Time for Change Europe (TFCE) tackled some of the most difficult challenges that young people in Europe face: unemployment, homelessness, breakdown of family relationships, and dropping out of training or education. All of these challenges can lead to problems such as exclusion, loss of confidence, substance misuse, as well as aggressive, risk taking and anti-social behaviour which produce negative consequences for young people, affecting both their long term future and the lives of those around them (both their families and communities). The TFCE Project developed and transferred an innovative personal development youth programme called Time for Change (TFC) developed in UK-NI. The programme was transferred to Germany, Lithuania and Spain. The TFCE Programme is unique in its approach to supporting young people at risk of social exclusion as it provides young people with space and time away from situations in their life that are impacting on their situations and choices. These situations include; relationship breakdown, family problems, drug/alcohol misuse, mental health issues, unplanned pregnancy and parenthood, and low confidence issues. All partners in the Project were involved in working with young people and families affected by these issues. TFCE is a unique, intense person centred programme which makes use of group work, peer support, residential and experiential learning using a range of outdoor and centre based activities to explore and reflect on personal circumstances and behaviours.TFCE supports each young person taking part to identify their priorities for change and to build actions into a plan. Each of the partners worked with young people who were vulnerable in some way. Partners were therefore able to integrate TFC into their work with young people during and beyond the Project. For young people who have lost contact with or trust in mainstream services, TFCE served as a first step back. It was suitable for partners to use with their most vulnerable clients, helping to draw them into other training, education and employment support services and programmes. Partners who adapted TFCE identified that, although they already work with vulnerable young people, there were gaps in their provision for a structured programme like TFCE.The value base of TFCE identifies that the young person is not ‘the problem’ and recognises the range of contributing factors that have contributed to the need for change. An important innovative aspect of TFCE was the peer support for young people and the importance of building strong relationships with youth workers, their families, and the community. Activities and interventions in TFCE focused on challenge and reflection and were delivered both as individual and group based sessions. In the final phase of TFCE young people and their youth organisations agreed a ‘ next steps’ action plan, which was shared within the group to create a sense of responsibility and accountability enabling young people to link into group and community support following TFCE. This was a crucial element in sustaining change beyond their time on TFCE. TFCE also includes 'Turning Point', a moving on graduation celebration involving family and community representatives. At this stage, support networks were set in place for the young people which provided encouragement to keep them moving in a positive direction. This was vital for young people to be able to sustain change as the challenges they faced were still there, even when they had become resilient in dealing with them during the programme, it was vital that this progress was maintained. The aspect of drawing in and making use of complementary community based services was replicated by each of the partners. It was supported by the establishment of Stakeholder Forums by each partner. Stakeholders were people who had an interest in supporting young people from disadvantaged backgrounds and were able to offer support during and after the life of the project. They were involved in TFCE: advising on design and delivery as well as explaining what additional and complementary services they could offer. To ensure that TFCE remained grounded in the needs of the target group, the Stakeholder Forums also involved young people themselves. The Stakeholders were invited to meet with partners and were invited to attend a Stakeholder Seminar related to project outputs.By addressing the barriers and challenges faced by young people today, this project enabled at risk young people to increase their chances and opportunities for the future, working towards education, training, participation in the labour market, and active citizenship in European society so that they can participate in and benefit fully from the outcomes of strategies such as Europe 2020 and the European Youth Strategy. This project related particularly to the principles of social equity and equality of opportunity for all that underpin those strategies.

"The aim of the project was to exchange experiences and good practices in the organization of the didactic process using the new learning methods available through the use of Innovation Labs in didactics of professional and specialized subjects.This goal was achieved through the creation of new laboratories in partner institutions, the training of special education teachers on the use of i-Lab in the didactic process, the implementation of i-Lab for the teaching of special education teachers and persons with special educational needs.Project Partners:The Maria Grzegorzewska Pedagogical University, Poland – Leader of the projectThe Institute for Sustainable Technologies – National Research Institute, PolandCEIPES – International Centre for the Promotion of Education and Development, ItalyCJD Maximiliansau, GermanyPalacký University Olomouc, Czech RepublicActions implemented in partnership:A study and report on the "" Organizational and educational teachers needs of disabled people"" has been carried out. It allowed for the adoption of such solutions within the framework of the project, which was most responsive to the diagnosed needs. The research was conducted in partner countries. The report was made available on the project page.Four new Innovation Laboratories have been launched. The partner institutions (APS-PL, CZ, DE, IT) have arranged a specially space in line with the operating principles of Innovation Laboratories. The laboratories are equipped with the special computer hardware and materials to develop creativity and stimulate creative thinking.The laboratories are equipped with the right computer hardware and materials to develop creativity and stimulate creative thinking. Two new language versions (Italian and Czech) of VirtualBrainstorm software (VBS) have been developed. This is the basis for the functioning of the Innovation Laboratory.Software was created for the needs of ITeE-PIB in Radom Laboratory of Innovation, and was made available to Partners. Training has been conducted in the field of VBS software administration and i-Lab session moderated (facilitating). Scenarios of the use of the Innovation Laboratory in the didactic process were developed and implemented. Innovation laboratories have been implemented in the practice of teaching special education pedagogy and people with special educational needs.The role of partners: The Maria Grzegorzewska Pedagogical University – Leaderorganizing and conducting research ""Organizational and educational teachers needs of disabled people"", launching the Innovation Laboratory, creating a website as an information and communication platform, organizing a series of demonstration sessions aimed at presenting the use of i-Lab in the didactic process, the development of scenarios for the use of the Innovation Laboratory in the didactic process, the implementation of i-Lab to the practice of teaching special education pedagogy and people with special educational needs.The Institute for Sustainable Technologies – National Research Institute supervising and supporting the process of launching Innovation Labs and implementing them into practice, developing new software language versions and providing partner’s software, project evaluation, organizing and conducting software training for administrators and facilitators of the i-Lab session, providing support for facilitators of organization i-Lab sessions.CEIPES – International Centre for the Promotion of Education and Development, Italy ; CJD Maximiliansau, Germany; Palacký University Olomouc, Czech Republicparticipating in the research "" Organizational and educational teachers needs of disabled people"", launching the Laboratory of Innovation, organizing a series of demonstration sessions aimed at presenting the possibilities of using i-Lab in the didactic process, developing scenarios of using the Innovation Laboratory in the didactic process, implementing i-Lab to practices of teaching special education pedagogy and people with special educational needs. Palacký University Olomouc and CEIPES develop new language versions of the software.Results achieved / project outputs:Research report "" Organizational and educational teachers needs of disabled people""4 new Innovation LaboratoriesIncrease of qualifications of partner institutions teaching staffTwo new language versions (Italian and Czech) of VirtualBrainstorm software (VBS)A series of demonstration sessions presenting the potential of i-Lab in the didactic processScenarios of using the Innovation Laboratory in the didactic processWebsite as an information and communication platformDocumentation related to project management and project evaluation. The results and experiences resulting from the project were presented during thematic scientific conferences and articles published in national and international scientific journals."

Context/background of the projectFor several years the European Commission has stressed in each of its communiqués the importance of vocational education and training (VET) for the employability of (young) people as well as for the competitiveness and growth of the economy. In many countries strategies to foster VET focus, however, largely on initial VET. The project covers a wide range of European Life Long Learning objectives and priorities that are related to the core philosophy of Erasmus+:Contributing to Lifelong Learning:Apprenticeship is one of the key issues in Lifelong Learning and thus a flexible dual education system specialised for SME’s is going to be huge improvement. Not only from the perspective of education, but mainly from the perspective of individuals on the labour market: migrants, workers who want to improve their skills and/ or people who are looking for a (new) job.Contribute to the development of quality lifelong learning and to promote high performance, innovation and a European dimension in systems and practices in the field:The development of an innovative flexible certificated standard of apprenticeship system under European cooperation is going to set the foundations for the development of high quality apprenticeship systems. Additionally, project's results and dissemination activities will promote the development of common European and national policies related to apprenticeship and will enhance attractiveness of VET and Life Long Learning at European level.Lack of apprenticeship certification discourages young people to become apprentices. Additionally, lack of regulation framework discourages firms to benefit from apprenticeship programs. An innovative flexible certificated standard of apprenticeship system will improve the quality, accessibility and attractiveness for VET and lifelong learning opportunitiesSupport improvements in quality and innovation in vocational education and training systems, institutions and practicesThe project concerns an innovative apprenticeship system with improved quality due to its involving all interested parties .To enhance the attractiveness of vocational education and training and mobility for employers and individuals and to facilitate the mobility of working traineesAn innovative apprenticeship system integrating work-based and school-based learning promotes the mobility of employers, individuals and working trainees.Sector Skills AlliancesThe project will bring together bodies with metal construction companies' specific expertise in three complementary fields: the world of vocational education and training, the labour market, and VET policy makers with the help of a more flexible education system in order to identify skills needed by the energy sector and to integrate sectorial skills.Promoting equality between men and women and contributing to combating all forms of discrimination based on sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation