The introduction of the new Erasmus + Programme has not been an easy transition for NGO’s within the European Union. It is substantially more complicated than the previous programmes and it requires a high level of background knowledge to be fully understood.Once the organizations manage to acquire all the necessary information about the new programmes the next challenges rise when they intend to implement it in their organizations. It requires a strong organizational capacity with competent project managers with advanced project management tools. Although there is a lot of material on different project management approaches, they are all designed for organizations that don’t require a 3rd party to finance their projects. This lack of Project Management Standards for NGO’s (or for donor financed projects) causes difficulties for organizations in their efforts to successfully implement the new Programmes.The aim of this project was to strengthen NGO’s capacities to take potent/influential actions in the frameworks of the Erasmus + Programme.The project entailed the following objectives:-To enable organizations to easily understand the Erasmus + Programme, the Europe 2020 Strategy, the ET 2020 and other important EU Policies;-To strengthen the organizations ability to address successfully the objectives outlined by Erasmus + Programme, the Europe 2020 Strategy, the ET 2020 and other important EU Policies;-To enable organizations to satisfy the needs of all of their stakeholders;-To provide organizations with efficient Project Management methods and standards that focus on efficiently aligning the EU Policies with local needs.The project was implemented in cooperation with other 3 partner organizations from Denmark, UK and Italy. The partners had extensive experience with working with previous EU programmes for youth and education and project management. The project entailed the following activities:- 4 transnational meetings (a kick off meeting, Seminar to agree on project management standards to be developed, a Revision meeting and an Evaluation meeting)- Research upon about the best practices with the EU Programmes, the EU Policies, Project Management Standards conducted by each partner;- Output Development: video explanation of ET 2020, EU2020, Renewed Framework, Project Management Standards and a number of tools useful in the project design and implementation.- 2 Learning mobilities for youth workers: first to test the outputs developed and second to train youth workers in their use. - Multiplier events: Each partner had organised multiplier events in their countries, disseminating the intellectual outputs developed. The project has developed a VAP philosophy for the management of projects under Erasmus+, youth sector. The philosophy outlines the need of creating value for the beneficiary organisation, the end-users and donor (European Union). The philosophy also outlines the evolutionary approach in creating change, as opposed to the revolutionary approach. Based on this philosophy, the project has a created a number of project management standards that help organisations acting in the youth sector to create value with their projects. The user-friendly videos and tools allow organisations to better align their organisational needs with the Erasmus+ objectives. The user-friendly materials give a concise understanding upon the Europe 2020, Renewed framework and EU2020, allowing the organisation to better integrate their objectives in to their Erasmus+ projects.

In the XXI century we face the need to strengthen the capacity of the society, allowing not only to adapt rapidly changing conditions, but also to become themselves the indicators of the changes, initiating new cultural, social and economic processes, discovering new ways to consolidate society and strengthen democracy. Encouraging citizens to participate actively in social and civic life is becoming increasingly important as a political priority at both national and European level. The main goal of European cooperation until the 2020 is to support the development of national education and training systems to ensure that all citizens, regardless of their personal, social or economic circumstances, would be able to acquire, update and develop job-specific skills for further learning, active citizenship and intercultural dialogue. A large part of responsibility of educating the creativity of young generation and developing an open civil society belongs to schools. They allow pupils to prepare to be an active member of civil society. As the maturity of solid civil society and preservation of national identity becomes the strategic direction of education, the education of citizenship is one of the most important goals in education system. According to the results of international research, there is a need to improve participation and initiation of community changes in the field of citizenship education. It is found that the majority of students think that civic lessons are boring, overloaded with theoretical knowledge, which are quickly forgotten and lack of practical activities, while teachers lack a knowledge of how to discuss about the political situation with students, helping young people to understand the processes of political life, to encourage young people to participate actively in the organizations of civil society, forming the concept of citizenship through the practical activities. It is recognized that one of the key success factors of civic education is creative, inspiring students and colleagues for joint activities teachers, having the support of school managers and colleagues. According to the different studies, some teachers are confused; do not have a clear internal orientation and self-confidence as education professionals, especially – as an appropriate examples of citizenships for young people. Citizenship is directed to the formation of knowledge, practices and values. However, values and practice are very hard formed when they does not meet the behavior and values of teacher. Only being a civic leader teacher will be able to impact the pupils. Hence there is a need to promote social leadership. Civic leader in the school is characterized by help, honesty, tolerance, civic engagement, initiative.Civic leadership in the school include:• Support to colleagues, especially for new teachers;• Preparation of special assignments to class for slower pupils;• The provision of suggestions for improving the activities;• A positive talking about school outside;• Innovative teaching and assessment;• Special attention to students with special needs;• Voluntary participation in the working groups, committees;• Intensive communication with parents, maintaining a constructive dialogue during meetings;• Support for pupils’ activities;• Other.Duties that surpasses the work of teachers is a fundamental element of efficiency of any school activity, has the impact for job satisfaction, achieved results and career. School manager also have the responsibility for their employees civil leadership. The leadership of school director is a key factor in leadership development for teachers. Therefore, school managers must demonstrate the support to teachers, be honest, evaluate their work and take care of their well-being as such behavior would increase teachers’ willingness to behave civilly. Leaders behavior appear to embody declared values and desired behavior of followers, who love and trust leaders, whose behavior is consistent with their words. On account of one of the most important education policy’s issues – the importance civic education quality as a general education curriculum of the goal of the project – to develop school leaders and teachers as civic leaders, strengthening their competencies, related to social attitudes.