In very rapidly changing labour market demand it is very important for a person to have not only professional skills but also as mentioned in Bruges Communiqué to acquire key competences such as innovativeness, entrepreneurship, creativity and similar. Vocational education and training plays an important role in today's educational system as the qualitative provider of professional skills but not providing enough development of key competences. The implemented project “Deco -Key competences for career designing in cooperation with labour market” had created partnership between 8 organizations from 4 countries (Bulgaria, Turkey, Spain and Lithuania). Organizations representing two sectors – vocational education schools and organizations, experienced in career counselling and designing, networking with labour market representatives had been cooperating in the implementation of this project. The chosen partnership model ensured the achievement of qualitative project results. During the project implementation period project partners in cooperation with the representatives of labour market had identified key competences (using the results from employers’ online survey in all countries participating in the project (in Lithuania, Bulgaria, Turkey and Spain), organizing round table discussions with the representatives of labour market in the countries of project partnership, following the good practices of vocational education and training schools for teaching key competences) which are necessary for the successful integration to the labour market of the VET schools pupils and prepared Guidelines for career coordinators at VET schools for key competences training with cooperation with employers and two additional publications: “Tips for success: Recommendations and Experiences for VET Centres in the Area of Key Competences Development” and “Communication for success: Communicating effectively as key to succeed in labour market”. Prepared publications are auxiliary materials for the career coordinators at VET schools, profession teachers, companies’ employees who works with trainees and other stakeholders who contribute for the education of pupils about key competences. Project activities were addressed to solve the problems, which are actual for the project partners and other similar organizations all over Europe and the intellectual outputs created during the implementation period of the project could be adapted in different type of education institutions and be used for education of key competences and contribute to the successful integration of VET schools pupils into the labour market. Labai greitai besikeičiant darbo rinkos paklausai žmogui yra labai svarbu turėti ne tik profesinius įgūdžius, bet kaip ir paminėta Briugės komunikate, įgyti bendruosius gebėjimus tokius kaip inovatyvumas, verslumas, kūrybiškumas ir panašiai. Profesinis mokymas vaidina svarbų vaidmenį šiandieninėje švietimo sistemoje kaip kokybiškai suteikiantis profesinius įgūdžius, bet nepakankamai ugdantis bendrąsias kompetencijas. Įgyvendintas projektas „DECO – Bendrieji gebėjimai karjeros projektavimui bendradarbiaujant su darbo rinka“ sukūrė partnerystę tarp 8 organizacijų iš 4 šalių (Bulgarijos, Turkijos, Ispanijos ir Lietuvos). Dviejų sričių organizacijos – profesinio mokymo ir organizacijos, turinčios patirties karjeros ugdyme ir projektavime bei glaudžiai bendradarbiaujančios su darbo rinkos atstovais, bendradarbiavo įgyvendinant projektą. Šis pasirinktas partnerystės modelis užtikrino kokybiškų projekto rezultatų pasiekimą. Projekto įgyvendinimo laikotarpiu projekto partneriai, bendradarbiaudami su darbo rinkos atstovais, identifikavo bendrąsias kompetencijas (naudojantis internetiniu darbdavių tyrimo metu gautais rezultatais visose projekte dalyvavusiose šalyse (Lietuvoje, Bulgarijoje, Turkijoje ir Ispanijoje), organizuojant apskrito stalo diskusijas su darbdavių atstovais projekto partnerystės šalyse, remiantis gerąją profesinių mokyklų patirtimi, ugdant bendrąsias kompetencijas) kurios yra būtinos, siekiant užtikrinti sėkmingą profesinių mokyklų mokinių integraciją į darbo rinką, ir parengė „Gaires profesinių mokyklų karjeros konsultantams šių bendrųjų kompetencijų vystymui bendradarbiaujant su darbdaviais bei du papildomus leidinius „Sėkmės patarimai: Rekomendacijos ir patirtys profesinio mokymo institucijoms bendrųjų gebėjimų vystyme“ ir „Sėkmingas bendravimas: veiksmingas bendravimas raktas būti sėkmingam darbo rinkoje“. Parengti leidiniai yra pagalbinės priemonės profesinių mokymo įstaigų karjeros koordinatoriams, profesijos mokytojams, įmonių darbuotojams, kurie dirba su praktikantais ir kitiems suinteresuotiems asmenims, kurie prisideda prie mokinių bendrųjų kompetencijų ugdymo. Projekto veiklos buvo skirtos problemų sprendimui, kurios yra aktualios projekto partneriams bei panašioms organizacijoms visoje Europoje, o projekto metu sukurti intelektiniai produktai gali būti pritaikyti įvairaus pobūdžio švietimo instit

The youth in general is the connection of any society to its future and the most dynamic part of that society as well. According to the last General Population Census the share of children and adolescents in the total population of the Nigde/Turkey region is above country averages. In Nigde the age group 14-25 constitutes a larger share of population (44.0 %) relative to the country average (16.6) makes it necessary to develop special policies and set targets for children and adolescents. Unemployment is one of the basic problems of the region. At present, according to records of TUIK Nevsehir region administration record the rate of unemployment in the region is 6.5 %. This is 12.2 in Europe. Second big problem for youth is early school leaving. However average schooling rate in middle and high school 70,06 % in country it is 64,49 in our region in Turkish Ministry of National Education records. The young population of the region is affected negatively by such factors as limited opportunities of both formal and vocational education and training, high rates of unemployment and absence or insufficient means of social, cultural and leisure time activities. Affecting one in seven young people, early school leaving is one of the greatest educational challenges in Europe, and reducing its levels is a shared objective of EU countries. The prevention of early school leaving (ESL) should be built on a comprehensive approach of the young people, taking into account the family environment, the neighborhood, and his/her life in and out of school. The role of parents his/hers a key element to reduce the rate of ESL. Currently it is a target of European policies to prevent young people from leaving education and training with only a lower secondary education degree or less. Objectives of the Europe 2020 strategy include reducing the rates of early school leaving below 10%.United Europe For Youth (UEFY) is a strategic partnership project for youth which aims to develop a social learning tool for youth workers-institutions to provide mentoring programs for middle and high school youth in Europe to prevent early school leaving and regain the ones who are out of system. The project will form partnerships with local school districts, education counseling authorities, probation services and directorates of youth politics in partner countries. Our project's goal is to foster a commitment to young people that will promote pro-social friendships, strong interpersonal skills and reassert a sense of hope in future. Only through personal relationships can a sense of individual responsibility be reestablished that will give youth the commitment to follow through on path to adulthood with a sense of pride accomplishment. Through repeated failures in the classroom and the development of destructive habits, at-risk young people have lost faith in possibilities that await them if they are successful putting their lives together. To accomplish this goal, young people should be in a caring, inclusive learning environment that promotes their best effort and reinforces personal respect. United Europe For Youth (UEFY) project will develop a social learning tool (one-on-one mentoring system) and test it for seven months on 324 middle and high school youths and the ones who are out of system from different countries of Europe. Because this age group is particularly problematic and it is a perfect time for mentoring to be effective. Project's mentoring programs will pair a youth with a mentor for 7 months. During that time the two will participate in weekly planned activities to strengthen the relationship between the two and improve the young person's confidence and hopefulness. Mentors (youth workers) will receive continuous training throughout the activity and will participate in monthly meetings to report the young person's progress. During project partners will create a learning environment that will be an invaluable resource to young people, aspiring mentors and the community at large. At the end of project activities we will publish a social learning methodology book for youth workers and will create and publish a social learning tool software UEFY Software which will be an free and open source for youth workers all around Europe.Basically our project contains two main goals; A-) Setting a strong local and international network between education system - youth support system - youth NGOs and local youth authorities called United Europe for Youth (UEFY). B-) B-1 : Creating, applying, testing and disseminating a one-on-one mentoring system (social learning tool) to regain at risk young people who are close to early school leaving, out of education system already and met with probation system or police. Mentors are supposed to impose behaviors of commitment, responsibility and possibility cognitively to the young people. B-2: Training of youth mentors.

"Projekt APEL združuje 4 partnerje, iz različnih evropskih regij – Srednja Evropa (Slovenija in Avstrija), Vzhodna Evropa (Bolgarija) in Zahodna Evropa (Nizozemska) in so odraz trenutnih izzivov in trendov na področju mladinskega dela. Misija našega projekta je v skladu z Resolucijo o strategiji Evropske unije za mlade, za obdobje 2019-2027, s poudarkom na potrebi po izboljšanju kvalitete mladinskega dela. V tem strateškem dokumentu so države članice spodbujene k fokusu na spodbujanje dialoga in participativnih mehanizmov na vseh ravneh odločanja, npr. prek MLADINSKIH SVETOV, s fokusom na povratnih mehanizmih in rezultatih mladih iz različnih ozadij. To bi lahko vključevalo podporo javnim organom pri izvajanju participativnih praks, npr. prek orodij. Vidimo ustaljen trend, da so tudi v državah z dolgo tradicijo udeležbe mladih pri oblikovanju pomembnih političnih iniciativ, odločitve sprejete s strani odločevalcev, kar so v večini primerov odrasli. To je medsektorski izziv, s številnimi poudarjenimi dejavniki, zahtevajoč sistemske urkepe. Zavedajoč se, da s projektom ne moremo nasloviti in obravnavati vseh dejavnikov, se bomo osredotočili na specifičen element tega izziva, vezan na vodilno vlogo mladih pri spodbujanju nenenhne mladinske participacije. Naš splošni cilj je opremiti mladinske delavce s potrebno metodologijo in viri za krepitev vloge mladinskih vodij, da bi bili učinkovitejši pri spodbujanju participacije mladih v procesu oblikovanja politike na lokalni in nacionalni ravni ter eventualno na EU ravni. Z opolnomočenjem mladinskih voditeljev, bomo podprli politični dialog od spodaj navzgor. Z drugimi besedami in v bolj metaforičnem smislu, mladim bomo omogočili, da prvi dosežejo politični dialog. Predvideli smo tri ključne intelektualne rezultate: - Intelektualni rezultat 1 (v nadaljevanju IO 1) – APEL Metodologija usposabljanja. Ta rezultat bo sintetiziral trenutno znanje na področju mladinskega dela na ravneh partnerskih organizacij, partnerskih držav in EU ravni. Medtem ko so številni poskusi že poudarjeni med projekti, ki jih financira EU, bomo sami šli korak dlje – z integracijo elementov metodologije usposabljanja, ki se uporabljajo v drugih učnih okoljih (npr., korporativna usposabljanja v poslovni intuciji in ''coaching-u'', usposabljanja profesorjev, programi za razvoj vodstva odraslih) in prilagoditvijo teh glede na potrebe mladinskih voditeljev.- Intelektualni rezultat 2 (v nadaljevanju IO2) – APEL Kartice za usposabljanje. Ta rezultat bo sintetiziral obstoječe znanje in instrumente na področju usposabljanja. Podobni, visoko ugledni izdelki se osredotočajo predvsem na širša področja poklicnega in osebnega razvoja (npr. Points of You, OH-Cards). Po meri bomo izdelali kartice, z izrazitim fokusom na vodenju. Vsebina kartic in metodologija za njihovo uporabo bosta v okviru učnih rezultatov znotraj IO1. - Intelektualni rezultat 3 (v nadaljevanju IO3) – Politična priporočila ""APEL Dialog"". Ta rezultat bo dodana vrednost, saj bo predstavil niz jasnih in izvedljivih ukrepov za zagotovitev močnega dialoga med oblikovalci politik in mladimi na vseh ravneh - od mikro (organizacijskih) do lokalne, regionalne in državne.Pričakujemo doseg naslednjih ciljnih skupin: -48 mladinskih delavcev, ki bodo IO1 in IO2 vključili v svoje vsakdanje delo (fokusna skupina: 16 in razširjanje rezultatov: 32).-120 mladinskih vodij, ki se bodo usposabljali prek IO1 in IO2 (fokusna skupina: 40 in razširjanje rezultatov: 80).-1200 mladinskih delavcev, mladinskih vodij, mladih, političnih odločevalcev in ostalih deležnikov obveščenih o rezultatih projekta prek diseminacijskih aktivnosti (1 zaključna konferenca, 36 spletnih publikacij, 12 tematskih prezentacij na zunanjih dogodkih, zagotavljanje sprotnih informacij).-25 političnih oblikovalcev je izrazilo zanimanje za sprejetje političnih priporočil, ki jih daje IO3.Kar zadeva kvalitativne rezultate, pričakujemo:-Izboljšati poklicne kompetence mladinskih delavcev v partnerskih organizacijah, pridruženih partnerjih in zunaj njih, za potrebe izvajanja usposabljanja za krepitev vloge mladinskih vodij. -Izboljšati vodstvene veščine mladinskih vodij pri zastopanju mladih in njihovega glasu ter krepitvi dialoga mladih s političnimi odločevalci;-Izboljšanje ozaveščenosti ustreznih deležnikov v partnerskih državah o krepitvi vloge mladih in učinkovitem dialogu med političnimi oblikovalci in mladimi.Dolgoročni učinek bo ustvarjanje mladinskih skupnost za proaktivno sodelovanje v procesih oblikovanja politik. Večja udeležba mladih v dialogih o politikah bo vodila k sprejemanju političnih odločitev, ki so bližje potrebam te skupnosti, kar bo privedlo do pozitivnih in trajnostnih rezultatov."

"European youth faces the challenge of employability. Some 4.7 million young Europeans are unemployed according to the latest Eurostat estimates that at the last publication June 30, 2015, the countries with the highest youth unemployment rate are: Spain (53.2%), Greece (52.4%), Croatia (45.5%), Italy (42.7%), Cyprus (36%) and Portugal (34.7%). The International Labour Organisation (ILO) has warned of the dangerous mix of high unemployment, increased inactivity and precarious work facing youth in developed countries.The complex socio-economic reality makes access to the labor market of young people and hinders their quality of life and their families, reducing their welfare, and conditioning their personal and social development. The situation of European economic crisis particularly affects young people in their transition from the education system to the, according to the World Youth Report of the United Nations (2012) labor market.One of the objectives set by the EU 2020 strategy is to generate more and better levels of employment, productivity and social cohesion. Is to secure employment for 75% of people between 24 and 64; it also wants to ensure the investment of 3% of GDP in the EU in R & D and innovation.Moreover, in this situation the European framework poses ""Other instruments for employment growth"" tools as recognizing entrepreneurship as strategies for improving access to self-employment for young people. ""Investment in growth"" is also cited as one of the proposals is to foster the ""INNOVATIVE INSTRUMENTS"".Since the official proposal of European Cooperation in the field of youth is looking to invest in this area, and train young people through their empowerment and potential to contribute to social development; also it is given prominence to promote innovative ideas and exchange of best practices; promote non-formal learning as support for innovation, creativity and entrepreneurship.The main motivation for wanting to make the association YOUNGO project is to promote and implement creative initiatives and youth-led projects that promote employment and self-employment, while generating added value and benefit from your nearest social environment from the acquisition of new skills and employability skills.REQUIREMENTS SPECIFIC TO RESPOND TO THE PROJECT• Generate ideas from the creativity that positively affect youth closer reality.• Promoting employment and self-employment through the creation, promotion and implementation of initiatives and creative projects.• Training young people in a creative methodology to enable them to replicate and apply this training in their countries of origin.• Develop new partnerships with young people and entities involved in the change.• Generate greater social impact multiplying assets change.• Facilitate the sharing of concerns, desires and proposals of different entities to social changes that favor the social and labor integration of European youth• develop solidarity and promote tolerance among young people through facilitation methodologies that generate empathy, solidarity and cooperation• To give visibility to the social capabilities of entities related to the youth sector, encouraging their creativity, skills and providing opportunities for debate and to create positive change• Zoom ICTs as key tools in the processes of social change."

"Partner organizations from Bulgaria, the Czech Republic, Slovenia, Romania and Turkey have realized in their daily work with teachers and students at secondary schools that the need for improving existing approaches to teaching key competences is evident. In addition, the preliminary analysis showed that in time of financial crisis, schools are not willing to spend funds on ""one-time"" extracurricular trainings in soft competences, but are in favor of more school based and long-term approach. Nowadays European school policy is focused on teachers as the most important in-school factor affecting students` outcomes and it is strongly aimed at improving the quality of teaching by improving teacher education both in initial and continuing professional development.Stepping on their previous experience in developing soft competences training methodologies for young people at school, the partners decided to propose a new teaching methodology for secondary schools, which can be summarized as teaching transversal competences at school to improve overall students' acquisition of learning content. The methodology will be applicable to teaching process in all general school subjects and will be available in 5 languages, including English. The expected impact:• for the pupils - more attractive classes, more understandable content, better performance, greater motivation to learn, smooth transition to the labour market or further education;• for the teachers - better qualification, better motivation and confidence in facing rising learning needs of their students;• for the secondary school in general - more efficient learning process, optimization of extracurricular training costs, more effective communication and cooperation between parties. The teaching methodology offered by the current project proposal is innovative both in terms of content and format. The methodology is based on a study of training needs among employers, students and teachers and steps onto six themes: Effective communication, Cooperation, Problem solving, Entrepreneurship, Finding and managing of information and Lifelong learning. Project activities have two-way orientation in accordance with the recommendations of the ET2020 Working group on School policy :- inside - to improve collaboration between the main actors in the educational process - students, teachers, principals;- outside - to active inclusion of ""external"" factors in the educational process - parents, stakeholders, policy makers.This is a favorable precondition for achieving both the objectives and added value to the expected results."