NTTE partners discovered that for the last five years people 65 + started using computers and Internet regularly, at least once a week, and mobiles/smart phones every day. They use Internet because it is cheaper and they can stay at home, keep contact with relatives, doctors, make appointment, buy online food/medication; pay bills. Some of the retired need to work for living. New technologies help them find easier a job, get online training, obtain new skills. For their leisure time andhobbies social media provide opportunities for making friends, attending cultural/sports events, sharing photos, videos, etc. But all those digital devices can threat seniors if they do not have main rules set for usage. This Strategic Partnership has previous experience in the field of adult education (on Moodle platform) - project UUD (BASD and InerciaDigital); project SOCAPI – (Champions Factory and BASD); projects European Partnership for Activities that Include People with Risk of Marginalization; In Europe, with us or without us (BASD and NCGE). The project initiative was ofBASD. The adult trainers will acquire competences, skills and knowledge how to support older people in their safe communication using new technologies in order to build correct habits and facilitate them in social integration. Participants. Adult trainers, staff of the partners: 2 trainings x 2 persons per partner plus additionally 3-4 local participants from hosting partner (20 total). Activities. 2 TPMs in the UK and Bulgaria; 2 trainings in Spain and NorthMacedonia. Selecting of good practices in each country; training for trainers - 8 local ones; Information campaigns, dissemination events, on-line publications; Monitoring and Evaluation process. Methodology. The project has approach that will involve big number of participants in 3 types of activities; - research activity – selecting of good practices in each country; training of trainers - 2 international and 8 local ones; information campaigns, dissemination events, on-lineactivities. The common methodology for achieving results is based on teamwork and expertise of partners. Each one is in charge to coordinate at least one main activity. Results. Project Management Handbook; a set of training materials; Dissemination & Exploitation Strategy; Evaluation and monitoring report; 20 trainers trained (3x2 from each partner and x 3-4 local ones) trained in: new digital skills, safe Internet; non-formal methods; learnt at least 8 new EU practices to work with adult people, building the project network applying security rules set online for integration; bringing together mechanisms to combat social exclusion through digital approach and security online; promoting the new image of active ageing, using smart phones; Open textbook for adult trainers in Internet security - e-version; Moodle platform with resources; Facebook Page for adult trainers; Local events with at least 15 adult trainers and seniors in each country after each training; During the projects will be involved seniors: 100 for each organization + 50 with fewer opportunity / for each partner = 200 + 400= 600 older people will be involved in local activities (in 4 countries); Meetings with older people at municipal library/community centres - discussing with them difficulties they face online; Dissemination events face to face and online; publication of articles, leaflets, etc. Impact envisaged. Gaining skills/competences/knowledge on national/EU contexts of the Digital Agenda of Europe and adult people; Having a practical experience, based on specific case studies selected by partners to see how different countries deal with security online; Participating to EU network of professionals and stakeholders, with more opportunities to work in national and international contexts; Having a course available to enable adult trainers for LLL professional update; help to adult trainers, providing guidelines to respond to seniors needs; Innovation in methodologies and approaches. Longer term benefits. The partnership will apply the results of formerERASMUS+ projects as useful resources to provide synergy and exchange of good practices between countries, regions and sectors. NTTE intends to create training materials integrating digitalization with social innovation aspects, related to seniors safe online integration. NTTE will highlight the importance of the training phase of seniors, as it represents the basis to give them an appropriate quality of life from an infrastructural, social, psychological and economic point of view. A set of training materials, practice oriented, transferable and re-designable resources that target groups can apply to deliver non-formal education integrated with learning designs and resources for hands-on learning activities and case studies for Internet security for end-users.

Continuous and growing victims on the road are a real problem, going to be a constant for the following decades due to violent behavior, driving after medications and drugs usage, and thousands of migrants arriving in EU each year who have no enough competence for road traffic.The context is increasing number of fatalities and injured people in road accidents; increasing number of cars, bicycles, electric scooters, skates, etc.; lack of national regulation and competences of participants in the traffic, including youth with disabilities; Insufficient preparation and relevant skills of youth participants in the road traffic. Background of the project is the black statistics in some countries as Bulgaria and North Macedonia, where number of victims on the road is increasing every year because of lack of experience of young people as drivers, motor-bikers, even as pedestrians. BASD initiated this project in cooperation with P2 that has quality experts in the field of mobility and safety transport and invited Ireland for transfer of good practices and production of educative videos (the country also had woarse situation compared to 2018). North Macedonia is providing strong participation of women and their equal role in the road traffic. It was identified via questionnaires that yuoth workers need support in their everyday work on that topic. Objectives are to be created training materials, resources; to be trained youth workers who to use them in an attractive way as games/puzzles; simulation centers trainings; Annual events of the Network Together to Road Safety ; Awareness raising capmaigns TORS in each country. Participants will be at least 30 youth trainers trained who will transfer the obtained competences in local activities with at least 3x15 youth workers per organization after each training (180 total) activists, volunteers and youth; At least 120 people with fewer opportunities and disabilities will be involved face to face. Activities. creation of Website; project Facebook page; Public Open FB group; Training materials; 3 trainings;4 talks, press conferences by Ch F IE, P2 and P4. Methodology to be used: Transnational project meetings with 2 study visits; Dissemination events; educative videos. Results. At least 30 youth workers trained; 3 set of training materials; 3 trainings; 2 study visits of youth training centres; 3 videos on topics of the trainings; e-brochure TORS as a collection of good practices on Road Safety; Network Together to Road Safety; articles in media; project logo; leaflet; Impact envisaged and finally the potential longer term benefits. At least 4000 visitors of Facebook page; at least 2000 members of the Public Open Group Together to Road Safety (Network members); At least 1000 leaflets per partner spread; Knowledge gained through project will be used after the project - it is necessary to update it. We believe that we will motivate NGOs, companies, youth/training centres, municipalities and volunteers in these entities that they will inspire others to learn more about road safety to arouse wider interest for this issue. We will continue in our activities - funded trough another sources or grants non related to EU, or from own resources. The outcomes of the project will have long life presented in innovative way through intractive presentations, videos and films, e-brochure TORS and in this way the project will be longer available for viewing and information gathering. Using ICT allow us to update our products and spread new knowledge, keep FB page even after the project finishes, for participants and wider users of this digital opportunity to communicate. They will be discussing and updating the information about Road Safety and related issues. We shall be able to spread information through EPALE platform and made it widely European, which could be helpful in dissemination too. Each partner will use number of volunteers, professional and young searching for experience, to talk about the project and to keep connected with partners. This will increase our projects option to extend project life longer and to access institutions and all citizens – migrants, disabled, with fewer opportunities. 4 partners from the Ireland, Bulgaria and North Macedonia, dealing with training, social inclusion and the promotion of a sustainable use of road safety rules, will cooperate to provide these opportunities to many individuals and organizations. As a support for other EU MS e-brochure TORS for the training courses will be developed, with training contents, best practices and policy recommendations to improve road traffic at EU level. The problem addressed by TORS is shared by all: many youth workers wish to enlarge their competences and skills and will exchange with other colleagues within and beyond TORS network. The partners strongly believe that each step to better road safety is important because it could save human lives on European roads.

The context is related to pandemic 2020 and increasing time which vulnerable youth is online, and respective increased signals of fake news and fake profiles on the web and huge numbers of victims of cyber threats; the action is in line with EU Guidelines on Human Rights Defenders; EU cybersecurity measures; Code of EU Online Rights; measures of the Commission for Digital Economy and Society related to fraud online contents. The objectives are professionalism in youth work for social inclusion - providing materials, good practices; active participation of young people with fewer opportunities in society; strengthening cooperation and networking between organisations to prevent cyber threats. The profile of participants is practitioners; staff in education and training; youth workers; experts, specialists, professionals; young people with fewer opportunities. In 2 learning activities will be involved x 2 staff /youth workers from 4 countries who will train and consult including after project end young people from vulnerable groups how to behave properly online following the methodology Youth against fake web (YAFW). On the web site will be uploaded good practices, training materials,videos; will be used by at least 5000 people. The activities will be: collection of good practices;Training materials development; construction of open FB group The network against fake web; Local and dissemination events. Project methodology: management team will coordinate, monitor project progress, budget control and time table; Transnational project meetings for operational tasks – 2 on site + 2 online; Dissemination plan; website, 2 e-Newsletters; list of stakeholders; info days/meetings with local youth, interested learners, relevant key stakeholders and beneficiaries; Design of the training content and fine-tuning based on the participants feedback; 2 joint staff short-term learning events. Results: bilateral agreements; Sustainability plan; Monitoring and Evaluation reports; TPMs, website with training materials; Facebook page and Facebook group YAFW; e-Newsletters and press releases, feedback questionnaires; videos, photos; E-brochure YAFW with practical instructions for youth workers and youth how to react to fake profiles and fake news; trained 20 youth workers (Youth passes) in international and after them 120 in national learning events. The envisaged impact we expect growing from staff with specific skills to multi-skilled staff ready to answer to the everyday working challenges; Will be able to act as human rights defenders with knowledge about manipulation techniques and how to combat fake news;equal learning opportunities for young disadvantage people, by obtaining more specific communication and ICT skills; to become self-motivated for continuously improving and extending the gained skills, learning to learn; to develop self-respect and start own strategy for personal development including looking for a reliable partner in life. For the young people end-users we expect to gain higher self-esteem, become more emancipated for integration and chances for better living. The project results will answer the needs of youth workers to help in everyday work youth target group, especially socially excluded striving to find a circle of friends and get clear picture of life around them through media.The potential long-term benefits: Socially excluded youth, facing obstacles will find support following the new strategy in online communication and reading media. The positive impact at local and national level will be noticed in social sphere, will be able to involve themselves easier in new environment. It is expected long-term social change through civic competences: ability to participate effectively and constructively in social life and engage in active and democratic participation; involvement of young excluded people with fewer opportunities; Social inclusion; quality youth work; social engagement through the new methodology YAFW created;sustainable social change - implementation of innovative youth work practices focused on improvement of communication skills - a powerful tool for non-formal and informal education and source of benefits for youth of the local communities. The added value is youth workers to help the youth to feel self-confident; raise the awareness of the threats online, keeping human values for love and respect. We expect multiplication of the project results, their implementation into daily practice and creation of strong Network Youth against fake web; decreasing of victims of online dating and fake news; less financial and emotional damages caused by scammers; recommendations to policy makers for improvement of legislation regarding cyber threats; Improvement of the innovative education, caring about youth not only in terms of their personal and career development but also about their harmony and happiness, self-trust attitude, mutual respect with a partner and building a system of values.

Financial Literacy means the capability to make effective decisions regarding the use of money. A financially literate individual is able to make intelligent judgments and take effective choices regarding the usage and management of money. It is the ability to understand and properly apply financial management skills. Research suggests that even though women tend to be more apprehensive about their future, they are more uneducated about how to secure it, and usually face more monetary challenges than men while making finance decisions (Lusardi & Mitchell, 2008; Lusardi et al., 2010, Atkinson and Messy, 2012). Small-scale needs assessment in the form of a survey was carried out to 50 young women per partner country (Sweden, UK, Cyprus, Greece and N. Macedonia), 250 in total, to investigate their knowledge and needs with regards to financial literacy. The results, taking into account the perspective of the young women from different geographical contexts, revealed that young NEETs and those with a migrant background, seem to have less knowledge of financial literacy and more need to be trained in this field in order to increase their opportunities for social inclusion, financial independence, and employability opportunities. The survey results are in line with research carried out in the EU and worldwide, revealing that young and NEET women, as well as women of disadvantaged groups -mainly migrants (22.3 million non-EU citizens are living in the EU, Eurostat, 2018) often have less access to financial knowledge and formal financial products compared to men (OECD, 2012; Batsaikhan et al, 2018; Bruegel, 2018). Indeed, even though gender equality in terms of economic and financial opportunities is becoming increasingly relevant at both national and international levels, as a way to improve women's financial empowerment, the gender gap in financial literacy still remains unbridged. According to the 5th Sustainable Development Goal of the UN (2019), women have the right for equal access to education, decent work, and representation in economic decision-making processes that will enable them to fuel sustainable economies and benefit societies and humanity at large and being financially literate comes to play an invaluable part to that. But, according to Bruegel (2018) despite its important role, financial literacy is not included in the school curricula, and, therefore, non-formal and life-long learning processes and solutions should be considered after the school cycle is completed. Promoting the involvement and coordination among relevant stakeholders (financial institutions, youth centres and educational organisations involved with youth, NEETs, migrants, and women empowerment in the EU) could contribute to the development of well-organised training programs on financial literacy for young women to increase their basic skills and key competences to keep up with the increasing complexity of the financial markets and acquire the financial knowledge, confidence, and ability to effectively participate in economic activities and financial decision-making, both within and outside their households. In this context, FLY-IN project will be an effort to develop an educational program to train-the-youth workers coming from financial institutions, youth centres and educational organisations involved with youth, NEETs, migrants, and women empowerment to train young women with a double-disadvantage (NEET with a migrant background) to become financially literate. Therefore, we propose a project with the following objectives:*To develop an innovative training program for youth workers, to give them the tools, guidance, and proper support to train young NEET women with a migrant background in Financial Literacy. *To directly train youth workers in Financial Literacy who in turn, will train young NEET women with a migrant background, in order to enhance and further the future effect of those trainings.International cooperation of partners from Sweden, UK, Cyprus, Greece and N. Macedonia within the framework of this project is an important factor that will allow them to develop and present a comprehensive training program for young NEET women with migrant background to become financially literate. The needs assessment carried out through the contribution of all partners will be invaluable in the sense that it will present trans-European recommendations. Another important aspect is the possibility for youth workers to meet, exchange experiences, and concerns. Furthermore, through connecting the partners with a range of stakeholders we anticipate that a further result will be a peer network of experts in the field of financial literacy who can continue to work and collaborate together after the completion of the project. The partnership created will have developed an important network of stakeholders and associated partners, who will be involved in the project enhancing the dissemination extent and the project impact.

"Educathe+ Expander (E+EX) builds on successful Grundtvig workshop Educathe (2013) and Educathe+ KA2 Strategic Partnership (2015-2017) - and expands on them geographically and in practice.Similar to its predecessors, E+EX brings together new organisations that use educational theatre (ET) practices in working with/for people with disability (PWD). This time we expand to organisations who work with women or immigrants, teach them to use ET, and learn from them as the “control group” (for measuring the success of our practices). Thus, the “Educathe movement” develops its network and database of good practices, and increases the popularity of ET in non-formal education and disability social work.In E+EX, partners come together to share and document their existing ET practices and develop new ones; enhance visibility of PWD and their skills in the society and in the labour market; empower, and develop Key competences of all those involved (PWD, assistants, theatre educators).We will reach those objectives through Drama-Action Model (DAM), the basic methodological framework developed by sociologist dr.sc. Hromatko and used in all “Educathe movement” activities. DAM is a comprehensive public sociology framework that introduces and combines practices and educational benefits of performative arts (especially ET) with those of empirical interdisciplinary research and non-formal education – in order to achieve inclusive, holistic, sustainable and empirically based social change. It has been scientifically tested and proven in local (2009, 2011-2012, 2016-2017) and international context (2013, 2015-2017, 2018-2020) as especially suitable tool in educational work with socially stigmatised groups of all kind, including PWD. In short, DAM framework has been proven to be open, proactive, inclusive and sustainable because it is built as a holistic interdisciplinary framework of sociology of knowledge and social construction of reality theory by Berger & Luckmann, dramaturgical perspective by Goffman, theatre/modern version of rite of passage by Turner, and action research by Lewin.DAM educational journey always includes all sides of a social issue (in this case, PWD /those who work with them/ general society) and then combines ET with action research and non-formal education in order to end with a joint public performance and debate between the performers and the audience (society). Besides empowering performers, DAM helps develop new group identity, raise visibility of E+EX activities, disseminate its results, and incite debates and positive social changes (with regard to PWD employability and labour market). By using DAM, partners will have the basic framework which they will fill with their own knowledge that will in turn help improve drama-action model and develop its range of methods and practices. In total of 25 days of 5 international ET workshops, partners will conduct 60 mobilities (in equal numbers: 20 by PWD, 20 by their assistants, and 20 by educators). Participants will work together and share/innovate practices and develop 5 public performances that they will perform together in order to present inclusion, disseminate E+EX results, and raise public awareness of discrimination of PWD in the labour market - all the while developing participants EU Key Competences (""soft-skills”). Performances will end with 5 public debates between performers, organisers, media, and the audience. As such, E+EX performances will become meeting places where PWD and the rest of the society will interact in a public debate focused on problem solving and promotion of EU positive role in prevention of discrimination of PWD in the labour market.To increase our impact and dissemination potential, our performances will be live-streamed, recorded, and disseminated online via partners websites, social media, Educathe's and educators’ existing networks. Besides audio-visual coverage, partners will take care to produce educational materials from each of partnership’s events.Therefore, E+EX activities will produce (or further develop) tangible educational outputs: free web platform (E+ Toolbox repository with examples of good practices), E+ Manual (5); and E+ educational videos (5). The outputs of our partnership will be developed equally by all partners and will include practices, experiences, and methodologies that partners have brought into the project as their own contribution. In that way, partners will contribute to Educathe free database of ET practices for employability of PWD.Finally, E+EX is a long-term commitment that has been established on the needs of PWD, those working with them, and EU policy. Namely, this partnership responds to the EU strategy in disability policy stated in ""European Disability Strategy 2010-2020: A Renewed Commitment to a Barrier-Free Europe"" and helps remove social and labour market barriers for PWD by producing educational and cultural impact through public performance"