"Within the European community there is an increasing disintegration through discriminatory and populist policies & practices. In addition there is a growing tendency (intensified by Covid-19) towards nationalism and closed borders. This has to be countered by transnational cooperation and public spirit among active EU citizens. We as youth organisations make an important contribution by creating spaces where young people can come together, get involved and experience self-efficacy. Although the working cultures and objectives of youth organisations in Europe can be (formulated) very different(ly), we are convinced that there is a common interest: to recognise the concrete needs of young people and to create an environment in which they can develop their potential. In this Context our project: ""Evaluate, engage, empower - yoth work ... "" is placed, as we see the UN Convention on the Rights of the Child and the European Youth Goals as useful instruments for us to learn more about shared values in our youth work practice in a transnational context and to support each other in developing our self-image as European institutions. And as the overall topic of this project are the UN Convention on the Rights of the Child and the European Youth Goals, we want to strengthen partnerships that foster children’s rights and lead to a realization of the Youth Goals in each partaking organisation and the community they are part of. Therefore, in our project we - four youth organisations from Germany, France, Romania and Slovenia - want to: -EVALUATE our practice and learn from each other and strengthen our common values as youth actors in Europe-ENGAGE the participation of young people as active euopean citizens and support local civic Engagement-EMPOWER young people to take charge of their own lives and be able to work in transnational contexts.Our central project goals are:* To integrate children's rights into our organisational structures and working cultures as a foundation on which youth organisations (should) stand.* To develop concrete recommendations for transnational youth work in Europe, which can be used by multipliers and volunteers in the partner regions and beyond.* Reflecting on and further developing our own youth work practice in relation to the ""European Youth Goals"".* Establish and deepen stable transnational partnerships that form the basis for future cooperation in the transnational field (e.g. ESC, youth meetings and camps).With our plan to evaluate each other and work towards an integration of those rights into the organizational sphere, we hope to support educators and youth workers in their daily work, by designing a guideline for human rights based methods. While researching this topic we found the European network project ""Youth for Human Rights"" which is an excellent starting point for indepth examination and the testing of practical implementation. In order to strengthen our advocacy for the rights & social participation of young people in Europe, we need to share knowledge and best practice with each other. A network of solidarity, pooling resources and capacities, will help us to respond more effectively to the challenges mentioned above."

Build you future piece by piece is a strategic partnership in the adult education field aimed to support educators, by extending and developing their competences and improving teaching methods and tools through effective use of innovative solutions .The main idea of the project consists in providing new educational methodology called BBU (Building Based Upskilling) to adult educators in order to be able to use it with their learners, more specific NEETs, to enhance their transversal and key competences (according to ESCO and Advice recommendation given by European Parliament and Council on 22th May 2008). Moreover this project is meant to offer indirect learning support for adults with low qualification and other socio-demographic disadvantages.Over the years, there has been limited growth in the share of adults participating in education and training during the last 4 weeks in the EU – from 9.5% in 2008 to 11.1% in 2018. In addition, in practically in all EU countries people with little or no qualifications in education – those most in need of access to learning – are the least likely to benefit from it. Age and educational attainment matter when it comes to adult participation in learning. European Union countries face a big issue regarding the difficulty of adults with low qualifications to integrate in the labour market. Together with the early drop out, the lack of soft skills and key competences prevents a big percentage of the NEETs to access a labour market in which all the previously mentioned are required. According to the Catalogue of transversal competences key for employability those competences are: intercultural skills and global awarness, organization and time management, team work, empathy and the ability to built relationships, problem solving, learning process, negotiation skills, leadership and collecting and processing information.Adult learning is a sector in which educators need to be prepared to face the numerous reasons which lead to the lack of motivation of their trainees. Educators need innovative and engaging methods to be able to attract adults into courses, especially the underqualified ones, who are facing difficulties to understand abstract concepts and the fast changing demands in the labour market. Designing an innovative methodology based on lego, building blocks and puzzles in order to materialize abstract concept is a real need among the adult educators. By doing this we also adress the reason behing the lack of participation and we change the face of adult learning into an accessible and easy to understand one.The OBJECTIVES of the projects are providing adult educators innovative educational tools and know hows through which to facilitate the learning process and developing of key and transversal competences of their trainees; Designing new models and educational resources adapted to adult education ; Change the image of adult learning into a more attractive, accesible and usefull through innovative educational methods, in which the learners are involved and active in their learning process, being motivated to improve their competences and knowledge marked in the European parameters.The MAIN IDEA of the project consists in designing a new educational methodology Building Based Upskilling and strategic activities based on it and to provide them to adult educators in order to be able to use it with their learners, more specific NEETs, to enhance their trasnversal and key competences (according to ESCO and Advice reccomendation 22th May 2008). Moreover this project is meant to offer indirect learning support for adults with low qualification, other socio-demographic disadvantages and NEETs.In order to fullfill the objectives, the following ACTIVITIES will be performed:• Design a Handbook of strategic activities based on the BBU methodology o Pilot phase in which the educators will be trained on the BBU methodology and activitieso Second pilot phase in which educators will implement the innovative methodology and activities with their adult learnerso Final design of the methodolgy and its activities into the Handbook after collecting the feedback from the educators and learnersThe main RESULTS of the project will be:• A Handbook of strategic activities based on the BBU methodology corelated with the development of each key/transversal competence• An innovative methodology BBU based on the usage of Lego, building blocks and puzzles • 12 strategic BBU activities meant to develop the 12 transversal competences according to the Catalogue of transversal competences• A training plan to implement BBU methodology and its strategic activitiesThe TARGET GROUP involved is represented by:• DIRECT TARGET GROUP: adult educators, trainers, facilitators, coaches• INDIRECT TARGET GROUP: low skilled adults, NEETs

<< Objectives >>The project focuses on the benefits that ecological activities may have for NEETs. By using ICT-enhanced experiential learning and training on small-scale actions, the project aims to engage young NEETs to the labour market, increase the eco-preneurial skills, bridge the communication gap between young job hunters & future employers and provide them with innovative tools in order to thrive.<< Implementation >>Alongside project management and quality control activities (WP1), the project involves the development of interactive gamified activities in the form of OERs, based on experiential learning and social tools (WP2), a 2-week period of seminars, aiming to train the trainers on small-scale actions, which if applied, could have a positive impact on NEETs (WP3) and online workshops, coaching and mentoring services for EcopreNEETs (WP4).<< Results >>T2.1 Kick off meetingT2.2 Needs Verification with NEETs involvement & White PaperT2.3 Eco-Preneurial Competence Framework T2.3 Interactive inclusion glossary T2.4 Blooming MOOC with multimedia resourcesT2.5 Multilingual MOOCT3.1 Reports on existing methodologyT3.2 2nd TPMT3.3 Methodology for seminarsT3.4 2-week period of seminarsT3.5 Booklet of needsT4.1 e-Traineeship methodologyT4.2 Online coaching workshopsT4.3 3rd TPMT4.4-6 Teaser EventsT4.7 Continuous Improvement Process

<< Objectives >>. create educational resources in order to support adult educators and adult educational centers in their work of training, guiding and counseling adult learners in employment matters;. equip adult educators with the needed knowledge regarding the current changes of the labour market and the competences and tools to help adult learners to increase their employability;. upskill adult learners, in order to foster their professional reconversion and insertion in the labour market<< Implementation >>. project management & communication (administrative tasks and regular communication inside the consortium through email and monthly online meetings). quality monitoring. risk handling. dissemination of the results (through online and offline activities). creation of the online course. creation of the booklet of 8 hands-on learning activities and materials. 2 pilot phases (educators taking up the online course and then implementing the activities with their adult learners). 3 TPMs. 6 MEs<< Results >>. WP1: Online course – “How to develop skills for professional conversion” . WP2: Hands-on learning activities booklet . 60 adult educators better prepared in terms of knowledge, skills and resources to provide trainings on the topic of profesional reconversión, focusing on the required transversal skills in the labour market;. 180 adult learners who developed their transversal skills needed for the professional conversión or integration in the current labour market;

In a world where digital tools are increasingly part of our daily lives, educating children and young people in their use and understanding is the responsibility of educational actors. Machines, algorithms, artificial intelligence are all terms that are now part of everyone's vocabulary, even though we do not always know what they mean. The issues of conscious use, access for all, understanding, ethics, personal data protection, but also technical training for the professions of tomorrow are today more than ever at the heart of the debates of European societies, and the questions arise from early childhood onwards. Digital education, and education through digital technology, offers opportunities in terms of education, creativity and innovation, in addition to meeting a societal need.We are 6 structures, from different European countries, that share reflections and common objectives in terms of educating young people and educational actors to digital tools, and in particular to machines, in order to give the keys to citizens to become active and not passive users of the tools. Different countries, but similar uses and issues. The project we are presenting responds to the necessity of increasing young people's interest and success in science, technology, engineering and mathematics, making them actors in their use and promoting innovative methods, through playful robotic teaching kits accessible to all.Partners share the same global priorities and OBJECTIVES for this project which are :1/Provide the means for teachers who wish to offer turnkey robotics activities at low cost.2/make children and young people understand the making of information through action so that they become creative and responsible actors3/ educate to computer science and raise awareness on algorithmic logic underlying all the tools we use, in order to take over power on machines, 4/promote the mainstreaming of digital competence provision across the curricula5/ foster critical thinking especially through teaching technology and science in line with the priorities of school education.6/ prepare children and young people to robotics challenges as RoboCup, which are great opportunities for learning in many fields (technology, mathematics, logic, English, project management...) and self-improvement. 7/make children and young people, especially girls, want to take an interest in engineering and digital professions. To reach these ambitious objectives, the EU-RATE project will TARGET PUBLIC in a direct or indirect way : * The direct public > primary and secondary school teachers, especially those who do not have access to robotics for reasons of funding, knowledge, distance, etc. but also the educational community at large (educators, parents, animators) that will have access to the training online; Students of 14+ as co-developers of the project (participating in the LTTA1 C1 and LTTA 2 C2, testing, experimenting, giving feedback.* The indirect public: youngsters from 8 to 10 and from 11 to 14 years old that will take part to extra curricular and/or in-school activities These objectives will be achieved through the implementation of 4 intellectual outputs : IO1 learning sequences, IO2 hardware, IO3 Software and IO4 production testing, 2 trainings one on prototying and the other one on finalisation of prototypes and pedagogy and 6 multipliers events. Every production will be open source and accessible to all during and after Erasmus + funding. Dissemination will be a big part of the project. We've plan to work throughout the project and also after the Erasmus + funding to involve more schools, associations, networks, stakeholders to test and disseminate the project results and to reach more educational actors and teachers, and through them, children and Young people from all countries.