The European music ecosystem is one of the cultural sectors hardest hit by the coronavirus crisis. As musicians and artists from the industry demand solutions, additional measures are needed to help the sector recover in a sustainable way, adapting to new realities and to be more resilient.Music is an instrument of expression, identity and communication for young people. It is also a tool to promote cultural democratization and full access to culture for everyone. If we believe in inclusion, we must guarantee that all young people have access to culture and have options for creating and disseminating it. Youth need music and music need young people as they can have an active role in the revitalization of the music industry. Therefore, it is necessary to make use of creativity and propose new initiatives that will allow the music sector and young artists to recover from the great impact suffered after the COVID-19. In this context, Music Moving Youth is born as an opportunity to create various initiatives and actions to exchange good practices and develop new competences that will be built on the basis of transnational cooperation between youth and cultural entities. There are 4 countries involved: Spain, Turkey, Bulgaria and Italy. The partnership is made up of 4 entities that complement each other very well in terms of their aims and the type of activity they carry out, which we hope will have a great impact on achieving the objectives set, which are the following:- To raise awareness of the impact of COVID-19 on the cultural sector and on the livelihoods of cultural professionals, especially in the music sector.- To give visibility to musical artists from all over the world, so that their demands are heard in the field of public policy in order to cover the existing needs derived from the health crisis and thus contribute to the development of policies and financial mechanisms to empower and support artists. - To promote the development of skills by artists that will allow them to create synergies and new strategies to face the cultural crisis derived from the COVI-19.- Encourage new initiatives that cushion the impact on the music sector and allow for its recovery.- To create spaces for transnational interaction in which artists can establish the basis for future transnational consortia.- To disseminate European programmes for cultural promotion and cooperation.- Involve young people in cultural recovery and in the development of cultural events in their local communities. To achieve those objectives, we plan to develop transnational activities and local actions:TRANSNATIONAL ACTIVITIES - Seminar on social entrepreneurship and sustainable culture. - Training course on European resources for cultural and musical projects (Erasmus +, Creative Europe, Europe for Citizens and CES). LOCAL ACTIONS - Analysis of the reality for which surveys and discussion groups with young people and artists will be carried out.- Structured dialogue at local level with artists in the music sector. As a result of the structured dialogue, a proposals guide will be drawn up and sent to those responsible for cultural and youth policies at local and regional level.- Local cultural awareness campaigns that will be developed with the youth groups with which the entities involved work. - Actions to make local artists visible at international level.Each transnational activity will involve 20 participants, while each local activity in each country will involve at least 8 participants.TARGET GROUPS-Musicians and artists from the music sector -Cultural managers-Young people between 18 and 30 years old-Youth, cultural and non-profit organizations, companies and entities-Other organizations, professionals and persons interested in the projects and its results METHODOLOGY Music Moving Youth is based on the methodology of non-formal education, according to the Erasmus+ Youth principles. The cooperation between youth and cultural organizations, as well as the collaboration between artists and young people will be the key for the success of the whole project.IMPACT AND RESULTS -A new network of transnational cooperation between youth and cultural entities.-Young people, artists and musicians with new competences.-Population more aware of the social and cultural importance of music.-Greater visibility of local artists at international level. -Proposals guide for politicians and policymakers. -Study on the impact on COVID-19 on the music industry.

"In November 1995, UNESCO member states16, after promulgating and signing the declaration of the principles of tolerance, mentioned the role of education in shaping the attitudes of tolerance. Education was found to be the most effective way of preventing intolerance.There is lack of activities and understading of why the acceptance and tolerance bahvior is now especially needed.In each of countries engaged in the project we conducted research and focus groups.Participants engaged in the project:- young people up to 30 years old which are willing to engage in tolerance, acceptance activities, but at the same time they have lack of education about what stereotyoes come from, what is the process of discrimination, what benefits we have from different word, why we should accept others- carrers, parents who will have the encryped comic book as a common tool for both - young people and their careers, to talk about tolerance and exchange good practices in it- educators who can used our materials and scenarios of workshops proposal to supplement their lessons- youth organizations connected with tolerance and acceptance who will also use our materials in their non-formal activities in their organizations- people who ""were tocuhed"" by discrimination - we want to include them in our activities, especially to evaluate the content of outputs and in dissemination events- youth leaders will have the possibility to test themselves and ""meet"" new tools to use in their youth organizations, ways of develpoment of youth or in the field of tolerance20 metaphorical cards touch the stereotypes topic A workshop proposal how to use the cards prepared to 4 hours of trainingTesting the cards by 8 young people up to 30 years olda virtual escape room game with 4 rooms, each dedicated to different part of discrimination - regligion, migrants, sex, age and disability6-7 tasks to resolved in each room in the virtual escape room gameTesting the game by 2 groups of young people up to 30 years old - 4 people in eacha encrypted comic book with 4 stories with good pracices of acceptance bahaviorTesting the comic book by 4 people composed of careers and young people, childrenAll materials, except the virtual escape room game will be developed in 4 languages4 Open Tolerance Days Finak Conference in PolandMain aims and objectives of the project:- better understanding the discrimination and stereotpes creation process, feelings of discriminated people among young people up to 30 years old in project partners' countries- shaping own opinions, decisions of young people up to 30 years old- increasing of ability among young people up to 30 years old to think in a creative and critical way- equipping youth leaders with tools to work in their societies and teach, talk about tolerance bahaviors- increasing youth engagement in social matters, especially in activities conected with acceptance bahavior- youth integration with other cultures, with migrants, disadvantaged groups during pilot trainings in partners’ countries- Sharing the acceptance and understating for others among youth leaders in partners’ countries- Intercultural dialogue dissemination among youth leaders in partners’ countries- intolerance Prevention among young people, youth leaders from partners’ countries - dissemination of quality, human rights and respect, EU values program among young people, young leaders in partners’ countriesThe effect will be better understanding the discriminated people situation by youth, their more active bahavior in activities connected with tolerance topic. Thye will be equipped with materials, and tools which can easily (thanks to concret instructions) be implemented in their surroundings, schools, homes. All resulst are innovative and touching the topic of discrimination, stereoptypes roots, but also good practices in youth reaction for discrimination."

<< Objectives >>The project Grow and Sell for Sustainable Living - Sowing the seed of seeds of young female entrepreneurship works towards three objectives.1. A sustainable environment2. Promoting active citizenship and youth entrepreneurship3. Inclusion of girls and young women into the workforce• food growing technology for small production• technical competences• sustainability issues• local community food projects• entrepreneurial skills based on Entrecomp- soft skils and Lifecomp<< Implementation >>Project Management structure will describe the tasks per partner and the corresponding responsibilities, project milestones, communication arrangements and reporting obligationsDisseminationEvaluation processProduction of WPsa. Methodology Handbook and CPD Curriculumb. Online toolkits and learning management system Youth workersc Online toolkit Young women3 x Transversal Project MeetingsMultiplier events and Final ConferenceHarvest Markets in each country<< Results >>The project results:1. A set of resources for Youth workers on how to develop key competences in young females using the context ofgrowing and selling, sustainable living and entrepreneurship2. A set of online toolkits, non-formal resources aimed at young females and youth workers helping with gaining newskills in entrepreneurship.3. A Methodology Handbook, Implementation Plan and Training Curriculum for decision makers

Trainers’ professional development continues to be high on the EU policy agenda. In 2010 the Bruges communiqué invited Member States to invest in VET trainers by offering flexible training provision. Riga conclusions (2015) have put renewed emphasis on this, calling for more systematic approaches and better cooperation. According the EU policies, Countries should work together in identifying best practices and guiding principles with respect to changing competences and profiles of VET trainers, strengthening the anticipation of skills and competences development. According to the CEDEFOP briefing note “Professional development for VET teachers and trainers” (2016) it is essential that trainers have opportunities to develop and keep up to highest standards their technical competences, pedagogical skills and transversal competences e.g. digital, intercultural communication, co-shaping quick and flexible responses to emerging needs (e.g. the migrant crisis). These aspects that are relevant generally speaking are once more relevant for VET TRAINERS DEALING WITH MIGRANTS that, indeed, belong to a complex network of trainers coming from diverse sectors with heterogeneous Initial&Continuous Training, facing diverse types of learners: newly arrived migrants,2nd-generation migrants, asylum seekers, refugees, migrants with residency permit, with different duration of permanence, cultural background, learning behaviour, learning styles and training needs. In addition, they are involved in a deeply differentiate training delivery organization: diverse curricula, teaching tools, programs and hours, etc. employed as well in a very heterogeneous System of Training providers addressing migrants. The joint EC-OECD confirms that education&training are essential to the inclusion process. The central role of personal development, social inclusion, active citizenship represents the underpinning frame of EU strategy, with special reference to the set of key competences for lifelong learning. By 01.01.2016, the # of people living in the EU-28 who were citizens of non-member countries was 20.7 million, while the number of people living in the EU-28 who had been born outside of the EU was 35.1 million. Especially in Turkey due to irregular migration (official migrant population is 3,5 million by 02.2017 most of them; Syrian people), not only homeland VET trainers have been working for migrants but also migrated trainers are increasing; there is a clear need to increase their competencies and to support their Vocational&Educational learning, too. And there is no training of VET trainers system except language courses provided for migrant trainers. Online platforms are quite weak to interact&support their learning in EU. That is why VIEWS AIMS AT SUPPORTING PROFESSIONAL DEVELOPMENT OF EDUCATORS AND TRAINING PROFESSIONALS DEALING WITH MIGRANTS FACING EQUITY AND INCLUSION CHALLENGES IN LEARNING ENVIRONMENT to enable and promote participation of learners with disadvantaged background; strengthen learner centered approaches and learning personalization; support improved practices to cater for the needs of disadvantaged groups and to deal with differences in learning outcomes; experience new approaches to address social, ethnic, linguistic and cultural diversity. This is done by matching in a matrix (IO1) the trainers' profiles and the related map of competences with the learners' profiles and training needs, providing a (IO4) tool for self assessment of competences highlighting which ones need to be empowered in order to deal with the different typologies of migrant learners linked to (IO5) resources and indications supporting the empowerment of these competences and of the training profile, together with a (IO3) Open Educational Resources repertory to be used with migrants within a (IO2) Web open space allowing a wider social net working in a European perspective. In a TRANSNATIONAL PERSPECTIVE the Project, contributing to the European priorities and policies, doesn’t aim to structurally solve the highlighted fragmentations yet it can define a common reference framework, based on the European experiences and not only on national practices, allowing stakeholders to manage these fragmentations recomposing them at the level of collaboration, sharing, networking, integrating the available resources, practices and solutions in a EU perspective. The EU added value also relies on the opportunity to increase in turn common basis for exchanges and mobility of Trainers (at least) among the (participating) VET Organizations potentially offering common approaches to migrants who moves from a Country to another. Furthermore, being focused on the professional development of educators and training professionals dealing with learners with disadvantaged background, the expected results and intellectual outputs may be relevant for other fields of education.

“Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and culture and to share in scientific advancement and its benefits”. Article 27 of the Universal Declaration of Human Rights proclaimed by the General Assembly of the United Nations in 1948. The fundamental right of all people to participate in the arts and culture and of access to heritage, have become central in the latest acts adopted by the European Union and the Council of Europe. The idea has emerged that citizens should not only participate in cultural activities, but also in the management and curation of culture and cultural heritage. Conclusions drawn by the Council of the European Union on participatory governance of cultural heritage and the EU Commission Communication “ Towards an integrated approach to cultural heritage in Europe” - issued in 2014 - identify cultural heritage as a strategic resource for a sustainable Europe, acknowledge its social dimension and underline the importance of activating synergies across different stakeholders to safeguard and valorise it. They also recognize the importance of transparent and participatory governance and participatory systems to be shared with the people to whom arts and culture ultimately belongs. The Project Active Citizens Exploring Culture - ACE Culture has the objective of extending and developing the competences of educators and other personnel (archivists, artists, museum and heritage) who support adult education in Community Learning Environments working with local stakeholders with an interest in gaining new skills on influencing inclusion in their neighbourhood and community (EQF level 3 -6). The project has a starting point in examples of social and educational value of European arts and cultural heritage in order to encourage members of the public to engage as Arts and Cultural Mediators for their local community. The project is supported by a portal based upon the value of local cultural heritage. It will contain a selection of apps, programs and tool kits that have two goals :Inclusion and skills development: Adults will be trained as Cultural Mediators for their community in order to recognise, explore, document and display their local arts and cultural assets.The project methodology is based upon a cascade learning effect created by following the Intellectual Outputs:1. A Methodology Handbook and Implementation plan aim at Decision Makers in Communities.2. A curriculum and training material for a continuous professional development (CPD) course (training the trainer) for Adult educators will be at the heart of the project. The project will be aimed at supporting educators, mentors, coaches, decision makers and stakeholders, during the implementation of the material towards the above the target groups.3. Two sets of online tool kits aimed at front -line workers and Cultural Mediators respectively4. A Community Curation OER platform where Cultural Mediators can share rich media artefacts and stories created and curated by members of the local community. The target groups of the informal adult education programs will be:1.Member so of the general public and other beneficiaries who would like to get involved as Arts and Cultural Mediators The target groups of the formal adult education programs will be:2.Front-line workers such as; museum and heritage personnel, librarians, archivists and others who have direct contact with the general public.The target groups of the CPD course will be:3. Adult educators working directly with front - line workersOther beneficiaries4.Professionals working in city planning about cultural engagement; architects, policy makers, decision makers , local government staffThe Project team will explore approaches and methods of cultural inclusion with a particular focus on inner city and outer city neighbourhoods and develop practical tools to be used in Adult Education settings that can provide a link between the public and neighbourhood planners to shape holistic and sustainable change in neighbourhoods.