<< Background >>In the time of so cooled “post-true” or “post factual” society described in the Oxford Dictionaries as “relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief” the need for critical thinking, understanding of the context and possible impacts of ones actions and openness to support mutual discussion is crucial for active and responsible citizenship. All these is multiplied and closely connected with rise in usage of internet and social media as these are becoming the primary influential factor in the “consumption” of information and opinion making. In this context only active and responsible citizens that are open to communicate despite possible differences in values and needs and are able to reflect up on (possible) impacts of their decisions and actions can ensure sustainably of the democratic values and democratic society.The ACTIVE project is precisely addressing this phenomenon aiming to empower pupils (aged 12 to 15) and teachers to defend active and responsible citizenship and democracy in the context of school to start with, as role models and multipliers. In order to be able to transform schools into promoters of ‘open, creative and responsible citizenship’, pupils and teachers will have to transform themselves first. Together with each other and experts, both groups will look at their own attitudes, knowledge, language and behavior and create a sense of self-reflection and a school atmosphere where debate, open dialogue, and critical thinking are welcomed. Teachers shall be empowered to protect pupils, to create opportunities and to share responsibility for them. This also means society as a whole, politics, administration, civil society and experts has to be more involved with school life and ready to support teachers and pupils.<< Objectives >>The main objective of the project is to empower pupils to navigate and make understanding of the world they live in to enable them act as active and responsible agents in democratic society.This main objective will be met by focusing on the following operative and concrete objectives:- Pupils will learn trough their own experience (based on developed methodology) how to deal with complex issues and information to make sense and understanding of the situation.- As for young generations internet and social media especially are playing the key role in obtaining information, pupils will learn how to approach the information on the internet.- Pupils will learn to understand their motivation and motivation of the others to be able to reflect upon their norms, biases, expectation and desired outcomes. Pupils will learn how to respond to the situation accordingly to their values and (possible) impacts of their action.- Pupils will be learn to actively engage with open approach ready to consider also the (different) views of others.- Teachers will acquire the knowledge and competences to promote and propagate the active and responsible citizenship in their regular classes to pass these competences to pupils.<< Implementation >>To achieve project objectives trough the planed results the production of Toolkit and Guidelines will be supported by following activities:- Research related to the concerned topic - Development of the methodology for the Toolkit - Development of on-line platform for teachers and pupils to support learning and understanding the methodology of the Toolkit - Blended training for teachers will be organized to ensure readiness of the teachers to implement the Toolkit in the classroom - Continuous training and support for teachers from experts during the implementation phase is planed - Thorough and deliberate evaluation and feedback from teachers ensured by continuous communication between teachers and experts - Formulating Guidelines based on the lessons learned - Dissemination and Communication<< Results >>To achieve the project objectives two major results will be produced: 1. Toolkit for promoting ACTIVE and responsible citizenship at schools2. Guidelines for ACTIVE and responsible citizenship in schoolsPractical Toolkit for promoting active and responsible citizenship at schools will be tested in the implementation phase – directly used by teachers in classroom during the school year 2022/2023. Teachers at schools (one per involved country = 5 schools) will implement the methodology and the tools designed in the Toolkit. The tools is arranged as practical to do scenarios and assignments for the pupils. The pupils, with support and guidance from the teacher, will choose an issue (topic) they are concerned with at personal/local/regional/national/global importance and work in groups to grasp the selected topic (using information from local stakeholders/internet/etc., communicate and exchange views and arguments between each other, confront their values and biases). The Toolkit is expected to be organized into modules that will set up a framework and time line for gradual implementation and work with pupils. Guidelines for active and responsible citizenship in schools are going to be developed based on continual and ex-post evolution of the process and impact of the implementation. The Guidelines will provide guidelines for schools and public/education officials and NGOs in education field how to use and approach the support of active and responsible citizenship. The main goal of the Guidelines is to reflect upon the implementation phase and provide replicable and scalable model for stakeholders not involved in the project.To support the development and implementation of the Toolkit and Guidelines these outputs will be reached and develped during the project:- Methodology for the Toolkit- On-line platform for teachers and pupils to support learning and understanding the methodology of the toolkit- Blended training for teachers- Implementation of the Toolkit in the classroom by teachers - Evaluation of the implementation phase- Dissemination and Communication activities

"This project’s target group is young adults educators and young adults, age 18-30. It is difficult for young adults to find jobs because they often lack of experience, it is difficult to integrate into continuously changing life and work environment. According to official statistics, the highest unemployment rates were noted in Greece (20.9 percent in 2017) and Spain (16.3 percent), the unemployment rate in Portugal is 7.9 percent, Lithuania – 8.1 percent. Project “Integration of Young Adults into the Labor Market Through Cultural Heritage” will help in getting to know the most important places or traditions of other countries, provide young adults with the necessary information for integration, self-confidence, inspire and motivate them and strengthen the competences for collaboration. For example, while knowing the cultural history and traditions of other country, the project participant would easier integrate into the cultural and social context of other country, will get a job or will create a job place by himself.For this project three objects of cultural heritage are chosen: old-towns, traditional songs and dances, traditional food. The project team is going to promote the cultural values of each country, demonstrate what kind of jobs can be found or created in every area and field of the project. Every partner will ensure the promotion of each project activity to increase the awareness of the project ideas.All the activities will be included into a cognitive, entertaining, educational video, a competition ""Create virtual cultural labor market"" will be organized. International partners were chosen according to their experience in adult education, solving the unemployment issues, being experts in their fields.The project outputs and the project results, conclusions will be represented via social media, internet blog and articles."

<< Objectives >>Bodies and associations that work with the settled migrant community and with transiting ones tackle language communication problems in an improvised and limited manner. This gives rise to serious consequences: from inadequate efficiency of the services to the stress and inefficiencies borne by the operators.The aim of the project is to introduce the stakeholders to a communication thatis oriented to facilitate the communication with the migrant community and mitigate language barriers.<< Implementation >>Project meetings, calls, document sharing are the commonly used means to share information along the projects. Produce, distribute questionnaires to the local organisations involved and analyze their feedbacks.As a result we will gathered all feedbacks in order to produce a Manual of the good practices.During the project we will constantly involve all the stakeholders according to the principle of inclusion.We also monitor each stage of the project and disseminate the results obtained.<< Results >>Here a detailed list of the expected results:_increased awareness of the stakeholders with respect to the interlinguistic communication needs_development of a questionnaire _development of a unique working method to analyze the needs_possibility to apply the questionnaire in a large number of cases _implementation and dissemination of the manual of the good practices

<< Background >>The issues of adult education, levelling deficits, and proper functioning in society have always been taken into account by both the project leader, AWSB and partners in everyday activities, both educational and research. We live in a world of communication, faster and more efficient, key skills are necessary to function properly, including reading, but most of all understanding what is being read. Meanwhile, the percentage of people experiencing secondary or functional illiteracy is incredibly high - research, or rather extrapolations, show that it may affect up to several dozen percent of the population in developed countries - the results should be approached with caution, as different studies make different assumptions as to what illiteracy is. functional, using texts of varying degrees of difficulty, so that in one test a person could be classified as understanding the text being read, and in another, more difficult, not. The study of readership seems a bit more objective - according to the National Library, only 39% of Poles read at least one book a year in 2019 ... Undoubtedly, this situation is alarming, and one of the reasons for this is that the potential reader is afraid that he will not understand books, so he doesn't even try to start reading. Meanwhile, thanks to the Internet, we are flooded with information, often untrue, people who are untrained in the critical analysis of information sources, i.e. for example comparing them with scientific or popular science studies, are at risk of uncritically accepting even the most fantastic inventions as facts. The consequences can be serious - to today, as many as 50% of people aged 60 have not been vaccinated against COVID-19 in Poland - despite the fact that they had the opportunity. We can safely assume that some of them believed in conspiracy theories about vaccine chips, that they had not been investigated, etc .; the effect is that they are not vaccinated, thus posing a threat not only to themselves but also to the other people.Reading comprehension is a key competence in modern society. Without it, functioning is difficult, it can even be dangerous - misunderstanding, for example, a contract with a bank often leads to financial problems, as a result of misunderstanding the provisions, people fall into debt spirals, losing their savings or life's wealth. Failure to understand an official letter from an official institution may bring us problems with the law. And the failure to understand the manual and the resulting improper operation of the device may even endanger the health or life of the user ...Taking all this into account, we decided to join the Erasmus + activities and support our potential, skills and creativity in the work on reducing the phenomenon of secondary and functional illiteracy. We will create solutions that can be used not only in the countries where the project partners come from, but throughout the EU and beyond, thanks to the fact that all educational and methodological materials will also be developed in English.<< Objectives >>The main result of the project activities will be the development and testing of methodology and educational materials addressed to people suffering from secondary or functional illiteracy. Their use by educators will allow for more attractive and more effective classes, which will improve the quality of adult education.The materials developed by us will be included in the process of educating the staff of institutions participating in the project and added to the pedagogical studies program at AWSB. They will become a tool used in everyday work with people experiencing educational deficits.The activities in the project itself will become an opportunity to establish new and deepen existing contacts between partners, enabling the free flow of ideas, experiences and ideas. Thanks to joint work, the synergy effect will be achieved, creative solutions and adaptations of solutions already used by individual partners will be possible. International cooperation will contribute to closer cooperation within the EU and at the transatlantic level, thanks to the participation of a partner from the USA.The specific effects of educational activities with the use of the materials and methodologies developed in the project will contribute to reducing the occurrence of secondary and functional illiteracy in the population of adult Europeans. Thanks to the internet platform enabling the exchange of opinions and experiences of educators using materials and methodology, it will be possible to develop these tools, improve them and modernize them even after the end of the project - users will be able to modify or develop educational tools on their own, e.g. by creating new comics with characters (human -instruction and human-paragraph), translate, thanks to an open license, materials from English into languages of other countries that did not participate directly in the project.The free flow of ideas, unrestricted research and the search for creative solutions are values that are highly valued in Europe; our project will be their implementation in practice. And its effects, in the long term, will contribute to increasing the level of adult education, which will lead to an improvement in the quality of life and well-being of European citizens.<< Implementation >>The following activities will be implemented during the project:1.Meetings with partners, both face-to-face and on-line, during which the substantive content of the project will be developed (educational materials for adults suffering from secondary or functional illiteracy and the methodology of using these materials in the educational process for educators)2. Preparation and launch of an internet platform for end users and educators using the tools developed in the project. The platform will have 5 language versions (English, Czech, German, Italian and Polish), a user-friendly layout and an intuitive interface, so that it can be used by people who cannot cope with complex texts.3.One-day conference disseminating the project results - organized in Poland, with the participation of project partners, addressed to stakeholders (educational institutions, local authorities, non-governmental organizations dealing with adult education)<< Results >>1. Development of educational materials for people suffering from functional or secondary illiteracy, using comics / short picture stories. The protagonists will be man-instruction and man-paragraph. The materials will be prepared in English, Czech, German, Polish and Italian in such a way that it is possible to easily translate them and possible adaptation to the realities of a given country / ethnic group. 2. Developing the methodology of courses / training for people experiencing problems with reading and writing at the level required for efficient functioning in the modern world (secondary and functional illiteracy) with the use of previously developed teaching materials. 3. Creation of an international internet platform containing didactic and methodological materials, with the possibility of developing them, adapting to the specifics of a given community, etc. (eg enabling to enter texts in a given language in the appropriate places in comics). It will not only be the basis for e-learning, but also a forum for the exchange of experiences of educators working with people suffering from secondary and functional illiteracy. Thanks to the interactivity of the tools and the sharing of experiences, teaching materials will be able to develop and evolve also after the end of the project - thanks to the contribution of users. 4. Conference disseminating the project results - will be organized in Poland, it will be attended by representatives of project partners and stakeholders - people from institutions and organizations dealing with adult education as well as representatives of local authorities and the media, so that the maximum dissemination of the project results is ensured. The long-term effect of the project will be an increase in social awareness of the seriousness of the problem of secondary and functional illiteracy. The developed materials and methodology will contribute to making the educational offer for adults more attractive and modernized, thus fitting into the concept of lifelong education and increasing the level of education, and thus the quality of social life.

Pupils who are best prepared for the future are change agents.Nevertheless, the effectiveness of national, regional and local measures and actions to promote empathy skills development in Europe is hindered by the lack of entrepreneurship education strategies and guidelines. They can have a positive impact on their surroundings, influence the future, understand others' intentions, actions and feelings, and anticipate the short and long-term consequences of what they do. The concept of competency implies more than just the acquisition of knowledge and skills; it involves the mobilisation of knowledge, skills, attitudes and values to meet complex demands. Future-ready students will need both broad and specialised knowledge. Pupils will need to apply their knowledge in unknown and evolving circumstances. For this, they will need a broad range of skills, including social and emotional skills (e.g. empathy, self-efficacy and collaboration). E4CM’s methodology is an evolution of the Danish BA Teacher Education program, from which it evolved incorporating different methods, including group work, discussions and lectures, and will be conducted in a spirit of intellectual freedom, equality and democracy with the skills to plan both the academic as well as the educational (learning environment) aspects of the teaching. E4C aims at giving all pupils the best possibilities for an all-round development and learning, her methods builds on the principle of differentiated teaching. The teaching is organized in such a way that it both strengthens and develops the individual pupil's interests, qualifications and needs and so that it contains common experiences and situations providing them with experience which prepare them for cooperation in the performance of tasks. All this will develop the pupil's awareness and imagination and a confidence in their own possibilities and backgrounds such that they are able to commit themselves and are willing to take action. All this lays the foundation for developing empathy skills and understanding of others. The evaluation phase will be a combination of the pilot schools' experiences, including the experiences of pupils, teachers and parents. Project’s structure foresees a 5 days transnational training, a national training to disseminate the acquired skills and a 19 months piloting in primary schools. The intellectual outputs of the project will be a multilingual Empathy toolkit and guidelines for teachers and stakeholders (incl. Policy makers) in order to include Empathy in the european education curriculum. The main target groups are the teachers/parents and pupils. The goal is to involve in the project, 10 schools in each country in order to build a research community. Each school will involve 4 school classes with an average of 25 pupils (= 40x4x25 = 4000). This means that at national level the national trainings will train at least 40 teachers will be supported to build a research community in the classroom. Considering that also parents will be involved (4000x2), the participants will be more than 12.000 individualsE4C will have a direct impact on the evolution of european education curriculum including Empathy in the primary school curricula.