<< Objectives >>The interest of young Europeans in active participation in political and social life is declining. Therefore, we want to create an educational and motivational tool for increasing the active participation of young people. We will use municipal participatory budgets as a lever for activating young people in their environment.<< Implementation >>Educators of youth (teachers, youth workers) will be equipped with educational tools and materials for the mobilisation and motivation of young people to take action in municipal participatory budgeting. This will be followed by a media campaign to activate young people and workshops for young people in their environment.The project will be implemented during the several participatory budgets in Maribor (Slovenia), around Maribor and in Agueda (Portugal).<< Results >>Educated youth educators who will introduce learnig materials for youth activation into their daily work and use municipal participatory budgets as a lever for youth activation.Above all, we expect an increase in the participation of young people in political participation of the conventional or unconventional type and in general in co-decision-making processes on public affairs.

VOGUI consists of an innovative solution to our community’s social needs and our contribution to the achievement of the objectives of the strategy Europe 2020. As our communities present concerning school dropout rates and reduced youth employability, it is notable a devaluation of education and an unconscious selection of educational path, based exclusively on their familiarity with a few professions. It is also noticeable that youth does not foresees studying in Europe, as they are not motivated to it nor find credible and organized information about it on the internet.So, we established as main objective for this project to create and implement a new vocational guiding (VG), based on non formal education, able to provide youth knowledge and competences to build a responsible educational path, aware of their own skills and the European formative and working range of options. We also aim to create an online platform with the university courses in Europe, which will be an important tool to European youth define their educational future.Therefore, we foresee the participation of 2 groups of participants. On one hand, 8 youth workers and psychologists from Portugal and Bulgaria that will be in a joint training for 5 days, in Portugal, about non formal education, Youth Pass and the pedagogic manual created to develop VG with non-formal learning methods. On the other hand, 80 young people, aged 14-20, from Águeda (Portugal) and Stara Zagora (Bulgaria). They will experience the methodologies created and a job shadowing activity, which will provide them information and guidance for 10 months (weekly sessions) to decide about their future.Therefore, the methodology of this project is based on non formal learning, peer learning, sharing information, team building activities, civil society involvement and practical experience on a profession.Main activities:a) Creation of a pedagogic manual to Vocational Guidance based on non formal education.b) Joint training for youth workers and Psychologists from Portugal and Bulgaria to develop the methodology created with young people from our local communities;c) Vocational Guidance based on non-formal education in Agueda and Stara Zagora with 80 young people – Every session will have energizers, group building activities, reflection on the personal learning and the session development. Youth will also hear testimonies from regional professional on their personal experience and the labor market, participate in vocational screening and job shadowing activities;d) Creation of an online platform in English that has information on university courses in Europe, scholarships and bank loans for youth;e) Implementation of Fair of Formative offer in Agueda and Stara Zagora, open to all community, with information on universities and secondary schools;f) Seminar of Good Practices in each community – it will focused on the pedagogic manual developed and its target group is national associations, youth workers, educative actors, schools, institutions that may adopt this methodology with youth;Therefore, VOGUI foresees as its great impact in a long run the orientation of European youth in their decision of conscious formative path, made possible both by sharing the pedagogic manual in PT, BG and EN in open educative resources and by creating an online platform of European educative offer. Simultaneously, we expect the awareness of European social and educative actors on the permeability of non formal education in formal contexts, by presenting to them strategies thought to promote the development of competences in VG. In relation to specific results, we predict the decline of school dropout rates and the awareness of our communities to the importance of establishing a conscious formative path to economic growth. We also foresee that, by the end of this project, 80 young people will feel motivated to enroll in higher education and design the idea of studying and working in Europe. Mainly, we aspire to help the improvement of VG by enriching vocational screening with activities that aim to develop social and personal competences and European citizenship in youth.

CONTEXTThe current European context is marked by a strong cultural diversity, which arises as a result of migratory and racial flows that are intensifying at large steps.Often adaptability and resilience problems are visible in young people from ethnic minorities, migrants and refugees, who, together with low socio-emotional competences and adverse social situations, reveal inability to make decisions and/or not (re)recognize their personal abilities. This lack of competences compromises the decision-making process and, as a result, reduces the levels of motivation and perception of the future of these young people.The lack of openness to intercultural dialogue and contact with other ways of being, being and thinking has repercussions on community integration, resulting in low tolerance for difference, lack of understanding of the other and lack of empathy and solidarity.OBJECTIVES-Promote social, personal and emotional inclusion of young people through the development of key competences and emotional and intercultural intelligence;-Empower the youth workers with new key competences, practices, strategies and non-formal methods of youth intervention, boosting their capacity for local operationalization and transnational cooperation in solving common problems;-Consolidate an inclusive and innovative intervention that guides the work with young people in terms of social inclusion and the empowerment of young citizens who are emotionally more stable, aware, active and oriented towards European needs and priorities;-Provide results with potential for scalability and transferability that guide a participatory and inclusive intervention in the work with young people about socio-emotional competences (as will the intellectual outputs).PROFILE1) Young people-16-22 years;-With fewer opportunities, facing (preferably) cultural, social and economic obstacles;-Provence of minorities, migrants and/or refugees;-Motivated to participate in the project and the Erasmus+ Programme;-Motivated to participate in activities that promote the development of socio-emotional competences and emotional and intercultural intelligence;-With the ability to influence peer groups and the community;-With the ability to absorb results and adopt new behaviours.2) Youth Workers-18 years or +;-Experienced and know-how in the youth field;-Knowledge of the social problem and the identified needs;-Experienced and know-how in intervention with young people with fewer opportunities (particularly minorities, migrants and refugees);-Experienced in contexts of intercultural dialogue;-With know-how and/or interest in socio-emotional competences and emotional and intercultural intelligence;-Knowledge of the Erasmus+ Programme and project;-Motivated in developing competences and learning to improve intervention with young people;-Motivated to work with young people with fewer opportunities;-Motivated to involve young people, the community and stakeholders and to produce social changes.ACTIVITIES AND NUMBER OF PARTICIPANTSThe number of participants per activity must be defined by organisations based on their capabilities. The activities with a specific number are identified.1) Phase 1: Planning and Preparation-Internal meetings;-External meetings;-Transnational meeting (TM) 1 (2 yw);-Preparation.2) Phase 2: Implementation-Development of content and materials (DCM);-Intellectual Output (IO) 1;-Virtual cooperation (VC);-Training course (3 yw per organisation + 1 trainer);-IO2;-Local intervention (general reference of 10 participants);-TM 2 (same as the previous one);-TM 3 (same as the previous one);-Blended mobility (4 young people from EUROACCION and ION GHICA a 6 young people from PSIENTÍFICA + 1 team leader per organisation).3) Phase 3: Monitoring and Evaluation-DCM;-Monitoring and evaluation;-TM 4 (same as the previous one).4) Phase 4: Dissemination and Exploitation of Results-DCM;-Disclosure and communication;-Dissemination and exploitation of results;-Multiplier Events;-Booklet.5) Phase 5: Closing-Closing.METHODOLOGYThe project will be developed based on the methodology of non-formal education, with informal and formal education being complementarily used.RESULTS-Booklet;-Methodological Manual (IO1);-Emobox (IO2);-Development of learning and 8 key competences, socio-emotional competences, emotional and intercultural intelligence.IMPACTS-Development and promotion of direct intervention competences with young people with fewer opportunities in terms of emotional intelligence;-Improvement of interventions through the sharing and adaptation of practices of all the organisations involved;-Specific competencies for the continued implementation of national and European projects such as the Erasmus+ Programme;-Society with a greater capacity to value children and their potential for social development.

1) CONTEXTUALIZATIONThe COVID-19 pandemic has created new problems, needs and challenges for the population, which intensify when we talk about young people. Increasingly, it is essential that this group - the future of society - is prepared to deal creatively and entrepreneurially with the challenges it faces, namely through the exploration of creative areas of interest.Therefore we have prepared a project based on the concept of “Creative Youth City”, with the intention to transform the city into a space for sharing, empowerment, experimentation and construction through creativity. Thus, through the implementation of different dynamics in different areas of the city, we will promote the creative and entrepreneurial potential of young people and equal opportunities among young people from different contexts.Based on that, the problem that we want to resolve is: lack of development of the creative and entrepreneurial potential of young people and their motivation, which tends to promote their social exclusion and the difficulty of entering the labour market.2) OBJECTIVES- Develop the creative and entrepreneurial potential of young people, as a way of motivating this group and amplifying their voice, inviting the public to pay attention to what young people have to say (through their own creative projects);- Develop a program to support young people to find sources of motivation, to undertake, to get their creative ideas off the ground and to enjoy contexts of application of what they learn at school (namely through the exploration of creative areas);- Promote international and collaborative dialogue about youth, creativity and entrepreneurship, based on the identification and sharing of good practices, for the creation of a methodology based on the concept of “Creative Youth City” throughout Europe.3) PARTICIPANTS3.1) Youth Workers (YW)- Age = or> 18 years;- Experience:-- Working with young people, namely with minorities, migrants and NEET (or other less opportunities);-- In the training of young people;-- In transnational projects;-- In the application of non-formal dynamics (or interest in learning);- Interest and motivation to work on the topics of creativity, social inclusion, youth work, motivation and employability (namely through creative areas) and/or with experience in the areas;- Ability to share, transfer and incorporate knowledge and experiences, practices and diverse (and creative) intervention methods;- Ability to generate the expected results and impacts;- Awareness with the context, problem, needs and defined objectives;- Preferably, in a situation of fewer opportunities (namely economic, geographical and cultural).3.2) Youth- Between 15 and 26 years (transition to adulthood);- Preferably with fewer opportunities (minorities, migrants, NEET, etc.);- With interest in creative areas and motivated to develop their creative and entrepreneurial potential;- With the ability to absorb results and incorporate them into your post-project day-to-day;- With the ability to transfer project results to their peers.4) ACTIVITIESThe number of participants per activity must be defined by organisations based on their capabilities. The activities with a specific number are identified.Planning and Preparation:- Internal meetings;- External meetings;- Transnational meeting (TM) 1 (2 YW);- Preparation.Implementation:- Development of content and materials (DCM);- Virtual cooperation;- Analysis of the State of the Art;- Local diagnosis;- Seminar (3 YW/organisation + 1 trainer);- Local Creative Dynamics (general reference of 15 youngsters);- TM2 (2 YW);- TM3 (2 YW);-Blended Mobility (6 young people/organisation + 1 facilitator);- OI1/2.Monitoring and Evaluation:- DCM;- Monitoring;- Evaluation.Dissemination:- DCM;- Divulgation and communication;- Dissemination and exploitation of results;- Multiplier Events;- Booklet.Closure:- TM4 (2 YW).5) METHODOLOGYThe project will be developed based on the methodology of non-formal education, with informal and formal education being complementarily used.6) RESULTS- Manual Creative Youth City;- Platform Creative Youth City;- Booklet;- Creative projects (developed by young people);- Contents and materials;- Development of learning and 8 key competences, particularly entrepreneurship and creativity.7) MAIN IMPACTS- Implementation of Creative Youth City throughout Europe, through the exploration of the project's Intellectual Outputs;- Improving the prospects of employability, sustainable development and social inclusion of young people, through the development of their creative and entrepreneurial potential and their motivation to explore creative areas;- Promotion of the active role of young people in the city, through the exploitation of their talents and creativity, contributing to agitating the cultural, artistic and creative sector.

CONTEXTIt is undeniable that a conscious, critical and participatory society encourages a society developed, cohesive and capable of generating positive social changes, influential in public policies. In this sense, in 2015, the General Assembly of the United Nations established 17 Sustainable Development Objectives (ODS) to create a new global model capable of combating the social problems transversal to all societies.However, European citizens tend to adopt unconscious attitudes rather than incite social change. In line with these causes, an OECD (2012) survey on adult skills has recognized that 4.9% to 27.7% of adults have the lowest level of literacy and 8.1% to 31.7% level in numeracy (PIAAC).OBJECTIVESGeneralTo be a project of adult education, training and training, with low levels of competence, articulating the theme of social responsibility before the ODS.Specific- Develop key lifelong learning skills for adults with low skills;- Disseminating the ODS of Agenda 2030;- Develop solutions at local level for national and European commitments;- Contribute to the development of participatory, co-built and socially innovative solutions and the sharing of best practices;- Design and implement a project that contributes to an active citizenship in the field of sustainability;- Design and implement participatory methodologies in an active participant citizenship perspective;- Contribute to the valorization of the territory, identifying problems, debating answers and presenting solutions as a cultural construction of each society;- Have a set of methodologies and tools that can be replicated by other organizations across Europe and in all communities interested in putting the issue on their agenda;- developing and strengthening networking, operational capacity and sharing of good practice at European level of organizations;- Promoting European values.ACTIVITIES AND PARTICIPANTSTransnational Meetings- 2 responsible of each organization;- Project planning, implementation, monitoring, evaluation and closure.TC- 3 technicians from each organization + 1 trainer;- Capacitation of the technicians to implement the LABS SDG (education methodologies in coordination with the ODS).SDG LABS- 25 adults with low levels of skills + 3 technicians (min);- Awareness raising and awareness of ODS, development of key lifelong learning skills and presentation of community-led proposals for local intervention.Blended Mobility- 5 of the 25 adults + 1 of the 3 technicians + 1 trainer;- Development and consolidation of competences. Presentation of local intervention proposals for each country.Local dissemination events- All involved in the project;- Dissemination and exploitation of the results and impacts achieved with the SDG LABS project.METHODOLOGYArticulation between the three existing methodologies: Formal Education, Informal Education and Non-Formal Education.EXPECTED RESULTSMain tangible results- Good Practices Guide;- Promotional kits;- Questionnaires and Reports.Main intangible results- 8 key competences defined in the European Framework for Lifelong Learning.EXPECTED IMPACTSDirect BeneficiariesThe main impact of this project will always be the training and development of fundamental lifelong learning skills in adults with low levels of competence, through greater assertiveness, the quality of the technical staff of organizations and of the organizations themselves, procedures, methodologies and tools, in the activities of diagnosis, planning and participation, articulating the SDG.National and EuropeanAt this level, we will feel a greater reflection and awareness of low-skilled adults, technicians, organizations and stakeholders about their responsibilities, duties and rights as agents of social and personal change and about the value of social and civic action in development sustainable development policies and strategies.POTENTIAL LONG-TERM BENEFITS- Increased public intervention capacity in policy decision-making, especially at local level;- Lower rate of adults with low literacy and numeracy skills;- Increased awareness of the goals of Agenda 2030 for ODS;- Greater articulation of EF, EI and NFE in the development of learning;- Greater articulation between policy makers and society at large;- Increased capacity of organizations at international level.