"Project title: PART-Y Participation and Youth: Lab for Equal CitiesCall Erasmus plus 2020 KA205The project objectives are: 1: To strengthen youth involvement in European democratic life by promoting their right to the city, to public spaces from a ""generation equality"" and social inclusion perspective. - 2: To improve the innovation capacity in the activities proposed to young people and the internationalization of youth organizations in the countries participating in the project. The project focuses its attention on young people (girls and girls between 13 and 20 years) to trigger their participation in civic life by promoting their inclusion in the decision-making process and linked to the concept of ""generation equality"". This concept has been introduced by the United Nations agency UN Women to promote equal opportunities starting from the youngest. The project will work with young people and youth workers in city public space participative design, in two youth centres owned by the Municipalities of Trieste and Koper (PAG and CMK) to strengthen their role in involving young people in public life.The urban dimension of the project is also expressed by the exchange of good practices between cities, organizing field visits in Koper, Cork, Madrid, Trieste, Umea. Cities have a crucial role and an advantageous position in supporting change at the local level, shaping the daily life of citizens and citizens through the proximity of the service they provide. Matched with the field visits, he project develops 4 SHORT JOINT STAFF TRAINING for project partners and youth sector operators to back up the implementation of LOCAL WORKSHOPS (24 in total) which will take place in Trieste and Koper (PAG and CMK).This learning process (both for youth, youth workers), led by project partners skills and external expertise, will deliver two intellectual outputs:IO1 PART-Y Toolkit: how to build a communication campaign for a young and inclusive placemakingIO2 PART-Y: Learning methodology of placemaking through design thinking Events of dissemination of the project outputs will be organized in Koper, Trieste, Cork and Strasbourg.The project will make these open source outputs available to public authorities and organizations that work with young people as a tool for involving young people in participatory planning processes in public spaces and committing them to public life participation.The project partners are:Kallipolis Trieste www.kallipolis.net - applicantALDA Strasbourg https://www.alda-europe.eu/newSite/Basurama Madrid https://basurama.org/CMK Koper - no web site availableCork City CouncilMunicipality of TriesteMunicipality of UmeaPiNA Koper https://www.pina.si/"

In the light of the Paris Declaration on Promoting citizenship and the common values of freedom, tolerance and non-discrimination through education1 , the UN Sustainable Development Goal 4 to ensure inclusive and quality education for all and promote lifelong learning, and the recently proclaimed European Pillar of Social Rights, the EU CONVINCE partners underline that the promotion of shared fundamental values in and through education needs to include democratic citizenship principles. When it comes to the educational performance of students from migrant backgrounds, data from international surveys such as PISA has consistently shown that migrant students are at a disadvantage in European societies. As reported in the PISA study of 2018, the difference in the proportion of low achievers between migrant students and native-born students is quite large. France has a large population with a migrant background, the composition of which is influenced strongly by its colonial history and driven - particularly until the 1970s - by economic motivations (INSEE 2012b). According to PISA results, France has 14.8%, Slovenia has 8.2%, Greece has 20.7%, Italy has 12.2% and Turkey has 31.2% underachievement rates of 15-year-old students who have a migrant background (OECD 2018.The project aims to strengthen the integration of students with migrant background in schools and improve their success in education by providing training, coaching and guidance to teachers equipping school leaders and educators with the necessary skills and innovative tools to support secondary students in the process, strengthening collaboration between schools, families, and other external stakeholders by providing them:● An educational content to help teachers to integrate students with migrant backgrounds (EC)● An open online course for middle and secondary school teachers (OOC)● A teacher community to share good practices(OEC)In close collaboration with partners from 5 different countries in a cross sectoral way, we aim to:● Develop the professional development of teachers in dealing with migrant and refugee learners and diversity in classrooms● Support schools to facilitate inclusion and success of newly arrived migrant and refugee students, thus contributing to the tackling of early school leaving (ESL)● Support and enhance the performance of newly-arrived migrant and refugee students in secondary schools● Strengthen collaboration among all members of the school community (school leaders, teachers and non-teaching staff, learners, parents/families)● Extending and enhancing secondary school teachers’ skills and competences in teaching of literacy and numeracy to students with migrant background● Providing a diagnostic tool for the effective assessment of literacy, numeracy and digital competences, gaps and needs of students with migrant background● Promoting innovative practices, digital and non-digital, in teaching literacy, numeracy and digital competences of secondary students with migrant backgrounds. The proper management of migrant flows for the upcoming years and the integration of these groups in the EU by fostering education integration and preventing their school leaving are transnational issues. The products and innovative approaches of this project are designed to be fully transferable and testable at EU level and at the same time adaptable to domestic needs, the multiplier events will also serve to this aim. Consequently, a transnational partnership, where 6 partners have different and complementary expertise with migrants, is critical to achieve the objectives of the project, and thus, to tackle a EU-wide issue.The project aims teachers, students with migrant backgrounds and their parents as well as school leaders. During the lifetime of the project, 78 teachers, school leaders and educators, 100 students with migrant background and parents (in pilots) and 475 stakeholders will be involved. A wider audience, of a minimum of 1000 recipients, will be reached at local, regional, national and European level through the planned dissemination activities including 300 teachers and educators in 6 multiplier events in 6 different countries. Moreover, there will be a direct impact on target beneficiaries, improving the skills on national languages of both migrant youngsters and parents and strengthening school integration and success in education of students with migrant background , and in the target users, improving the teaching competencies of teachers. The long-term impact envisaged is a better integration of secondary students with migrant backgrounds in the schools and a higher collaboration between schools, families and other external stakeholders, strengthening the school system in Europe. And yet, intercultural education needs teachers who are able to question some fixed truths, who are open to change and able to confront emotionally difficult issues

CONTEXT Rates of early leaving from education and training are falling since 2002 in the European Union. Despite this positive trend, early leaving remains a serious issue in many Member States (Eurydice, 2016) as the number of young people leaving school before completing upper secondary level is still high. EUROSTAT (2015) reports an 11% of early school leavers (either man or woman). Young man, ethnic minorities, and foreign-born residents are more likely to leave education. In particular, foreign-born residents are twice as likely to leave formal education than natives (19 % vs 10,1 %). This is mainly due to problems related to languages skills, underachievement, and lack of motivation. In addition, about 60% of early school leavers are subsequently either inactive or unemployed, illustrating the long-term and negative repercussions of the issue (Education and Training Monitor, Eurydice, 2015). OBJECTIVE School Talent Bank is a project aimed at promoting entrepreneurial education in secondary schools in order to prevent early school leaving, facilitate the transition from school to work and increase students’ engagement especially in those schools which register a high percentage of ethnic minority and foreign born students. Entrepreneurial education is an empowering method that enables students to take the future in their hands, by promoting learning by doing, self-efficacy, resilience and motivation (Bacigalupo et al, Entrecomp, JRC, 2016). TARGET The project wants to target teachers in secondary schools, who play a central role on learners’ attainment, talent valorisation, motivation, and engagement. The project aims at enriching school teachers with entrepreneurial competences and mind-set in order to foster school engagement, and to inspire them to apply entrepreneurial methods across a variety of subjects. The indirect target group is represented by secondary school students. ACTIVIITES - Development of a training course: increase the entrepreneurial competences and mind-set of school teachers with a particular focus on Diversity and Talent management and Emotional Intelligences delivered through “learning snacks”. - Creation of a Student Talent Bank Platform which will host the “learning snacks”, a community of practice and a Student (Time) Talent Bank. METHODOLOGY The project methodology is based on 3 principles: 1. Develop products that are tailored to the needs of the target group identified. 2. Ensure that the products and outputs of the project are sustainable and usable, making them available to a large number of stakeholders even after the end of the eligible period. 3. Develop a learning process based on “active learning” and “learning by doing” principles. In order to achieve its results, the project foresees the participation of 7 partner organisation gathering teachers, students, teachers’ networks, and other relevant shareholders (training centre, incubators, city halls, NGO, and universities). School Talent Bank wants to address the EU2020 target of reducing the rates of early schools leavers below 10 %, which is currently challenged by the increasing migratory flows throughout Europe. In particular, the project will be focused on “Education and training 2020” (ET2020) challenges of: 1) Improving the quality and efficiency of education and training; 2) to promote equity, social cohesion and active citizenship; and 3) enhancing creativity and innovation, including entrepreneurship, at all levels of education and training. In the long term, the project aims at developing a more integrated society based on active citizenship and mutual respect for diversity. The talent (time bank) community and the teachers’ community of practice will work as drivers for the sustainability of the project even after the end thanks to the empowerment of the primary and secondary targets and the virtuous cycle that these communities will create.

The goal of P-CUBE is to build an educational strategy game (the Policy Game: PG) aimed at teaching to different types of pupils the theory and the practice of public policy making. The theoretical approach, widely accepted in the public policy literature, assumes that an actor wanting to introduce a non-trivial policy innovation (the policy entrepreneur) will be faced with obstacles deriving from the opposition of other actors and/or by the lack of the necessary resources. In order to overcome these obstacles, the policy entrepreneur can use different strategies (altering the distribution of the resources, modifying the content of the decision, transforming the interaction between the actors, choosing the right timing for the decision) in various possible combinations.Because the actors vary from one policy to another and in order to reach a larger audience, the PG will be articulated in four different fields or game sets: 1. Policies in the field of social inclusion, targeting students of social policies and practitioners (both public servants and NGOs) involved in fighting social exclusion.2. Policies in the field of urban innovation. Here the main targets are advanced students of urban planning, local government employees but also NGOs and private firms (e.g. developers) involved in the transformation of cities.3. Policies with a high scientific content, targeting scientists of different disciplines who want to be trained in order to be able to be proactive in promoting policy change.4. European Union policy making, in order to familiarize ordinary citizens as well as undergraduate students with the complexities of EU legislative process, the roles played by the different components of its constitutional structure, as well as the influence the other actors who can influence the legislative and the policy process. The partnership created to develop the project includes 7 members carrying out the following activities:• Fondazione Politecnico di Milano as lead partner because of its familiarity with the Erasmus+ program, its vast experience in developing innovative teaching and the design of the first prototype of the PG, will be in charge of the overall design of the game and the management of the project;• Gamelab TU Delft, a structure whose mission lies in the creation of serious games, will develop the digital version of the game;• Four ‘policy partners’, namely IGOP-Universitat Autònoma de Barcelona, DIG-Politecnico di Milano, Université de Luxembourg and Science for Democracy, as organizations with a deep knowledge of the different policy fields (respectively Social Inclusion, Urban Innovation, EU Policy Making and Science-based Policy Making) will identify the real-world cases to be inserted in the PG as well as prepare the game sets; • ALDA, a 350-member strong network of local authorities, CSOs and NGOs will adapt, through the creation of communities of interest and the realization of pilot to adapt the PG to the needs of a vast audience outside the world of HE. The methodology employed in designing the game is essentially one based on co-creation: a strong and continuous interaction supplemented by a couple of brainstorming session and an effective project management will be the main way of linking the partners’ activities in creating a coherent and integrated output: the Policy Game.As far as the results are concerned the release of the PG will generate at the outcome level the integration of the game into the HE curricula in several disciplinary fields. This is particularly crucial given the push towards online remote teaching stimulated by the COVID-19pandemy: it will allow the use of digital innovation in order to practice active learning also outside face to face interactions. At the impact level, and leveraging the different communities of interest that we will activate since early in the process, the main goal will be fostering civic engagement by helping to correct the widespread misrepresentation of the dynamics of public policy making that discourages participation by the societal actors. It is important to note that, if increasing the awareness of the students, of the organized groups and of the public at large about the sheer complexity of policy making is certainly one of the main goals of the whole exercise, it is not the only one. The message that the game wants to carry is a more optimistic one, namely that change and reform are possible despite – and even exploiting – the complexity of the real world.

After the outbreak of the economic crisis in 2008, EU still struggles with its consequences. It has particularly affected youth, who are still at risk of becoming a ”lost generation” with limited possibilities. Moreover, young people’s discontent in regard to their exclusion from the job market undermines their belief in the capacities of the state as well as the EU in general to satisfy their needs, resulting in growing Euroscepticism and support to extremist political parties. With a lack of responses to these challenges on a state level, various initiatives emerged from the bottom up. Co-working is one of them, a phenomenon that experienced a boom in the last years, bringing a new dimension to self-employment and entrepreneurship. At the core of coworking is the idea of re-establishing community, increasing collaboration between people, increasing their capacities and skills. Such an approach facilitates networking and helps sharing experience, enhances productivity, boosts innovation and creativity. The advantages of co-working is twofold: first, it allows to develop professional work while combining various skills and specialization; second, it facilitates the development of a mentality based on the values of inclusion, belief in the strength of collective actions and solidarity. INCOME investigated the various methods of co-working and how they can be relevant for social inclusion, culture, business incubation and other fields. INCOME was multi-layer initiative aiming to find new opportunities within the concept of co-working by acting within the intersection of culture and economy, brought on by 9 different partners from March 2017 to February 2019. With its eclectic mix of partners - representing both culture organisations, municipalities, NGOs and business incubators - from around Europe, it explored possibilities to achieve job sustainability and opportunities beyond and across traditional formats, borders and methods. Different European dimensions, both theoretical and geographical, were investigated. Putting co-working at the centre of the discussion gives opportunities to map connections between various forms of creative industries, civil society organisations and new types of economies. A critical overview of where and why we are at this moment, including an analysis of how we talk about the issues and what our conceptual understanding is, has been a crucial starting point. Through activities such as transnational meetings, conferences and professional work exchange an array of different approaches were gathered, best practices shared and new ideas were allowed to emerge. INCOME also applied a critical approach to co-working. What kind of social and economical patterns do we reproduce when defining our working environments as co-working spaces? What type of impact on our societies do we strive for when re-designing work as co-working?The project largely depended on accumulating varied types of knowledge and experiences, through professionals visiting each other’s organisations, following their work and activities, taking part in meetings and study visits and getting to know the local situation - job shadowing. This does not only promote sharing of ideas and best practices, but also helps to quickly get insights into each other’s work, allowing to form new networks and relationships and understand how we can make use of the experiences, a good breeding ground for future projects and further exchange. Afterwards, the participants function as “multipliers” through employing new methods in their organisations and spreading the knowledge to their different target groups. At local level, partners have conducted their own local stakeholder meeting or activity, in order to disseminate results as well as to further deepen the knowledge about the topics. Through the INCOME journey partners dove headfirst into the world of co-working. When implementing and spreading the conclusions, these could allow a more dynamic labour market with the contribution of the dimensions of culture, innovation and technology. At the end of this journey made of exchange, research, and inspiration, the project found strategies and actions that can result in successful co-working practices: In short: Be Fully Part of Your Local Community; Give Your Community Specific Added Value; Be Protagonist of the Scientific/Technical World; Learn From Culture and Artistic Methods.The ideas and experiences are gathered in the publication “Exploring collaboration experiences and innovative work spaces in Europe”, where in dept texts and analyses are combined with conclusions and the partner’s own experiences. Within the network of partners, new ideas have already started to form in different constellations. Co-working as a concept will be implemented in many future activities - not only those addressing youth or unemployment, but as a fruitful thought-model and method to develop businesses, communities and culture.