address the exchange of competences, the convergence of working processes, the strive to reach collective assigned goals together. Students, professors and experts from the different European countries will analyse, discuss, interpret and finally report on one site while exchanging their opinions, experiences, practices and knowledge. Students will have specific intermediate tasks to fulfil and at the end of each mobility transnational student groups from the different partners will collaborate to produce a report. These ISPs will provide students the possibility of visiting each other, of networking and having real life experiences which will continue after the ISPs officially for the duration of the project. Involvement of industry/destination experts will allow sharing of experiences between the academic and the professional world and will be an added value for the future implementation of case studies after completion of the project. The development of students’ online communication, both written and oral, as well as other digital skills will form a central part. Connected to this will be an increased awareness of the need to adapt their communication to suit intended audiences/readers/stakeholders taking into consideration knowledge levels, language abilities and other cultural aspects."