Ifjusagi Nomad Klub and Balasa Gym as a result of common activities on non-formal education realized that we had gifted children that face similar problems to that from other EU countries. Teachers and youth workers, who work with gifted students, are often unprepared for working with them, and this is why we started to research on it, and we built a project that came up with ways of contributing to a better integration and development of their potential. Ifjusagi Nomad Klub and our partner schools from Hungary, Slovakia, Romania, Spain, joined forces to develop our institutional capacity of working with gifted children, as there was very little actual expertise and real skills of educators in handling them. The target group of our project was represented by students, teachers, psychologists, parents, youth workers, a total number of 1120 indirect beneficiaries, next the ones directly beneficiating from grants for learning/training mobilities. Our main goal was to support gifted students to achieve their potential to the maximum, so that being gifted would not become a barrier in the educational evolution of a student, but on the contrary, an asset for the student and for the society. The Objectives were:1.to change attitude towards knowledge for 350 gifted students , through the development of their creativity and critical thinking, emotional intelligence and social competencies;2.to form 30 specialists (psychologists) in teaching and implementing a program of intervention that can then be transferred in their home regions;3.to improve teaching competencies of 100 teachers working with gifted students, through the use of specialized methods, formal and non-formal, through their direct participation in project activities;4.to train 25 youth workers, as specialists in activities with parents of gifted children that will organize workshops for a total nr of 150 parents of gifted students from the partner schools. Partners did a research on how other countries intervene and manage the education of gifted students. - In the partner schools, an initial evaluation of students was done, to see if the initial research was accurate and start to identify the ones with potential who need guidance and support. The teachers set the basis of a program of activities with the parents of gifted kids, with the support of INK youth workers, and unfolded in each of the schools, a minimum of two workshops. - In the partner schools, the groups of gifted students were created, taking into consideration age groups. There were 16 sessions, one a week during 4 months. An initial evaluation using specific tests was done, and the activities of the ‘’Group for the development of creativity and critical thinking, of social and emotional competencies for gifted children’’ were initiated. In Spain, a set of activities for teachers were designed.In the 8th month, a joint staff training event took place in Hungary. The five days training course was to train teachers how to undertake in their own institutions a ‘’Group for the development of creativity and critical thinking, of social and emotional competencies for gifted children. After the course, all the participants implemented the development group in their own institutions with their gifted students. A short term exchange of pupils in Romania, was implemented in the 10th month with attandance of gifted students, teachers and youth workers from the partner NGOs. A guide with non-formal methods that were used by NGOs and schools in the working groups and during the mobilities were finished. In Romania, the intellectual output was finished: a curricula of the ’’Program for the Group for the development of creativity and critical thinking, of social and emotional competencies for gifted children’’. After the joint staff training event in Spain, to which teachers, psychologists and youth workers took part, dissemination activities in each of the partner country followed. In the 22nd month a multiplier event unfolded in Romania for the dissemination of the ‘’Happy - Gifted Student’ guide containing methods for a ‘’Group for the development of (…) for gifted children’’. In the interval 23rd - 24th months, final dissemination events, Skype meetings for deciding further follow- up measures, work on final report, and a multiplier event in Hungary for the guide with non-formal methods ‘’Happy - Gifted Student’’ took place, followed by smaller scale local events in all the partner countries, that were also a nice way to complete the project.

<< Objectives >>1, Implement a structured plan of teaching our youth workers digital and multimedia competences.2, Set up a long-term system for our youth organizations and our other partner organizations to exchange good practices in work with modern digital tools and multimedia among each other.3, Set up a long-term system for our youth organizations to be capable of providing teaching of selected digital competences and multimedia to young people from high-schools that we collaborate with.<< Implementation >>Learning activity 1 (Multimedia competences, video making, photography)LA 2 (Office software, website creation)LA 3 (Graphics, Design, New media and technology possibilities)LA 4: Exchange of good digital practices with other partnersWorkshop: Teaching digital and multimedia competences to high-school students (CZ)Workshop: Teaching digital and multimedia competences to high-school students (RO - Bilbor)Workshop: Teaching digital and multimedia competences to high-school students (RO - MC)<< Results >>1, Increased digital competences of youth workers2, Transfer of the newly learned digital and multimedia competences on other young people3, Improved employability of our youth workers and young people from the target groups4, Increased capacities of our organizations to work with digital and multimedia tools and to teach those digital and multimedia competences to young people in rural areas.5, Tangible result: Presentations/guides6, Project website, that will include the tangible results

<< Objectives >>1. To equip youth workers with knowledge and skills in photography and videography and how to use them to promote sense of initiative of youth and alternative forms of participation.2. To create safe non-formal contexts where young people could learn how to use camera equipment, principles of photography and videography and express their ideas and needs through it.3. To identify how photography and videography can be used to promote and add value to existing youth work.<< Implementation >>-3 international learning mobilities-10 local activities for youth workers-10 local activities for young people-10 active citizenship campaign (5 photo exhibitions and 5 short films showcasing local realities and cultures)-5 film festivals or photo exhibitions at local level showcasing project results produced by young people-transnational project meetings-project management activities-monitoring, quality control and evaluation-visibility and dissemination<< Results >>-Increased competence of youth workers to use photo, video as non-formal tool for promoting active citizenship among youth.-Increased understanding among young people about active citizenship and their role in contributing to solving societal issues, importance of active citizenship to their personal and societal wellbeing, raised motivation to be active citizens.-Drew attention to societal problems in local communities they are facing as community and possible solutions.

<< Objectives >>O1. Capacitate 18 YW form the 4 partner org in using digital collaborative tools (DCT) in fostering the inclusion of youth facing FO.O2. Develop a Digital Inclusion Club, where youth workers will be able to debate, present and store best practices related to the use of DCT in fostering inclusion.O3. Create a framework for collaboration in which to identify, publish and promote the benefits of using DCT in working with young people and young people facing fewer opportunities.<< Implementation >>WP1-General management-Kick-off meeting-Monthly digital coordination meeting-2 TPMs-Evaluation and Monitoring-Follow-up digital meetingWP2-Learning Activities - Activity 1 - Training CourseWP2-Learning Activities - Activity 2 – SeminarWP3-Project Results-Website-Digital Youth Workers’s Club-Promotional VideoWP4-DEOR activities and follow-up-2 DEOR events/partner.-Promotion of the project website, Digital Club and video-Mass media appearances-Evaluation of the project<< Results >>1.The website of the project which includes: information about the aims and objectives of our project, EU funding, partners, possibilities for involvement.2.The online platform for Digital Inclusion Club (which will include functions of collaboration, communication, sharing of tools and know-how). 3.Promotional video of the project that will cover all the phases of the project and promote its results. This result is the primary publicity and marketing product in our project.

The common problem all the school partners were facing was a low level of intercultural understanding and awareness competences among the pupils from the three partner schools from RO, CZ and SK. This problem was emphasized by the limited capacity of the teachers in the three general schools to organize integrative and participatory non-formal activities that would contribute to an increased level of intercultural understanding and awareness competences among their pupils. Complementary, the teachers had the need to explore the non-formal side of education by creating synergies with staff of other institutions that have experience in this field. The objectives reached by the end of the project are:O1. 42 pupils aged 14-19 from the three partner schools raised their level of intercultural understanding competences being exposed to intercultural contexts.O2. 18 teachers in the field of social sciences from the three partner schools raised their level of competences of facilitation of intercultural understanding activities by using integrative and participatory non-formal methods.O3. Was created a synergy among 18 teachers from the three partner schools and 9 staff members of 3 partner NGOs experienced in the non-formal education that facilitated a framework for future collaboration on enhancing intercultural understanding competences to pupils. Through the first two activities, C1 and C2 (Short-term joint staff training events) we created a common space in Bilbor, Romania for sharing know-how on teaching methods regarding interculturality. These two learning training and teaching activities were addressed to 9 teachers and 9 NGO staff, 3 from each country. Both categories of participants had the opportunity to enrich their practical knowledge, skills and positive attitudes towards interculturality and learned how it can be fostered through formal and non-formal learning methods. C3 (Short-term joint staff training event) reunited 18 teachers and 9 members of the non-governmental organisations in order to learn how to use non-formal methods in intercultural understanding. In the C4 activity (Short-term exchanges of groups of pupils) were involved 42 pupils from the RO, CZ, SK who had a scarce contact with other cultures. This exchange came as an answer to their need of getting to know other cultures, traditions, languages. They became more opened to cultural differences and became more aware of the non-formal educational methods. They found out about Erasmus+ opportunities and broadened their horizons in terms of cultural diversity.The impact on participants stands in the fact that they discovered intercultural understanding, for most of them this was the first encounter with the non-formal learning methods. Our project promoted intercultural understanding and it’s need in nowadays plural society, especially in the communities in which there is a limited access of pupils to cultural diversity and teachers have a low level of expertise in using non-formal methods. Our project contributed to increase the level of competences of 18 teachers and 9 staff members of NGOs in using non-formal methods to raise the level on intercultural understanding competences. Moreover, 42 pupils aged 14-19 years old from the three partner schools took part in a short exchange of pupils where got hands-on experience on intercultural contexts. They improved their intercultural understanding competences. By the end of the project, all the participants including teachers and pupils worked together to create a brochure with non-formal methods used in developing intercultural understanding. Also, the visibility of the project was high by sharing the video on social media.On a longer term, participants contribute to increasing the level of cultural understanding in their communities and promote unity in diversity in Europe. Teachers and staff of the non-governmental organisations involved in the project increased their level of competences on how to apply non-formal methods and techniques in their work with pupils.