•Context/background of the project;Open the Doors operates on the principle that potential NEET youth and NEET youth are indeed able to develop strong intellectual and learning capacity, given the proper opportunities and learning settings.Therefore, to create new capacity in NEET prevention to support the learning of 21st century competences among young people, the project addressed and worked with the professional staff in NEET settings, mostly teachers, social educators and youth educators, based on the project’s 5 future-oriented methodologies: real-life learning, learning in mixed realities, working with community, entrepreneurial initiative-taking and using creative technology. We wanted the capacity building of the educators to result from the interaction between such practical experimentation and the collective reflections systematically included in the project.The DOCUMENTATION of the project’s extensive capacity building among participating educators generated NEW KNOWLEDGE, on which formed the project’s final intellectual outcomes, offering rich didactic guidance to a wider audience of NEET prevention educators across EuropeOBJECTIUSThe main objectives of the project were:-To create new capacity in NEET preventions by working with the professional staff in the prevention provisions, mostly teachers, social educators and youth workers.- To innovate in the didactics of NEET prevention, linking youth interests with community needs and creating practical learning processes.- To build capacity among NEET to re-engage in learning, community and work.- To link this new experience to the education institutions responsible for training the new generations of teachers and youth workers.- To produce experience-based documentation to share among education institutions in order to unify the criteria in NEET prevention.The extensive, pan-European consortium brought together institutions working and struggling at the heart of NEET youth prevention and empowerment, professional and highly experienced knowledge creators at research level, associations with long-standing European records and solid network partners at European level. The inCOMPOSITIONThe partnership was composed of practice partners from Spain, Hungary, Portugal, the Czech Republic, Romania and the UK; knowledge partners from the UK and Holland and quality partner from Spain. The partnership composition met the original quality criteria through basing the partnership on practice partners from different countries, bringing in strong knowledge creators and supplementing the partnership with organizations experienced in networking and quality assurance.European-nessOne of the key criteria for establishing the partnership was strong participation from NEET provisions from countries with serious NEET youth challenges.Such countries are precisely: Spain, Hungary, Portugal, the Czech Republic, Romania and the UK.This participation offered the project a solid base for authentic experimentation and change – and for creating solid and useful knowledge.The consortium creation was based on the following profile criteria. Profile of the NEET prevention partners: worked directly in special NEET prevention facilities, or facilities in which NEET prevention is a key objective, either in late secondary or post-secondary settings,willing to participate in radical didactic change processes,able to engage a team of teachers or youth educators along the project,had the full support of the management,able to link to and share with local or regional teacher educations and/or youth worker educations or similar.Profile of the knowledge partners:able to create valuable knowledge from the didactic experimentation and transform this knowledge into documentation and policy papers; able to link the knowledge creation to state of the art research; open to experimental knowledge creation and engaging NEET youth professionals and NEET youth as co-creators of knowledgeProfile of the quality partners: capacity to pro-actively develop, manage and implement a solid quality programme and to offer critical project management supportIMPACTSome organizations changed the way we organize the activities with youth. They have learned to function with a new methodology that helps improve the input of young people. Teacher teams now are looking for new strategies to work with youth from the point of view of entrepreneurship.ACTIVITIES: 4 Partners meeting and 2 seminar to reflect.RESULT: www.openthedoors.eu and Guidelines for 21st century NEET prevention.

"BREATH AND KEEP CALM. -Background of the project. This project wants to integrate socio-emotional education within daily formal education to achieve a complete formation for the students in order to reduce the number of behaviour conflicts and improve the classroom atmopshere.The recognition of both own and other's emotions, how to express, use and control them, and definetely manage them in a positive way will allow the sudents to acquire asocial competences that will help them to keep good relations with other people, to live in society and to enjoy fully aware.-Objectives of the project. The main objective of this project is to decrease the number of conflicts that we register in our schools between pupils. On one hand, our purpose is to develope strategies and resources that allow our students to go deeper in their personal knowledge and to be competent in the managment of their emotions. We are convinced that by improving the living mood among the students we will flavour the improvement of their academic performance.By the other hand, teachers will have more strategies to solve conflicts and can give children spaces to relax and calm down when they are angry or a bad behaviour.-Number and profile of participants. In this project will be involved f our schools from different countries: Poland, Romania, Italy and Spain (the coordinator school).-Description of activities. All the activities are thought with the purpose of giving children tools, places (multi-sensory room and playground) and strategies for connecting them with their emotions and how to manage them. Most activities will have English as a vehicular language, so children will also improve their skills in a foreign language.Most activities will be included in Arts, Music and P.E. curriculum.There are some activities that are strong related to ICT and social nets, so pupils and teachers need to use them as a tool of communication and a source of knowledge. The purpose of using ICT is to connect easly teachers from different countries in real time and promote communication and collaboration between partners. (teachers and pupils).-Methodology used. Innovating solutions for teaching , focusing on the process of educating children as a encouraging task of making them THINKING and ACTING, to be aware of what they learn. This project is based on cooperation and collaboration, also as consensus between all the partners in the activities and the methodology used on it. The most important methodologies used are: total physical response, natural approach, immersion in English, suggestopedia and creative education.Methodologic and curricular changes we raise now will need further developing until building a school path we are plenty identified with. Therefore, this implies the following evaluation and the introduction of corrective measures as the project goes ahead and should also ease the creation of new didactic materials which could be used not only by our partners but also by other education centres.-Description of the results and impact.""Breath and calm down"" project is a long-term project, even though it may result in immediate products and actions throughout these two years of development. The most important evidence will be the drecreasing number of behaviour conflicts, reflected in the behaviour grid that each school will create and update. The creation of multisensory places where children can relax, calm down and express their emotions such as a multi-sensory room and a multi-sensory playground will keep in time as a resource of managing emotions and the bad behaviour.The curriculum lessons programmed during the project will be included in the curriculum of each school in the areas of Art, Music and PE, and also as cross-curricular lessons that will give to teachers and children an approach to their emotions and feelings, and how to express and manage them.The classroom atmosphere will improve and children will feel the school as a place where they can live together without conflicts and a safe place to share and express their feelings and to grow as persons in a global world.-Dissemination Erasmus+ platform. The dissemination of the Erasmus+ project will be done in several paths: on one hand the activities and the project will be in the Erasmus+ platform and all partners will share their activities and knowledge in the e-twinning services. On the other hand, head-teachers will be the responsibles of spreading the project in the media (tv, radio, newspapers...) and to show it to the Educational Department of each country.The person designed by each school to update the website of the project will keep in touch with the coordinator school to disseminate the activities done during it. The website will keep active further the two years of the project."

"Since 2008, the EU economy has experienced the deepest, longest and most broad-based recession in its history since the 1930s (European Commission 2009).The average youth unemployment rate in most Member States is more than twice as high as the rate for adults. Almost 5.4 million young people under 25 are unemployed in the EU-28 (EC May 2014), representing an unemployment rate of 22.8% i.e. more than one in five young European job-seekers cannot find a job. 7.5 million young people aged 15-24 are not employed, not in education and not in training (so-called NEETs).More than half of young people without jobs say they simply can’t find one, while businesses across Europe insist they struggle to find young people with the skills they need. One reason for this is the failure of employers, education providers and young people to understand one another, they operate in ""parallel universes"" (McKinsey 2014).A set of European benchmarks, agreed by Member States for 2010-20, include that that lifelong guidance should be embedded into lifelong learning and employment strategies. However although teachers, trainers and counsellors are skilled people in their own area of expertise, they lack the knowledge and competence to embed careers guidance into the learning process. The CAPE project aimed to address this situation by bringing together good practices in employer engagement from across Europe and through the establishment of employer forums and networks, encouraging VET providers and second chance schools to improve dialogue and activity with enterprises. The CAPE consortium aimed to share good practices from across Europe and across sectors (VET , second chance and informal learning)to ensure teachers, trainers and counsellors have the necessary knowledge and skills to support young people to develop career management skills (CMS). CAPE trained teaching staffs, improved links with employers and developed resources to support and improve careers advice and guidance given to young people at risk of ESL.The CAPE consortium consists of 9 partners from Poland, The Netherlands, Hungary, Romania, Italy, Cyprus,Spain and Portugal, all who are experienced VET providers or specialists in second chance education and have experience of working with young disadvantaged people who are NEET or at risk of NEET. The CAPE partnership set up employer forums and networks to bring together education providers and enterprises, conduct research on existing good practices and a training needs analysis of teachers & trainers. A training the trainer programme was developed and was tested among the partnership. The accompanying Training Handbook and teaching/learning resources will support the teacher alongside an e-learning platform and Employer Engagement Handbook. The expected impact is an improvement in teacher/trainer competence and knowledge of the job market and current career options, enabling young people to develop career management skills and make better career choices. The long term benefit is that lifelong guidance will be embedded into life-long learning."