"The UN 2015 sustainable development (SD) agenda requires a united effort from all stakeholders should poverty be eradicated, our planet protected and prosperity for everyone ensured. Lifelong learning and education are key components to the fulfilment of this vision and is encapsulated in the fourth SDG. Specifically, SDG 4.7 aims to ensure that by 2030 all learners acquire knowledge and skills needed to promote SD, including among others through Education for Sustainable Development (ESD). PEERMENT rises from the cross of two main considerations: - On the one hand, teachers' training is one of the most relevant and efficient tool for school innovation and improvement. Mentoring and Peer Mentoring are among the most effective ways of staff training, largely present in the world of business and in the volunteering and civil society organizations, but paradoxically very little used in the European systems of Formal Education. Annually, many teachers leave courses enthusiastic to put into practice initiatives which encourage SD. However, upon return to the reality of the classrooms and communities, their passion may be challenged by inability to apply theory to practice or resource constraint. Avenues to rekindle their desire become crucial and research indicates continual engagement to be effective. - On the other hand, ESD is increasing its importance for the future of the new generations, who will face in the next decades dramatic and global challenges. Unfortunately, national policies don't currently foresee adequate ""accompanying measures"" at the level of teachers' training. The new importance of ESD requires new and unprecedented competences of teachers: they should be able to lead their pupils towards the values of peace, solidarity, democracy, and at the same time to allow them to understand complex phenomena using knowledge coming from a lot of different subjects. Currently, none of the existing national systems of teachers' training in the EU appear able to support teachers in this new and difficult challenge. In short, ESD is nowadays marching on the legs of a few willing teachers. So, the purpose of this project is to lay - out, test, improve and disseminate a new model of Mentoring and Peer - Mentoring for ESD. This aim will be reached through a process of Action / Research that will directly involve about 20 Education Specialists as teachers' trainer and senior mentors, about 50 teachers as mentees through in Local Testing Groups (30 of which will receive a ""full immersion"" international experience of Peer Mentoring), about 800 pupils, with further teachers (around 100) involved in the Local and International Systems of Mentoring. PEERMENT is innovation - oriented and will produce five Intellectual Outputs: 1. a study on good practices existing in the EU in the field of Mentoring and Peer - Mentoring; 2. a system for recognizing and validate the new competence of ""Mentor for ESD""; 3. guidelines for Education Specialists who want to work as ""Mentors for ESD""; 4. guidelines for teachers who want to be involved in Mentoring and Peer - Mentoring systems; 5. a set of didactic materials on some relevant ""Global Challenges"", in form of ""web - quests"". All these Outputs will be produced through a strong involvement of direct target - groups in processes that have these steps: design of a prototype - experimentation - self-evaluation - improvement of the prototype - dissemination. The process will include: - local seminars to test the effectiveness of the guidelines for Education Specialists; - local testing courses to experiment the guidelines for teachers; - practical work of mentees teachers with their students, to test the competences acquired thanks to the training based on mentoring. A series of Multiplier events and a transnational learning activity (in the form of teachers' course) at the end of the project, will be the main tools for dissemination, together with a massive use of the project website, social media, newsletters addressed to thousands of stakeholders and press conferences. In the short - medium term, the envisaged impacts are: - Capacity building of Education Specialists and Teachers in projecting, planning and managing a mechanism of mentoring and peer- mentoring for ESD; - Empowerment of students in the key - competences, through their involvement in innovative experiences of learning and active citizenship. The longer-term benefits will be: - Mainstreaming and diffusion of mentoring and peer - mentoring for teachers' initial and in service training, not only in the field of ESD. - Enhancement of ESD in the EU, conceived as a fundamental and inter-disciplinary part of curricula. PEERMENT is a concrete contribution towards the Global Action Programme on ESD that seeks to generate and scale-up concrete actions in ESD and is intended to make a substantial contribution to the post-2015 agenda."

<< Background >>Through the generations, we have continuously encountered the dissatisfaction of young people in general, but especially young people with fewer opportunities who drop out of school or finish high school and do not know what they are good at, what and in what field they want to work and what are their options. . Surveys that we conducted on a sample of 50 young people, we found that it is necessary to create and create content that is tailored to young people with fewer opportunities. Surveys have found that young people with fewer opportunities do not have the resources available to facilitate their educational orientation after completing or dropping out of school. These are essential elements for achieving the goals of the European Education Area, the Digital Education Action Plan 2021-2027, the European Youth Strategy and the European Union's work plan in the field of sport. With this project, we would achieve the goals set by the European Union's youth strategy for the period 2019-2027, which are:-promote learning mobility for individuals and groups and cooperation, quality, inclusiveness and equity, excellence, creativity and innovation at the level of organizations and policies in the field of education and training-promote mobility for the purpose of non-formal and informal learning, active participation of young people and cooperation, quality, inclusion, creativity and innovation at the level of organizations and policies in the field of youth.In addition, the project includes a strategy for inclusion and diversity, which helps to remove obstacles faced by different target groups in accessing such opportunities in Europe and beyond.Furthermore, through previous internal research, the need for an adapted type of web platform for young people with fewer opportunities has been identified, and accordingly to choose which business areas they would like to work in and for which areas they are most competent.. The aim is to provide the same type of support to young people with fewer opportunities as other young people and to include them to be active in society and have their place in it and thus not be on the margins of society.<< Objectives >>The aim is to define the key needs of young people with fewer opportunities in order to facilitate their more inclusive access to society and help them be more competitive in the labor market. One of the main goals is to empower young people and point out their existing qualities, but also to encourage them to develop additional skills needed to compete in the marketplace, using content on the Web-Lab platform. The goal is also to create a large network of young people who will be a continuous support in sharing experiences, encouraging them to look for and reviewing new jobs, working on personal competencies, overall coping with the labor market and all possible obstacles that young people may face within educational or business orientation. It is also crucial that young people with fewer opportunities have additional help that they can seek at any time, with which it will be easier to find answers and motivation for further educational development through entertaining interactive content. By using the contents of the Web-Lab, young people can discover their desired business orientation or at least eliminate occupations they do not want to pursue. By providing a wide range of support to young people with fewer opportunities through a Web-Lab platform that is created exclusively to their needs, it allows them to more easily find their interests and positions in the business world. The aim of the project is to motivate and encourage all young people whit fewer opportunities and those who belong to vulnerable groups to become more actively involved in society and sucessfuly enter the labor market.<< Implementation >>The activities to be implemented through the project are ;1. 2 Focus groups and 2 workshops in each partner country = a total of 10 focus groups and 10 workshops2. A web platform is created which is the main product of the second project result3. Interactive contents are created; surveys, crossword puzzles, quizzes and webinars are recorded which are the main product of the third project result<< Results >>The results that will be achieved by the implementation of this project are:- Organized focus groups and workshops for young people with fewer opportunities in which the contentf or the Web-Lab platform will be precisely determined and defined.- Published one scientific article based on the results from the first project result (PR1)- Youth workers went to Latvia for a five-day training on digital competencies and know how to use the web platform and are additionally empowered to access and work with young people with fewer opportunities- The web platform was created and adapted to young people with fewer opportunities. It's free, fun, educational and always available. The Web-Lab offers a Forum through which young people can connect and thus create a network of young people from all partner countries with whom they will share their experiences.- Interactive content on the web platform provides assistance to young people in discovering their skills and qualities and provides educational or business orientation, as well as the opportunity to acquire and develop additional skills and competencies that are crucial for entering the labour market.

"""EFFECTS"": Experts for Families find effective concepts of training and support Context:The concept of ""family"" and - as a result - of family work is constantely changing in all of our societies. The great number of refugees from many different nations, cultural, ethnical and religious backgrounds is a challenge to family work in every participating country and is prompting discussions in our nations. The participating institutions realize, that all of us have to rethink our concepts of inclusion and family support. The participating organizations from Sweden, England, Bulgaria, Crotia and Germany are working througout their states and/or countries and develope concepts on how to best support (disadvantaged) families and youth, also families with migration and flight backgrounds. Because of their very different historical and cultural matrix they have developed varying perspectives and concepts/training programs in different fields of family work, that the partners profited from.Number and profile of the participants:1. Sweden, 2 representatives: The President of FEFAF, European Federation of Parents and Carers at Home, an umbrella organization with 19 member organizations in Europe and at the UN and nationally. A board member of the institution ""Haro"", that organizes seminars for parents, professionals and policymakers. Publishing magazines for members four times/year. 2. England, 2 representatives from Everton Nursery School and Family centre: The Headteacher, National Representative of Teaching School Council, the lead school within the North Liverpool Teaching School Partnership, working locally and nationally, one staff member. 3. Bulgaria will be represented by the Director of Tulip Foundation and two more staff. The organization enhances co-operation among civil society, the corporate sector, national and local authorities in Bulgarian to improve the quality of life and developmental opportunities for the families. Tulip Foundation provides grants, expertise and technical support, information, various trainings, opportunities for sharing experience and practices among NGOs on a national level.4. Croatia: The Youth Association Breza from Osijek was represented by their president, experienced in training youth workers, establishing innovative social services and the Director of Community Service providers centre. The organization Breza supports independent living for youth at risk and provides a counseling center as well as non-formal education of young people and professionals in a fields of LLL, culture and art, sustainable development with accent on multiculturalism, experiential learning and cooperative relationships.5. Germany is represented by: The lead partner, the Diakonisches Werk Baden in charge of more than 600 Kindergartens and family centres, an educational centre, cooperating among others with Protestant University of Freiburg, represented by two leading professors/researchers, and BAG, an organization implemeting the federal program ""Chances for parents are chances for children II"", a training programm for educators, social workers etc., supporting parents. Activities: Six meetings in five countries, visitations of best practice institutions, to better understand the rationales behind the concepts, reflect them and apply aspects to their own training programms and/or fields of work. These discussions and presentations were meant to be the basis for the reviews of the curricula of the partner organizations.Methodology: Presentations, discussions, viewing research/ teaching material; Documentations: photos, films, sharepoint; Results/long term benefits: The partners got a greater understanding of the social/cultural diversity, profiting from innovative methods of participative and inclusive training programs and practical social work in line with individual needs/needs of society. They had an opportunity to discuss new methods of working with disadvantaged, refugees and displaced families and youth. The output is influencing their training programms and daily work.Motto at the end of the project: Participation instead of activation!Common goals: - Empowerment and strengthening resilience of families- Focus on living and training an awareness of prejudice as a basis of building (transnational) relationships - Ressource-orientation as an essential for (re-)building positiv experiences in social work and personal development Recommendations: - Learning to view ourselves as professionals being part of the community of giving and taking.- Considering also the basis psychological needs of people as a starting point of social work! (Autonomy and self-determination; Competence and effectiveness; Affiliation/A sense of belonging)- Addressees should be viewed as partners in the process of the joint development of a community.- Educators, social workers, medical staff etc. should work together and try to find a common language. No ""lonely islands""!"

WORTHY aims to contribute to the need of modernise schools that has been detected in PISA 2015 results, looking at the decrease in basic competences, coupled with fast technological progress and globalization, and to make schools able to create conscious European citizens.“WORTHY-WORld wars Toward Heritage for Youth” aims to address these urgent needs by developing and testing an innovative approach whose main aim is to increase the motivation of 13-19 year old students to be socially conscious about their heritage and history.To engage even the most unmotivated and underperforming students, WORTHY combines customized studying path with digital creativity. Inspired by “Internet of Things”, which refers to the possibility of connecting the internet to the world of physical objects, we explored various solutions to “digitally augment” the experience of students while studying facts, connecting the physical materials (manuals, maps, photos, objects) to the digital world, into a “Living Hi-Story”: an intense-lived experience for young students who could participate, transform and augment what they found at home, asking their families to recover the stories of their grandfathers that took part to War, thus applying digital competences, collaborating with peers, developing new skills and, ultimately, being more engaged in recreate history. The project’s partnership – that is comprised by 7 partners from 5 different EU countries (IT, DE, PL, HR, GB) - was built upon a multi-stakeholders strategic partnership between schools and organisations active in different domains, but equally interested in the promotion of history studies and ICT tools application: ONGs, local education authorities, associations and e-learning private firms. The complementarity of profiles and expertise has allowed to maximize the project impact and has ensured high quality transferable results. Leading role was assigned to the Municipality of Vicenza (CVI), given its experience and qualified staff managing EU funded projects. Methodological expertise for designing a coherent framework for the WORTHY approach was brought by Progetto Mondo Mlal (MLAL), that has a long history in Europe and in other areas of the world in global education.Research and development for the WORTHY Platform was ensured by GRYD Ltd, specialized in designing of advanced e-learning platforms and interactive resources for students and teachers. The schools in IT, DE, PL and the Croatian youth association BREZA played a key role in this proposal and brought great expertise to design and develop the didactical resources and the practical lesson plans for teachers revolving around the WORTHY approach. They also offered inputs to partners in charge of other intellectual outputs, in order to design products in line with the needs and expectations of the target groups. Schools also led the pilot experimentation in their territories. CVI led the dissemination package and BREZA coordinated the quality assurance task.WORTHY project’s results: • WORTHY Methodological Guidelines (e-publication)• WORTHY web platform (OER) and toolkits (www.worldwars.eu), offering students and teachers online “ready-to-use” tools to augment the studying experience with rich media content• 24 practical and freely accessible lessons plans• 2 blended training courses for Augmented Teachers and on Parental Engagement.The resources were launched, pilot tested and widely disseminated across Europe, in spite of the difficulties generated by Covid-19 pandemic. The dissemination strategy – basically relied on 8 multiplier events organized in 4 countries - was oriented to reach the school sector, at first, as well as relevant stakeholders active in other sectors, such as public libraries, museums, universities, e-book and digital publishers, local organizations, “GLAM” actors, technologists and digital makers, citizens. The main identified impacts on teachers were: the increased competence in cultivating young students’ motivation and studying abilities; and a greater responsiveness to the needs of disadvantaged groups by developing, among others, competences in involving parents to support studying strategies. In the medium/long term these impacts will be sustained by the availability of multilingual OER, the creation of communities of Augmented Teachers, that favor networking and stimulate continuing professional development in this field.Lastly the main impacts on students were: the development of a positive attitude towards studying history as part of their citizenship education and greater motivation thanks to the attractiveness of the blended approach proposed, the social dynamics created and the support of parents. The impact will be amplified in the medium-long term by dissemination activities, carried out even after the end of the project, promoting the web platform that will generate a higher number of users, thus increasing the community and fostering an even higher engagement.

<< Background >>The project partners with the project proposal want to face an important challenge related to the NEETs skills and competences up dating and to foster their sustainable opportunities for employment, self-employment with a specific attention toward the future development and start-up of social and green entrepreneurship. By this project the partners will respond to their own needs related to acquire the most appropriate tools and outcomes to sustain their sustainable development. The main consideration done is related to the current unemployment rate among youth that represents one of the greatest global challenges. According to the World Youth Report more than 600 million jobs would have to be created over the next 15 years to meet youth employment needs. On the other hand, more than 30,000 individuals under the age of 30 from 186 countries indicated that climate change and the destruction of nature remain the biggest global concerns for young people around the world. In this context and taking into consideration the economic crisis generated by the covid-19 pandemic, investing in decent job creation in green and social entrepreneurial sector, as well as in digital education and training opportunities for the youth, will help them find their place and contribute to more prosperous and stable societies. The project is thought, designed and structured to full respond to the partnership’ needs and on the project target group’s needs, as following:Project matching with Partnership’s needs•To update and scale up the educational and training offers and opportunities in line with the current market need and demands and with the new priorities defined by Agenda 2030 for sustainable development•To develop and implement tailored actions and measures for NEETs skills and competences development (new training programs offers) that can full match the priorities settled up by the Agenda 2030 and by the program priorities, with particular reference to Inclusion and Diversity, Digital Transformation, Environment and fight against climate change, that full meet he partners development goals •To equip youth organizations with innovative working tools to invest in young people’s potential and social capital•To empower youth organizations with new educational tools and programs to better accomplish to their statement purposes•To develop new training programs, combining innovative curriculum and digital learning, matching the current and future sectorial market trends and demands for empowering skills and competences of young people•To acquire knowledge, experiences, best practices and different point of views, on the project topics, from different organizations at international level, in order to respond to the needs of development of new educational and training tools and programs that can be sustainable in terms of implementation in a long term perspective Project matching with Project target group’s needs•To respond to the needs of NEETs to access to digital education and training opportunities, allowing them to find then their job placement, contributing to more prosperous and stable societies•To tackle youth unemployment especially for NEETs by up skilling their entrepreneurial skills•To respond to the NEETs needs to acquire new competences and skills that can allow them to be employed or to start up their own business •To offer and give to NEETs key competencies needed to transform entrepreneurial ideas into start-ups with positive social, economic and environmental impact•To respond to the NEETs needs to have the opportunities to access to innovative learning practices as a response to the covid-19 by using an online educational toolkit•To respond to the NEETs needs to acquire a full awareness on the role and importance of the educational and training system to sustain their potentials and employments opportunities<< Objectives >>The project seeks to achieve important and relevant objectives related to updating youth skills (NEETs), to enhance employability and provide a skilled foundation to build a professional career or developing entrepreneurial opportunities with specific reference to those sectors, as social and green entrepreneurship, that currently much better respond to the identified youth’s needs and, at the same time, present higher possibilities of sustainable and effective development, also in connection with the priorities settled up by Agenda 2030. The project partners have defined concrete, effective and sustainable objectives according to their competences, to the youth needs identified and to respond to their expectations for professional and personal development. The project, with its actions, outcomes and results, on the end is intended to achieve the basic and fundamental results, in updating youth skills and competences, allowing them to engage in dialogue with various stakeholders to explore possible solutions for creating economically, socially and environmentally sustainable enterprises. In this context, the specific project objectives are: • To promote digital education among young people• To foster the acquisition of new competences by the NEETs trough online eLearning tools, especially supporting those ones that living in remote or rural areas, overcoming geographical barriers, full matching the program priority Inclusion and Diversity• To improve the social inclusion of NEETs, through the starting up of new social enterprises, full matching the program priority Inclusion and Diversity• To improve actions aiming at enhancing digital skills and competence development on NEETs, full matching the program priority Digital Transformation• To ingrain the green and digital transition in the DNA of the EU’S Youth • To support young people with key competencies needed to transform entrepreneurial ideas into start-ups with positive social, economic and environmental impact, full matching the program priority Environment and fight against climate change • To facilitate innovative learning practices as a response to the covid-19 by developing an online educational toolkit.• To promote practices based on the sustainable, smart and inclusive growth • To equip youth organizations with innovative working tools to invest in young people’s potential and social capital;• To create a space for European organizations to network and come up with clear ideas aiming at boosting up youth participation, social change and better understanding of the European values and conceptsThe total number of persons, who will directly and indirectly benefit from or will be targeted through the project activities during its duration, is moderately estimated at approximately 3000 young people.<< Implementation >>The CHANCE4YOU project is implemented by a consortium consisting of 7 entities with diverse features & documented relevant experience originating from 7 European countries (GR, BG, BL, HR, IT, RO, PL), full covering the requested competences, know-how and networking capacities for an optimal and successful project implementation, with the aim of enhancing and up skilling NEETs’ competencies, especially those who have social and environment consciousness by developing an e-learning toolkit and by incorporating digital tools in the learning procedure. The consortium will organize project planning management, implementation and evaluation functions and will increase knowledge generation by applying a logic model throughout the project. The Basic Logic Model that will be used in the CHANCE4YOU project development will define the following key five areas: Resources/Inputs> Activities> Outputs> Outcomes> Impact. These five key areas of the Logic Model will be applied to each project activity:1. Activities: The planned project activity and tasks to be accomplished will be described in detail2. Outputs: The desired/expected outputs that will be produced as a result of the planned activity will be specified. 3. Resources/inputs: Necessary data and resources to support the achievement of the activity. These include human resources, level of expertise, feedback and input from stakeholders etc. 4. Outcomes: Identification of the short- and long-term outcomes expected/desired for the activity. 5. Impact: Description of the long-term impact anticipated in local, national, European and international level as a result of the project, and how each activity will support the generation of this impact. Each output will be delivered by addressing the following stages: preparation, implementation, monitoring, evaluation and dissemination. The main project activities that will be implemented are based on the cooperation and collaboration of all partners throughout the entire project and will be organized in Project Activities (PA), as:PA1 Project initiation, Management and Coordination, to ensure a smooth implementation of all project steps and phases, is concerning the set-up of the project work plan and activities, the management and coordination (including monitoring, quality assurance and evaluation, of the correct, efficient and effective project activities implementation.PA2 Project Implementation that will include:•Project Result1 Good practices collection and analysis on innovative digital learning methods for green and social entrepreneurship•Project Result 2 E-learning toolkit for green and social entrepreneurship•Project Result 3 Web-based accelerator programPA3 Sharing and Promotion activities of the project results and outcomes, using the large networks of project relevant stakeholders that the partners have at regional, national and European level.<< Results >>The partners expect within the project implementation to achieve several relevant and strategic results and outcomes that fully meet the criteria of sustainability, efficiency and effectiveness, being conceived on the basis of responding to the identified needs of the project target groups and for partners planned objectives for development. The work methodology that will be applied, within the partners’ competences, know-how and motivations; will ensure the full achievement of the planned project results and outcomes. The achievement of the expected project results and outcomes, as whole, will make use of a range of cognitive and practical skills required to accomplish tasks by selecting and applying basic methods, tools, materials and information, to support and motivate project target groups (NEETs) that have the intention to develop social and green entrepreneurship. The expected main results are:•Report on analysis included best practices across Europe regarding digital learning for entrepreneurship•Development of an e-learning toolkit for social and green entrepreneurship •Creation of an online acceleration program •Creation of informative printed material (leaflets, poster etc.); •A Quality Assurance plan, covering the overall course of the project to make sure all activities are undertaken in an effective way, leading to the desired results based on the quality standards agreed upon among the partnership; •A Sharing and promotion Strategy, with detailed description of the dissemination tools and activities necessary to reach the target groups and a final dissemination activities’ report at the end of the project;•Feedback questionnaires from members of the target group who will be involved in the local events and training sessions; •7 Multiplier Events - Bridge Festivals (GR, HR, IT, BL, PL, RO, BG,) for the target group and project stakeholders in the framework of the sharing and promotion of project activities and results in each participating country; The most relevant project outcomes are:•Improvement of new learning opportunities with digital solutions to overcome Barriers linked to education and training systems•Foster social and green entrepreneurial motivation, skills and mind-set•Raise the youth's awareness of the various aspects of starting up and running a successful business and social enterprise •Raise awareness of benefits from the social and green entrepreneurship sector for society and the economy;•The adoption of digital and eLearning systems to overcome geographical barriers for young people living in remote or rural areas or in peripheral/outermost regions;•Creation of networking for young potential social entrepreneurs and collaboration with the business sector provide a comprehensive online learning environment combining theory, practice •Enhance digital integration in learning, teaching and education in various Open Education Resources and ICT applications •Integration of social entrepreneurship learning into the non-formal education and training system - enhance capacity within partner organizations to promote youth employment in the field of social enterprise •Raising public awareness on local development issues and reassessment of youth participation