<< Objectives >>As the result of this project there will be an online platform with 12 courses to improve media literacy of young journalists who publish or plan to publish news paper or news blog. The program consists of videos, reading materials, worksheets and self evaluation forms. The online courses will be available in three languages: Hungarian, Estonian and English and is free to use for all interested for at least 3 years after the end of the project. << Implementation >>The project consist of three mobility activities. One of which includes young journalists to pilot the materials and give feedback for adjustments. Activities include online meetings, creation of online courses, including worksheets and self evaluation forms, creation of online platform, translations and communications. << Results >>As the result of the project young journalists have higher lever of media competencies, more confidence to and skills to make their voice heard in their local communities, and society. Local communities and older generations are more aware of the topics that are important to young people, of the problems and ideas young people have. Young people are seen as part of their communities and more included to decision makings.

"<< Background >>Increasing and maintaining the quality of Youth work across Europe is key to achieving the Youth Goals, and this can be done by ensuring youth organisations and youth workers are able to learn from each other by recognizing and sharing good practices of other European youth projects, increasing the quality of youth work, the skills, competences and understanding of youth workers.The relevant existing information available relating to the measurement of impact and evaluation of impact assessment is undertaken as part of complex academic research hypotheses, analysis and presented in the form of reports covering theoretical frameworks of implementation. Salto-Youth.net does provide a some tools and trainings which are specific to their local, regional or project's thematic context (https://impact.ahe.lodz.pl), and while these meet their purpose, there is a lack of consistency and standardisation at the level required to be scaled up and adopted at a pan-European level; particularly if the tool is to be ""adopted"" by the European Commission - which is a barrier. There is a distinct lack of standardised, flexible tools which link local, regional and national youth organisations with the policy makers at EU level. A set of digital tools which is aligned with the European Commission, but can be implemented by youth organisations at all levels to prepare, plan, implement, measure, monitor, evaluate and learn from other youth projects would go a long way to bridging the gap between the current involvement of youths and youths workers in EU youth policy.<< Objectives >>The project aims to promote quality, innovation and recognition of youth work through the platform and outputs, as this is an overarching theme and strategic objective of the 2019-2027 Youth Goals. Increasing and maintaining the quality of Youth work across Europe is key to achieving the Youth Goals, and this can be done by ensuring youth organisations and youth workers are able to learn from each other by recognising and sharing good practices of other European youth projects, increasing the quality of youth work, the skills, competences and understanding of youth workers.To address these priorities, the project will strengthen and support the mandate of the EU Youth Coordinator (to ensure that youth issues are mainstreamed and well connected with all policy areas of the EU that affect young people) through the use of an innovative tool (within the GrowYOUth digital platform), which will increase transnational collaboration between youth organisations, promote “sister project” collaboration, engagement and sharing of lessons learned. We have selected the above priorities, to ensure the project is aligned with several of the 2019-2027 Youth Goals, which also shaped the project's objectives.Therefore, our project objectives are:1. Enhance recognition of Youth Work through European funded programs across Europe at national and EU level2. Improve sectoral cooperation, including through the EU Youth Coordinator's mandate, to give youth a voice in shaping EU policies3. Support the capacity building of youth workers and youth work practices4. Reinforce links between policy, research and practice and promote better knowledge about the situation of young people and youth policies5. implement long-term “cross-fertilization“ of Youth project results that promote discussion and reflection on EU issues and enhance knowledge about the Union and its processes6. Provide an evidence-base of information and data that facilitates the mainstreaming of youth issues amongst all policy areas of the EU that affect young people<< Implementation >>Like we said, the project aims to promote quality, innovation and recognition of youth work through the platform and outputs, as this is an overarching theme and strategic objective of the 2019- 2027 Youth Goals.We have selected the below priorities, to ensure the project is aligned with several of the 2019-2027 Youth Goals, which also shaped the project's objectives.1. Enhance recognition of Youth Work through European funded programs across Europe at national and EU level2. Improve sectoral cooperation, including through the EU Youth Coordinator's mandate, to give youth a voice in shaping EU policies3. Support the capacity building of youth workers and youth work practices4. Reinforce links between policy, research and practice and promote better knowledge about the situation of young people and youth policiesProject Outputs:IO1: GrowYOUth Digital Tool and PlatformIO2: GrowYOUth Training e-CourseIO3: GrowYOUth Community of PracticeIO4: GrowYOUth Tool Assessment and Policy Recommendations<< Results >>The project Results and the Other Outcomes (besides the IO's) of this project are:=Project Management Plan=Quality Assurance Plan=Communication and Dissemination Plan=Exploitation Plan=Impact and Sustainability Plan=Safeguarding and Child Protection Policy=Piloting Methodology=Project Logo and Branding Guidelines and Templates=Project Website=Social Media Channels and Profiles=4 Project Leaflets=6 Newsletters=5 Press Releases=5 Transnational Meeting Agendas and Minutes=3 Stakeholder Consultation Meeting Agendas and Minutes=3 Knowledge Exchange Workshops=3 Piloting Reports=7 Multiplier Events=4 Internal Administrative Reports=4 Internal Financial Reports=4 Dissemination Reports=4 Quality Assurance ReportsAmongst the Direct Target Group:= Clearer understanding of the importance of impact on the long-term outcomes of a project= Improved understanding of the links between youth initiatives at local and regional level= Enhanced accessibility to and awareness of training material and resources relating to youth sector impact= Access to a large pool of innovative pooled resources from within the European youth project network= Improved competences due to the shared experience within the community of practice= Personal empowerment, inspiration and improved capacity for innovation= Increased awareness of specific needs and situation of youths in access to services = Better understand of the best practices in maximising impact of youth projects= Improved knowledge on how to better support youths through youth work and youth-focused projects= Improved understanding of the need to embrace innovative technologies and open education resources in own workAmongst Youths indirectly involved in the project:= Improved awareness of the role and benefits of European funded youth projects= Improved understanding of their own role as drivers and catalysts of change at all levels (local, regional, national, EU)= Improved personal development management and transversal skills= Enhanced employability and productivity through increased active participation in society= Personal empowerment and independence= Increased participation in social and political life at local level= Increased capacity to influence policy= Increased desire to move into policy focused work and careers= Raised awareness of their rights and responsibilities as EU citizens= Deeper understanding of the role the EU plays in shaping youth policy= Greater appreciation of EU systems and transparency= Improved professional competences due to the shared experiences within the community of practiceExpected long-term impact at systemic level:= Increased capacity of youths to interact and feel at ease in the policy level stage= Increased participation in political life at local, regional, national and EU levels= Increased social participation of youths to actively engage in European funded youth-focused initiatives= Improved independence and self-esteem amongst youths= Better level of knowledge of youth rights, increasing confidence and trust in the EU= Opening of horizons of participation amongst youths and increased clarity about how they see their role in society= Better understanding by policy makers at EU and national level about the specific needs and challenges around integrating youth participation into policy at the highest levels"

The EU has committed to play a leading role in implementing Agenda 2030 by aligning it’s internal and external policies to the sustainable development goals. However, the response to Agenda 2030 is not a responsibility that sits only on the shoulders of stakeholders on a policy level. Agenda 2030 is underpinned by the principle of multi-stakeholder partnership at all levels and calls upon the participation of all segments of society.In order to address these principles, in 2018 The Danish United Nations Assocation (UNA) developed an educational board game, as a tool for global responsibility education (GRE), that was distributed to over 800 schools across Denmark. The board game offers learning through a game play around the 17 Sustainable Development Goals. The players are posed questions in relation to the SDG’s, which increases their general understanding of the goals and the global challenges they address. The game poses dilemmas to the players, which they are encouraged to debate and deliberate on, fostering their reflective understanding of global challenges, and supporting their ability to analytically reflect upon impacts of decisions on a policy and individual level.According to the feedback received from the users of the board game, 91% felt that the game was very good or fantastic. 97% said they observed that it is more motivating for students to learn through the game than through traditional educational material.The partners recognise an opportunity to distribute the game more broadly to support the mainstreaming of GRE in schools across Europe. However, in order to do so, the project partners have identified the following needs to be addressed:- In Denmark the game has been used in schools primarily for social science studies and not at all in history, geography, biology or language classes. There is a need to support the further exploitation of the game in different subjects and cross subject learning.- The game is only available in Danish language. It needs to be translated both in terms of language, and in terms of the geographical dimension of its content.- 76% of users in Denmark experienced that the game offers players an opportunity for debate and 58% felt that it gives players a better reflection upon their behaviour in relation to the SDG’s. There is a need to increase these learning elements by further developing the the reflective dialogue element of the game play.Project Aim: Support the mainstreaming of Global Responsibility Education in schools across Europe by adjusting, disseminating and exploiting the educational game ‘Global Goals at Stake’ as a best practice.Objectives:1.Adjust the game to address its identified weaknesses, 2.Explore and consolidate best practices in implementing the game into different learning contexts,3.Build the capacity of at least 180 teachers and youth workers in exploiting the game as a best practice across different learning contexts,4.Strengthen the learning impact of the game through its alignment with complimentary best practices and methods for learning reflection,5.Ensure the availability of the adjusted game as an open education recourse in 6 languages6.Distribute the adjusted game to at least 1500 schools and organisations across EuropeProject Results1) ‘Global Goals at Stake’ board game and associated mobile application adjusted and disseminated across Europe as a best practice in GRE in schools (Upon completion of the project, the game will have been distributed to over 1500 schools and organisations, used by over 1500 teachers and youth workers, and played by an estimated 18.000 students and other young people)2) A Guide for Educators will be developed and published to support the exploitation of the game as a best practice in global responsibility education in the school sector. 3) Capacity development of educational staff - Through a transnational training course and local trainings, at least 180 teachers and youth workers will develop their professional competencies. The trainings will support educational staff in exploiting the game as a best practice in global responsibility education in the school sector.Project Impact:For the international society, UN, EU and the local, regional and national authorities to succeed with the SDGs, public information and civic engagement is crucial. The most important impact on the surrounding society is that the project will engage the young generation in the SDGs. The project will give an understanding of the goals, their importance, interdependence but also of some dilemmas that decision makers are facing when trying to reach the goals. This understanding will contribute to fight the polarization between population and elite. In addition to this the project will lead to strengthened organisations, schools and civil society. This will in the long term strengthen democracy, global awareness and international qualifications among the populations of Europe.

“Education is Partnership” is a strategic cooperation between eight stakeholder in Denmark, Estonia, Bulgaria, Romania and Italy to address the high rates of early leavers from education and training in the EU, as a measure to contribute at reducing the risk of social exclusions and poverty amongst EU citizens below the age of 24 and, at the same time, contribute at reducing the rates of early leavers beyond Europe 2020. The project will promote the Danish model of educational partnerships as best practice in VET inclusive education. The model has been implemented by production schools in Denmark and gave excelling results for disadvantaged VET students. The project entails four training activities that build capacity of the partner organisations in Estonia, Bulgaria, Romania and Italy to initiate and manage educational partnerships in their own countries. As a result of the training activities, at least 20 experts in educational partnerships will be formed in the abovementioned countries. They will further plan and implement Local Multiplication Activities with the aim to establish a least 20 educational partnerships in their countries. The project will furthermore produce a booklet on best practices in inclusive education and a pack of information materials upon the need of inclusive VET education and the co-responsibility of local companies in assuring qualitative and be-spoke education for disadvantaged VET students. A number of dissemination activities are planned to reach at least 2000 project stakeholders and further promote the educational partnerships and VET inclusive education. The project involves two Danish production schools who have experience with establishing and managing educational partnerships, three VET schools in Bulgaria and Estonia, a VET centre in Italy managing 94 VET schools in Italy, and a company in Romania that cooperates with at least 10 VET schools, most of them in rural areas.