"Background: The YouthSports.com project is a strategic partnership action involving the Italian Cooperative Social Cooperative Società Borgorete, working with City of London Corporation in the United Kingdom, the Soros training institute in Romania, Cukurova University in Turkey.Following the road already undertaken with the Educo project (http://www.educoproject.eu), the goal is to stimulate young people between 18 and 30 years of entrepreneurial skills linked to the sport world to achieve a double result: To offer a more employment opportunity to young people and to foster the development of social skills. The so-called Sports Management combines with the most ethical concept of social enterprise, an activity the primary purpose of which is not to create profits, but to make more profitable the whole community.Youthsport.com intends to develop training materials and an assessment framework that combines sport management with social enterprise for young people aged 18 to 30 years. This report illustrates the initial research phase on the needs of the project. The social enterprise is in different stages of development in the partner countries. Italy and the UK have a well-established tradition and regulatory frameworks, while the social enterprise sector in Romania is re-emerging after communism and is still relatively small. In Turkey, while there are more than 3,000 private foundations that undertake social change programs and which play an active role in the creation of a democratic and civil society, the social enterprise sector is still in its early stages. Internationally operating social enterprises, such as Ashoka, have regional offices in partner countries, except in Romania.Objectives: The general objective of the project was to build entrepreneurship in young people interested in sport management. The project provided for this goal to be achieved through the creation of a training and certification course for young people (18-30 years) already involved in the world of sport, including the principles and values ​​of a community social enterprise:- to design the sports space as a space to promote and encourage social inclusion- adopt a holistic approach based on the athlete- Provide constant training to sports trainers on the basis of the EDUCO project (518616-LLP-1-2011-1-IT-GRUNDTVIG-GMP)- re-invest the profits in the community (eg by providing family services, etc.).The project's specific objectives were as follows:• Create a training package for the social management of sports organizations• Creating a European Certification (European Passport) based on a self-assessment framework• Creating an E-space as a sharing space used by training participants• Development of a Roadmap PaperPartner:Società Cooperativa Sociale Borgorete (IT); Cukurova University (Turkey); Spektrum fundation (Romania); City of London Corporation (United Kingdom) were partners in the project, bringing different skills and representing a part-nership of public-private-tertiary sector and academic world.Activities: The activities started with a needs analysis phase, which highlighted the innovative nature of the training proposed by the project, in particular ""While there are some postgraduate courses in the UK that address the themes of sustainability and social policy , We have found only one training program that explicitly unites the social enterprise with the development of sport and management, and this is aimed at entrepreneurs and is based in Melbourne, Australia. ""In the second phase, partners developed the training package and conducted training in each country. As a fundamental part of this training course, a five-day mobility was organized in Romania (October 2016), attended by over 50 young people from Italy, Romania, Turkey and the United Kingdom. The results of these pilotings were collected by partners to build the main products of the project: The Code of Conduct for a Social Sports Company (developed in consultation with young participants) and the Roadmap Paper.Results: The project's results were excellent: more than 50 young people trained in 4 countries in managing social sports. The feedback from the participants was very positive and emphasized the innovativeness and opportunities created for the realization of self-entrepreneurship.Long-term Benefits: The benefits that can be expected for the long term are the collaborations generated by the project and the projects born in the young participants. In Italy, two groups of young participants are pursuing two projects of a social sports enterprise."

Background of the projectKEYSTONE’s addresses four main challenges which, together, threaten the ‘European project’ and EU2020 objectives and targets: the social and economic models that have served us for decades are no longer fit for purpose; a sustainable future cannot be achieved without the active engagement of the individuals who will be forming the core of our future society - European youth; current systems, structures and models are failing young people; social inclusion, education and training models are also not fit for purpose. Set against this background, KEYSTONE's main aim is to develop, implement and evaluate an innovative approach to delivering interventions aimed at the socio-economic inclusion of marginalised young people, based on 'Community Labs'. These Labs aim to explore how at risk young people can play a pivotal role in creating socio-ecological innovations for a sustainable model for change in the EU. Project objectives identify the key drivers and constraints to marginalised young people's participation in social and economic lifedesign and deliver a Collaborative Support Programme in four Community Labs to support the empowerment of marginalised young people and their creativity in four EU cities that enable young people to become co-producers of social innovationsconduct one action research experiment in each Lab aimed at solving a community problem that affects marginalised young peopleevaluate the programme and disseminate the resultsassess and support the replicability and sustainability of the KEYSTONE approach at the wider EU level. ParticipantsPrimary target goup: 100 marginalised young people in four EU cities - Athens, Lisbon, London and Perugia Secondary target group: youth services - at least 1 youth service organisation will host a Community Lab in each cityIndirect target group: 150 stakeholders covering youth organisations, policy-makers, education providers and researchers, reached through the project Multiplier Events Activities carried out Activity 1: Lifeworld Analysis - ethnographic study of 'lived experience' of marginalised young people in the Athens, Lisbon, London and PerugiaActivity 2: Development of The KEYSTONE Technical Platform, tools and Knowledge Space, including a 'K.E.Y' tool for content creation and sharing and an interactive game Activity 3: Development of KEYSTONE Community Labs: 2 Labs were set up in London; 2 in Athens; 1 in Lisbon and 1 in Perugia. Activity 4: Development of KEYSTONE Collaborative Support Programme. The programme combines face-to-face learning workshops with on-line training built around six core modules - Life’s challenges; Needs and Problems; Working with and in the community; Expressing your talent; Education and personal development; Employment opportunities. These are supported with 'extra-curricular' activities like photography and filming walkabouts, Kung Fu sessions, radio broadcasting and podcasting, canoeing, mask making, art gallery events, food sharing events, music events, community journalism, beach combing, waste recycling. Activity 5: Support Programme Implementation and Socio-ecological experiments in 6 Community Labs. The skills acquired through the programme were applied in 7 action research experiments in which the participating young people co-designed and co-produced projects aimed at 'fixing what's broken in their communities'. Activity 6: Evaluation. 'Scientific realist' methodology based on Theory of Change. Evaluation report summarises the project resuts and outcomes.Activity 7: Dissemination & Replication. Dissemination and Sustainability Plan was developed in the early stage of the project and implemented throughout. Activity 8: Project Management. Project management and monitoring tools designed and implemented Results and ImpactOutputs:All planned contract outputs were produced.:IO1 - KEYSTONE Project Infrastructure and Support (including Lifeworld Analysis Report; K.E.Y. Tool and KEYSTONE Interactive Game)IO2 - KEYSTONE Collaborative Support ProgrammeIO3 - Transferability ToolkitKEYSTONE Evaluation ReportAchievements against key targets:177 marginalised young people participate (target: 100). 120 sign up for the CSP programme; 77 complete the programme.7 action research experiments implemented (Target: 4).2646 visits to website over project duration (target: 5000). 2,000 organisations receive project leaflet/brochure (Target, 1,000). 133 stakeholders attend national multiplier events and final Round Table (target: 150) 76 stakeholder organisations involved in Community Labs (target: 30).OutcomesMarginalised youth empowered, re-engaged and their horizons and life chances expandedYouth services more effective, relevant and joined upCommunity social capital enhanced; reduction in tensions and conflict

The refugee and migrants' crisis is the largest since the middle of the last century and is perhaps the EU's greatest challenge today with large proportions of people entering Europe, many fleeing persecution or simply seeking a better way of life. Acquiring effective language communication skills is one of the most effective and quick routes to integration and social cohesion. Good communication skills can support mutual cultural understanding and an easy resolution to issues before they become unmanageable. The objective of WELCOME was to develop informal language clubs, led by volunteers and supported by professional teachers and coaches. The clubs would cater for up to 12 learners and would be delivered in a community-based setting, being a community centre, a local children’s centre, local school, library or a church hall. The community host organisation would be responsible for the engagement of 'hard to reach’, most at risk and disadvantaged groups of learners. The recruitment of these target groups was achieved. WELCOME specifically targeted learners who have only basic or no language skills in their host countries but needed effective communication skills to enable them to acquire and gain access to information and services, employment options, to develop digital skills and to integrate into the wider community. The summary of the completed project is that a community-based host organisation provided venues for WELCOME Clubs and to develop effective outreach strategies to engage learners. For example, the EDUCA partners recruited learners from local street. The project established language clubs in five European countries for learners to meet each week to practice their host language. The project also successfully developed training programmes for volunteer club facilitators. A WELCOME Toolkit with teaching and learning materials was also developed. The project network and website that has linked the clubs into networks across the EU is firmly in place. In summary, the project successfully met the agreed project proposal. The online resources centre, IO2 has been developed by GIDE. The Toolkit, framework and guide to setting up language clubs, namely IO3, IO4 and IO6 have been completed with a joint collboration from the City of London and Folkuniversitetet. The joint staff training videos, as part of IO5 EDUCA have been created. Intellectual outputs IO6, IO7 and IO8 have been completed. The dissemination event took place in Brussels in the presence of MEPs, key speakers, project partners and local delivery partners. A well-planned sustainability strategy was discussed and agreed with partners. The main project delivery was concluded in November 2018. All partners are committed to continue to use the developed material and they will work through their networks to continue to promote the WELCOME methodology for informal language teaching and learning. For example, partners will upload case study success stories to national and EU network and databases. The Online Education Resource that has been created by the project is available in all partner languages and will remain available for a minimum of 3 years beyond the lifetime of the project.

"The aim of the project is to assist the complex development of students' life-management skills especially to prepare them for responsible decision making during their education in connection with learning path and career choice.Life-management skills are described as skills that are essential to make the most out of life. Life skills are usually associated with managing and living a better quality of life. They help us to accomplish our ambitions and live to our full potential. Any skill that is useful in our life can be considered a life skill.Life-management skills are improving with our personality and family and schools need to work together in the proper process of development. SUPREM is a project that wants to give background to students, giving tools to their teachers and parents what will help them to cooperate, communicate to achieve a supportive environment. A better level of life-management skills of a student will increase the quality of academic and practical skills and knowledge, will make students more able to make the right choices. This strengthens the value of career pathway and labour market skills.Better life-skills support students to find their way and place in the educational system and with better satisfaction, early school leaving can be decreased.The project develops open, free accessible materials what support stakeholders to work together and at the same time parts of the developed educational resources are able to used by individuals separately. Every developed material will be web-based and digital, with a tool that uses the community-aspect of stakeholders and the needs of the young generation to reach information online immediately, share and contribute in the online space.The project presents a complex approach and solution what needs experience from different areas. It was unequivocal at the beginning of the project preparation that the applied service-design method needs the active involvement of stakeholders, so the partners should present a wide range of connections. In the partnership, there are 3 schools, 1 NGO and 3 SME's collaborating to improve the aimed complex solution. The diversity appears in their professional areas as well but the main interest is common in each partner: they all involved in education and personal development.1. The project will present a complex package for various stakeholders of life-management skills development of students. - educational material for school-usage, target group: students and teachers;- training curricula and method to train teachers, target group: teachers, schools;- collection of case studies with analysation and connected good practices and suggestions, target group: parents, teachers;- a self-assessment tool for students to define the improvement needs, and the strong and weak areas in the current level of life-skills.2. The project focuses on life-skill development as the common task of students, parents and teachers. Supporting their common work and especially the involvement of parents in the work of schools is an essential part of the project. Each intellectual outputs will highlight those elements and show possibilities what are suitable to link parents and schools (teachers).3. During the development of the intellectual outputs and the whole process of the project work, the consortium is going to apply the service-design method.This method focuses on the needs of the clients and future users and to ensure their continuous involvement the partners will work closely together with focus groups and will consult with them during the development process. The project intends to arrange two student mobilities and one joint-staff training session for teachers to get inputs from the target groups to the development.In different stages of the project the partners will need feedback from the stakeholders about the ""what?"" and also about the ""how?"". Service-design as a development methodology of supporting activities will provide the best and most suitable and sustainable products.Service-design has been already applied at the preparation stage of the project when the partners carried out a survey to have a clear view of the current situation of pupils' life-management skills. 4. Identification and collection of the essential life-management skills what are needed to be improved to support students to make decisions of their own life. These skills are usually identified and put in the group of social skills but there is a different approach what we address to help productive and efficient decision-making of students during their learning pathway and their career choice."

In the 21st century education on global level faces multiple challenges related to embracing the fast transformation of the society. Children have changed a lot recently, their attention is attracted (and distracted) by various real and virtual environments that engage them and make them willing to join all sorts of experiences and communities outside schools. The AIM of the project was using “everyday creativity” to better sustain these experiences within schools, empower and engage children for meaningful learning. Increasing “creativity” in various aspects of education makes schools better places for real learning if “creativity” is not seen as an “add-on” to regular curricular activities and it is not limited to teaching arts, but it is regarded as a complex phenomenon, manifested in everyday school practices: in the variety of methods and strategies used by teachers, in the variety of tools, technologies and materials that facilitate learning and - above all - in the way learners are involved, engaged and empowered during lessons and other school activities. The sources of inspiration for our project were the Finnish Core Curriculum (2016) and Pamela Burnard’s theory of “multiple musical creativities”. The OBJECTIVES were: increasing creativity and innovation in everyday school practices in four European countries (Hungary, Italy, the Netherlands and Romania) by providing support and training to 20 teachers to focus upon the processes of creativity development in their everyday practices, motivating teachers, schools and children to showcase and boost creative practices in their schools, identify and promote uptake of creativity boosting methods and measure in one of the following areas of development: learning space and multi-sensory teaching; developing applicable skills through teaching; organization of interaction and technology in the school; connecting different subjects in learning and teaching (e.g. multidisciplinary, interdisciplinary education).The core PARTICIPANTS of the project were teachers, school managers and educational project managers: 25 persons took part in the blended in-service training course organized within the project, 447 teachers and educational managers attended the national workshops where the previously trained teachers “multiplied” the learning outcomes within their school communities and beyond, over 1000 teachers, parents and other educational stakeholders took part at the multiplier and other dissemination events and the project successfully used the social media to reach to over ten thousand interested people across Europe who can all have a role in building up the “new education”.The ACTIVITIES undertaken were: developing and promoting an online, interactive self-assessment tool (used by over 800 teachers); analyzing the results of the self-assessment and planning a blended training course; implementing the blended training through the Moodle platform of the University of Jyväskylä and incorporating in it a short-term joint staff training (including co-creating learning results, peer feedback and reflected school observation); making the training materials available as Open Education Resource through the project website; following up the training participants, supporting them in implementing local development projects and organising dissemination workshops; publishing a Teachers’ Handbook (Everyday Creativity: Boosting Creative Resources With Finnish Models Of Education); designing a brochure (Guidelines for Accelerators of Creativity) and educational posters for exploitation; disseminating the project results in large dissemination and multiplication events, as well as using multimedia tools (promotional films) and social media campaigns. As a result of our project, in all the participating countries “everyday creativity” has become a central topic in workshops, panel discussions, multiplier events involving altogether over 7000 teachers and educational stakeholders, while on schools’ and classrooms’ level, the 25 participants at the blended course reported the following types of changes: pedagogical thinking (student autonomy, role of student); pedagogical change (student-centered pedagogy); learning space, learning environments, educational spaces; pedagogical tools (apps, materials); pedagogical approach (collaboration, co-teaching, cooperation, interdisciplinarity, learning by doing). In addition to the types of changes, teachers reported different goal settings, as LONG-TERM BENEFITS of their local development project: focus on community building, cooperation between students, teachers and parents; focus on students’ autonomy, empowering students, improving students critical thinking, placing students at the centre; learning by doing, exploratory learning, experimental learning, students’ own curiosity and creativity; rethinking the use of learning spaces; self-reflection, self-knowledge; differentiation; teachers’ revised role as facilitator.