During the Erasmus + mobility project that took place in Berlin circa September 2017, important meetings were made that encouraged us to pursue our collaborations. Through the sharing of those acquired strong experiences and of the commons issues we met, we found out that a genuine consideration of the body is deeply lacking in the usual training practices. The Crefada association, as a training organization, began some research on this problematic within the Crefad network and through a national dynamic. It appeared then to us that we could enrich this existing work by interacting with several actors registered in other cultural contexts. The trainers we would invite to participate in this project are mainly teaching in the artistic field and their specific feature is that the human body is the main focus of their work through different disciplines: theater, Qi Gong, performance, dance, action and circus arts. This project relies on artistic creation as an educational medium and as a teaching medium. We consider that in any social interaction and any collective situation it is fundamental to take into account all the informations that are constantly emitted by everyone's body. In this purpose, it is necessary to know how our body and the other's body are functioning. The intercultural exchange, the variety and the complementarity of the approaches should help us to approach the questions related to the place of the body in our pedagogical practices: our own body, the pedagogue's and the pupils' body and the body in a social context. The body as a whole will be approached across those trainings from the pre-cited intersectional perspectives. This concept express the need to take into account all the crossings between different types of domination from the three broad categories: sex, race, class. The meetings are aiming to lead theoretical reflections on the topic of the body. The idea is indeed to enrich the practice, and to be able to develop a new educational offer. Besides, the objective is also to create educational videos that can be used as training material for teachers from other organizations that happen to work on those topics. This videos will be accessible in open source. They will be diffused to a very large public through social networks, internet platforms...We will also organize times of public diffusion and exchange at the end of each meeting to communicate about our research. Four European structures are part of the project ; three people from each structure are involved in each meeting. We are a group of 12 people : Scene 5 in Berlin, EOS in Athens, Dialog Obert in Valencia, and Crefada in Marseille. These structures are all involved in teaching processes related to non-formal education and performing arts. Theater, circus arts, performances and poetry, action art are the main fields of activities of the partner structures. The body is at the heart of their individual and collective practices. The meetings are thought as workshops where the participants propose contents related to a sequence in three parts (the trainer's body/the social body/the political body). The participants will have to commit themselves to communicate within their institutions and networks about the results and the conclusions of our research. The open source videos can be used as an educational materials in the many circles of trainers who are working on the topic of the body. Each organization will continue to make these contents live in digital spaces. Since public events will take place at the end of each meeting, people from outside this narrow circle of stakeholders will benefit from this research.

“Youth SUCCESSors” project had as main focus the empowerment of European and International youth through the valorization and promotion of cultural and natural heritage.Considering the huge tangible and intangible cultural and natural heritage of each of the participating countries, young people can be considered as “rich successors”, but they need to learn how to manage these resources in a productive and sustainable way. Territorial promotion, sustainable tourism and many other sustainable entrepreneurial activities can be started around the preservation of environment and cultural heritage.The key of SUCCESS for our youth is to learn how to give value and take care of these resources but also to learn how to involve local communities in the protection and promotion of culture. In order to promote this objective, Y.S. consortium has organized 2 capacity building training courses for youth workers in order to train participants in entrepreneurial skills and in non- formal methodologies for skills development, and a Youth Exchange to involve directly young people in the implementation phase and to put in practice the new methodologies, 30 youth workers and 30 young people Italy, Greece, Spain and Argentina have been involved directly in the activities.All of them, at different levels, will be able to implement practically the knowledge obtained through their participation in the project, replicating methods and using tools and skills acquired.The consortium of Youth SUCCESSors was multi-actor and multidisciplinary, composed by Public Authorities, VET centers, NGOs and business representatives, all with a great experience in the field and covering complementary competencies. It was constituted from 5 partners from 4 countries, all facing the same difficulties related to youth unemployment and low participation to social and economic life. Info-days have been organized in each participating countries. High schools, NGOs, local authorities, private companies could meet partners and youth workers participating in the project in order to obtain information about project activities, results, possibilities of new collaborations in the development of entrepreneurial skills and raise awareness about the importance of preserving cultural and territorial heritage of each country. The publication online of 3 webinars and 2 OER e-Guide, 1 for youth workers and 1 for young people, has helped in increasing significantly the number of people able to acquire and spread the skills and best practices resulting from Y.S. project implementation, and to exploit the results.

To achieve a sustainable Europe, the environmental, social and cultural objectives have to be rebalanced against the financial and economic ones. The role of creative and critical thinking, fostered by arts and cultural activities, play a key role if we want young people to regain trust in Europe. Digitalisation and culture for new generations (DiCultYouth project) implemented between November 2018 and January 2021. The DiCultYouth project focused on creating synergies between the creative sectors of culture, education, and technology to boost the digital skills of young people and help ensure that education systems and cultural organisations make the most of new technologies to enhance the employability of the new generation and support youth with a background in humanitarian studies to pursue career opportunities in cultural heritage-related fields.The project worked towards achieving the following specific objectives over the past two years:- To prepare young professionals and open new pathways to careers into the cultural sector by developing essential IT knowledge and skills required in heritage-sector careers.- To develop the digital literacy of young people while trying to combat youth unemployment through a multi-assessed e-learning programme for young people with fewer opportunities to up-grade, up-skill, or re-skill their digital competences to meet the needs of the labour market.- To strengthen the exchange of knowledge and practice between research centres, educational and training institutions d NGOs.Analyse and interpret the concept of cultural heritage through conducting a state of play review in all involved countries in order to map the ICT skills and the level of knowledge required by cultural institutions with regard to digital skills- To set up a network platform where various cultural organisations, stakeholders, agencies, relevant public services etc., to offer guidance and advice for future employmentParticularly, to achieve the objectives above, DiCultYouth developed three tangible intellectual outputs:IO1 Map Digital Skills in the Cultural sector: The comparative analysis describes the participating countries' current situation and a cross-functional skill gap analysis to identify the current and future roles and required skills in the cultural sector. The maturity level of cultural organisations was also assessed, and activities that have to be adapted to increase the level of maturity concerning digital skills were defined. This output constitutes the theoretical basis for the development/assessment of the following two Intellectual Outputs.IO2 Gamifying Culture: A fun and engaging game that puts the player in the curators' role, cultural heritage specialists to learn cultural content and develop digital competences and cultural awareness. It is based on five principles: intrinsic motivation, learning through intense enjoyment and fun, authenticity, self-reliance and autonomy, and experiential learning. The game provides much potential for innovative, effective and accessible contemporary teaching and learning, inspiring young people to learn more about our European cultural heritage, thus raising their cultural awareness.IO3 Online training course: IO3 aims to utilise Europe’s talent and social assets in a lifelong learning perspective while addressing young people's needs on basic digital skills related to the European cultural heritage, as identified in the research IO1. The DiCultYouth consortium designed and delivered an online training course to help young people develop their digital skills, covering a range of non-formal modules related to digital culture and cultural heritage.Furthermore, throughout the lifecycle of the project, partners have undertaken the following activities:1. Project Management 2. Quality Assurance of Outputs 3. Project F2F Meetings 4. Project Online Meetings 5. Dissemination, multiplication, sustainabilityAll partners completed all foreseen implementation activities. The activities were positively evaluated by target groups who expressed that the project could have a tangible impact on their local communities. These activities have led to developing skills and competences of disadvantaged young people, including unemployed, newly arrived immigrants and young refugees, early school leavers etc. Moreover, the project has supported the development of digital skills in all partner countries by providing all the relevant stakeholders with access to tangible education materials that can support them in engaging with this framework through practical and engaging educational activities such as the Online Game the Online Training Course. Dissemination of outputs resulted in the development of synergies and cross-fertilisation between the creative sectors of culture, education, and technology. Overall, during the project's lifecycle, all partners involved over 10.000+ participants through different activities.

<< Objectives >>The prostitution of minors is an invisible phenomenon, which nevertheless affects dozens of thousands of young people in Europe; a phenomenon that has grown exponentially since the Covid crisis (+682% in France, for example).To date, no one has undertaken any training to combat this scourge.The STOP project aims to respond to this and to understand, inform and train youth and social workers in the prevention and support of minors involved in prostitution.<< Implementation >>To do this, the project will be articulated in 3 axes: 1) to create knowledge about this unknown/invisible phenomenon through research and the creation of a framework for understanding it precisely2) to develop training modules for social and youth worker - and training organisations in the field3) to create a resource platform on the subject, the crossroads between the access to all resources developed and and a resource space where (European) information on the subject is gathered<< Results >>We will therefore develop - an interactive infographic explaining the prostitution of minors in Europe- a kit to run a prevention and awareness-raising workshop for professionals (continuing education)- two specific modules on the subject (support during prostitution and support on leaving prostitution) to be taught in social work training organisations- digital resources (national reports, ebook)- the 1st European conference on the subject

The last 5 years has been a decline of interest in STEM subjects, despite the increasing demand for STEM skills to keep Europe’s knowledge economy growing and develop a future generation of innovators needed for the 21st century (EU Schoolnet). Underrepresentation of women in STEM is highlighted by the fact that almost 60% of graduates are women, but women account for less than 33% of scientists/engineers. Factors are connected to the ways in which science subjects are taught, their influence and motivation on student’s attitude towards science education. EU highlights a need for cross-discipline learning & partnerships as well as the acquisition of basic skills and new methodologies based on learning motivation and experimentation in STEM. Cross-sectorial approaches that incorporate the arts/other disciplines into the more-familiar STEM model can facilitate the engagement and the creativity of young girls in STEM fields. Recognising this need, IN2STEAM aims to enhance, encourage and foster + innovative educational approach that integrates STE(A)M learning (applying art + design principles to science education) in primary education through gender-inclusive methods and resources to promote a positive change of attitudes towards non–stereotyping choices in education + attract more girls into STEM fields. As a 21st century education strategy, the project aims to increase children’s basic skills in STE(A)M (creativity, critical thinking + problem-solving) and the competence development of teachers to effectively teach interdisciplinary art and science concepts using a real-world context for fostering more creative and collaborative learning environments in primary schools. To measure the impact on young girls using the IN2STEAM tested approach, an effective assessment behavioural change model (B.A.M), will be created by the partnership. In addressing the issues of girls’ engagement in STEM by testing out innovative prevention measures in the early stages of education, the project aims to have a strong impact on all project target groups (IN2STEAM expects to directly reach at least 48 teachers across EU and their relative students (+1440 pupils) during the piloting phase as well as at least 12 schools, supported by the contribution of 18 female STE(A)M professionals, 30 institutional stakeholders +220 participants at Science Day events + wider dissemination to +300 school stakeholders etc).Specific Objectives:- Increase the competence development of teachers and educators to effectively teach and expose (STE(A)M) concepts to young children at primary school, with a focus on girls, so to foster creativity, critical thinking and problem-solving competences;- Increase and nurture girls’ interest in STEM fields through the development of gender-inclusive teaching methods and open resources focused on (STE(A)M) learning in primary education with a real-world context;- Support a behavioural change in girls to foster non-gender stereotyping in education and career choices, motivating girls to fulfil their potential in STEM fields and reduce the gender gap;- Integrate a 21st century education strategy for developing more creative learning environments in primary schools through the adoption of interdisciplinarity (STE(A)M) learning approaches joined with gender inclusive practices in school curriculum.IN2STEAM will include a comprehensive analysis on the value of STE(A)M education in increasing the motivation + participation of young girls in STEM fields and the development of Online Training Curriculum for teachers in STE(A)M learning and gender sensitive practices to support educators and teachers to lead interdisciplinary approaches of arts & sciences at schools. Furthermore, a Joint Staff Training Event will support and will also make the consortium’ trainers’ part of the learning process creating guidelines and training the facilitators for the piloting of the OER. As added value, the partnership will create a Digital Teacher’s Toolkit and an Activity KIT to be used in the classrooms with teachers and primary school children. The outputs contain a set of new and digital methodologies and tools that will support teachers in reducing gender gaps regarding women and STEM by adopting inclusive STE(A)M learning. These outputs will mix formal and non-formal teaching approaches as well as ICT based activities in order to enrich both teachers and pupils, supporting young students, especially girls, to make non-stereotyping choices in their future educational pathway.The creation of the “European Charter for STE(A)M Education” co-produced with teachers, educators, STE(A)M professionals & stakeholders from 6 EU countries & targeted at school decision makers will give an EU dimension to the project. The Charter & Impact Report will provide a framework for schools to integrate STE(A)M education through using evidence-based results+ will foster the participation of girls in STEM where the gender gap still persists.