<< Background >>More than 107000 participants (75%) in Erasmus+ mobility were affected by the pandemic-42% continued their activities with different arrangements-For 22% the activity was temporarily suspended-For 36% was definitely cancelled (EUCommission2020/05)-3/4 of the organisations in youth sector closed their facilities temporarily (RAY 2020)-Youth workers lost access to young people they normally work with. The drop in engagement is particularly significant for youth from vulnerable and disadvantaged groups, showing the importance of face-to-face youth work (RAY2020)-Analysis detected the need of a new approach for youth work and NFE in online spaces – quality digital youth work, safe spaces, but also blended solutions to motivate youngsters to return to face-to-face activities when possible (EKCYP2020).COVID-19 exacerbated the challenges already faced by partner organisations, accelerating the process and forcing the change.From one day to the next, the partners saw their work stopped, the impossibility of meeting young people face-to-face, and assisted to the increase of young people at risk of marginalisation, the exacerbation of existing inequalities and the consequent difficulties to reach youngsters and work on their inclusion (now than ever, even more needed). The COVID-19 crisis shed light on the importance of digital education for the digital transformation that Europe, European society, and European organisations need.In particular, it emphasised the increased need to harness the potential of digital technologies for education and to develop digital skills for all, youth workers included. In line with this need and the strategic priorities of the Digital Education Action Plan (2021-2027), this project aims to support this endeavour to engage the partner organisations and youth workers in the path to digital transformation also of the non-formal education.The project promotes and supports, and answers the needs of the partners and their target groups about:- the use of non-formal and informal learning combined with theatre methodologies and practices for inclusion in their activities with young people, - cooperation with other European organisations, quality, inclusion, creativity and innovation, through a more agile development of digital techniques and theatre practices to foster the inclusion of all youngsters.All the partners, even before the start of drafting the present proposal, expressed their need for internationalisation, capacity building and modernisation, that constitutes the base of the idea of this European project.-The need of internationalisation is articulated in the need for reinforcement of cooperation with reliable partners and the improvement of the quality in the organisation, preparation, implementation and monitoring of their regular work, projects and local activities.-The capacity building need is manifested in the need of acquiring innovative and improved way of operating towards their target groups and the inclusion of youngsters, in line with their new needs and expectations implementing more effective and inclusive activities, improved youth work methods and practices to actively involve European young people and to address disadvantaged groups and the new marginalised youngsters that are even harder to reach due to the pandemic situation.-The modernisation need comes with the need of a more modern, dynamic, committed and professional environment inside the partner organisations that are ready to integrate good practices and new, digital, open access, creative, innovative and artistic methods into their daily activities. All the partners are open to synergies with other organisations active in different social and educational fields, that constitute a plus to the partnership and allows the networking and the capitalisation of different approaches, experiences, expertise and best practices to create materials useful for all other stakeholders, and for every EU youth workers.<< Objectives >>As the description of the #3 European Youth Goal states: “1/3 of young people in Europe are at risk of poverty and social exclusion. Many do not have access to their social rights. Many continue to face multiple discrimination, experience prejudice and hate crimes. New migratory phenomena brought several social and inclusion challenges. Therefore, it is crucial to work towards the fulfilment of the rights of all young people in Europe, including the most marginalised and excluded.” The same goal achievement depends on:-Ensure to all marginalised young people equal access to non-formal learning environments, addressing all the dimensions of inclusion-Strengthen the capacities of youth workers to work on the inclusion of marginalised youth-Provide more spaces, opportunities, resources and programmes to foster dialogue and social cohesion, and combat discrimination and segregation.YOU.TH. aims to support youth workers while working on the inclusion of all young people as set by the #3 EU Youth Goal. YOU.TH. is meant to equip youth workers with methodologies and practices used mostly in the field of Theatre which can produce inclusive NFE activities and be implemented virtually.The COVID-19 outbreak particularly impacted already marginalised youngsters, whose access to education and services become even more limited. Youth Workers have a preferential way to contribute to this Youth Goal by working closely with youngsters, but they need tools and methodologies to support the creation and implementation of inclusive activities.The research made by our project groups has shown that different social theatre techniques are used to address current issues such as the integration of immigrants, violence, bullying, drug addiction, abandonment of suburbs, etc. Theatre and performing arts are used as tool for dialogue, cultural encounters and exchanges, to create links and empathy between people and groups with different feelings and behaviour, for experimenting with shared and participatory proposals that are real answers and solutions to the problems encountered by people, groups and communities.For example in Spain, in the tradition of Augusto Boal's Theatre of the Oppressed and Latin American Community Theatre, they use the term Teatro Social as the political theatre par excellence, based on the action of citizens, groups and communities as a creative methodology for the transformation of society, whether at an educational, inclusive, therapeutic, motivational, awareness-raising, recreational, artistic or creative level.Theatre can therefore be put at the service of youth workers, without assuming that they become actors or theatre specialists, but that they can use it as a proper means of working on youth inclusion.The pandemic deeply impacted also the non-formal and informal learning processes promoted by youth work. Due to physical distancing and the lack of face-to-face activities many youngsters suffered and become more marginalized. COVID-19 created new barriers, but also new opportunities for youth participation. For this reason we also aim to support the digital youth work proposing a dual and parallel pathway, reinforcing youth workers both in creating inclusive activities by working through theatre methodologies and in transferring them online.The concrete objectives of YOU.TH. are accordingly to:-put theatre at service of youth workers who want to address inclusion-create ready-to-use inclusive activities that can also be implemented virtually, and materials to support youth workers in preparing and implementing such activities, but also in creating ever new inclusive ones-guide youth workers on a growth and innovation process by providing them with knowledge and competences on inclusion, theatre, NFE, digital youth work, leading to a combination of all these spheres of action-create an international community of youth workers who will support each other by exchanging experiences, results and good practices.<< Implementation >>The steps that lead to the achievement and delivery of planned results are:-Best practices research and collection of useful materials and information-Production of R1 (every partner will contribute with the specific field of expertise)-C1 Staff training aimed to capitalize all the expertise, to prepare and provide the staff members from all partners with the knowledge and competences necessary to produce the other results and implement all the activities of the project-Production of R2-Involvement of youth workers aimed to finalise the results produced; trained in the C2 to implement and create inclusive activities through theatre, and run the pilot with youngsters, both in virtual and face-to-face format and be included in the community (R3)-Creation of R3 – community; youth workers will populate it and will support each other-Pilot with young people run by youth workers-C3 Mobility of young people (and making videos of the activities implemented so as to gather materials for the R4) to test the activities directly with youngsters in an intercultural environment-Production of the R4-External experts assessment -Finalisation and translation of results-Multiplier Events (1 per partner)The methodology of the project will be composed of the following main activities1_PROJECT MANAGEMENT ongoing process embracing all the stages and gluing them in an organic process leading to the achievement of expected results.Under Sciara coordination, the partners will work together since the very notification of approval. TPMs are held in crucial time nodes of implementation to ensure partners’ understanding and participated evaluation. Regular online communication will be ensured by the use of digital online tools and partners skills and ability in project management and cooperation.2_PROMOTION ongoing task under the leadership of Action and the cooperation of all partners. Among the regular activities performed there is the online diffusion of information (Social Media, Website, etc.) and local visibility and multiplier activities (meetings with stakeholders, circulation of dissemination materials). A Multiplier Event per country is organized with the involvement of participants and stakeholders, thereby compounding dissemination of results, partnership building and networking between participants and stakeholders.3_QUALITY CONTROL under the responsibility of Action, especially of the Quality Manager. The process involves actively all partners and committees, participants, stakeholders and external experts involved to provide deep analysis and feedback on the results. 4_PRODUCTION of results will start with gathering best practices on successful ways partners and other local stakeholder carried out activities or projects linked to our objective. The results will be multilingual and tested and assessed during the mobilities and the local pilot activities.Partners will also work to form a Pan-European network involving stakeholders to promote inclusion through theatre methodologies applied to youth work and NFE. Other youth workers will populate the community, not only during the project implementation but also after the funded period to ensure the sustainability of the project and its results.5_PILOTING AND TESTING results are going to be tested by experienced youth workers trained in the C2, they will test their usability and efficiency during the pilot with youngsters. A group of young people will experience the activities also during the C3, testing the results also in a European and international environment. The 2 mobilities aim to work on a double level: with youth workers and with youngsters.6_CLOSING to ensure the projects met its objectives, measure and assess impact and benefits, make sure all the project’s processes are closed and stakeholders aware of it. The last months Sciara will close all the activities identified within the project management on time and according to the rules established by the NA.<< Results >>Partners are going to:*Produce YOU.TH. manual for youth workers (R1)*Produce YOU.TH. ready-to-use activities (R2)*Create YOU.TH. community of youth workers (R3)*Produce YOU.TH. digital study cases (R4)*Implement C1 to train 8 members of the partners’ staff*Implement C2 to train 28 youth workers*Implement C3 with 28 youngsters to offer them the possibility of experiencing a European mobility, international and intercultural environment and test the results also at European and transnational level*Establish a STRONG PARTNERSHIP among the 4 partner organizations + 12 associated partners (NGOs, associations, youth organisations, educational institutions, key stakeholder partner, etc), to enhance everybody’s ability to tackle common issues and offering innovative and efficient tools, methodologies, practices and activities to youth workers*Train 8 members of the partners’ staff during the C1 to create inclusive activities applying methodologies and practices used mostly in the field of theatre which can be implemented also in virtual environments*Create MULTILINGUAL MATERIALS aimed to support EU youth workers from partners’ organization or associated local stakeholders offering them solid background knowledge on inclusion and inclusive activities, theatre methodologies and practices, digital youth work and non-formal education*Create the YOU.TH. program to support and equip youth workers and assess it with 8 experts from key stakeholders to make sure the proposed materials and program can be easily transferred to a wide number of stakeholders, ensuring sustainability and exploitation after the end of the project*Engage local communities, stakeholders and in particular 28 youth workers from key local organisation and association trained during the C2 to participate in the creation and assessment of products, piloting phase with youngsters, follow up and dissemination*Pilot the YOU.TH. results during 4 local piloting programs, organized with the 28 trained (in C2) youth workers and aimed fostering inclusive activities involving at least 80 youngsters in local activities and 28 youngsters in the C3 activity, so as to enrich their experience, connect and engage them, and test the efficacy and efficiency of our results at transnational level*Organize 4 multiplier events aiming to offer the program and the tools to other 120 key stakeholders ensuring the exploitation and sustainability of the results in the long period*Disseminate partial and final results of the project by informing and involving at least other 40 stakeholders at the EU level to ensure sustainability and diffusion even after the project lifetimeIMMATERIAL RESULTS:*Deepened partners’ staff knowledge and competences about inclusive approaches and principles, theatre methodologies and practices, digital youth work and NFE creating inclusive activities applying methodologies and practices used mostly in the field of theatre which can be implemented also in virtual environments*Deepened stakeholders’ knowledge on the possibility to foster inclusion through theatre, NFE and digital youth work *Foster the inclusion of all youngsters*More modern, dynamic, committed and professional environment inside the organisations, working on digital/blended format and inclusive approaches targeting youth and making use of specific theatre methodologies and practices*Shared experiences and insights from partners’ respective countries and institutions*Improved capacity and expertise of partners and youth workers resulting from the cooperation, the trainings, the piloting and the interaction with other professionals during the implementation of the project*Enhanced youth workers’ knowledge, competences and attitudes contributing to an innovative and professional environment inside their organisations and more inclusive activities and projects for youth*Increased partners’ capacity for cooperation and networking on EU level and with relevant stakeholders.

<< Background >>Cyber bullying Peer Ambassadors Networks is a strategic partnership in youth field between organizations from 4 EU countries: Romania, Italy, North Macedonia and Croatia. It will be developed on a period of 23 months, between 1.12.2021 to 01.11.2023 and aims to contribute to the decrease of cyber bullying phenomenon and social exclusion of vulnerable young people through creation of a peer program for cyber bullying prevention and intervention. At partner countries/organizations/community levels and in correlation with legal regulations main challenges identified through desk research and target group analysis are:-Cyberbullying is not specifically defined by law, no specific legal instruments at EU level - however, it has adopted a no. of legal provisions relevant to cyberbullying, such as the Directive on Combating Child Sexual Abuse, Victims' Rights Directive;-Statistics on cyberbullying are not systematically collected by public authorities nor are they aggregated by age and sex in the partner countries, collection of information is done in isolation by civil society in the context of different local projects and initiatives, this leads to a lack of a structural cyber bullying prevention and response programs and regulated by national policies, data on cyberbullying over the age of 18 are scarce, with some local initiatives studying the phenomenon showing evidence that it is a concern after the age of 18, with adults generally taking on the role of cyberbullies.-Low level of awareness & education – we applied surveys to young people to identify the incidence of cyberbullying for 14-25 years, each partner applying 65 surveys. Thus: *18% of 14-year-olds have been victims in the last 2 months, 28% 15 years, 16% 17 years, 20% 22 years old; *Common situations of cyberbullying identified: rumors, sexual mockery, sexting, posting photos, *30% of 25 years consider cyber bullying part of their growth, *78% did not participate in thematic educational activities in schools or at community level in the last 6 months. (Types of respondents at partnership level: 54% women, 46%male, 64%urban, 36% rural).- Regarding the public education system, even though, the school environment targeting children, adolescents and young people is conducive to prevention actions, there are no coherent policies and programs at the level of partner countries in order to recognize, prevent and fight against cyberbullying among young people. ONCE THEY LEAVE THE EDUCATION SYSTEM, YOUTH NO LONGER BENEFIT FROM PREVENTION & INTERVENTION PROGRAMS AND THEY CAN EASILY BECOME VICTIMS OR ON OPPOSITE PERPETRATORS. In this context the partners of this project make 3 important reccommendations to support the development of holistic approach in cyberbullying prevention and intervention in the following ways: - Online safety should be explicitly integrated in the youth programs, as well as national curriculum within the educational system: our project will highlight the links between youth education and social inclusion, cyber aggression, participation and active citizenship among young people; also will build on the EU Digital Education Action Plan priorities: Enhancing digital skills and competences for the digital transformation by developing youth abilities to critically approach all existing digital threats, become responsible digital citizens by engaging positively in digital environments- Need for integrated resources in preventing and combating cyberbullying – we will provide actionable guidance supported by theory and by peer learning methods and tools- Development of tools and methodologies should be supported across the community – our outputs will incorporate tools and methodologies to increase contribution to the perpetuation of anti cyberbullying discourse and to existent initiatives already carried out through community involvement and peer-education<< Objectives >>The specific objectives of the project are: Obj. 1. develop knowledge&skills of 20 youngsters from the partner countries to act as cyber bullying peer ambassadors with a view to promote social inclusion, preventing and combating cyber bullying phenomenon through development and implementation of an international training program by July 2022;Obj. 2. foster the engagement and cooperation between youth & various educational actors through the development of an online network of Cyber bullying Peer Ambassadors as a mean to facilitate networking, peer learning and perpetuation of anti cyberbullying discourse by Dec 2023;Obj. 3. develop skills and mechanism to deal with situations of social exclusion and cyber bullying among 400 vulnerable young people through their participation in local activities carried out by the newly created Cyberbullying Peer Ambassadors Network, over a period of 2 months.<< Implementation >>Main project activities foreseen: 1) Elaboration of Cyberbullying Peer Ambassadors Training program – aiming to stimulate youth empowerment, connection and engagement through the creation of joint actions against the phenomenon of cyber bullying. The partners and specialised staff within our organizations will work together and elaborate on the training program that will comprise a competence development framework (developed outcomes) as well as pedagogic guidelines and learning materials for learning both competences through hands-on activities and peer learning approaches, ensuring scientifically documented and coherent working methods, as well as analysis of existent best practices. 2) Piloting through an international learning mobility for young people for the testing of this program and put the basis of the international network - with participation of 20 young people (5/partner country)3) Local activities: a) involvement of stakeholders in the delivering of the final training program through organization of local workshops to present the training program and collect feedback that will allow us to check the efficiency of the product and its relevance for various profile of participants, to adapt the material so it is relevant and useful for a variety of education sectors and contexts.b) an enrolment campaign targeting other young people for knowledge transfer that will be designed and run with the proactive support of our national youth groups who will replicate the international training under the support of partners experts with a view to form a foundational engagement whereby learning is diffused to foster impact at large scale and foster the creation of Cyberbullying Peer Ambassadors Network that will involve collaborative measures to respond to cyberbullying situations.4) Cyberbullying Peer Ambassadors Network - aims the establishment of an online network of cyber bullying peer ambassadors to address the phenomenon of cyber bullying by facilitating a European peer learning community formed by empowered youngsters first from the partner countries and later from other EU Member states. It represents a digital platform creating a network of young people interconnected to respond to cyber bullying phenomenon through peer learning, as an educational and empowering tool. Once the national youth groups have been formed and become inclusive, they will be involved first in virtual meetings for the creation of the digital platform format and content to ensure and promote ownership by youngsters and 2nd in the planning of network activities. Youth workers from our organizations will organise virtual meetings and debates with all the youngsters on the topics, stimulating the drafting of activities. Training on organization and administration of the online network will be organized by each partner with the national groups of ambassadors in order to train the youngsters to engage on the website and use its functions, Finally, the youth groups will begin the cyber bullying prevention and intervention youth led initiatives at local levels supported by the partner organizations and the digital platform starts being used and promoted at local, regional, national and international levels.<< Results >>Quantitative results:- 1 Cyberbullying Peer Ambassadors Training Program covering theory and learning by doing experiences developed by the partner organizations that are made available in digital format- 1 digital platform - Cyberbullying Peer Ambasadors Network as online resource that facilitates peer learning processes and youth engagement beyond borders at international level - 20 young people from 4 European countries trained to become Cyberbullying Peer Ambassadors by participating in 1 international mobility in Romania- 40 young people, young leaders and volunteers informed and trained to become Cyberbullying Peer Ambassadors through the local work phase carried out by the participants in the international mobility (10 external beneficiaries per partner country) - at least 2 training events organized in each country for transfer of know how with a view to extend the cyberbullying peer ambassadors network and recruit other peer ambassadors among youngsters communities at the partner countries levels- 400 vulnerable young people informed and trained on how to handle and react to cyberbullying situations participating in a testing phase of the Cyber bullying Peer Ambassadors Network over a period of 2 months (100 young people/partner ) - the testing phase will involve the development of activities involving all actors in a situation of cyberbullying (victim, aggressor, witness); awareness raising activities, information & counselling activities for all young people either affected or not by cyber bullying phenomenon, by the trained participants in the international mobility - the partners have planned to develop at least 6 activities and events/partner community- 3 workshops/partner for quality assurance of the training program organized with a no of 50 representatives from NGOs, schools, youth centers, school education, public institutions to allow training program improvement and transferability potential- at least 3 stakeholders/partner country involved in the local activities developed by trained participants within the Cyber bullying Peer Ambassadors – the trained participants will start activities within the Cyber bullying Peer Ambassadors under the supervision and support of youth workers from each partner: will create and implement events, concrete actions for each topic covered in the results as practical activity with the support of identified stakeholders and partner organizations- at least 60 Cyberbullying Peer Ambassadors joining the digital platform during the project period- 4 multiplier events vs 200 participants attending the events ( 50/partner)Qualitative results:- Youth participating in the piloting of the training program provided with knowledge, competences and methodologies to combat and prevent cyberbullying- A community of learning created through the cyber bullying peer ambassadors network that sustains peer learning and engagement in cyberbullying prevention and intervention at European level, puts youngsters in the center piece making them leaders of anti-cyber bullying discourse and Upstanders in their communities- Developed EU citizenship among the youngsters - Fostered cooperation between youth sector and other educational actors such as schools, public authorities, as well as enhanced capacity development through collaborative activities, promotion and offering access to the digital platform- Increased capacity of partners to create and develop new learning opportunities for youth- Enhanced quality of education & training through development of new resources in youth field and cyber bullying- Increased awareness about cyberbullying phenomenon at partners level, EU & international level- Contribution given to the perpetuation of anti cyberbullying discourse, to existent initiatives already carried out and diversification of youth activities, including thematic activities offered by civil society outside school environment to youngsters who no longer participate in education

"<< Background >>The project ""Trio Education: Trainers , Parents, Children starts from the analysis of the existing context in the region of each partner institutions: -the phenomenon of aggression of children and adolescents, manifested in various forms in the educational environment, at home, in social centres and medico-social centres, on the street, in playgrounds, etc.-the professional needs of trainers in partners institutions, to help parents intervene in the education of their children.The partner institutions in FR, SP, RO, IT, and MK are confronted in their regions, with the increase of the aggressiveness phenomenon of young people, accentuated by the pandemic situation.The training of trainers and the transfer of practices for parents is necessary because the aggressive behaviour of children can hide deeper problems, which can later create difficulties for their social and professional integration.The direct target group of the project is the trainers of the partner associations: social workers, actors in the field of education, educational counsellors, multidisciplinary actors, who need intervention techniques to deal with the multitude of requests for support from families who meet difficulties in educating their aggressive children. Parents justify their children's aggressive behaviour by saying ""I don't know what to do"" and they sometimes deny children behaviour, which proves they don't know them enough.The aggressiveness of children is amplified by: the tendency of educational systems to promote the elimination of sanctions; the attitudes of parents who are refractory and don’t collaborate to solve the aggressions of their children and don’t bring a major contribution to educate them. Children's aggressiveness manifests itself differently, so parents need personalized support depending on the type of aggressiveness, needs and expectations.There are just a few institutions that teach parents how to manage everyday conflict situation. Therefore, the role of associations in the education of parents according to the scientific principles of psycho-pedagogy becomes a necessity.The most relevant priorities according to the objectives of our project are:I. Improving the competences of educators and other adult education staff.Being a project of cooperation and exchange of good practices and methods achieved through learning mobility (LTTAs) between the 5 European partners, through the topics addressed by each, through the added value brought by each, the project can ensure the necessary development of trainers, learning better methods and more innovative teaching; the trainers will guide and advise parents in their regions who have difficulty educating their aggressive children.II. Enhancing quality assurance in adult education.The trainers from the 5 partner institutions wish a cooperation project with a strong impact on the quality of adult education in their regions.Objectives 2 and 3 of our project refer to the acquisition by trainers of strategies and competencies to create customized work techniques, depending on the needs of the target groups and to provide high quality activities in the future.The trainers will develop new methodologies that they will transfer to the education of adults, including parents.In order to ensure the improvement of the quality of adult education in the future and the extension of the impact beyond the project, the partner institutions will use all the online tools at their disposal, including their web pages on which they will post their new training offer.<< Objectives >>Taking into account these regional contexts, the partner institutions involved in adult education understand the need to insist on educating parents to reduce the aggressiveness of their children. It is necessary for trainers of partner associations to acquire through collaboration professional skills, to support parenting and diversification of services that combine support for parents and support services. It’s necessary for parents to have methods of working with children in their families, for preventing and combating aggression phenomena. The purpose of the project is to ensure the professional development of each partner institution through a European collaboration, exchanges, direct learning and conception of various non-formal methods of adult education, to ensure the transfer and implementation of innovative educational practices for parents. In this way, the partner institutions will help parents to acquire knowledge and skills to be better parents, to raise awareness that the family is the main factor in educating children. Project specific objectives. O 1. To provide trainers in partner institutions with knowledge and skills to educate parents and motivate them to participate effectively in reducing the aggressive behaviour of their children.O 2. To acquire new knowledge, new strategies, new skills to create personalized education techniques depending on the type of aggression, the particularities and needs of each child.O 3. To help partner institutions improve their training offer in adult education, to provide high quality activities through counselling, workshops, publications and online tools. O 4. To develop collaboration with specialists in children's psychology, with specialized institutions, with educational institutions and the involvement in their lives, in order to create effective educational synergies at regional level.<< Implementation >>Knowing the added value of a European partnership, in which each partner brings new working strategies, the partner institutions decided to initiate this transnational project, to exchange good practices in the field of parenting, to ensure the necessary development of the target group, the transfer and implementation of innovative educational practices for parents.The needs of the target group and the partnership will be met through local and transnational activities.* Local activities: to promote the project at local level, to stimulate the interest of local institutions that can become target groups for the dissemination of results; selection and preparation of the implementation team and participants in LTTAs; monitoring and evaluating the progress and quality of the project according to a ""Monitoring and evaluation plan"" made at the beginning of the project.* Transnational activities. Five LTTAs that will offer new approaches: the study of child aggression, participatory art, selective and preventive intervention strategies, examples of intervention axes, the use of digital and media tools. There will also be 3 TPMs, for the preparation of LTTAs, evaluation of the results obtained and preparation of interim and final reports. The project methodology will consist of debates, meetings, presentations, workshops, role-playing games, visits to social centers for children, meetings with specialists in the field of preventive education, a multiplicity of strategies during LTTAs, innovative parenting approaches, examples of good practices that can be harmonized with the needs of participants, the use of innovative digital tools (to help parents find advice from specialists and better control the use of social networks that pose a risk to children. They will also be: the presentation of platforms and the creation of a digital database , as project web page, with the best practices and success stories in multilingual format, which could guarantee a sustainability in time of the project results; examples of strategies, examples of intervention activities and projects carried out by partners (to help families facing situations of aggression of their children).The project will also include members of local Parents Associations who will be extensively involved in the dissemination of project results, for target consisting of parents with different levels of education, parents of children from vulnerable groups.The project will directly involve local public bodies, parents' associations, training centers, etc., that could strengthen the project and will promote its impact beyond the Erasmus + partnership.<< Results >>The implementation phase of the project will be preceded by the preparation of the Implementation Plan, the Monitoring and Evaluation Plan, the Financial Plan and a Risk Avoidance Plan. During the implementation, a Results Valorization Plan will be drawn up (dissemination and monitoring).Results materialized in positive effects on the target group of the project, of the direct and indirect beneficiaries:• Through exchanges and direct learning during the learning mobility, the trainers of the 5 partner institutions will adopt new non-formal methods and strategies in the field of adult education. Through the results valorization plan, they will ensure the transfer of innovative practices in the field of parenting, for trainers and parents on the subject of child aggression, at local, regional and even national level.•During LTTAs, trainers will acquire the knowledge and skills to develop personalized strategies, which they can apply differently, depending on the needs and expectations of parents and to motivate them to collaborate efficiently to reduce children's aggressive behaviors.•By developing collaboration with specialists in child psychology and specialized institutions, the trainers of the 5 partner associations will implement a development plan and a new training offer in the field of adult education, which will follow the relevance of activities for each target group of training .•Through cooperation, the web page of the project will be created at the level of the partnership, a network of trainers in the field of adult education, as a media product that will be widely promoted. This network will ensure the access of a large number of users. by each partner institution and will support the dissemination of results at regional, national and international levels.Impact indicators will be:- the participants in the project can respond to the needs of the parents, they can define with the parents the type of intervention in the education of their children, they can support them in their educational role, they can offer them educational possibilities and perspectives. - partner associations will be more motivated to get involved in the education of adults and young people in their regions, using the resources posted on the Anti-Aggression Network. - the impact at local level will be illustrated by the creation of synergies between local institutions on the topic of parent education. Synergies can be created at local and national level to reduce children's aggression: new projects, consulting activities, providing digital resources."

"The project refers to the priority ""support for creativity cultural awareness"", which aims to develop skills and competences that enhance the creativity of the participants, contribute to social inclusion through culture and art, shape cultural awareness and build intercultural dialogue through didactic games used in intercultural education. According to the European Council document ""Council Conclusions on the Young Generation of Creators"". (Dz.U.UE.C.2019.189.34), the basic task is to create an environment for involving young people in shaping creative attitudes originating in culture and the creative sector.The project aims to support this strategy by providing teachers, intercultural assistants to educational institutions with practical support in solving problems originating in cultural differences. One of the basic conditions for dynamic social development is permanent concern for the harmonious coexistence of the 'bouquet' of cultures living in the European Union.School education time is most appropriate for the implementation of this strategy. When thinking about preparing a creative generation for the challenges of the 21st century, we must first and foremost take care of the intercultural condition of the young generation. This will also have an impact on adults (parents, families, friends).The project's objectives are also linked to the Europe 2020 strategy for smart, sustainable and inclusive growth, which was adopted in June 2010 by European Heads of State and Government. By using the project results in the intercultural education of teaching games, whose key features are creativity, fun, rules and joy, teachers will gain very useful tools that are liked and used periodically in the implementation of school curricula. We will achieve this goal thanks to:1. Development of educational materials for teachers and other groups dealing with intercultural education in schools with - Handbook.2. Development and piloting of a comprehensive educational platform for teachers (e-learning course).3. Creation of Didactic Games Sets, which will be a practical help for use in the educational process. The Sets will be prepared in cooperation with teachers and students, which will make these activities adapted to real school situations. Each set will also contain a user manualThe needs outlined are not limited to individual countries, but common to all EU countries, which is why a supranational approach is the best way to achieve high quality results, gathering many views and experiences in response to the problem at EU level.The project will be implemented by a consortium consisting of five partners from five countries: Poland - Coordinator, Greece, Romania, Turkey, North Macedonia :KCZIA (Poland) , DDE (Greece), ASI (Romania), Hasanoğlan (Turkey), EUNOIA (North Macedonia)"

Role for a Change is a 2-years project that aims to explore roleplaying and LARP (Live Action Role Playing) as a methodological framework in which the organisations can propose educational activities to promote the acquisition of personal, social and professional competences among diverse target groups. The project idea was initiated with the aim of supporting all youngsters and especially of those with fewer opportunities during the pandemic that struck globally in spring 2020. While lockdowns were issued across the globe, organisations had to find alternative approaches to move their educational offers online, while keeping supporting the psychological and physical wellbeing of the youths. Roleplaying provided the youngsters with the opportunity of experiencing community through online games, while fighting isolation and social distancing.On one side, through a strategic and structured approach, the project will examine the uses that role-playing allows in educational contexts. Role-playing and LARP can be seen as containers of individual and community experiences for the development of competences, practical skills, critical thinking, empathy and entrepreneurship; tools to create group relationships, to communicate, facilitating creativity and therefore growth.In light of the present global instability, the partnership will also delve into the online dimension of role-playing and its potential as both eLearning and blended learning tool.On another side, the partnership aims to increase organisations’ capacity and develop personnel’s competences in order to use such methodologies and widen its educational offer. As a multidisciplinary tool, Edu-LARP allows organisations and youth workers to structure and implement inclusive and content-consistent educational paths, both online and in person, of various scales. These offers vary from theatre and debating workshops, cooking and costume sewing classes among others and can be adapted to youngsters’ existing needs.To maximize the potential benefits offered, the tool needs to be understood and competences and organisational structures need to be explored and developed.In the project 4 youth work organisations, one social enterprise and one local public body are working together in one partnership and will organise a series of activities. These activities will generate 100 mobilities, involving project managers, youth workers, trainers, local stakeholders and young people with different backgrounds.Aside of the 6 transnational meetings, the project foresees a training/learning activity and 6 multiplier events. The transnational meetings will focus on processes related to the project management and to the production of the Intellectual Outputs. The training course will have the aim to provide youth workers and trainers of the network with the competences of using roleplaying and LARP with educational purposes. Furthermore, with the help of the multiplier events, the intellectual outputs and the results of the Strategic Partnership will be spread to more organisations and stakeholders.The above mentioned Intellectual Outputs are:- A Manual on how to use roleplaying and LARP in educational context;- A training curriculum for youth workers for residential and blended learning roleplaying activities;- A series of webinars for youth workers for digital and blended learning roleplaying activities;- An online platform, which collects all the outcomes of the project.Thank to all the above mentioned measures, Role for a Change plans to achieve the following results:- To increase the capacity building as well as organisational strategies and approaches;- To support the acquisition of transversal professional competences among the personnel of the organisations;- To develop innovative online and blended activities of role-playing;- To make projects on roleplaying accessible and attractive for diverse target groups.- To foster engagement of youngsters and to empower them in activating themselves as experts and peer educators.ROLE aims to have the following impacts on stakeholders in the field of youth work and education: to bring formal and non-formal education closer and promote international activities also among the schools, raising awareness of the impact that European mobility and education can have, especially for the target groups. As a result of this, the future network will engage in a discussion about future plans and cooperation.