The ICARO project aims to plan and develop specific innovative actions to prevent and reduce violence in schools among children between 11 and 16 years, through the conduct of research, training, counseling and support actions for teachers, students and families through the use of pedagogical approaches based on non-formal education methodologies, holistic approaches such as Gestalt therapy applied to children and art therapy. The objectives of the project are: - To assess the professional needs of teachers with regard to working with young people with difficult behaviors (such as violence, episodes of intimidation and other forms of youth violence), both in the role of perpetrators and victims. ; - Create a new specific curriculum for teachers, educators, social workers and youth with the aim of allowing them to develop specific skills to improve their skills in the management of violent and difficult behavior of students. - Create a Manual with new tools and approaches. based on non-formal education methodologies, holistic approaches such as Gestalt therapy applied to children and art therapy to combat violence in schools and in the family context; - Acquire the necessary skills and abilities for teachers who carry out complementary activities in schools for the application of methods and approaches to work with students with violent and difficult behavior in class. The target groups are students with violent and difficult behaviors between the ages of 11 and 16, their families and their teachers or teachers. 120 students, 30 families and 200 teachers from the following countries have been directly involved: Spain, Italy, Slovenia and Poland. Currently, teachers face many difficulties in developing their daily work. The bureaucracy to implement and adapt new curricula and new educational reforms, lack of time and interest in training, lack of support and confidence of students' families, lack of knowledge, skills and competencies to deal with students with special needs and violent behaviors, the dysfunctionality of some families as well as the lack of knowledge of the stages of development of the human being, are some of the vicissitudes that tarnish the work of prevention of youth violence in the classroom. Students who have violent and difficult behaviors generally come from families that face difficulties of various kinds, such as: addiction problems, violent behaviors, cultural difficulties, lack of control and limits within the family and / or lack of time and interest between Parents to pay attention to their children. This project was originally born in Spain at the local level when the Regional Education Authorities asked Euroacción to organize a series of workshops in several secondary schools in Murcia to prevent juvenile delinquency, bullying and other types of disruptive behavior among students. As a result of this initiative and mainly due to its success, we agreed with partners from other countries to try it at the transnational level. The innovative aspects are based on several arguments: first, we all share the same challenges and needs on the prevention of youth violence and it is very enriching to establish synergies between us to improve and develop a joint strategy, which includes non-formal learning methodologies , approaches inspired by Emotional Education, child Gestalt therapy, art therapy and therefore to effectively treat and prevent youth violence in school. The second aspect of an innovative nature of this project is based on the use of these same new methods from these humanistic approaches because they are not used or known by the communities of teachers and professionals in the formal educational field in general. A third element that talks about the innovative dimension of ICARO is the fact that families are taken into consideration when working with young people, since they are a fundamental pillar in their educational process. All efforts to prevent violence in schools would be useless if violence is still a problem at home and is part of the students' lives. Another element that brings innovation to the project is the lack of experiences or practical improvements in partner countries where there are no real and effective examples of projects that combine formal and non-formal education methodologies. Last but not least, we would like to point out that all the partners in our consortium share the same concerns, interests and feel that we have the same challenge in our countries when it comes to youth violence.

"<< Objectives >>The project ""Connecting Generations by Working Together"" aims to enable adults to develop key competences and learn English as well as develop IT skills at various levels. In its innovative nature, the project assumes the inclusion of young people and the implementation of tasks in the form of intergenerational education. It has tangible benefits, as it is not only young people who pass on new skills to older generations, but also adults who pass on to young people the information they may need.<< Implementation >>During the implementation of the project, a number of activities have been planned, including:- English language course for adults with the use of ICT on the basis of intergenerational education- learning mobility for course participants and volunteers from the partner country- organizing an online meeting - Culture Festival, during which the culture, history and traditions of the partner countries will be introduced<< Results >>- greater educational activity of adults and awareness of lifelong learning as well as strengthening the conviction about the rightness of investing in one's own development- improving the quality of the educational offer for adults considering the needs of the labor market- improving language, IT skills as well as social and professional competences- greater awareness of cultural diversity and social, intercultural and intergenerational integration- social activation of excluded people"

<< Objectives >>-enhance VET schools´ participation in EU communities - increase students technical and digital competences reflecting current digital transitions and labour market needs- implement the innovating learning approach (incorporating 3D printing and work-based learning) into VET schools -foster VET schools´ engagement into learning activities focused on promoting common EU values- raise students´ awareness about EU unity and diversity (EU Cultural-Craft Heritage)<< Implementation >>A1) Establishing the community and the on-line platform-creation of the international community-establishment of the on-line community platformA2) Development of 3D printing models-video with instruction manual -students ´results at asigned topic of a 3D model referring to EU cohesion: EU Craft Heritage including the procedures for printing will be incorporated into digital community platformA3) Sharing students’ results, testing and spreading the community<< Results >>- established international digital community gathered on the topic of 3D printing development: the on-line community platform composed of 4 project partners and 12 VET schools from CZ, Bulgaria, Slovenia and Greece- instruction video (in 5 languages: EN, CZ, BG, GE, SL)-12 projects of 3D models on the topic of EU Craft Heritage developed by students- created 3D projects incorporated into digital platform including the working procedures (translated into 5 languges)

General objectives of the project are decreasing the school dropout in the partner countries in a holistic approach by developing education programs for students, online tests tools for teachers and students and increasing the teachers’ competencies related to the preventing school dropout and making a contribution to the related measure around Europe.Dropout is used by the EU to describe persons who are between the ages of 12 and 23 and have not completed their education at all or who have only received secondary education (European Commission, 2006). Every sixth young person aged 18 to 24 in EU-27 still leaves school with no more than lower secondary education and participates in no kind of education or training after this point. The children between the ages of 6 and 18 attend school as it is compulsory but some of the students are not interested in their schools. This situation can be described as a hidden school dropout.Council Recommendation of 28 June 2011 on policies to reduce early school leaving Council recommends as a prevention policy to reduce the risk of early school leaving before problems start. As prevention policies Council recommends: developing early-warning systems for pupils at risk, which can help to take effective measures before problems become manifest, pupils start to alienate from school, play truant or drop out. Supporting and empowering teachers in their work with pupils at risk is a prerequisite for successful measures at the school level. Initial teacher education and continuous professional development for teachers and school leaders help them to deal with diversity in the classroom, to support pupils from socio-economically disadvantaged backgrounds and to solve difficult teaching situations. Extra-curricular activities after and outside the school and artistic, cultural and sports activities, which can raise the self-esteem of pupils at risk and increase their resilience against difficulties in their learning.In this connection, during the life of the Project the following outputs will be produced:IO1 - Competence framework for teachers. This framework will define the necessary competence of teachers for tackling dropout. IO2 - Teacher competence test: This test for defining teachers’ competences related to the school dropout and it will be transferred to an online platform. Then, any Teachers will be able to test their competence online,IO3 -Teacher Training Program: The course materials and trainings' for teachers will be developedIO4 - School dropout tendency test for students: Inventories school dropout tendency for students will be developed and the inventories for school dropout tendency to transferred to the online platform then any school or education authority will have chance to use it on any national, regional, local school level,IO5 Education programs for students at the risk of dropout will be produced.Target groups:The first target group of the project are teachers (IO1, IO2, IO3) who can be more successful by attending professional solutions than individual solutions, and who need practical tools to detect the students who are at the risk of hidden or apparent dropout, who need to know how they can handle the situation of the dropout and what the innovative methods to prevent it, and who also need training.The other target group are the students (IO4 and IO5) who are at the risk of school dropout, who need a better quality of learning process and conditions. The factors that influence their dropout should be defined and eliminated and their relation with the school should be improved.A number of the people involved:The project will involve 16 schools in the test and implementation, 800 teachers in competency tests, will educate 240 teachers in all partners country, test 480 students on the school dropout tendency test and educate 240 students to be better equipped to prevent their school leaving.Partner Countries: The partner countries are from Belgium, Turkey, Slovenia and Portugal and there are 2 partners from each country. Except for Turkey, all partners are from member countries. As mentioned above, school dropout or hidden school dropout is an issue to be handled around Europe in order to reach the already defined targets. The project aims to develop international tools, materials and programs which can be used in any EU country. This necessitates the project to be carried out transnationally.

"This project originates from the idea of modernising an old, run-down house by young vocational students in such a way that young people from all over Europe have a meeting place in this newly renovated house through the EVS (European Voluntary Service), now called the ""European Solidarity Corps"", in which they can contribute to a local community and intensively get to know a piece of Europe through this task. The project work is intended to deepen the skills and abilities of the trainees' own profession, but also to enable them to become familiar with the skills and abilities of other trades. In addition to professional competence, other important competences (social, team and personal competence) are promoted, which enable the young people to develop into valuable members of our European society, to improve themselves and to be active for others. Overall, general competencies in trade are promoted in this way.In this concept of the project, different objectives were pursued, all of which contribute to the formation of a European society of solidarity. The main objective was to modernise an old house, save it from decay and ultimately make it usable for European youth. The second goal was to learn from each other on the path of advancing digitalisation, to gain insight into BIM technology (Building Information Modelling) and to use it at the level of a vocational school. Another goal was to present documentation of the project in its various aspects in the form of a photo book. This not only promoted the use of modern methods of media technology, but also created an easy-to-use and lasting documentation. A sense for the partner's language and the de facto EU language, English, was made possible through the creation of a multimedia technical dictionary. The final objective was to investigate, through a survey of contemporary witnesses, why many buildings in the cultural region of Transylvania/Siebenbürgen have fallen into disrepair.To achieve these goals, seven AULs were designated. Within this framework, the school partners met, planned the project, divided up the work and implemented it practically. Three AUL's were planned for implementation, two of which were carried out according to plan while the last one could only be carried out by one partner due to the corona pandemic. CAD-supported plans were drawn up, the entire living space was redesigned, the house was brought up to modern living standards and partially handed over for use.Project results include: the house, which was modernised to approx. 80% due to corona, which is 100% completed in the caretaker's flat area and already inhabited, a photo book that highlights the project through media, a digital dictionary created by pupils, a documentation on the introduction to BIM, as well as a contemporary witness report.The long-term benefits are seen by the partners mainly in the use of the ""volunteer house"" by European youths who develop contact among themselves, to expand their skills and abilities and to work for the benefit of a local community. The European volunteers will take these experiences back to their countries of origin and thus contribute to the growing sense of common membership of the European Union."