"The Inclusion from NEETs combined with to fight youth unemployment is one of the key cornerstones of EU policy. The fact that these youths and young adults are outside of education, employment and training for long times can have major economic consequences in the future. In addition to economic risks, however, there are also individual risks for these young people, such as feelings of estrangement, insecurity and poor employment perspectives, youth crime, and mental and physical health problems. Therefore, the project ""NEET-SYSTEM Online Educational Escape Rooms to Re-engage ESLs and NEETs"" had mainly focus on the participants who fall under 2 key target group categories: (1) NEETs to build the key competences necessary to enable and supporting them to assist their reintegration to education or employment. (2) Adult education professionals trying to attract NEETs back to education and training. However, other stakeholders, such as NGOs, researchers, policy makers, adult education institutions, etc. can directly or indirectly benefits from the project’s deliverables. During the project period were reached direct (attending the discussions, workshops, presentations, conferences) between 100-200 NEETs and Adult education professionals per country. Indirect there were over 11 000 people following the news and results thorough social media or by publishing articles and Newsletters.From the national and transnational perspective, the NEET-SYSTEM-Consortium of 8 European countries and Switzerland has developed, piloted and implemented a multi-faceted and robust pedagogical model. Therefore, providing a suite of education materials to educator’s professionals and youth workers across Europe, there is significant potential for our approach - to re-engaging NEETs in education or employment - to be transferred to a range of contexts across the EU. Learning resources have been created, based on online escape rooms addressing the following 4 key competences: Digital competence; Social and civic competence; Sense of initiative and entrepreneurship; Cultural awareness and expression. As a result, a series of 32 Escape Rooms are available on the online learning platform https://www.neet-system.eu/en/learning-portal/the-game/:language/en. For the adult education professionals who are charged with delivering and sustaining this new intervention NEET-SYSTEM-Consortium has developed a comprehensive in-service training program to support them in using these new resources but also developing key skills to enable them create new challenges in the future. The proposed pedagogical model can also have a significant impact on future policy development in education. Therefore, all results were summarized in a policy paper specifically for policy makers. All developed resources are available online in 7 partner languages on website https://www.neet-system.eu/. The materials are available to share freely online, to access without issues with copyright or fees, and to re-use or re-purpose as it required by Adult education professionals."

"The BRAMIR project addressed two important European concerns: The ageing of the population and an increasing dependence on immigration to meet current and future labour-force requirements. While there is considerable variance with regard to the speed and immediacy of these changes within and between Member States, they will impact all countries in the not too distant future. Immigration has become a 'normal' part of life in Europe. The challenge for Member States moving forward is to enhance migrant integration into host country society and economy and efforts being made to attract workers from non-EU countries need to go hand in hand with measures to ensure social cohesion and equal treatment. The BRAMIR project therefore proposes a mutually beneficial arrangement affordingseniors an opportunity to remain active contributors to society while addressing the growing migrant integration problems, such as: - Information gap: Migrants experience a lack of knowledge about their new social and civic systems. - Network gap: Although immigrant organizations try to build or solidify networks within immigrant communities they do little to tie these organizations to groups outside of the immigrant communities. The project enrolled new possibilities for seniors to become ""qualified"" volunteers to support the development of key civic and social competences within the established and growing migrant communities.The BRAMIR consortium consisted of 9 partners representing 8 Member States and brought together a wide range of expertise. Included was also an associated partner from Switzerland. The aim of the partnership was to develop and implement a multi-layered andragogic framework design for the target group comprising older workers approaching retirement and recent retirees. The framework incorporates a bespoke train-the-trainer curriculum; a suite of psychographic profiling tools; an induction programm, an e-learning portal, a digital toolbox of appropriate teaching resources for redeployment of the senior target group as volunteers to support the development of key civic and social competences and a Policy Paper for authorities and political institutions.All training resources can be accessed through the project website www.bramir.eu. The most resources developed are available in English, German, French, Czech, Greek, Finnish, Italian and Romanian."

"Europe faces a real and ongoing threat from violent extremism - the forms in which extremism manifests itself have changed. On-and offline support for terrorist organisations shows an increase in radicalisation among young people on EU territory. In the words of Cecilia Malmström, EU Commissioner for Home Affairs “no country is spared from the scourge of violent extremism but still far too few EU Member States are facing up to this rising threat. We need strong, preventive measures to counter extremism in all its forms”. So the HYPER project focuses on the prevention of radicalization themed ""Empower youths - against radicalization and violent extremism"". From a national and transnational perspective, the HYPER-Consortium of 6 European countries developed, tested and implemented a full innovative suite of educational resources that show the process of radicalisation in action. These resources focus on demonstrating how radicalisation can happen on the most popular digital and social media platforms where today’s young people hang out and where many are at their most vulnerable. The suite of simulation resources acts as a gateway to an online learning environment where a wide range of suitable and appropriate training resources are provided. In addition, to support educators and youth professionals to deliver this peer education programme to young people and to use the simulation resources in their sessions with young people, the team developed bespoke in-service and induction training programmes to enable to extract the maximum benefit from the full range of the simulation and training tools. Specifically, HYPER has achieved the following results and impacts: 1) a full innovative suite of interactive simulation resources that shows how the radicalisation process can unfold in a variety of different digital and social media environments. This includes a range of short simulation videos for use on smartphones and other mobile devices. Each simulation video supported by a full range of self-help learning resources presented in formats appropriate to the target group. 2) a peer training programme for young people act as credible voices against the extremist narratives. This training programme includes a suite of resources that can be used to help young people to think critically about extremists’ views and discourses and expose the flaws of their propaganda. 3) an in-service training programme for front-line youth workers to support their continuous professional development and an induction training programme for youth volunteers, parents and guardians. These resources facilitate the role of these key stakeholders as key multipliers within the framework of the HYPER project. It supports youth workers to deliver the proposed peer training programme and to extract the maximum benefit from the self-help resources and simulation resources planned. All resources developed are available online in 5 partner languages on website https://hyper-project.eu/. They are available to all interested parties without restriction maintaining the open access requirements of the ERASMUS+ programme. The main target groups addressed for developed resources are young people interested in becoming peer educators, as well as youth educators, youth workers and front-line trainers, parents and guardians who would like to learn more and new and emerging online threats. Especially the young people more learn about new and emerging threats and risks they face in online environments. They be able to support their peers to be protected against the online dangers. During the project period the consortium reached direct (attending the online or personally discussions, workshops, presentations, conferences) between 250 to 300 participants per country. These were e.g. youth workers; youth at risk; students; parents; youth volunteers and guardians but also police officer; service provider; educators; academic and policy makers. Indirect there were over 19 300 people (according to statistics) following the news and results thorough social media or by publishing articles and Newsletters."

"<< Objectives >>In the project, the partners in Austria, Germany and Italy are investigating which financial topics are relevant in the context of basic education for young people and where and how (methodology) these topics should be addressed. As new cooperation partners, the partners want to learn from each other, familiarize themselves with the subject of finances for young people and get to know their own target group better, so that they can provide better support for young people in the future.<< Implementation >>Through research and deliberation, the project partners determine relevant topics for basic financial education. Best practice providers in financial education are invited to a workshop with young people. Young people evaluate what the providers offer and are questioned about financial issues. The results are recorded in reports and used as part of dissemination measures. Regular project meetings during the project ensure that the results are achieved.<< Results >>The results/reports produced will be published. The final report answers the questions: ""Which topics are relevant in the respective countries? What is already being done in the respective countries in the area of ​​financial education for young people - what are the best practices? How are these offers received by young people? What can we learn from the existing educational offers and what gaps are recognizable? Where and how can we start to advance financial education in the youth sector?"

By the time young people in the EU leave compulsory education most of them have regularly made use of computers and the internet for a variety of activities. While the most common activities of young people using mobile phones are writing through text messaging (“texting”) and reading for information search and entertainment purposes,the 2015 Programme for International Student Assessment (PISA) results showed that one in five pupils in the European Union have insufficient proficiency in reading. Compared to the 2012 PISA results, the 2015 results show that the share of low achievers has increased to 22.2%.In this regard, this proposal draws on the fact that as mobile phones, tablets, and other connected devices become more prevalent and affordable, wireless technology can dramatically improve learning and bring digital content to students.By taking into account the above and being in line with the Strategic framework for European cooperation in education and training (ET 2020), the e-Reading Mysteries project aims to reduce the percentage of 15-year olds that are under-skilled in reading thus contributing to the benchmark that by 2020fewer than 15% of 15-year-olds should be under-skilled in reading at a European level. Specifically, the basic aim of the project is to harness the use of mobile devices so that they can be utilized for educational purposes among upper secondary education students (15-18 year-olds) and Enhance the literacy skills of students through the use of mobile devices by actively engaging them in close reading activities. The specific objectives of the project include the following: •Develop the capacity of teachers working with students (15-18 year-olds) in using digital tools for addressing literacy goals;•Increase students’ motivation to participate to literacy activities through the development of a series of detective stories with alternate endings;•Develop an innovative rich media mobile-device-supported interactive environmentto allow students (15-18 year-olds) to create their own detective stories and share them to their peers;•Provide advice and support to teachers on how to use the e-Reading Mysteries Toolbox and mobile-device-supported interactive environment; •Use technology in creative ways so to enhance literacy practices of students (15-18 year-olds)The e-Reading Mysteries proposal warrants a multiperspective approach to deal with the above issues and achieve a robust solution by providing access to interactive multimedia learning elements to promote reading and writing skills to upper secondary students on the one hand; and to provide teacher training opportunities for utilizing a mobile-device-supported interactive environment in the daily teaching practices of upper secondary school teachers. The participants involved in this project are upper secondary school teachers who are already working in a school and their students (15-18 year-olds) in upper secondary schools. However, other school staff, school leaders, several policy decision makers, researchers, academics, people that work in after-school programs and other relevant stakeholders will be reached and informed about the innovative educational prospects on enhancing literacy of the e-Reading Mysteries project. During the implementation of the project the following activities will take place:IO1 e-reading Mysteries Teacher’s Toolbox. It will include four Modules on how to teach and write detective stories using close reading activities. IO2 e-Reading Mysteries mobile-device-supported interactive environment and teacher training. The mobile environment will be developed by taking use of the powerful qualities offered by software for web-based environments that will allow the creation of detective stories that can be adapted to various characters and plots. Also, teachers will be trained in order to benefit from the educational use of the environment to their teaching practices. IO3: e-Reading Mysteries Pilot Programme Implementations. Upper secondary schools will conduct pilot implementations with students in order to engage them in interactive writing activities. IO4: e-Reading Mysteries Teacher Training MOOC: Upper secondary school teachers and other stakeholders will have the opportunity to access a free MOOC on how to use the e-Reading Mysteries resources in the development of educational content. The project will be beneficial for upper secondary school teachers and students, as it is expected that at least 2000 upper secondary teachers in all XXX partner countries will directly and indirectly be reached by building their capacity on the use of innovative ICT learning tools in literacy education and/or be informed and trained on how to use the e-Reading Mysteries mobile-device-supported interactive environment to their daily teaching practices.