Firstly it must be noted the project was not completes. It was unfairly terminated by the British council and still no specific reason has been given only a copy and paste from the grant agreement. More on this is raise in the difficulties section.Project aim: The Main aim of the project was to provide an opportunity to emerging youth workers to gain knowledge, skills and practical experience necessary for supporting youth especially those from marginal backgrounds (ethnic minorities, low income families, etc.), vulnerable situations (disabilities, linguistic barriers, etc.) and NEET’s (not in employment, education and training). The project contributed to the professional development of a group of youth workers in education and/or training in Macedonia, Estonia and the United Kingdom through involving them in training and practical working experience in all nations, as well as through developing tools both off and online that they can use in their future work in this field. One of the major aims of the collaboration was the development of accreditation and recognition of professional youth work both in the UK, Estonia and Macedonia as well as Europe and even on a Global context. Activities: 1. Meeting of partners in Wales Januaray 2018 (M1) 2. Training course for 21 youth workers from the United Kingdom, Estonia and Macedonia in Tallinn. (C1) 3. A 2 month long-term mobility of youth workers with 1 participant from UK and 1 from Macedonia in Tallinn, Estionia (C4) 4. A 2 month long-term mobility of youth workers with 1 participant from Estonia and 1 from Macedonia in Cardiff, Wales (C2) 5. Half of A 2 month long-term mobility (1 month) of youth workers with 1 participant from Cardiff, Wales in Kumanovo, Macedonia (C3) These were before and at the beginning the 10 month long-term mobility’s. The idea of these were to offer management placements in different nations for those in year 2 studying Youth and Community Education’ in Cardiff Metropolitan University, Tartu and Tetovo University. This happened in part as the candidate from UK in Estonia studied at a different university to Cardiff, Tetovo had stop its university programme, but Macedonian candidates were part of the union of youth workers for Macedonia and were working towards recognigiton of youth work in Macedonia. 6. Change of Estonian partner Involved MTU to Sauga ANK, this was due to the fact that there seemed to be a huge conflict of interests in the use of Involved MTU's funds as well as inadquate housing for the volunteers that breached health and safety law in both the UK and Estonia. The organisation was also demanding more finances that existed in the project for their hosting costs and seemed unable to provide the appropriate placements required for the project. We made offcial compaints to both the UK and Estonian national agency. However, never seemed to have the will to support or help us. 7. Second transnational meeting in Macedonia February 2018 (M2) 8. Start of 10 long-term mobility of youth workers in Cardiff, Wales – each youth worker (1 Estonian, 1 Macedonian) was to spend 10 months working with a variety of young people including NEET young people. Due to the termination they did 4 months and 3 months respectively, however at the time of this writing they continued there work with no alowance as they were providing a vital service to young people. Both were distraught at the British Councils decision and made compaints. 9. Start of 10 long-term mobility of youth workers in Parnu, Estonia – the youth worker (1 Macedonian) was to spend 10 months working with a variety of young people including NEET young people. Due to the termination they did 2 months. 10. Development of online support tool for youth workers working with a variety of young people including those mentioned (NEETs, Vulnerable young people, etc.) The tool was never completed due to the termination but was to developed in parallel to the long-term mobility’s of youth workers and will be based on their experiences of working with a variety of young people from a different background and in a unique situation. Despite the termination the tool will be completed with the help of a Council of Europe project with the support of YEU International. 11. Final events in the UK and Estonia occured in June to present the reflections, experiences and learning made over the whole project and the online platform resources at www.thefutureofyouthwork.cymru. 12. Third transnational meeting for evaluation never happened due to the termination. The following results were achieved: - Youth workers developed their basic skills and competencies for working with young people, - Youth workers acquired knowledge and skills of using progressive tools in the work with young people - Youth workers developed their skills and competencies for implementing activities for young people More results were achieved and are mentioned in the report.

"Project ""Augmented Reality for Environmental Education"" will seek the possibility to use the Augmented Reality (AR) technology as an educational tool for young people in Europe. The main target group of this project will be youth workers and educators who are interested in new and innovative tools for youth education and engagement. With the aim of tackling the challenge of finding new education methods that are attractive for young people, project partners will create an educational tool with Augmented Reality application that will focus on environmental education. Taking into consideration the interactive digital nature of Augmented Reality application, this tool will be used to motivate young people to learn more about the challenges and possible futures regarding the environment as well as the change of habits that is needed in order to reach more nature-friendly society. Project partners will choose environmentaleducation topics and create scan cards-posters which will be used together with already existing and developed AR application, creating not only informative reading material but also complementary interactive educational content with images and videos that will give additional insight for each of the chosen topics. This educational tool created in the project will be available for printing out and using in classrooms as well as in a digital format online free of charge, therefore youth workers and educators who are interested in innovative tools will be able to access and use it within their non-formal education programmes and activities."

"Recently the internet and consumer culture have promoted unachievable standards for work, leisure, and personal life. As a result, we often feel inadequate, rejected, anxieted, inappropriate, or different from what is expected in public. In 2020 March Canadian researcher Karen Horsman has published an article which says that all people experience one or another form of rejection in their lives. The article mentions that young people will experience rejection in their personal relationships (divorce, betrayal), career path (did not succeed to enter to the desired club or school, college and university) or even due to certain individual characteristics - nationality, race, disability or sexual orientation.Often young people experience stress due to the difficulty of adapting to society because they have been rejected or underestimated. And this determines their individual level of independence, self-esteem and emotional intelligence. Not all young people find it easy to overcome life’s challenges, some need help understanding the processes and feelings they go through, how they go through them, and at the same time realizing that similar feelings are experienced by their peers, friends and even adults who also have been rejected by other. It is a well-developed level of emotional intelligence and the ability to recognize one’s feelings that makes it easier for individuals to survive the difficult and critical stages of life. Emotional intelligence is not a new thing. It used to be called human maturity, wisdom, or mental health. Emotional intelligence is a person's personal and interpersonal competencies, which help to ensure a person's emotional and spiritual resilience and allow to experience various feelings: joy, frustration, pain, sadness, loss, etc. In order to raise a person with high emotional intelligence, we need to cultivate four basic aspects of well-being: mental, physical, emotional, and spiritual. For a long time, the school focused only on the development of mental and physical abilities, a little less on the spiritual, and almost no attention was paid to emotional intelligence.Realizing that with the pandemic there is a need for more digital youth work with young people, we will run a social communication campaign for young people on a social network where they spend the most time and create the illusion of their real life. During the project, we will create an Instagram account, in which young people will be interacted on the topics of rejection, disapproval, denial and underestimation, which merge into one topic ""rejected"". In order to make this innovative tool effective, attractive, engaging and interesting for young people, together with our partners, the depersonalized stories of rejection will be used in the video clips, for which we will use young Lithuanian, Italian and Estonian artists. A total of 30 clips will be created that will convey different stories of rejection in a variety of artistic and creative expressions, thus showing young people that rejection is part of our lives, that rejection in some situations leads to others that are not necessarily negative. Finally, to encourage young people to get involved and share their rejection stories in artistic expression, we will invite 90 young people (30 from each project partner country) to create their rejection story on the trash-bin. From the collected works of art, 3 exhibitions (one in each project partner country) with rejection stories will be created, thus showing that rejection, denial, disapproval and underestimation are not moments of life that need to be “thrown in the trash”, it is part of us and we have to live together with it and which we can turn into an opportunity - in this case - an art exhibition."

Our organizations from Poland, Scotland and Estonia have been cooperating with each other for many years, and planned to establish a project dedicated to support an educational system and a vocational education. We have recognized specific problems concerning employers and students from vocational schools. Employers search employees who, except of knowledge, have the practical skills. The present system does not offer the employers a possibility to verify the employees’ skills. Youth have got some problems with having vocational practices and recognition of their vocational competences, which were gained during extracurricular education. Moreover, during the past few years, there has been a significant increase of employers’ expectations of soft (social) competences which are not taught (almost at all) in vocational schools. According to our research, which have been made during the innovation project POKL, 1/3 employers declared that vocational knowledge and skills could be easily caught up (and those kinds of workshops are financed by employers for employees). Unfortunately, youth that come to work do not have skills to work in teams and to solve the problems. What’s more, they even create unnecessary problems to themselves. Additionally, youth are not creative, open-minded to new challenges and they do have some problems with social communication. At the same time, there is more youth who graduate from high schools and universities and they also go to the vocational trainings that give them national certificates, for example lifeguard, paramedic, youth worker etc. Many of vocational courses like: basics of finances, logistics, coaching, human resources management – are not considered as important by the educational system. To meet those needs our partnership is planning to establish a project that supports educational system and vocational education by creating a model of 5 integrated tools which are: - System of vocational competences cards (EURO26 Card with chip with additional functionality – collecting points for internships, courses, practices and other forms of vocational and personal development) with a software servicing the cards - System of vocational competences certification (gained from formal and extracurricular education) together with the software servicing this certification - Strategy of combining transversal partnership (which cooperate with the systems mentioned above and are responsible for implementation). Participants from our organizations cooperated within the project. Students from vocational schools were testing our solutions and took part in our researching. Those results of intellectual work made from our cooperation with strategic partners, exchanged experience, good practices and workshops – that created new methodology and we are sure - will increase skills of all partners. As long-term benefits – based on our experience from mutual innovational project - we would like to implement part of those solutions to reality in Poland, during realization of that project ( based on funds from municipality / government sources).

Context of the project: The project ''First Steps Into Business Success'' puts the great emphasis on enhancing youth employment and entrepreneurial skills by presenting youth at the age form 18 to 30 years old who are school graduates, university students or are in the group of unemployed youth the possibilities to set up their own companies in the field of eco-innovations, including also the idea of Fair Trade. We would like to make young people aware of the fact that eco-innovations are not only the distinctive form of innovations, that bring benefits to the environment by prevention or reduction of negative influnce of production activity on environment but also will enable them to create opportunities for setting up enterprises which have lower costs connected with running business that as a result will bring competitive advantage over other enterprises.The major objective of the project ''First Steps Into Business Success'' will be to equip young people in entrepreneurial skills- the knowledge connected with setting up their own companies, eco-innovations in business and the idea of Fair Trade throught the undertaking by them e-learning course and attending the training in the field of eco-innovations in business lead by professional trainers during the blended mobility of young people.The specific objectives of the project are:-presenting youth the benefits of self-employment-activation of young people on labour market-sharing good practices in the field of innovation in business. Partner countries are characterized by different level of innovation in the European economy : Estonia is a country that is quite close to the position of leaders of innovation, partner form Spain is in the section called moderate innovators, however, hesitant results in this field has Poland and Bulgaria (Horizont 2020).-to establish an innovative way of learning by using ICTs methodologies and virtual collaboration;-to use online tools throughout the project period to share results, offer online training and develop the partners ICT competencies.-to compose a set of learning materials as open educational resources (OER);-to strengthen formal and non-formal learning for young people across European countries-to share the experience of European youth mobility projects and innovative educational practices related with setting up innovative youth eco enterprises-to develop not only knowledge and skills, but also to help youth to become more active, responsible, committed and open-minded members of society-to reinforce a more inclusive society through the education of our youth, the future of Europe;Together with project partners we see the necessity to conduct this project transnationally. It is motivated by our intention of developing a common European framework inside the project in order to boost the entrepreneurship for youth spreading its results in all partner’s countries through the organisations that belong to their networks, encouraging them to follow this approach as a useful tool to foster employability and empowerment of youth and the entrepreneurial skills especially in the field of setting up innovative eco enterprises. We also promote the exchange of knowledge and best practices among countries, the interculturalism, the encouragement of a European sense of belonging and the respect for the principles of the EU Treaties.