"<< Background >>Volunteering is an excellent example of non-formal learning for young people. The EU Youth Strategy promotes:- Greater recognition of the value of voluntary activities and the skills it promotes- Good working conditions for young volunteers and opportunities for enriching work- Intergenerational solidarity- Transnational volunteeringThe European Union offers such an opportunity to young people because volunteering is valued as a non-formal learning experience enhancing volunteers' professional skills and competencies, thus contributing to their employability. At the same time, it increases their sense of solidarity, develops their social skills and promotes active participation in society. It is a win-win situation, where both the volunteer and the community benefit. The Commission has held a long commitment to supporting volunteering opportunities for young people.Starting in 1996, the European Voluntary Service has allowed more than 100.000 young people to gain a life-changing experience as a volunteer. During the course of the Erasmus+ programme, many more will get the same opportunity. Youth volunteering is usually thought of as a typical form of non-formal learning: the processes and the learning environment are usually organised according to professional principles, learning outcomes are not evaluated using top-down methods and young people engage in the process on a voluntary basis. The educational aims of youth volunteering are broad rather than specific; they are grounded in responses to the needs, cultures and interests of young people rather than being pre-set; the emphasis is on the process instead of the learning outcomes. Youth volunteering is not about producing learning results; it is more about providing an environment where different young people are able to engage in groups and are able to communicate and share ideas. In order to provide an effective, sustainable environment for volunteering, the EC recommends that the EU institutions and Member States take steps to ensure that national and EU legislation enables and encourages volunteering, protects volunteers and removeslegal impediments to their activities. A volunteer-based/centred approach towards youth volunteering will be implemented in order to ensure the quality, recognition and competence development of young people.The rights, dignity and responsibilities of youth volunteers should be recognised and respected and volunteers and their organisations should be aware of them. Specific attention is given to youth volunteering recognising it as a tool for achieving the EU 2020 targets. It is therefore vital that youth volunteering is also included in the national reform programs in Spain, Austria, Turkey, Slovenia, Cyprus, and Greece to ensure its support.The project will be managed on the four main topics of youth volunteering that was defined by the EC in EYV 2011 Alliance. These are:1. Value and recognition of youth volunteering2. Quality of youth volunteering and infrastructure for youth volunteering coordination3. Legal framework for youth volunteering4. Employee volunteeringThe main aim of the project is to develop to enhance and strengthen the competencies, skills and qualifications of young volunteer coordinators with online training and mobile assessment.<< Objectives >>Youth work can be seen as an alternative to the education that takes place at home and in schools. Because of the open-ended nature of such work, the outcomes are to some extent unpredictable. Youth volunteering is not about producing learning results; it is more about providing an environment where different young people are able to engage in groups and are able to communicate and share ideas.Youth volunteering can have benefits for young people’s personal development; building self-esteem and confidence as they are experiencing a sense of achievement and personal satisfaction from being a part of something meaningful, helping others, and seeing the positive results of the work carried out.Youth volunteering is viewed as a form of social capital, with particular reference to the role of volunteering in promoting social inclusion, assisting marginalized social groups, its relationship to other forms of civic participation and unpaid work, creating a civil society, social action, in community building and community renewal.The character of the cooperation of the sector with all kinds of other key social players such as government, business, communities and young people as individuals has given the voluntary sector strong power to affect the society as a whole.In conclusion, the main goals of youth volunteering are :- Enhances the social connections between different sectors, builds the bridges among young people- Makes a significant contribution to the global economy by helping to build a more cohesive, safer, stronger community, increase the social network between communities and neighbourhood.- Promotes youth to be more active in civic engagement and concerned about citizenship.- Delivers some part of public services, encouraging more young people to work in the public section, helping raise the educational performance of youth, push forward sustainable development, solve environmental problems, and respond to climate change etc.The main aim of the project is to develop to enhance and strengthen the competencies, skills and qualifications of young volunteer coordinators with online training and mobile assessment.The project will be sought to provide new resources to identify and recognise skills and competencies developed by young people during their volunteering experience.The concrete objectives of the project are:- Recognise and support the contribution of volunteers and highlight the potential for youth volunteering.- Support the continued gathering of good practice recognition tools around Europe.- Standardise the outcomes of recognition tools and other opportunities to gain supplementary European Credits at universities through volunteering.- Develop in partnership with other stakeholders national standards for measurement of personal competencies gained through volunteering.- Raise awareness of the contribution that employees engaged in volunteering can make.- Ensure that the methods of recognition continue to reflect volunteers’ needs.- Develop systems to recognize the knowledge, skills, and competencies acquired through volunteering.- Establish systems of volunteer management that also develop and sustain a culture of recognition within the organization.<< Implementation >>Project management and implementation activities with the support of the grant will be used for the development of: 1. Bilateral agreements 2. IPR agreement 3. Communication strategy 4. Action plan with predefined Gantt chart for all activities5. TPM reports/minutes6. Quality assurance and assessment strategy 7. Advisory board meeting reports in each partner country with youth workers, youth volunteering coordinators and experts from youth NGOs, training institutes, youth centres, universities, and community-based organisations 8. Dissemination strategy9. Dissemination reports10. Exploitation report for short term and long term sustainability of the project’s core activities and results11. Multilingual project web platform12. Digital dissemination materials (leaflets, flyers, banners etc.) 13. Paper brochure of the volunteering benchmark 14. Paper brochure of the volunteer training management toolkit for volunteer coordinators15. Publications and press release16. Informative sessions17. Thematic workshops18. Pilot training19. Multiplier event ""Youth Volunteering Management Seminar"" in partner countries20. Multiplier event ""Recognition of Youth Volunteering Management Conference"" - responsible: All partners 21. The progress/interim and final reports<< Results >>The expected results of the project are:- Greater understanding of the recent situation and individual needs of youth workers and young volunteers;- Greater understanding of the training needs and gaps in recognition and assessment of competencies;- Increased knowledge on good examples of youth volunteering with relevant methodologies, pedagogical approaches, reached goals around Europe;- Increased knowledge on the volunteering benchmark to compare youth volunteering organizations’ practices, processes and products;- Develop knowledge, skills and competence of youth volunteer coordinators with volunteer training management toolkit that will include 8 chapters;-- Promote awareness of the volunteering and management of the volunteer activities;- Develop knowledge, skills and competence of volunteer coordinators with volunteer training management toolkit that will include 8 chapters;- Support acquisition of transversal and key competencies by youth workers and volunteer coordinators;- Promote awareness of the volunteering and management of the volunteer activities;- Implementation of self-planning, self-learning and self-assessment of the voluntary civil cervices by young people (youth workers, young volunteers and youth coordinators);- Understanding of the developed competencies with a mobile app checklist for youth workers, young volunteers and youth coordinators;- Interactive facilitation of competencies monitoring in the voluntary civil services;- Promotion of the exploitation at European level of youth volunteering management system which recognizes validation of competencies, skills and qualifications.Results of the project will be developed according to the non-formal education and training principles. This process will be done by aggregation of competencies into qualifications by using descriptions of learning outcome. There are 4 results.R1: Volunteering benchmark Duration: 6 months (01.01.2022 - 30.06.2022)Leader: P2, Austria- Consolidated survey findings of individual needs, training needs and gaps in recognition and assessment of competencies.- Good examples of youth volunteering with relevant methodologies, pedagogical approaches, reached goals around Europe.R2: Volunteer training management toolkit for volunteer coordinatorsDuration: 5 months (01.07.2022 - 30.11.2022)Leader: P1, SpainIt will be comprehensive approach training to volunteer coordinators on how a program integrates successfully across the organization and interfaces with all stakeholders. There will be 8 chapters in the toolkit. These are:1. Youth volunteering program management2. Leadership management3. Effective communications4. Public relations, social media and campaigns5. Project management6. Volunteer management software7. Developing corporate partners8. Volunteering program evaluationR3: Online learning platform for volunteer coordinatorsDuration: 12 months (01.12.2022 - 30.11.2023)Leader: P7, SpainThis online learning platform will include:- User registration- Curriculum of 8 chapters- What you'll learn in each chapter- Enrollment to the training course- Quizzes- Automatic online certificationR4: Self-assessment mobile application for the competencies monitoring in the voluntary civil serviceDuration: 5 months (01.01.2023 - 30.11.2023)Leader: P6, GreeceIt will include self-planning, self-learning and self-assessment of the voluntary civil cervices by young people (youth workers, young volunteers and youth coordinators).Totally 360 young people will attend the 120 hours pilot online training about youth volunteering program management, leadership management, effective communications, public relations, social media and campaigns, project management, volunteer management software, developing corporate partners, volunteering program evaluation. During the project, 360 young people will start to use self-planning, self-learning and self-assessment of the voluntary civil cervices."

“Education for Global Responsibility II” is a follow-up to the Strategic Partnership with the same title implemented by three partners in this consortium and led by the Danish United Nations Associations between 2015 and 2018. The first project gave qualitative results and showed that mainstreaming Global Responsibility in the youth sector is a need and interest. The partners in this consortium capitalise the results achieved in the previous project with the aim to strengthen global responsibility education in the youth sector across Europe. To reach their aim, the partners have agreed in the following objectives:1. By the end of the project, to enhance the capacity of at least 196 youth workers from all the partner organisations to promote Global Responsibility amongst young people in their local communities;2. By the end of the project, to certify at least 90 youth organisations across the consortium as Global Responsible institutions;3. To strengthen a pan-European partnership between stakeholders across sectors in mainstreaming global responsibility education in non-formal sector. The project will give the following results:1. 16 youth workers from Cyprus, Romania, Slovenia, Poland, Italy, Macedonia, UK and Germany trained to use the non-formal education methods in Global Responsibility Education.2. 16 youth workers trained to administrate the Certification System in Global Responsibility Education who will act for at least 12-months following the end of the project. 3. At least four other transnational initiatives that promote Global Responsibility Education and the Certification System;4. At least nine other best practices in Global Responsibility Education are shared amongst participants;5. at least 180 other youth workers in all the partner countries (20 youth workers/country) trained to include Global Responsibility education in their educational programmes from at least other 90 youth organisations from the partner countries. 6. At least 90 youth organisations certified as Global Responsible institutions. 7. A manual on Global Responsibility Education, including the 40 non-formal educational methods; a 3-day activity programme to promote global responsibility amongst young people and at least other 10 best practices in promoting/working with global responsibility education. 8. Different promotional materials for Global Responsibility; Global Responsibility Education and the Certification System. 9. A Charter on Global Responsibility Education that sets visions and actions for cross-sectorial global responsibility education, signed by at least 20 stakeholders from at least three sectors e.g. business; adult education, school sector, VET sector, decision makers. In terms of the impact, the project is expected to enhance the capacity of youth organisations in Europe to provide global responsibility education to young people leading to a strengthen non-formal education. At the same time, the participating and reached organisation shall revise their own routines/habits becoming an example of global responsible institutions. The young people reached through dissemination and multiplication activities shall strengthen a sense of global responsibility and skills to assess, from a global perspective, the effects of local actions and process, as well as Increased awareness about their individual and collective global responsibility. The consortium brings six partner organisations that did not take part in the previous project and three partners from the previous consortium. The consortium is a partnership between five youth organisations, three social enterprises and a research institute, being an example of a partnership to achieve the Sustainable Development Goals as agreed by the world, including EU, and stipulated in Agenda 2030.

In order to achieve smart, sustainable and inclusive growth, which is one of the objectives of the EU 2020, it's vitally important to obtain employment, productivity and new skills. PISA Director Andreas Schleicher: “If you're from disadvantaged areas, there's only one chance in your life: to get good education. The main issue in education is that the needy gets the best education.” According to the European Disability Academic Network (ANED) report published in January 2018, the rate of mild and moderate disability at EU level is 17.1%. While the employment rate of non-disabled individuals in EU28 countries was 73.1%, the rate of disabled individuals remained at 47.4%. European Special Education Needs and Integration Education Agency says “individuals with special education needs are often categorized as marginal or at risk of social exclusion in relation to the labour market.” So, it's important to ensure that vocational education should be of a high standard, suitable for individual needs of students, and all groups are integrated, especially those with disabilitiesWithin the scope of the project, in our needs analysis;a)65% of parents in partner countries come from low education and socio-economic levelb)72% of parents stated that they had never received a professional education for the special situation of their children.c)54% of teachers stated that students could not be successful in career due to their inability to continue their skills at school/at home.d)It has been determined that the most common problems faced by students who graduated from the Department of Food and Beverage Services are personal hygiene (self-care skills), courtesy, social skills and working skills.The aim of the project is to provide better social and self-care skills at home (in the family) with a holistic approach for the mentally disabled students who are educated in special education vocational schools and to increase the employability of these students after graduation in their own fields by taking a higher quality vocational education at the standards demanded by the labour market. For this purpose, there will be 5 intellectual output(IO), 5 transnational project meetings(TPM), 3 learning teaching training activities(LTT), 4 multiplier events(M) and local trainings for students and their parents. Two people will participate in the TPM meetings of the project and these will be project coordinators and managers from the partner countries. A total of 30 teachers, project coordinators and managers from special education vocational schools will participate in LTT activities. The project will be carried out in the field of developing innovation and 5 outputs will be developedThese are;O1 Research on Family Education and students’ vocational qualificationsO2 Family Education ProgramO3 Supportive vocational training modules for studentsO4 Handbook for TrainersO5 E-Learning PlatformTwo learning-teaching training activities will be carried out for the testing of project intellectual outputs and training of trainers3 national and 1 international multiplier events will be organized for dissemination of IOs. A total of 240 people will attend these conferencesWe plan to use qualitative and quantitative indicators to monitor management meetings, intellectual outputs, training activities, dissemination activities and project products throughout the project.Konya Il MEM will plan and follow the process in coordination with our university partner SSW and tech partner VITECO in order to ensure that all project activities have good quality results in terms of quantity and quality. Quality control, monitoring and successful implementation of the activities will be discussed at TPMs. In order to evaluate whether our project has achieved its objectives, we will use the most commonly used PDCA (Plan-Do-Check-Act) cycle to project management. Accordingly, the success indicators we have identified earlier will be a guide for us.The potential short and long term benefits are;Parents of the students who are studying in the partner schools will benefit from the training activities at schools and other parents from different schools will benefit from e-learning platform and dissemination conferences. So that they will complete these trainings and will support their children at home for their vocational education. In this way, they will not only improve their own personal development but will also contribute to their children's education in the home environment for a better future and career. The most important target group in our project, the students who are studying in the department of food and beverage services, will receive support from their families as well as the problems they face in business life will be completed with supportive training modules and they will be ready for the work life. Employment and job attendance rates will increase and they will be able to have the job as the demanded personnel demanded by employers