Situation in Europe the economical and migration crisis are influancing young people, who can not recognise what is good either bad, they do not know what what to feel or react on constantly changing situation, this lead them to either become not active either join extermist movements, they need suport from the family, education system, peers who are not always qualify enough to help young person. The youth need support from the trained profefsionals who knows how to help and guide to youth empowerment. Tackling youth unemployment, social exclusion, intercultural communication and youth participation continues to be a policy priority for European and national governments, but the need to empower young people are increasingly recognized in this process. We see youth empowerment as an attitudinal, structural, and cultural process whereby young people gain the ability, authority, and agency to make decisions and implement change in their own lives and the lives of other people, including youth and adults. In other words empowered young people will exercising power over one’s life by being skilled, critically aware, and active in creating community change. The Life Education Theatre is a Strategic Partnership for innovations. The partners from Poland (Youth ACT) and Slovakia (Thalia Teatro) have created the project to increase the youth empowerment by creating innovatie methodology of educatioanal Life Action Role Play based on NFE appoach especially on improv, theatre, drama, expriential learning. The project consist of 3 transnational meeting which would include 2 participant from each country, the participants would be project coordinators and representatives of organisation. The meetings will aim evaluation and preparation for each phase. There would be 2 training where 16 participants from Poland and Slovakia will develop their competances about the LARP methodology during the first one which will take place in Slovakia and about youth empowerment tools during second one which will take place in Poland. After each training there was local phase where participants were developing and implementing the methodologies into the local community, through the workshops they were evaluating the tools and activities and based on analisis they have improved it. During the project there was developed the publication which consist of improved methodologies and description of educationnal LARP methodology and tools. The aim of the project was to create educational LARP (Life Action Role Play) tool based on NFE approach for youth empowerment. The main objectives were: -Development of educational LARP methodology for youth empowerment through combain the NFE methodology as experiential learning, improvisation theatre, british drama, theatre education into one complex educational tool for youth education. -Decrease radicalism and social exclusion among youth and increase youth awereness of migration issue through 3 educational LARP scenarios. -Train youth workers and educators how to design and implement educational LARP -Train youth workers how to use experiental learning, improvisation theatre, british drama, theatre education methodology for youth education. -Create the publication dedicated to educational LARP which includes manuals for youth educators how to implement educational LARP methodolody for youth empowerment -Create the video manuals how implement educational LARP for youth empowerment -Promotion of educational LARP methodology as NFE tools for youth education in non-formal and formal education background During the project partners have developed: -Creation of educational LARP methodology for youth empowerment through combain the NFE methodology as experiential learning, improvisation theatre, british drama, theatre education for youth education. -Design 3 educational LARP scenarios for decreasing radicalism and social exclusion among youth and increase youth awereness of migration issue -Train youth workers and educators how to design and implement educational LARP -Train youth workers how to use experiental learning, improvisation theatre, british drama, theatre education methodology for youth education. -Creation of the publication dedicated to educational LARP which includes manuals for youth educators how to implement educational LARP methodolody for youth empowerment -Creation of the video manuals how implement educational LARP for youth empowerment -Implementation of workshops aiming youth empowerment at local community in Banska Stavnica and Koszalin by youth workers during the two local phases.

There’s no denying the fact that nowadays’ society is becoming more and more diverse in terms of language, culture, religion, social and economical status. Due to increased mobility as well as recent refugee wave most communities have become international and multicultural which corresponds with concepts of unity in diversity, mutual respect and intercultural integration as some of the basic elements of European philosophy.Currently, despite the multitude of initiatives and the positive attitude of organizations in Europe, the language barrier is still a huge obstacle. English as a universal international language as well as non-verbal communication strategies could serve as a means to overcome communication problems between community members and contribute to more effective integration of migrants and refugees. Moreover, it could help educators who work locally get the chance to develop their competences by participating in international educational initiatives and share best practices with colleagues abroad. While younger generation are able to quickly respond to new trends and learn language quite effectively at schools at universities, for many adults it’s a big challenge as during their academic years the need in learning the language was not as acute and urgent as today. Therefore, we’d like to propose you to become partners in KA2 adult education project “Language is a key” which will aim at equipping educators working with adults effective methodologies and approaches in learning a foreign language as one of the basic competences nowadays.The aim of this project is to provide practical tools/ methodologies to participants which aim to improve their communication competences, both- verbal and non-verbal (skills, attitudes and knowledge) in English for social inclusion.Objectives:-To develop strategies to handle communications in English working with diverse groups of adult learners ( including fewer opportunities, adults from rural areas, migrants and refugees) -To develop English communication and non-verbal strategies to tackle cultural differences in order to facilitate understanding in intercultural and international partnerships - to discover the opportunities of CLT in adult language learning and share good practices in this field – to discover the opportunities of teaching language through drama techniques such as inclusive games, improvisation and scene studies-to learn more about social inclusion in education and how language teaching can be linked to social inclusion - To exchange best practices in relation to language teaching and lifelong learning-To provide participants with practical tools helpful in activation English language skills of diverse groups of learners-To provide information and vocabulary about mobility and Erasmus+ programmes as well as project management in order to create joint initiatives in the topic of language teaching and lifelong learning-To support design communication and dissemination activities adjusted to projects, target groups, scope of activities-To facilitate the building of long-lasting partnerships among participants’ and NGOs for future collaborationChoosing the right participants was a priority for us, as part of both dynamics group as well as the ability to produce high-quality, innovative tools.The process was based on:-requirements by all partners, possibilities in organizations and needs participants. Detailed personal questionnaires have been created on this databasewidespread among employees, volunteers in organizations. After analyzing the answer and interviews with participants in the context of their motivations, plans and dissemination of results.Each of the partners selected 21 participants and 2 trainers to participate in the whole project process. After consulting with all partners and participants and trainers, we foundthat this solution will give the best results. In each of the mobility will participate 7 new participants.The project will have a significant and positive impact on participants. Thanks to the implementation of the project, they will acquire new competences and skills contributing to their personal and professional development. Social and Personal development and enrichment, social interaction and a greater sense of self- worth and belonging is on of the main desired impacts on participants. First of all, participants will develop their English abilities, especially in the field of education and trainings.Participants will develop very concrete non-verbal artistic skills related to drama and improvisation which will lead to creation of effective communication strategies used by trainers when working with diversified target groups ( especially migrants and refugees). Apart from that, shared creative experiences lead to insights on personal exploration and development as well as create empathy which enables changing perceptions, dialogue as well as empowers young people, creating opportunities.

"The context of the project was a very clear need to work on the exploration and in-depth understanding of approaches used in non-formal education, mainly based on experimental learning in an international and intercultural context. The project assumed the enrichment of the possibilities of facilitating, creating, implementing, reflecting and evaluating educational activities as part of increasing the awareness of youth workers, educators, youth, on the aspect of ""sensitivity"" and the importance of adapting and developing educational programs that are effective and safe for participants, mainly based on activities and tools of non-verbal communication (theater, improvisation, drama) and their transformation and adaptation of the form of communication for target groups using IT tools. In the project, which consisted of 3 organizations from Poland, Bulgaria and Slovakia, 3 mobilities and 3 international meetings were carried out.Impact:-Possibility of intercultural facilitation and increased awareness and skills in the field of: giving and receiving feedback, debriefing, using the Kolb and Joplin cycles in the design, implementation, reflection and evaluation of educational activities (91% of participants)-Creating workshops and educational activities using theatrical, pantomimic, clown methods, puppet theater, improvisation, drama and their effective application in the work of a youth worker (87%)-Increase in knowledge and competences within the scope of the possibility of using, operating and creating on-line educational activities using tools based on open licenses (85%)-Increase in the level of digital competences (84%)-Exchange of inclusion-based methods through elements of formal education and its non-formal equivalent (82%)-Expand and develop educators' competences, especially in the field of effective teaching of people and target groups of young people with low skills and / or skills qualifications, including through the effective use of ICT and non-verbal communication. (81%)-Increasing awareness of the opportunities offered by European programs among target groups (73%), with particular emphasis on Erasmus +, Europe for Citizens, Erasmus for Young Entrepreneurs, ceepus, esn, etc.Activities (3 LTT, 3 TM)C1, the first of the activities took place in Poland. Together with partners and participants, we decided to ""divide"" the activity into two phases. In the first one, we focused on developing skills and competences in the field of drama techniques, the possibility of adapting work ""from the body"" to both individual and group values. C2, the second activity took place in Slovakia. The mobility was designed and implemented as an opportunity to adapt the educational offer in the field of theater techniques and their ""re-framings"" to the structures of knowledge transfer. During the mobility, we worked on the use of space, stage, acting, mimic behavior and the game of mime improvisations. C3, which has been implemented in Bulgaria (Vidin). The mobility included 3 days based on theatrical, improvisational and clown techniques, which were a very important element of ""complementing"" the process of increasing knowledge and competences in the field of adapting the educational offer, in terms of the overall specificity of techniques in the field of non-verbal communication based on various theatrical activities. In addition, the second ""part"" of the mobility was dedicated to adapting IT tools within the scope of final tutorial presentations, the possibility of implementing on-line theatrical activity, adapting the ""me as an educator"" presentation, clarifying tools and theories in the project publication and the possibility of disseminating results and work in local conditions through e-learning.Project participants - educators, youth workers, teachers, most of whom came from communities at risk of social exclusion. 21 participants took part in each of the mobility, 2 representatives in each of the TMs from each partner.The groups were the same as those specified in the grant application.The results:https://docs.google.com/document/d/1h8LfNfdWvihMiVkhp78PL8xXutbdhKMr4EP8MgvhuDc/edit?usp=sharinghttps://drive.google.com/drive/folders/1AdDt6HD2aEhk3LZfdf9CoFbHH7kqCoM9?usp=sharinghttps://drive.google.com/drive/folders/1NX8yrjtoKw1l-Ns8F55YLl0-6YCdmOzu?usp=sharinghttps://drive.google.com/drive/folders/11fS-baxyA3s_XQVdIc9c3TckNQ9nTc9d?usp=sharingwww.reeducateme.plhttps://www.facebook.com/Re-Educate-Me-118804636529144https://www.youtube.com/watch?v=nzyHHG9JnsM&list=PLkU63YXTaYqaU9ubbxZUUhw6TPFMWxR0dhttps://www.youtube.com/watch?v=gBcERKc4ARk&list=PLkU63YXTaYqYJr0ze-E2ikY66_IewOfQ1https://www.reeducateme.pl/m%C3%B3j-projekthttps://www.salto-youth.net/tools/toolbox/tool/reeducateme.2936/"

Context-Climate Action is one of the 17 UN development goals. There is in other words an outspoken global call for collective solidarity to address climate change and we need to apply our strongest competences to be impactful. That’s why we aim to offer our core competences as organisations within improvisation, mime, clown and puppetry. -We believe that climate change is a systemic issue, rooted in global economic, social, cultural and value systems locking in unsustainable consumption, inequality and a disconnection from nature. -The arts and cultural sector and in particular the performing arts are well equipped to bridge the gap between what we know, what we feel and finally how we act. -The arts are increasingly going further than raising awareness about climate change and now often also contributing to co-creation across disciplines. The natural sciences alone will simply not do the trick for us. We also need a ‘humanistic climate response’ that pays attention to the human experience, including affect and emotions, human values and subjectivity. In other words participatory performing arts such as improvisation, mime, clown and puppetry, can be a particularly effective means of engaging youth on climate change. The C is strategic partnership between 3 organisation from Poland, Slovakia and Denmark, who seek to develop the methodology for youth empowerment and engagement to take the climate actions. Partners are going to developed methodology based on Clown, Puppets and Mime is aiming the youth empowerment focusing on empowerment to take the climet actions. The development of the methodology will unite the efforts of youth workers from inside and outside the partnership to empower the youth at local level. Project bring new alternative and innovative approach torward the eco-empowerment. The mehtodology is design to develop competances of participants, increase ther personal and proffesional development, incresing self-esteem, confidance and employability.The aim of the project is developing competencies of youth workers in the field of youth empowerment at local level; to act strategically towards impactful climate action through the performative art of improvisation, mime, clown and puppetry. -Developing the youth worker’s competances of partner orgnisations in the field of youth empowerment, social inclusion, environment and ecology through the LTTs-Delivering three trainings in three different countries in Europe: Poland, Denmark and Slovakia. Each training will be organised by a the local organisation with a focus on sharing key competence as a point of departure for knowledge and skills sharing between the youth workers participating. -Providing European youth workers with a structured flow of knowledge-based as well as experimental and participatory learning by doing sessions and possibilities for sharing knowledge and good practices and finally action oriented activities that aim to include either local youth and/or environmental organisations. Youth workers with informal activities for social and personal growth, in particularly the topic of socializing in the wake of corona, and environmental sustainability and action. -Promoting climate actions, social inclusion, tolerance, eco-lifestyle, non-formal education, Erasmu+ programme.-Developing the networking and cooperation between partner organisations and their youth workers.Partners decided to organise 3 LTTs which involve 18 participant and 2 trainers each and would develop in sufficient way competances of youth workers who could gain the knowledge about new methods and use it in thier youth work as well as combine them and transform it for the multiplex methodolgoy for youth empowerment and climate change.The 3 TPM for 2 representatives from each organisation will give partners possibility to manage, coordinate and evalaute the project with the high standards and will create the opportunity to learn from each other and develop their partnerships.The local phases will be dedicated time to test the methodology and to share the knowledge with the youth organisations and youth workers from the local and national level. Actitivies will increase the empowerment of youth and engage them to take the climate actions.

FirstAidGlobal is common project of 4 NGOs from Poland, Chile, Slovakia and Uruguay, a project focused on the development of innovative, multidisciplinary training modules and interactive digital resources, combining educational approaches based on formal and non-formal learning methods in the area of raising awareness, skills and knowledge in the field of premedical first aid, both in local and international / intercultural facilitation. Combining additional critical thinking and reflection on the educational approach in the youth environment, with particular emphasis on those with fewer opportunities / the excluded.We want to explore and to learn about facilitation skills, and to find ways to structure the learning process in the effective way in order for young people to fully benefit from youth work addressing current issues of nowadays.The project will include 4 trainings, 2 transnational meetings and 4 phases of local work in our communities.Objectives:-To create a cohesion of different approaches in the field of premedical first aid and facilitation derived from different experiences, knowledge and skills of partners, with additional differentiation in the creation of attitudes based on non-formal education systems and its formal counterpart, in the framework of finding and creating innovative tools to combine them.-to uncover “facilitation” in diverse youth work realities-to learn about basics of intercultural facilitation and how it can serve social inclusion of young people from different backgrounds-to discover diverse facilitation techniques and tools for inclusive youth work-to get to know and practice some of innovative tools and methodologies in facilitation of first premedical aid