<< Objectives >>Digitalising Youth Awareness of the European Built Heritage 'ArchApp' acknowledges the necessity of advanced digital skills in a Digital Era: it adopts the policy recommendations outlined in Developing Digital Youth Work (Directorate-General for Education, Youth, Sport and Culture of the European Commission, 2018) and proposes to upgrade the digital proficiency level of youth worker participants so as to include the development of digital tools for a social purpose.<< Implementation >>Target Group will participate in:WP2: (4-day) pilot testing activities, enriched with visiteering and other experiential activities to further sensitize participants to the buildings involved, 6 YWs from each city so 30 in total, feedback to amend / finalize the modulesWP3: 1 Virtual 3-day training activity with the participation of 3YWs per partner country, 15 in totalWP4: Testing (1 per country with at least 2 experts & 2 Youth workers) to feed into the final version of the application<< Results >>Investing in digital technology, the project offers training opportunities that will help youth workers to update and enrich their digital know-how, to support young people aged 18-30 in the co-creation of a mobile application, through which they will efficiently promote and protect local built heritage. ArcH App will also create modular training, and digital guided tours using an interdisciplinary approach. A set of field and pilot testing activities will be done in all partner cities.

ContextIn today's European context, one of the priorities for a prosperous, tolerant and inclusive society is to ensure that newcomers have the opportunity to learn, work and contribute in Member States according to their skills and ambitions. The integration of this public is becoming more and more of a priority in order to reduce social tensions and face the rise of Euroscepticism and xenophobic and populist political parties. Thus, the entire community must take their needs into account and recognize that third-country nationals are very likely to become long-term members of the host society. The effectiveness of the various integration programs is jeopardized by the lack of adequate training on the definitions of diversity and interculturality for the professionals in charge of these programs. Since the wave of new refugee arrivals in recent years, the state of emergency has seen the birth of thousands of reception, orientation and training centers where professionals, often coming from different educational backgrounds and sometimes without previous experience, lack the skills and tools necessary to work effectively with this public.Objectives To develop an integrated, innovative approach in favour of social inclusion, diversity and European citizenship.Promote social, civic and intercultural competences related to inclusion, the fight against discrimination and active European citizenship.Co-construction and co-participation of audiences and beneficiaries to foster the development of empowerment and autonomyTarget groups:1. Professionals who work in integration programs for newcomers and adults following a training course to work in direct contact with newcomers. 2. Adult foreign learners who have experienced mobility: First-time arrivals / new comersAbout a dozen per country among the 2 groups were involved in the transnational trainings or local laboratories. Results- a training course in 4 modules, with theory, group activities, individual activities, self-reflection activities, available in English and a short version in French, Italian, Dutch, Greek and Polish- an open and freely accessible e-learning that includes the 4 modules, available in 7 languages: English, French, Italian, Dutch, Greek, Polish and Arabic- a methodological guide for navigating the e-learning platform and a roadmap for the sustainability of the project results, available in 6 languages: English, French, Italian, Dutch, Greek and Polish.- a feasibility guide on methods for validating and recognizing the skills of newcomers and their impact on beneficiaries, in English, and a short version in French, Italian, Dutch, Greek and Polish.- an awareness campaign in 6 mini videos- 3 newsletters- 2 brochures- internal project management results, such as financial reports, dissemination, evaluation, etc.Activities put in place to achieve these results- 2 transnational trainings on training contents and on methods of validation and recognition of newcomers' competences and their impacts.- 5 TPM (one was an online meeting COVID19 restrictions)- 5 final dissemination events (impacted covid-19)- local laboratories in each country for each production involving both professionals and newcomers. The involvement of the beneficiaries in the conception and realization of the training supports their critical sense and participates in their empowerment and in the exercise of a better lived European citizenship. ImpactsThis project has enabled:-To renew the considerations on newcomers and particularly with regard to living together, intercultural dialogue, diversity, languages and Europe (through our diversity awareness campaign which aims to give them a voice through their direct involvement, the creation of a series of videos which is a collection of their testimonies).- To increase partners' skills and knowledge in the areas of ICT and OER (open education resource).- Increase the skills and knowledge of professionals working in direct contact with newcomers. - Raise awareness among professionals about European programs related to education and training, and the contribution of a European project context for newcomers.- To identify the social, civic and intercultural skills of newcomers and to value these skills thanks to European methods of recognition and validation of competences. - Valuing migrants', newcomers' and refugees' pathways and skills acquisition -Developing the feeling of being a citizen of the European Union - Boosting empowerment

"Good Guidance Stories 2.0 (""Guide"") brings innovation in the discourse on continuous professional development of Information Advice and Guidance (IAG) practitioners by blending a set of engaging and thought-provoking learning approaches and methodologies, which, as a whole, represents an original way of imagining new training routes for IAG professionals for more responsive and people-centred guidance provision. Throughout Guide an innovative learning approach focused on peer-led and social learning using highly participatory methods that not only formed a professional IAG network at a European level, it exposed members of the Community of Practice (CoP) to a constructive knowledge exchange with colleagues facing similar issues in their national context. Across Europe, labour markets are rapidly transforming through globalisation, migration, the impact of new technologies, and new elements of insecurity brought into the picture by a global health crisis that is shaking economic and social systems of many countries. In such a mutable, challenging and precarious working context, young people, especially those with lower levels of educational attainment, are potentially a vulnerable group that deserves specific actions, measures and policies. Today, young people are making more decisions than before - the rapidly changing demand for skills, increased labour market dynamism, the growing diversification and fragmentation of education and training provision is making decision-making more difficult. Accessible and well-informed guidance services are now, more than ever, extremely valuable.Whilst participation in the CoP and Action Learning Sets fostered self-reflection, active listening/questioning and problem solving capabilities, which are highly valued in today's guidance work, the 12 practitioners and service managers directly engaged understood, through direct involvement, the value of a co-production approach applied to real-life case studies production, appreciating the relevance and sustainability of this bottom-up approach which enables to re-think roles, relationships and mindsets. As a result of the four interrelated areas of innovation that underpinned the approach (see below) 81 young people (18-29) along with 65 IAG practitioners and 38 service managers participated in focus groups and interviews in which they exchanged good practice experiences and outlined current challenges and gaps, enabling deep insight and learning exchanges. (i) Applying the co-production approach to careers guidance delivery (ii) Using participatory appraisal for improving and co-constructing empowering development pathways (iii) Cross-national community of practice (CoP) and (iv) Action learning sets to facilitate CoP learning exchanges and case study co-production.The common thread that connects the four interrelated areas of innovation experimented in the project is the value of participation and interaction as key enabling factors of a successful learning experience, which ""spills over"" into a more proximal and empowering guidance experience. By fostering a culture of participation in guidance, young people as active participants in the guidance process, learn how to actively co-construct their own career in empowering interactions with others, while practitioners, through the experimentation of online collaborative learning opportunities have chance to review, question and update their daily practice in the light of a constructive and critical interaction with peers.Guide was implemented by a consortium of partners from six European countries, working collaboratively to generate five foundational outputs:(i) Methodological Concept: building the ground for the andragogy vision through qualitative enquiry to extract effective practice examples of how young adults are best engaged as active participants in the process of transforming IAG practice and provision.(ii) Blended Learning Curriculum: a Moodle e-learning platform develop IAG professional guidance practice competencies(iii) Facilitator Resource Pack: indepth suite of interlinking, flexible and inter-active materials focusing on co-production, action learning sets and community of practice methods.(iv) Case Study Learning Resource: dynamic online learning exchange and peer-led case study learning resources.(v) Effective Practice Services Guide: project ""log book"" accounting for the project's objectives, activities, results and insight for effective practice.Guide's comprehensive evaluation shows a clear and consistent picture; a great value has been placed upon the equitable and mutual approach that underpinned the project, resulting in a high satisfaction rate in terms of the partnership's performance; the quality of relationships, collaboration and knowledge exchanges, resulted in high-quality, highly transferable learning experiences and resources and generated wider accessibility - 114 student and 16 trainer e-learning accounts created."

"CONTEX: The current numbers of early school leaving (ESL) are impressive as far the EU 27 countries and non-EU countries is concerned. According to the Final Report ""Reducing early school leaving: key messages and policy supports"" (Nov. 2013), in the first case we have a 22.8 % and for the second 26.7 % while the native born early school leaving data at 11.6%.In particular the percentages of ESL non-EU born students in the partners countries are : Belgium 26%; France 22,7%; Italy 40,5%; Portugal 19,4 %; Norway 15,3%. According to these data the consortium decided to develop the SHIP project. OBJECTIVES:The principal objective was to reducing the ESL percentage of the students with foreign origin. SHIP project wanted to ensure a parents involvement in the school activities by giving them the possibility to be aware about what is happening within the school attended by their children. In order to reach this aim, improving communication between parents and schools and establishing positive educational environment at home for pupils with migrant background was a precondition. PARTICIPANTS: SHIP targeted 56 parents with half of them in an experimental group and the other half in a control group. Parents were coming from a migrant background and they have been identified according to their origin and the school attainments of their pupils. On the first group it has been implemented the largest part of the activities while the second was just taken as a group control and for measuring the impact of the project. ACTIVITY ORGANIZED AND METHODOLOGY APPLIED After the project redesigning, the coordinator organized the project kick-off meeting on the 01/12/2016. Project managers of each organization have participated and we were ready to start with the IPA (Internal Partnership Agreement) preparation and signatures.A second online meeting was held at the end of June 2017 with the aim to organize the short-term joint staff training event in Oslo. The methodology applied during the project implementation is the traditional PCM (Project Cycle Management) methodology.Then, there has been the short-term joint staff training event held from the 18/09/2016 to the 22/09/2016 during which participants have been trained on MIR good practice by using mostly non-formal and informal learning methodology. The training helped also in better adjusting the methodology for carrying out the activities with the parents. In this case the methodology was non-formal and informal Afterwards, we have had also the activity with the parents: language class, school environment explanation, meeting with school teachers, etc. were some of the activities organized with the parents. 2 transnational project meetings were also put in place in order to focus on the state at the art of the project and the project next step. Finally, the consortium has also organized a dissemination activity in order to promote the result and the activity done by the project.LONG TERM BENEFITS: By parents understanding of the importance of a mutual collaboration with schools and by involving other migrants communities, parents involved in the project can have a positive long term effects. On the other side, teachers by sharing the best practice, have have acquired new and complementary tools, skills and methods to work with pupils with migrant background, developing appropriate pedagogical holistic approaches."

For different reasons – Brexit, economic crisis, Europe, right-wing populist governments - Europe is confronted with a wave of europhobism. For many people European Union is the scapegoat for any difficulty and challenge arising from global trend and has to live with constant reproaches of bureaucracy and inefficiency. Young people tend to be a little more positive, as they profit from the mobility activities offered by EU programmes like Erasmus+ and others, enjoy to travel freely and to chose their preferred country of study or work. It cannot be taken for granted that the young generation as a whole is pro-European or will stay pro-European. Flash Eurobarometer 455, European Youth (January 2018) and Generation What? (www.generation-what.de), a large-scale Europe-wide study from 2017 about the young generation (18-34) in Europe reveal they feel clearly part of their own city/region and their own country, and the identification with Europe was clearly the weakest (11 percent). Also, the higher educated young felt more often European than the low-educated (14 versus 8 percent). MEGA is taking up these findings and aims to dealing with them in the context of youth work, where a lot of young people from different social backgrounds can be reached in informal settings. The project seeks to strengthen young people as potential ambassadors of the European idea by helping them do unmask Europhobic, populist distortions of the image of the European Union. An informal, playful learning offer making use of the motivation power of gamification will foster critical thinking capacities and equip them with the knowledge and skills to counter Europhobic myths with undistorted European realities. Thus, they will become able to spread positive attitudes towards the European Union and its underlying among their peers. The main project objectives are: - To foster critical thinking in young people so they can better unmask europhobic myths and misconceptions about the European Union - To develop positive attitudes towards the European Union and its underlying values In terms of concrete products MEGA will develop the following outputs: - A comprehensive research report on widespread europhobic myths and real success stories of the European Union - Online gamification environment presenting these beliefs and myths and online quizzes leading to accurate facts about the issues concerned - Train-the-trainer course for youth workers to address Europhobia in an informal, gamified way in youth clubs and other places where young people meet - A publication promoting and explaining the MEGA approach at combating e Europhobia by a strategy combining online gamification and interactive face-to-face interventions in youth groups.MEGA will be put into practice in a piloting phase involving min. 50 youth workers and 500+ young people.The MEGA main outputs will be designed in a way which makes it easy for other organisations to apply them in their informal learning activities and will be embedded in renowned networks related to relevant project areas that will maintain the project results, tools, teaching and learning opportunities also after the project lifetime.The project partnership is led by BUPNET Bildung und Projekt Netzwerk GmbH, Göttingen, Germany and consists of partners with complementary experience and skills in the field of informal learning and youth education from Austria, Cyprus, France, Italy and Lithuania.