<< Objectives >>We want to develop a mindset where sciences and humanities are integrated, establish its theoretical background, and translate it to a practical level to be implemented in schools. We want to create supporting materials for teachers on scientific and social phenomenon, which can be used both in scientific and humanities subject-teaching. Meanwhile we want to support a shift in teachers’ attitude to facilitation of learning. Finally we want to mainstream it through dissemination activities.<< Implementation >>Apart from PM, we’ll have three WPs focusing on material-development, and one on implementation and impact. We’ll conduct a research on the project concept, organize an international training for teachers on the use of results, and organize piloting in schools – teachers will pilot supporting materials, students the Folk Tale Boxes methodology and participate in mentoring and meeting with scientists. We will do dissemination activities (organize workshops, a conference, create a website, etc.).<< Results >>We’ll write an e-book for experts and the wider public on the connection of social and scientific subjects in education. We’ll develop Folk Tale Boxes as a self-support tool for students. We’ll create subject-level supporting materials for teachers. We will create a training curriculum for teachers on the use of our products. Teachers will develop an integrated view of scientific and social subjects and can help their pupils to be more responsible toward the environment and civic matters.

The project NAURU GAME for Active Citizenship of Youth was developed to equip educators with an interactive Internet game (New Shors – a Game For Democracy) for increasing participation of youth in tackling the greatest challenges of our century (collaboration towards increased sustainability, climate change mitigation and respect for democratic values). Unlike traditional lecture-based approaches to education, it offers a playful environment for exploring the existing interconnections in the complex global socio-economic and environmental systems. The main priority of the project was to promote empowerment and active citizenship of young people (aged 13-30) by engaging them in an immersive multiplayer Internet game that requires critical thinking, active decision making and communication. Furthermore, the project aimed at promoting open and innovative game-based education and related training for youth workers, embedded in the digital era. The project was implemented from February 2017 to January 2019 by three partners active in the field of innovative non-formal education and systems thinking approach, that is, the Centre for System Solutions (Poland), the Rogers Foundation for Person-Centred Education (Hungary) and TANDEM n.o. (Slovakia). The project assumed two main target groups: 1) direct: educators and other youth leaders willing to use an innovative Internet game in their daily didactic practice, and 1) indirect: young people aged 13-30 (pupils of primary and secondary schools, university students, scouts, etc).The project results include the New Shores – a Game for Democracy, a Methodology Guide for educators, an E-learning platform that hosts a 9-step e-learning course for educators/moderators and a series of supportive Educational Materials (game-based Workshop Scenario, a video tutorial for moderators, instructions for players and moderators, etc.). So far, the game has been tested by 60 educators from Poland, Slovakia, and Hungary. Moreover, 148 educators from the same countries have been trained during face-to-face events in how to prepare and organize game-based workshops in their classrooms. Another 335 users have registered an account on the e-learning platform and gone hrough the e-learning course. As a result, 483 educators altogether were introduced to and/or trained in using their game. The vast majority of them admitted that they believe that the game-based approach to education is effective and attractive to youth and that they feel confident and encouraged to exploit its potential in their classrooms. The project contributed thus to professionalization and up-skilling of educators, especially in reference to their ability to use digital tools in their didactic practice. In addition, the educators recognized that the game has a huge potential to support the youth in gaining or developing selected Key Competencies for Lifelong Learning, namely, social and citizenship, mathematical/science/logical and entrepreneurial ones.

"We are in constant movement. So is the world, and indeed, so is our knowledge about ourselves and the world. This is why we think it is crucial to prepare the new generation for a life where travelling is not only a means of transportation, but a way of being, a way of learning. To prepare them for a life where it is acknowledged that being on the road (taken this expression from Jack Kerouac) does not only lead to new places in the world, but it also leads to new places in ourselves. Where being open to otherness comes naturally, regardless if we find the otherness in cultures, worldviews, habits, rituals, genders, religions, or in ourselves. Where the belief in humanistic, Rogerian values is fundamental, and where we can feel at home wherever we find human relationships. Where we can allow ourselves to change while keeping our integrity. We put travelling in the focus. Already the moment when we leave our home for some other places contains EQ elements.The main objective of our project is to develop innovative educational materials that supports the vision above. These will prepare youth educators for putting personal development in focus in their work, and teenagers for mobility, to experience their European identity and to feel free yet safe far away from home and from their parents. By focusing on developing competences such as resilience, authenticity, acceptance, problem solving skills, open and nonviolent communication, we hope teenagers would begin to see problems as challenges, difficulties as opportunities to learn, and conflicts as possibilities to gain understanding about themselves and the other. We would like to contribute to this shift in attitude.The partnership consists of 3 organisations: Rogers Foundation from Hungary, TANDEM n.o. from Slovakia and Active Citizens Partnership from Greece. By working together we are going to enrich each others alread existing practices, while each partners bring in their own experiences. We plan to operate on a participatory basis, utilizing each organisation's unique take on our common topic. We plan to organize 5 transnational meetings evenly distributed throughout the project lifetime to ensure smooth management during the 26 months-long project.We plan to develop four intellectual outputs in the project, whih are the following:- a Complex Curriculum that serves as the intellectual source for the rest of the IOs that are the implementations of the curriculum in various ways. It will be built up as a traditional school curricula, but with different learning goals, and therefore not restricted for use in schools - it will be transfarable to all sorts of settings where young people act as participants.- a Methodology Handbook for educators that provides the theoretical background of our approach and collects practices, exercises and games. It would help to shape the attitude of educators who are more used to traditional frontal teaching methods. Thematically it will consist of activities that regards to travelling and mobility, and their focus will be on self-development and self-reflection (such as: When you travel, what do you leave behind?""). Therefore it is not necessary that the young person, who is the final recipient of this should have an actual travel experience, but it is a bonus if the exercises can be used referring to actual experiences.- IO3 is a Training Plan for educators. It involves a) the development of a modular trainer curriculum, b) pilot trainings amongst the partner organisations and c) follow up online support of the trainees. It will build on the exercises collected in the Methodology Handbook, and will have a detailed description of a 30 hours long training course.- IO4 is an online learning environment for teenagers for developing social and communication competences in gamified ways via videos, tests and online games. It would also offer a range of methodologies how a trip of any kind can be turned into a learning process where the environment provides the subjects to learn about.Apart from developing these materials, we will organize two sets of local Multiplier Events: stakeholder meetings to present the Handbook, and local workshops presenting mainly the Training Plan, but all other 3 IOs as well in all three partner countries. We are also going to organise an international training event, where we pilot the Training plan, collecting feedback from participants to ensure maximum quality. We expect to reach at least 150 educators and 60 teenagers directly through our activities, and an additional 2000 people indirectly through small scale dissemination activities and the multiplying effect of our participants. By including mobility in the discussion of education, we hope to contribute to building an approach of working with young people that fits better with the requirements of the 21st century, and support young people in becoming more open, resilient and brave - which consequently leads to a more harmonic Europe."

This project aims to test, create and develop the use of theatre and drama within the curriculum for young peoples employability and job skills training experiences. The project will create an innovative strategic partnership, within the UK, which will bring together voluntary, statutory and private sector youth workers and trainers, who support young people's employability and social inclusion. Theatre and Drama will allow them to be more active in learning , and will show young people how to create a successful career or become more motivated. we will create a strategic partnership of other youth organisations, training providers and colleges, who will use Theatre and Drama within their own strategies for supporting young people. The youth workers and trainers, will be trained in our new innovative approaches and embed it within their own organisations. This will create a new approach and have significant and ongoing impact for young people's key competencies, and their employability and labour market skills. we aim to test and create a curriculum incorporating Theatre and Drama, to enhance and increase the employment skills of young people. We aim to increase the awareness of Drama within schools, teaching staff, trainers, and youth workers, as an employability tool, and roll out the new curroculum and approach within the partner countries (and wider EU community). We will Specific objectives of our Strategic Partnership will be to: 1. Exchange new best practice in Poland, Hungary and UK;2. Create a new Network of youth work and tutors in London to develop best practice in using Theatre and Drama in the learning offer; .3. Develop and deliver new or innovative youth work training materials and methods, using Drama and Theatre; .4. Promote the recognition of skills by referencing them to European and national qualifications frameworks and using EU validation instruments such as Youthpass.5. Co-operate with local statutory bodies in the UK, Poland and Hungary to embed good practice in learning;6. Build relationships among youth organisations and other organisations active in education and training as well as the job market in the UK.7. Provide short term training exchange (10 day training events) for 30 Tutors/Youth Workers, to learn new skills; 8. Run 2 x annual, 10 two hour workshops for staff, tutors, youth workers and professionals in Drama and Theatre curriculum and activities9. Create a new Toolkit and Handbook on Drama and Theatre within employability skills courses, in Polish,Hungarian and English 10. Launch and disseminate the new Curriculum across partner countries and EU.

<< Objectives >>The goal of this project is to strengthen the agency of women, who are reentering the labour force after years of being stay-home mothers by providing resources for them and their social workers and counselors. There are already available methodologies developed for other fields of career and life coaching, which can be adapted to this target group: these are symbolwork, folk tale work (“meseterápia”), and also playwork, which is not a coaching tool, but can help in the work-life harmony area<< Implementation >>We plan to:- develop an online training curriculum for counselors and trainers working with women, including modules that can be implemented directly with the stay-home women. - collect and develop a resource guide on the methods as a part of the training material -run a transnational training-of-trainers event for the trainers of the participating countries for 5-5-5 people from each country -run 30 hours of national online training events for women and counsellors (30/country)<< Results >>- Self-help resources available for women in folk tale and symbolwork- tools available for counselors and trainers of women in folt tale work ,symbolwork and playwork- 15 experts trained transnationally- 90 local counsellors and women trained (30 per country)