In 2006 the EU recognised Digital Competence (DC) as one of the 8 key competences along with literacy and basic skills in science and maths. DC should not be confused with ICT skills rather the ability to apply ICT in a creative and/or critical way. This could be at home, in education, in social interaction, education and the world of work. There are 3 participating countries. Led by a local authority in each country, primary and secondary schools have been given the opportunity to participate. This project aims to upskill young people to prepare them for the world of work but also aims to offer targeted professional development opportunities for teachers and prepare them fully for the classroom and their own professional advancement. Coupled with this we aim to upskill parents and members of the wider community by actively involving them in the planned activities. We aim to meet the individual needs of participating countries whilst ensuring EU priorities are met.The European Commission Digital Competence in Practice document highlights that digital competence requires understanding in a number of fields. Digital Competence Frameworks around Europe have adopted these areas and through this project we will discover practical ways of implementation. The DC fields of focus are: Information management -Collaboration -Communication and sharing -Creation of content & knowledge -Ethics & Responsibility -Evaluation & Problem solving -Technical operations Each participating country has identified its own needs. Our digital frameworks offer guidance as to how one might develop a focused digital approach to education, this project will allow education authorities and schools the opportunity to unpick the theory and put it into practice, trialling methodology with young people at the fore.

The Strategic Framework for Education and Training (ET 2020) for Europe has at its core the important target of reducing the number of young people leaving school early that become Not in Education, Employment or Training (NEET). According the EU statistics about young people and NEETs the countries involved in this project are all facing similar problems related to the youth’s disengagement from education, labour market and, in worst cases, from society. In 2011, 14 million young people 18-29 years in Europe were NEET - this problem is still an issue. In all four countries the situation of young people being excluded from education many through social disadvantage is an on-going problem. A radical new approach is required to create longer-term solutions. The project is based on a combined approach of early intervention, parental education coupled with active participation by young people falling into the risk category of becoming NEET to tackle this issue head-on developing a unique, innovative and inspiring project. This 3-year project aims to look at the causes, influences and barriers to education that result in so many young people becoming NEET. The many strands to this project aim strategically to explore what viable alternatives there are nationally and internationally to traditional learning models that contribute to the challenge faced by many young people in both the primary and secondary sector but also to the parenting behind these young people. The project will focus on engagement with schools, pupils, their families and local organisations working at grass roots to support pupils and their families to explore how collaboratively we can support pupils to remain in school/educational setting. We will also work with local businesses to scope how we can support young people in the world of work through better work experience models. To support these aims, objectives, and training activities we will develop seven Intellectual Outputs: • Baseline assessment • Early Identification Tool • Phase 1 of the World of Work Toolkit • Phase 2 of the World of Work Toolkit • Good Practice guidelines • Research & Analysis report • Good practice guidance There will be one multiplier event in Cardiff to promote the aims of the project and widen participation in the using resources and methodology developed. Pupils and staff from Wales and from partner regions will deliver workshops. Delegates will learn of the good practice and will be encouraged to become involved in this project through in order to widen the participation across Europe. There will be FOUR short exchange programmes for pupils – with opportunities for them to share experiences, develop pupil voice and develop as global citizens through inter-cultural dialogue. There will be THREE short-term joint staff training events for staff to share experience and develop approaches to working with pupils at risk of becoming NEETS. There will also be opportunities to work shadow while on the short-term study visits. The participants in this project include: 9 Schools 4 Local Authorities/Regional Authorities 1 social enterprise/non formal education – Non Governmental Organisation We will also involve local organisations who work at grass roots level with young people who are potential NEETS and local businesses, but not listed as partner organisations. As a direct result of this project, we expect to see increased engagement by pupils and their parents in education. The result from which will be raising in standards and a reduction in the number of pupils becoming NEET.

In 2017 the EU document 'The European Union and the Challenge of Extremism and Populism', raised the challenges across Europe by the spread of right-wing politics. Across Europe, elections had shown a rise of 25% of votes going to right-wing parties. The partners involved in this programme believe that these problems need to be tackled early and engaging young people in education, in discussion and critical thinking, and in a safe environment, is essential. The focus for this project was on young people transitioning between primary and secondary age and taking into account the issues being discussed in the media, within communities and at home, impacting directly on the views and opinions of children of this age. We wanted to develop materials suitable for education on critical thinking and positive counter messages.We recognised at the start, and continue to recognise, how sensitively the themes discussed in this project needed to be handled and so the planning for, and the on-going management of, this project was detailed throughout. We involved experts in this field and involved young people and teachers throughout taking into account their opinions and feedback, making amendments where necessary. However, equally important was the involvement of parents and members of the wider community and partners in all regions actively engaged as many stakeholders as possible. We do not believe this project could be conducted by one country in isolation. We need a collaborative approach bringing in expertise from across Europe to inform and contribute to this complex issue. Issues such as these, cannot be tackled in isolation. Local authorities, schools and other experts from Spain, Wales and Poland worked together throughout the programme. However, the participating education departments are members of ELAN a European Local Authority Network, and members from across Europe have benefitted from training and events relating to the outcomes of this project over the 3-year period, thus widening participation throughout. We completed a number of planned phases in this project:1. Effective, thorough preparation and training of teaching staff2. Collaborative development of 6 lesson plans for delivery in all regions. These were amended to reflect local culture and sensitivities.3. Pilot lesson plans4. Thorough evaluation by experts5. Modification of lesson plans, as necessary, and making of films to support in-class materialsOur aim was to meet the following Erasmus+ objectives:- to improve the level of key competences and skills, in particular through increased opportunities for learning mobility and through strengthened cooperation between the world of education and training- to foster quality improvements, innovation excellence and internationalisation at the level of education and training institutions- in particular through increased opportunities for learning mobility and through strengthened cooperation between the world of education and training- to enhance the international dimension of education and training

In the three years since this project started Europe and the world has seen a marked increase and mainstream visibility of what is increasingly termed 'populism' and acceptance of right-wing extremist values and views. The application for this project was submitted before the UK referendum to leave the EU in June 2016. It is argued that many people's decision to vote leave was influenced by intolerance of people that are different to oneself decision some believe he application ndeed in various elections in member states since 2014 the radical right was able to secure between 10% and 25% of votes. According to the EU document 'The European Union and the Challenge of Extremism and Populism' as a result of various European strategies and political 'opportunism' , right-wing politics has 'spread into the public space and pervaded traditionally moderate political discourses in Europe'. These issues are being discussed in the media, within communities and at home, impacting on the views and opinions of our children.These themes have to be handled carefully and sensitively in our multicultural societies hence why the planning for this project has been extensive and the workplan will be conducted by experts in this field and involves young people, parents and members of the wider community in all regions. This project cannot be carried out by one country in isolation. We need a collaborative approach bringing in expertise from across Europe to inform and contribute to this complex issue. Although we are including partners from only 3 countries they are linking to ELAN the European Local Authority Network established by Cardiff Council in 2015. Partners from this network will join partners in this project in a series of planned events thus broadening access to wider base of expertise. The first planned project meeting will coincide with an event in Cardiff aimed at bringing professionals from a extensive number of European countries together to discuss a wide number of essential themes, this being one of them. Our objective is to develop materials for use in primary schools following extensive and detailed teacher training. We recognise that due to the sensitive nature of this project all participating staff need to be highly trained prior to introducing any of these themes in the classroom. Once trained these individuals will work with experts to begin designing lesson plans utilising the collaborative and extensive knowledge and experience available in all countries. All teaching materials will be supported by a series of short films created for and designed by experts, teachers and the wider community. These films will be used as part of the resources developed during the life of this project.The materials will be thoroughly piloted in participating schools before publication and extensive teacher training opportunities for other professionals not involved in this project will be available throughout to widen participation in all regions. Cardiff Council has invited The European Local Authority Network (ELAN) partners from across Europe to the first multiplier event highlighted in this application. This network was established by Cardiff Council in 2015 to bring local authorities together in partnership and collaboration.