Public Dialogue Training based on The Norwegian Nansen

• asdf:
• sd
• fas
• df

de lunes a viernes

de 17:00h a 20:00h

Project start date: 01-09-2018

End date: 31-08-2020

This strategic partnership has been created to achieve the objective of equipping adult trainers and adults with new knowledge and tools for them to start developing innovative and sustainable projects in a collaborative way; this will also foment entrepreneurship and social inclusion among local citizens.

Specific objectives:

1.To design a new and innovative Dragon Dreaming Methodology: This will be done by sharing the best practices.

2.To create didactic materials in which adult learners and adult people can acquire the Dragon Dreaming Methodology in an easy way. Intellectual outputs: interactive book+ film (15 short videos)

3.To transfer to European countries the Dragon Dreaming Methodology through an effective dissemination campaign

What causes a new project to fail are insufficient confidence level and inadequate or non-existent tools and methodologies. Dragon Dreaming methodology clearly provides solutions for the organisations to solve this problem.

Regarding participants, after their participation, they will be more empowered and motivated since:

-they will gain the ability of creating and managing sustainable projects putting into practice new Dragon Dreaming tools and skills

-they will prove especially useful for working on topics such as inclusion of adults with fewer opportunities.

testando testando

The main activities in the Project include:

(a)We will carry out 2 transnational meetings, attended by 2 persons from each entity (project coordinator+dissemination coordinator):

-Kick off meeting in Spain.It was planned for September 2018, but we did it on October.

-Evaluation Meeting in UK. Planned for July 2020

-Mid-term meeting (by Skype)

(b) Intellectual outputs

The best practices exchange will be the basis for the creation of a new Dragon Dreaming Methodology with more inclusive, motivational and entrepreneurial features. Adult trainers and adult learners will have an easy way of learning this new methodology through an interactive book and a film (intellectual outputs) which will be created by our strategic partnership.

(c) Three learning activities:

c.1) A3-day participatory visit in UK where CRINNOVA will share best practices on inclusion

c.2) A3-day participatory visit in Finland where Learnmera will share their good practices, initiatives and programmes about motivation and entrepreneurship for adults.

c.3) A10-day course in Spain will be carried to test the effectiveness of the methodology and the interactive book. It will be attended by 10 participants of each entity, who will learn and experience a participatory and creative technique for project design and entrepreneurship called “Dragon Dreaming”.

(d) Multiplier events:

Celebration of one conference per country, followed by a workshop. 40 attendees per country, relevant stakeholders +  mass media.

1. e) Other supplementary activitieswithout specific budget:

e.1) The knowledge and tools acquired during the course will be further transferred onto other adult trainers and adult people through internal workshops, which will be organized by the direct participants of the training. This, along with the new methodology and intellectual outputs, will result helpful in the new project creation activities which will be carried out by local society members.

Each organisation will carry out 4 internal workshops (1 Phase each workshop: Dreaming, Planning, Doing and Celebrating) in which they will create projects that will go through these phases. These new projects will look forward to having a positive impact and benefit the adult and our society.

No. of projects done by adult participants and trainers (at least 1 for each entity)

e.2) We will carry out a dissemination campaign involving the participation of main stakeholders to maximize the exploitation of the results and intellectual outputs (interactive book and film).  (At least 67 entities contacted per country).

CRINNOVA Solutions Ltd

Coordinators: Rajesh Pathak and Christine Lawrence

Intellectual Output developers: Spela Res and VaishaliPathak

Saffron McMahon

Gabrielle Appiah

Associated partners:

*Asociación de Costarricenses en el Reino Unido

*The Poppy Factory.

*International Alert

*The People Tree Foundation

Permacultura Cantabria

Coordinators: Oscar Argumosa and Carmen Solla.

Intellectual Output developers & Dragon Dreaming trainers: Julia Ramos and Beatriz Gallego

Translation and Support: Silvia Abascal:

Associated partners:

*Cantabria University

*Adult Service Agency

*Agency for the promotion and development of the Pasiegan Valleys

LearnmeraOy

Coordinators: Veronica Gelfgren and Julia Bazyukina

Intellectual Output developers: InêsMessias and Marja-LiisaHelenius

Associated partners:They will involve at least 3 entities

Participant’s selection, preparationand recognision

Participants Selection: The entities involved will prepare a call of participants in which each organisation will select the final group of participants (adult trainers) and the adult leader in their country. Each entity will carry out the following tasks:Preparation of a Call of Participants, Dissemination, Selection and Results Notification

Participants Preparation:

The hosting organisation will be responsible of logistical preparation during for learning activities: Arrange participants’ accommodation, Kitchen Service, Risk Prevention (Safety and Protection Measures), Preparation of Participants, Transportation Management during the activity.

**Linguistic Preparation: As speaking English is one of the requirements the participants must comply, each organisation will support them to issue the Europass Language Passport. In this way, we will be able to analyse their English level in order to see if someone needs additional English assistance before the activity. Each organisation will be responsible to provide English Classes or/and tools for those who require to increase their level before their travel.

**Pedagogical Preparation:

Preparation regarding the project- We will send an info pack that includes a project summary and course programme to each organisation. A meeting in person will be held, so the adult trainer project coordinator from each organisation can explain the participants all the details regarding the project and the course in Spain.

Preparatory Meetings- The adult trainer project coordinator in each organisation will arrange all the necessary meetings with the participants in order to prepare all the tasks of the project.

Participants involvement and recognision:

After learning activities, adult trainers and adult leaders taken part on mobilities should conduct the internal workshop.

We will issue the following certificates for participants:

– EUROPASS MOBILITY DOCUMENT(after the course)

-Europass Language Passport (each participant should get one before learning activities)

– Attendance Certificate (at the end of each mobility)

O1: DRAGON DREAMING INTERACTIVE BOOK

The  interactivebook will be between 70- 80 pages long.

It will explain the Dragon Dreaming methodology for adults and adult trainers and it will be comprised of 7 units:

**Unit 1: Developing a new business culture: Win-Win-Win

**Unit 2: Systems Thinking

**Unit 3: Systemic Leadership

**Unit 4: Collective intelligence

**Unit 5: Participatory co-creative methods and tools

**Unit 6: Succesfull projects need strong teams. The 4 personality archetypes and their importance.

**Unit 7: The Great Turning: Creating a Sustainable Future

The final product of the output will be an interactive book in English, Spanish and Finnish.

This interactive book will include multimodal features such as sounds, animations, videos, etc.

The interactive book is a good solution for catching adults’ attention to read the whole book and motivating them to start a new successful sustainable project.

Task distribution:

Leading organisation: CRINNOVA

The writing of the interactive book will be collaborative.

We will proceed with the interactive layout of the booklet.

During the participative visit to Spain, the book will be evaluated and tested.

After having the final version of the book, each entity will translate it into its native language

O2: DRAGON DREAMING FILM

Duration: 75 min approximately.

The movie will present how to use the Dragon Dreaming method to foster entrepreneurship or design a project in a sustainable and successful way

The film will be composed of 15 short didactic films approximately covering the following topics:

1. Introduction to Project Design.

1.1. History, Culture and Tools of Dragon Dreaming.

1.2. Deep listening and  Charismatic Communication.

1.3. Dragon Dreaming Wheel: 4 phases.

1.4. The DD Wheel in 12 steps and force field.

2. Building teams.

2.1. Self organized groups.

2.2. What’s a group?

2.3. Knowing us better.

2.4. Project curve and motivation team development.

3. Planning projects I.

3.1. Knowledge of Dragon Dreaming.

3.2. Dreaming circles.

3.3. Set goals.

3.4. Meta goal of the project.

4. Planing projects II.

4.1. Work planing. Karabirt 1.

4.2. Work planing. Karabirt 2.

4.3. Budget creation.

4.4. Regenerative economy and Fundrising.

5. The pase of Action-Theory.

5.1. The pacific warrior: 7 things we can do for change the world.

5.2. Action and Supervision theory.

5.3. Roles and participatory leadership.

5.4. Celebration.

6. Group Dynamics.

6.1. Facilities, conflict resolution.

6.2. Team work space.

6.3. Group process

6.4. Get the results from the feedback and learning process.

7. 21st Century Organisations.

7.1. Check-in- Check-out.

7.2. Innovation in people and organisations.

7.3. Innovation and sustainability planning.

7.4. Systemic organisations.

FINANCIAL CONTROL

*Permacultura Cantabria will be responsible for financial control.

*Each partner must report their expenses at the end of each month with supporting documents (scanned invoices issued to their organisation) to Permacultura Cantabria.Thus, we can plan possible revisions between budget items.

*Original documents may be requested during the controls, the Partner is liable to submit original copies of the documents and to keep accounting reports.The Commission may carry out inspections or evaluations within 5 years as of the date of application of the contract and the date on which the person is paid (as the total budget exceedsEUR 60 000).

*Partners are allowed to adjust the estimated budget by transfers between the differentbudget categories. The Coordinator and the Partners are allowed to transfer up to 20% of the funds allocated for project management and transnational project meetings, intellectual outputs, multiplier activities, learning/teaching/training activities and exceptional costs to any budget category except project management and implementation costs and exceptional costs.

Transfers may result with 20% increase at most on the amount set out in the following table. Approval of the Coordinator is required for each budget transfer.

*If any deduction is made in the budget due to a failure by the partner to fulfill its obligations and/ or of a negligence, this amount shall be deducted from the budget of the partner.  In case the next payment to be made does not suffice for the deduction, the Partner hereby accepts and undertakes to make this payment in cash.

The Project runs for 24 months starting on 01/09/2018 and finishing on 31/08/2020.

Progress report:

By 31/03/2019, the coordinator must complete a progress report on the implementation of the Project, covering the reporting period from the beginning of the implementation of the Project specified in Article I.2.2 to 01/03/2019.

Interim report:

By 01/10/2019, the coordinator must complete a progress report on the implementation of the Project, covering the reporting period from 01/03/2019 to 01/09/2019.

*Within 60 days after the end date of the Project, the coordinator must complete a final report on the implementation of the Project, and, when applicable, upload all project results in the Erasmus+ Project Results Platform (research, etc).

*The coordinator must use the Mobility Tool+ to record all information in relation to the activities undertaken under the Project, and to complete and submit the Interim and Final reports.

*All requests for payments and reports must be submitted in English.

1. Project management and implementation

– Triggering event: the event that conditions the entitlement to the grant is that the beneficiary implements the activities and produces the outputs

– Supporting documents: proof of activities undertaken and outputs produced will be provided in the form of a description of these activities and outputs in the final report. In addition, outputs produced will be uploaded by the coordinator in the Erasmus+ Project Results Platform.

– Reporting: on behalf of the Project as a whole, the coordinator must report on the final distribution of funds and on undertaken activities and results.

1. Transnational project meetings

(c) Supporting documents:

– For travel taking place between the sending organisation and the receiving organisation: proof of attendance of the activity in the form of a declaration signed by the receiving organisation(attendance certificate in annexes).

-Proof of attendance of the transnational project meeting in the form of a participants list signed by the participants and the receiving organisation(in annexes)

– Detailed agenda and any documents used or distributed at the transnational project meeting.

1. Learning, teaching and training activities

(c) Supporting documents:

– Travel

*For travel taking place between the sending organisation and the receiving organisation: proof of attendance of the activity in the form of a declaration signed by the receiving organisation specifying the name of the participant, the purpose of the activity, as well as its starting and end date;

* In case of travel from a place different than that where the sending organisation is located and/or travel to a place different than that where the receiving organisation is located which leads to a change of distance band, the actual travel itinerary shall be supported with travel tickets or other invoices specifying the place of departure and the place of arrival.

(ii) Individual support – Proof of attendance of the activity in the form of a declaration signed by the receiving organisation specifying the name of the participant, the purpose of the activity, as well as its start and end date;

1. Intellectual outputs

Beneficiaries must not subcontract any activities funded from the budget category Intellectual outputs.

(c) Supporting documents:

-Proof of the intellectual output produced, which will be uploaded in the Erasmus+ Project Results Platform

-Proof of the nature of the relationship between the person and the beneficiary concerned (such as type of employment contract, voluntary work, SME ownership, etc.), as registered in the official records of the beneficiary. In all cases, the beneficiaries must be able to demonstrate the formal link with the person concerned, whether he/she is involved in the Project on a professional or voluntary basis. Persons working for a beneficiary on the basis of service contract (e.g. translators, web designer etc.) are not considered as staff of the organisation concerned.

-A time sheet per person (in annexes), identifying the name of the person, the category of staff (see the tables below), the dates and the total number of days of work of the person for the production of the intellectual output.

(d) Reporting:

On behalf of the Project as a whole, the coordinator must report on the activities undertaken and results produced. The coordinator must include information on the start and end date and on the number of days of work per category of staff for each of the beneficiaries cooperating directly on the development of intellectual outputs.

1. Multiplier events

(c) Supporting documents:

– Proof of attendance of the multiplier event in the form of a participants list signed by the participants specifying the name, date and place of the multiplier event, and for each participant: name and signature of the person, name and address of the sending organisation of the person (if applicable);

– Detailed agenda and any documents used or distributed at the multiplier event.

(d) Reporting:

– On behalf of the Project as a whole, the coordinator must report on the description of the multiplier event, the intellectual outputs covered, the leading and participating organisations, the venue of the meeting and the numbers of local and international participants

– In the case that the beneficiaries do not develop the intellectual outputs applied for and approved by the NA, the related Multiplier events will not be considered eligible for grant support either.

On the 17-18th October 2018 took place the first transnational meeting in Ramales de la Victoria (Spain) to officially start the Erasmus+ project:

Permacultura Cantabria hosted the kick off meeting, which was attended by representatives from 3 European entities.

The main aim of this strategic partnership is to equip adult trainers and adults with new knowledge and tools for them to start developing innovative and sustainable projects in a collaborative way; as well as fomenting entrepreneurship and social inclusion among local citizens.

This will be achieved by designing a new and innovative Dragon Dreaming Methodology, creating didactic materials to facilitate the learning process and making an effective dissemination campaign through European countries.

SEE FULL PRESENTATION

FULL PRESENTATION

DETAILED AGENDA FULL DOCUMENT

Project start date: 09-04-2018

End date: 08/10/2019 

The objective of this strategic partnership is, through the exchange of good practices, is to discover advanced tools which tackle some of  the refugees needs that live in Europe, with special regard for those originating from Syria. 

Specific objectives. At the end of the project, youth workers that participate in it can expect to have: 

1.Enhanced their insight about the displaced people’s circumstance in the three nations included, including the location of their principle needs.

2.Adapted new procedures to convey business enterprise to youth and youthful displaced people.

3.Learned, rehearsed and demonstrated to accomplishment in activity layout and usage.

The normal effect of the project incorporates a superior learning and attention to the truth of the youthful evacuees living in Europe. Participants will also have their entrepreneurial abilities reinforced in the regions of project application, gather help, initiative, looking for financing and utilization of new advancements, in addition to other things. The consequences of our staff’s ability building will be reflected in the formation of higher quality projects in general, and in the production of a particular K2 project that will be submitted in 2020 (now October 2019). 

The main activities in the Project include:

(a)The acknowledgment of two transnational meetings, in which the working arrangement will be reviewed and we will assess the current situation of the project.

– The kick off meeting in Poland

– The final meeting in Spain

(b) Two learning activities:

b.1) The first will be a 3-day participatory visit to Turkey, in which the guests will find out about the displaced people’s issues on their entry to Europe. (C1 was eliminated by the Spanish NA)

b.2) A 10-day course in Spain (Dragon Dreaming) with the assistance of 19 participants, whose goal is to learn and encounter a participatory and imaginative strategy for project outline and enterprise. The strategy of the course will associate each hypothesis lesson with pragmatic cooperation to mutually characterize the key ranges expected to begin composing an sustainable activity (targets, extend objective, arranging tasks, planning, economy and gathering pledges) and engage and motivate the participating team (facilitation, conflict management, reflection and constructive feedback, innovation, creativity and collective intelligence). The contents will be: 

M1. Introduction to the project design. 

M2. Building teams. 

M3&4. Planning projects. 

M5. Partners’ experience with refugees and digital tools. 

M6. From planning to action. 

M7. Group dynamics. 

M8. Social entrepreneurship. 

Before the activities start, participants will be called in to at least two meetings. 

1.The first meeting will be informative. It will review the project and how they can participate in it. They will also be given the documentation about the project (the proposal, the learning objectives established for each activity, the info pack prepared for the other entities if this is ready) so that they can study it calmly, and a file to fill in with their data to be able to manage the purchase of their tickets. In addition, they will be given a hands-on demonstration to learn how to use the free language learning platform «50 languages», so that they can become self-taught in English (the working language) or in Spanish. Finally, it will focus on their responsibilities and tasks, having to sign, at the end, a commitment document that ensures active and quality participation by each participant. 

2.Three months after the kick off meeting, there will be a follow-up meeting with the participants to review the progress and possible difficulties that have arisen in the performance of their tasks. Participants will receive all the practical information that they need to know, in order to guarantee a pleasant stay, during the activities (objects they should bring, a description of the situations they may encounter and of the accommodation place, etc). They will also be asked to prepare the necessary material to take part in the exchanging activities. This will allow the participants to play an active role during the visit and the training course.

3. The final evaluation meeting with the participants on the activities will take place during the training course in Spain, so that their impressions can be gathered before the end of the course. Participants will also be encouraged to participate in the new project writing that will be done in the next year.

-Youthpass: Permacultura Cantabria will contact participants, six months after the activity, in order to check if they printed the certificate. If they didn’t do it in their organisations, they will send a certificate, offering them the possibility to fill it, whenever they want.

-Europass Language Passport: As one of our needs is that our staff work on their language skills, we also plan to encourage participants to create and fill out the Europass Language Passport after the learning activities, which is available on the Europass website.

-European Health Card: all participants must get it before the mobility

Permacultura Cantabria 

Main tasks: 

1.Project coordinator: financial, schedule and quality control, as well as reporting.

2.Preparation and implementation of the course and the final meeting in Spain (maybe a conference).   

3.Promotional video edition. 

– Oscar Argumosa: President of Permacultura Cantabria.

He is an entrepreneur, founding two NGO’s (Permacultura Cantabria and PASOS) and an architecture SME (Bitectura). In the last three years he has created the electronic platform “Reserve-me” (https://reserve-me.com/) for the dissemination of training, leisure and wellbeing activities, he has designed and rolled out a Master in Emotional Management; and has coordinated more than 21 European projects. He is also a guest speaker to a number of universities and regularly collaborates in developing social programs with local institutions.

In this project, he will design and coordinate the training course in Spain. He will be the spoken person in the conference.

– Carmen Solla: International Area Coordinator of Permacultura Cantabria. As coordinator of the Interculturality and Education for the Sustainable Development Area of “Save the Children”, she designed and monitored different international cooperation projects to promote youth and children inclusion, especially of those with migrant backgrounds. For example, the project «Me, my neighborhood and the world» was designed to improve the intercultural coexistence among at-risk adolescents.

She will be the contact person in this project and will be in charge of its implementation. She will also attend the transnational meetings, participating in the writing of the report and the new k2 project. 

– Leila Bensghaiyar: Responsible for dissemination (She won’t participate at the end, so Carmen Solla will be in charge of the dissemination).

– Julia Ramos. She has a Master in Leadership and Strategy Sustainable Planning she studied in Technique University of Sweden. Entrepreneur of “Once in a LifeTime Events”, project that lead to integrate sustainability in event organization. She has 8 years of experience in Hotel Business and a Master in Communication Management and Public Relations. She will be facilitator in the entrepreneurship course in Spain. 

– Beatriz Gallego. She is a creative entrepreneur at 14 grapas.com. A trainer and teamwork facilitator and a Psychologist oriented in processes. She has got 14 years of experience in communication and marketing for the private, and social sectors. She has an MBA and experience in cooperatives organisations. She will be the facilitator in the entrepreneurship course in Spain. 

– Silvia Abascal: During the course, she will be responsible for simultaneous translations and support to the coordinator. 

– Angie Larenas Álvarez. She is a sociologist specialised in social research with specific training in international studies. She has more than 10 years of experience as a researcher, trainer and editor to different organisations and institutions. One of her most recent jobs was related to the process of welcoming and integrating refugees in the Basque Country, Spain. To develop that work she has collaborated with the University of Deusto (Bilbao). She has many publications concerning human rights, international relationships, humanitarian action and migration. She will be one of the trainers in the course and will be the accompanying person of the participants in the programmed visits.

She was not included in the application, but she will participate in the project.

Associated partners (that will help us to write the report and disseminate the project results):

1. ACNUR (http://acnur.es/)

2. Red Cross (http://www.cruzroja.es)

3. Fundación Fernando Pombo (http://www.fundacionpombo.org/) 

4. Pedriza Refugia ()

Fundacja Instytut Badan I Innowacji Wedukacji (INBIE), Poland

Main tasks:

1.Hosting the kick off

2.Experience about digital tools (develop the tool if  the new k2 project is approved, suggest a new partner to do it or subcontract one).

-Renata Ochoa-Daderska: contact person, in charge of the Project implementation. 

-Malgorzata Brinska, second person that will help to the contact person. 

-Luis Ochoa Siguencia PhD. Expert in new technologies.

Saricam Halk Egitim Merkezi (Turkey)

Main task: 

1.To lead the writing of the report. 

– Contact person: Yeliz NUR AKARÇAY -Teacher

– Second person: Mustafa Deveci. Director.

– Kerem Yücel GÜVEL -Teacher

*Permacultura Cantabria will be responsible for financial control. 

*Each partner must report their expenses at the end of each month with supporting documents (scanned invoices issued to their organisation) to Permacultura Cantabria. Thus, we can plan possible revisions between budget items. 

*Original documents may be requested during the controls, the Partner is liable to submit original copies of the documents and to keep accounting reports. The Commission may carry out inspections or evaluations within 3 years as of the date of application of the contract and the date on which the person is paid (as the total budget doesn’t exceed EUR 60 000).

*Partners are allowed to adjust the estimated budget by transfers between the different budget categories. The Coordinator and the Partners are allowed to transfer up to 20% of the funds allocated for project management and transnational project meetings, intellectual outputs, multiplier activities, learning/teaching/training activities and exceptional costs to any budget category except project management and implementation costs and exceptional costs. 

Transfers may result with 20% increase at most on the amount set out in the following table. Approval of the Coordinator is required for each budget transfer.

*If any deduction is made in the budget due to a failure by the partner to fulfill its obligations and/ or of a negligence, this amount shall be deducted from the budget of the partner.  In case the next payment to be made does not suffice for the deduction, the Partner hereby accepts and undertakes to make this payment in cash. 

*The Project starts on 9th April 2018 and finishes on 8th October 2019 (18 months).

* By 8^th  February 2019 the coordinator must complete an interim report on the implementation of the Project covering the reporting period from the beginning of the implementation to 8^th January 2019.

*Within 60 days after the end date of the Project, the coordinator must complete a final report on the implementation of the Project, and, when applicable, upload all project results in the Erasmus+ Project Results Platform (research, etc).

*The coordinator must use the Mobility Tool+ to record all information in relation to the activities undertaken under the Project, and to complete and submit the Interim and Final reports.

*All requests for payments and reports must be submitted in Spanish.

a) Project management and implementation 

– Triggering event: the event that conditions the entitlement to the grant is that the beneficiary implements the activities and produces the outputs 

– Supporting documents: proof of activities undertaken and outputs produced will be provided in the form of a description of these activities and outputs in the final report. In addition, outputs produced will be uploaded by the coordinator in the Erasmus+ Project Results Platform. 

– Reporting: on behalf of the Project as a whole, the coordinator must report on the final distribution of funds and on undertaken activities and results. 

b) Transnational project meetings 

(c) Supporting documents: 

– For travel taking place between the sending organisation and the receiving organisation: proof of attendance of the activity in the form of a declaration signed by the receiving organisation (attendance certificate in annexes).

-Proof of attendance of the transnational project meeting in the form of a participants list signed by the participants and the receiving organisation (in annexes) 

– Detailed agenda and any documents used or distributed at the transnational project meeting. 

c) Learning, teaching and training activities 

(c) Supporting documents:

– Travel 

*For travel taking place between the sending organisation and the receiving organisation: proof of attendance of the activity in the form of a declaration signed by the receiving organisation specifying the name of the participant, the purpose of the activity, as well as its starting and end date;

* In case of travel from a place different than that where the sending organisation is located and/or travel to a place different than that where the receiving organisation is located which leads to a change of distance band, the actual travel itinerary shall be supported with travel tickets or other invoices specifying the place of departure and the place of arrival. 

(ii) Individual support – Proof of attendance of the activity in the form of a declaration signed by the receiving organisation specifying the name of the participant, the purpose of the activity, as well as its start and end date;

In the preparation phase, we agreed solutions for potential problems:

– If one of the people chosen to participate in the learning activities does not attend the meetings, does not sign the commitment to participate, does not perform their tasks on time or otherwise breaches their obligations. This person will be notified in writing of his / her departure as a participant in the activities and a substitute will be sought as soon as possible.

– One of the participants does not obtain the European Health Card before the learning activity begins. The contact person of each entity will personally supervise that this occurs on time.

– If one of the participants in the learning activities incurs a serious misconduct during their stay in another country (such as disrespect for another person or endangerment of themselves or their peers). The contact person of the host entity will notify the events immediately to the sending entity. In addition, the management or contact person of the host institution may decide to expel the participant from the activity.

– If one of the partners stops cooperating or leaves the project. In this case, the problem will be immediately notified to the national agency by email, and if there is no response within a week, it will be notified by telephone to obtain information about how to proceed. The internal agreement between partners also establish that if a partner entity leaves the project, they should pay back the used funds. 

– If some of the participants are late in carrying out the agreed tasks. The contact person of such organisation will be contacted to know the reasons for the delay or if the participant needs help (the same will be done if the person who is late is the contact person). If there is no response during one week, a notice will be sent by email, warning that, in another week, the fact will be communicated to the national agency where the project was presented and in the country to which the participant being late belongs.

– If the applicant delays payments to the rest of the entities. When an unjustified cause occurs, the partners will notify to the national agency where the project was submitted, in case of more than one month delay.

– If the contact persons do not send the invoices to the applicant, at the end of the project. If the cause is not justified, the applicant will delay the last payment to the organisation until receiving the invoices.

If the conflict prevention was not enough, and the parties did not reach an agreement for themselves, a vote between the best available options would be established, choosing the one with the majority of votes. In the event of a tied vote, the vote of the coordinating organisation, would be double-counted.

All the parties would be aware of this resolution conflict measure and it will be reiterated in the previous meeting, so as to dispose them to a better understanding of this procedure and each other, during the project. During that meeting, the number of people being able to vote will be agreed upon, in the case of conflicts.

Poor, partial or late implementation 

Poor implementation of the Project may be established by the NA on the basis of: 

– The final report submitted by the coordinator; 

– The products and outputs produced by the project; 

A grant reduction based on poor, partial or late implementation may be applied to the total final amount of eligible expenses and may be of: 

– 25% if the final report scores at least 40 points and below 50 points; 

– 50% if the final report scores at least 25 points and below 40 points; 

– 75% if the final report scores below 25 points. 

Termination of the Contract 

The Partner notifies the Coordinator immediately in case of appearance of any situation that may affect the performance of the Contract of Partnership. 

The Coordinator may cancel the Contract of Partnership on the condition to preserve all rights for damages through a notification to the Partner.  

Other reasons for termination are:

1. If the Coordinator decides that this Contract shall be affected negatively because of any negligence  and/or late notification of the Partner, 
2. In case of occurrence of the conditions specified under the article of failure to deliver the documents in Article 11 of this Contract or violation of any article of the Contract,
3. In case of occurrence of any of the conditions that shall require termination of the Contract which is set out in Article 2 of the Grant Contract in Annex 1, this contract will be terminated.

testing probe RESERCH POLAND PDF

PDF FULL RESERCH POLAND

PDF FULL RESERCH TURKEY

PDF FULL RESERCH SPAIN

AGENDA

HOW TO ARRIVE

EVALUATION

MINUTES

EVENT POWER POINT

EVENT REPORT

FULL PROGRAME

PREPARATION TURKEY

PREPARATION POLAND

The objective of this strategic partnership is, through the exchange of good practices, to fight the alarming situation that the participating countries are facing regarding power abuse.

The main objectives are:

1. Transfer the best practices to counteract power abuse on young people.
2. Acquire new tools and methodologies to counteract power abuse.
3. Increase the level of awareness of real situation that young victims experience in terms of power abuse.
4. Strengthen partnerships at the regional, national and European levels with entities that fight for the same cause.

The main activities in the Project include:

Project meetings

• Two transnational meetings will be held in Spain and Romania in which project and dissemination coordinators will participate to start the project officially, as well as make the final evaluation of it. The meeting in Romania was eliminated.

• At the end of the course in Spain, an extra meeting will be done for the intermediate evaluation of the project and its dissemination campaign.

We can do it by Skype in case management task are not allowed in LA .

Learning activities

• 1st Participatory Visit in Italy: AssociazioneAgrado will transfer their Best Practices and “Diagnosisand Analysis of power abuse” Additionally, we will visit relevant local entities in the field ofpreventive diagnosis and power abuse in young people. Participating visits will be attended by 2 participants from each organisation (project coordinator, dissemination coordinator).
• 2nd Participatory Visit in Poland: AWA will transfer their Best Practices and work done to counteractthe abuse of power in young women. We will visit relevant local entities on gender issues.
• 3rd participatory visit in Hungary: Anthropolis will present us their work done in the dissemination andawareness, as well as the best practices to counteract the abuse of power. Additionally, they willshare their Digital Storytelling tool.
• 8-day course in Spain: Permacultura Cantabria will conduct a course to counteract the abuse ofpower in Spain, where they will share their best practices and emotional management tools so thatyoung people are able to face and overcome situations of power abuse. Additionally, we will visitlocal entities that work with disadvantaged groups where they will show us how they work with thetopics previously discussed in the participatory visits (Analysis and prevention, sexism,dissemination of activities and work tools). During this course, ATA will have space to transfer theirgood practices, initiatives and activities to fight against power abuse in young people from rural areasand ethnic minorities.

4 participants (project coordinator, dissemination coordinator, 1 youth worker and 1 young participant).

Activities without specific budget:

1. Each organisation will carry out aninternal workshopto transfer the skills and knowledge acquired, as well as to raise the level of awareness among young people about the current situation around power abuse, as well as tools to counteract it.

2. The organisations involved will carry out a campaign to disseminate the best practices learned, tools and knowledge acquired to maximize the exploitation of the results.

– Date: January 2019 in the new timeline.(April 2019 in 204 project).

– Objectives:

1) To learn their “Diagnosis and Analysis of power abuse” Tool. Transactional analysis (TA).

2) To visit relevant local entities in the field of preventive diagnosis and power abuse in young people.

3) To gain deeper knowledge on power abuse suffered by young people (women in 204) belonging to vulnerable groups (ethnic and rural minorities, refugees, elderly…)

– Programing:

Day 1

8.30 Breakfast

9.30-11.00 Participants presentation and team formation

11.30-13.00 Cooperation improvement

13:00-15:00 Lunch

15.00-16.30 Inclusion games- Discriminatory prejudices and interrogation

16:30-17:00 Coffee Break

17.00-18.30 Games – Who stays behind?

20.30-22:00 Dinner

22.00 Night out

Day 2

8.30 Breakfast

9.30-11.00 Transactional analysis – Key Concepts

11.30-13.00 Transactional analysis: EGO states and work in pairs

13:00-15:00 Lunch

15.00-16.30 Transactional analysis: 3 transactions

16:30-17:00 Coffee Break

17.00-18.30 Role playing games

20.30-22:00 Dinner

22.00 Board game night

Day 3

8.30 Breakfast

9.30-11.00 Visit: MisericordiaEmpoli / OXFAM: immigrants care (round table)

11.30-13.00 LILITH: gender violence (round table)

13:00-15:00 Lunch

15.00-16.30 ARCI EmpoleseValdelsa: anti-fascist activities, immigrant services(round table)

16:30-17:00 Coffee Break

17.00-18.30 Visit: Radio Orme

20.30-22:00 Dinner

22.00 Farewell night

– Participants:

Anthropolis

Project Coordinator (PC): David Ban

Dissemination Coordinator (DC): Balazs Nagy

ATA

(PC): FodorMozes

(DC): Nagy GezaAttila

Associazione Agrado

(PC): LarisGuerri

(DC): Marco Politano

AWA

(PC): MonikaSobańska

(DC): AgnieszkaPietrzak

Permacultura Cantabria

(PC): Oscar Argumosa

(DC): Carmen Solla

– Date: March 2019 (July in 204 project).

– Objectives:

1) To share best practices regarding gender related abuse

2)To comprehend the systemic abuse suffered by youngwomen, focusing especially on the situation of immigrant women

3) To visit local entities relevant to the counteracting violence against women and genderequality

– Programing:

Day 1

8.30 Breakfast

9.30 – 11.00 Presentation of the actions and projects on gender violence and abuse

implemented by WAW 2004-2010 in Poland (Silesia region)

11:00 – 11:30 Coffee Break

11.30-13.00 Best practices in the fight against violence towards women in Poland

13:00-15:00 Lunch

15.00 – 16.30 Round table with activists, educators, scientists and local legislators on the prevention of violence, discrimination and abuse in the Silesia region

16:30 -17:00 Coffee Break

17.00- 18.30 Exchange and debate

20.30 – 22:00 Dinner

Day 2

8.30 Breakfast

9.30 – 11.00 Master Suppression Techniques, meeting with representatives of the Polish Anti-

Discrimination Education Society; Synergy of the results of the project with KA2 Strategic

Association in the Master of Suppression Techniques

11:00 – 11:30 Coffee Break

11.30-13.00 Exchange and debate

13:00-15:00 Lunch

15.00 – 16.30 Meeting with local and regional politics to disseminate project results and broaden its impact

16:30 -17:00 Coffee Break

17.00- 18.30 Dissemination meeting with the City Council – presentation of adult initiatives on gender derived violence and abuse

20.30 – 22:00 Dinner

Day 3

8.30 Breakfast

9.30 – 11.00 Round table with the activists of the interdisciplinary team for the prevention of

domestic violence in Sosnowiec

11:00 – 11:30 Coffee Break

11.30-13.00 Exchange and debate

13:00-15:00 Lunch

15.00 – 16.30 Round table with the activists of the Superior Council; debate on how to

prevent violence towards women

16:30 -17:00 Coffee Break

17.00- 18.30 Exchange, debate and closure

20.30 – 22:00 Dinner

– Same participants (project coordinator and dissemination coordinator)

– Date: May 2019 (October in 204 project)

– Objectives:

-To comprehend better the systematic abuse suffered by young people (women) (especially those who come from difficult backgrounds, such as ethnic minorities, rural areas, refugees)

– To understand the best practices carried out by Anthropolis to counteract the systematic abuse suffered by these groups.

-To visit relevant local entities who work with these groups acknowledging their main work tools

-To obtain dissemination tools useful for increasing power abuse(gender violence) awareness among our community members.

– Programing:

Day 1

8.30 Breakfast

9.30 – 11.00 Digital Narration: Introduction

11:00 – 11:30 Coffee Break

11.30 – 13.00 Digital Narration and its multiple uses

13:00 – 15:00 Lunch

15.00 – 16.30 Exchange and debate: the third sector: Digital narration and power (gender) abuse

16:30 -17:00 Coffee Break

17:00 – 18.30 Visit: Terres des Hommes

20:30 – 22:00 Cena

Day 2

8:30 Breakfast

9:30 – 11:00 Digital Narration and power abuse (violence towards women) experiences: listening

11:00 – 11:30 Coffee Break

11.30 – 13.00 Digital Narration and audiovisual creation: power abuse(gender violence) movies

13:00 – 15:00 Lunch

15.00 – 16.30 Visual creation dissemination and vital experiences

16:30 – 17:00 Coffee Break

17:00 – 18:30 Visit: NANE (Women For Women Together Against Violence); round table

20:30 – 22:00 Dinner

Day 3

8:30 Breakfast

9:30 – 11:00 Workshop: Creating our own audiovisual products

11:00 – 11:30 Coffee Break

11.30 – 13.00 Workshop: Creating our own audiovisual products

13:00 – 15:00 Lunch

15.00 – 16.30 Audiovisual content presentation

16:30 – 17:00 Coffee Break

17:00 – 18.30 Debate and closure

20:30 – 22:00 Dinner

– Same participants (project coordinator and dissemination coordinator)

Course title: Counteracting power abuse/(Breaking the silence:  fight against violence and abuse on women)

– Date: October 2018 (January in 204 project)

– Objectives:

1)To transfer tools for analysis and diagnosis and «Digital Storytelling» as well as the best practices to counteract power abuse (gender violence and abuse towards women) acquired in participatory visits.

2)To gain the knowledge about emotional management to make facing and overcoming situations of power abuse (any kind of violence) easier.

3)Visiting other relevant organisations form Cantabria to comprehend methodology, tools and best practices that they use on a local level.

– Programing:

Note: The following programme was designed for a 8-day course, but the duration will be only 6 days (due to the budget cuts).

It has been designed based on the vertical and horizontal axes system.

Vertical axes:

-Comprehend: to familiarize ourselves with other participants organisation profiles, action

spectrum and potential

– Share: to understand each others problems and interests to engage in future initiatives as a

Strategic Partnership

– Collaborate: to develop alliances for future project creation, especially those which seek to

continue fighting against power abuse (violence and abuse towards women) (AK2)

Horizontal Axes:

Workshops and everyday working sessions

-Program presentation, group formation and motivations.

-Youthpass, Key competences and virtual mobility

Presentation and debate

New tools and methodologies for the violence prevention and counteracting.

Counteracting power abuse (gender violence); comprehending the current situation session:

-Diagnostic and evaluation tool; best practices exchange

-Preventive analysis and diagnosis of vulnerable situations tool

-Exchange of good practices on preventive and diagnostic analysis systems

Raising awareness level regarding power abuse (gender related abuse) in the society; working on the visibility of the entities:

-Tools for preventing, visualizing and awareness raising tool regarding violence

-«Digital Storytelling» tool

-Creation of short films

Gender equality and young women

-Tools for preventing, visualizing and awareness raising tool regarding violence towards

women

-Comprehending the situation of systemic abuse against women, especially migrant women

-Visiting the General Council of Equality and Women in Cantabria

-Exchange of good practices on gender equality

Abuse towards people (women) from minority groups:

-Becoming aware of oppression of people (women) who belong to minority groups (ROMA, disabled, LGTBQ, migrant, refugee, rural areas, elderly etc.)

-Visiting the ROMA Secretary Foundation

-Visit to the Social Services Institute in Cantabria (ICASS)

-Exchange of good practices to counteract violence towards minorities

Abuse of power towards the disabled people:

-Visiting the Cantabrian Federation of Physically and Organically Disabled People(COCEMFE)

-Exchange of good practices to counteract violence towards people with disabilities

Emotional management tool for facing and overcoming power abuse (gender violence related) situations:

-Introduction to the basic principle of emotional management

-Sharing our experiences related to gender violence and abuse

-The importance of emotional discharge in abusive situations

-Understand social oppression to understand human beings

-The group’s energy and power relations

Teamwork sessions:

-Network creation and future projects

-Strengthening regional and EU alliances with entities working on the same issues

-Comprehending strengths of our organisations to counteract power abuse (violence against women)

-Difficulties and challenges our entities face

-New initiatives to counteract power abuse (gender related abuse) (future KA2 projects)

-Presentation of KA2 initiatives to counteract power abuse (gender related abuse)

-From the abstract to the concrete: make future commitments and alliances.

-Daily evaluations

-Final evaluation

Intercultural exchange:

Cultural visit to Santander

– Same participants (project coordinator and dissemination coordinator)+Each entity will select 1 Youth (Adult) Worker and 2 Young (Adult) Participant.

Permacultura Cantabria

-Oscar Argumosa: Project coordinator, course director

-Carmen Solla: dissemination coordinator

-Virginia Pañeda: contact person and project implementation

-Silvia Abascal: translations

Disadvantage participants:“Pasiegan Valleys” was, traditionally, dedicated to agriculture and livestock. Nowadays, young people from its community have faced or face economic difficulties and, therefore, difficulty accessing training and employment.

AWA

-Monika Sobańska: Project coordinator

-AgnieszkaPietrzak: dissemination coordinator

-HalinaSobańska: trainer during the visit to Poland

Disadvantage participants:

AWA is located in one of the regions of Poland where there gender violence and abuse towards women is occurring on a daily basis.

Anthropolis

-ViktoriaMihalkó: Project coordinator

-David Ban: dissemination coordinator

-Mihalkó: power abuse expert

-Balázs Nagy: “Digital Storytelling” trainer

Disadvantage participants:

The organisation works with Roma men and women who come from a social environment with unfavorable economic and social conditions.

ATA

Fodor Mozes: Project coordinator

Nagy Geza Attila: dissemination coordinator

HegyiIstvan: trainer in the visit to Romania

Disadvantage participants:

The NGO is formed and represents the population of a Hungarian minority group in Romania. People from the Roma ethnic group, who identify themselves as Hungarians, are part of this group. Deaf people.

Agrado Association

LarisGuerri: Project coordinator

Marco Politano: dissemination coordinator

Chiara Falchi: trainer in the visit to Italy

Disadvantage participants:

They work with peoplewho face or have faced difficult economic obstacles and who have been unemployed for a long time.

Mobilities: Transnational Project Meetings and Learning Activities

* The beneficiaries must ensure that insurance coverage is provided to participants involved in mobility activities abroad (we recommend it for longer stays).

* European Health Card: all participants must get it before the mobility (all kind of mobilities).

Writing a new application (K2 project)

The participating entities will submit at a new project (two more in 204) regarding the topic.

-Dissemination before the course

Main goal: to share the information about the project, participatory visits and expected results.

Resources: using informative press and online articles, leaflets, newsletters and websites and blog created for the purpose of the project, which will be used throughout the project duration;

Other activities:

-meetings; face to face meetings with interested organisations and individuals to promote the project, its objectives and expected results;

-we want to invite adult workers from other entities to join our internal workshops

-round tables; during the 3 participatory visits we will organize round tables; they will serve to familiarize ourselves with the work of other organisations that fight for counteracting violence and abuse towards women and their initiatives, to exchange best practices among all participants and extend the project coverage. We will issue an open invitation to participate for any organisationinterested in the topic.

Indicators:

content creating (fliers: 1/entity/month, articles: 1/entity/2 months, newsletter: 1/entity/2 months, blog: 1 blog);

Round tables (2 mass disseminations; responsibility of the hosting organisation)

Meetings (1/month/entity)

-Dissemination during the course

Objective: sharing the course in Spain experience, cultural exchange and motivating other people to participate in Erasmus + mobilities

Content creating: we will produce and upload online (Youtube) a short video showing the purpose of the course based on photos and clips recorded by the course participants; they will also produce various short films using the Storytelling technique presented by Anthropolis. Those short films will also be shared in our social media.

Facebook event for the course; this will be set up and shared by the participating organisations, entities involved with Erasmus+ interested in social inclusion and those who work with vulnerable minority groups.

Experience sharing – the participants will be encouraged to share their course experiences actively as they happen on their social networks by publishing pictures, videos and other content; the same will be done by the Coordinators.

Indicators:

content creating (1 video, 5 short videos created using digital storytelling, 1 Facebook page: 2 publications/month)

Experiences and course highlights dissemination: 2 publications/day

-Dissemination after the course

Objective: to share project results and transfer newly gained knowledge and tools locally, nationally and internationally.

Face to face dissemination work: each participating entity will be in charge of preparing presentations for main local organisationswho work on the topic; that way the project will gain additional coverage and new alliances will be formed.

Internal workshops: after the course in Spain each organisation will prepare an internal workshop which objective will betransferring the knowledge onto the rest of the staff of the entity, other youth workers (adult trainers), young people (adults) they work with and other members of the local community; each entity will issue an invitation to the workshop and promote it on their social network pages so other organisation interested in this subject could participate.

Indicators:

content creation (success stories: 3/entity; each one will be published 4 times, newsletter: 1/entity/2 months, articles: 1/entity/2 months; newsletter and articles will be mass disseminated)

Tools and knowledge dissemination (4 promoting materials creation/ 8 publications/entity/month)

Meetings with interested organisations (1/entity/month)

Board meetings (1/entity/month)

Internal workshops (1/entity, 1 promotional material and 2 publications/entity/month)

Erasmus Platforms:

Erasmus+ Project Results Platform, EPALE and SALTO (not in 204).

*Permacultura Cantabria will be in charge of the financial control.

*Each partner must report their expenses at the end of each month with supporting documents (scanned invoices issued to their organisation) and upload them to Google Drive.Thus, we can plan possible revisions between budget items.

*Original documents may be requested during the controls, the Partner is liable to submit original copies of the documents and to keep accounting reports.The Commission may carry out inspections or evaluations within 5 years as of the date of application of the contract and the date on which the person is paid (as the total budget exceed EUR 60 000).

*Partners are allowed to adjust the estimated budget by transfers between the differentbudget categories. The Coordinator and the Partners are allowed to transfer up to 20% of the funds allocated for project management and transnational project meetings, intellectual outputs, multiplier activities, learning/teaching/training activities and exceptional costs to any budget category except project management and implementation costs and exceptional costs.

Transfers may result with 20% increase at most on the amount set out in the following table. Approval of the Coordinator is required for each budget transfer.

*If any deduction is made in the budget due to a failure by the partner to fulfill its obligations and/ or of negligence, this amount shall be deducted from the budget of the partner.  In case the next payment to be made does not suffice for the deduction, the Partner hereby accepts and undertakes to make this payment in cash.

It was stablished already in the internal agreements:

*The Project starts on 1st August 2018and finishes on 31stJanury 2020 (18 months).

* There will be not interim report.

*Within 60 days after the end date of the Project, the coordinator must complete a final report on the implementation of the Project, and, when applicable, upload all project results in the Erasmus+ Project Results Platform.

*The coordinator must use the Mobility Tool+ to record all information in relation to the activities undertaken under the Project, and to complete and submit theFinal report.

*All requests for payments and reports must be submitted in Spanish.

1. a) Project management and implementation

– Triggering event: the event that conditions the entitlement to the grant is that the beneficiary implements the activities and produces the outputs

– Supporting documents: proof of activities undertaken and outputs produced will be provided in the form of a description of these activities and outputs in the final report. In addition, outputs produced will be uploaded by the coordinator in the Erasmus+ Project Results Platform.

– Reporting: on behalf of the Project as a whole, the coordinator must report on the final distribution of funds and on undertaken activities and results.

1. b) Transnational project meetings

(c) Supporting documents:

– For travel taking place between the sending organisation and the receiving organisation: proof of attendance of the activity in the form of a declaration signed by the receiving organisation(attendance certificate in annexes).

-Proof of attendance of the transnational project meeting in the form of a participants list signed by the participants and the receiving organisation(in annexes)

– Detailed agenda and any documents used or distributed at the transnational project meeting.

1. c) Learning, teaching and training activities

(c) Supporting documents:

– Travel

*For travel taking place between the sending organisation and the receiving organisation: proof of attendance of the activity in the form of a declaration signed by the receiving organisation specifying the name of the participant, the purpose of the activity, as well as its starting and end date,;

* In case of travel from a place different than that where the sending organisation is located and/or travel to a place different than that where the receiving organisation is located which leads to a change of distance band, the actual travel itinerary shall be supported with travel tickets or other invoices specifying the place of departure and the place of arrival.

(ii) Individual support – Proof of attendance of the activity in the form of a declaration signed by the receiving organisation specifying the name of the participant, the purpose of the activity, as well as its start and end date;

In the preparation phase, we agreed solutions for potential problems:

– A participant fails to attend meetings, does not sign the commitment to participate, does not perform their tasks on time or violates their obligations – that participant will be given a written notification of his departure from the project; a substitute will be sought as soon as possible.

– A participant fails to obtain the European Health Card before the exchange activity begins – the project coordinator of each entity will personally supervise that this occurs on time.

– A participant exhibits a bad behavior during his stay abroad (such as lack of respect towards another person or danger to himself or to his companions) – the Project Coordinator of the host entity will notify the sending entity; in addition, the management or contact person of the host organisation may decide to expel the participant from the activity.

– A partner stops cooperating or abandons the project – the problem will be notified immediately to the National Agency by email, and if there is no response within a week, you will be notified by phone to get information on how to proceed. The internal agreement between the partners also establishes that if an associated entity leaves the project, it must return used funds.

– A participant is late in fulfilling the agreed tasks – the Project Coordinator of said organisation will be asked to give reasons for the delay (the same will be done if the person who is delayed is the contact person). If there is no response within a week, a warning email will be sent, communicating that the fact will be disclosed to the National Agency where the project was presented and in the country to which the participant belongs.

– A Project Coordinator delays the payments to the rest of the entities – when not justified, the partners will notify the National Agency where the project was presented in case of delay of more than one month.

– A Project Coordinator from one of the entities involved does not send the invoices to the Anthropolisorganisation at the end of theproject – if not justified, the coordinator will delay the last payment to the organisation until the invoices are received.

If a conflict occurs internally (within one organisation), it is to be managed by the Project Coordinator from that organisation. This Project Coordinator will notify the applicant organisation in order to solve it together.

Should a conflict of other nature that listed above occur, it will be managed by the collective of Project Coordinators during a meeting structured as follows:

-conflict identification

-possible solutions debate

-solution agreement.

If the parties will not reach an agreement by themselves, a vote will be established among the best available options, choosing the one with the most votes. In the case of a tie vote, the vote of the applicant organisationwill be counted twice.

All parties will be notified of this conflict resolution measure; this will be reiterated at the initial meeting to help them understand better the procedure in case of conflict; during that meeting, we will establish the number of people who will be able to vote in such cases.

Poor, partial or late implementation

Poor implementation of the Project may be established by the NA on the basis of:

– The final report submitted by the coordinator;

– The products and outputs produced by the project;

A grant reduction based on poor, partial or late implementation may be applied to the total final amount of eligible expenses and may be of:

– 25% if the final report scores at least 40 points and below 50 points;

– 50% if the final report scores at least 25 points and below 40 points;

– 75% if the final report scores below 25 points.

Termination of the Contract

The Partner notifies the Coordinator immediately in case of appearance of any situation that may affect the performance of the Contract of Partnership.

The Coordinator may cancel the Contract of Partnership on the condition to preserve all rights for damages through a notification to the Partner.

Other reasons for termination are:

• If the Coordinator decides that this Contract shall be affected negatively because of any negligence and/or late notification of the Partner,
• In case of occurrence of the conditions specified under the article of failure to deliver the documents in Article 11 of this Contract or violation of any article of the Contract,
• In case of occurrence of any of the conditions that shall require termination of the Contract which is set out in Article 2 of the Grant Contract in Annex 1, this contract will be terminated.

On the 29-30th of September 2018 took place the first transnational meeting in Cantabria (Spain) to officially start the Erasmus+ project.

“BREAKING THE SILENCE: FIGHT AGAINST VIOLENCE AND ABUSE OF WOMEN” (2018-1-HU01-KA204-047751)

Permacultura Cantabria hosted the kick off meeting, which was attended by representatives from 5 European entities.

The main aim of this project is, through the exchange of good practices, to counteract gender violence and abuse among adult women by providing direct attention and social inclusion services to gender related abuse victims, as well as raising awareness in society about the importance of protecting those who are more vulnerable. To achieve these goals, some participatory visits and a training course will be carried out in order to provide participants with new tools for the identification and diagnosis of the abuse women experience and how to deal with it.

CLICK ON THE IMAGE TO DOWNLOAD ALL THE DOCUMENT

LEAFLET RFL

POSTER KICK OFF

POSTER PROJECT SUMMARY

POSTER VISIT TO LONDON

1ST NEWSLETTER RTF PROJECT

Venue of the visit: London (United Kigdom).
Date: April 9-11, 2019.
Participants:
Rajesh Pathak and Dagmara Lesniak from CRINNOVA Solutions Ltd (United Kingdom),
Oscar Argumosa and Silvia Abascal from Permacultura Cantabria (Spain) and
Lioudmila Saarinen and Ilhan Elmi from SIRIUS (Finland).

VISIT to Crinnova Solutions Limitedin London, (United Kigdom)

Download pdf document

PURPOSE OF THE VISIT

To transfer the best practices and techniques regarding inclusion in the adult field carried out by Crinnovathrough a participatory visit.

During the participatory visit in UK, CRINNOVAwill transfer the rest of the organisations their best practices and techniques to help adult people, who are at risk of marginalisation, be part of the society. CRINNOVA has experience in inclusion through international exchanges, non-formal education, arts, music and creativity for cultural approach, cultural dialogue and participation in environmental business ideas.

In addition, during this visit, CRINNOVA will involve the participation of different organisations who carry out initiatives in the adult field.

VISIT PROGRAMME

DAY 1: Tuesday 9th April 2019

15.00 Welcome meeting at CRINNOVA presented by Rajesh Pathak.

15.15Participants’ introduction.

16.00 Presentation from Crinnova

*Inclusive UK: Main initiatives carried out by UK for the inclusion of people from disadvantaged groups

* Inclusive Best Practices carried out by Crinnova. Their 3E philosophy: we aim to Embrace diversity, Enhance knowledge, Empower people

17.00 Debate

19:00 Dinner and cultural night: Major sights of London starting with British Museum, Holborn and surrounding regions. Then Piccadilly, Regent Square and ion to Trafalgar Square, The Mall, Buckingham palace and Parliament Square.

DAY 2: Wednesday 10thApril 2019

9:30 Presentation: Motivational techniques in the adult field carried out by Crinnova

12:30 Debate

14:30 Presentationfrom Asociación de Costarricenses en el Reino Unido: Bestpractices transfer in inclusion. Initiatives to foster inclusion of Latin American adults in Europe

14:00 Round table with Asociación de Costarricensesen el ReinoUnido and the project’s partners

17:00 Networking activity. Sharing contacts and expanding strategies of networking.

DAY 3: Thursday 11st April 2019

8:30Visit the Poppy Factory. Presentation of their activities. Walk around their facilities.

10:00 Round table: Integration of disabled ex-Servicemen and women. Best practices exchange around inclusion of disabled people.

11:00 Visit The People Tree Foundation. Creating sustainability: The importance of environmental justice and trade fare.

12:30 Round table with The People Tree Foundation and the project’s partners

13:30 Evaluation

14:00 Launch and return trip

Participants’ profile

Permacultura Cantabria

-Oscar Argumosa: He is the president of the NGO Permacultura Cantabria and he has coordinated more than 20 Erasmus projects. He is also an adult trainer, applying the Dragon Dreaming Methodology with adult people in different activities.

– Silvia Abascal: a graduate in English Philology, who also speaks German, French and Greek. She has 10 years of experience as a translator. She will be responsible for simultaneous translations and support to the coordinator and participants during mobilities.

Crinnova

-Rajesh Pathak, a Masters graduate. 15 years experience in state and private institutions, in London and South East England, promoting and developing intercultural and ICT skills among learners of all abilities and both genders. He will be the project coordinator. A qualified TEFL he has taught across many nationalities. Prior to education, he worked promoting joint ventures and technology transfer projects across Asia-Pacific in such industries as packaging, pharmaceuticals, construction and green solutions to financial services.

– Dagmara

SIRIUS

– LioudmilaSaarinen

– IlhanElmi

El proyecto “NGEnvironment”

“NGEnvironment” surge como una contribución relevante a las prioridades horizontales de la UE de mejora de las competencias básicas, transversales pertinentes y de alto nivel de los ciudadanos
europeos, en el ámbito de la educación de adultos y bajo la perspectiva del aprendizaje permanente. Contribuirá a cumplir el objetivo de la EU de capacitar a nuevos líderes para generar cambios significativos, mejorar las capacidades para el emprendimiennto, linguísticas, digitales, y fomentar la empleabilidad y el desarrollo socio-educativo y profesional, a través de la participación en las ONGs. Los ocho socios del proyecto proceden de Alemania, Portugal, Grecia, Malta, Irlanda, España, Italia y Rumanía. El coordinador del proyecto es la Universidad Alemana de Paderborn, Departamento de Educación
Empresarial y de Recursos Humanos II. El proyecto comenzó el 1 de septiembre de 2018 y terminará, tras tres años, el 31 de agosto de 2021.

There is the need to train capable leaders able to express their willingness to engage in the issues and challenges they see around them. NGEnvironment will train such leaders, helping to develop the skills needed to find creative solutions to local/regional problems, though associativism, recognising potential leadership and harnessing such qualities for the benefit of the environment and of others, through job creation, social inclusion and active citizenship, sharing benefits with all – as the true objective and building block of NGO democratic and open participation and of sustainability. The project will demonstrate, as intended by the European Commission, that green entrepreneurship is an effective means to boost employment and the efficient use of natural and social capital.

The project aims at stressing that 1) independent groups of citizens organized in the form of an NGO can have a significant positive impact in their community, boosting change, engaging in new participative models of governance and decision-making led by peers that ultimately may result in more confident, happy, informed and contributively active societies; and that 2) the much needed sustainable and eco-friendly businesses can also promote social inclusion and represent a true social impact. NGEnvironment will provide evidence, and then teach why ‘green objectives’ should be embedded in everyone’s daily lives and attitudes, as the protection of natural resources and the environment directly affects each and every individual citizen anywhere in the world.

NGEnvironment started with focus on Induction programme

The team of NGEnvironment started into 2019 with work on the
“Induction to Pedagogy for NGO staff”.

Existing NGO staff members will have a key role to play if the innovative immersion and mentoring framework proposed in NGEnvironment is to be successful.

It is anticipated that these staff members will not have any training in pedagogical approaches and will need to complete an appropriate induction training process if the quality of learning is to be safeguarded.

Within this induction training, which will mostly be in a format of e-learning, based on electronic resources, existing NGO staff members will improve their pedagogical skills regarding communication, openness to answer questions, pedagogical methods, risk management and conflict resolution, among others

NGEnvironment

Foster European Active Citizenship and Sustainability

Through Ecological Thinking by NGOs

Project Nummer: 2018-1-DE02-KA204-005014

Agenda for the first NGEnvironmentPartner Meeting in Lousada, PT

The NGEnvironmentConference

05^th– 07^th of November2018

Project Title:              Foster European Active Citizenship and Sustainability
Through Ecological Thinking by NGOs

Acronym:                   NGEnvironment

Reference number:   2018-1-DE02-KA204-005014

Project partners:       P1   University Paderborn (UPB), DE
P2   Right Challenge (RC), PT
P3   EPEK – Society for EnvirponmentalEduction of Korinthia(EPEK), GR
P4   Across Limits Ltd. (AL), MT
P5   Future in Perspective (FIPL), IRL
P6   Asociación cultural y medioambientalPermacultura Cantabria (PC), ES
P7    SINERGIE Soc. Cons. ar.l. (SIN), IT
P8    GrupulPentruIntegrareEuropeanaRomania (GIE), RO

Host:                           Right Challenge, Artur Pinto

Venue:                        Lousada Country Hotel
Variante de Vila Meã 531, Silvares, 4620-426 Lousada

Tuesday, 05^thof November2018 –
Arrival day

Wednesday, 06^thof November2018 –
Workshop day!

Wednesday, 06^thof November2018 –
Workshop day!

Wednesday, 06^thof November2018 –
Workshop day!

Thursday, 07^thof November 2018
Workshop day and Departure!

FULL REPORT

Kich here to see full evaluation report

download poster

We are working on it 😉

IO1 GERMANY

IO1 RUMANIA

IO1 ITALIA

We are working on it 😉

We are working on it 😉

We are working on it 😉

We are working on it 😉

IO5 SPAIN

We are working on it 😉

We are working on it 😉

We are working on it 😉

We are working on it 😉

NGEnvironment envisages that all partners will play a full role in all aspects and elements of the project development process. However the following allocation of responsibility for the key project tasks is proposed:

– University of Paderborn will assume overall responsibility for the management of the project and quality assurance. We will lead the NGO leadership training development process and provide expertise in social engagement and innovative social business models. Accordingly, and as academics, we will lead the pedagogic research process to define the learning outcomes to be achieved by the NGO leadership training course.

– Rightchallenge will lead the summary research project assuring that main findings will properly inform the rest of the project’s guidelines and outcomes. They will also collaborate in the preparation of the training course.

– Society for Environmental Education in Corinthia will lead the development and implementation of the induction to pedagogy for NGO staff and the implementation of the immersion programme and closely collaborate in the training course preparation.

– Acrosslimits will lead the production of the online platform and observatory and develop the project branding strategy.

– Future in Perspective will produce the audiovisual instructive materials that will be used to showcase best practice, NGOs backstage, motivational impact on communities’ cohesion, economy and environment, and in the immersion programme.

– Asociación Cultural y Medioambiental Permacultura Cantabria, as experienced NGO that works in close proximity with many different types of audiences, will lead the preparation of the Survival Guide for Founding and Funding an NGO.

Sinergie Società Consortile a Responsabilità Limitata will develop the policy paper and its relevance matrix, assuring it will result in a useful resource for peer stakeholders across Europe.

Group for European Integration will develop the layman report. They will also lead the production of the project’s engagement toolkit and will disseminate all project’s resources, findings and outputs across Europe.

This delegation of tasks is relevant to the skills and expertise of the individual project partners. Having partners working in areas where they have expertise is an important consideration to ensure value for money and the quality of outputs.

University of Paderborn have endeavoured to bring together partners from countries at different stages of development and different cultural realities relevant to the project target groups and development activities. This diversity within the partnership facilitates policy-learning which is an important added-value. The past achievement of partners in their local settings inspires confidence that the consortium will be able to engage effectively with all target groups. University of Paderborn believes the consortium has all the skills necessary to support the successful development, implementation and dissemination of the project.

NGEnvironment will be a complex project with a large geographical range of action and a strong dissemination strategy that is expected to engage a multitude of participating actors. Thus, indirect beneficiaries and participants will be geographically spread and be several fold the number of direct participants, as described below.

– 30 people representing NGO leaders, trainers, staff and associates will be attending the NGO Leadership Seminars in 8 countries (30×8= 240)

– We estimate that at each of the above-mentioned people will explain the project and its benefits to at least 2 additional colleagues/friends/stakeholders. (240 x 2 = 480)

– 50 local and 7 foreign representatives will attend the final conference (= 57)

– 10 existing NGO staff members will complete the induction to pedagogy training in each partner country (10 x 8 countries = 80)

– 12 potential new NGO leaders from Italy, and 2 from each partner country (Germany, Portugal, Greece, Malta, Ireland, Spain and Romania will complete the NGEnvironment leadership training course (12 +14 countries = 26)

– Each partner staff member will explain the project and its benefits to at least 5 additional colleagues/friends/stakeholders that are not within the consortium (5 x 8 partners = 40)

– We estimate that at least 10 European politicians or policy-makers in each partner country will be engaged with the project, either via its many rich products/events, or at least via the policy paper (10 x 8 countries = 80)

– We estimate that at least 10 NGOs will be founded or relaunched as a result from NGEnvironment’s leadership promotion. Since each NGO shall have an average team of 10 people in the board, 100 people will indirectly benefit from the project.

– In a medium time span we estimate that existing and newly founded NGOs staff will acquire competences in green/social entrepreneurship that will allow for the creation of at least 50 jobs, including people with fewer opportunities.

– We estimate that by the end of the project the number of registered users on the on-line observatory showcasing best practice and role models for NGO in Europe will be of 20 per partner country (8 x 20=160). These users will have access to all project outputs, learning resources and expertise.

For the estimation of the figure above we did not include colleagues of all staff members indirectly involved in the project, high-level stakeholders that will benefit from the project’s findings, inhabitants from the municipalities/communities that will benefit from the project, ) general public and other schools, municipalities, ONGs, scouts, informal groups of citizens, and others throughout Europe who will have access to all information, products, online tools and outputs, and be extensively invited to replicate the project’s actions in their territories, through the dissemination strategy that will be implemented; and all the subscribers, followers and readers of each partner’s institutional communication channels, described in detail ahead in this application.

All partner meetings will be attended by 2 representatives of each partner organisation. UPB will produce event reports and minutes following each partner meeting. These meetings are scheduled at fairly regular intervals to facilitate the ongoing assessment of project development and implementation, to monitor progress toward the project objectives, to promote policy-learning, the exchange of best practice and enhanced awareness between participating organisations and to ensure the development and maintenance of good working relationships within the consortium.

Partner Meeting 1 will be held in Portugal in month 1. At this meeting a framework for quality management will be agreed; guidelines for the engagement with stakeholders will be set down; a research framework will be agreed; the training framework will be agreed that incorporates the learning outcomes matrix and the pedagogic strategy; a valorisation strategy will be agreed that outlines key roles, responsibilities and tasks to be carried out by each partner; a project branding strategy will be agreed; and partners will discuss the development of the proposed audiovisual and learning resources and the observatory. Acrosslimits will present a functioning prototype project website and a draft structure for the observatory to be discussed, and also the project branding solutions to be discussed. Group for European Integration (GIE) will present the communication plan for NGEnvironment.

Partner Meeting 2 will be held in Spain in month 8, hosted by Asociación Cultural y Medioambiental Permacultura Cantabria (ACYMPC). This meeting coincides with the ending of the research phase of the project and the Summary Research Report will be presented for final tuning. The induction programme and the training course structure and contents worked so far will be presented, discussed and tuned according to the research findings to be included. Future in Perspective (FIP) will present the work done on the audiovisual pieces for discussion with partners in order to allow timely adjustments. Acrosslimits (AL) will present the updates on the website and a functional structure for the observatory to be discussed. This meeting will be very important to make final tunings to all outputs before its piloting in the first multiplier event and training course that will take place in months 11 and 13 respectively.

Partner Meeting 3 will be held in Italy in month 13, hosted by Sinergie Società Consortile a Responsabilità Limitata (SINERGIE). This meeting will take place at the same time of the pilot training course. The first multiplier event should have had place earlier in month 11 and partners will discuss lessons learned. The audiovisual engagement package updates will be present for joint discussion on improvement to make regarding further events. The online observatory will be presented already with some cases documented and partner will discuss needed improvements, if there are any.

Partner Meeting 4 will be held in Greece in month 17, hosted by Society for Environmental Education in Corinthia (EPEK). This meeting will coincide with the interim report preparation and will be an important moment for partners to reflect on the projects’ course, work done, quality of all outputs and resources, implementation of event/training and to conduct a more thorough internal evaluation regarding project management and implementation.

Partner Meeting 5 will be held in Malta in month 25 hosted by Acrosslimits (AL) and will coincide with the beginning of the development of the ‘Survival guide for NGO Founding and Funding’ and the policy paper. These outputs will be presented as a draft structure to be discussed among partners and final structure will be agreed on. Also, the final layman report first insights will be presented and discussed so that partners can agree on a structure and contents.

Partner Meeting 6 will be held in Germany, hosted by University of Paderborn (UPB), in month 34. It will coincide with the completion of project activities, the presentation of a well advanced layman final report, reflection and internal evaluation, and the hosting of the Final Conference when the Policy Paper and all other project outputs will be presented. A minimum of 58 representatives of all project target groups will attend. This event will be streamed live by web-cast.

The following quality assurance framework will be used by UPB for monitoring and evaluating the quality of the proposed project and its deliverables, results and outcomes.

(1) Project performance quality – addressing the quality of the activities both planned and undertaken, and how these are anchored in the rationale of the project and the engagement of the project partners and stakeholders. Important questions to consider include the following:
– Did the project achieve its objectives?
– Do the project results match/serve the needs of the target groups?
– Was partners’ contribution in accordance with the project plan and expectations?

(2) Collaboration quality – relating to how the project engages people and organisations, such as project partners, direct and indirect stakeholders, target groups, and users. Important questions to consider include the following:
– Was the collaboration among partners at an acceptable level?
– Did project partners contribute towards the achievement of the project’s objectives?
– Were project meetings organized and managed effectively?
– Was the collaboration among partners, direct and indirect stakeholders, target groups, and users fruitful?

(3) Resource utilization quality – relating to how the monetary and non-monetary contributions, assets, and resources that are made available to a project are utilised. Important questions to consider include the following:
– Were resources used in appropriate ways?
– Were all budget expenses documented?
– Did all budget expenses follow the relevant EU and project regulations?
– Were any resource management tools used (e.g. for financial management)? If so, how were they used?

(4) Information management quality – relating to how a project acquires, handles, documents, shares, and refines the information on which it depends. Important questions to consider include the following:
– Was information shared with all partners?
– Were documents and information shared in a timely manner?
– Was there a system for keeping versions of each document?
– Were documents stored, secured, and accessed appropriately?

(5) Intellectual output quality – assessing the quality of deliverables is often anchored in externally-imposed technical or sector standards, benchmarks, or conventions. Important questions to consider include the following:
– Were deliverables prepared according to the project’s timeframe?
– Were deliverables prepared according to high standards?
– What were the standards used for assessing the quality of deliverables?

(6) Service/product provision quality – relating to the demands, expectations, and needs that are expressed by or interpreted from users and target populations that the project aims to serve.
– Did the service/product provided address the target population’s needs?
– Was the service/product usable and user friendly?
– Was the service/product tested, evaluated, and revised?
– How adaptive and flexible was the service/product to target groups’/stakeholders’ needs?
– Were any guides provided with respect to the service/product? If so, were they effective?

(7) Dissemination & exploitation quality – relating to how a project prepares for, implements, and verifies that the project values, services, and outcomes become known.
– Were dissemination actions implemented as planned?
– How many stakeholders were engaged during the development of the project?
– How many stakeholders were reached throughout the duration of the project?
– How many stakeholders are projected to be impacted after the completion of the project?
– What tools were used for dissemination and exploitation and how were they used?

UPB will conduct internal evaluation exercises every 9 months throughout the project life-cycle. Additionally, to ensure that NGEnvironment’s training programme achieves the desired quality outcome the European Quality Assurance Reference Framework will be used as a benchmark to ensure that appropriate training standards are met in all course development actions.

O1 Summary research project

NGEnvironment is a complex project which innovation factors will comprise state-of-the-art techniques in fields such as public engagement, leadership, green and social entrepreneurship, nature conservation, communications and knowledge transference, management, and adult pedagogy. Such a comprehensive, multifaceted approach draws expertise and supports from those sciences, and requires the development of a framework complying innovation and vanguard knowledge and means that will set out the key competences to be included in the project. Thus, the project will start with a research exercise to ensure that each partner addresses common issues to an agreed depth and according to groundbreaking techniques and knowledge.

NGEnvironment focuses on skills development and training of new NGO leaders that will foster green entrepreneurship through socially inclusive and sustainable practices. Since the vast majority of such trainees will not have had any prior NGO/entrepreneurship development training partners will work on developing a modular training course to support ab initio entrepreneurship/leadership learning.

Partners are also proposing the development of an induction to pedagogy training resource to facilitate the engagement of existing NGO leaders to become hosts for the immersion programme and a set of audiovisual material to mentor and engage new potential leaders.

Thus it is imperative that each partner conducts a research in their country that will: 1) diagnose the NGO sector and identify exact needs and opportunities in the NGO leadership context; 2) map legal and bureaucratic constraints in the NGO founding and management; 3) identify NGO role models and case studies to feed the observatory and immersion programme; 4) highlight topics to be addressed with the audiovisual materials; 5) inform the design of the induction to pedagogy programme to ensure that quality assurance standards are respected where the provision of mentoring supports is concerned; (6) inform the structure and design of the training modules to ensure that high-quality standards are achieved in content production.

Responses to all of the above questions will inform the training framework and learning outcomes matrix that will be used to guide all development actions. The training framework will present content and learning outcome guidance notes on a module by module basis to support the development work of partners ensuring that all the areas of required learning identified in each of the local research reports are appropriately considered and addressed. Using this learning outcomes approach allows for the tailoring of learning content to take account of the different cultural patterns in partner countries without compromising the value of the learning resource.

IO1 will thus consist of a multidisciplinary evidence based state-of-the-art presented in a form of a report that will present the guidelines for the project’s framework, but also as transferrable product to any NGO already established or to be founded within any region of the project’s consortium. It will also set a benchmark for the NGO, green and social entrepreneurship sectors in Europe since it will collate a vast international desk and field-based diagnose and showcase of best practice that has currently – to our knowledge – no equivalent in the UE.

Rightchallenge will outline an appropriate research framework and oversee the management of required research. Research will address a number of areas to inform project development actions. Some of the areas to be addressed are as follows: (1) what are the key skill areas that need to be addressed in the proposed NGO leadership training; (2) what are the key skill levels that are appropriate for local target groups; (3) what existing resources could be used or re-designed for use in the proposed NGO leadership training to avoid duplication; (4) what are the most appropriate media formats for learning content for target groups in each partner country; (5) what type of assessment framework would be most appropriate to facilitate the measurement of attainment; (6) what types of pedagogic supports are needed to facilitate the induction of NGO staff into the immersion programme and mentoring framework; (7) what are the most appropriate technology platforms to be developed as observatory; (9) what types of audiovisuals will work better as engagement means. This list of topics is only indicative of the type of questions that the research will address. The final research framework will outline all the topics and issues to be examined.

Desk-based research will be conducted by all partners. Each partner will draft an individual research report by month 5 and Rightchallenge will collate the results of partner research in a Summary Research Report by month 8. Acrosslimits will design and layout the document as a pdf for download and present it on the project web platforms. Group for European Integration will disseminate it widely through a European network of stakeholders.

The Summary Research Report will be available in month 9 for download in English. This document will represent the evidence base of the project and the benchmark for all development work of the consortium.

Rightchallenge have been allocated 48 days for developing the research framework, conducting local research, preparing the complete Summary Research Report, and 6 days of technical work for collating all local research reports and organize the document. All other partners have been allocated 15 days to conduct the desk based research and to draft local research reports and 2 days of technical work to prepare the document.

This document will be available in English only.

O2  Induction to Pedagogy for NGO staff

Existing NGO staff members will have a key role to play if the innovative immersion and mentoring framework proposed is to be successful. It is anticipated that these staff members will not have any training in pedagogical approaches and will need to complete an appropriate induction training process if the quality of learning is to be safeguarded. Within this induction training, which will mostly be in a format of e-learning, based on electronic resources, existing NGO staff members will improve their pedagogical skills regarding communication, openness to answer questions, pedagogical methods, risk management and conflict resolution, among others.

The proposed immersion model, where new NGO leaders/staff members can develop their entrepreneurship ideas in a real working environment, is potentially challenging and rewarding. Through the NGEnvironment immersion model, new NGO leaders will be provided with a short-term opportunity to experience NGO ‘ownership’ first hand. Being immersed in this environment will support them in gaining an understanding of the many facets and challenges of running an NGO; the multiple skill-sets required; and the different roles that NGO leaders need to play on a daily basis. The immersion programme will also help them identify the personal and inter-personal skills that they need if they are to acquire an understanding of life as a green or social entrepreneur in n NGO.

Taking part in the immersion programme will elucidate potential new leaders in many aspects of managing an NGO, and this real-life experience will boost the understanding and perception this new leaders will have when attended the training course.

This model is easily replicated in many other fields of knowledge, entrepreneurship or businesses.

Society for Environmental Education in Corinthia will lead the development of the induction to pedagogy training programme and will be supported by Rightchallenge and University of Paderborn. All partners in the consortium will work closely with the NGOs to test the training materials and elicit feed-back from end-users. Once the final version of the induction to pedagogy training programme has been proof-read, edited and signed-off, all partners will translate it into their local language. It will be available for download on the project website and disseminated via Facebook page.

The content for the induction to pedagogy training programme will be developed between months 3 and 8 and will be signed-off by partners at the 2nd partner meeting in Spain. The training-ware will be designed by Society for Environmental Education in Corinthia and prepared for dissemination in all partner languages between months 8 and 12 by Acrosslimits and Future in Perspective, in the case of videos, and disseminated by all partners but especially Group for European Integration. The first iteration of the induction to pedagogy training programme will take place in each partner country between months 12 and 28. The induction programmes will run after the local NGO Seminars take place. As part of this training, participants will be gain access to the on-line observatory of NGOs which will comprise a showcase of successful cases of green and social NGO entrepreneurs to be presented as role models. In total, 10 NGO leaders will complete the induction to pedagogy training in each partner country.

Society for Environmental Education in Corinthia have been allocated 32 research and 6 technical days for leading the development of the induction to pedagogy training programme. Rightchallenge, Asociación Cultural y Medioambiental Permacultura Cantabria and Group for European Integration have been allocated 18 research and 5 technical days for supporting the development of the induction to pedagogy training programme.
The remaining partners are each allocated 10 days for producing the media based elements of the induction training resource and 4 days for design and layout of the induction to pedagogy training programme in all partner languages.

Costs associated with the implementation of the induction to pedagogy training, after the seminars occur, are covered by the grant for project management and implementation.

O3  Training package for social and green NGO leadership

A bespoke, modular leadership training course that specifically addresses the development of management and entrepreneurial skills for the NGO sector will be developed to support the acquisition of key high-value competences necessary for the establishing of green and social civic action. The development of this new training course will require an ‘ab initio’ approach as there is little in terms of available coherent educational resources addressing leadership/entrepreneurship for the specific NGO target group in any of the partner countries.

It is accepted that considerable differences in civic perceptions, acceptance to NGO action, green and social opportunities and external supports for the development of associativism will exist in partner countries, therefore, the range of modules required to address the topic area will necessarily be comprehensive to ensure the training course has a practical value in all partner countries. The agreed learning outcomes outlined in the Summary Research Report will be the constant benchmark for partner work and this will allow partners to tailor content to suit local cultural and societal values. Demonstrating the flexibility of the proposed curriculum will also aid further transferability beyond the project consortium. The training course developed will specifically address the needs of NGO leaders/staff members in terms of appropriateness of learning environments, structure and relevance of learning content and accessibility of learning platforms – especially because this course will be inclusive to all kind of audiences, including disadvantaged groups.

While the full list of topics to be addressed will emerge from the research conducted it is anticipated that, at a very minimum, the proposed new training course will include all the normal leadership and entrepreneurship development modules like; (1) introducing leadership; (2) introducing green and social entrepreneurship; (3) creative thinking, initiative, self-confidence; (4) idea generation and evaluation; (5) testing and prototyping the idea; (6) communications and outreach; (7) funding mechanisms.

The training course will have 5 days of face-to-face learning actions that will be complemented with the online resources available in the project’s website. The exact structure of the course will be decided when the research is completed and the learning levels to be achieved are agreed. Sinergie will make all efforts to get national accreditation for the training, but at least Europass and attendance certificates will be issued.

An additional element of the training course will be a one-week NGO immersion programme (O2) where the trainees will be placed in existing NGOs to develop a clear understanding of what is involved in running and managing an NGO. This immersion programme will be the first stage in a long term mentoring programme designed to support the new NGO leaders through the early stages of the foundation of their organisations.

The course-ware and pedagogical instructions will be fully available in all partner’s languages, allowing any public or private body (including existing NGOs) to implement the training independently, training and capacitating NGO leaders throughout Europe and abroad. Attending to the lack of such resources, despite its urgent need, partners expect it will be highly appreciated and used.

In response to learning outcomes identified during the research phase University of Paderborn will lead the development of the new NGO leadership curriculum in close collaboration with Rightchallenge and Society for Environmental Education in Corinthia. All partners in the consortium will work to support their development work and validate the course content and incorporate end-user feed-back. Once the final version of the course-ware has been proof-read, edited and signed-off, all partners will translate it into their local language. All course materials will be accessible on the project’s website.

A first draft of the structure of the curriculum will be presented in the 2nd partner meeting and discussed. Final course-ware will be ready in English by month 13 and signed-off in the 3rd partners meeting. The course will be piloted and tested in month 13 in Italy and after final tuning and adjustments will be translated to all partners’ languages.

A minimum of 20 NGO new leaders or existing staff member will complete the course in each partner country.

University of Paderborn has been allocated 45 research days for leading the development of the training course and 10 technician days.
Rightchallenge, Asociación Cultural y Medioambiental Permacultura Cantabria, Society for Environmental Education in Corinthia and Group for European Integration have been allocated 20 research and 6 technical days for supporting the development of the training course.
The remaining partners are each allocated 10 research days for development work, testing the curriculum, providing feedback and localizing content where necessary, and 4 technical days for translations.

Partners will use a full range of media forms to present the new green and social NGO leadership training including video, audio and on-line texts.

Costs associated with the implementation of the trainings in each country are covered by the grant for project management and implementation.

O4 Online platform and observatory

Acrosslimits will develop the project’s website which includes an online observatory of NGOs as a showcase for successful cases of green and social entrepreneurship in each partner country. There is no similar resource/network in Europe and any interested green or social NGO may enlist, optimizing their network and the show case power of the observatory.

The objectives of this observatory are:
(1) to present role models for NGO leadership to inspire NGO new leaders to develop their ideas and take action;
(2) to provide instant access to a library of information resources identified by partners during the research process that might be useful to new or existing NGOs in the green and social fields;
(3) to provide a range of on-line environments and forums where NGO leaders/staff members can exchange ideas and practices with their peers in partner countries, collaborate on potential joint ventures and support each other. These environments will also support transnational networking between the existing NGOs engaged in the project in each partner country;
(4) to demonstrate the powerful impact that civic action may present in contributing locally or regionally for solving major environmental issues, while at the same time alleviating social issues by promoting integration, inclusion and providing opportunities and competences for all. This way, the observatory will feed powerful evidence-based content for the Policy Paper (O8).

The on-line observatory will be an on-line hosted environment running on a web server tailored for the purpose. It will be built on iCMS Content Management System, based on the Managers Framework developed by Acrosslimits’ technical experts. This Managers Framework is a scalable, object-based programming framework including features such as language versioning, object relations and ownership models, all with a flexible connection interface. The core technologies behind the Framework are Open-Source and include PHP, MySQL Database, Apache Web service and RED5 Media Server. The object-based and modular nature of the framework and the services built on it allow for flexible combining of the available modules as well as cost-efficient creation of new ones should the need for special purpose-built extensions arise.

The observatory will be Web 2.0 enabled and cater for all mainstream social networking activities and will be developed in all partner languages. The portal will be optimized for mobile access and will function equally well on laptop, tablet or smartphone. The proposed technology infrastructure will be developed to accessibility compliance standards. The observatory will also include features like rss feeds from appropriate organisations to ensure that the information available through the portal is always up to date.

Technical requirements to support all project activities will be discussed at all partner meetings. All partners will test the suitability of the on-line platform and provide feedback to Acrosslimits to inform further development. All technology infrastructures will be developed to accessibility (inclusion) compliance standards. Acrosslimits will develop and update all on-line infrastructures throughout the project life-cycle and transfer administration rights and hosting rights to University of Paderborn at the end of the project life-cycle to asure its continuity and sustainability by a public body.

The first prototypes of the online platform and observatory will be available in month 6 for testing while fully functioning and populated versions will be available in month 8 for presentation and validation at the 2nd partners meeting. Acrosslimits have been allocated a total of 46 research and 20 technical days to develop, test and populate the on-line observatory and the e-learning environment complementary to O2 and O3. All the remaining partner have been allocated 20 research and 6 technical days each to profile a minimum of 10 NGOs in their country that can be presented on the observatory as best practice role models in green and social entrepreneurship, and test the on-line facilities with end-users and providing feedback.

O5 Engagement toolkit

As stated by the European Commission: «dissemination is essential for take-up, and take-up is crucial for the success of the project and for the sustainability of outputs in the long term». Acknowledging the fundamental importance of communications and dissemination, from the start of the project, a communication strategy will be developed and implemented.
Information on the concept, objectives and progress of the project will be available and actively distributed on a regular basis. The distribution will not be limited to the partners or the partners’ countries, it will have no frontiers and be accessible and promoted throughout Europe, being possible that at the end of the project period, NGEnvironment will have participants from a much wider geographical distribution.

However, the project is very complex, has many different outputs, and seeks at engaging different types of audiences related to the NGO sector, including disadvantaged citizens. Therefore, and despite all the efforts the partners will make to produce user-friendly interfaces and contents, the regular dissemination channels may be difficult to follow by some members of the target groups, either because they are less literate or because they are not regular end-users of such channels. Engaging a wide range of audiences, including talented citizens but with fewer social opportunities, will need dedicated field work and face-to-face approaches made by the consortium partners and the local working groups. Such approaches will need to be supported by engaging and explanatory materials that will have to be portable, easy to show, very visual and appealing, in order to explain the whole project’s scope and objectives but mostly the benefits that end-users may acquire from it.

This output will then be a comprehensive engagement toolkit that will mostly support and inform field work to engage potential new NGO leaders to take part of the immersion programme and the training course; existing NGO leaders and staff members to enlist to the project’s online platform and observatory and to be willing to host the immersion programme; and social and green activists that may not have the necessary competences to effectively implement their ideas or defend their causes. The engagement toolkit will comprise a variety of means specifically tailored to different and very specific audiences identified during the research phase, and may include short videos (for portable devices), specific brochures, booklets or leaflets, scrapbooks and photographs, info graphics, audiovisual testimonials, among others; being different in approach, design and contents from the products generated for the general dissemination of the project.

The project’s dissemination plan shall define principles to be followed by the engagement toolkit in order to avoid confusion and misconceptions and to foster the quality of project’s outreach and impact. All engagement activities resulting from the use of this toolkit shall be monitored and recorded during the project execution.

We must highlight that the engagement toolkit should also be understood as a set of audience specific communication pieces that can be downloaded and used by any interested parties across Europe (and potentially other countries) in addition to other outputs to engage in the project’s philosophy and gather participants elsewhere.

roup for European Integration will lead the development of the engagement toolkit in close collaboration with Acrosslimits in what respects electronic contents, and with strong support, and through regular discussion, with all partners. All partners will provide informed results and suggestions.

The engagement toolkit will be generally outlined in the kick-off meeting and draft contents will be presented in the 2nd partner meeting in month 8. Results from the research phase will feed specific tunings for the engagement toolkits after month 9 and final versions in English will be ready to use after month 10. Before the Seminar taking place in month 11, partners will translate the products to all their local languages. However this toolkit will be dynamic and allow for specific adjustments according to needs related to partners’ cultural and societal realities through the entire project lyfe-cycle.

Group for European Integration has been allocated 30 research and 12 technical days to compile information resulting from all partner’s research, develop the products and adjust them throughout the project life-cycle. The remaining partners have been allocated 10 research and 2 technical days to conduct research, discuss and test final products and translate contents.

O6  Audiovisual instructive package

To complement the Induction to Pedagogy for NGO staff, the NGO immersion program and the training course a set of 5 audiovisual products will be developed, mainly in the form of 3 minutes videos and animations. These instructive materials will allow viral dissemination and facilitate a true international outreach of the pedagogical and training activities.

Audiovisual appealing contents will also be developed to feature the engagement toolkit.

Additionally, a set of 3 videos will be created throughout the project lifecycle:
(1) a 10 minutes video documenting the project’s progress and implementation in the various partners’ countries and also documenting the success cases that resulted from the project’s action;
(2) two 5 minutes videos showcasing selected high performance (role models) NGOs that are contributing to solving environmental issues (e.g. acting in biodiversity conservation, sustainable forest management, water quality, renewable energy) while at the same time fostering social inclusion through the creation of green jobs and social empowerment of disadvantaged persons or groups (e.g. elderly people, ethnic minorities, migrants, long-term unemployed persons, sexually discriminated/repressed people, illiterate, etc).

The audiovisual materials will feature the project’s website, a YouTube channel and all other project’s social media, allowing to monitor visualizations, downloads, feedback and interaction among users.

Future in Perspective will lead the development of the audiovisual materials with the support of all partners. For each video or animation Future in Perspective will write a script that will be discussed among the consortium. For the development of the videos, Future in Perspective will capture image in chroma environment using 3 DSLR cameras. A dynamic non-linear editing will be done and a 3D virtual scenery will be created, as well as a unique graphical image and an original sound design. The videos will be subtitled in partners’ languages and finalized in FULL HD format (1920×1080). Future in Perspective has been allocated 30 research and 30 technical days for developing such tasks. The remaining partners have been allocated 10 research days to perform research and inform best practice on instructive videos in each country, to develop scripts according to identified needs, and 3 technical days for reviewing and translating subtitles.

Draft ideas for the videos’ scripts will be presented and discussed in the kick-off meeting and further versions discussed and improved in all meetings in a constant and dynamic process. All videos except the ‘project documentary’ will be completed and fully disseminated by month 27. The project documentary will cover the final conference and any necessary event deriving from the project’s actions by the end of the project.

O7 Survival guide for NGO Founding and Funding 

The European Commission recognizes «NGOs have become essential actors in the social field, particularly in the fight against poverty and social exclusion» and the 5 targets for the EU in 2020 (employment, innovation, climate change, education and poverty/social exclusion), being interrelated and mutually reinforcing, set a framework that allows multiple ways of promoting active citizenship and sustainability through an inclusive and intelligent method.

There are many programmes that teach ‘how to become an entrepreneur’ but most focus on the profit business approach, or are highly paid, leaving people with fewer opportunities out.

To our knowledge there isn’t a project that specifically addresses NGO leadership as a way to promote EU citizenship and the environmental and societal change towards sustainability, open and available for all. In this context, NGEnvironment is per se innovative, by developing skills and competences in EU citizens specifically towards leading civic action (in the form of NGOs).

However, starting an NGO usually is a lengthy, time consuming process that arises many doubts and uncertainties, leading potential leaders to give up or to join any other entity that already exists, even if it does not fulfil entirely the person’s view or goals. The difficulties of the process can be minimized by following a consistent series of steps and seeking advice. Traditionally, the sort of information needed is spread among many services, documents or websites, and often the information between media is not coherent or is outdated.

This output will specifically provide aid to citizens willing to create their own NGOs or to take part of an existing one in an educated way. It will consist of a step-by-step guide explaining all legal and practical requirements needed to found and manage an NGO that has no parallel in the partners’ countries. It will also suggest funding mechanisms and provide important ‘surviving’ tips provided from experienced leaders. In brief, it will provide an excellent up-to-date starting point providing tailored support to new NGO leaders.

Contents will be adapted to the reality and legal context of each country and the document will be available in all partners’ languages.

The development of the ‘Survival guide for NGO Founding and Funding’ will be led by Asociación Cultural y Medioambiental Permacultura Cantabria. Being a recent NGO themselves, they know exactly what kind of difficulties new NGO leaders face and what kind of precise practical and legal advice is needed. However Asociación Cultural y Medioambiental Permacultura Cantabria will conduct field research with their local working group to verify current information available and difficulties sensed. Asociación Cultural y Medioambiental Permacultura Cantabria will provide a research framework that will similarly be addressed by all other partners in their countries. According to results found, the actual guide will be designed, produced, adapted to each partner country and translated to all partners’ languages.

Asociación Cultural y Medioambiental Permacultura Cantabria will start working on the research framework by month 28 and provide to partners in month 29. Research will be conducted in each partner country by month 30. Asociación Cultural y Medioambiental Permacultura Cantabria will collate information and present a final version in English at the final conference. Adjustments to each country’s reality and translations will be made between months 34 and 36 and the output will be made available as a project’s result in the website and through social media.

Asociación Cultural y Medioambiental Permacultura Cantabria has been allocated 32 research and 8 technical days to prepare research framework, conduct research, collate data from the various countries and contribute to Spain translation. The remaining partners have each been allocated 8 research days and 4 technical days to conduct research, adjust contents to country’s reality an d translate contents.

O8  Policy paper

The policy paper, titled “Unlocking the potential of associativism for social action and change” will consider 3 key issues:
– the importance of high quality training to ensure that NGOs can effectively respond to the local/regional and help achieve the EU 2020 goals;
– the need to focus on supporting the development of the high-value sector of NGOs to foster sustainability in its 3 axis;
– the importance of developing working partnerships between NGOs and other operating agents/sectors (education, business, governance, environment, social protection, etc) to achieve common frameworks towards sustainability.

Unlike the other outputs, directly aimed at the primary actors of the NGO sector, the proposed policy paper will be aimed at a higher, decision-making level. Due to its relevance to inform and instigate effective changes in policy, the proposed policy paper will be translated to each partners’ language and will be printed to assure in-hand delivery to relevant policy stakeholders, like public bodies, government agencies, and entities with the ability to support or fund civic action and NGOs.

The policy paper will address the main findings of the project, provide evidence and discuss why a change of NGO policy approach might be relevant – at least in the green and social fields; the policy options available; the pros and cons of each option; and the impact and value for money resulting from NGO action. Finally the policy paper will recommend a course of action based on the experiences and lessons learned in the course of the NGEnvironment project.

The policy paper will be developed mainly by SINERGIE. They will draft the policy paper based on the responses to a policy questionnaire they will develop. This questionnaire will be completed by all partners with appropriate stakeholders. The policy paper will also be informed by a series of discussions and Skype interviews with project partners and stakeholders over the lifetime of the project.
A draft structure will be present at partners meeting 5, in month 25, for discussion with partners. The policy paper will be completed by month 34 to present in the Final Conference and to allow time for translation by all partners.

Acrosslimits will design and layout the document. It will be printed in all partner languages and also available for download from the project website.

SINERGIE have been allocated 30 research and 6 technical days for researching and drafting the policy paper. The remaining partners have been allocated 8 research days and 4 technical days for documental preparation and translations.

O9  Laymen report

At the end of the project, a final laymen report will be prepared, aimed at a large scale distribution within NGOs and NGO-sector related entities but also to non specialized NGO public, such as informal groups of citizens, schools, environmental activists, social workers, municipalities, etc. The report will summarize the project’s rationale, objectives, methods, and main results achieved, and provide evidence-based critical discussion on the role and potential that NGOs and civic action have in promoting change engagement for achieving collective sustainability (environmental, social and economic). The aim of the laymen report is to inform, promote awareness and prompt participatory citizenship. The entire report will be written in very simple terms, using infographics and very intuitive informative contents, and will be available in all partners’ languages so that it can be understood by any interested person or entity.

The laymen report shall also include the main conclusions of the final conference of the project, and from articles or scientific papers that may result from the implementation of this model, namely papers published in specialized peer-reviewed scientific journals with international circulation – but “translated” into very simple terms and information.

It will also direct readers to the projects’ platforms, web-based tools, course-ware, documents and audiovisuals, contributing to the sustainability of the project after its funding period – and reinforcing the replicative potential of the project.

The laymen report will be available in the project’s website for download; will be disseminated via partners’ networks, and advertised through social media. It will be available in all partners’ languages enabling its wide distribution throughout Europe and even other continents.

Group for European Integration will lead the realization of the report, collating and summarizing all important information produced during the project’s lifecycle and transform it into very simple accessible language. Besides exploring data of the online observatory, Group for European Integration will also conduct research on the state-of-the-art regarding the NGO sector consulting EU statistics and other official and relevant databases. Specific research needed to be done in the consortium’s countries will be supported by the partners and their working groups.

Group for European Integration has been allocated 34 research days and 12 technical days for research, document preparation, English and Romanian writings. All remaining partners have been allocated 8 research days and 4 technical days to that they can contribute to the report’s content, review, validate and translate final contents to their local languages.

Group for European Integration will start working on the laymen report by month 24 and present a draft og the structure and contents to be addressed in the 5th partner meeting, happening in month 25 in Malta for discussion with partners. Regular online meeting will occur after this meeting and the final version will be available in month 34 to be presented in the Final Conference.

C1  Training course for green and social NGO leadership

The training activity of the project will be held in Reggio Emilia, Italy, in month 13, and will have 31 participants:
– 5 trainers (1 from UPB, 1 from EPEK, 1 from ACYMPC, 1 from SINERGIE and 1 from RC),
– 26 trainees (12 locals and 2 from each foreign partner country),

Trainees will be potential or existing NGO leaders or staff members. Potential new leaders will acquire a set of new competences and basic skills; existing NGO staff members will refresh/update their knowledge from a lifelong learning process perspective.

The course will be modular and use all materials and toolkits fully developed within the Project (Intellectual Outputs 1 to 6), and its delivery will be based on IO3, the training package that will be fully available for any person or entity interested in replicating the training independently.

The objective of the course is to activate talent from citizens that may become excellent role models as NGO leaders for change and sustainability. The course will then train NGO leaders on topics such as entrepreneurship, sustainability, valuation of natural and social capital, management, leadership and motivation, financial administration, funding, among others. Indirectly, trainees will also acquire a set of basic skills and competences. Trainees will have their entrepreneurship talents activated and be motivated and capacitated to take action in their communities.

The training will be taking place two months after the 1st NGO Leadership Seminar, so that engaged trainees and NGO staff may attend the training already after having participated in the seminar and the immersion programme. This way, and after ‘job shadowing’ existing NGOS, trainees will have a clearer idea of what it means and what it takes to run an NGO.

Course contents will be available in the project’s website in all partners languages, allowing its broad outreach and replication. However, the course itself will be delivered in English, with the support of local translators and of the accompanying persons, if applicable, allowing a common understanding of all participants.

A participatory society can only work when citizens are well informed, actively engaged in civic activity, and equipped with the skills of advocacy, debate, compromise, and leadership.

Many obstacles have been shown to affect people’s willingness and ability to be civically participative. Experts list the 5 most relevant as the lack of: 1) civility, 2) attention to public affairs, 3) role models, 4) civic and political skills, 5) awareness. NGEnvironment will work to understand and overcome such obstacles and train capable and skilled civic leaders, generating a true impact on primary target groups, which will have all the 5 listed obstacles overruled and will feel propelled to take action and promote change towards sustainability, creating an enduring impact across Europe.

However, such empowerment would quickly vanish if appropriate means of action weren’t suggested. Therefore, the project will encourage NGO leadership as a valid and powerful approach to promote civic participation and change towards sustainability. Through education, training and engagement, the project will provide opportunities for EU citizens to advance their skills, increase their knowledge, and engage in the difficult issues of environment and social discrimination. Through high quality pedagogical resources, NGEnvironment will stimulate new thinking and new advances in promoting civic engagement.

NGEnvironment will also surpass the long existing problem of the lack of appropriate educational resources to support a sustainable and intelligent NGO sector. Lack of civic action is not a problem specific to any one region in Europe but rather a problem common to all areas where the potential for the social capital in the sector is untapped. Throughout Europe the ability of training providers to respond to very specific needs like green and entrepreneurship training to help develop the NGO sector is very limited. The vast majority of those who design and deliver training have little or no experience of entrepreneurial mind-sets or green or social businesses. They are, first and foremost educationalists and it is unrealistic to expect that training providers could single-handedly conceive and design appropriate training without inputs and guidance from stakeholders outside of formal training provision, particularly in the much intricate world of NGOs. Speaking at the Greek EU Presidency’s flagship conference on vocational training in March 2014, Cedefop Director James Calleja concluded that «Countries need to identify their growth potential and skills needs and develop training schemes to suit their specific contexts. This requires comprehensive strategies, which include competence development…and commitment of all actors…partnerships between education and training and social partners are not an option but inevitable.» Therefore, NGEnvironment’s consortium gathers experts from several areas.

For existing and potential NGO leaders the immersion programme, the training course and the resources provided will significantly increase their chances of NGO action success. Providing training with this type of focus generates additional impacts that are not directly training related. For example, the assembling of a group of persons who are individually developing civic participation ideas presents considerable opportunities for information sharing, networking and the development of new partnerships between such entrepreneurs. This can help stimulate a clustering effect where a cluster of NGOs come together in a particular area or region resulting in significant benefits to both the NGOs and the area or region.

The NGEnvironment project presents clear and tangible benefits for all stakeholders involved. Improved basic skills and competences on leadership, citizenship and NGO action; support for green and social action, with demonstrated benefits for the environment, the region and local communities; and the promotion of social cohesion, integration and inclusion, with benefits and more opportunities for all is a win:win:win for all parties involved.

If Europe is to become a smart, inclusive and sustainable economy, a number of key challenges urge to be addressed and NGEnvironment tackles some of the more persistent problems:
(1) Europe natural values are still being degraded and lost, despite some major campaigns trying to halt biodiversity loss. The same happens in other environmental issues, such as water quality, climate change, deforestation, among others. The general public senses a certain disconnection between ‘global environmental issues’ and ‘local’ issues, sometimes lacking knowledge and motivation to positively act at their geographical range.
(2) Green economy is one that results in improved human well-being and social equity, while significantly reducing environmental risks and ecological scarcities – this definition sums up what Europe aspires to achieve in a short period of time, but society, in general, still is waiting for effective training, information and opportunities to embrace green growth.
(3) Europe is still working in social cohesion, namely after recent political events that rise question about the societal meaning of a European Union. A cohesive society is one that works toward the well being of all its members, fights exclusion and marginalisation, creates a sense of belonging, promotes trust and offers its members the opportunity of upward mobility (rising from a lower to a higher social class or status), and the EU is still making its way to fully achieve cohesion.
(4) The reluctance of the public in embracing new technologies has to be addressed through the appropriate engagement schemes and digital powerful show cases. Our ever-changing society is embedding IT technologies in almost every aspect of our daily lives so it is urgent to engage public into user and environmental-friendly IT scenarios.

These issues are not specific to a given country in Europe but rather are relevant in all Member States. In order to find ways of seeding positive attitudes among NGEnvironment’s main target groups (potential and existing NGO leaders), it makes sense both in educative and environmental terms to bring together a consortium of partners who have considerable knowledge and experience on nature management, training and motivation, entrepreneurship and leadership and who have been working to address these issues for many years.

The proposed outputs will offer tailored key competences and the opportunity to develop entrepreneurship, leadership, environmental and digital skills across Europe, acting as facilitators on these fields. NGEnvironment will promote participatory citizenship, in the form of NGO’s action, through training and empowerment of NGO leaders. These NGOs will preferably relate to green entrepreneurship and to solving/alleviating environmental problems, since NGO’s ability to effectively help in such affairs is widely recognized. At the same time, the project will promote social inclusion in two dimensions: 1) by providing equal opportunities to all citizens, including marginalized or repressed groups in trainings and empowerment actions, and 2) by encouraging – though demonstration and role models – NGOs to engage in new business models creating green jobs for such marginalized/discriminated persons.

Also, the resources used will be inclusive (usable by all types of audiences) and NGEnvironment will promote digital competences among all target group members, even those that are still not used to using IT tools in their daily lives, mostly due to social or economic conditions.

The notion that environment, education and economy, and thus overall human and social well being, are all integrated and share the same roots is the key impact that NGEnvironment project aims at achieving at all levels: local, regional, national and international. To do so, we will engage a strong driving force for social behavior changes and perception: NGOs. Ultimately, direct and indirect participants will gain key competences to embrace sustainability and civic action and align their individual expectations with major benefits for nature conservation, economy and inclusion. NGOs action may start locally but their cumulative impact is very wide and significant. Also, the issues the consortium are trying to address are not regional or national, but global, the cumulative impact of NGEnvironment will help creating a more generalized (and international) will to shift Europe and its communities towards true sustainability.

There are a number of key considerations to be addressed if successful dissemination and exploitation of the NGEnvironment project outputs is to be achieved as follows:
(a) Output quality: To achieve a high degree of valorisation all outputs produced need to be of a very high quality, up to date and appealing to the target groups otherwise dissemination and further use cannot be expected;
(b) Adaptability of outputs to country and organisation specific circumstances; results and outputs of the project must be adaptable and localised to suit the circumstances and meet the needs of different countries;
(c) Clear definition of advantages for users: Successful valorisation is very much dependent on the capacity of the partners to clearly show the advantages of using the instruments and outputs for the final target groups. In particular the project website, Facebook page and all printed or electronic media content produced should explicitly state their added value and benefit to the target group;
(d) Early identification of stakeholders and potential users: all relevant stakeholders and target group members must be clearly identified early in the project life-cycle, be contacted and kept informed throughout the project development process so as to ensure the sustainable use of results after the project ends.
All of these considerations will be addressed by the partners.
The project’s dissemination concept will be built on 2 dimensions: horizontal and vertical. The horizontal dimension will comprise the activities designed to strengthen the communication and dissemination between/within the consortium partner. This includes all internal activities to provide information and instruments developed locally for the dissemination by each partner. The vertical dimension concentrates on all activities designed to actually reach the target groups and final users from individuals on the ground to NGO support organisations, right up to policy makers. This includes all activities that will be carried out individually by each partner such as the involvement of their own networks and stakeholders and the implementation of local and national dissemination actions. Both the horizontal and vertical dimension will be achieved using different approaches, methods and instruments of dissemination that depend on what is appropriate/feasible for each partner. Dissemination actions will include 3 categories: (1) face-to-face activities such as presentations, round-tables, workshops, seminars, conferences, etc.; (2) media-based activities which include Internet campaigns, newsletters, online networks, brochures, flyers, articles in journals, newsletters, TV or radio interviews, etc.; (3) performance based activities which comprise actions related to project work such as conducting research surveys, evaluations, testing and piloting outputs, etc.
The dissemination strategy will run parallel to the phases of the work program and will be specifically adjusted to suit the main activities of each phase. Group for European Integration will produce a dissemination plan in month 1 to address both dissemination and exploitation actions. The plan will set out required actions to (1) promote and raise awareness of the NGEnvironment project and the tools and resources developed; (2) provide information on the quality, relevance and effectiveness of the results achieved; (3) successfully transfer the results to appropriate decision-makers in order to achieve their sustainable promotion and support; (4) convince individual end-users to adopt and/or apply the results after the project and support by the project partnership has ended.
The primary target audience for the dissemination and exploitation of the NGEnvironment project are potential and existing leaders and staff members of NGOs dealing with environmental and social issues. This target group will benefit directly through the provision of the immersion programme and delivery of training course.
Initial local dissemination will be achieved through the partners’ local actions and their own dissemination channels. Local actions such as the seminars will play an important role in creating awareness and sense of ownership of project outputs, cultivating positive attitudes within the target groups.
Beyond the local NGO sectors the NGEnvironment project will address its valorisation activities at practitioners and policy makers nationally and internationally, contacting with public bodies, major NGOs, municipalities, regional/national authorities, and relevant corporations. This will be achieved in particular with the promotion/delivery of the Policy Paper.
The project will build an evidence base of successful NGO leadership and entrepreneurship training in the environmental and social fields: research identifying specific needs of the sector, innovative immersion and mentoring possibilities for NGO leaders and case studies and testimonials to support the further uptake

Specific networks will be targeted for dissemination actions. Training events and resources will be disseminated though EPALE.

Derived from the consortium’s international experience, there is no doubt the project results will be efficiently and broadly shared well beyond the partnership. Some dissemination activities envisaged include (but are not limited to):

1. Social media. A Facebook page will be established for the NGEnvironment project and all partners will sign up. It will be used to spread news about the project, the partners and the funding agency. This Facebook page will be maintained as a communication channel throughout the project life-cycle for sharing news about key developments, photographs of events, case studies, etc.
2. A project website will be on-line and functioning by the end of month 2. This will be the main on-line communication portal for the project and will be provided in all partner languages. The website will introduce the project, the consortium and the funding agency and will integrate all the projects products, results and engagement tools.
3. An On-line Observatory that showcases existing NGOs identified as role models and best practice will be developed as a micro-social network providing users with a wide range of networking, information sharing and collaboration opportunities. The observatory will be used to present case studies of successful green and social NGOs in all partner countries to stimulate and inspire potential new leaders or to motivate existing ones. The peer support and engagement opportunities provided will be of particular interest and benefit to both the emerging leaders and the existing NGOs participating in the immersion programme.
4. A media strategy will be outlined and press releases, photographs, audio interviews, short video clips will be produced at key stages to coincide with stakeholder events and partner meetings. A minimum of 4 press releases will be produced by each partner and distributed to relevant local media. Partners will ‘scrapbook’ all media cuttings onto the project website and facebook page.
5. An on-line newsletter will be distributed in 4 moments of the project, according to key development. Copies of all newsletters will be uploaded to the project website. It is expected that the newsletter will achieve a distribution level of at least 2000 recipients during the project life-cycle.
6. Printed project information material (also the policy paper and survival guide) will be produced coinciding with the planned seminars and final conference, for which invitations will be sent to relevant stakeholders.
7. Audiovisual materials such as videos showing the backstage of NGOs, motivational videos showing the social, environmental and economic impact of NGO’s actions and a short video-documentary tracing the development of the project will be produced. Some videos will be designed by Future in Perspective specifically to become viral on social media. The video materials will clearly articulate the need for the new resources developed and the benefits to be derived for individuals, institutions and communities from a quality and quantity growth in the NGO sector. All audiovisual materials will be uploaded to all the web and social media platforms developed.
8. Local Seminars and final conference.

The NGEnvironment consortium includes partners with significant networks that will be exploited locally, nationally and internationally. Newsletters, outcomes and outputs will be shared through:

All partners will:
– display the project standardized description (title, acronym, objectives, partnership, objectives, activities, expected results) on the institutional webpage;
– post information on a Facebook Twitter, Linkedin, Youtube about main events and activities of the project’s implementation;
– organize information meetings about the project with the staff of their own organisations;
– organize information meetings about the project with representatives of local and regional NGOs;
– distribute project dissemination materials (poster, flyer, brochure, etc.) stakeholders and to large public;
– publish two scientific paper on social inclusion and about the project.
– present project’s outcomes in national and international scientific events (seminars, workshops, conferences, round tables, etc.).

Group for European Integration will lead the dissemination activities in close cooperation with the entire project partnership. Beside a clear structured dissemination concept Group for European Integration approach to dissemination is running through the entire project period and follows a clear structured dissemination plan aiming at building a solid basis for a successful exploitation of the project results with impact and added value on a long term perspective.

The dissemination plan is set up on two levels – the horizontal and vertical level. The horizontal level includes activities within the project partnership and will be supported by a communication plan that is set-up in the very beginning of the project. It is of crucial importance that all project partners are continuously up-to-date with regards to project activities, developments and processes. On the other hand the horizontal level focuses on dissemination activities reaching outside the project partnership such as involving stakeholders and attracting the target group and beneficiaries. This level is supported by a dissemination action plan to be followed by all partners but according to their opportunities, dissemination channels and marketing conditions /traditions in the home country.

An integrated branding concept for the project will be developed by Acrosslimits and agreed at the first partner meeting and designs for all web based, paper based and promotional materials will be included. Dissemination activities of all partners will focus on 3 key engagement levels: local, national and trans-national. This will be achieved using project outputs and all partners’ networks and dissemination channels, including local authorities, associated partners and stakeholders, existing NGOs, informal groups of citizens, training centers, VET professionals, policy-makers and politicians, academics and experts, among others. Multiplier events, the engagement toolkit, and online and audiovisual tools will allow broad outreach and lobbying.

It is of crucial importance that all partners take over the responsibility of dissemination activities even if one partner will lead the overall approach. Monitoring and reporting/documentation of dissemination activities is seen as important task. Thereby a qualitative as well as quantitative approach is selected by Group for European Integration at different measuring points. In the dissemination plan it is important to keep a good balance between face-to-face, internet and paper based activities. Beside general dissemination instruments to be used by all partners the individual dissemination channels and instruments will be taken into account by collecting national dissemination plans that have already been done for the application process.

Group for European Integration will:
a) elaborate the projects’ dissemination and exploitation strategy together with all partners and related to the main target group defined above
b) develop the projects’ core dissemination tools (namely O5)
c) support all project partners with their defined dissemination activities
d) lead all dissemination activities defined with every project output
e) monitor all partners with their dissemination activities
f) document all dissemination activities as part of the project documentation
g) elaborate the core message of the project as basis of the whole dissemination actions

Thereby it is important to consider reaching the target audience at the best time and with the most appropriate format in order to raise their interest. The dissemination activities will therefore be closely linked with the timetable of individual project activities.

All products, resources and course-ware produced by the NGEnvironment consortium will be available as Open Educational Resources to any interested party who registers with the project website. Registration will be free of charge and is only intended as a mechanism to trace and measure usage and engagement levels. All training courses, multiplier events and activities will be attended by participants free of charge.

All products, resources and course-ware produced by the NGEnvironment consortium will be available as Open Educational Resources to any interested party who registers with the project website. Registration will be free of charge and is only intended as a mechanism to trace and measure usage and engagement levels. All training courses, multiplier events and activities will be attended by participants free of charge.

Our program is dedicated to adults of different origins (multicultural environment), who will improve their soft skills competencies (including also inter-cultural knowledge), increase their quality of life, decrease the risk of exclusion or breaking up their relationship, learn and acquire skills of building diverse family as a social unit.

The project is addressed to culturally and ethnically diverse couples and marriages. We plan to create a development program for culturally mixed couples, which will support them in their interpersonal and cross-cultural relations. What’s more – we’d like them to to be both beneficences, but also co-founders of the project. It would help take under consideration and cover all or majority of their needs in terms of knowledge and new skills.

We aim to develop the common language beyond boundaries and to build good mixed couples practices to be used and shared among people who already are facing cultural differences or want to step into such patterned relationship. Going further in this line of thinking, it’s important to us to take under consideration possibility of mixed couple marriages (present or future) and parenthood. Our beneficent is also a family as a social unit and also third or double culture children themselves. We’d like to include couples with low skills abilities as well.

In our project, we want to focus on interpersonal relations in multicultural context between partners with different cultural backgrounds. We want to put everyday cross-cultural issues to a workshop environment. We aim to practice cross-cultural dialogue by using Non Violent Communication methodology, mediation methodology, training and coaching skills and intercultural knowledge and research.

Studies of mixed families indicates that they work out their own strategies of protecting the marriage stability in terms of negative influence of cultural differences. They use different ways of dealing with the situation of multiculturalism: from total abandonment of one of the cultures, by incorporating elements of both cultures in a coherent and way to the conscious selection of specific cultural components. Each of these paths indicates compromise or exclusion of some part. We want to show there is the other – 3d way of acting in mixed couples.

Our aim is to bring into life new innovative approach and specific product / guide based on: each partners’ experience and knowledge in diversity and inter-cultural topic, experience and knowledge on specific methodology implemented before in coping with diversity / interculturalism (as NVC / mediation in Poland), needs and alive problems of engaged into creating process beneficiaries, appeared during careful and need based consultancies, recruitment process and their participation in development training.

The main result of the project is innovative self-developmental program for culturally mixed couples, which supports them in their interpersonal and cross-cultural relations. The program is designed by social care, psychological health and self-development specialists coming from 3 countries, through self-developmental activities taking place parallel in those countries. It will be created with useful Non Violent Communication methodology, mediation methodology, training and coaching skills and intercultural knowledge and research.The program is a result of cross-cultural dialogue in practice. During 9 months self-development group for mixed couples, taking place in Warsaw, we are going to collect all the needs of mixed couples and on its basis, the self-development tools are going to be invented. Approximately 12 representatives of mixed couples will take part in a 9-month self-development group. Approximately 16 trainers, coaches and social workers from 3 countries will work on the development of the self-development program for mixed couples. Approximately 40 people will take part in a dissemination conference. The program will be published in a form of practical guide for free download and promoted through social media.

During the project there is a cycle of intercultural interpersonal 1-to-1 consultancies and workshops, after which participants are:

– Naming their scope of interest in terms of project (needs based program)

– Aware of culture influence on their personal life and choices, wellbeing and family development

– Knows methods and developing the strategies of dealing with stress factors

– Decrease the anxiety level and know how to manage the emotions and loss (self empathy tools → also to give them the tools for working with their kids in future)

– Get knowing practical useful tools in international communication factors (NVC, mediation, intercultural coaching tools, stress management, mindfulness training, empathy maps tool)

– Learn how to raise kids within intercultural boundaries and building trust and communication

– Empowered in their parenting skills with appropriate solutions (for pairs who plan kids)

– Raising the self trust and self confidence in this particular relationship

After the project completion – results are:

– Interactive and online practical guide including:

– areas of intercultural / mixed pairs scope of interest – based on needs analyse / empathy maps worked out during our workshops

– test of mentioned above areas (language of communication, place to live, how to grow up children, etc), to be fulfilled by couples / future parents – How to communicate efficiently in mixed couple? Difficult conversations – how to deal with them?

– intercultural knowledge and tools used during consultation and workshops

– educational / inspiration video recordings – prepared by ourselves and/or available on creative commons

– podcasts and audio recordings as above

This is a common work of 3 (or 4)  partnership countries and organizations on similar / preferable equal bases and input. What we want to achieve is Mixed couples GPS (Guideline) to be shared in between partners countries, organizations and multicultural societies. As an adit value, we consider strengthening cooperation and networking between organizations, Implementation and dissemination of innovative commonly worked out practices, promotion and the recognition and validation of knowledge, skills, and competences, supporting  and training in terms of equity, diversity, and inclusion in intercultural environments and diverse pairs.

1. HORIZONTAL – Development of relevant and high skills and competences
Our program is dedicated to adults of different origins (multicultural environment), pairs and marriages, also low skilled and low qualified adults, who will improve their soft skills competencies (including inter-cultural knowledge), increase their quality of life, decrease the risk of exclusion or breaking up their relationship, learn and acquire skills of building diverse family as a social unit, empower them to deal with every day challenges being a part of diverse society and also raising children facing their own difficulties growing in a diverse family. Atalaya and our partnership organizations have variety of accessible and suitable for this project methods we want to share, exchange, improve and implement both in a testing phase (working in a pilot meetings with cross cultural pairs), then preparing a unique cross cultural pairs Guide (Intelectual Output), finally disseminating the results in cross cultural environment, societies and all directly and indirectly related circles.

2. HORIZONTAL – Social Inclusion
Mixed couples from Poland, Italy and Spain face barriers that forbid them to participate properly in their daily lives, taking
into account that are victims of stereotypes based on race, cultural marginalization, religion radicalization, economical and social status, etc. For this reason, we plan the following activities:
-During the needs based phase, the members of our strategic partnership will identify the main participants’ exclusion factors.
-The factors will be presented to the mixed couples during the group meetings and workshops testing different supportive methods contributed by each partnership organization.
-The participants will discuss the factors and will find solutions to confront them, increasing their awareness, self esteem and supportive psychological and soft skill strategies.
Our program will cover their needs and will bridge the gap between their obstacles and opportunities improving the terms on which they take part in society and enhancing social psychological development and will have the following main results:
– Have more visibility in a mixed pair
– Identify their personal and social difficulties
– Have tools to integrate into exclusion situations
– Understand other culture entity, also their children coping with same / similar obstacles
– Have tools to support other disadvantaged groups (by gender, culture, age, disability, etc.)
– Develop of social, civil, intercultural competences

3. ADULT EDUCATION – Extending and developing educators’ competences
Adults with whom we work, can often experience learning challenges due to the the mistreatment that they have been exposed to throughout their lives. This mistreatment comes from different types of social oppression (racism, economic background, belonging to an ethnic minority, etc.), academic or working difficulties. As adult trainers, we need to be aware of and have a deep understanding of the origins of the conflicts and we also need team-work tools in order to work together with our learners on these causes. For example, understanding how emotional discharges work is one of our main needs. The participating organizations witness, daily, when working with low-skilled adults, the basic need to relieve emotional tensions, continuously. Situations where anger, frustration, violence or other negative expressions appear, are very common, making effective teaching on any topic or skill enormously difficult. Other important field of interest is gaining, improving and developing cross cultural competences. It will help us to have more tools to stop conflict situations, to achieve greater security in our work environments and greater integration of the disadvantaged groups with whom we work.

Each partner has examined available materials, statistics and data regarding national and EU level activities dedicated to specific target group we want to access in this project. Please find attached file with detailed description and segmentation of target group audience per country (Attachment nr 1). As we couldn’t find relevant information and we want to engage participants from the very beginning, we decided to do preliminary needs analysis among target audiences. Atalaya team prepared a special open question survey (31 questions) we translated into English and delivered also to our partners. We reached and interviewed 8 culturally diverse couples in Poland (16 people), 23 representatives in Spain (21 from heterosexual couples and 2 from homosexual couples; regarding the civil status,16 correspond to marriages while 7 were from other type of couples). Italian partner had a recent research as they worked on similar issues in their project and could deliver data and needs analyses based on their previous experience.
According to our research (both Atalaya’s and our partners) and qualitative survey based on interviewing mixed couples, it appears, that they are facing problems such as cultural identity (the abandonment of traditions, religion, studies), communication problems (ignorance of their couple’s language, differences in the tone/volume of voice, use of bad language, sense of humor), emotional instability, parental and tradition or values direction (attitude to work, failure, family, raising kids, religion, sense of duty, time management, corruption, competitevness), influence of the partner’s family, division of family roles, financial approach, educational system, dealing with death, emotional support), exclusion (due to racism, classism, sexism, bureaucracy). This couples are extended to high risk of divorce or failure. Statistics say that the number of divorces in mixed compounds is higher than in monocultural ones. This fact means that they are more risky compounds. In extreme cases, they also face radicalization problems (in religious context among family members), harassment and even violence. This data concern mainly Italy.
Within our project we’d like to access and influence all individuals, couples and social groups, which might feel somehow excluded because of their background culture or origins and needs support in terms of living in culturally diverse couple and/or family. What, according to all presented data, affects the forming of healthy and stable cross cultural relationship or marriage. In our work, we’d try to access following groups of target audiences: expats, foreign students, earning / working migrants, formal immigrants, employees of the mobile labor market, low skilled or low qualified people discriminated because of their country of origin (family, labour market, society), pairs / marriage couples raising second or third culture kids or planning to enlarge families.
We would access the target audiences personally (our team member lives in cross cultural marriage and has contact with multinational society in each of partnership countries); through our work activities (we collaborate with institutions dealing with intercultural topics and international business organisations, we have access to multicultural environments on every day basis);
collaborating with strategic partners involved in cross cultural issues (also described in attachment nr 1 for each partnership country).
Participants will be involved in a phase of collecting the needs / identifying the real and alive problems they are facing in every day life. They are also considered to be part of LTTA trainings, if possible, to bring own perspective and give a real input to program development. Finally, they’ll be engaged in final practical guide both with their feedbacks during testing phase of the project (workshops, group meetings, individual sessions) as a testimonials with their own real stories that could inspire other people in similar situation. Our Meet Me Halfway guide is aimed to be as practical as possible and give the possibility to support our participant, their children and families, also close environment (culturaly diverse societies and minorities) when the project ends.
For this purpose, each entity will select people who, due to commitment and experience, are prepared to communicate their
experience, while at the same time, are able to share, transfer and disseminate their new knowledge and skills.
Other group of participant are entities stuff members, both managers and adult trainers. They will take part in the program activities and put into practice new knowledge and gained skills.

Before the project kick-off meeting all partners sign a partnership agreement. This includes the terms of working together, responsibilities of each person working on the project, a draft of the project schedule, all methods of monitoring progress and methods of communication. During this meeting each organization will also make a list of the goals for their institutions including a list of key indicator which will later be used to monitor their progress as well as a list of expectations they may have (for each stage of the project). Prior to the first meeting in Poland, each organization is responsible for gathering all information, descriptions and documentation they will be presenting.
Each team is responsible for creating a 5 day LTTA program which will introduce all participants to the new method, that partner provides to the program (Cross cultural communication, NVC mediation, Gestalt counseling, Dragon Dreaming, Emotional Management – what we agree to put into a program). This should include instructional time, workshops, planned time for feedback, discussion etc.
Each country will choose 2-3 organization reps that will travel to the partnering countries. This includes selecting leading trainers and coordinators. We also consider inviting mixed couple representatives from a local country to take partially part in the meeting (Half / one day) as an option. We would also like to invite local organization stuff members to take part in LTTA trainings, especially those involved in a project matters.
Participants of the learning activities will sing an agreement with their sending organisations to settle the conditions of their participation and commitment. Participating entities will also contact their national associated partners to communicate the initiation of the project and their respective roles.
In preparation for the upcoming trip to a chosen country travel arrangements will be made (buying airline tickets, lodging reservations, organizing materials needed for the seminars and workshops). A Facebook group will also be launched in order to facilitate all necessary travel arrangements, inquiries, or answer any questions which may arise. This will also allow setting dates for subsequent trips to other countries and creating a final schedule of the entire program.
At the beginning of each international training each participant will set individual goals for themselves. The aim is to achieve these goals over the next quarter (both during the LTTA and during the later workshops).

Planning and scheduling:
These tasks will provide actual and accurate planning for the various support activities that need to be carried out. In order to ensure proper time management an outline for international visits and stages of the project has been initially created – to be discussed and finally approved by all entities during kick-off meeting in Poland. This task is specifically dedicated to the establishment of the project management plan. This plan will describe the organization of the project team, the management procedures chosen for the project, the quality procedures and schedule matrix.
Procedures referring to management and quality control will be defined by Atalaya (as project coordinator). Financial guidelines intended for all project partners will also be developed. We will make a detailed financial plan, to be used by the partners to monitor costs within their activities.

Progress and cost reporting:
These tasks will establish a clear reporting structure and process for the whole project to the European Commission and activities
within the program. Activities to be performed in this task are:
– Provide templates for the reporting instances to all concerned participants
– Maintain a document repository on-going reporting
– Submit reports and cost claims on time and in the quality required
– Create periodic reports (management, progress, financial)

Communication management and administration infrastructure:
– An Agreement will be established at the start of the project. Different procedures and tools will be implemented to perform fast and effective communication in the project. To assure a continuous chain of up-to-date communication between partners on the
project’s progress and status, we will plan and arrange project coordination meetings / telephone / Skype conferences. Management
coordination also includes setting up of the administrative and financial project management, ensuring the activities are done in
time, as well as logistic coordination, and the quality of the project results. Furthermore, the preparation, organization,
writing down summary notes and follow-up of all scheduled project meetings will be considered part of the management and coordination
activities.

Substantive documentation and implementation:
– Agree on and prepare recruitment documentation (criteria of inviting participants, including low skilled and qualified ones)
– Prepare or adapt appropriate templates for survey / participants’ interviews
– Prepare or adapt participants’ on-going feedback criteria and forms (needs based program)
– Other necessary documentation if required

The communication facilitators and coordinators of each partnering country will inform others of any potential changes to the program as well as come together during skype meeting to discuss progress.

POLAND – NVC Mediations and Cross-cultural competence
NVC Mediations – method firstly founded by Marshall Rosenberg – American psychologist, who invented Nonviolent Communication (NVC), called also ‘a language of a heart’ or ‘giraffe language’. It’s a four step model of communication focused on naming facts, emotions, needs and requests. Based on that, Ike Lasater and John Kinyon from USA, under M. Rosenberg’s mentoring, have integrated and developed a new methodology of conflict resolving process, named NVC Mediations. NVC Mediations are about listening to—and really hearing—ourselves and others. What is unique about using NVC Mediations, also in multicultural environment is:
– approach every conflict as an opportunity
– conflict leads to connection
– self connection is crucial to achieve connection with others
– understand and communicate our needs with clarity, and with empathy for the universality of those needs
– we mediate all kinds of conflicts: internal, interpersonal and external
– NVC Mediation helps navigate difficult situations
– this method is universal to work with different individuals and groups, including children
Cross-cultural competence:
CCC is a soft-skill competence, which consist of 3 parts: Knowledge, Skills and Attitudes towards other cultures.
After the development of CCC, cross-cultural couples can be strengthened and supported in such ways:
– Broaden understanding of the influence of the culture on personal, daily life
– Developed methods of cross-cultural, adequate communication
– The abilities to minimize stress in cross-cultural relationship, which is an outcome of cross-cultural clashes
– Developed knowledge about most important cross-cultural psychology theories (such concepts as the the cultural dimensions, ethnocentrism, culture shock, etc) and their practical implications on a daily life behaviours people living in cross-cultural relationships
– Deeper understanding of cross-cultural relations in a way of dealing with cultural clashes, building culturally aware relation, creating culturally responsible home

ITALY:
Gestalt Counselling – an activity in which you listen to someone asking for help. Counselling has among its priorities the attention to the body and the messages that this sends. The counselling functions are:
1) To limit a problem, to highlight it, so that user knows what he has to face and whether it is better to do it alone or with the help of someone
2) Strengthening individual awareness of problems, which is one of the main ways through which prevention works
3) Help each individual to define goals, make decisions and solve problems in relation to personal, social, educational or work difficulties.
The Gestalt counsellor helps mixed couples to formulate new points of view on their problems and their relationships, in a flexible way, through the search for the production of awareness, which guarantees greater effectiveness in terms of change and comparison of cultural differences. In the meetings, the counsellor will be able to identify the representations and the cultural resistances that create adaptive difficulties and which disrupt interpersonal relationships. The counsellor will help couples, clarifying their emotional components and acting as a facilitator of communication, so that the partners find or retrieve the effective way to get in touch and to solve moments of impasse in communication. The counsellor’s work will also aim to make sure that the partners become aware of the possibility that their insecurities due to the failure of a romantic relationship could be passed on to the children.

SPAIN:
Emotional Management- the method developed by Permacultura Cantabria during more than 14 years has proven to be efficient to prevent conflicts, release tension and reduce stress among couples, families and adults in general. It is based on two pillars: deep listening and favoring emotional discharges (crying, yawning, laughter and trembling). We have to bear in mind that everybody receives mistreatment systematically, due to the color of their skin (racism), their age (ageism), their gender (sexism), their financial capacity (classism), their physical appearance, etc. Therefore, a foreign person belonging to a minority culture will be more vulnerable of being abused than others who belong to the dominant culture groups. Emotional Management, apart from offering tools, which allow us to work on our own conditioning and the abuse received due to our identity, also aims to make visible these social oppressions, so that we can organise ourselves to stop them. Besides this, Emotional Management will allow cross cultural couples to better solve their daily conflicts between the partners and also with their children.
Dragon Dreaming – Thanks to this method we are able to design activities built upon a culture of a triple win-win-win. A win for ourselves personally, for the communities we live in and for the Earth as a whole.

The indicators that will be used will measure the quality by evaluation sheets prepared before the program starts. Evaluation sheets will be fulfilled by participants. For the local partnership measurements a partnership organization will be responsible, however evaluation tools and its implementation will be discussed and presented during first kick-off meeting. Project effects will be under on-going evaluation – every month a tel-conference is planned during which we will discuss and evaluate on-going results.

Main indicators:
– Satisfaction from interpersonal cross-cultural relations – before and after project (% or 1-10 scale),
– Practical application of our methods and tools in cross cultural couple / family / with children (% or 1-10 scale)
– Increased well-being of mixed couples / their families (% or 1-10 scale)
Our success would be achieved if half of participants move on this scale at list one point up and the other half move 2-3 points up.

– Progression of the works – number of personal meetings, Skype tel-conferences, on-going meetings among staff members plus number of mixed couples interviews, number of group meetings/workshops with our participants, number of individual consultancies, percentage of a Guide written, website work progress (descriptions, layouts, etc.),
– Result and its dissemination – number of Guide downloads (over 100), number of people potentially having a chance to read and use the Guide (impressions over 500)
– Number of people getting familiar with the project and its results – 3000 (based on access of our and partnership organizations access trough WWW, FB fan pages, collaboration with partnership organizations, etc.)

On Atalaya previous project management experiences and worked out tools, we’d give a support, use those measurement and evaluation tools. Our team members are people working on a daily basis in both Erasmus+ and local projects. The finance control will be also supported by professional bookkeeping outsourced company with grant projects experience.

Project risk management:
– ABSENCE (illness, pregnancy, other circumstances) – we have chosen other deputies that can exchange missing persons during the project implementation
– WITHDRAWAL – we’ve gone trough long lasting and detailed recruitment; Atalaya has a few contacts on a reserve list in case of the necessity of changing partners (organizations from Romania, Spain, Slovenia, Italy, Netherlands and Greece).
– PARTNERS’ NON-PERFORMANCE – we already have a half year history preparing the application form together in this partnership. It’s a low risk component. Although, we are aware it might happen. In that situation we can get partner to focus or change people from their team. Having a good monitoring, we will be able to act fast in case of this situation, get to know the reasons of non-performance and try to work it out directly with the partner. Failing to comply, implies that its budget will be shifted from the “defaulting” partner to another partner that possesses the competencies.
– NOT ACHIEVING TARGETS – Monitoring procedures will detect early any under-achieving partner and the project will encourage open and honest reporting of problems, so that the solution could be found as soon as possible.
– LOW VISIBILITY OF RESULTS – Dissemination plan and campaign will mitigate such risk, proposing specific activities and messages for target audiences. The partners will make use of their networks to promote the project.

Budget management:
– LACK OF BUDGET – Risk assessment and monitoring during the project will minimize this problem. Optimize the budget in some activities (buying travel tickets, etc.). Additionally, in case of some delays with getting another tranche, each partner is capable of bearing some costs (for example for travel) and wait for a refund.

Interpersonal and communication management:
– DELAYS – We can prioritize work and shift resources by reducing effort for non-critical tasks, even if this implies a shift of resources between partners.
– CONFLICTS – We are specialist in conflict resolving (NVC Mediations, Counseling) and in our teams we have competent experts that could mediate in conflict situations.

Participants’ management:
– RECRUITMENT PHASE and / or ABSENCE – We’ve done research and also interviewed people who would be potentially our participants. There is a high interest of participation among them. We can engage different organizations and channels to reach appropriate representatives. To decrease risk of non participation, we also consider inviting only one person from a couple to take part in the program.
– Other solution is that on each group workshop, meeting or individual consultancies, there might be a different group of people invited to avoid a risk someone lives a country or can’t take part in a whole duration of a program.
– PASSIVE PARTICIPATION – in our team, we have trainers who work on a group process, which means that one of our competence is engagement people in learning and development activities; we have an access to specific psychological tools (needs based process) to access the participants’ needs and involve them into scheduled activities. Additional option might be a reserve list of participants in case we face an unsolvable problem (psychiatric disease, taking medicines or others that are contraindications to take part in workshops/ group meetings).

The purpose of the IO is a practical guideline for cross-cultural couples – the unique on-line publication in form of interactive PDF file (exercises, QR codes, links to additional materials and testimonial video) bringing new quality of tools, methods, know-how and inspirations how to deal with intercultural issues both for mixed couples, families, present or future parents. It will be accessible on the Atalaya Foundation sub-website.
In this Guide we are answering the needs that are not covered by up to date governmental, European or other programs in local, national or transnational meaning. Upon to our research (Poland, Italy, Spain and EU) and initial interviews (qualitative personal interviews with almost 40 people in Poland and Spain), we found out that mixed couples are facing a lot of communication, inter o intra-personal and social problems. We want to support and give them practical tools in answering their needs in context of multicultural environment they are belonging to: better understanding each other, improving their relationship, empowering themselves dealing with social exclusion or marginalization, raising children together, dealing with family roles and contacts, building a strong and healthy social unit – cross cultural family. In terms of including participants to our program from the very beginning, we’d like to examine them further on collecting more information about real needs and desires among mixed pairs, also in parental roles or being excluded. We would also work on IO in common dialogue – by inviting them to get familiar with and test the methods delivered by each partner, learn them and test them in natural environment and also come back with the feedback. We would have pilot training sessions (workshops, group meetings) and individual consultations.
What is innovative in working on IO is both the new approach, collecting different methods and culturally diverse European countries experiences and including experience with different social groups. Innovative is also the form in which the result will be available – on-line interactive publication to be downloaded for free, containing self assessments tools, testimonials, materials and knowledge.
An overall concept for the guide is to make it as much practical as possible. It will remain on-line guide containing the way of communication adjustable and applicable for vast numbers of people on local, country, regional, European and worldwide level and both for different cultures as well social groups (eg. Millenials). There are several rules to follow in cross cultural communication, as open minded approach, ability to adjust, emotional intelligence and empathy competences. That’s why this guide and given tools might suite different people and nations. We are planning to implement Guide to future educational activities, both in Atalaya and our partnership organizations. It would bring continuity and dissemination effects further on, even when the project ends.
Our Guide will count approximately 150 pages divided into proposed chapters. It would be prepared in a form of on-line interactive PDF, readable also on mobile devices. We plan to use QR active codes and additional links (with useful links, materials, additional attachments as a added value – those also would be attractive additional dissemination activities as well).
Meet Me Halfway Guide (idea for IO index / chapters) – we plan to cover following topics:
1. Introductory
– why did we decide to touch on this topic?
– for whom is it dedicated?
– how can You use it?
2. Definitions
– Diversity
– Inclusion
– Cross-cultural partnership
– Cultural shock
– Third culture kids (TCK)
– Culture dimensions
– Cross-culture communication
3. Problems and needs in mixed couples
– name all that appeared and collected in Poland, Italy and Spain, based on initial research and interviews
– additional data gathered after the project approval
4. Methods descriptions and practical application
– NVC mediations
– Cross cultural competence and communication
– Gestalt Counseling
– Emotional Management
– Dragon Dreaming
5. Active methods – examples of specific interactive exercises / practice that could be done by the readers themselves:
– ADULTS and CHILDREN activities, like:
– train Your cultural sensitivity
– get to know Your partner’s culture better
– active listening
– self connection
– self empathy
– giving empathy
– mediate Your conflict
– 3 chairs model of resolving conflict
– children’s supporting methods of work
– family engaging crosscultural games
– others
6.Testimonials / cases descriptions / if possible video interviews
– describing real authorized stories based on individual interviews
7. Parenting and raising children in cross-cultural partnerships
– third culture kids – TCK
– bilingual challenges
– educational challenges
8. Summary
9. Bibliography
10. Where to find further help
– helpful links, publications, resources
– Strategic partnership organizations

DIVISION OF WORK

The writing of the Guide will be collaborative. The index of the publication and the basic
content of the chapters were agreed during the preparation phase. The participating
organisations could suggest modifications of the proposed chapters, as well as add other
chapters, if needed, once the writing has started. All the information will be put together
through online platforms, such as google drive. The communication between the
participating organisations will be fluid and periodic. At least one follow-up teleconference,
among the three contact persons of the participating entities will be set up every two weeks.
In addition, a periodic evaluation will be carried out to monitor the evolution of the indicators
proposed for each task (writing, layout, translation, publication and dissemination).
Each partner is responsible to accurately describe and provide all required materials and descriptions of a method, being the expert in – Poland (Cross-cultural competence and NVC mediations, Spain – Dragon Dreaming and emotional intelligence, Italy – Gestalt Counseling).
The methods will be practically used during sessions, workshops and consultancies for participant to get their feedback and adjust them into a practical and most relevant way for cross cultural Guide for mixed couples.
Once the Guide has been fully written, the Atalaya will carry out a final revision of its contents. After verifying that the content is right, Submeet will be in charge of the layout and graphic design. Each organisation will translate the Guide into our respective languages. The layout of the fourth languages’ versions will be prepared by Submeet.

IO – ideas to test the methods and Guide ideas with target audience / engaging and involving them to participate in co-creating final result:
♣ Ideas for exploring and testing methods with target group
♣ Individual consultations re cross-cultural issues and empathy communication (NVC, mediations competencies) in terms of: needs analysis for the (IO) Meet Me Halfway Guide; collecting cases to be described in IO (authorised testimonials); support them / coach them with everyday challenges and cross-cultural knowledge
♣ After each set of consultations, the next part / chapter will be described for IO (Guideline)
♣ 2-3 days group workshop meetings in Warsaw’s neighbourhood in terms of testing methods / pilot chapters within target groups. Two or three workshops depending on frequency to be scheduled. The goal of this meetings is to find out more about issues our participants are facing in everyday life being and living in cross cultural relationships / families; to give them appropriate support in field of cross-cultural and NVC communication; develop their interpersonal communication skills by teaching them NVC meadiations; collect feedback and materials for IO – Meet Me Halfway Guideline book; allow them experience and draw benefits from common support group and share during these meetings and in future.
♣ After each group workshop, the next part / chapter will be described for IO (Guideline)

The possibility to interchange of active methods of adult education (5 different methods to bring new value). We will use methods and experience of different countries, different culture approach and different styles of working in multi national environment. The three partners will create a Guide that will be an international useful tool for the development of sustainable projects in any part of the world. We have different backgrounds – psychological, social and supporting groups or individuals. We will discuss European identity among trainers from different countries in context of mixed couples. The crucial value is the new quality over the borders and boundaries that we create literally and figuratively.
The objective of the participatory trainings as learning activities included in the project is to have the opportunity to observe a series of good practices from all of the members of the strategic partnership in order to be able to replicate them and foster the cross cultural competence and emotional capacity of mixed pairs representatives, reducing the risk of exclusion. The aim is to promote a sense of European identity in the participant and a link between the different entities and the establishment of new partnerships in the future.

C1.Poland

This multicultural project is based on a wide set of our experiences and methodologies which are used by us and our partners on a daily basis. During the LTTAs each country will present its methodology and on-going experiences working with participants. Above all, these trainings might also include sessions with target group reps. It will allow to include the participants’ perspective and answer their real needs and problems. As the trainings and working on the final result (the Guide) would be staggered, all the presented methods and the best practices would be included both while working live with beneficiaries and to the guidebook for mixed couples.
POLAND: Cross-Cultural Competence, NVC Mediations
SPAIN: Dragon Dreaming, Emotional Management
ITALY: Gestalt Counseling

The participants would be 2 people from each partner organization plus 3 people from Atalaya (7 in total).

Brief description of a LTTA activity:
The LTTA will take place in a specially selected place nearby Warsaw to make appropriate conditions for sessions and learning activities. It will last for 5 days, from Monday to Friday.
We will provide both knowledge input as experiential learning on methods. There will be also space and time for brainstorming, creativity discussion and mind maps dedicated to he Guide (intelectual output). We’d also arrange socializing activities and cultural entertainment to present Polish culture and heritage.

1. INTROduction + integration + discussing how to match methods within Guide needs (intelectual output)
2. Cross Cultural Competence:
– what it is? definition
– how it helps in terms of intercultural relationships?
– why is it crucial in terms of building strong and healthy cross cultural relationship / family unit
– experiential learning and building self competence
– experiential learning activities (cultural models, dimensions, applying, reflections)
NVC Mediations
– what it is? definition
– how it helps in terms of intercultural relationships?
– experiential learning activities (9 skills of a NVC mediator, 3 chairs model)

Technical visits of local cross cultural pair and inner needs / feedback
– social activities

Daily structure – to be reviewed and edit:
07:30 Optional activities to wake up (yoga, streching…)
08:30 Breakfast
9:00 I.- Theorical and practical session
11:00 Coffee Break
11:30 II.- Theorical and practical session
13:00 Lunch
15:00 III.- Team work (working on Guide)
17:30 – Summary of the day
19:00 Dinner and activity for cross-cultural team building

C2.Italy

the participants would be 2 people from each partner organization plus 3 people from Atalaya.

Brief description of a LTTA activity:
The LTTA will took place in Pescara and it will focused on GESTALT COUNSELLING (GC);
we will address the following sub-topics:
(a) overall understanding of GC – concepts, methods, examples
(b) evaluating the effectiveness of GC towards mixed couples – good practices, feedbacks, existing literature
(c) further exploitation of GC, useful for the Inteectual Output – after wrapping all results up, participants will agree which contents shall be included in the I.O.
The LTTA will last five days (Monday to Friday) and will be composed by class lessons (for (a) and (b)), technical visits (for (b) and (c)) and a workshop (for (c)).
All partner will participate with chosen adult trainers and managers from their staff: along with participants with technical background / expertise on the project theme, each partner will involve some staff dealing with project management, because during the LTTA we will also have a dedicated session of project management, apart from (a), (b), (c), to check the project status and decide proper countermeasures to catch any eventual delay up.
Apart from the aforementioned activities, the hosting partner (SubMeet) will also organize some social event as icebreaking activity and to let all participants understanding better the local circumstances and the social and cultural environment where they will spend this week.

C3.Spain

The training for adult trainers and managers will be held in Cantabria (north of Spain). The designed programme is based on a working structure of vertical and horizontal axes.

The vertical axes have to do with the evolutionary moment of the group:
VA1. Meeting each other (to know who we are, which our potentials are and what we can share).
VA2. Sharing and learning (about feelings, emotional discharges and conflict resolutions).
VA3. Collaborating (developing common tools to enrich the project results, especially the intellectual outputs).

The horizontal axes (or working lines) gather activities around one or more of the objectives of the project.
HA1. Activities related to the group creation, sharing experiences and cohesion (relate this with the project objectives if possible).
• Programme presentation, group creation and motivations.
• Sharing good practices on emotional management from each partner
• Identifying the emotional needs of our respective target groups.
• The importance of emotional management in situations of exclusion
• Agreements, impacts and non-formal learning in projects (final evaluation and the letter of commitment).

HA2. Activities related to the main content of the course, that is the introduction of the basic notions of Emotional Management (relate this to the project objectives).
• Listening techniques and key ideas of Emotional Management.
• Emotions, feelings and emotional discharges (crying, yawning, laughter and trembling).
• Social oppressions. Understanding them, in order to understand human behaviour.
• Sexism and racism in our lives and institutions.

HA3. Activities which aim to go deeper in the method learned and include it in the intellectual output (relate this to the project objectives).
• How to work on emotions in teams and/or individually.
• The challenge of working with adults on emotional management
• The importance of the emotional discharges in marginalisation or traumatic situations.
• How to listen cross cultural couples in their daily conflicts.
• How to offer perspective and reality (acceptance and positive feedback) to cross cultural couples.

HA4. The fourth line is associated with the future collaboration among participants (relate this to the project objectives).
• The Euromotional network (working on emotional management at European level)
• Knowing other Spanish entities working on inclusion of migrants, refugees, etc
• Deep teamwork about future k2 related with inclusion/support of disadvantage groups.
• Presentation and feedback of those ideas.
• From the abstract to the particular. Commitments’ assumption and future alliances.
The methodology, during the course, will be, mainly, participative/active using also some tools from the Dragon Dreaming method.

Daily structure – to be reviewed and edit:
08:30 Breakfast
9:00 I.- Theorical and practical session
11:00 Coffee Break
11:30 II.- Theorical and practical session
13:00 Lunch
15:00 III.- Theorical and practical session
17:00 Coffee Break
17:30 IV.- Team work
19:00 Evaluation
20:30 Dinner

1. Our participants will benefit all the described above quality and quantity indicators. The will be aware of culture influence on their lives and behaviors. They will gain new skills and competences to deal with cultural differences in aim to cultivate their relationships and parenthood in diverse environment. Finally, they will empower themselves in dealing with obstacles and difficult situations they are facing being a part of minority or a subject of marginalization.
2. Participating organization will develop both cooperation, intercultural knowledge and cross-cultural competences, working out the new innovative approach that could be used in future organizational projects. They will also raise English language skills of organizations’ members and broaden organizations’ collaboration networks.
3. Mixed couples will benefit also from the society support (by building, strengthen network and connections during the program, also by making a publicity and paying attention of public audience to a topic while disseminating activities) and specific tools and knowledge they’ll receive.
4. Through an outreach campaign that includes different Erasmus platforms and social networks, the project and its results are
intended to inspire other European institutions who are concerned about the participation, inclusion and cross cultural issues.

Local Level
At a local level, it is expected that the cross cultural pairs will strengthen the sense of belonging, will improve their performance in context of cross cultural issues, in context of being parents of TCK or bi-cultural children, will improve problem solving abilities and increase resistance to exclusion. They would also know where and how to ask for a help (in between themselves, in cross cultural community, in organizations they would recognize during the project and specialized professional supportive staff and social workers). They will be also equipped with specific psychological tools, helpful in dealing with everyday obstacles. Our intention is to network cross cultural society, so they can continue their contacts and support even when the project is finished.
Organizations staff members will improve their capacity, knowledge and skills both as a trainers and coordinators. They would be able to transfer this knowledge to sustainable future projects and activities.

Regional and National Levels
In regional and national levels, the results of the project will affect the community of the participating organizations and people with whom they interact. Moreover, we will built publicity around the crucial topic nowadays of diversity and inclusion. We will influence the public opinion by publishing and communicating statements, needs and stories of our participants and final IO result regionally and internationally using the channels of all organizations (partners, strategic partners, former and present collaborating NGO’s, list of organizations engaged in migration policy and topics).
Our mixed pairs representatives will also transfer their new knowledge and skills in their daily interaction with other people of their communities, enhancing their motivation and their social psychological development.
The organization employees will increase their awareness about social exclusion and non-discrimination. They will have tools to integrate into exclusion situations, bringing new solutions to confront these problems, reducing the risk of marginalization.
In a national level, in certain ways we would be ambassadors of our own countries, improving the perception that the other participants will have about the culture of each country.

European and International level
It is expected that through the transnational activities carried on during the whole project, we will acquire an international perspective. This means, that the project will not only have a local, regional or national focus, but an international vision. We will also disseminate the program results trough EU EPALE platform, Erasmus+ social media pages and groups and other sustainable channels (ex. SIETAR international network) to spread a useful tool helpful for other beneficiaries, trainers, social workers, stakeholders. Our project contributes to the Erasmus + community, as we will share our results within the Erasmus + network,
so that other centers and organizations can be inspired by the project. We hope that this may encourage European Union institutions to keep on allocating resources to cross cultural and inclusion topics and activities.
At a national, European and international level, through the dissemination of the project results, Meet Me Halfway Guide in
the social networks, websites, multiplier events, etc., we expect to inform and persuade other youth and entrepreneurship entities to
train their communities on the topics of the project.
The project or its parts can be easily transferable, since these types of activities (consultances, workshops, special psychological and cross cultural tools) can be applied to the improvement of competences in numerous societies and circles as schools, NGOs, companies, public institutions.

All dissemination actions will consider:
· definition of specific objectives of dissemination, depending on the phase of the project and depending on the target audiences to whom they are addressed different messages. These specific objectives will be framed under the general aim of disseminating the project results, outcomes and benefits, but will be important for the particular audience, sector and project phase
· identification and selection of target audiences. We identify different groups: public authorities, culturally diverse couples, social workers, other organisations involved in cross-cultural topic, i.e.: Poland: SIETAR Poland – Society for Intercultural Education, Training and Research, Women’s International Group, Social Dialogue Commision for Foreigners at Warsaw City Council; Spain: Cantabria Acoge, Red cross Cantabria; Permacultura Cantabria also collaborate with the European Projects Service of the Cantabria Government, editing the on-line European Newsletter, that is also disseminated by all regional development agencies of Cantabria (Campoo Los Valles, Liébana, Saja-Nansa, Valles Pasiegos and Asón-Agüera-Trasmiera). They publish the results of all our projects on it. Permacultura Cantabria will also share project results with national universities and NGOs working on interculturality or having studies published about cross cultural couples: the University Institute of Research on Migrations, Ethnicity and Social development (IMEDES) at the Autonomous University of Madrid; the University of Granada, Save the Children Spain, etc.
· definition and development of messages to transmit to each target audience in the different phases of the project
· definition of a set of success indicators will allow evaluating the impact of the dissemination activities their relevance in accomplishing the stated objectives.

Our project will engage the following dissemination activities:
· Workshops, conferences, publications: it is crucial that Meet Me Halfway project and its results are well known by policymakers, social counsellors and workers, end users, journalists and citizens. For this reason, the project partners will join events and conferences addressing social integration and cultural mediation issues.
Moreover, the progresses and results of the projects will be widely disseminated through the general media and social media (i.e.: FB, TT) and each partner websites. We will also use our and partner’s social media accounts:
– https://www.facebook.com/PermaculturaCantabria/ (more than 5000 followers),
– https://twitter.com/PermaculturaCan (more than 600 followers),
– https://pl-pl.facebook.com/fundacja.atalaya/ (more than 730 followers),
– https://www.instagram.com/fundacja_atalaya/ (more than 130 followers),
– https://twitter.com/FundacjaAtalaya (more than 440 followers)
– https://www.facebook.com/Submeet (more than 1000 followers on our Facebook page, with 300 views per month)
We will also use media and communication channels, which we are already in cooperation with:
– IT: ZONALOCALE, webnews at regional level: http://www.zonalocale.it/
– IT: CITTANET national webnews: http://www.cittanet.it/
– IT: Il Messaggero – regional newspaper
– PL: mailing list of associated partner SIETAR Polska (more than 100 members) and other organisations, which Kinga Bialek is a member off: Antidiscrimination Education Society mailing list (more than 80 users), Social Dialogue Commision for Foreigners at Warsaw City Council mailing list (more than 30 organisations on the mailing list).
– PL: professional accounts of Polish team: Kinga Bialek LinkedIn profile (more than 4000 followers), Twitter account (more than 300 followers.
– ES: local government of Cantabria information channels.
· External cooperation and knowledge exchange: the project partners will seek interactions and will establish joint activities with other associations, projects and initiatives. In particular, the consortium will target the ones developing horizontal activities like social services, for exchange, dissemination and training purposes. Cooperation will be established with projects, association and networks with a common background.
· Final conferences: the conferences will be organised in all 3 partnering countries at the end of the project period in order to present the outputs of the project to policy makers, research community, social partners and end users. The final conferences will be the important opportunities to discuss the results of the project, possible future collaborations and to decide about the future steps that could be taken.

The project team has been involved in the cross-cultural integration and support for culturally diverse people or cross-cultural dialogue for many years. People involved in the project will carry on with their daily activities after the project completion, so they will aim to strengthen cultural integration and the adaptation of people with different cultural backgrounds. The practical guide can be used fully as a self-development program for mixed couples, but it can be also used in parts and can be an inspiration to similar activities for mixed couples, no matter what the country of origin of the entities is. The knowledge acquired during the project will also be used in the continuous training plan of the organizations involved. It could cause continuity of future project dedicated to train social workers in context of cross cultural competence. The program will bring up new solutions to contribute to the social inclusion and foster collaboration among organizations and different sectors.

https://drive.google.com/file/d/1ofrEDxWwmqcODjOce0TinYxKrNvCs4-J/view?usp=sharing

All info soon

All info soon

Project start date: 01-09-2018 

End date: 31-08-2021

Project duration: 36 months (THE PROJECT TIMELINE IS AVAILABLE IN ANNEXES)

This strategic partnership has been created to develop innovative tools to teach mathematics, in a more efficient, stimulating and successful way, for primary school students and making them more accessible to public education. These tools can be applied in countries seeking innovation, as well as in those that urgently need to improve their students’ performance.

Why?

“Mathematics Education in Europe. Common Challenges and National Policies” study by The Education Committee of the EU Mathematical Society (ECEMS), states that EU students often lack basic mathematical skills.

ECEMS, the TEDS-M and the Dutch Royal Academy of Sciences, throughout their studies, blame the insufficient teachers’ mathematical knowledge, especially at primary level, pointing out the need to enhance their mathematical and pedagogical content knowledge.

Current issues on Mathematics Education around Europe indicates that the right math foundations acquired at early age, help students to understand and manage reality, develop their skills and performance, throughout their academic and daily lives.

The EU Commission mentions in this study a number of measures to address the low achievement of students. Among them:

-Connection of mathematics with everyday life and

-Motivating students in education

Project Objectives:

1. Several teaching techniques and resources that are used by STAMS, PASOS and SINDI will be researched.
2. Development of pioneering pedagogical strategies regarding Maths, in Primary grades.
3. Transmitting the produced pedagogical strategies to the Primary faculty.
4. Boosting each country’s educational system, by invigorating the relationships and cooperation with educational institutions, at all levels (regional, national and European).

Expected project impact:

1 PROJECT PARTICIPANTS

Better teaching quality, which in turn will make their students’ learning process more efficient; Improved research, innovation and linguistic abilities to work in international environments.

2 STRATEGIC PARTNERSHIP

New tools and methodologies will put the participating organizations on the forefront of mathematics teaching.

*STAMS

Creating new methodologies and tools will give them the advantage of an innovative institution; this will reflect not only in mathematics, but in other subjects, too.

*PASOS

They will provide better service to math teachers (locally and nationally), who in turn will be able to improve their students capabilities, performance and grades (especially those attending public schools).

*SINDI

By familiarizing themselves with mathematics as a sociocultural knowledge, their students will improve their capacity for facing and solving daily problems.

3 TEACHERS

Their mathematics teaching skills and methods will become more efficient and innovative; they will be able to inspire and stimulate their students to achieve their goals

4 SYSTEMIC

Acquiring a strong mathematical foundation early in life will grant students an optimum academic performance, raising their confidence and reducing risks of leaving school.

The main activities in the Project include:

(a) We will carry out 2 transnational meetings, attended by 2 persons from each entity (project coordinator + dissemination coordinator):

-Kick off meeting in Spain. It was planned for September 2018, but we did it on December, since the Grant Agreement was not signed until the 22^nd of November 2018.

-Final Meeting in Spain. Planned for July 2021.

-Mid-term meeting. It was planned at the end of the course in Spain according to the application so there is no budget associated, but could be also by Skype if the project coordinators don’t attend it. Note: Most NAs do NOT allow the inclusion of management tasks in learning activities, so probably the Skype meeting is the safest option.

(b) Intellectual outputs

Participants will acquire new mathematics teaching methodologies and tools; those will be transferred to primary school teachers, through the next intellectual outputs: a book, 15 didactic short films and an E-learning platform.

(c) Three learning activities:

Project activities:

*Two participatory visits (to Norway and Estonia) to exchange and transfer the best practices and math teaching methodologies of each entity. They will last 3 days each, with 2 teachers from each entity participating.

*STAMS will organize and lead a training period in Norway, which will be attended by 2 Spanish teachers. The aim is to comprehend methodologies and educational model used in Norway; so teachers can build upon the existing knowledge and evaluate their findings in situ.

*A 9 day-participatory visit to Spain, in which PASOS will transfer their best practices and methodologies and show the 12 participants the educational model functioning in Cantabria and Spain.

(d) Multiplier events:

Celebration of one conference per country that last one day and include a lecture, the presentation of the 3 Intellectual Outputs and a round table. 40 attendees per country, relevant stakeholders +  mass media.

1. e) Other supplementary activities without specific budget:

e.1) Internal workshops: At the end of the project, each organization will hold an internal workshop to disseminate the results of the project, the tools and methodologies created and the intellectual outputs. Other entities will be invited to participate.

e.2) Meetings with relevant stakeholders (1 meeting per month): each entity will arrange meetings with the following stakeholders: Teachers, Representatives of primary schools, Authorities in the educational field (Councils, Ministries of Education, etc.), Teacher training centers and Public Authorities (state institutions and local governments).

They will be asked to disseminate the project and the intellectual outputs developed, to their network of contacts. We will ask them to help us establish an initial contact with new entities, to visit and disseminate the project, and if they wish to become involved in future partnerships.

e.3) We will carry out an on-line dissemination campaign involving the participation of main stakeholders to maximize the exploitation of the results and intellectual outputs.

Participant’s selection, preparation and recognition

Selection of Participants

The selection of participants is divided into 2 stages:

STAGE 1: selection of the coordinator and teachers listed on the application.

STAGE 2: After the project approval, teachers should be selected from the participating entities. They will participate in the participatory visits, being able to learn about the methodologies and tools currently used, as well as visit and hold round tables, with various educational bodies: governmental organizations, schools, etc. They will also contribute to the development of intellectual outputs.

Each entity will be responsible for selecting its participants, each of them will perform the following tasks:

-Dissemination of the Participants Call

-Support to candidates during the Call

-Selection of participants

-Notification of results

Participants Support and Preparation:

During the project, transnational activities are carried out in which the participating entities act as hosting organisations, responsible for the following tasks:

-Support to participants

-Accommodation and transport management

-Organize kitchen service and gather the participant’s special needs

-Definition of risk prevention mechanisms (safety and protection measures)

Sending organisations will be responsible for:

-Management of the participants’ transport tickets reservation.

-Management of insurance and European Health Insurance Card (EHIC)

-Language preparation

-Issuance of Europass Language Passport

-Pedagogical preparation.

-Preparatory meetings

-Language preparation: Each institution will be responsible for issuing, to each participant, the Europass Language Passport, to assess their English level. Additionally, classes/tools will be given to improve their English level and support in the provision of technical language, if necessary.

-Pedagogical preparation: the Dissemination Coordinators will provide the tools and knowledge necessary for the correct dissemination of the project during transnational activities, to which these coordinators will not attend.

Participants will have previous preparations about the project: the activities to be carried out by the participants, objectives, etc.

-Preparatory meetings: The project coordinator in each organization will organize the relevant meetings with the participants to prepare the project’s tasks.

Participants involvement and recognition:

After learning activities, teachers taken part on mobilities and the IOs creation should conduct the internal workshop.

We will issue the following certificates for participants:

– EUROPASS MOBILITY DOCUMENT (after the participatory visit to Spain)

– Europass Language Passport (each participant should get one before learning activities)

– Attendance Certificate (at the end of each mobility)

Dissemination campaign

We will use the following channels:

• Website of the entities
• Youtube (to upload the short films)
• Facebook and Twitter (other social networks are optional)
• Erasmus+ platforms (Results platform, eTwinning and School Education Gateway,)

These collaborating organizations for each country, among others,  will be helping us to disseminate the project results:

NORWAY: “Buøy school”, “International School of Stavanger”, “Norlight Education AS”.

SPAIN: “Estela de Zurita” Creative School, Montessori Educational Centre “Village Santander”, “El Molino” Special Education Center and “Vital Alsar” School, Department of Education, Culture and Sports in Cantabria, European Affairs Office.

ESTONIA: “Are Basic School”, “Sauga Basic School”, “Tori Basic School”.

DISSEMINATION OF THE PROJECT BEFORE THE CREATION OF THE INTELLECTUAL OUTPUTS

-Information pills (1 per organisation, per month)

-Newsletter (1 per organization, for 2 months)

-Articles (1 per organization, for 2 months)

-Facebook account (1 account for the project) (2 posts per month)

-Round tables (2 mass dissemination to the target audience: 1 before the round table; 1 after the participatory visit) (Responsible host organisation)

-Meetings (1 meeting per organization, per month)

DISSEMINATION OF THE PROJECT AFTER THE CREATION OF THE INTELLECTUAL OUTPUTS

-Round tables (2 mass dissemination to the target audience: 1 before the event; 1 after the participatory visit) (Responsible host organisation)

-Meetings (1 meeting per organization, per month)

DISSEMINATION OF THE PROJECT AFTER THE CREATION OF THE INTELLECTUAL OUTPUTS

-Information pills (1 per organisation, per month) (1 mass dissemination to the target audience)

-Newsletter (1 per organization, for 2 months) (1 mass dissemination to the target audience)

-Articles (1 per organization, for 2 months) (1 mass dissemination to the target audience)

-Multiplier events (2 mass dissemination to target audience: 1 before the event; 1 after the conference) (Responsible host organisation)

DISSEMINATION OF PROJECT RESULTS

-Success stories (creation of 3 success stories per organization, 4 publications of each story per organization)

-Information pills (1 per organisation, per month) (1 mass dissemination to the target audience)

-Newsletter (1 per organization, for 2 months) (1 mass dissemination to the target audience)

-Internal workshops (1 internal workshop per entity; 1 promotional material and 2 publications per organization, per month)

-Meetings with stakeholders (1 meeting per organization, per month)

– Date: December 2018 according to the application (We need to choose 3 days within this period: from the 28th of February to the 4th of March 2019)

– Objective: The aim of this participatory visit is to learn about best practices in teaching methods and the tools used by STAMS. In addition, we will meet other educational institutions who will also share with us their best practices and initiatives to improve education in Norway. This visit will allow us to get to know this country’s educational model and system in depth.

– Programing:

Day 1

9.30 – 11.00 Tour around the facilities and special equipped classrooms.

11.30 – 13.00 STAMS Presentation. Main educative actions, activities and program

they follow. The Montessori teaching methods and materials for Maths.

15.00 – 16.30 Questions and Answers about the morning presentation and debate

on learning, through everyday tasks and playing.

17:00 – 18.30 SWOT analysis of the educational systems in Norway, Estonia and

Spain to clarify the external aspects that constrain our daily work. Strong and weak points of each educational center..

18:30 – 19:00 Evaluation

22:00 Cultural Visit or Free time.

Day 2

9.30 – 11.00 Round Table about the emotional scope of teaching and learning,

specially for children at risk (special needs, minorities…). Parents will be invited.

11.30 – 13.00 Visit the Norlight Education AS. Questions and Answer regarding

innovative educational programs or methods.

15.00 – 16.30 Visit the International School of Stavanger (ISS). Questions and

Answer to their teachers, regarding the use of new technologies and mathematics.

17:00 – 18.30 VisitBuøy school – Public School in Stavanger. Questions and Answer

to their teachers, regarding the use of new technologies and mathematics.

18:30 – 19:00 Evaluation

22:00 Cultural Visit or Free time.

Day 3

9.30 – 11.00 Exchange of good practices about strategies to address

underachievement in maths, science and literacy.

11.30 – 13.00 Debate with external stakeholders and official institutions’

representatives about inclusion, linguistic diversity, interculturality and ITCs.

15.00 – 16.30 Round table for interested parents and teachers.

17.00 – 18.30 Final Evaluation and Closing

18:30 Cultural Visit and Free time.

– Participants:

PASOS:

-Noelia Ramos: Graduated in Teaching from the Universidad Autónoma de Madrid.

-Lucía Fernández: Graduated in Teaching from the University of Cantabria.

Since both teachers will be responsible for the research during the training period in STAMS and will be actively involved in the creation of all intellectual outputs, their participation in all participatory visits is considered necessary. For this reason, the selection of both teachers was made before submitting this proposal.

STAMS and SINDI

Two teachers from each entity will participate.

– Date: April, 2019 according to the application (Could we agree on 3 days within this period: from the 18th to the 28th of April 2019).

– Objective: to know the best practices in relation to teaching methods, as well as the tools used, in this case, by SINDI. In addition, members of our strategic partnership will meet other educational institutions who will also share with us their best practices and initiatives to improve education in Estonia. This visit will allow us to get to know this country’s educational model and system, in depth.

– Programing:

DAY 1

9.30 – 11.00 Tour around the facilities and special equipped classrooms.

11.30 – 13.00 SINDI’s Presentation. Main educative actions, activities and program they follow.

15.00 – 16.30 SINDI’s lecture: “Best Practices of learning Mathematics, through daily life actions”.

17:00 – 18.30 Round Table “The Importance of creating an educative environment where families are involved” Some members of the Parents Association of SINDI will attend.

18:30 – 19:00 Evaluation

22:00 Cultural Visit or Free time.

DAY 2

9.30 – 11.00 Visit the Tori Basic school: Presentation of their facilities, activities and best or innovative practices regarding mathematics teaching.

11.30 – 13.00 Visit to the Are Basic school: Presentation of their facilities, activities and best or innovative practices regarding mathematics teaching.

15.00 – 16.30 Visit the Sauga basic school: Presentation of their facilities, activities and best or innovative practices regarding mathematics teaching.

17:00 – 18.30 Round Table: Exchange of Good Practices among SINDI’s management team and the visit participants and Discussion about the morning visits.

18:30 – 19:00 Evaluation

22:00 Cultural Visit or Free time.

DAY 3

9.30 – 11.00 Two different Maths class observation, at SINDI School.

11.30 – 13.00 Questions and Answers regarding the maths class observation.

16:30 – 18:00 SINDI’s lecture regarding new technologies, devices and digital resources used for teaching, especially mathematics.

18.00 – 19.30 Final Evaluation and Closing

19:30 Cultural Visit and Free time.

– Participants:

PASOS:

Noelia Ramos and Lucía Fernández

STAMS and SINDI

Two teachers from each entity will participate.

– Date: March 2020 according to the application. New dates: 29th June to 8th July 2020

– Objectives:

-Deepen into best practices on the methodologies and tools used by PASOS

-To exchange best practices between the participants and other Spanish educational institutions.

-To know the model and educational system in Spain and Cantabria

-Evaluate the book created during the project

– Programing

Day 1

-Visit facilities of the activity. Presentation of security measures.

-Current status of the project: Activities carried out; Presentation of the agenda of the

participatory visit

-Dynamic activity to introduce participants

-PASOS Presentation

-Evaluation

Day 2

-Presentation of PASOS best practices regarding teaching methods and tools used in primary

school classrooms.

-Group work: Elaboration of questions to be asked during the round tables.

-Lecture by the Department of Education, Culture and Sports of Cantabria, about the

Educational Model in Cantabria and other Initiatives. Invited Speaker: Mercedes Cruz.

-Round table discussion with the Department of Education, Culture and Sport of Cantabria to

exchange good practices with the participants of the “MATH-OOLS” project.

-Evaluation

Day 3

-Visit to the Creative School of Zurita. Presentation of its activities, «experiential learning»

project, didactic material and tools developed by the entity.

-Round table discussion for the exchange of good practices with the centre’s management

team and the participants of the visit.

-Presentation by the Office of European Affairs on projects developed to promote

educational quality. Invited Speaker: Montserrat García Ortiz, Director of European Affairs.

-Round table on Erasmus+ opportunities in the field of education with representatives of the

European Affairs Office.

-Evaluation

Day 4

-Review, study and evaluation of chapters 1,2 and 3 of the book

-Discussion: Analysis of the evaluation results of this chapter.

-Daily Evaluation

Day 5

-Review, study and evaluation of chapters 4,5 and 6 of the book

-Discussion: Analysis of the evaluation results of this chapter.

-Evaluation

Day 6

-Visit to the Special Training School of “El Molino” and “Vital Alsar”. Presentation of its

activities and initiatives to improve educational quality.

-Visit to the educational center of Montessori Village Santander. Presentation of Montessori’s

educational activities and methodologies.

-Round tables with each entity to exchange best practices with the centre’s management

team and the participants of the visit.

-Evaluation

Day 7

-Review, study and evaluation of chapters 7,8 and 9 of the book:

-Discussion: Analysis of the evaluation results of this chapter.

-Cultural visit:

Santoña

Interpretation Museum of the Pasiegan Valleys

Visit to the sobaos and quesadas factory with didactic walk

Tasting of typical products of the area

-Evaluation

Day 8

-Review, study and evaluation of chapters 10,11 and 12 of the book:

-Discussion: Analysis of the evaluation results of the previous session

-Difficulties and challenges in our entities to continue promoting quality education

-Reinforcement of regional and EU partnerships with partners working on the same issues

-Evaluation

Day 9

-Review, study and evaluation of chapters 13,14 and 15 of the book:

-Discussion: Analysis of the results of the evaluation of the previous session

-Teamwork to define new initiatives to promote educational quality (future KA2 projects).

Presentation of the initiatives.

-“MATH-OOLS” Next Steps: Future Activities

-Final evaluation

Day 10

-Farewell, certificates’ delivery.

-Return home

– Participants (profiles stated in “Participating Organisations”):

PASOS

Oscar Argumosa

Carmen Solla

Lucía Fernández

Noelia Ramos

STAMS

Salim Øndes

Javier Alejandro López Ruiz

SINDI

Ain Keerup

Silva Sikk

Two teachers from STAMS and SINDI will be also selected after the project approval.

– Date: Agust 2019 according to the application. You need to choose 30 days  from July to August 2019

– Objectives:

-To deepen into the methodology, educational model, curricular capacities, etc. in STAMS

-Acquire knowledge and skills from PASOS for the creation of new tools and methodologies,

testing and validating their effectiveness, in situ.

– Programing

During the mornings, taking advantage of the students’ presence, PASOS

teachers will be able to observe the teachers’ work when giving their classes, their good practices, tools and methodologies used. They will also be able to learn more about the educational model, strategies and other relevant data, through meetings with the staff of the different departments (Directorate, Human Resources, etc.).

In addition, during the stay, the teachers of PASOS and STAMS will test the methodologies and tools created by the participating entities, with primary school students.

During the afternoons, taking into account that students are not in the school, teachers from both entities will analyze the results of the morning tests and make appropriate corrections.

They will work, collaboratively, to create new tools and methodologies.

Therefore, the structure of the activities to be carried out day by day is:

9:00 – 11:00: Period of observation of primary teachers in STAMS and of acquiring good

practices, tools and methodologies in the classroom.

11:00 – 12:00: Conducting tests of the tools and methodologies created.

12:30 – 13:00: Meeting with various members of the school (teachers, coordinators, directors, etc.) to learn more about the educational model, curricular skills, roadmap, strategies, etc.

14:00 – 15:00: Analysis and discussion of the results of the tests of the methodologies and tools carried out in the morning.

15:00 – 16:00: Carrying out the pertinent corrections.

16:00 – 18:00: Collaborative creation of new tools and methodologies for teaching

mathematics.

The person in charge of coordinating the training and all planned activities is:

Salim Øndes

PASOS teachers who will be involved in this training period are:

-Noelia Ramos and Lucía Fernández

STAMS

-Salim Øndes will be the project coordinator. He is STAMS principal/rector and he is

responsible for managing the major administrative tasks and supervising all students and teachers.

-Javier Alejandro López Ruiz will be the dissemination coordinator. He made his AMI studies of the Montessori Methodology for ages 12-18 and 3-6 diplomas. He is currently working on the 6-12, in STAMS.

PASOS

-Oscar Argumosa: he coordinates a Master on Emotional Management and has coordinated more than 30 European projects. He will be the project coordinator in this project.

-Carmen Solla: Coordinator of the International Area of PASOS. She worked for Save the Children, designing and supervising different projects to promote interculturality and sustainable education. Author of 2 publications of Inclusive. In this project, she will be the dissemination coordinator.

-Lucía Fernández: PASOS president, graduated in Teaching, specialized in values education, group functioning and constructive conflict management. She will participate in the mobililities.

-Noelia Ramos: Diploma in Teaching, with specialty in Music Education. She has 15 years of experience as a primary teacher at CEIP Sansueña. She provides experience as a teacher in the Ministry of Education of the Community of Madrid.

– Nacho Bonachea is a graphic designer and illustrator. He will design and edit the book and developing the e-platform.

SINDI

-Mr Ain Keerup, the school’s headmaster, will be the project coordinator.

-Silva Sikk will be the dissemination coordinator. She is an English teacher.

Note: See also the associated partners or collaborators from each country.

O1: Book MATHEMATICAL INNOVATION for Improving Performance in Early Childhood Education

A book (80 -120 pages) will be published for teachers. Index:

Chapter I. Introduction.

I.I History of numbers.

Chapter II. First level of development. From 0 to 10.

II.I Numbers writing.

II.2 From 1 to 10.

II.3 Number and quantity.

II.4 Odd and even.

Chapter III. Second level of development. Introduction to the decimal system and arithmetical

operations.

III.1 Golden Bead Material. Introduction to the decimal system.

III.2 Stamp game. Decimal system and operations.

Chapter IV. Numeration.

IV.1 Teens board. Constructing the number of two figures.

IV.2 Linear count.

Chapter V. Memorization.

V.1 Memorization tables.

V.2. Memorization games.

Chapter VI. Hierarchy.

Chapter VII. Analysis of the square.

VII.1 Binomial: the square of a sum of two addends.

VII.2 Trinomial: the square of a sum of three addends.

VII.3 Decanomial: ten addend addition

Chapter VIII. Common fractions

VIII.1 Introduction.

VIII.2 Writing.

VIII.3 Equivalences.

VIII.4 Operations:

VIII.5 Types of fractions.

Chapter IX. Decimal numbers.

IX.1 Introduction.

IX.2 Quantity.

IX.3 Symbol.

IX.4 Union of quantity and symbol.

IX.5 Operations:

IX.6 Conversions.

Chapter X. Study of multiples.

X.1 Introduction.

X.2 Minimum common multiple.

X.3 Maximum common divisor.

X.4 Divisibility

Chapter XI. Study of the powers.

XI.1 Introduction.

XI.2 Square and cube of numbers.

XI.3 Power of 10.

Chapter XII. Square root.

XII.1 Binomial and trinomial producer.

XII.2 From the real square to the symbolic square.

XII.3 Square of a binomial.

XII.4 Square of a trinomial.

XII.5 Cross multiplication.

XII.6 Concept of square root.

XII.7 From a square to the next.

XII.8 Square root with golden material.

XII.9 Square root with hierarchical material.

Chapter XIII. Cube root.

XIII.1 Introduction.

XIII.2 Cubic root.

XIII.3 Cube of a binomial and a trinomial.

XIII.4 Cubic root of a binomial.

XIII.5 Abstraction to paper.

XIII.6 Cubic root of a trinomial.

XIII.7 Abstraction to paper.

Chapter XIV. Percentage.

XIV.1 Introduction.

XIV.2 Simple interest.

XIV.3 Capital, time, interest rate.

The book will be translated and laid out in 4 versions in: English, Norwegian, Spanish, Estonian.

With this book, teachers will be able to teach mathematics in a dynamic and efficient way,

taking into account that mathematical initiation must be a lived and experienced mental

construction, step by step. They will have tools, methodologies and manipulative materials

that will allow their primary school students to achieve a progressive assumption of

mathematical concepts, to achieve a mastery of them, in everyday activities and academic

life. The book will comply with the «Basic Principles of Mathematics Learning».

Task distribution:

Leading organisation: PASOS

The writing of the interactive book will be collaborative.

INVESTIGATION

Teachers of the participating entities will carry out an in-depth investigation on the methodologies, tools and best practices carried out, both in the participating organizations and in other exemplary institutions of their countries. To carry out the research correctly, there will be different participatory visits to each country. Prior to and during the training period, the tools and methodologies will be developed and tested by teachers from PASOS and STAMS at STAMS facilities, during this period.

SINDI will conduct reviews of the results when evaluating the new tools and methodologies, giving their comments as experts.

DRAFTING

All the new tools and methodologies created will be documented collaboratively. Google

Drive will be used to store the book versions.

Each entity will be responsible for reviewing the entire book to validate its contents.

TEST AND EVALUATION OF THE BOOK

During the participative visit to Spain, the book will be evaluated and tested. This evaluation

will involve project coordinators and expert teachers. Other experts in the field of education

from other relevant entities from Cantabria will also be invited.

This task will make it possible to refine the book, according to the suggestions made.

MAKE CORRECTIONS BASED ON THE TEST DONE IN SPAIN

After having carried out the relevant evaluations during the participatory visit to Spain,

teachers will proceed to make the necessary corrections, based on the comments of the

experts. The new changes will be validated and authorized by the entities of our partnership.

TRANSLATION

After having the final version of the book, each entity will translate it into its native language. Similarly, the English version will be published to reach the educational community throughout Europe.

LAYOUT

Finally, PASOS will be responsible for the design and layout of all versions of the book in its different languages (English, Spanish, Norwegian, Estonian). The laid out versions will be validated and authorized by all participating entities.

.

O2: Didactic videos about mathematics tools and methodologies

Note: We had budget cuts in this IO. So we need to discuss how the cuts will affect to both the quantity and the quality of the videos.

Number of short films for the original budget: 15

Didactic short films will be made, where the teachers of our strategic partnership will explain

the mathematics tools and methodologies created and documented in the book.

The didactic short films will serve as a complement to the book, in order to facilitate the

understanding and implementation of methodologies and tools by teachers. Each short film

will be subtitled.

Short films alone will be able to transmit the entire educational content. They will be specially

designed to facilitate understanding and retention of the mathematics tools and

methodologies created.

Task distribution:

Leading organisation: Montessoriskolen i Stavanger AS

The creation of the didactic short films will be done collaboratively.

PRODUCTION

-Short film planning:  When defining the entities/persons who best suits to be a speaker in a didactic short film, the distribution of the didactic short films to be recorded will be carried out, maintaining a balance in their assignment.

-Elaboration of a script: The teachers who participated in the writing of the book, with the

help of the diffusion coordinators, will write the content of each didactic short film.

Each script will be verified and authorized by all participating entities.

– Recording the video: The didactic short films will be recorded and dynamically presented by the teachers who participated in the creation of the tools and methodologies.

Since they are short films in which the teacher will make the explanation in front of the

camera, it may be necessary to take different shots.

Each didactic short film will be of a short duration (less than 6 minutes per film).

TRANSLATION AND SUBTITLING

The translation and subtitling of the short films will be done, in order to have 4 versions of

each short film in English, Norwegian, Spanish, Estonian.

EDITION

The Filmora tool will be used for edition. Once the short films are edited, they will be validated and authorized by the project coordinators and disseminated among all participating entities.

O3: E-learning Platform

E-learning platform on the tools and methodologies created during the project will be developed, in order to increase the capacities and skills of teachers on how to teach solid bases in mathematics, to primary school students.

The platform will include a series of teaching units in English, Norwegian,

Spanish and Estonian, available free of charge, on the internet.

The E-learning platform will be self-directed, i.e. it will be based on the training proposed by the platform, which will include a set of interactive lessons (e-lessons), with the following features:

-Users will follow the course at their own pace and independently.

-The course will be structured in such a way that, despite not having an instructor, the established learning objectives are achieved.

-There will be no fixed schedule to access it.

The course material will be stored on a Web server and users (primary school teachers) will be able to access this material from the E-learning platform. There will be a pedagogical methodology for teachers to learn on their own.

Similarly, the platform will allow for asynchronous communication online (communication at different intervals of time), through a forum that will facilitate communication, the resolution of doubts and the exchange of knowledge and experience between learners. Users, who are primary teachers, will be able to exchange ideas about the course, share their knowledge, comment on the results after implementing the tools and methodologies learned in their primary classrooms, share success stories, etc. In this way, the success stories shared in this forum will serve as motivation for other teachers to access the content of the platform.

Task distribution:

Leading organisation: Montessoriskolen i Stavanger AS

The creation of the E-learning platform will be carried out collaboratively.

COURSE CONTENT DEFINITION and STRUCTURE AND SEQUENCING IN TEACHING UNITS:

The educational references will be analysed in depth, in order to define the general contents of the e-Learning course, based on the specifications established. The next step will consist of carrying out the didactic journey, that is to say, the ordered and coherent structuring of the objectives and contents, grouping them in didactic units.

PASOS will support the participating entities as an expert in the definition of E-learning

courses.

DEFINITION OF THE PEDAGOGICAL METHODOLOGY

Teachers who participated in the creation of the book and didactic short films, with the

support of PASOS, will define the pedagogical methodology to guarantee the quality of the platform.

DIDACTIC MATERIAL STRUCTURE AND CONTENTS

The course will be provided with didactic material, complying strictly with everything developed in the two previous tasks. To this end, the teachers who participated in the creation of the book and didactic short films, with the help of the diffusion coordinators, will use these 2 intellectual outputs for the structuring of the course. A content document will be drawn up for each activity, containing all the information relating to it and the associated material.

TRANSLATION

Each participating entity will be responsible for carrying out the relevant translations, so that the entire e-learning platform is available in English, Spanish, Norwegian and Estonian.

PLATFORM DEVELOPMENT

The dissemination coordinators will proceed to the development of the E-learning platform, which includes a series of tasks:

-Domain definition and hosting assignment

-Definition of technical requirements of the platform: interface, functional, performance, safety, etc. requirements.

-Component creation: front-end, back-end.

-Add content: The content obtained in the previous activities will be added in all languages

(English, Norwegian, Spanish, Estonian)

-Validation and Testing: Integration tests will be performed to verify that the components interact with each other in an appropriate manner, after they have been integrated into a construction. Among the tests to be carried out are: load, usability, navigability, etc. In addition, tests will be carried out with teachers to ensure that the knowledge is acquired, in accordance with the previous planning and that the expected results are achieved.

PLATFORM LAUNCH

Once the platform complies with all the tests and is validated by the entities that make up our strategic partnership, it will be launched.

We will build on the international standard for e-learning programmes «Open ECBCheck», which contains a set of quality criteria for evaluating the design, development, management, implementation and evaluation of an e-learning programme, as well as the quality of educational material, methodology, media and technology.

E1: Conference for the dissemination of intellectual outputs in Norway

– Date: May 2021 for the 3 conferences (Norway, Estonia, Spain)

The conference will have the same structure and duration in the three countries. The participation of 40 people is estimated, including press media.

The program will be similar to the following one:

9:00 – 10:00 Overview of the “MATH-OOLS” project

10:00 – 11:00 Lecture «Discovering beyond our borders”. By Salim Øndes, STAMS project coordinator. During this talk, it will be described the best practices in the educational environment carried out by: STAMS, PASOS, SINDI, Entities visited during participative visits.

11:00 – 11:30 Coffee break and networking

11:30 – 13:00 Presentation of the book. Questions and answers session

13:00 – 14:00 Lunch

14:00 – 15:00 Presentation and display of didactic short films. Questions and answers session

15:00 – 16:00 E-learning platform presentation. Questions and answers session

16:00 – 16:15 Sites for accessing to the intellectual outputs: Erasmus+ platforms, web pages…

16:15 – 16:30 Break

16:30 – 17:30 Round table «Opportunities and obstacles to further promote quality education in Europe». Experts will be invited to make participants aware of the opportunities offered by various European Commission programmes to promote education in Europe. Experts in the field of education will also be invited.

17:30 – 18:00 Debate. We will open the round table to the audience present.

18:00 Closure

Conflict resolution and risk during the project implementation were evaluated in the application. We’ll comment only the solutions included in the Grant Agreement.

Poor, partial or late implementation

Poor implementation of the Project may be established by the NA on the basis of:

– The final report submitted by the coordinator;

– The products and outputs produced by the project;

A grant reduction based on poor, partial or late implementation may be applied to the total final amount of eligible expenses and may be of:

– 25% if the final report scores at least 40 points and below 50 points;

– 50% if the final report scores at least 25 points and below 40 points;

– 75% if the final report scores below 25 points.

Termination of the Contract

The Partner notifies the Coordinator immediately in case of appearance of any situation that may affect the performance of the Contract of Partnership.

The Coordinator may cancel the Contract of Partnership on the condition to preserve all rights for damages through a notification to the Partner.

Other reasons for termination are:

• If the Coordinator decides that this Contract shall be affected negatively because of any negligence and/or late notification of the Partner,
• In case of occurrence of the conditions specified under the article of failure to deliver the documents in Article 11 of this Contract or violation of any article of the Contract,
• In case of occurrence of any of the conditions that shall require termination of the Contract which is set out in Article 2 of the Grant Contract in Annex 1, this contract will be terminated.

Poster

Within the project «MathemaTIKs for Primary School teachers» we will develop innovative tools and methods to facilitate the teaching of mathematics in a motivational manner, allowing to balance the development of accounting and algorithmic skills with developing creative reasoning skills not only in our country, but also at the level of the entire European community.

In order to achieve this, three members of our Strategic Partnership, Polish Primary School Klasyk in Puławy, Latvian Primary School Skibes and Spanish non-governmental organisation PASOS will conduct research and training in teaching methods and best practices promoting effective education in our countries and facilitating the achievement of intellectual outputs (book, short didactic films and e-learning platform). The study visits will take place in Poland, Latvia and Spain, and the intellectual outputs will document the results of our work and ensure the availability of developed methods and tools for all interested teachers. In order to properly implement the «MathemaTIKs» project, we have also planned 3
international project meetings: Kick off, an intermediate meeting and an evaluation meeting, and three multiplier events, one in each of the partner countries.

We expect that the project will help to improve the quality of mathematics teachers’ work in primary schools, and, therefore, the process of acquiring knowledge among the students. Teachers participating directly in the project will increase their ability to carry out research, introduce innovation, create teaching materials and improve their language skills which will also improve their ability to work in an international environment. Through an invitation to participate in the study visits issued to other educational institutions and local and regional organisms, the Strategic Partnership will strengthen its international network of contacts which will allow the project to have an increased impact and enrich it significantly. Our European activity will also improve and result in the promotion of further development and implementation of Erasmus + projects aimed at introducing innovative improvements in the teaching system.

Europeans are very concerned about climate change according to a recent survey (2019) by the European Commission (EC), 7 out of 10 respondents (70%) agree that adapting to the adverse impacts of climate change can have positive outcomes for citizens in the EU. 93% of EU citizens see climate change as a serious problem and 79% see it as a very serious problem. However, not all of them find themselves equally involved in the direct action or underestimate it. THE SOCIAL DIMENSIONS OF CLIMATE CHANGE draft shows that one of the reasons for this situation is the prevalence of the debate on the ¨hard infrastructure¨when tackling climate change such as more technical or scientific work done to adapt to climate change on a large scale political or technological level. However, the so called soft infrastructures embedded in the world-view, knowledge or attitudes and sometimes materialised in organisations or even style of governance, are, according to the research, equally important in channelling behaviours and changing wrong assumptions for those in favour of sustainability.

This is why our project will provide trainings and materials for youth workers to better meet the needs of individuals and will include the testing of these methods to prepare them to become true factors of change. The reason for that is, on the one hand, to empower them and, on the other, to include the climate change topic not only in the work of the already environment-related NGOs but also as a transversal approach that shall exist in work of any of them, regardless of its main activity and scope.

GO1. To exchange and generate transversal knowledge in the field of adaptation to climate change for youth workers from non-formal and in-formal education sector. Why? As stated before, the EC called for the transnational actions regarding climate change and youth).

GO2. To generate transversal materials in the field of adaptation to climate change for youth workers from non-formal and in-formal education sector.
(Why? Education is an obligation for State Parties of the The UN Framework Convention on Climate Change but it hardly appears in climate policies as they tend to target industry, general society or, recently, formal education field but rarely regarding Third Sector ).

GO3. To reinforce the individual responsibility among youth in order to promote responsible behaviour in relation to the consequences of climate change. (Why? As we stated before, youth is the driving force of the recent Climate Strikes movement and it is a perfect time to further engage them in action, and in the society).

GO4: To support awareness-raising and action on climate change through the development and distribution of dissemination materials and events. (Why? In 2013 the EU adaptation strategy was adopted and awareness raising and mainstreaming of adaptation were considered crucial).

GO5: To build other NGOs´ capacity and strengthen the cooperation among entities. (Why? It is a high time for climate change to be introduced as a transversal topic in any NGO regardless of its scope of work and through trainings, IO´s distribution and dissemination we will bring together many entities).

We divided the process in 2 stages:

1. The first one was carried out before submitting this application and consisted of the selection of the core team, namely project´s leader and dissemination managers from our NGO´s staff. We took into account such characteristics as being experienced, engaged and successful in the organization´s work, being eager to learn and actively cooperate. We valued being either experienced or very interested in the climate change, youth work and creation of educational materials. In case of the project leaders we also valued experience in project management, previous research and commitment to the project´s ideas, experience in non-formal and informal educational strategies and ability and/or strong willingness to innovate. When selecting dissemination managers we also valued their impact on the NGO and community, especially good contact and positive interactions with youth, audiovisual, IT and graphic design skills, experience as community managers, and, last but not least, creativity and implication.

As a result, we came up with the following core teams:

Medeina
Project leader: Monika Sobanska
Dissemination manager: Ewa Szkudlarek

Oriel
PL: Sillian Ferrari
DM: Giulia Uccero

PASOS
PL: Magdalena Amanowicz
DM: Inmaculada Vidal

2. The 2nd stage will consist of selecting among our staff and learners those youth workers (2 per each partner)and youth leaders (4 per each partner) who will participate in the LTTAs and contribute to the development of IO through the process of its evaluation and testing. We will run this selection after the approval of the project and we will prioritise participants that otherwise would not have the opportunity to participate in such a training due to their disadvantaged situation, the ones who have basic knowledge of English in order to communicate (will offer linguistic support and preparation, too: described in the Participants´ preparation section), those who have a strong commitment and interest in the area of climate
change, youth action, community work, social inclusion and non-formal education.

The above processes will be based on the following steps:

1.Call preparation: an introductory message and a questionnaire will be prepared and widely disseminate in order to gather the information about the possible candidates.
2.Support: we will assist all candidates by helping them with any extra questions and doubts they may have either through emails and phone calls or in person.
3.Decision making: after the evaluation of the questionnaire and the criteria, we will chose the pre-selected candidates through an interview. While setting a final group, we will also pay attention to gender balance.
4.Feedback and notification: we will notify all candidates of the selection results with an appeal procedure open and a feedback for their future improvement.

Medeina

Medeina works in Silesia, in a region characterized by the complexity of social problems such as poverty and unemployment. Traditionally, this region was sustained by coal mines industries, however nowadays, both economical struggle and difficulties in changing mind-shift when it comes to environmental issues subside. This is why some of our youth workers and young people we work with, are struggling with financial difficulties and limited access to specialized courses or opportunities for self-development. Sosnowiec is also a small city, without too many opportunities for the development of international cooperation. Participation in this project will therefore allow our youth workers with fewer opportunities to
supplement their education and continue the path of learning in the field of climate change, innovation and non formal methods of working with young people. It will also be extremely valuable to enable them to work in an international context and participate in LTTAs otherwise this type of collaboration could not take place due to the lack of offers and resources. Similarly, being able to co-create an interactive book is a unique experience as otherwise publishing materials of this dimensions as individual experts would be almost impossible.

Throughout the whole process, they will be supported and guided by our more experiences staff and specialists. Moreover, we will run an intercultural preparation session due to the fact that Polish society, compared to that of Italy or Spain, is not as much diverse and we consider this aspect to be important as an added and transversal value to the project.

Oriel

Oriel as a youth organization consists mainly of very young employees living near Verona, in a rural region with limited infrastructure and without much industrial development. Also, youth workers from their region do not have enough opportunities to gain practical experience after graduation or training, and our project will help them implement acquired competences into practice through internal workshops, Testing stage and Action groups. Oriel offers technical assistance in the form of an information service on the opportunities available to young people and will offer support their participants throughout the entire project providing them
equal opportunities and mentoring.

PASOS
It operates in an economically inactive rural area called Valles Pasiegos where previously strong sectors as agriculture are currently undergoing a major crisis and most young people are struggling financially which translates into difficulties in accessing training and employment. Also, in Spain there is no legislation or regulation at state level for social inclusion, let alone for the social inclusion of youth. Speaking of PASOS itself, some of their youth workers come from other regions of the world (Latin America) and Europe (Eastern Europe) and are still facing cultural, linguistic, financial, adaptation and geographical barriers. Due to these difficulties, linguistic and translation support will be provided during the work
planned in the project and individual pedagogical and cultural support if necessary. Special internal training on information dissemination and use of distant working IT tools will also be conducted for those who will be involved in the project activities as the opportunity to work remotely will also be made available to not discriminate against employees who live far away.

PASOS will be flexible when it comes to the course and whenever the participants show any needs or face emotional or educational challenges, they will be able to adapt the programme in order to make the participants´ experience most fruitful possible, even despite their obstacles.

Preparation stage

The project leaders and dissemination managers already selected will be in charge of the 2nd part of the participant selection process.

The main tasks to be performed are:
-Development and dissemination of a call
-Support for candidates
-Pre-selection
-Interviews
-Final selection
-Notification

We will also carry out activities that will ensure that transnational mobilities, both project meetings and LTTAs, are effective and guarantee security and benefits for participants.

Those mobilities will be prepared and run by each host as follows:

1st Project Meeting in Spain: PASOS
2nd Project Meeting in Italy: Oriel
3rd Project Meeting in Poland: Medeina

The LTTAs will have a double objective: transfering of the best partners´ and other local practices and setting the basis for the IO writing (more details on each visit´s schedules in the
LTTA´s section).

1st Study Visit in Poland: Medeina´s best practices such as Deep ecology, youth´s eco- coaching and mindfulness, Polish Climate Change Micro activism, carbon footprint workshop and Climate change and gender perspective, etc.

2nd Study Visit in Italy: Oriel´s best practices such as Theatre of the Oppressed and social inclusion, work with youth from disadvantaged groups through local Italian sustainable projects, Earth 2099 workshop and sustainable projects creation, etc.

Course in Spain: PASOS best practices such as 7 Days Challenge, Zero waste approach, Emotional management in the eco-anxiety context, Do It Yourself practices, Permaculture gardening, etc.

The main tasks to be performed are:

-Setting work teams and assigning coordinators and trainers
-Preparation of the content of the visits and trainings
-Contact with associated partners and any other related and involved stakeholders or institution
-Logistics management
-Reservation of tickets or support for participants
-Ensuring the process of obtaining European Health Insurance Card (EHIC)
– Language support
– Europass language passport
– Pedagogical preparation
– Preparatory meetings
– Assistance and information for participants, infopacks preparation
– Definition of risk prevention and Health and safety mechanisms
-Evaluations and certificates

Intellectual work
Each partner organisation´s technicians will work on the IO (details on the work division in the section an in the budget flows). The main responsibility here will lie on the project leaders, however they will also delegate the work to the specialists of each field (translators, graphic designers, researchers, etc).

The main tasks to be performed are:
-Researching
-Writing
-Consulting
-Testing
-Designing

-Translating
-Editing
-Revising
-Publishing
Dissemination

Each partner has a designated dissemination manager, responsible for the activities described in the section Dissemination section and grouped in 3 parts:
-Dissemination before working on IO
-Dissemination after working on IO
-Dissemination of project results

Continuation
The project teams as a whole will be responsible for engaging in providing the continuity of our work and its results even after the project´s ending.

The main tasks to be performed are:
-Action groups
-Working on a new follow-up KA205 project taking the interactive book as a base
-Interacting with people leaving comments or asking about our IO and providing guidance
-Spreading the word about the availability of our IO and the method during events, trainings, meetings, courses, etc.

Quality management and control
In addition, Medeina´s, and especially its project leader Monika Sobanska, will be responsible for managing the entire project (already detailed in the management "Management").

The main tasks to be performed are:
-Budget management
-Time management
-Quality control management
-Reporting (intermediate and final)
-Evaluations and risk management
-Communication and timeline management and updates

To achieve the planned results and goals of the project, we will work based on a flexible method of teamwork, ensuring that partner organizations feel comfortable and equally involved.
All activities planned in the project will be subject to additional review, adapted and agreed during international project meetings in order to best use the potential of our 3 countries and teams. Nevertheless, the implementation of the assigned tasks will be carried out by each participating organization adapting them to their national context, developing the professional competences of experienced project participants and providing new knowledge to those who have less experience.

All activities described in the project will be constantly monitored by our organization to ensure timely implementation of tasks and their high quality.

POSTER

AGENDA

1. To examine the teaching techniques and materials used by NSP Klasyk, PASOS and Skibes.

2. Develop pioneering pedagogical strategies in mathematics at school level
primary. After researching and sharing best practices, our members will be able to develop new teaching tools and methods by writing a book and creating educational films for teaching staff.

3. Access to developed pedagogical strategies at the primary school level, new
tools will be made available via the e-learning platform that will remain created especially for this project. In this way, every teacher will be able to count on easy and free access to high-quality materials, and the book, movies and platform will be in addition disseminated through various means to increase the impact of our project.

4. Strengthening the education system of each country by reviving relations and cooperation between educational institutions at regional, national and European level. In the project, we will count on the participation of institutions that will fulfill the role of multipliers and will support us in his dissemination. In this way, we will expand our network of contacts as we hold meetings with various actors at the European level to establish future forms of cooperation.

Climate change and social exclusion are inextricably linked, and as the effects of the climate change increase,it will become increasingly difficult for the societies to eradicate exclusion of the fewer opportunities groups as they will also be those most affected by the climate consequences.

Moreover, EPALE kicked-off the year 2020 with an official message regarding the role of education in increasing the environmental awareness of adults, highlighting that they shall urgently become factors of change and role models in the universal fight against Climate Change. Addressing it should also take more than just technology and science and rather a holistic approach encompassing education and social issues as a crucial element for the achievement of successful results. UNESCO also highlighted that the role of social and human sciences is not equally treated as other aspects that contribute to shape climate change solutions. Therefore, we must stop considering it as something separate from society or
even individuals ́ ACTIONs and emotions because they are truly intertwined as complex social-ecological systems and development will never be sustainable without further increase of understanding of environment’s role for our survival and well-being, and vice-versa.

How thus to engage adult learners in Climate change related initiatives with innovative social aspects? Adult education organisations are called to design new pedagogical approaches to increase the participation and awareness of adult learners and, therefore, as social actors and citizens we all need to build adaptive capacity, resilience and effective and practical everyday solutions.

Our Strategic Partnership took the above into consideration and was designed to bring significant improvement of professional competences for members of our 3 partner organisations (British Creativity Works Preston, Spanish NGO and training centre PASOS ( Platform of Sustainable and Solidarity Solutions) and Polish NGO Oczy Szeroko Otwarte) and other adult trainers and entities wishing to establish Climate Change related contents as it is a high time for this topic to be introduced as a transversal axe in any NGO regardless of its scope of work.

POSTER

AGENDA

The objectives of the our project called ACTION (Adult Climate EducaTION), are therefore the following:

-We wish to exchange and generate transversal knowledge for adult trainers from non-formal and in-formal education field.
-We plan to create materials in the field of adaptation to climate change for the above group, including practical work methods and its social aspects such as climate change and emotions, climate change and gender, climate change and the intrculturality or climate change and ethics.
-We want to reinforce the notion of individual responsibility among adults in order to promote responsible behaviour.
-We will support awareness and action on climate change through the creation and dissemination of related materials and events.
-We strive for building NGOs ́ capacity and cooperation among entities.
The following main activities were designed in order to achieve the objectives: there will be 3 organizational project meetings and the best practices exchange through 3 LTTAs, each in one partner country. The intellectual work and testing stage undergone will have as a result the joint creation of an interactive guide on transoforming eco-anxiety into eco-ACTION, its edition and translation to languages of our partner entities, Polish and Spanish. Its further distribution and dissemination will involve 3 multiplier events and the opportunity for stakeholders and attendees to receive guidance on implementation of our IO. Moreover, internal workshops will be carried out for our NGOs ́ staff and ACTION Groups for disadvantaged adults will be organised by the trained adult trainers.

As for some of the project ́s impact we believe that the project will help with reaching higher social participation through leading adult trainers to improve their way of interaction with adult learners who often show much scepticism towards the climate change action. We especially hope to reach the most disadvantaged groups, including the elderly. The elaboration of the IO in a transnational Partnerships will show that climate change topic, research, action and collaboration has no boundaries and, even more, that it is required as a mind shift in a global scale, no matter the country. This may produce a positive impact when it comes to other individuals or nations perception as an identification of a common goal, a priority and characteristic that unites us all, rather than separates. Moreover, the international community has already recognised the importance of climate change education as in the UN Framework Convention on Climate Change the 197 parties commit to «the development and implementation of educational and public awareness programmes on climate change and its effects», on national and international levels.

According to the EC article from the January 2020, over the last three decades, more than 10 million people have participated in Erasmus+ and its predecessors and for many of them, it turned out to be a life-changing experience, especially for those less privileged. This is why we are strongly committed to involve this project disadvantaged participants from each organisation in order to mitigate their economic, social, cultural, geographical and educational barriers as much as possible. We also want them be equally engaged in the running of the project yet being able to count on the more experiences staff support, guidance and preparation (described in the following 2 questions).

As project leaders, they will be responsible for the proper performance of the tasks, monitoring it and making sure the compromises and deadlines are met. They will also respond for the implementation of activities described in the preparation stage (section ‘Preparation’). If they face any problems or difficulties due to their obstacles while performing their tasks, they will be fully supported by their teams and other partners ́ leaders as we perceive the project as teamwork and joint opportunity to learn from each other not only about climate change best practices but also management, leadership, conflict resolutions and other important transversal skills.
Similarly, dissemination managers will be responsible for managing dissemination tasks, its quality, creativity and necessary audience. They will also interact with the public through social media and be involved in preparation of Multipliers events.

In addition, adult trainers from our entities will take part in producing our IO through sharing their own experience of working with adult learners, community building work and overcoming obstacles. They will analyse the methods and tools of informal learning and engaging in climate adaptation actions during the course in Spain and will also test the methods contained in the IO during pilot testing stage organised for adult learners and trainers from outside of Partnership. Through these actions, disadvantaged participants will gain greater comfort at international work, will be able to gradually overcome language, cultural, emotional or educational barriers and significantly improve the atmosphere in their workplace. Testing stage: it will take place after the creation of the first final version of the IO and will consist of testing the knowledge, skills and methods during short meetings with local learners.

Adult trainers will be constantly supported in this task by our more experienced staff in order to obtain the fullest possible assessment of the interactive book developed and making all the necessary corrections based on their feedback. Workshops for the staff: they will involve the practical transfer of skills and knowledge acquired during the study visits, course in Spain and the intellectual work for our entities ́ adult
trainers who did not directly participate in them.

ACTION groups: on the one hand, they will provide practical experience for project participants in implementing the acquired competences, and on the other, an opportunity to directly involve adult learners, and especially those at risk of exclusion and with fewer opportunities, in the climate change related actions run in an informal way. According to the European Commission, social inclusion is the process of self-realisation within a society and acceptance and recognition of one’s potential by social institutions and integration (through study, employment, volunteer work or other forms of participation) in the web of social relations in a community which is why besides the IO and international study visits, we would like to offer our adult learners another, local form of action and realisation.

Moreover, many people with fewer opportunities will benefit from the project even without direct involvement in it a adult trainers who will receive the interactive book will be able to use the acquired knowledge and contribute to sharing their experience, as well as to further transfer and dissemination of acquired skills. They will also be offered a practical guide on how to run their own Action Groups and implement Climate Change aspect into their work and their entities which will create a chain effect of education and action. Approximately 2.500 people will be informed about the results of the project through 200 entities or trainers and staff from non-formal education entities. (We estimated this number based on the social
profiles of our 3 partners and the characteristics of the target groups. We will also disseminate the project through the Erasmus Results platform or EPALE, reaching many other
European adults and adult trainers ́ entities).

3 international project meetings will be held:

1. International project meeting in Spain (Kick off)
2. International project meeting in Poland (intermediate assessment)
3. International project meeting in the UK (final assessment)
Each of them will last 2 days and will be attended by 2 people: project leaders and dissemination managers of our 3 organizations. We consider the participation of coordinating team to be important because they are responsible for the proper performance of the tasks assigned, the deadlines, quality, budget and the general correct implementation.

In addition, due to the need for a wide dissemination of the project, the participation of dissemination managers will also be important to achieve the intended impact.

The list of participants:

CWP: Steven Egan and Anita McGreevy
PASOS: Magdalena Amanowicz and Inmaculada Vidal
OSO:Kama Kepczynska-Kaleta and Mariola Kaniewska
– In November 2020 the kick off meeting will take place in Spain.
The goal of this meeting will be to:
-review and introduce possible adaptation of the work plan, division of tasks assigned to each partner and deadlines for their implementation.
-have an opportunity for the official inauguration of the project and a personal meeting with the representatives of the teams from other organizations
-evaluate the preparatory stage of the project,
-set tasks to be carried out at the next stage of the project (mainly to prepare best practices exchange),
-Steven Egan will also give a presentation on the proper management of the budget and the proper justification of the expenses incurred.,
-have a questions and answers session and overview the whole plan for the next 2 years of joint work.

– In the middle of the project (October 2021) there will be a second project meeting in Poland.

The goal of this meeting will be to:

-conduct an assessment of the first part of the project (the first part of dissemination, preparation and assistance for selected participants, organization and implementation of training
activities and exchange of good practices),
-do a summary of work on the IO realised so far,

-evaluate the communication and any problems that may have occurred so far,
-review the plan of the second part of the project, with particular regard to issues related to the work on the IO,
-use the SWOT technique to detail the current strengths and weaknesses of the project and its main opportunities and threats. The SWOT analysis will also be used to re-discuss dissemination strategies if needed.

– At the end of the project (August 2022) we will meet in UK.

The goal of this meeting will be to:

-run the evaluation process, including such aspects as work within each stage of the project, the level of achievement of objectives and results, and the observed level of satisfaction and assimilation of knowledge and skills among both project participants and and by other adult trainers and organisations that could not benefit directly from it but have a free access to the IO.
-discuss the possibilities of further cooperation in the field of linking climate change with social inclusion and adult work innovation,
-discuss the internal workshops inside of our organisations and work plan within Action Groups outside our organisations.
-summarise the multiplier events held and draw conclusions from them analysing the degree of interest and commitment,
-review responsibilities of each organisation regarding the participation and documents necessary to prepare the final assessment and final report of the project.

The IO (̈EARTH CALLING:TRANSFORMING CLIMATE CHANGE SCEPTICISM OR FEAR INTO INCLUSIVE ECO-ACTION) will be produced with the use of the collaborative research and writing methodology which is a method of creative work where diverse groups interact resulting in completing tasks and reaching a common goal.In our case, most of the work can be further described either as Parallel writing, where each team does one part of the whole book and then the people in charge comply it, or Stratified Division writing where each team plays a role in the final composition process of a project due to their characteristic and talents. This methodology is based on 3 necessary elements to make the distributed work process function:
1.Interaction between participants (whether debating, creating a draft or reviewing).
2. Shared power (everyone involved has the power to propose solutions and participate in brainstorming and decision making).
3. The collaborative production of one single text (which will be our interactive book in this case), which will be achieved by the following tasks and its distribution:
Tasks in preparation for the creation of IO
1.LTTAs will be a key element in the project as all the knowledge and tools exchanged will be the basis for the creation of our interactive book, according to their expertise.
2.Also, each one will be in charge of hosting 1 LTTA and preparing and sending their participants for the other ones, monitoring their achievements and learning process and progress
.
Tasks during the creation of the IO

1.Transferring best practices, working methods and useful guidelines that already proved to be effective in our organizations in terms of working on inclusion of adult learners and promoting environmental action. This stage is thought for all 3 entities and will be performed after the study visits and the course in Spain. CWP will be in charge of storing all generated materials and information in Google Drive.

2.Research.
The further researches will be conducted to identify sources of data, statistics or materials outside of our Partnership and be able to produce a high quality book ́s content.
The 3 partners ́ technicians and adult trainers will communicate between each other through a Whatsapp or Skype and Gmail group created in order to share information and progress. The project leaders will be also present and coordinating.

3.Creation of the IO.
Based on the further 2 stages, we will proceed to the formulation of the contents of the book, starting with the text. Although the work will be interlinked and the team members will be supporting each other, the division of the main responsibilities will be as follows (based on the partners ́ main experiences):
Chapter 1-2 CWP
Chapter 3-4-5: OSO
Chapter 6-7: PASOS
Chapter 8-9: CWP
Chapter 10 -11 PASOS
Chapter 12-13-14-15: Together with the supervision of CWP

4.Documenting of the process.
Partners will be writing and sharing all the information created and gathered in an understandable way, working in English in order to provide a coherence and continuity when it comes to the style, etc.

5. Scanning and correcting:
The chapters ́ proposals will be shared and corrections will be done by the leaders and other team members. After the final validation of the leaders of the 3 partners, and Steven Egan as the main leader, each chapter will be incorporated into a draft of an interactive book.

6.Interactive layout ́s design.
PASOS Graphic Team will be mostly in charge of giving the book a best form to make it attractive to our target groups by ensuring that the aesthetics, typography, hierarchy of the information or the composition is chosen in a coherent way and accordingly to the target group. They will also elaborate charts and iconography based on the information provided in order to enrich the design and make easy to use.

7.Testing

Pilot workshops will be done by the participants of the LTTAs and adult trainers involved in the IO ́s creation supported by our 3 teams. During this activity participants will be
familiarised with the book ́s proposal and will invite local adult learners to a practical workshop based on the content and guidelines from the IO. The feedback will be crucial for us.

8.Corrections
We will proceed to introduce any necessary changes to the IO ́s proposal based on the results of the pilot workshops. Each of the 3 leaders will be in charge of revising the final versions not only of their own team, but also checking the final version as a whole.

9.Translations and final edition and revision
The final English version will be translated into Polish and Spanish. Similarly, graphic designers will adapt each one to the layout.

10.Publication, dissemination and sustainability
Further tasks to be completed after the IO ́s publication are listed in the Dissemination section and community managers will be in charge of it.

C1 – 3 day study visit in Portugal:

The objectives of this activity are:

-To comprehend better the approach and possible difficulties suffered by primary school teacher and students when addressing climate change
– To understand the best practices carried out by Castro Verde to empower their students through their micro-activism, Eco-schools Program initiatives run on their context or zero waste practices through art and other disciplines
-To interact with relevant local entities who work on sustainability and climate change During this visit, Castro Verde will also show partner organisations how to address the activism with both theoretical and practical examples and what actions we undertake to empower students from fewer opportunities backgrounds. Additionally, we will learn about best practices of other local entities to better present the current situation of Portugal and the initiatives that are being undertaken in order to counteract climate emergency.

C2 – 3 day study visit in Czech Republic:

The objectives of this activity are:

– To understand the best practices carried out by Belsky Les School such as ̈the whole community approach ̈, responsible water usage best practices among students, school TV run by them,interactive and game based learning activities, both ICT and non ICT regarding environmental topic, organisation of environmental education activities in natural environment (forest), school dissemination channel, a TV run by students, etc.
-To visit relevant local entities that work on sustainability and climate change and engage with students ́ families belonging to disadvantaged groups
-To comprehend better the method of social inclusion through climate change activism
-To comprehend the local context and meet the representatives of students, teachers, families, NGOs, companies and public bodies in relation to climate change action and initiatives.

C3 7- day training course in Spain:

The main objectives:
-To share the best practices and techniques regarding the environmental actions and local initiatives with ecological approach
-To transfer the new methodologies and tools to teachers
-To run and live in a practical way the 7 Days Challenge that will be a part of our IO (the reason this LTTA is longer than the previous ones)

C1 – 3 day study visit in the United Kingdom

The objectives of this activity are:
-To comprehend better the approach and difficulties suffered by adults when addressing climate change.
– To understand the best practices carried out by CWP to empower adults.
-To transfer best practices and techniques regarding climate change, circular economy, media innovation and adult work carried out by CWP.
-To visit relevant local entities who work on sustainability and climate change and engage with adults belonging to disadvantaged groups.

C2 – 3 day study visit in Poland

The objectives of this activity are:
-To comprehend better the method of social inclusion of people with disabilities through climate change actions and best practices in non-formal and informal education carried out by
OSO to empower adults, especially those belonging to vulnerable groups
-To comprehend the intergenerational aspect and what the elderly can contribute with when it comes to the climate change action
-To visit relevant local entities who work on sustainability and climate change and engage with people belonging to disadvantaged groups

C3 – 7 day course in Spain

The main objectives:
-To share the best practices and techniques regarding the environmental actions and local initiatives projects with ecological approach.
-To transfer the new methodologies and tools to adult trainers and learners
-To run and live in a practical way the 7 Days Challenge that will be a part of our IO (the reason this LTTA is longer than the previous ones)

1st online meeting for the IO development and further activity planning

2nd online meeting for the IO development and further activity planning

3rd online meeting for the IO development and further activity planning

According to Eurostat, the cultural and creative industry (CCI) accounted for almost 3.7% of EU employment in 2015 (8.4 million), more than the automotive industry. Despite ICC’s important contribution to the economy and to people’s well-being, the situation of workers in the sector is often precarious and their work seasonal.

The Covid-19 pandemic particularly threatens the future of young artists, who are seriously affected not only by competition, but also by the application of social distancing measures. A large part of the jobs generated by ICC is affected, and the transition to the digital age is being faster than the world expected. Unfortunately, digital literacy in schools and other educational centers has not developed at the same rate. As a result of this, young people do not have strong tools for their professional life that allow them to participate fully in society. Young people have basic skills and are in contact with the most popular tools, although they are not the most appropriate for their career paths.

To alleviate this situation, we have decided to form this strategic alliance and develop a new useful methodology for young people seeking their professional path in the cultural and
creative industry.

Our strategic alliance, composed of PASOS, ORIEL and CWP, carried out a Context Analysis, Focus Groups and Gap Analysis, which show the need for the ArteSano project. Its
objectives are:

O1: Exchange knowledge and ICT tools focused on 3 perspectives: Politics, Efficiency and Technology.

Participatory visits in Italy and the United Kingdom to share all the knowledge and tools that each partner applies within their organizations linked to the 3 perspectives.

O2: Create a new methodology for the development of digital capabilities applicable to the cultural and creative industry

We will create a new methodology that will be based on the knowledge acquired in Italy and the United Kingdom. The methodology will be documented in an interactive book that will be used by youth workers, young students, and organizations. The book will be delivered in English, Spanish and Italian. It will be tested during the course in Spain.

O3: Empower young people with lifelong learning digital skills.

We will carry out a dissemination campaign, which will give access to the interactive book to our target groups, including the most disadvantaged young people. The campaign includes
3 multiplier events, one in each country and internal workshops, organized by the participants who attended the course in Spain.

In addition, we will hold 3 transnational meetings for the efficient management of the project:

-Kick Off in Spain.
-Intermediate meeting in Italy
-Final meeting in UK

The participatory visits, course in Spain, internal workshops, interactive book, etc., will be all based on a non-formal learning framework.

Young people and youth workers will acquire skills applicable in the cultural and creative industry that make up the new ArteSanomethodology: Digital skills in Political, Economic and Technological perspectives.

We also hope that our strategic alliance will help promote the inclusion of young people in our countries. Developing high-quality digital skills will empower young people in their professional lives.

POSTER

AGENDA

Para lograr los resultados y cumplir con todos los objetivos y metas del proyecto, contaremos con una metodología participativa y flexible que se ha aplicado con éxito en el pasado para que las entidades involucradas se sientan cómodas y faciliten las actividades de trabajo en equipo.

Nuestra metodología se basará en el aprendizaje no formal. Estimulará la participación activa, la proactividad, la responsabilidad y el intercambio de ideas y pensamientos de todos los participantes involucrados. De esta manera, buscamos construir un ambiente diverso y estimulante para aprender, reflexionar y trabajar.

Todas las actividades de aprendizaje (Visitas participativas, Curso en España, talleres internos, etc.), así como el libro interactivo, estarán basadas en aprendizajes no formales.

Utilizaremos un enfoque horizontal y práctico compuesto por los siguientes métodos y materiales didácticos:

* Métodos de aprendizaje no formal (más información en el anexo Detalles del proyecto):

-Métodos de aprendizaje
Aprendizaje activo
Educación Positiva
Instrucción diferenciada

-Métodos de aprendizaje social
Aprendizaje colaborativo
Aprendizaje en red
Búsqueda colaborativa de información

-Experiencia de aprendizaje
Aprendizaje experimental
Aprendizaje con base en proyectos
Aprender enseñando

* Herramientas y materiales didácticos
Juegos
Materiales audiovisuales
Conferencias
Mesas redondas
Energizantes
Teatro

1ra reunión transnacional

Se celebrará una reunión de KICKOFF en España (Cantabria), en mayo 2021. Las organizaciones implicadas revisarán la evaluación de la propuesta de proyecto, el plan de trabajo, la distribución de tareas y los plazos asignados a cada participante, con el fin de realizar los ajustes necesarios. También se explicará el presupuesto aprobado de cada socio. Esta reunión hará que el proyecto y la fase de preparación comiencen oficialmente. También discutirán el proceso de selección de participantes. Además, las organizaciones podrán conocer el lugar donde se impartirá el curso.

2da reunión transnacional

Esta reunión se llevará a cabo en Italia, a principios de enero 2022, después de que se realice la prueba del IO. El propósito de este encuentro es realizar una evaluación intermedia de la Fase de Adquisición de Conocimientos y Habilidades y la creación del libro interactivo. Discutiremos las correcciones que se harán al libro, como resultado de las pruebas anteriores. También se discutirán actividades como la difusión, preparación, preparación de informes, presupuesto disponible, etc.

Como resumen, compilaremos una matriz DAFO, detallando las fortalezas, debilidades, oportunidades y amenazas, en esta etapa del proyecto. El análisis DAFO será particularmente
útil para ajustar la estrategia de difusión e involucrar a nuevos actores que son clave para el proyecto. La información obtenida durante la reunión también se utilizará para conocer los resultados preliminares del proyecto, que se mostrarán a la comunidad en la campaña de difusión.

3era reunion transnacional

A principios de septiembre 2022, realizaremos una reunión transnacional en UK cuyo objetivo es realizar la evaluación final. Para ello se revisarán los siguientes temas: Desempeño de las Fases del Proyecto, objetivos alcanzados y resultados obtenidos, evaluación de impacto, problemas encontrados y las soluciones encontradas, nivel de satisfacción y aprendizaje alcanzado por los participantes que reflejan sus valoraciones individuales, etc. Identificaremos oportunidades de colaboración y el desarrollo de nuevos proyectos sostenibles en un futuro próximo.

Libro interactivo con 70/80 páginas y cumplirá con las siguientes condiciones:

-El libro interactivo tendrá el potencial de cambiar la forma de aprender y adquirir información debido a su interactividad y conveniencia. Aunque los libros tradicionales pueden incluir
palabras, imágenes y gráficos, este libro interactivo incluirá características multimodales como sonidos, animaciones, videos, etc. Los beneficios para atraer a los lectores y diferenciar
la instrucción son inmensos. El libro interactivo es una buena solución para captar la atención de los jóvenes y los trabajadores de la juventud para que lean todo el libro y motivarlos
a adquirir competencias en TIC.

-El libro desarrollará las habilidades profesionales de los trabajadores juveniles, mejorando la calidad de sus actividades y formaciones, desde el punto de vista de la inclusión digital
de los jóvenes estudiantes.

-Tendrá explicaciones fáciles y eficaces para que los jóvenes también puedan adquirir por sí mismos este nuevo conocimiento y puedan beneficiarse directamente de este IO. Esto
será útil para los jóvenes de todo el mundo que no cuentan con la orientación de un trabajador u organización juvenil.

-En cuanto a la transferibilidad, el libro está dirigido a cualquier trabajador juvenil o persona joven de todo el mundo. Esperamos que las versiones en inglés, español e italiano puedan beneficiar no solo a los países europeos, sino a la mayoría de los países de América. El libro y su lenguaje será transversal e intersectorial ampliando el alcance del proyecto a otros grupos destinatarios (adultos, escuelas, etc.) de cualquier sector.

• Multiplier Event 1

La conferencia local de 1 día de duración será organizada en España por PASOS.

• Multiplier Event 2

Oriel organizará una conferencia local de 1 día en Italia.

• Multiplier Event 3

La conferencia local de 1 día de duración será organizada en UK por CWP.

El objetivo principal de estas conferencias es difundir el libro interactivo desarrollado a lo largo del proyecto. Va en línea con uno de los 3 objetivos generales del proyecto: O3: Empoderar a los jóvenes con capacidades digitales de aprendizaje permanente.

Estará orientado a involucrar a diferentes personas interesadas en la nueva Metodología ArteSano desarrollada, herramientas digitales, fomentando habilidades para desenvolverse en el ámbito de ICC para los jóvenes, trabajadores juveniles, jóvenes aprendices, activistas cívicos de organizaciones juveniles, expertos, voluntarios, personal creativo etc.

También se invitará a personas que influyan en la configuración de los planes de estudio de las organizaciones educativas juveniles, instituciones responsables de la política
educativa y cívica de la juventud en España, Italia y UK. Al menos, 30 participantes asistirán al evento.

• C1

-Fase: Fase de adquisición de conocimientos y habilidades
-Organización Líder: Oriel
-Coordinador de tareas: Sillian Ferrari

CWP y PASOS tendrán una visita participativa de 3 días a Oriel en Italia.
El objetivo de la actividad es transferir las mejores prácticas y herramientas en torno a las perspectiva política de las TIC en las que Oriel tiene experiencia.
Durante esta visita Oriel contará con la participación de diferentes organizaciones que llevan a cabo iniciativas en el ámbito de la juventud:

-Materahub
-Ronda della Caritá – Amici di Bernardo
-Caritas Diocesana Veronese
-ActionAid – Verona

Nota especial: estas personas serán invitadas a participar en las mesas redondas, sin embargo utilizarán sus propios recursos y no serán beneficiarias de los fondos del presupuesto del proyecto. Contribuirán como expertos, pero no como participantes.

• C2

-Fase: Fase de adquisición de conocimientos y habilidades
-Organización líder: CWP
-Coordinador de tareas: Steven Egan

Oriel y PASOS tendrán una visita participativa de 3 días a CWP en UK. El objetivo de la actividad es transferir las mejores prácticas y herramientas en las perspectiva de las TIC de eficiencia económica en las que CWP tiene experiencia.

Durante esta visita CWP contará con la participación de diferentes organizaciones que llevan a cabo iniciativas en el ámbito de la juventud:

-Arts Council England
-University of Central Lancashire
-The Proud Trust
-Young Minds

Nota especial: estas personas serán invitadas a participar en las mesas redondas, sin embargo utilizarán sus propios recursos y no serán beneficiarias de los fondos del presupuesto del proyecto. Contribuirán como expertos, pero no como participantes.

• C3

-Fase de adquisición de conocimientos y habilidades
-Organización líder: PASOS
-Lugar: Ramales de la Victoria

Objetivos:
Transferir la Metodología ArteSano
Evaluación del libro (Más información en la Sección de IO)
Definir nuevos proyectos Erasmus +

• Nivel local:

A nivel local, se espera que los jóvenes y trabajadores juveniles que participaron en el proyecto obtengan habilidades digitales de por vida que los empoderen en el desempeño eficiente de su trabajo diario. Como resultado de la evaluación interactiva del libro, adquirirán una visión en profundidad del proceso de innovación. Habrán aumentado su capacidad de pensamiento crítico, liderazgo participativo, procesos grupales y proceso creativo. Se sentirán más seguros y preparados para la transición digital. Los participantes del proyecto se convertirán en miembros de la comunidad Erasmus +, lo que aumentará su autoestima. Estarán motivados para seguir trabajando en el desarrollo de futuros proyectos Erasmus +. Aplicarán la Metodología ArteSano para la preparación e implementación de proyectos futuros.

• Nivel regional y nacional:

Los jóvenes y trabajadores juveniles que participaron en el proyecto jugarán un papel multiplicador. Como resultado de los talleres internos y sumando la formación ArteSano en los
pilares de las organizaciones, las comunidades locales, regionales y nacionales serán beneficiarias de esta nueva metodología, contribuyendo a fomentar una sociedad digital
inclusiva.

Los participantes que viajen al extranjero actuarán como embajadores haciendo que el resto de participantes incrementen su visión en una perspectiva europea. Después de regresar a sus países, compartirán su experiencia al ser parte de una movilidad Erasmus + para:

-motivar a otros estudiantes para que se unan a la comunidad Erasmus +;
-mostrar la situación actual de las TIC en los países socios;
-Mostrar los aspectos culturales de otros países.
-Crear conciencia de la importancia de adquirir la metodología ArteSano.

Con esto, esperamos que más jóvenes y organizaciones estén interesadas en participar en iniciativas y proyectos futuros. Está claro que las organizaciones participantes se convertirán en referencia al brindar una metodología innovadora para fomentar una sociedad digital e inclusiva. Serán un ejemplo
de mejores prácticas de una organización digital en rápido movimiento.

• Niveles nacional, europeo e internacional:

Nuestro proyecto y la nueva metodología habrán contribuido a los últimos esfuerzos de la Comisión Europea mencionados incluyendo la estrategia «Europa 2020» para promover la economía social para lograr la sostenibilidad, el crecimiento económico y la calidad de vida (en su mayoría de los grupos desfavorecidos), Nueva Agenda de Habilidades. for Europe, Upskilling Pathways Framework, Digital Skills and Jobs Coalition, Innovation Union, Una agenda digital para Europa, Una agenda para las competencias y el empleo, etc.

Nuestra Red Europea se verá ampliada ya que en el futuro realizaremos colaboraciones con las nuevas organizaciones que nos encontraremos durante el proyecto (entidades asociadas de los países participantes, accionistas de organismos públicos y privados, etc.). Estimularemos capacidades y conocimientos profesionales a través de nuevos proyectos para nuestras comunidades juveniles.

Las organizaciones europeas se volverán más eficientes tras aplicar la Metodología ArteSano, aumentando su competitividad.

Se espera que a través de una campaña de difusión eficaz y sólida, los resultados del proyecto y el libro interactivo lleguen a una amplia audiencia a nivel nacional, europeo e internacional. Las versiones en inglés, español e italiano serán la clave para llegar a la mayor parte del mundo, incluidos la mayoría de los países de América y Oceanía. Además, el libro interactivo estará disponible en diferentes plataformas de Erasmus +, por ejemplo, Salto, resultados del proyecto Erasmus +, etc. Como resultado, el libro interactivo será accesible no solo para las comunidades de jóvenes sino para otros grupos objetivo. Esto nos ayudará a tener múltiples beneficiarios en todo el mundo sin importar su edad, tipo de organización, sector, etc., ya que nuestra metodología podrá ser aplicada por cualquier usuario.

Programme

Memory

Infopack

Video

POSTER

INFOPACK

PROGRAMME

MEMORY

Poster

Agrotourism in rural areas bring both direct and indirect benefits. It brings economic, social and employment benefits to the people from rural areas and will culturally enrich urban areas through knowledge of our country, traditions, heritage, gastronomy, etc.

This mobility offered 3 members of staff from each consortium member (that are experienced in adult training) the opportunity to visit world recognised references of agro-tourism in Cantabria (north of Spain), as part of the course provided by P.A.S.O.S..

The methodology used was a combination of theory and practice. Participants analyzed real case studies. Participants were able to visit agrotourism businesses, in rural areas throughout Cantabria. They had the opportunity to talk and share experiences with the businesses’
managers.

The objectives of the course were:

– To learn, apply and teach agrotourism in a sustainable way for the development of rural areas.
– To identify the Keys for a successful entrepreneurship in agrotourism.
– To develop a new initiative and define innovative insights for an international collaboration in the
near future among the involved organisations.

“AGROTOURISM-4-ALL” had other secondary activities in order to maximise the results.

These were:

-Internal Workshop: After the course in Spain, the participants organized a workshop within their organisation to transfer their knowledge to their colleagues and practice their new skills and abilities.

P.A.S.O.S.’s trainers were available to offer support and solve questions to the new trainers. This workshop was used as an evaluation of the learning outcomes acquired during the mobility activity.

-Dissemination Campaign: There was a strong project dissemination campaign. The workshops carried out by the consortium contributed to increase the awareness of the importance in Agrotourism. It focused on the numerous advantages that agrotourism brings to rural and urban people with regards rural, social and economic development as well as cultural enrichment.

As well, the organisations increased their experience in European project management. They developed the confidence to carry out European activities and broaden their perspective in
collaborating with other European organisations.

We believe that the course helped the participants to get a broader view of Agrotourism and having the chance to put it in practice in the future.

Training Course in Spain – Video

PASOS (Spain), together with Oriel (Italy), BWNGO (Egypt), and BRAVO (B&H), created the DREAM AFTER COVID project proposal, that aims to foster entrepreneurship in youth in the post – COVID society, as a way of increasing their inclusion and civic participation.

During this project, the participants will learn to create and manage:

• Socially sustainable projects
• Acquire capacities in democracy management
• Innovation
• Collective intelligence
• Resilience
• Participative leadership
• Also to become more active as citizens

The objectives of this project, and activities designed for achieving them, are:

• TO ENGAGE youth workers and youngstersin the creation of social projects that contribute to the COVID-19 recovery process.
• Training course in Egypt: 5 youth workers/ organisation will take part in the Dragon Dreaming principles and the Introduction to Innovation training.
• Local Workshops: Given to the young people by the participants of the Course in Egypt, to transfer the methodology acquired.
• Online mentoring: Given to the participants, divided in 5 teams. Each team will choose their social project and work towards its development, advised by the mentors.
• TO CONNECT youth workers and youngsters with fewer opportunities across the participating countries
• Creation of the Interactive Brochure: The participants will create the Democracy Tools that will be documented in the Brochure. It will also contain entrepreneurship tools and details of the projects developed by the participants.
• Youth Exchange in Spain: 10 young people and a mentor/ organisation will share their projects
  and the experience gained while developing them.
• TO EMPOWER youth communities with the DD Methodology for the creation of sustainable projects being respectful with our planet, with our society, and with themselves.
• Dissemination Campaign: The outcomes of the project will be transferred to youth communities through Conferences, social media and website communication and Internal Workshops.

• WP1: Implementation of project activities

Preparatory activities: We will select 5 youth workers+10 youngsters (who are part of our entities), giving priority to candidates with fewer opportunities.

Training Course in Egypt: The Course will be an opportunity for 5 youth workers/ organisation (20 people in total) to familiarize themselves with the Dragon Dreaming principles and go through the Introduction to Innovation training.

Local Workshops: The Workshops are designed to take maximum advantage of their multiplier potential.

Course in Egypt: Their purpose will be to further transfer the methodology acquired at the course.

Online Mentoring: Online mentoring sessions will be given to the participants, divided in 5 teams.

Creation of Democracy Management: Tools Assisted by their Town Halls, the participants will identify the democracy processes and foundations established in their countries. In addition, Oriel will transfer their knowledge about the Conceptual Framework of the Global State of Democracy.

Youth Exchange in Spain: Its participants (10 young people and a mentor/ organisation) will share their projects and the experience gained while developing them, principal challenges encountered and their comments on all the above and on their contribution to the COVID recovery process.

Teaching Tools and Materials to be used in the project
Learning Methods to be used in the project

• WP2: Project management

PASOS, as the main project coordinator, will be responsible for:

-Indicators and results monitoring according to the timeline attached and deadlines.

-Writing Internal Cooperation Agreements

-Elaborating and submitting reports and relevant documents. Partners will support PASOSin all the necessary documents for reporting

-Arranging necessary online meetings and coordinating effective communication between partners.

QUALITY ASSURANCE
Lead by BWNGO. The quality plan includes an evaluation procedure which will measure the internal and external project satisfaction. The tools presented in the manual are meant to check and measure processes and outputs during the project development and evaluate it at the end. Different categories of tools are devised:

● Project Matrix represents control lists to assess any progress and the rate of success of project activities in relation to specific objectives and expected results.

● Templates (Internal Monitoring): used as preventive actions to ensure smooth development of specific project activities, through the control of any steps needed for the achievement of the results.

● Quality Control Forms (Internal and External Monitoring): will be used as means to assess the outcomes of specific project activities carried out and to take corrective measures for the critical issues which will be outlined through these tools.

RISKS IDENTIFICATION AND ASSESSMENT

Leady by BRAVO.
Risk management helps to identify and address the risks that might arise during the project implementation. The objectives of a constant Risk Management are:

● identify project risks.

● define strategies for their prevention.

● minimize the impact to the project in case they occur.

The constant risk management increases the likelihood of successfully achieving the project objectives.

DISSEMINATION CAMPAIGN
Reaching a wide number of persons from our target audience will help us to achieve the 3rd objective of our project and multiply the results. The campaign is composed by 2 phases. Phase 1: Dissemination during the project Phase 2: Dissemination of the project’s results

IMPACT ASSESSMENT
Lead by ORIEL. The Impact Evaluation will be a relevant key to analyse and demonstrate we have reached the results and objectives expected.

• WP3 – Dissemination Campaign Management and Impact Assessment

In Dragon Dreaming, the Celebrating Phase is very important as it shifts participants from “Performing” to “Transforming”, to the stage of “Authentic Community”. Neurologically it involves the amygdala and hippocampus of the brain, that fixes short term memory and emotions into long term memory, stimulates the pleasure centres such as the nucleus acumbens, and releases a flood of dopamine, serotonin, and oxytocin in the brain. When participants celebrate (a project), they replenish their valuable creative energy. This is why Dragon Dreaming emphasises on celebration – the conscious appreciation of everything we have accomplished and what we have learned (from each other). It is based upon gratitude and thankfulness, recognition of what has happened, seeing what we have done.

Tasks included:
T3.1. Impact Assessment
Oriel will develop an Impact Plan that will include the impact defined, its indicators and sources.
T3.2. Dissemination Campaign (Conferences, Project Website, Internal Workshops, etc)
T3.3. Creation of an interactive brochure (Leader PASOS)
We will create an interactive brochure (70-80 pages long) that will be titled “Youth Community COVID-19 Response
to build a resilient society.

Poster

Video

Gender-Based violence (GBV) refers to harmful actions directed towards an individual based on their gender. This phenomenon it is rooted in gender inequality, the abuse of power and harmful norms. It is a serious violation of human rights, human dignity and a life-threatening health and protection problem.

The available data shows that 1/3 of women experience sexual or physical violence during their life-time (UNWOMEN). Globally, 736 million women have suffered from their intimate partner violence, non-partner sexual violence, or both at least once in their life (30 per cent of women aged 15 and older). The situation of Muslim women, women with disabilities and older women are even more severe and they experience different forms of discrimination and are exposed to a higher risk of violence.

During the COVID-19 lockdowns, women in violent relationships were forced to stay at home, isolated and exposed to their abuser for long time. This situation put them under a greater risk of domestic violence. On top of this, the development of the digital tools and ICTs, the gender based violence and power abuse takes new forms, not known before and with a high risk for young women.

These cases worry our project partners and to be able to address them Bioville partnered with Pasos from Spain, MIITR from Slovenia and PH from Czech Republic and drafted the project proposal “Youth FIGHT against power abuse: Y- FIGHT”, looking for new ways and possibilities to try to respond to it appropriately.

Young people are highly vulnerable and need more tools, knowledge and awareness to be able to identify the sexist behaviors on vulenrable groupsand non-binary gender, counteract systemic abuse of vulenrable groupsand cyber violence, be more aware of the abuses in the labour market and learn emotional management tools. Therefore, Y-FIGHT Partnership strongly believes that the prevailing abusive systems of power and mindset must be constantly challenged and changed and this is the main focus of the current proposal.

Having in mind the above, we decided to adopt the following project objectives:

PO1. To exchange the most important practices to fight gender-based violence and power abuse among young people.
PO2. To learn new tools and approaches to fight gender violence.
PO3. To raise awareness of power abuses experienced by young people, with special attention to vulnerable groups.
PO4. To strengthen alliances at the regional, national, and European levels with entities that fight to counteract gender violence and abuse.

Y-FIGHT intends to implement the following activities that are directly linked with the achievement of the project objectives:

• A participatory Visit to Latvia to learn from Bioville best practices to counteract systematic abuse of vulnerable groups and cyber violence.
• A participatory visit in Slovenia to learn from MIITR best practices on the identification of sexist behaviors towards vulnerable groups, and PH experiences on counteracting gender and power abuses in the labor market.
• A training course in Spain, hosted by Pasos to transfer emotional management tools to deal with
  and overcome situations of gender violence and power abuse
• Three project meetings in Spain (Kick-off meeting to start the project), in the Czech Republic (intermediary meeting), and a final evaluation meeting in Latvia.
• A Dissemination campaign.
• Internal workshops: in each partner country organized by youth workers who will transmit the knowledge and tools acquired to the young people in their organizations and communities.

By the end of the Y-FIGHT project we hope that the activities planned will help many young people to be more aware of gender based violence and power abuses, be able to identify such cases and be equipped with tools and methods to address them. Therefore, fostering non-violent, gender-equitable and emotionally healthier experiences for many young people.

Therefore, we expect that the young people that will join the Y-FIGHT project activities will become more empowered and be able to stand for their rights. Thanks to the emotional management framework they will acquire relevant competencies to handle harmful cases and emotional distress both in their daily life as well as in their employment. Additionally, young people will be able to share their experiences on-line and in situ, which will foster the dialogue to change the sexist behaviors and gender-based violence in society.

Youth workers and partner organisations will receive training on the topic and will be able to apply these learnings to their organizations & local communities. Another added value for the youth workers that will attend the training course in Spain will be the opportunity to improve their cross-communications skills and gain new competencies from the exchange of best practices on the topic.

It is expected for the project to have the following impact on:

Youth workers & young people:
-will have learned to counteract different forms of abuses
-will have been able to better understand and solve GBV cases on all levels
-will have acquired and applied tools and methods to work on issue related to cyber violence and sexist behavior
-will have learned emotional management tools

YOUTH WORKERS:
-will have learned good practices on empowering vulnerable groups
-will have acquired and applied methods to fight gender and power abuses in the labor market
-will have enhanced their level of awareness about power abuses experienced by young people
-will have reinforced their Erasmus+ knowledge and interest to continue working in new Erasmus+ projects
-will have improved their level of English

YOUNG PEOPLE:
-will have acquired more and better tools to counteract different forms of abuses
-will have been more aware about power abuses experienced by young people
-will have learned to better manage their emotions
-will have acquired emotional management tools to counteract different forms of abuses
-will have enhanced their self-confidence and self-esteem

PARTNERSHIP:
-will have been able to strengthen our position as reference on GBV and power abuse at the national, regional and EU level/s
-will have increased the qualification of our youth workers and staff to work on GBV cases
-will have strengthened our project network to have a bigger impact at the national and EU level
-will have increased our EU participation through new projects and initiatives for young people

Interactive book – English version

Interactive book – Spanish version

Interactive book – Italian version

This Partnership for Cooperation for Youth decided to implement this project, in order to achieve the following Project
Objectives (PO):
-PO1. Improve youth’s learning quality, inclusion and wellbeing by including Emotional Management tools in the training
process.To achieve this objective, we will carry out 1 training course in Spain.
-PO2. Increase involved entities’ knowledge about the Emotional Management work with specific disadvantaged target
groups.
To achieve this objective, we will carry out 2 participatory visits, one in Hungary and one in Poland.
-PO3. Provide basic non-formal education tools on Emotional Management to youngsters and youth workers through the
Online Platform.
The Online Platform will compile information gathered during the 3 learning activities to create relevant new material. It
will include practical exercises.
-PO4 Raising awareness of the importance of Emotional Management and contributing to a high quality non-formal youth
education, especially targeting its decision makers.
-PO5. Supply other European youth workers and youngsters with new, enriched Emotional Management approaches and
techniques.
To reach this objective, we will carry out a strong dissemination campaign.

For this project, we have planned 3 Transnational Meetings that will last 2 days each.
They will be attended by 2 youth worker Coordinators from each involved entity (a project and a dissemination
coordinator), as they play an important role for the correct implementation of the project, as well as for elevating the
project’s impact.
Three Learning Teaching Training activities are also planned for the correct accomplishment of the Project Objectives:
1- An 8-day training course in Spain about Youth’s Emotional Management.
The activity’s objective is to transfer the EM tools and approaches to the youth workers and young participants from
LAJA, FoK & PASOS.
Each involved organization will send 10 participants (2 Online Platform Developers, 4 youth workers and 4 young people).
2- Participatory visit in Hungary:
The objective of this visit is to provide training on how to adapt and apply the Emotional
Management tools and practices to FoK ́s target group: young women (who suffer gender discrimination).
The organization findings and conclusions will be included in the Online Platform. For this reason, this visit will be
attended by the Online Platform developers (2 per entity).
3- Participatory visit in Poland:
The objective of this visit is to provide training on how to adapt and apply the Emotional Management tools and practices
to LAJA ́s target group: young people with migrant and intercultural backgrounds.
The organization findings and conclusions will be included in the Online Platform. For this reason, this visit will be
attended by the Online Platform developers (2 per entity).
In the three Learning Teaching Training activities we will invite associated partners from each country, who carry out
initiatives in the youth field, to participate in round tables. They will also help with the dissemination of the project.
As hosting organizations, each partner will be in charge of the organization of the Learning Teaching Training activity,
including all the preparatory activities.
In the three Learning Teaching Training activities we will use alternative learning methods, based on non-formal
education tools and resources.
Finally, we will create an Online Platform that will compile information gathered during the 3 training activities. It will adopt

a focus on the disadvantaged groups emotional management and explain key emotional management tools and

exercises.

To reach the project’s objectives, we set some their specific Goals and expected Results:
-We will carry out training activities on techniques and approaches to foster youth’s emotional management.
-We will carry out training activities on techniques and approaches to foster disadvantaged youngsters’ Emotional
Management.
-We will combine the knowledge acquired during the training activities to create relevant new material for the Emotional
Management of disadvantaged youth and women, in an Online Platform.
-We will consolidate the new knowledge and skills acquired by young participants by applying them, while working with
the entities’ beneficiaries and communities.
-We will carry out internal workshops to further transfer the new methodology to the rest of the staff, young people and
decision makers.
-We will carry out a strong dissemination campaign at local/regional/national and international levels and multiplier events
to promote the Online Platform.

Mental health problems affect some 84 million people across the EU (over 1/3 of people in most countries). They can
have a wide-ranging devastating effects on people’s lives, even leading to suicide (1 every 40 seconds, globally).Young
people, women & disadvantaged groups are considered to be most at risk.
The most commonly diagnosed mental health diseases include depression, stress, anxiety and eating disorders;
symptoms include feeling sad, isolation, anger, substance abuse and suicidal thoughts.
The Health at a Glance Europe 2020 report noted that COVID-19 pandemic and the subsequent economic crisis have
exacerbated the burden of mental ill-health, as habits significantly worsened: social distancing, confinement conditions,
lack of physical activities, etc.
WHO states that 3 out of 4 people suffering from major depression do not receive adequate treatment and total costs of
mental illness treatments are estimated at over 600 billion € in the EU.
Mental health awareness is increasing around the world and especially in Europe. Our partnership would like to help
prevent this burden and build a solid emotional base for young people.
Project’s Objectives:
PO1. Improve youth’s learning quality, inclusion and wellbeing by including Emotional Management (EM) tools in the
training process.
Providing an attractive high quality training course about Emotional Management (EM), responding to young people’s
needs, will bring them many benefits, especially to less favoured groups with difficulties in learning, integration or
employment.
PO2. Increase involved entities’ knowledge about the EM work with specific disadvantaged target groups.
Providing 2 participatory visits to transfer practical knowledge on how to adapt the EM tools for specific disadvantaged
groups. This enriched knowledge will appear in the Online Platform.
PO3. Provide basic non-formal education tools on EM to youngsters and youth workers through the Online Platform.
Online Platform will compile knowledge gathered during the 3 LTTAs, with practical exercises; contextualising the links
between cultural beliefs and emotional problems, between human behaviour, emotions and hormones; provide Key EM
tools to improve everyday life, work and learning (also for disadvantaged groups).
PO4 Raising awareness of the importance of EM and contributing to a high quality non-formal youth education, especially
targeting its decision makers.

We will conduct internal workshops on EM for young people, youth workers, entities and decision makers of the Non-
Formal Education (NFE) sector and other interested parties.

PO5. Supply other European youth workers and youngsters with new, enriched EM approaches and techniques.
A strong dissemination campaign of the Online Platform and the project results will target relevant youth and NFE
stakeholders.
This project addresses the objectives of the EU strategy for Education and Training: Make lifelong learning and mobility a
reality; Improve the quality and efficiency of education and training; Promote equity, social cohesion and active
citizenship.
Regarding EU Youth Goals 2019-27, this project addresses:
-Mental Health & Wellbeing: directly providing tools, resources and strategies for Youth’s EM.
-Quality Learning: offering innovative EM knowledge and resources that can improve Youth’s (inter)personal, academic
and professional lives (mental health affects all everyday interactions).
-Inclusive Societies: training on how to work with specific disadvantaged young groups; & directly including participants
with fewer opportunities.

-Equality of All Genders: exposing oppressions suffered by Youth (including gender-based), their emotional

consequences and how to tackle them.
This project is tuned with the core actions from the EU Youth Strategy to “engage, connect and empower” EU Youth and
the EU Framework for Action on Mental Health and Wellbeing goals.

PO1 Improve youth’s learning quality, inclusion and wellbeing by
including EM tools in the training process.
The activity’s objective is to transfer the EM tools and approaches to the
youth workers and young participants from LAJA, FoK & PASOS. This
will be the responsibility of PASOS and its staff, who are experts in EM.
The knowledge gained during this training will be essential for the proper
development of the rest of the learning activities and the creation of the
Online Platform.
The activity will last 8 days and will take place in PASOS ́s facilities in
Cantabria, Spain. Each involved organization will send 10 participants (2
Online Platform Developers, 4 youth workers and 4 young people). A
total of 30 participants for the activity.
PASOS, as the hosting entity, will be in charge of the training
organization, including all the preparatory activities described in the
relevant question. They will invite their associated partners.

PO2 Increase involved entities’ knowledge about the emotional
management work with specific disadvantaged target groups.
The objective of this visit is to provide training on how to adapt and apply
the emotional management tools and practices to FoK ́s target group:
young women (who suffer gender discrimination).
The emotional management principles adaptations needed will emerge
from their youth workers’ daily work with young women. The organization
will recompile their observations, findings and conclusions and will
transfer them onto the rest of partner organizations, in order to include
them in the Online Platform. For this reason, this visit will be attended by
the Online Platform developers (2 per entity). Their profiles are stated in
the section “Participating Organizations”.
FoK will invite its associated partners (who carry out initiatives in the
youth field) to participate in the visit. They will attend using their own
resources, as they are not considered beneficiaries of this project.
FoK, as the hosting organization, will be in charge of the organization of
the participatory visit, including all the preparatory activities described in
the relevant question.
It is important to mention that, at the time of writing this proposal, there
was no way to know exactly what the findings of FoK will be, regarding
the needed adaptations of the emotional management approach, to work
with women. With this in mind, please note that the activity program
presented below was elaborated by FoK, in a tentative manner and
might be subject to change during the development of the project.

PO2 Increase involved entities’ knowledge about the emotional
management work with specific disadvantaged target groups.
The objective of this visit is to provide training on how to adapt and apply
the EM tools and practices to LAJA ́s target group: young people with
migrant and intercultural backgrounds.
The EM principles adaptations needed will emerge from their youth
workers’ daily work with. The organization will recompile their
observations, findings and conclusions and will transfer them onto the
rest of partner organizations, in order to include them in the Online
Platform. For this reason, this visit will be attended by the Online
Platform developers (2 per entity). Their profiles are stated in the section
“Participating Organizations”.
LAJA will invite its associated partners, who carry out initiatives in the
youth field, to participate in the visit; They will attend using their own
resources, as they are not considered beneficiaries of this project.
LAJA, as the hosting organization, will be in charge of the organization
of the participatory visit, including all the preparatory activities described
in the relevant question.
It is important to mention that, at the time of writing this proposal, there
was no way to know exactly what the findings of LAJA will be, regarding
the needed adaptations of the EM approach, to work with youngsters
with intercultural backgrounds. With this in mind, please note that the
activity program presented below was elaborated by LAJA in a tentative
manner and might be subject to change during the project’s
development.

Our target audiences were selected according to the following characteristics:
*Relevant: Some of these target audiences are interested in emotional management and can be interested in applying the
new tools and methodologies developed in the project.
*Multiplying: some target audiences will be multiplying actors, with national and international contacts.
Given the wide range of stakeholders in Youth and non-formal education communities, a number of specific groups have
been identified as target audiences, for the project dissemination:
-Youth workers from a variety of organizations (At all geographical levels): we aim to make youth workers from other
organizations aware of the project outcomes and encourage them to learn the emotional management principles and
tools, and transfer them to other young people in their communities.
-Young people (At all geographical levels): we aim to increase their motivation to learn more about human psychology,
emotional management and mental health care. We want them to be aware of how to use the project’s tools and
resources, for their personal and professional development and with the free high quality didactic material (Online
Platform) empower them towards wellbeing.
-Associations that work with disadvantaged young people, NGO ́s and educational centres (At all geographical levels):
This multiplier target audience will increase the project’s impact, by sharing the project’s results and motivating their
youth workers to learn about the project’s topics and transfer them to other young people.
-General Young Public (At all geographical levels): This audience is strategic, due to the transferability of the emotional
management principles and tools. Our intention is to reach all people who might be interested in self-care and
improvement, by applying the principles of emotional management in their lives and passing them on to their peers.
-Organizations committed to mental health care (European level): Providers of services for young people with disabilities,
institutions dedicated to work with women, youth helplines dealing with victims of oppressions, organizations who work
with migrants, social services offices, educational psychologists, etc., who can help people to acquire innovative skills in
emotional management to help them on their journey to develop themselves fully as human beings or professionally.

POSTER

AGENDA 

POSTER

AGENDA

POSTER 1

POSTER 2

INVITATION POSTER 1

INVITATION POSTER 2

VIDEO

1 in 5 young people in Europe were victims of cyberbullying during their childhood and/or adolescence. Due to the scale of this problem, cyberbullying has become a priority for the Council of Europe’s Children’s Rights Division.

Victims of cyberbullying are harassed with impunity and the perpetrator remains anonymous, which reduces empathy towards the victim and the risk of a direct response. The bullying can be observed and replicated by thousands of people (Robinson & Segal, 2019).

This can lead victims to mental health problems.
Some worrying statistics on cyberbullying (Statista, 2020) are as follows:

• Only 38% of victims of cyberbullying are willing to admit it to their parents.
• 34% of young people in Europe have experienced cyberbullying at least once.
• Victims of cyberbullying are 1.9 times more likely to commit suicide.
• 210 per 1,000 victims of cyberbullying are girls of a different skin colour.
• 68% of children who have been bullied online have experienced mental health problems.
• 42% of LGBT youth have experienced cyberbullying.
• 33% of teenagers have sent someone pictures or texts with explicitly pejorative content at least once.
• 66% of female victims of cyberbullying feel powerless.
• In 2020, Poland held the record for the most painful consequences of cyberbullying.

Poland faces the most severe forms of online harassment. 9 out of 10 respondents to the survey said they experienced mild or severe stress after cyberbullying. In some cases, there was even serious damage to the personal reputations of those harassed.

Some 45% of Italians aged between 13 and 23 admitted to having been victims of cyberbullying, currently the most common form of violence among young people.

In Spain, according to a recent study, 40% of young people under the age of eighteen have been victims of cyberbullying, including 46.7% of girls compared to 33.1% of boys (StCh, 2019).

The drivers of cyberbullying are not sufficiently understood and cyberbullying programmes are not gender-sensitive. The EU Guidelines on Children in the Digital Environment encourage the development of strategies to address cyberbullying with significant support for young people. However, an EU evaluation of good practice reveals that while most initiatives are well addressed, they rarely actively involve children and young people in preventing and tackling cyberbullying (EU Policy Department for Civil Rights and Constitutional Affairs, 2016). The evaluation also highlighted the need to promote initiatives that address and combat cyberbullying as such, with its unique characteristics that differ in scope and impact from traditional bullying.

There is no dedicated EU legislation on cyberbullying. We want to learn from legal and educational initiatives in other countries to create a common basis for combating cyberbullying with a gender-sensitive.

We want to empower youth workers and youth with new tools and methods to prevent and tackle cyberbullying from a
gender approach. To this end, we have formulated the following specific objectives:

• PO1 Share knowledge and learn from members’ experience in dealing with cyberbullying in youth associations;
• PO2 Draw a gender-sensitive method to tackle cyberbullying among young people;
• PO3 Empower youth workers and young people with soft skills, the new method and its tools to counteract cyberbullying;

• Project Management and Implementation: planning, finances, coordination and communication, dissemination.
• Transnational Project Meetings for implementation and coordination purposes. There are 3 project meetings:
  • the kick-off will be in Spain;
  • the intermediate meeting in Italy;
  • the final meeting in Poland.
• Learning activities (Individual Support). There will be three learning activities: a 3 days participatory visit to Italy (C1), a 3-day participatory visit to Poland (C2), and a 8-days course to Spain (C3)
• Multiplier Events: conferences, seminars, events sharing and disseminating the intellectual outputs
• Intellectual Outputs: Book

YOUTH WORKERS AND YOUNG PEOPLE
Increase awareness of cyberbullying, its forms, effects and gender dimensions;
They will learn how to detect and deal with cyberbullying, taking into account the needs and capacities of perpetrators and victims;
They will develop critical thinking through self-reflection techniques and improved conflict resolution skills;
They will become active participants in the fight against cyberbullying and support wider inclusion goals.

They will begin to create youth networks that actively engage in the fight against cyberbullying by implementing in their community the tools and methods described in the interactive book.

PARTNERSHIP
Promote social inclusion and emotional education among young people in their countries
Strengthen knowledge of bullying and its manifestations and improve methodologies to counter it by taking gender into account
Gain experience in developing tools, methods and best practices for detection, prevention and gender-sensitive protection

OSO
Develop a deeper view of cyberbullying from a gender perspective.
Improved work with victims of cyberbullying.
Strengthened capacity to test new tools.

PASOS
Gaining knowledge about abuse of power at all levels.
Improved prevention of cyberbullying through NVC tools.
Improved recognition of cyberbullying.

ORIEL
Increased knowledge to work with all roles related to cyberbullying.
Increased awareness of the consequences of cyberbullying.
Strengthened capacity to innovate.

YOUNG WORKERS AND YOUNG PEOPLE who have participated in the project:
-will become aware of the root causes of cyberbullying, its forms, effects and gender dimensions.
-will learn how to detect and deal with incidents of cyberbullying.
-gain critical thinking skills through self-reflection techniques.
-improve their conflict resolution skills and become active participants in the fight against cyberbullying, support the broader goals of social inclusion.
-they will learn how to create youth networks actively involved in the fight against cyberbullying by implementing the methods described in the interactive book.

MEMBERS OF THE PARTNERSHIP:
-will increase their capacity to promote social inclusion and emotional education among young people in their countries, contributing to improved interpersonal relationships and pro-social behaviour that prevents cyberbullying among young people.
-gain greater knowledge of bullying and its manifestations online and improve their prevention methodology through
gender sensitivity.
-gain more experience in developing gender-sensitive tools, methods and best practices for detection, prevention, prevention and protection against cyberbullying.

OSO
-will broaden their vision of youth work by adopting a gender perspective on cyberbullying.
-will gain more skills in working with victims of cyberbullying.
-will strengthen its capacity to test new tools.

PASOS
-will become a reference in the fight against abuse of power at regional, national and international by integrating cyberbullying into its core activities.
-learns ways to better prevent cyberbullying and NVC tools.
-learns tools to counter cyberbullying.

ORIEL
-will gain the knowledge to work with all groups dealing with cyberbullying.
-will increase their awareness of the consequences of cyberbullying.
-will strengthen its potential to innovate.

GEOKIT INFOPACK

</p

6TH PIECE OF NEWS

GEOKIT FINAL MEETING AGENDA

7TH PIECE OF NEWS

POSTER OF THE FINAL TRANSNATIONAL PROJECT MEETING IN POLAND

AGENDA OF THE FINAL TRANSNATIONAL PROJECT MEETING IN POLAND

Agenda

Presentation

Agenda

POSTER

AGENDA

Among many problems faced by young people, two seem particularly pressing: unemployment and climate change.

According to Eurostat, youth unemployment is a problem in most EU countries, especially in those most affected by the 2008 crisis. 20.9% of people aged 25-29 in the EU did not have a job, education or active training opportunities.

On the other hand, the EU has a long-standing commitment to international efforts to combat climate change, but according to the Off Target Climate Action Network study, no EU country is making sufficient progress in meeting the requirements of the Paris Agreement. The efficiency of Spain and Hungary in achieving these goals is assessed as insufficient, and that of Poland – very poor.

Our 3 organizations decided to implement the PermaCOOLtura project to counter both problems with 2 main solutions: entrepreneurship and permaculture.

Permaculture is a discipline of designing a sustainable environment in all its dimensions: social, economic and ecological, based on 3 ethics:

-Taking care of the Earth
-Taking care of the people
-Sharing the surplus

This field is still quite little known in Poland, and in particular in our Świętokrzyskie Province: according to https://mapa.permakultura.edu.pl/ and our own research and observations, we do not have any projects related to permaculture in our region, there are no also training or even volunteering related to this topic. We want to fill this gap by training our youth workers and offering free PermaCOOLtura workshops to young people from Świętokrzyskie Province.

On the other hand, according to the Ngo.pl portal, «green entrepreneurship» is an opportunity to build a competitive advantage for social enterprises, and create an offer based on ecological solutions that are still not very popular in our country, but whose popularity will certainly increase.

Our project fits this idea through the following Goals (the corresponding specific goals, actions and results are described in the next question) and Target Groups:

C1: Increasing the knowledge of permaculture, entrepreneurship and initiatives to combat climate change among project participants, youth workers from our organizations.
GD: Youth trainers working with young people in our organizations on a daily basis.
C2: Increasing the awareness of youth workers about the use of permaculture in work on youth entrepreneurship by means of new teaching materials.
GD: Third Sector and other entities involved in working with young people from outside the Partnership.
C3: Increasing the awareness of young people on the use of permaculture in work on entrepreneurship.
GD: The young people we work with.

Our project will bring together the best practices in the field of permaculture and entrepreneurship so that young people can use them in any field. We will enable participants from Poland, Hungary and Spain to test their ideas in practice, we will also help them in developing new socially engaged projects within the permaculture model, bypassing traditional management models. The project is expected to contribute to youth and youth workers acquiring skills necessary for entrepreneurial activity, such as:

-Improvement of knowledge and skills in creating sustainable projects.
-Improvement of interpersonal relations.
-Improvement of work in a team.
-Boost in problem-solving and decision-making skills.
-Preparation to enter the labor market.
-Improvement of innovation skills.
-Acquiring public speaking and leadership skills.
-Motivation, self-esteem.

POSTER OF THE KICK OFF MEETING HELD ONLINE

AGENDA OF THE KICK OF MEETING HELD ONLINE

POSTER

KICK OFF AGENDA

POSTER OF THE KICK OFF HELD IN SPAIN

AGENDA OF THE KICK OFF HELD IN SPAIN

POSTER OF THE KICK OFF HELD IN SANTANDER, SPAIN 

AGENDA OF THE KICK OFF HELD IN SANTANDER, SPAIN 

Before COVID-19 “More than 1 in 6 people in Europe were living with a mental health problem. Half of us will experience
mental illness in our lifetime.” OECD, 2016.
The pandemic has resulted in a growing mental health crisis in Europe. Statement by Dr. Hans Henri Kluge, World Health
Organisation (WHO) Regional Director for Europe “From anxieties around virus transmission, the psychological impact of
lockdowns and self-isolation, to the effects of unemployment, financial worries and social exclusion – the mental health
impact of the pandemic will be long-term and far-reaching.”
The Health at a Glance Europe 2020 (OECD and European Commission) states “the pandemic and the subsequent
economic crisis caused a growing burden on the mental well-being of the citizens, with evidence of higher rates of stress,
anxiety and depression. Young people and people in lower-income groups being considered at increased risk”.
An International Labour Organization survey found that due to the pandemic, 1 in 2 young people (aged 18–29 years) are
subject to depression and anxiety.
A research “Life During a Pandemic” (PAQ Research, IDEA AntiCovid initiative, NMS agency-SIMAR member)
demonstrates that the 1st wave caused mental problems in 1 of 5 persons in Czech Republic. On April, 2020, 40% of
youngsters (18-34 years) had big worries about the pandemic and 39% had partial worries. Symptoms of at least moderate
depression or anxiety were most common in the spring and autumn waves among the youngsters under 24 years old (34%)
and 25-34 years old (25%).
The Study “How much of an impact, if at all, has the COVID-19 outbreak had on the state of your mental health?” (Statista)
shows that Spain is the 3rd country with the worse impact in mental health. The Study “Gender-based approach on the
social impact and mental health in Spain during COVID-19 lockdown” (Institut Universitari d’investigació en Atenció
Primària «Jordi Gol») declares that a higher proportion of anxiety was found in youth (18–35 years), 39.7% in women and
23.2% in men. Depression was higher in the younger population (18–35 years), 42.1% in women and 28.4% in men.
A study conducted by the Socola Institute of Psychiatry, the University of Medicine and Pharmacy “Grigore T. Popa” Iasi,
the Romanian Association of Psychiatry and Psychotherapy and the University of Transylvania, demonstrates that in
Romania 47% of youngsters and 46% of women reported stress levels. Approximately a third of surveyed people reported
greater nervousness, being more pronounced in women (35%) and young adults (38%). A quarter of respondents (28%)
expressed an increase of loneliness throughout the pandemic, with the largest deterioration of sociality being reported by
younger age groups (36%).
These and other alarming key findings are stated in the Annex Context Analysis.

POSTER

AGENDA

POSTER OF THE KICK OF IN SPAIN 

AGENDA OF THE KICK OF MEETING IN SPAIN 

The EC’s research on «Mathematics Education in Europe, Common Challenges and National Policies» highlights the concern over a significant proportion of students lacking basic skills in math, which is identified as a key competence for personal fulfillment, active citizenship, social inclusion, and employability.

The OECD’s PISA study shows that many EU states have below-average student attainment in math, particularly in geometry, where only 35% and 20% of children, respectively, master geometric forms and measurements. Pupils’ lack of arithmetic understanding and self-confidence, as well as teachers’ mathematical expertise, are identified as challenges.

To address these concerns, Khan Krum collaborates with PASOS and MATEI on the «GEOKIT» project, aimed at creating novel and efficient tools for teaching geometry to primary school pupils. These tools can benefit societies seeking innovation and those seeking to improve their children’s performance in math.

POSTER OF THE KICK OFF MEETING

AGENDA OF THE KICK OFF MEETING

POSTER OF THE KICK OFF MEETING

AGENDA OF THE KICK OFF MEETING

This cooperation partnership was established with the aim to:

1. create a toolbox that will develop resilience and help overcome traumatic experiences without having an actual access to a professional therapist;
2. nurture creativity in young minds, which is believed to be crucial for the future of Europe;
3. build upon the known benefits of creative writing:
   • catharsis & clearer thinking
   • brain activity regulation
   • better cognitive ability & memory
   • stress control
   • reaching goals & increased happiness
   • overcoming chronic pain, boost to immune system, depression, & other benefits.

The project aims to address three main areas:

IMPROVING QUALITY OF YOUTH WORK: Understanding the emotions of the young people our youth workers help is crucial for them to become effective personal guides. We believe in empowering young people based on their individual needs, abilities, and talents, which can lead to positive changes in society. By enhancing the skills of our youth workers, we hope to see improvements in our communities. This training will also free youth workers from cultural expectations and encourage innovation.

SUPPORTING DIGITAL CHANGES: The project uses digital tools to help transform emotions through the Emotionography interactive book. While readers can choose between digital and traditional photography, we focus on digital methods for sustainability reasons. Digital images and tools will help transform difficult emotions, which aligns with our society’s preference for visual content. Exploring digital technologies will improve youth workers’ online communication skills, content creation abilities, and innovative teaching materials. The project itself will be managed online, except for three face-to-face meetings, which will prepare us for future international collaborations.

PROMOTING INCLUSION AND DIVERSITY: Inclusion and diversity are central to the project, not only in working with disadvantaged youth but also in our organizational values. We prioritize staff training and aim to remove barriers for everyone. This commitment to inclusion and diversity influences every aspect of the project, from our vision to how we execute it. By analyzing the needs of our target groups, we tailor our offerings to promote greater inclusion, diversity, and fairness.

POSTER for the Kick-Off Transnational Project Meeting

INFOPACK of the Kick-Off Transnational Project Meeting

AGENDA of the Kick-Off Transnational Project Meeting

The TEENS project, coordinated by Fundacja LAJA (Poland), Permacultura Cantabria (Spain) and Oriel Aps (Italy), and co-financed by Erasmus+, aims to build specialized support networks for unaccompanied foreign minors (UFMs). The initiative emerges as a timely response to Europe’s growing migration challenges, driven by both conflict and socio-economic instability in countries like Ukraine, Syria, Afghanistan, and across sub-Saharan Africa.

Initially included in the reserve list of calls in October 2022 and March 2023 due to limited funding, the project gained urgency as the migration crisis worsened: according to the EUA, some 519,000 asylum applications were lodged in the EU in the first half of 2023, an increase of 28% compared to the first half of 2022.

When we first sent out this draft call, European countries were hosting more than 655,000 refugees and migrants, 23% of whom were children (UNICEF, 2022). This figure has grown steadily since then. The relaxation of measures against COVID-19 has allowed for a resumption of international mobility, with more than 100,000 refugees and migrants (of whom 25% are children) (UNICEF, 2022).

The number of people fleeing Ukraine, Afghanistan, Syria and other southern and sub-Saharan countries unfortunately follows a steady upward trend. The number of migrants in Italy between January and March 2023 was more than three times higher than in the same period last year (UNHCR). A total of 105,129 migrants arrived in Italy in 2022, compared to 67,477 in 2021 and 34,154 in 2020. In 2020, 9030 NBS were registered in Spain, almost twice as many as five years earlier (UNICEF, 2022). In the first six months of 2022 alone, Spain received 478,990 new migrants.

According to the UN, more than 14 million Ukrainians have fled their homes since the Russian invasion of Ukraine. Poland has taken in 3,690,096 refugees, Spain about 110,000 and Italy 72,000. In 2021, 166,760 first-time asylum seekers were children, representing 31,2% of all first-time asylum seekers in the EU. The problem goes far beyond ensuring the basic rights and the most fundamental needs of these children (nutrition, housing, health care, education, legal assistance, etc.), their participation in host communities, transition to adulthood and future access to employment is a real challenge. In this regard, it is of utmost importance to bring together the efforts of governmental and non-governmental agencies, especially in view of the recent wave of legal and policy changes aimed at restricting the movement of people and criminalizing migration. 

To manage the additional influx of refugees and migrants, and mitigate potential threats to already vulnerable ones, the priority remains multi-sectoral advocacy, multi-sectoral coordination and responses, coordination and inclusive responses at local, national and EU levels.

POSTER of the Kick-Off Transnational Project Meeting in Spain

More info coming soon.

More details about the study visit to Poland will be available soon.

The project entitled Public Dialogue (PD) for Youth is an Erasmus+ Small-Scale Partnership in the field of youth (KA210-YOU), implemented within the framework of the 2024 Call, Round 3. The initiative is coordinated by the Polish organisation Stowarzyszenie Aktywność Współpraca Rozwój (AWR) in cooperation with two partner organisations: Radosas Idejas from Latvia and Plataforma de Alternativas Sostenibles y Solidarias (PASOS) from Spain. The project will run for fifteen months, from March 2025 to May 2026, and has been awarded a total Erasmus+ grant of sixty thousand euros. The working language of the project is English, and the responsible National Agency is the Polish Foundation for the Development of the Education System (PL01).

The overarching objective of the Public Dialogue for Youth project is to empower young people to become active citizens and constructive agents of social change by fostering mutual understanding, tolerance, inclusion and a sense of responsibility for the social and environmental challenges facing Europe today. The project takes inspiration from the methodology developed by the Norwegian Nansen Center for Peace and Dialogue, adapting its principles to the context of youth education. It promotes dialogue as a tool for understanding rather than confrontation, teaching young people to listen, empathize, and find common ground when discussing socially complex or controversial topics.

The specific objectives of the project include the creation of an educational framework based on the Nansen methodology; the empowerment of at least 144 young people to demonstrate tolerance, social sensitivity and civic participation; the promotion of awareness about pressing social issues such as migration, inequality, and environmental degradation; and the dissemination of the public dialogue approach within partner communities to foster inclusive and democratic participation. Each of these objectives is linked to a tangible result: the development of a comprehensive PD curriculum and toolkit, the enhancement of participants’ civic engagement and empathy, the increased awareness of social and environmental challenges among youth, and the broader use of dialogue as a unifying community practice across Europe.

The project primarily targets young people from disadvantaged backgrounds in Poland, Latvia, and Spain, including Ukrainian war refugees, youth from economically lagging regions, and young people facing social or economic barriers such as unemployment or exclusion. A secondary target group includes the project staff and trainers who will develop, test and deliver the PD curriculum, benefiting from professional development opportunities and cross-cultural learning.

The partnership represents a balanced consortium of organisations from different European regions—Eastern, Northern, and Southern Europe—each bringing distinct expertise. AWR, based in Poland, focuses on youth activation, refugee integration, and personal development. Radosas Idejas from Latvia specialises in culture, education, and social integration, particularly in rural areas and among migrants. PASOS from Spain is experienced in non-formal youth education and sustainability-oriented initiatives. Together, they will co-create a programme that merges educational innovation with practical community impact.

The project’s implementation is structured around four interlinked activities. The first phase, dedicated to project management, monitoring and dissemination, will be led by AWR and will establish the project’s quality framework, communication channels and dissemination plan. The second phase, led by Radosas Idejas, will focus on co-creating and testing the public dialogue curriculum through a collaborative design process and a five-day train-the-trainer session in Poland. The third phase will involve the delivery of training programmes in all three partner countries, reaching a total of ninety young participants. These sessions will provide opportunities for dialogue on themes such as ecological sustainability, equality, identity, and community engagement. The final phase, coordinated by PASOS, will apply the acquired skills in practice through local community actions and pilot public dialogues organised and led by young participants themselves. The outcomes of these pilot initiatives will be collected in a comprehensive catalogue of good practices and methodologies for further dissemination.

The expected impact of the project is multifaceted. On an individual level, participants will develop self-awareness, leadership, empathy, and critical thinking skills. On an organisational level, the partner institutions will enhance their capacities in non-formal education, facilitation, and intercultural collaboration. On a community level, the project will contribute to the creation of more inclusive, tolerant, and participatory societies, where young people play an active role in addressing local and global challenges. The project will also contribute to broader European priorities by promoting inclusion and diversity, civic engagement, conflict prevention, and the integration of refugees and migrants.

Monitoring and evaluation will be ensured through a quality plan and digital project management tools such as the Adminproject platform. Progress will be assessed through indicators including the number of dialogues implemented, participant feedback, learning outcomes, and engagement statistics. Dissemination will take place continuously through local events, social media, and European platforms such as SALTO and the Erasmus+ Project Results Platform, ensuring visibility and the transferability of results to other contexts.

In summary, Public Dialogue for Youth is a transnational initiative that combines educational innovation with civic engagement. By adapting a proven peace dialogue methodology to youth work, it provides young people with the competences, values and motivation necessary to build bridges across cultural and social divides, transforming dialogue into a powerful tool for mutual understanding and democratic participation in contemporary Europe.

In order to achieve the project’s objectives (O) and its specific objectives (SO), actions leading to it (A) and expected results (R) were defined:

O1: Increasing knowledge of permaculture, entrepreneurship and initiatives to combat climate change among project participants, youth workers from our organizations.
A1: 3-day participatory visit to Poland.
A2: 7-day course in Spain.
R1: Train 21 project participants in permaculture, entrepreneurship and climate change initiatives.

O2: Increasing the awareness of youth workers about the use of permaculture in work on youth entrepreneurship by means of new teaching materials.
SO2.1: Increasing the awareness of youth workers from our organizations on the use of permaculture in work on youth entrepreneurship by using new teaching materials.
A2.1.1: Testing and developing new teaching tools and materials targeted at youth workers to define initiatives within the permaculture model.
A2.1.2: Conducting a Transfer Workshop.
R2.1 Training the youth workers of our organizations not participating in the project on the use of permaculture in work on entrepreneurship of young people.

SO2.2: Increasing the awareness of youth workers outside our organizations about the use of permaculture in youth entrepreneurship through new teaching materials.
A2.2.1: Creating Deliverable, including other organizations in the testing phase.
A2.2.2: Awareness campaign.
A2.3: Conducting a consultation period for youth workers and institutions interested in using our Deliverable.
A2.3.3: Inviting youth workers from outside the Partnership to participate in the Youth Workshop.
R.2.2: Providing practical and theoretical access to Deliverable for youth workers from outside the Partnership.

O3: Increasing the awareness of young people on the use of permaculture in work on entrepreneurship.
A3.1: Including youth in the Deliverable testing phase.
A3.2: Conducting a free Workshop for young people.
R3.1. Training young people from our local communities to use permaculture in entrepreneurship.

The project is also expected to contribute to the acquisition of entrepreneurial skills by young people and youth workers such as:

-Improvement of knowledge and skills in creating sustainable projects.
-Improvement of interpersonal relations.
-Improvement of work in a team.
-Boost in problem-solving and decision-making skills.
-Preparation to enter the labor market.
-Improvement of innovation skills.
-Improvement of motivation and self-esteem.

For people from disadvantaged backgrounds, the project will also deliver the following results:

-Better identification of personal and social difficulties in entrepreneurship.
-Improved visibility of initiatives.
-Better coping with stress.
-Developing social and intercultural skills.

* Preparatory phase:

After approval of the project, we will notify our partners and start coordinating work. We will send the partners an internal agreement. It will include a work plan, division of tasks, responsibilities of each party, deadlines, indicators for each result and all documentation necessary for reporting.

We will start monitoring activities and a dissemination campaign, and we will carry out the activities indicated in the «Project management» and «Dissemination» sections.

We will start recruiting participants according to the process defined in the «Participants» section.
During the project, we will carry out the following international activities. An entity based in the country where the international activity takes place will be responsible for the preparatory activities:

• 1st international meeting in Spain (kick-off): PASOS
• 2nd international meeting in Hungary (intermediate): FK
• 3rd international meeting in Poland (final): OSO
• Study visit in Poland: OSO
• Course in Spain: PASOS

* Preparatory activities for international activities:

Each organization will be responsible for the following tasks:

-Tickets: Each entity will be responsible for managing the booking of participants’ tickets.

-Insurance: Each organization will issue travel insurance for each participant and ask participants to obtain an EHIC.

-Linguistic preparation: With the help of the Europass CV with the language evaluation part, we will analyze the level of English of each participant to see if anyone needs additional help before the class.

-Pedagogical preparation: We will carry out the following activities:

Preparatory meetings: the project coordinator of each organization will organize the necessary meetings with the participants to prepare them for the performance of the tasks.

* The entity in whose country the activity will take place, as the receiving organization, will be responsible for:

-Support: The hosting organization will provide participants with infopacks, answer all participants’ questions and provide the support necessary to fully participate in the activities.

-Accommodation: The hosting organization will search and reserve accommodation with mobility facilities for people with special needs.

-Kitchen service: The receiving organization will be responsible for arranging breakfast, lunch and dinner. Prior to the arrival of participants, they will be asked about their special needs and allergies in order to adjust the menu if necessary.

– Safety and security measures: The receiving organization shall establish safety measures to avoid any accident:

First aid kit and vehicle available 24/7 for emergency transport.
Staff trained in first aid
A clear evacuation program
Identification of areas or components that may be dangerous, as well as emergency exits.

Prior to arrival, participants will be asked for information about their health issues, as well as for an emergency contact telephone number. This information will be shared with all trainers as well as accommodation staff.

-Transport management: before the participants arrive in the country of operation, the hosting organization will provide the other organizations with an information package which will include the best options for travelling to the site.

In order to avoid the transmission of COVID-19, preventive measures during mobility will also be taken into account, which will be adapted to the updated government recommendations.

POSTER OF THE TRAINING COURSE IN SPAIN 

INFOPACK OF THE TRAINING COURSE IN SPAIN 

POSTER OF THE TRAINING COURSE HELD IN SPAIN

INFOPACK OF TRAINING COURSE HELD IN SPAIN

SUMMARY VIDEO OF THE TRAINING COURSE HELD IN SPAIN

POSTER OF THE STUDY VISIT HELD IN LATVIA

INFOPACK OF THE STUDY VISIT HELD IN LATVIA

POSTER-MEETING IN SARAJEVO

INFOPACK MEETING IN SARAJEVO (BOSNIA & HERZEGOVINA)

We are in an urgent need to take recovery measures to minimize the COVID impact in mental health, especially for
vulnerable and marginalized youngsters who do not have easy access to mental health services.
Objectives and activities are linked to the core areas of action of the EU YOUTH STRATEGY 2019-2027: Engage, Connect, Empower:

• OBJECTIVE 1: To CONNECT youth workers and youngsters to innovative tools for their well-being and mental health.
• OBJECTIVE 2: To ENGAGE youth workers and youngsters in counteracting their mental challenges caused by COVID-19.
• OBJECTIVE 3: To EMPOWER youth communities in working for their mental health and well-being.

POSTER  OF THE TRAINING COURSE IN  SPAIN

INFOPACK OF THE TRAINING COURSE IN SPAIN 

The objectives(O), specific objectives (SO) and main activities (MA) are set up, linked with the above priorities(P):

• O1. Perform investigations on a variety of math and geometry teaching approaches, pedagogic resources, and tools utilized by MATEI, KK and PASOS
  • Linked with P1: Promoting interest and excellence in science, technology, engineering, and mathematics (STEM) & STEAM approach
    LEARNING PHASE
  • SO1.1: Gain knowledge of the best practices, teaching methods and tools used by partners
    Main Activity (MA)1.1: Participatory visit in RO to transfer best practices & tools
  • MA 1.2: Participatory Visit in Bulgaria where KK will transfer their best practices and tools
• O2. To create instructional strategies and didactic resources in teaching geometry to kids aged 6 to 9 years old in elementary school.
  • Linked with the P1 & P2: Supporting teachers, school leaders & other teaching professionals
    CREATION OF THE GEOKIT BOOK PHASE
  • SO2 Create, evaluate and validate new teaching tools, that enable teachers to teach geometry in a more efficient,
    motivational and successful way, to primary learners
  • MA2.1 Creation of a book, documenting new teaching tools & methods
  • MA2.2 Course in ES where the book will be evaluated
• O3. To equip primary school teachers with geometry techniques and didactic resources in order to provide high-quality geometry instructions.
  • Linked with P1,P2&P3:Inclusion and diversity in all fields of education, training, youth and sport

1. O1. Exchange of knowledge of youth workers from the non-formal and informal education sector in the field of creative writing for young trauma survivors.
2. O2. Support the development of creative writing tools for overcoming trauma and creating resilience in the face of crisis, with a special focus on disadvantaged groups, especially young war refugees.
3. O3. Support increased access to knowledge through the development and dissemination of material and awareness-raising events and establishment of lasting links between organizations

POSTER OF THE TRAINING COURSE IN SPAIN 

INFO-PACK OF THE TRAINING COURSE IN SPAIN 

SUMMARY VIDEO OF THE TRAINING COURSE IN SPAIN 

POSTER OF THE PARTICIPATORY VISIT IN ITALY

AGENDA

POSTER C1 ACTIVITY IN BULGARIA

AGENDA C1 ACTIVITY IN BULGARIA

We want to empower disadvantaged youth and convert youth workers in their guides by finding the self and emotional connection through visual art tools usage.

1. Contribute to the personal development of the most underprivileged young people through sharing the partnership’s best practices in art and creativity
2. Contribute to creating a more resilient and empowered youth through crafting a self-development Emotionography guide.
3. Contribute towards more resilient and empowered youth society

POSTER of Participatory Visit in North Macedonia

INFOPACK for Participatory Visit in North Macedonia

This project not only focuses on cross-sectoral cooperation (LAJA: inclusion through arts and cultural heritage, ORIEL: human rights and sustainable development strategies and PASOS: managing emotions), but also on the idea of European citizenship and awareness, which is best developed through direct contact with organizations and participants from other countries.

The TEENS project is guided by a clear set of objectives aimed at improving support systems for unaccompanied foreign minors (UFMs) and the professionals working with them. Its core aims collectively seek to bridge the gap between urgent humanitarian needs and long-term integration efforts, creating a supportive, inclusive environment for young migrants across Europe, and are:

• Knowledge Exchange: Enhance the ability of youth workers and educators in non-formal and informal settings to support UFMs more effectively by sharing experiences and best practices across countries.
• Innovative Support Solutions: Develop and implement creative, crisis-responsive strategies tailored to the needs of UFMs, particularly those in the most vulnerable situations.
• Access to Knowledge and Awareness: Improve access to information and resources related to UFM support by creating educational tools, such as the interactive TEENS book, and organizing awareness-raising events.
• Building Sustainable Networks: Establish long-lasting connections between NGOs, educators, and institutions working with UFMs to foster collaboration beyond the project.
• Empowerment and Inclusion: Equip UFMs and disadvantaged youth with skills to manage stress, navigate their personal experiences, and engage actively with their host communities.
• Visibility and Dissemination: Increase the visibility of UFM-related challenges and share effective methods of support through dissemination strategies, conferences, workshops, and campaigns in Poland, Italy, and Spain.

POSTER of the Training Course in Spain

The Public Dialogue (PD) for Youth project defines a clear and coherent set of objectives that align with the Erasmus+ priorities in the field of youth, particularly inclusion, civic participation, and the promotion of common European values. Each objective is supported by specific expected results and connected to the broader aim of empowering young people to become active, tolerant, and socially responsible citizens.

The main objective of the project is to empower young people to become active agents in fostering mutual understanding, tolerance, social sensitivity, and awareness of the critical issues shaping modern societies, including social exclusion, inequality, cultural intolerance, and environmental challenges. The project seeks to equip them with the skills and mindset needed to engage in constructive public dialogue, transforming potential conflict into mutual understanding and cooperation.

In order to achieve this overarching aim, the project establishes four specific objectives (SO), each accompanied by concrete and measurable results (R).

Specific Objective 1 (SO1) is to develop a new educational framework based on the methodology of the Nansen Center for Peace and Dialogue. This framework will provide innovative, structured, and practical tools to empower young people to act as facilitators of dialogue and agents of change. The expected result (R1) is the creation of a comprehensive and collaboratively developed programme, including a curriculum and toolkit, dedicated to the effective construction of public dialogues among young people. This programme will enable discussions on complex social topics within multicultural environments and will serve as a model for similar initiatives in the future.

Specific Objective 2 (SO2) is to promote a change in mindset among young participants by strengthening mutual understanding, tolerance, social sensitivity, and civic engagement. Through their direct participation in public dialogues, one hundred and forty-four young people from Poland, Latvia, and Spain will be encouraged to express their views, listen actively to others, and develop empathy and respect for different perspectives. The expected result (R2) is an observable increase in young people’s active participation in society, a greater capacity for dialogue, and enhanced awareness of their role as citizens in democratic communities.

Specific Objective 3 (SO3) is to raise awareness among young people about the pressing social and environmental challenges of contemporary Europe. By co-selecting relevant topics—such as migration, social barriers, environmental threats, and cultural diversity—and engaging in guided dialogue sessions, participants will deepen their understanding of these issues and their interconnections. The expected result (R3) is that young people will become more conscious and active in addressing these challenges, both individually and collectively, applying dialogue as a means of finding solutions and fostering community engagement.

Specific Objective 4 (SO4) is to disseminate and embed the public dialogue methodology within local and multicultural communities. By testing and promoting this approach through training, youth-led pilot initiatives, and community actions, the project seeks to popularize dialogue as an alternative to debate—one that unites rather than divides people of diverse opinions and interests. The expected result (R4) is the growth of a network of young facilitators and community members who adopt dialogue as a constructive tool for communication, thereby enhancing social inclusion, mutual respect, and democratic participation.

Collectively, these objectives ensure that the project contributes directly to key Erasmus+ priorities: inclusion and diversity, civic engagement, and active citizenship. They also support the long-term goals of the 2030 Agenda for Sustainable Development and the European Green Deal by promoting awareness of sustainability, equality, and peace-building. The Public Dialogue for Youth project thus combines educational innovation with social responsibility, using dialogue as a means to empower young people and strengthen European communities built on empathy, cooperation, and shared values.

Agenda

Poster

Infopack Visit

Poster

Infopack

There will be 3 international meetings (2 days each) with 2 coordinators (project and dissemination) of each entity.

One coordinator will be responsible for tasks related to management, logistics, accommodation, budget, quality control etc. The other coordinator will be primarily responsible for carrying out an effective promotional campaign for the project. Both coordinators play an important role in the proper implementation of the project and its activities, and in creating greater impact.

The international meetings will be held according to the following schedule:

1. International meeting (Kick-Off)

The first meeting will be held in Spain at the end of November 2021. Our organizations will review the evaluation of the project proposal, work plan, division of tasks and assigned deadlines.
The approved budget will also be explained. The meeting will mark the official start of the project and the preparatory phase. The 2nd stage of the selection process will also be discussed. In addition, organizations will be able to get to know the place where the course will be held in Spain.

2. International meeting (Intermediate)

At the end of September 2022, an intermediate transnational meeting will be held in Hungary in the middle of the project. The purpose of this meeting will be to conduct an assessment of the learning and skills phase. Activities such as dissemination, organization, preparation of reports, available budget, etc. will also be discussed. We will prepare a SWOT matrix, detailing the strengths and weaknesses, opportunities and threats of the project. A SWOT analysis will be particularly useful for adjusting the dissemination strategy, taking into account all the key elements affecting the design and evaluation of the indicator analysis so far. The information obtained during the meeting will also be used to learn about the preliminary results of the project and to discuss the stages of the second half of the project.

3. International Meeting (Final)

The last meeting will be held in Poland at the end of May 2023. Its purpose will be to conduct a final evaluation of the project, prepare for a Final Report, analyze indicators and impact, and disseminate and engage stakeholders. The following topics will also be analyzed: execution of the individual phases of the project, objectives and results achieved, problems encountered and solutions found, level of satisfaction and learning achieved by participants reflected in their individual assessments, etc. The meeting will take place 1 month before the end of the project, which will help us ensure that it is properly closed. We will also identify opportunities for cooperation and development of new sustainable projects between partners in the near future, and thoroughly discuss the follow-up workshops, their plan and the project’s Follow up program to ensure the best possible sustainability. We will also identify thematically related events, fairs, media and other educational events, where we could further promote and use the methods of working with young people developed in the PermaCOOLtura project.

POSTER OF PARTICIPATORY VISIT IN HUNGARY


AGENDA POSTER OF PARTICIPATORY VISIT IN HUNGARY

POSTER OF THE STUDY VISIT HELD IN POLAND 

AGENDA OF THE STUDY VISIT HELD IN POLAND 

POSTER OF TC EGYPT

INFOPACK TRAINING COURSE IN EGYPT

The main projects activities are:

• Participatory Visits in RO, CZ and an online workshop to transfer tools and knowledge in the key areas that will compose our EMOTICOM Framework.
• Didactic videos Creation to transfer the new EMOTICOM Framework
• Course in Spain to transfer and test the new Framework to youth workers and young learners.
• EMOTICOM Community to work on mental-health and well-being.
• Dissemination Campaign to share the project results (Conferences, Consultation Period, Internal Workshops, etc.).

POSTER OF THE PARTICIPATORY VISIT HELD IN SLOVENIA

AGENDA OF THE PARTICIPATORY VISIT HELD IN SLOVENIA

The main activities to be implemented are:

• Participatory visit to RO & BG to exchange Geometry tools and methodologies for primary schools.
• Book documenting the GEOKIT methodology
• Course in Spain aims to transfer the GEOKIT tools and methodologies
• Multiplier Events in each partner country
• Consultations during 2 months for stakeholders who want to deepen their knowledge on GEOKIT
• Internal workshops in each organization to disseminate the project`s results, the tools and methodologies.

The main activities are as follows:

1. Visit in Romania
2. Visit Poland
3. Training Course in Spain to share our experience in creative writing for trauma work.

CREATORS development to foster creative writing for work with young trauma survivors, documented in an interactive book and tested during the CREATORS Workshops.

Implementing a Dissemination Strategy containing Multiplier Events in Romania, Spain and Poland, Internal Workshops and Consultation Period to increase the project’s scope.

SUMMARY VIDEO OF THE TRAINING COURSE IN SPAIN

POSTER OF THE TRAINING COURSE IN SPAIN

INFO-PACK OF THE TRAINING COURSE IN SPAIN

POSTER OF THE STUDY VISIT IN POLAND 

INFOPACK OF THE STUDY VISIT IN POLAND

POSTER OF THE VISIT TO CZECH REPUBLIC

INFOPACK OF THE VISIT TO CZECH REPUBLIC

AGENDA OF THE VISIT TO CZECH REPUBLIC

POSTER OF THE LTTA IN ROMANIA

INFOPACK OF THE LTTA IN ROMANIA

KNOWLEDGE TRANSFER PHASE:
– A 3-day Participatory Visit in Serbia to showcase best practices in theater and other innovative visual arts for disadvantaged youth work.
– A 3-day Participatory Visit in North Macedonia to share best practices in modern photography tools and skills for disadvantaged youth work.

INTERACTIVE BOOK DEVELOPMENT PHASE:
– Creation and publishing of a self-help Emotionography interactive book and audiobook – an empowering method of self-discovery through rewriting the emotional meaning of past experiences. The interactive book will be developed for both youth seeking life guidance and youth workers aiming to become better guides for them.
– An 8-day Training Course in Spain to provide emotional management training for disadvantaged youth workers and to test the book in real-life conditions.
– Emotionography Workshops

DISSEMINATION PHASE:
– Multiplier Events in each partner country
– Internal Workshops
– Consultation Period

POSTER of Participatory Visit in Serbia

INFOPACK for Participatory Visit in Serbia

More details on the Participatory Visit to Italy will be available soon.

More details about the training programme delivered in Spain, Poland and Latvia will be available soon.

The Public Dialogue (PD) for Youth project is structured around a carefully designed sequence of four main activities. Each activity contributes to the overall objective of empowering young people through dialogue and builds logically upon the previous one, ensuring continuity, coherence, and progressive learning. The activities are implemented in three partner countries—Poland, Latvia, and Spain—and combine training, practice, and dissemination components. Together, they form an integrated cycle that moves from project setup and curriculum creation to training delivery, local implementation, and community impact.

The first activity, entitled Project Management, Monitoring and Evaluation (M&E) and Dissemination, will take place between March and May 2025 under the leadership of Stowarzyszenie Aktywność Współpraca Rozwój (AWR) from Poland. Its purpose is to establish the administrative, organisational, and communication framework necessary for the smooth execution of the project. During this phase, a detailed Gantt chart will be developed, outlining the project timeline, milestones, and responsibilities of each partner. A partnership agreement will be signed to define roles and ensure transparency and accountability. A quality plan will also be prepared, including risk analysis, monitoring and evaluation mechanisms, and inclusion strategies to guarantee equitable participation. The partners will use a shared digital management platform—Adminproject—to track progress, exchange documents, and communicate regularly. Monthly online meetings will be organised to review implementation, supported by continuous reporting and feedback. Dissemination will begin in this early phase through the publication of project information on partners’ websites, social media platforms, and the Erasmus+ Project Results Platform. The expected results include improved coordination and communication among partners, strengthened project governance, and increased visibility at the local and European levels.

The second activity, Co-creating and Testing the PD Curriculum, will be led by Radosas Idejas from Latvia and will run from May to July 2025. This phase is dedicated to the development of the project’s main intellectual output—a comprehensive educational framework and toolkit for conducting Public Dialogues. The curriculum will be co-designed through a participatory process involving all partner organisations and their trainers. A series of online co-design workshops will be organised to share expertise, brainstorm ideas, and build consensus on the curriculum’s content and structure. This will be followed by a Train-the-Trainer session held in Poland, where two representatives from each country will meet for an intensive five-day programme. The training will cover key topics such as the principles of the Nansen methodology, facilitation techniques, active listening, conflict management, empathy-building, and the difference between dialogue and debate. Nature-based learning and mindfulness activities will be incorporated to strengthen participants’ self-awareness and connection to their environment. The outcome of this activity will be a validated, multilingual curriculum accompanied by practical materials—guides, templates, and exercises—that will serve as the foundation for the next stages of the project.

The third activity, Training Programme Delivery in Spain, Poland and Latvia, will take place between August and December 2025, again under the coordination of Radosas Idejas. The aim of this phase is to implement the developed curriculum with groups of young people in each partner country. Thirty participants per country—ninety in total—will take part in national training programmes facilitated by the newly trained staff. These sessions will be conducted in a stationary, interactive format and will focus on dialogue-based exploration of issues relevant to young people, such as equality, self-identity, environmental sustainability, and social inclusion. Each dialogue will bring together participants from diverse backgrounds, including migrants, to ensure intercultural exchange and understanding. Reflection sessions and informal meetings will allow participants to process their experiences and strengthen peer connections. This activity will generate tangible outputs, including presentations, educational handouts, and recorded dialogue sessions, as well as informal peer-support networks and messaging groups. The expected outcomes include the empowerment of young people as dialogue facilitators, improved leadership and communication skills, and enhanced awareness of civic and environmental responsibility.

The fourth activity, Further Practice in Spain, Poland and Latvia: Community Actions, will be implemented from January to May 2026 and will be led by Plataforma de Alternativas Sostenibles y Solidarias (PASOS) in Spain. This final stage translates the training into real-life community impact. It begins with a four-day international workshop in Spain, where selected participants from all countries—four young people and one trainer per partner—will come together to exchange experiences, identify local challenges, and design pilot Public Dialogues to be implemented in their home communities. After returning to their countries, these youth multipliers will form teams and organise at least three local PD sessions in each country, addressing personal, economic, and ecological themes. Example topics include work-life balance, entrepreneurship, gender equality, and environmental awareness. Local experts and mentors will support these youth-led actions, ensuring both quality and relevance. The outcomes will be documented in a final Catalogue of Pilot PDs, which will include descriptions of implemented dialogues, lessons learned, and recommendations for future use.

This phase has strong dissemination and sustainability components. The pilot dialogues will engage local communities, schools, and organisations, extending the project’s reach and promoting the PD methodology beyond the initial participants. The partners will use the results to strengthen their educational practices and networks, while young people will gain leadership experience and confidence in initiating social change.

Collectively, these four activities represent a progressive learning and implementation process: the first establishes structure and quality assurance, the second develops the educational foundation, the third empowers participants through experiential learning, and the fourth transfers knowledge into community practice. The activities ensure that the Public Dialogue for Youth project achieves both immediate educational outcomes and long-term social impact by equipping young Europeans with the competences, empathy, and sense of agency necessary to build inclusive and democratic societies.

Summary video of the Training Course in Spain

Infopack

The participant selection process is divided into 2 stages:

STAGE 1

This stage was carried out before submitting this application and consisted of selection teachers and dissemination coordinators (responsible for the campaign
disseminating the project) from each entity.

We took into account both the selection of teachers and dissemination coordinators the following criteria:

– Willingness to travel
– Age over 18 years
– Experience and good work results in the organization
– Willingness to actively cooperate within planned tasks and participate in activities international.
– Motivation to participate in the project and further support the organization in future initiatives.

STAGE 2:

This stage will be carried out after approval of the project and will consist of choosing from organizations of participating teachers who will participate in study visits. During during these visits they will be able to learn about other tools and methods used by them teaching, and take part in round tables with various educational institutions: organs public, schools, etc. They will also contribute to generating intellectual results and, as experts, they will be responsible for assessing the previously prepared book.

Specific criteria for choosing teachers who will participate in study visits and
developing intellectual results:

– Over 2 years of experience as a primary school teacher.
– Willingness to travel.
– Ability to analyze new teaching methods. Ratings and feedback for the book,
new tools and methods.
– Experience in teaching mathematics.

POSTER

AGENDA

Poster

• C1

The main goals are to:
– Better understand the method of social inclusion of people with disabilities through climate change actions and best practices in non-formal and informal education provided by OSOs to empower young people, especially those belonging to disadvantaged groups
-Understand the intergenerational aspect and how older people can contribute to climate change efforts
-Visit local initiatives dealing with entrepreneurship and sustainable development and climate change

• C2

The main aim of the course will be to transfer the best PASOS and FK practices. In addition, the course will be organized in Spain as the organization has created an ecological village based on the principles of permaculture, which we will visit, and the presentation of best practices by FK during longer mobility in Spain will allow us to save costs, including environmental costs, for an additional trip to Hungary.

POSTER OF THE PARTICIPATORY VISIT IN POLAND

AGENDA OF THE PARTICIPATORY VISIT IN POLAND

POSTER OF THE INTERMEDIATE MEETING HELD IN POLAND 

AGENDA OF THE INTERMEDIATE MEETING HELD IN POLAND 

Youth communities, who have access to the EMOTICOM Framework, will be capable of managing and working on their
mental health and well-being.
They will confront their negative emotions the pandemic has caused. Knowing their emotional levels and how they influence
their behaviors and choices will be important to their daily personal and professional lives.
The Community will facilitate be key to dismantling the stigma that discourages some people from seeking help.

GEOKIT provides new creative tools for teaching geometry that will:

• Reinforce teachers’ training & education, their ability to operate in interdisciplinary settings, linguistic abilities
• Improve kids’ motivation to study geometry
• Teach kids to use emotional management techniques
• Diminish learning inequities
• Improving the efficiency via high-quality resources
• Improve the profile of education professionals
• Improve the elementary schools’ level of geometry instruction

Youth workers will gain more tools for working with young trauma survivors, centered in the 3 areas of creative writing: identity, creativity, and emotional management. They will obtain practical insights of how to use those tools, how to best transfer them to other youth workers and young trauma survivors, who then will be able to jumpstart their trauma work without waiting for being attended by a mental health professional. Partners and the society will be better prepared for the multi crisis.

POSTER OF MID-TERN MEETING HELD IN CZECH REPUBLIC

AGENDA OF THE MID-TERN MEETING HELD IN CZECH REPIBLIC

SUMMARY POSTER OF THE TRANSNATIONAL PROJECT MEETING IN SPAIN

AGENDA OF THE TRANSNATIONAL PROJECT MEETING HELD IN SPAIN

POSTER OF FIRST THE LOCAL WORKSHOP
POSTER OF THE SECOND LOCAL WORKSHOP 

POSTER OF THE STUDY VISIT IN ROMANIA

INFOPACK OF THE STUDY VISIT IN ROMANIA

POSTER OF THE MIDTERM MEETING IN ROMANIA

AGENDA OF THE MIDTERM MEETING IN ROMANIA

POSTER OF THE INTER MEETING HELD IN ROMANIA

AGENDA OF THE INTER MEETING HELD IN ROMANIA

INFOPACK OF THE INTER MEETING HELD IN ROMANIA

• Emotionography, a set of tools to understand and harness the power of emotions for self-development and building a new future, will be created. 
• Youth workers will receive free of charge innovative visual tools training and become Emotionography guides to the disadvantaged youth. 
• The participants of the project’s activities will improve their self esteem and sense of belonging, knowledge about modern photography and how to create innovative tools involving their final benefactors in the process.

POSTER for the Intermediate Transnational Project Meeting

AGENDA of the Intermediate Transnational Project Meeting

More details about the Intermediate Project Meeting in Poland will be available soon.

More details about further community actions in Spain, Poland, and Latvia will be available soon.

Coming soon.

Participants

• Increasing their skills in curriculum, research and implementation
  innovation.
  
• Increase their motivation and self-esteem.
  
• Improving their language skills (English level).
  
• Improving the ability to disseminate work results.
  
• Developing the ability to assess teaching materials.

Teachers of primary schools

• Improving their professional competences and teaching techniques.
  
• Improving their ability to teach mathematics in an innovative, effective, stimulating and satisfying way.

Our strategic partnership

• Creating strong and long-lasting relationships between members of various organizations.
  
• Creating future partnerships with new entities met during the project.
  Lifelong learning: improving the skills, abilities, knowledge and motivation of our teams.
  
• Increase our experience in large-scale projects.
  
• Contributing to the improvement of our current position in the PISA ranking.

POSTER

INFOPACK

VIDEO

We will create an interactive book.

1. Fresh look
Comprehensive and free materials on permaculture based entrepreneurship for Third Sector youth workers are not widely available, especially in the mother tongue of our partnership. We want to fill this gap.

2. Digitization of work

One of the priorities of Erasmus +, as well as of the 6 priorities of the European Commission for 2019-24, is the digital strategy ensuring technological education. All our Deliverable is planned in a bimodal form: it will cover both offline and online working methods, thus adapting to the requirements of remote work.

3.Additional audiobook format

In addition, Deliverable will also have an audiobook format: according to the BBC and Deloitte (2020) report, audiobook markets and demand are growing much faster than the media market in general.

4.Financing

According to the data presented earlier in the question about the context, financial issues are seen as the biggest barrier to entrepreneurship by most people. Therefore, we will discuss this aspect and include in Deliverable a kind of «database» of methods of financing initiatives.

5.Emotional and social aspect of entrepreneurship

Talking about motivation, stress, social inclusion, etc.

Poster

Infopack

POSTER OF THE INTERMEDIATE MEETING HELD IN HUNGARY

AGENDA OF THE INTERMEDIATE MEETING HELD IN HUNGARY

YOUTH WORKERS & YOUNGSTERS WHO PARTICIPATED IN THE PROJECT will have:
1 Acquired all the learning outcomes described in the project.
2 Been able to identify, work and overcome their mental challenges.
3 Learned, applied tools and keys for: the development of the EMOTICOM community; reduce stigma in mental health.
4 Developed and maintained good relationships, communicate clearly, inspired and influence others, worked well in a team,
and managed conflict.
5 Been able to control bad impulses and transform them in positive actions
6 Learned, applied and engaged in healthy lifestyles
7 Increased leadership, motivation & self-esteem
8 Will not be ashamed of working on their mental health
9 Been less stressed, sad, lonely, angry, frustrated, anxious, etc. about the problems caused by COVID.

PARTICIPANTS will:

• Strengthen their core abilities in geometry, quality of their primary school teaching and learning & expand their capacities
• Raise their capacity to operate in international situations by increasing their self-confidence, motivation, and self-esteem, as well as improving their research, innovation, assessment & language abilities

PRIMARY SCHOOL TEACHERS will:

• Improve their ability to teach geometry in a more innovative, efficient, motivational & successful manner
• Acquire skills to involve parents in their children’s studies, connect geometry to daily life, & motivate students
• Provide strong foundations of geometry knowledge to students Improve their CV & teaching skills, giving them more opportunities for career advancement

PARTNERSHIP will:

• Have more competent and motivated workers, will be at the forefront of geometry and contribute to the development of strong geometric foundations for pupils with the new tools and approaches
• Have more motivated kids who can use emotional management strategies when confronted with challenging circumstances
• Strengthen our relationships and networks by incorporating best practices and synergies from other organizations
• Have more expertise dealing with large-scale initiatives, EU engagement, development of Erasmus+ programs & improved educational systems.

1. Youth workers participating in the project gained knowledge and skills in creative writing (identity, creativity, and emotional management), improved their language proficiency, increased intercultural contacts, learned how to apply gained tools in practice, became project ambassadors, obtained official training accreditation, gained a clearer vision of their future, and improved their motivation and attendance rates for excluded social groups they work with.
2. Third sector organizations received information, practical examples, and materials free of charge from the project, practiced gained tools during workshops, and learned how to foster creative writing for transforming personal trauma among disadvantaged youth.
3. Young trauma survivors can jumpstart their trauma work, explore applications for creative writing, create or re-create their identity, manage emotions, and problem-solve using gained tools, and are equipped to handle crises. They also gained practical experience in applying the project’s method theory.
4. Participating organizations, including CFCECAS, PASOS, and LAJA, improved their ability to handle traumatic experiences of their young service users, gained knowledge of international collaboration, increased visibility on the international arena, updated their green project management skills, and added creativity, emotional management, and creating identity to their trauma work cornerstones. Additionally, they learned how to create better digital project outputs.

POSTER OF THE TRAINING COURSE IN SPAIN 

INFOPACK OF THE TRAINING COURSE IN SPAIN

POSTER OF THE YOUTH EXCHANGE IN SPAIN

INFOPACK OF THE YOUTH EXCHANGE IN SPAIN 

YOUTH EXCHANGE IN SPAIN SUMMARY VIDEO

POSTER OF THE FINAL MEETING IN HUNGARY
AGENDA OF THE FINAL MEETING IN HUNGARY

POSTER OF THE PARTICIPATORY VISIT IN POLAND

AGENDA OF THE PARTICIPATORY VISIT IN POLAND

POSTER OF THE INTERMEDIATE PROJECT MEETING

AGENDA OF THE INTERMEDIATE PROJECT MEETING IN ROMANIA

POSTER OF THE PARTICIPATORY VISIT HELD IN ROMANIA

INFOPACKOF THE PARTICIPATORY VISIT HELD IN ROMANIA

AGENDA OF THE PARTICIPATORY VISIT HELD IN ROMANIA

Project Impact brings positive changes to various groups involved.

YOUTH WORKERS will become better guides for disadvantaged youth, learn new emotion management techniques, and gain tools for empowerment. They get free high-quality training and boost their confidence and communication skills. They also learn the power of emotional connection and modern photography to reach more young people effectively. Joining an international network adds to their support and collaboration.

Disadvantaged YOUTH benefit too, as they learn practical ways to manage emotions, take control of their lives, and prepare for the job market. With improved self-esteem and resilience, they feel empowered and connected to the European community.

In terms of PARTNERSHIP, the project stays flexible and global, using eco-friendly methods to collaborate and increase visibility. Creating engaging digital content helps spread the word about their work.

The ORGANIZATIONS involved will manage and share project knowledge, integrating innovative methods like theater and modern photography into their youth work, creating impactful videos and curricula

POSTER of the Training Course in Spain

INFOPACK of the Training Course in Spain

SUMMARY VIDEO of the Training Course

TESTIMONIAL VIDEO of the Course Participants

POSTER OF THE TRAINING COURSE HELD IN SPAIN 

INFOPACK OF THE TRAINING COURSE HELD IN SPAIN 

The expected impact of the TEENS project centers on empowering both youth workers and unaccompanied foreign minors (UFMs) through targeted support, capacity building, and innovative tools.

For youth workers, the project will strengthen their competences in inclusive education by equipping them with methods rooted in human rights, sustainable development, emotional resilience, and cultural heritage. This will enable them to better support UFMs and other disadvantaged youth in navigating emotional challenges, social integration, and identity formation.

For UFMs, the project aims to boost resilience and self-awareness. Through participation in workshops and access to the interactive book developed during the project, these young people will learn to manage stress, reflect on their experiences, and initiate personal growth even before receiving formal psychological or social support.

At a broader level, TEENS will create sustainable links between organizations in Poland, Italy, and Spain, fostering long-term cooperation across sectors. The dissemination strategy—including conferences, campaigns, and internal workshops—will ensure that project outcomes reach a wide audience, influencing practices beyond the immediate partnership.

The interactive book and training methods developed are expected to remain in use beyond the project’s end, promoting a replicable model for working with UFMs and advancing inclusive practices across Europe.

POSTER of the Participatory Visit in Poland

INFOPACK of the Participatory Visit