<< Objectives >>Among European youth, there is a low level of financial literacy and, above all, a lack of understanding of the links between financial systems, sustainability and the climate crisis. The project therefore aims to create capacities for non-formal education and activating educational methods for youth on the topic of green financial literacy (GFL) for the first time. Civil society actors are thus given the opportunity to raise the level of GFL in Europe in cooperation with youth.<< Implementation >>First, organizations from the fields of youth, environmental protection & financial investment share their expertise & concept non-formal education formats.Next, a workshop is developed & youth is trained to hold and test it for its peers. Also methods, to encourage young people to engage for a raising the level of GFL, are developed with & evaluated & therefore implemented by young people.Finally all created expertise & experience is written down, published & actively disseminated in Europe.<< Results >>The project generates new expertise & innovative educational offers on GFL & implements them on a smaller scale. Thus, the project creates urgently needed & previously non-existent capacities in the youth sector. Through the proactive dissemination of experiences, methods & concepts, this expertise becomes usable across Europe. To strengthen this effect, the foundation for further networking to GFL is also laid. Thus, the project lays the foundation for increasing the GFL of European youth.

<< Background >>According to UN’s Policy Brief: COVID-19 and the Need for Action on Mental Health (2020) approximately 70 per cent of mental health services for children and adolescents are disrupted. The impacts of disrupted services are compounded by young people missing out on peer support and some of the biggest moments of their lives due to school closures, cancelled events or postponed exams. Emotional difficulties are also increased by family stress, social isolation, with some facing increased abuse, disrupted education and uncertainty about their futures, occurring at critical points in their emotional development. All this points to the alarming need to support all those working with young people to gain basic knowledge on mental health of young people, particularly to provide support to recognize when to provide support, call on for the expert support and support of families and other structures in communities. According to the Final declaration of the 3rd European YW Convention (2020), youth work should develop to a stage where it can be a safety net for all young people in times of uncertainty. In the Declaration, MH promotion is seen as a crucial point in youth work. Youth workers should be empowered to carry on projects promoting and maintaining the MH of young people, particularly those facing intersectional and other vulnerabilities.According to the feedback from practice (youth workers) and academic and clinical experts, the gender difference is of particular interest as they described different self-destructive and destructive behaviour among girls and boys and difficulty to be of adequate support. Their statements are supported by existing research showing that during adolescence, girls have a much higher prevalence of depression and eating disorders, and engage more in suicidal ideation and suicide attempts than boys. On the other hand, boys experience more problems with anger, engage in high risk behaviours and commit suicide more frequently than girls. In general, adolescent girls are more prone to symptoms that are directed inwardly, while adolescent boys are more prone to act out (Gender and Mental health, WHO, 2002). All these issues are much more visible in the pandemic crisis. Another important conclusion from the policy reports in most EU countries is that mental health services are mainly targeted at children and/or grown-ups, while rarely are they tailored to the specific needs of adolescents and young people.<< Objectives >>The overall objective of the project is to strengthen the capacity of youth workers in supporting young peoples’ mental health with focus on gender sensitive approach to mental health issues. The project primarily develops personal and social competences of youth workers to better understand and support children and youth’s mental health with special sensitivity for gender differences, as they seem to be a crucial factor in tailoring the mental health interventions for young people.The objectives of the project are: 1) Providing Policy analyses and recommendations related to young people’s mental health on EU and national level, with focus on the gender perspective; 2) Strengthening capacities of partner organizations and youth workers to adequately support young people's mental health; 3) Developing the gender sensitive tools for understanding and supporting one's own mental health for young people, and 4) Disseminating the developed knowledge and resources in 4 partner countries and on EU level. With implementation of this project, the partner organizations will have in their offer training for youth experts in improving young people’s mental health and available resources via the developed digital platform that is visibly promoted on their websites and social media and their local, regional and national networks of stakeholders in the youth sector. The capacity of the organizations will become stronger to promote and carry out mental health programs for and with young people while encompassing mental health issues young people of all genders have in the face of COVID-19 consequences. Youth workers participating in the project activities will become aware of how young people they work with cope with mental health issues and how best to support them on different levels: in direct work with them, on advocacy level, and also further building capacities of other youth workers by building the digital platform with all user friendly resources. Young people will have the opportunity to be co-informants of mental health situation for the policy report and also to participate in the testing of created training and Toolkit material thus becoming co-authors of all key project results and becoming more aware on their own and their peers mental health issues and hopefully continue to care for themselves and others in the times to come.<< Implementation >>The consortium consisted of 4 civil society organizations with complementary expertise in youth work and adolescent mental health, from Croatia (FFE), Greece (KMOP), Italy (CSC Danilo Dolci) and Serbia (CZOR) will implement a wide spectre of activities in order to develop intellectual results needed for achieving the project objectives. The activities are divided in 3 work packages: Project Management, The production of Project results and the Sharing and Promotion Activities. Besides four transnational partner meetings and one joint learning event (LTT), numerous meetings, collaborations and work sessions will take place in order for the project results to be developed. The consortium will conduct in each country national activities that will lead to the creation of PR1: Policy Analyses and Recommendations related to young people’s mental health on EU and national level, with focus on the gender perspective. These activities involve policy analyses, interviews, mapping the best practices and discovering the gaps, creating country specifics and comparative findings. In order to deliver the PR2: Gender sensitive Youth Mental Health Program and Toolkit Resources, the Consortium will exchange the knowledge and develop the resources necessary for creation of the Program Curriculum for youth workers in the area of Youth mental health, Handbook for youth workers and Workbook for young people, especially dedicated to deeper understanding of young women and men specific needs. The transnational learning event will gather 30 participants from the consortium organizations as well as young people, and will be aimed at deepening the understanding of the topic, as well as exchanging knowledge and best practices. In order to deliver the PR 3 Digital Platform Supporting young people's mental health, the digital platform will be established with all the resources and materials available in 5 languages, and each partner will accordingly participate in creating the national language content. With the aim of sharing and dissemination of project results, four multiplier events will be organized in each partner country including 120 participants but also the online promotion of project results. Each partner will use their promotion channels, dissemination practices, resources and policy influence to maximize the reach of the project results and achievement in their national contexts.<< Results >>The project will produce numerous insights, practice and scientific inputs, best practices, training curriculum and related publications as well as a digital platform with publicly available project results (PR). The PR1 is a POLICY ANALYSIS AND RECOMMENDATION ON YOUTH´ S MENTAL HEALTH GENDER SENSITIVE NEEDS, a document based on the policy analyses and field research in 4 partner countries, aimed at the decision and policy makers, but also the managers and experts in the field of youth mental health and youth work. It will inform the key persons and youth experts on the importance of gender sensitive approach to youth mental health, explain the difference we see in young women and men facing mental health issues and help them tailor and implement efficient policies and strategies to address the issues and provide the needed support systems. This will serve as a starting, evidence based point to achieve mutual understanding among EU members participating in the project (and more widely), to show which actions are necessary in the field of supporting young people's mental health and that dedication is needed to this topic. Also, the policy makers, experts and key players will receive valuable information on the importance of a gender sensitive approach to mental health, because the needs and issues of young women and men quite differ, and often the mental health messages and approaches are ignoring that fact.The PR2 is a GENDER SENSITIVE YOUTH MENTAL HEALTH PROGRAM AND TOOLKIT RESOURCES, a program curriculum and related publications for youth workers and young people. The program consists of: (a)Training curriculum with the description of the program, list of learning outcomes, list of references, duration and type of the certificate; (b) Handbook for youth workers consisted of three sections: (1) The importance of gender perspective on mental health of young people from developmental perspective; (2) Recommendations of mental health experts on what youth workers can do to provide better gender-sensitive support to young people; and (3) Gender-sensitive pedagogical tools and interventions in supporting young people’s mental health. The (c) Workbook for young people consisting of different self-reflective, informative and interactive handouts for young people to work through so they are appreciative of the importance of mental health and more caring for themselves and their peers. Through the developed Gender sensitive youth mental health program with toolkit resources all youth workers, youth experts and youth in the EU will have the most relevant and up to date program that corresponds to the detected needs of all involved target groups. As it will be disseminated through the PR3, it will reach not only youth workers and experts but also young people and give them resources to better understand their state, and also to have all necessary information on how to improve their mental health.The PR3, a DIGITAL PLATFORM YOUTH MENTAL HEALTH is the innovative interactive Digital platform that aims to tackle gender-sensitive mental health issues while applying an inclusive approach to all young people. The website platform will contain the RESEARCH AND POLICY SECTION (a compilation of up-to-date reports on the impact of COVID-19 on mental health of young people together with the identified good practices on policy and service level, and gender issues); TRAINING COURSES SECTION (with the program tested at national levels and designed during the testing phase with the collaboration of all youth workers and hub youth group (PR2); RESOURCES AND MATERIALS SECTION (with the digital materials, pedagogical resources, tools and instruments that partners and youth workers will develop and design during the project), INTERACTIVE OPEN SPACE AND COACHING SECTION will contain the Blog, forum discussions, material upload and audio podcast.

Project Constellation is 20 months strategic partnership for youth in field of innovation. It involves 5 partner organizations from 3 European countries - Latvia, Slovenia and Croatia. The context of the Project Constellation is high number of young people who experience NEET situation in EU member countries. In 2016, more than 6,3 million young people (aged 15-24 years) were NEETs in the EU. In 2011 the direct economic loss across the EU to the high proportion of NEETs was estimated at 153 billion eur or 1,2% of EU's gross domestic product. After the crise of Covid 19 the number of young people in NEET situation could increase even more significatly. The main objective of Erasmus+ project Constellation is to build capacity of youth workers and formal educators working with youth in rural areas in high potential of expierencing NEET situation. The main objective includes: - raising awareness of marginalized youth, especially, youngsters in NEET situation among project target groups; - setting a cross-sectorial cooperation between non-formal and formal education; - carring out a research on patterns among youth who experience NEET situation; - creating n Educational Resource Kit (including methodology and tools) how prevent youngsters in high risk of experiencing NEET situation. As the result of the Project Constellation there are created innovative tools: research among young people who experience NEET situation and Educational Resource Kit for youth workers and educators. The Project Constellation directly involved around 600 people instead of 275 people (participants with fewer opportunities 155) and indirectly around 700 stakeholders in Europe and partner countries. It also includes reaching associated partners and they networks.In reality we have directly involve around 600 people and indirectly more than 5000 people and stakeholders. And project visibility online have reached more than 20000 people. The main target groups of the Project Constellation are potential NEET youngsters, youth workers and educators and involved stakeholders. The long term benefit of the Project Constellation are increased quality of youth work and educators by equiping them with innovative tools how to prevent youngsters becomming NEET. In result the project Constellation increases opportunities to be socially included into the society and decreases number of NEET youngsters as well increases the well being of each partner community and whole EU.

<< Background >>Equitable education systems play a role in making European societies fairer and more inclusive. Educational institutions should ensure equity in education so that every student can reach own potential and realize own talents and competences, becoming an active and responsible citizen. Despite the efforts to implement the strategic framework for European cooperation in education and training to reduce early school leaving at 10%, in several EU countries the rate is over the EU average of 10,3%. Many the consequences for young generation: exit from the educational system without minimum competences (more than one in five 15-year-olds in the EU cannot complete even simple tasks 21.7% in reading, 22.4% in mathematics and 21.6% in science in the testing domain - Pisa results 2018); failed of citizenship key competences useful to realize own project and to participate actively to the society, risk of social exclusion and to live in poor condition. The Covid-19 pandemic worsens existing problems and brings increased challenges that are likely to compound existing inequalities: all EU students have suffered a learning loss, have been demotivated to continue their study and to be engaged at school. The average of ESL in the next years will be grow with the risk of increase the number drop out and of more vulnerability and exclusion of disadvantages students. Teachers will be face the complexity of the classroom environment considering the multilevel cognitive and emotional competences of students, their demotivation to be engaged in the school life and the multicultural dimension. Challenges associated at this educational environment call secondary schools to renew their organization and teaching and learning approaches in a systemic and inclusive dimension. It requires to teachers to have capacity through innovative approaches to work in cross-disciplinary areas and identify the better learning approaches and processes addresses to personal formative needs of students, tackling educational disadvantage and preventing drop-out. The project aims to respond properly at the teachers’ formative needs achieving their competences from the point of view of pedagogical approaches, innovative tools and strategy to improve school performances and well-being and motivation. The objective of eliminating drop-out and encouraging school success for all should be promoted by a renew of teaching strategies and curriculum in an inclusive dimension. At the same time the project responds to the formative needs of vulnerable students supporting them with tailored innovative pedagogical resources (Multilevel Units and self-emotional awareness emotional education activities), custom learning processes, application of collaborative and peer approaches to facilitate the motivation and inclusion.<< Objectives >>Early school leaving is most often the result of a combination of personal, social, economic, educational and family-related factors, strongly intertwined and leading to cumulative disadvantage. In many cases early school leaving is the result of a process of progressive disengagement from education, linked to underachievement, whose roots may lie in early years. the complexity and multi-faceted dimension of early leaving is widely acknowledged and requires an equally multi-dimensional approach to adequately address its diverse causes. The schools play a key role to prevent and face the effects of early school leaving at school and the consequences for the youth future. Certain features of our education and training systems may exacerbate educational disadvantage, create additional barriers for learners who are struggling and hinder their educational pathways. systems characterized by poor teachers-pupils relationships, insufficient support for learners, lack of quality in education and training in terms of a lack of learner centeredness, inadequate awareness of educational disadvantage could be increase stronger social inequalities in educational achievement and attainment. The project aims to increase the capacity of the education system to face early school leaving by innovative and inclusive program and curriculum where learner is at the centre of the teaching and learning experiences and teaching is addressed to the personal formative needs. The project offers opportunities to enrich the potential of each youth and children valuing cognitive and emotional competences and prevent exclusion and failure at school. The inclusive and emotional curriculum will be tested in Italy, Austria, Croatia, Cyprus and Hungary, and widely disseminated in all Europe.<< Implementation >>R1: The report on the state of the art of innovative and inclusive pedagogical methodologies and practices-Country desk research on European system, policy, strategies, best practices, connected to early school leaving on diversity of learning style of students, of the multiple intelligences and on the motivation and recognition of non-formal competences;-Focus group with teachers, educators and students to exchange practices, formative needs, tools and materials;-Online survey to collect lots of information and feedback from a large pool of teachers and students on the well-being at school, positive and negative aspect of Dad, needs of vulnerable students etc;-Interviews with selected stakeholders and a shadowing activity, to observe people in their daily context;-Translation of the Road Map.R2: Inclusive and emotional Curriculum e induction training program-Training of trainers to share the methodologies and instruction to realize didactic units in an inclusive prospective;-Definition of a common framework to apply at the educational subject matters useful to develop educational resources for each country;-Developing Curriculum contents on inclusive and emotional dimension;-Training of teachers: blended course as testing the Curriculum;-Drafting and designing the framework of tools for the assessment of the course, addressed to teachers twice: at the beginning of the testing and at the end of it;-Translation of the Curriculum;-Drafting Guidelines for addressing the Curriculum.R3: Coaching activities at school: Testing inclusive and emotional curriculum -Identification and engagement of 3 hub in each partner country;-Conduction experimentation phase on multilevel didactic units: in each hub classes it will be carried out and monitored 18 hours of activities, involving at least 60 students per partner;-Drafting and designing the framework of a standardize and validate neuro-psychology questionnaire to investigate their cognitive area on Math, skills comprehension, problem solving ability, based cognitive function and emotional area;-Monitoring and evaluation of the activities led by teachers for the collection and gathering of evidences and suggestions also from the students and the other teachers to improve the curriculum program. R4: digital European inclusive and emotional platform-Gathering of tools and resources developed; -Creating the framework for transferring in digital all the resources;-Designing and creation of the digital platform:-Research for references for articles, websites and iconography- documentation to illustrate and complete the result will be searched by all expert partners-contributors of each particular result. -Creation of the contents;-Assessment of the contents;-Final review;-Translations.R5: Scientific publication-Drafting and designing of the framework of the publication;-Event and focus group in order to assess project results;-Identification of issues innovative tools and experts in the field of ESL to collect theoretical and practical experiences, effective tools and strategy to address vulnerable students, to promote well-being at school and to improve the schooling performances;-Validation and finalization by the Quality Assurance Committee;-Translation;-Presentation to the academic world and experts in education and pedagogical sector, and to policy makers;-Modeling of innovative learning methodology.During the project life-cycle cross-activities will be led by the partners. OII will coordinate the project from the management, timing and financial aspects designing a Management Plan. Also, Quality Assurance activities will be put in place to assess, validate and enhance guarantee of the quality of the results. It will be created a Dissemination and exploitation plan. All the partners will be responsible of conducting dissemination activities at local, regional, national and transnational level.<< Results >>The Covid-19 pandemic have exacerbated specific vulnerable aspect of education sector already existing before. In particular teachers need to acquire new skills in increase the motivation in their students and tackle early school leaving by innovating teaching and learning methodologies. At the same time, students need to have more than before equal access to education and the same opportunity in learning success. In order to build an education system more resilient, equitable and inclusive is the objective of the project the partnership wants to encourage the design, develop and testing of innovating Inclusive and Emotional curriculum (pedagogical practices and tools) for secondary schools, specifically tailored on students’ personal learning processes and skills.Thanks to the results achieved with the project, the Consortium will be able to provide specific training and tools to overcome some barriers (cognitive, social, linguistic and emotional) in learning environment, promote a more inclusive space for students at school and reduce early school leaving with an innovative approach.In specific:-R1: Report on the state of the art of innovative and inclusive pedagogical methodologies and practices will represent an overall situation in country members to evaluate the state of the art of the early school leaving during the Covid19 lockdown and the negative effects on the inclusion and formative success of vulnerable students;-R2: Inclusive and emotional Curriculum and induction training program. From the results of the previous activities, a European Curriculum will be design, develop and test at national level in each country. This innovative Curriculum is aimed to support teachers in creating an inclusive learning environment especially for vulnerable students and value the social, relational and emotional dimension of the learning process. -R3: Testing inclusive and emotional curriculum will be conducted to test the Curriculum activities and resources to collect evidence on the positive affective of tools and methodologies useful to support the vulnerable students to be engage positively at school in an inclusive dimension and useful to implement the curriculum program. -R4: Digital European inclusive and emotional platform that gather all the project outputs, pedagogical tools and stakeholder’s contribution;-R5: Scientific publication that gathers all the efforts developed during the life of the project (the report on the state of the art of innovative and inclusive pedagogical methodologies, the European Curriculum and the results of the testing).

CANDIICE is a five-country collaboration to provide:- active creative, arts-based learning resources using digital technologies and associated staff training to help future generations make democracy work inclusively for their harmonious futures- institutional change resources- wider implementation guidanceDuring the 2019 – 2022 period of Erasmus funding, CANDIICE.eu will grow into an inspiring online training and resource hub for all educators wishing to expand their uses of creativity, collaboration and learner empowerment. Continual work to rethink and improve genuine inclusion is essential as communities become more diverse – our methodologies are focused on recognising the changing attitudes and forces that deprive and exclude and will promote new uses of digital learning (often non-verbal) to ensure that marginal and disadvantaged learners play their full part. CANDIICE.eu will provide flexible training modules suitable for educators in different sectors of formal and informal education. They will be designed to fit into existing training structures to maximise adaptable ease of use. Training will build capacity, confidence and inspiration to incorporate creative flair into this most important aspect of education for a future inclusive Europe. Additional materials for education leaders and policymakers will give detailed recommendations and strategic guidance at the institution, locality and national levels to provide a roadmap to update citizenship education so that it successfully reinforces inclusive, pluralist democracy in a digital age. Educators responsible for citizenship learning carry a massive responsibility – to ensure that future generations understand and build successful coexistence in changing, diverse communities. A universal commitment to common European values is the bedrock of peaceful coexistence; until recently we assumed that established democratic processes would defend these basic tenets. The mechanisms of democracy have been severely jolted by rapid changes in communications technology, many groups in our populations have been left behind, or excluded in different ways. Citizenship education with extensive digital awareness is the space where future generations must formulate a sophisticated understanding of their part in a democratic future: whether they can be collaborative agents of change or disempowered consumers of manipulated attention and attitudes. CANDIICE.eu will be a major support for educators needing to work effectively in that space.CANDIICE will make exciting new learning materials and associated training freely available through CANDIICE.eu with extensive links through other European online resources and strategic guidance. Materials will be produced through repeated processes of collection and evaluation of best practice, research-based innovation and unique collaborations between our partners: leading European agencies in digital open learning, intercultural inclusion, citizenship, creative community arts, learner empowerment and professional adult education and training.CANDIICE partners are:School Development Support Agency (Lead agency) – Leicester, United Kingdomhttp://www.sdsa.netNational and international project development, networking and training for public services. International training programmes on service leadership and improvement, diversity and inclusion, intercultural education, language diversity, learner co-construction and empowerment.Eurosoc#Digital – Berlin, Germanyhttps://www.eurosoc-digital.orgInnovators of digital, interactive, creative learning exploring European citizenship, plural democratic values, community civic engagement, youth politics and activism.Forum za Slobodu Odgoja – Zagreb, CroatiaForum for Freedom in Educationhttp://www.fso.hr/Teacher training institution specialising in a wide range of unique in-service programmes with extensive international links. Expertise in values, liberal education, citizenship with well-established national impact.Les Tetes de l’Art – Marseille, Francewww.lestetesdelart.frProgressive intercultural community-based arts and creative hub. Innovator of multi-media youth projects. Nova University– Lisbon, Portugalhttps://www.unl.ptInitial teacher education institution specialising in language and intercultural understanding.