"Long-term democratic and socio-economic development of Youth is a significant asset for Georgia. Youth age is an important period during which biological and psychological growth and development of individuals and their integration into the society takes place. During this period, young people try to develop skills and abilities in order to play their roles across various areas of the public life without hindrance, and to fully realize their potential. Developing a clear and shared vision about Youth, their role and needs is an essential prerequisite for the development of relevant policies, approaches and mechanisms. Taking into account the best practices existing at the European level the Georgian National Youth Policy (hereinafter referred to as the ""the Youth Policy"") regulates a wide range of issues related to the development of persons of 14-29 years of age with the joint efforts of state agencies, the youth, the civil society, the private sector and international and local organizations. For effective implementation of the Youth Policy goals and objectives it is vitally important that the resources, services and programs envisioned by the Youth Policy to be focused on youth living in the regions. Based on the National youth policy, local municipalities should be actively engaged in the development and implementation of youth policy. However, in the youth departments of local municipalities have lack of experience to develop and implement municipal youth policy. In addition, also youth workers in local youth NGOs and lack competences to contribute to youth development at local level and to cooperate constructively with municipal structures to enhance youth policy development.The overall project goal is to support partnership between youth CSOs and local government youth department for municipal youth policy development. The project includes the following activities:Delivery of capacity building training course for young marginalized leaders, youth workers and local government youth department representatives. Supporting project participants to explore best practices in Europe through study tourOrganization of a large scale youth conference involving all key stakeholders."

Global and European educational commitments manifest in many ways – differently and even inconsistently – in national education policies, national and local curricula, teacher education, and student assessment. What is common, however, are the high expectations towards the work of educational professionals, especially teachers and leaders/principals. Their role in in the ambition to improve quality, in making education more socially just, in advancing equality, learning, and in thinking about and building the future, has been highlighted by international, regional and national educational agencies and stakeholders for long, and addressed persistently in the academia. For instance, educational researchers have stated that teachers and leaders/principals are, among other potential “public-good professionals”, in salient position in advancing societal development. Researchers have also discussed about the recognition of teaching as moral and intellectual practice, which impacts the way teachers conduct their work in the classroom, and about teachers’ engagement in critical reflection on vales, humanity, and aspirations. At the same time, global educational community has raised a concern that there is a real risk to overstate the potential of schools and educational professional to impact broad social transformation.Consequently, it is somewhat easy to agree with the statement that “educational professionals matter”. From the GloBe priorities and key topics point of view, the question remains: how?Bearing in mind this massive list of roles and responsibilities of teachers, let alone leaders/principals, who are presumed to lead pedagogical processes, and acknowledging the justified concern by the educational community, we still wish to comprehend schools as forefronts of establishment of solid and shared value-basis, and advancement of social participation and civic engagement. But this prerequisites people who are equipped with meaningful key competences, which for us comprises of dialogical and participatory professional capabilities, global citizenship education, and common sustainable future agenda. Drawing from the whole-school approach, we wish to amplify competences of both working and learning community. Our assumption is that this is of critical importance in the advancement of human well-being and pursuit of social inclusion within and beyond schools.Th Global Learning for Sense of Belonging (Globe) is a 36 month long international innovative project that aims to advance human well-being and social inclusion within and beyond school environments by enriching the sense of belonging of school leaders, teachersand students alike. To reach the aim, the objectives of GloBe are to: 1) deepen and broaden the scope of day-to-day work of school principals towards pedagogical and shared leadership 2) enhance novice teachers’ shared and co-teaching professional capabilities to cross disciplinary and grade-level boundaries in schools, and 3) introduce new to “sustainable future” learning modules to actively engage students.GloBe project comprises sets of training activities, outputs, and outcomes, which are closely inter-related and support each other throughout the project cycle and development process. Thematically trainings and intellectual outcomes will focus on following themes: Pedagogical Leaderships, Shared Leadership, Co-teaching; Global Citizenship Education; and Agenda 2030 and Sustainable Development Goals. The project will intertwine the development of professional competences and global issues pedagogy, and in doing so, create new kind of future professional capabilities and identities. GloBe comprises of three identical courses/groups, which all include five core training activities. For each training, we will select one leader/principal and two teachers (3 professionals) from the same school to create local teams (2 schools) to support each other in each partner country. In total we will train 54 professionals, 18 from each country in one semester long learning process. The first and the last training are intensive residential international seminars, whereas the second and fourth take place in local schools in each three partner countries. Third training is a webinar. Through the activities that take place in local schools, we will reach indirectly a great number of educational professionals and most importantly, hundreds of students.. There are two kind of organisations in the consortium from 3 different countries: civil-society organisation and higher education institutes, which each has extensive experience in their areas of expertise and about working in close cooperation with schools, teachers and leaders/principals. Consequently, there is strong common understanding of the key concepts, realities of schools as operational environment and basic values as well as strong will to learn from each other and work together towards the jointl

<< Objectives >>The project Peace Education in Times of Crises brings together organizations from Estonia, Finland and Poland in order to provide youth workers and other educators with non-formal tools in Peace Education (PE). Our activities aim at reducing destructive conflict and tension, reducing polarization and preventing extremism, and through our targeted intervention for youth and youth workers, we will increase societal cohesion, foster participation and promote dialogue in the society at large.<< Implementation >>Our project consists of 3 main streams. Firstly, we will focus on building the capacity of partner organizations in PE and on increasing our understanding of the context of societal tensions and peace-building in each country. Secondly, we will develop an online course with inspiring approaches, methods and techniques that meet the current needs of educators working with youth. Finally, we will implement trainings and learning circles to enable further self-development in PE for youth workers.<< Results >>Youth workers play a critical role in cultivating solidarity, empathy and respect for diversity among young people. They are often the first responders to conflicts that arise among the youth. This project provides them with competencies and tools in times of several crises. As a result of our action, we will create a network of youth workers and PE actors at national and international levels, provide training to 200+ educators in 3 countries, and contribute to fostering peace in our societies.

The project allowed the partner organisations and their partners, volunteers and communities to share experiences related to their work focused on increasing inclusiveness of young people, but also of children and adults. As a youth project, we focused our attention on sharing experience on inclusive youth participation to social life, including forms of increasing young people participation to the faith and religious life of their communities, increasing gender equality, supporting better participation and recognition of LGBTIQ+ young people in the social and political life, better access and integration in all social life and activities of young people with disabilities and of all young people irrespective of the wealth, ethnicity or residency (urban or rural).The project followed its aim through 2 types of activities: (A) learning activities, represented by 5 study visits and (B) an online platform / website.Each study visit included 2 activity components: (1) visits to projects and institutions in order to get an idea on the practice in the visited country/city and how disabled young people, LGBTIQ+ youth, young people from various religious groups and with different ethnicities can participate to the social life without obstacles and (2) discussions, debates and exercises around best practices on how to enhance inclusiveness in a sustainable way when planning Erasmus+ projects and in particular Erasmus+ international youth projects.The project was possible due to the cooperation of five partner organizations from: Romania, Finland, Slovenia, Portugal and Scotland. The strength of the project was given by the experience of each of the partner organisations in working on inclusive youth work, having each of them very different and particular approaches and target groups. These main target groups that are out main focus are: women and girls (receiving a special attention from RKI in Finland), LGBTIQ+ youth (the target group of Pride Ljubljana in Slovenia), rural and Roma youth (the main target group of CDCD in Romania), young people with disabilities (main beneficiaries of projects implemented by BLOOM in Portugal), young people from minority religious groups (the target group of Interfaith Scotland). During the project period, five learning activities have been organized as well as three transnational project meetings to allow partners to coordinate their activities. Each organisation in the partnership had good practices to share and the practices and methods used in partner countries varies from organisation to organisation which assured a large variety of the learning outcomes of the project. The 8 key competences for lifelong learning have been considered in the design of activities.75 unique beneficiaries - youth workers or youth leaders - have been directly involved in the international study visits and over 3000 people have been involved in different parts of the project, including participating to workshops and other activities organised by the participants to study visits during the Interfaith Week (Scotland, November 2017), Ljubljana Pride Week (June 2018), in schools in Romania during the study visit in Romania in November 2018. The project involved youth workers, youth leaders, professionals and volunteers working with young people from each partner country. Most of them have a high level of expertise and/or in-depth and first-hand experience in involving young people from discriminated groups in local, national and international activities. Through the input of these youth workers on the project generated good practices shared amongst the youth workers participating the learning activities. These youth workers are working with the 5 partner organisations and/or with other organisations in their national networks. Therefore, one of the project results have been better practice networks for young people’s inclusion. Moreover, junior staff and volunteers have been inspired to be able to work with more inclusive approach and have better results on their daily work.At the second level, based on the experienced shared by the youth workers participating in the learning activities, selected as presented in the application, from the partner organisation and beyond, form other youth work organisation, two dissemination tools ensure a widen the impact of the project: (1) the online platform sharing good practices and the videos created during the study visits and (2) the direct dissemination made by the participants to learning activities, encouraged and empowered to share their experience with other youth workers in their networks. Regarding the online platform: it functions at the same time as a dissemination and learning tool, and tells stories of different youth workers, youths and organizations that works for inclusion in all partner countries and it gives simple guidelines for the youth workers.

We live in a world where sexist jokes among friends, xenophobic graffiti and racist speech among politicians has become an everyday experience. Too often, we do not even register it, as long as it does not target us directly. This is no different for youth workers lived reality. Hate Speech is an experienced reality across Europe and while efforts have been taken to address online hate speech and different actors programmes and training developed to combat youth radicalization, gaps remains in relation to how do youth workers actively address and transform hate speech in a safe and transformative way in different spaces for young people. We all youth work practitioners are part of our families, circles of friends, communities, the political realm…; hence we need to unlearn the “normality” of hate speech and/or hateful behaviour ourselves first, in order to be able to recognise and tackle it with the young people and the youth groups we work with. This project gathered ideas, and created concreted new approaches and methods on how to support the youth worker in recognising and tackling situations where hate speech occurs within a youth setting and has the ambition to support the youth worker’s practice to become transformative.We changed the name of the project when we started to implement the project as we found the original name not suitable for our target group and beneficiaries and not really inspiring people to get involved. We decided to call the project Outside In – Transforming Hate and created a visual identy to match the name. It resonated better the aim of the project. The project lasted two years, from June 2017 to May 2019, and aimed at making youth work in Europe more inclusive and safer for all. Over the two years, five partner organisations from Finland, Ireland, Portugal, Scotland, and Slovenia, co-created a European network of trainers and experts who can provide quality trainings and tools for youth workers to recognise, manage, and transform hateful speech and behaviour in their everyday work with young people.A unique aspect of this project was that this new network of trainers consists of youth workers and equality experts from the five countries who mainly belong to minority and marginalised groups themselves; groups which are often talked about but are still greatly under-represented in national and international youth work training structures and pool of experts.These 24 youth workers and equality experts underwent an intensive training-of-trainers programme, which included three residential trainings (one in Slovenia, two in Portugal), transnational knowledge exchange, mentoring support scheme, and tasks to plan training outlines, test them out in practice and reflect their learninging order to develop their training skills (methodogogical skills and meta-skills that trainers need). As a result, they have gained knowledge, skills and experience of inclusive youth work and transformative manner to tackle hate speech in youth setting and have the competence to provide youth workers the tools, methods, and approaches to tackle hateful speech and behaviour constructively.In addition, as an outcome of the training program and the new competence acquired by it, this same team of newly trained trainers have also co-created a practice manual for other youth workers as well as co-created a content for educational platform for youth workers. The practice manual and educational platform provide answer (hands on methods and knowledge) on some of the most perplexing needs of youth workers in today’s Europe – how to provide a safer space for all youths and how to tackle hateful speech and behaviour in a way that enable long-term change among youths with discriminatory attitudes and behaviour.The project addressed the contemporary needs of youth workers in an innovative way, bringing together a diverse group of participants from five European countries all of whom have experienced or worked directly in confronting various hate speech issues within their national contexts. The slogan “Nothing About Us Without Us!” was a leading principle to communicate the idea that no policy and practise should be decided by any representative without the full and direct participation of members of the group’s affected by that policy and practice. In the core of all work in this project was to allow the often silenced and oppressed voices to be in core of all activities and development of content during the project. In total more than 500 youth workers were trained during the project on national level coming from more than 100 different youth work organisation or institution. The educational on-line Platform and educational tools and Practise Manual have been very well recieved by the target group and is used by youth workers in all partner countries as well as reaching out youth workers outside the partnership.