Project title: KFC - Knowledge For CareerApplicant organization: Youth Club ActivePartner organizations: Latvijas jauniesu attistibas centrs (Latvia) and SDRUZHENIE ALTERNATIVI INTERNATIONAL (Bulgaria). Project dates: March 2021: Kick-off meeting in Estonia.March-April: Advertisement, form groups, find out the needs of the groups, start preparation meetings.April - September 2021: Introduce the project and the programme to the group, get to know each other, lecturesOnline meeting with initiate team, another pair of events (Excursion to universities, Job Shadow, visit career centres, simulation game,)August: participants’ feedback, meeting with initiate teams, a study visit to Bulgaria (midterm summary, exchange of experience, and methods).August-November: Making a website and a booklet, making visual materialsNovember 2021: Presentation of website and booklet, summarize meeting with initiate teams. November2021-February 2022: dissemination of the project by 25 participants/pupils and initiative team members. Each partner organisation has to manage 1 public event. March 2022- April 2022 - project evaluation and sum up results, final reportMain aim:The main goal is to increase practical and theoretical knowledge among youngsters in the field of career, thanks to which they can be competitive on the Estonian, Bulgarian and Latvian labor markets, which will allow them to choose the career path most preferable for them, further to let them express their thoughts and opinion about career education at schools and make suggestions in an open dialog with decision-makers.The project will reach the following objectives:- to give relevant skills and knowledge for being competent on the labor market in Estonia, Bulgaria and Latvia as well as on the European level- through non-formal methods to raise key competences for finding a preferable career path- to raise the question of the quality of school lessons about career education and let youngsters discuss it with decisionmakers in an open dialog with different target groups- to organize a forum where representatives will be invited from schools and from governmental instances who deal with development of career education at schools- to inspire youngsters to continue their education and in the future to have a job in Estonia, Bulgaria and Latvia by showing them the rich variety of possibilities that their home country offers- to make contacts with successful people who have started a career path in Estonia, Bulgaria and Latvia as well as to make contacts with each participant of the project to have an opportunity for cooperation in the futureDescription:The idea of the project appeared after we decided to ask youngsters about their knowledge on the topic of career, how informed they are, and what competencies are needed for finding a job in the future. Answers in our survey as well as in personal talks with youngsters were not as positive as we expected, we know that the majority of schools offers a subject on the topic of career education, so we decided to raise the question of the quality of the subject as well as the effectiveness of other governmental instances that teach career to youth. Thus the project was born, we want to facilitate youngsters and give them relevant skills for being successful and competent on the labor market in the future, further, our goal is to let them express their opinion about the quality of the subject and compare it to methods used during our project, moreover, we plan to organize a forum for this specific reason where representatives of schools and decision-makers in this field will be invited so that they could discuss the topic with youngsters and among themselves. During the project would be selected per each country 25 participants from different schools, who will be involved to the experiment of the life-long learning process, which will show them through non-formal methods that career is about themselves. They will have the opportunity to be a part of a very intensive programme and later share their feedback via video interview, which would be posted on the project website. By youth workers and initiative team members would be managed second visual result as learning booklet which will consist in used practical non-formal methods, which will be a focus on the topic how to build a future career for youth after school.

‘’Media Literacy Explorers’’ aims to help youth workers to achieve social, democratic and intercultural skills by fostering critical thinking and media competences as the part of ‘’21st Century Literacy’’, preparing the European youth to become active citizens, ready to proceed their life with the critical and analytical skills, needed to navigate in the digital world.Our main mission is to advance the understanding of the so-called 21st-century literacy, specifically media and information literacy that are considered as not just being the most important tools for social empowerment and inclusion but are also perceived as key skills for young entrepreneurs. By gaining information literacy, the learners will be enabled to understand and contribute to the global discourses on our societies. Moreover, by gaining media literacy, the involved youth groups will gain specific knowledge on how to share their own stories and ideas and make their voices heard.The MLE project contributes to the basic skills that are necessary for the youth of the 21st century to become conscious citizens: critical thinking, intercultural skills, active involvement in social issues-this will happen during the blended mobility of young people where learners and youth workers will learn from each other and share good practices together. This open education form mirrors the modern work life in the digital area, which consists of co-working, critical design thinking, and sharing.The good practices and methodology shared within the MLE projects will promote empowerment. The to training curriculum will help young people not just to understand and analyse media, but will provide them with methods to make their voices heard, co-create their stories and participate in the broader European discourse and help to shape the future of the European Youth Strategy after 2020.

<< Objectives >>The project (Enhancing Youth Participation through Facilitation Tools) aims to improve youth workers’ projectmanagement skills, thus responding to high demand for qualified and confıdent staff and volunteers who can implementsuccessful E+ projects. Thıs wıll really make a difference in their communities and develop their competence in planning,implementing, monitoring and assessing the quality of the project. Enhancing Youth Participation through FacilitationTools) wıll encourage participant<< Implementation >>Different Activities will be used, depending on the participant's learning needs, motivations, and expectations. Thelearning style of the participants, the project's aims, and the trainers' experiences will be the non-formal approaches wechoose to consider. Real-life learning contexts and situations, real-world challenges and answers, and real-life personalsituations will be explored through theater, role-playing, painting, creative writing and storytelling<< Results >>We intend to create tools to improve facilitation skills in non-formal and formal education as we are under the assumptionthat learning takes place throughout our lives. All the partners will choose some usefdul facilitation approaches and willput them into practice to implement facilitating tools through NFE in our youth project . As far as methodology isconcerned, we are going to focus on the teaching of the following competences in an holistic and natural way

From the first January 2015 terroristic attack on Charlie Hebdo offices in Paris up to the August attack 2017 on the famous Las Ramblas boulevard in Barcelona, fear and rhetoric of insecurity across Europe increased exponentially. A rise in hate speech against migrants and Muslims has been noted, whereas in Italy, for instance, in February 2018 a far-right Italian extremist shot six Africans in a racially motivated attack. Moreover, in the fall of 2015 Europe was finally faced with what North African and Middle-Eastern countries have been experiencing for years: the arrival of pronounced numbers of refugees, who braved the extreme hardship and uncertainty of the so called Western Balkans migratory route. What has quickly been mistermed as “refugee crisis” – since it is factually a crisis of the European Union and a crisis of the nation-states’ response – has additionally increased intolerance and hate speech that spread particularly fast over online social media. Reactions to this obvious intensification of hateful online commentary in EU member states, however, were not uniform. While France opted for a crack-down on Facebook hate sites, other countries seem to have preferred a much more conservative response; one much more in line with the United States’ dictum of freedom of speech. So, following the necessity to coordinate a common response to Online Hate speech, on 31th May 2016, the European Commission presented with Facebook, Microsoft, Twitter and YouTube a “Code of conduct on countering illegal hate speech online”. The four IT companies accepted to share the European Commission's and EU Member States' commitment to tackle illegal hate speech online. In spite of that, the Internet offers the possibility of every user/participant to create, publish, distribute and consume media content fostering therefore a space of full participation, engagement and self-expression. The development of online social networks, in particular, has increased the level of youth participation in cyberspace in a variety of ways ranging from keeping in touch with peers and developing new contacts to sharing content and exploring self-expression. Online space, just as online space, presents new opportunities, challenges but especially threats to young people which are not aware what is online hate speech, of its real potential consequences, of its hateful narratives and who are the online perpetrators of hate speech. So, the project “Counter Hate” focused on promoting high-quality youth work aiming to provide youth workers all the necessary knowledge and tools on online hate speech against migrants and refugees, and improve the preventative capabilities of youth workers by producing tailored responses, counter-narratives, and awareness raising campaigns. The direct target group of the project were youth workers and youth leaders. The project included the realization of: -Project website. -One project survey and release of project survey report.-One Moodle platform which host the e-learning courses (IO1). -Two Intellectual Output (IOs), namely, e-learning courses (IO1) and CH digital guide (IO2). -Three Transnational Project Meetings. -One training event for staff training (C1). -Online and local disseminations activities. Project results were achieved through a careful project planning and defined project methodology. The following methodology was applied: Plan, Do, Check, Act. This aimed to constantly monitor the project advancement and to ensure permanent quality improvement. At the same time, in other project activities, such as local workshops, Training event etc.. (C1) was applied a non-formal methodology approach. Moreover, all the intellectual outputs and project activities were realized in a way that allowed the new trained youth workers and the partners organisations to produce a positive impact on medium/long terms by: 1. contributing to a better understanding of how Internet and social media can be used for preventing and combating online hate speech against migrants and refugees with targeted tools, responses, and best practices; 2. analysing hate speeches more rapidly and, specifically, better identifying and understanding anti-migrant and anti-refugee hatred online, also in order to prevent radicalisation leading to violent extremism; 3. proactively targeting the needs of different target stakeholder groups (in particular, youth organisations and NGO) and supporting them in the fight against racism and xenophobia; 4. improving, monitoring and reporting capabilities on hate speech online following the social media reporting rules of Council of Europe. 5. breaking down anti-migrant and anti-refugee stereotypes and reducing fear of crime and social distress. The Transferability and sustainability strategy guarantee the overall exploitation of the project results also in the next years and all digital materials produced will be kept on project website for the next years to come.Additionally, all partners will check the opportunities offered by the new Erasmus+ programme 2021-2027 and apply new projects in the field of online hate speech.

Digital push for creative transformation (DPCT) project aims to create a sustainable and efficient education program dedicated to young people with low digital skills working in the cultural and creative sectors (CCS). DPCT is concerned over the future sustainability of the CCS given the uncertainty generated of COVID-19 and its potential impact on CCS workers and professionals, which for the majority are young people with low digital skills. Indeed, across the EU-27, 1.3 million young people (aged 15 to 29 years) were working in the field of culture in 2019 (Eurostat, May 2020). They represented 17.1 % of cultural employment, a proportion slightly lower than the average share of all young people working in the whole economy (17.5 %) and mostly of these young people are usually self-employed (one third (32%) of the cultural workforce is self-employed, Eurostat 2020). Following, DPCT will provide innovative online course on Digital Skills and Social Inclusion for young people working in CCS, being aware that the demand for digital skills will increase. DPCT will provide young people with high level digital skills which are required to enable them to develop their capacity to operate across a range of platforms and take advantage of new and emerging markets that without digital skills cannot be approached. From the other side, without these skills and with low level of qualification they will be at higher risk of unemployment, poverty and social exclusion. So, DPCT will help them acquire a wider set of digital skills, knowledge and competences, relevant for the labour market and active participation in society.The following methodology will be applied: Plan, Do, Check, Act. This aims to constantly monitor the project advancement and to ensure permanent quality improvement. The project has been designed over 24 months to happen in 3 major consecutive phases.DPCT will make available to young people working in CCS innovative Open Educational Resources (OERs), the MOOC, meaning that young people will count on a much wider range of learning materials at their disposal. So, DPCT will be a project that will answer to the need of young people to constantly innovate and adapt their curriculum and competences to the challenges of our time.DPCT will see the realization of four outputs, five multiplier events, four transnational meetings, one blended mobility and many dissemination activities.Impacts on young people:-Develop new skills and knowledge in key concepts of digital skills applied to CCS, which is an important issue for youth working in CCS with low digital skills, mostly freelance and independent workers, which often for their precarious position lack the resources for upgrading their education and knowledge. Young people will be able to improve their career opportunities and adding new forms of digital expression to their work.-Be introduced to online digital education for CCS, the MOOC.-Become accustomed to the ongoing need to update their digital skills. Young people will get aware that the continuous technological change suggests that the need for continuous personal development may be greater in the CCS than in parts of the economy which are less directly exposed to technology.-Improve contacts with youth organizations and public bodies offering services to young people that can help them to acquire skills in CCS within their own environment.-Be able to develop a digital strategy and management plan for their professional activity.-Share their knowledge and skills with their peers through positive action.